Term 1 2022 PLD applications deadlines released

An item for my Kiwi readers.

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Kia ora Michael Regionally-allocated PLD applications close 18 February 2022 As you lead PLD in your learning community, you will be aware the Ministry of Education has recently released the deadlines for funded PLD applications in 2022. Did you know we offer FREE support to develop a PLD application that works for you and your learning environment? If you are looking for professional learning opportunities that help you deliver transformative experiences and equitable outcomes for all ākonga, we can help. Together, we can design and submit a successful application to the Ministry of Education. Working across Aotearoa in Māori, Pacific and English medium contexts, and in all learning settings, our facilitators work alongside you to develop a customised PLD plan. Priority areas English medium Cultural capability Local curriculum design Assessment for learning Māori medium Mātauranga and te reo Māori Marau ā-kura Aromatawai Digital fluency remains a priority in all settings. We deliver professional learning in blended ways, using face-to-face and online tools (or a mix of both), whichever works best for you and your learning environment. Our in-depth and facilitated online programmes are suitable for funded PLD too. Start your regionally-allocated PLD conversation by contacting one of our regional managers: Angela Clemens Northland, Auckland and Hamilton angela.clemens@core-ed.ac.nz 027 208 8803 Kathe Tawhiwhirangi Central North Island kathe.tawhiwhirangi@core-ed.ac.nz 021 527 004 Ngaire Shepherd-Wills Canterbury ngaire.shepherd-wills@core-ed.ac.nz 021 166 0158 Greg Carroll South Island greg.carroll@core-ed.ac.nz 027 415 3921 Rosalie Reiri Māori medium rosalie.reiri@core-ed.ac.nz 021 919 764 Please note, funding only available to early learning services through a Kāhui Ako application.

We look forward to working together, developing a PLD application that meets your needs, one that is underpinned by equity, so that all tamariki and rangatahi can thrive. Ngā mihi nui, CORE Education Share Tweet Forward

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[AIJRE] New notification from Australian and International Journal of Rural Education

See the notice for this new issue of AIJRE.

You have a new notification from Australian and International Journal of Rural Education:

An issue has been published.

Link: https://journal.spera.asn.au/index.php/AIJRE/issue/current

John Guenther

Australian and International Journal of Rural Education

The actual table of contents is included below.  Note the article about online PD that may be of particular interest.

Vol 31 No 3 (2021): Connecting Rural and Urban Education Research

Published: 2021-11-26

EDITORIAL

• Connecting Rural and Urban Education Research

  Melyssa Fuqua, Robyn Henderson, Cheryl Glowrey, Karl Maton

  i-iv

JOURNAL PAPERS

• Rethinking Deficit Discourses in Education Through Rural Education Research and the Concept of Querencia

  Judith A. Gouwens, Robyn Henderson

  1-14
• The “New” Rural Small and Rural Schools’ Influence on Regional Urban Developments

  Jennifer Tatebe

  15-28
• Depicting Rural Deprivation in a Higher Education Context A Scottish Case Study

  Laurence Lasselle

  29-42
• Exploring students’ feelings of place

  Susan Christine Webb, Elizabeth Knight, Rosalyn Black, Reshmi Roy

  43-60
• Does Regionality Influence Students’ Perceived Employability and Career Orientation? A Study of Students at an Australian University

  Dawn Bennett, Elizabeth Knight, Paul Koshy, Ian Li

  61-80
• Schools Celebrating Place and Community A study of Two Rural Schools in Bangladesh and New Zealand

  Mahammad Abul Hasnat, Janinka Greenwood

  81-95
• Classroom Development Through Teacher-Researcher Collaboration Bridging the Rural Urban Divide in Norway?

  Tobias Werler, Vibeke Foldnes, Åshild Berg-Brekkhus, Margaret Kleppstad Færevaag

  96-112

Rural Connections: Celebrating Schools and Communities

• George Victor Le VauxAn Adventurer in Rural Queensland

  Alessio Claudi

  113-119

Article Notice – Online Teacher Professional Development in Canada: A Review of the Research

I mentioned this article in yesterday’s entry entitled [CJLT] New notification from Canadian Journal of Learning and Technology, and I wanted to highlight it specifically today.

Online Teacher Professional Development in Canada: A Review of the Research

Authors

• Pamela Beach, Queen’s University
• Elena Favret, Queen’s University
• Alexandra Minuk, Queen’s University

DOI:

https://doi.org/10.21432/cjlt27948

Keywords:

online learning, teacher professional development, review

ABSTRACT

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.

AUTHOR BIOGRAPHIES

Pamela Beach, Queen’s University

Pamela Beach is an Assistant Professor at the Faculty of Education, Queen’s University. Her background as an elementary teacher has influenced her research which centres on the dissemination of research-informed literacy practices. Pamela’s work explores how online and multimedia resources can be used in teacher education and professional development.

Elena Favret, Queen’s University

Elena Favret holds a Master of Education from Queen’s University, where she completed her research on perceptions of oral communication during collaborative learning in elementary classrooms from the perspectives of teachers and speech-language pathologists. Elena’s teaching experience has guided her research and approach to topics including teacher professional development.

Alexandra Minuk, Queen’s University

Alexandra Minuk is a doctoral student at Queen’s University in the Faculty of Education. Her research focuses on the inclusion of students with disabilities and the key variables that influence classroom placement. Alexandra’s background as a special education teacher has shaped how she approaches the study of teacher professional development.

[REPOST] OECD – School Education During COVID-19: Were Teachers And Students Ready?

This was originally posted at https://k12sotn.ca/blog/oecd-school-education-during-covid-19-were-teachers-and-students-ready/.

As a follow-up to the Canadian eLearning Network’s (CANeLearn’s) Pandemic Pedagogy Research reports, there have been several reports published by the Organisation for Economic Co-operation and Development (OCED) that have also included a focus on or content related to Canada as a part of their “The state of education during the COVID pandemic.”

EDUCATION 18 MONTHS INTO COVID

This report is an update on the first report published in April 2021 (below) – this new publication provides an overview of educational responses from OECD member and partner countries 18 months into the COVID crisis. Read the full report on the OECD iLibrary

EDUCATION ONE YEAR INTO COVID

In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools. Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning. With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving. The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction. This report presents the preliminary findings from this survey, providing a snapshot of the situation one year into the COVID crisis. Read the full report on the OECD iLibrary Résumé en français : La situation de l’enseignement scolaire un an après le début de la pandémie de COVID Blogs Repeating the school year not the answer to COVID learning losses: Andreas Schleicher The state of education – one year into COVID

LAUNCH EVENT: EDUCATION ONE YEAR INTO COVID

Get the presentation

 

Congratulations Michael, You Reached A Milestone

Note this achievement from one of my open scholarship networks.

Great work, Michael!

Your research items reached 80,000 reads

Achieved on November 23, 2021