Simultaneous Renewal Research Articles

Centering community and collaboration in a multi-year literacy professional development initiative between a university and school district

PurposeThis paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).Design/methodology/approachWe asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.FindingsOur findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.Originality/valueThis paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

Optimal Scheme Models with Imperfect Checkpoint

We propose optimal checkpointing models for dual and majority decision structures with imperfect checkpoints. In systems with high reliability, the process returns to the previous checkpoint when errors occur. However, in real-time systems, if the process always returns to the previous checkpoint, its process might not end in time. In this paper, we propose extended checkpoint models in which when errors occur, the process makes forward and backward recoveries, i.e., the process makes the same one again or returns to the first one with some probability. Using dual and majority decision structures as processing modules, these models are applied to constant and random tasks for the processing of objective works. Furthermore, it is shown that processing models are given by the more general forms using a K-out-of-n system. We formulate simultaneous renewal equations for imperfect models and solve them skillfully, using mathematical methods. The mean execution times until the process succeeds are obtained, and optimal policies to minimize them are derived analytically. These results include the former ones and would be useful for some practical checkpoint models.

“From Two Different Perspectives” to Simultaneous Renewal: Program Components That Inform and Transform Practice through a University–District Leadership Preparation Partnership

University-district partnerships are promising models for leadership preparation programs, however many partnerships fall short of their potential. In this two-year qualitative, action research study, we examine how a university-district partnership led to the simultaneous renewal of the district and university as it sought to develop transformational school leaders. Analysis of semi-structured interviews with program participants, university staff, and district administrators indicated the impactful role of cohorts, co-teaching, and inquiry-based instruction in the continual improvement of all stakeholders. We show how each of these program components informed and transformed the university and district. We also identified partnership conditions that supported their effectiveness. Our findings inform universities and districts designing partnerships for leadership preparation and provide existing partnerships that incorporate cohorting, co-teaching, and inquiry-based instruction a better understanding of their potential impact.

Predicting the Future With a Scale-Invariant Temporal Memory for the Past.

In recent years, it has become clear that the brain maintains a temporal memory of recent events stretching far into the past. This letter presents a neurally inspired algorithm to use a scale-invariant temporal representation of the past to predict a scale-invariant future. The result is a scale-invariant estimate of future events as a function of the time at which they are expected to occur. The algorithm is time-local, with credit assigned to the present event by observing how it affects the prediction of the future. To illustrate the potential utility of this approach, we test the model on simultaneous renewal processes with different timescales. The algorithm scales well on these problems despite the fact that the number of states needed to describe them as a Markov process grows exponentially.

Simultaneous Renewal: An Inclusive Approach to Collaboration and Teaming

Collaboration goes beyond direct service provision. It is critical for effective personnel preparation and professional development as well as high-quality program implementation to close the gap between research and practice in early childhood contexts. Simultaneous renewal provides a framework for continuity from teacher preparation, inclusive teaching practices, and professional development to engage all stakeholders in teaming processes that promote child outcomes and improve teacher practice simultaneously.

On estimation of expectation of simultaneous renewal time of time-inhomogeneous Markov chains using dominating sequence

The main subject of the study in this paper is the simultaneous renewal time for two time-inhomogeneous Markov chains which start with arbitrary initial distributions. By a simultaneous renewal we mean the first time of joint hitting the specific set $C$ by both processes. Under the condition of existence a dominating sequence for both renewal sequences generated by the chains and non-lattice condition for renewal probabilities an upper bound for the expectation of the simultaneous renewal time is obtained.

An estimate for an expectation of the simultaneous renewal for time-inhomogeneous Markov chains

In this paper, we consider two time-inhomogeneous Markov chains $X^{(l)}_t$, $l\in\{1,2\}$, with discrete time on a general state space. We assume the existence of some renewal set $C$ and investigate the time of simultaneous renewal, that is, the first positive time when the chains hit the set $C$ simultaneously. The initial distributions for both chains may be arbitrary. Under the condition of stochastic domination and nonlattice condition for both renewal processes, we derive an upper bound for the expectation of the simultaneous renewal time. Such a bound was calculated for two time-inhomogeneous birth--death Markov chains.

The PDS Model as a Vehicle for Simultaneous Renewal in Mathematics Education

The PDS Model as a Vehicle for Simultaneous Renewal in Mathematics Education

The Five Commitments: A Philosophical Framework Manifested Through Dance

ABSTRACT The philosophical framework known as the Five Commitments was recently approved by the Governing Board of the Brigham Young University–Public School Partnership. The Five Commitments consist of: Civic Preparation and Engagement; Engaged Learning Through Nurturing Pedagogy; Equitable Access to Academic Knowledge and Achievement; Stewardship in School and Community; and Simultaneous Renewal. Dance education models these best practices in direct and sophisticated ways. This article outlines how to recognize the components of dance education that support The Five Commitments and align with the State Education Resource Center's Best Practices of Education. Particularly, this article seeks to identify and make apparent those components for administrators, stakeholders, students in teacher preparation programs, and colleagues in other disciplines. The detailed exploration of The Five Commitments delves into how large institutions can collaborate to impact the realm of K–12 education and how dance is adeptly designed to meet the call of best practices in education.

Winthrop University

John Goodlad, in his book A Place Called School (1984), suggested that, in order to improve schools and the work of teachers, a relationship had to exist between institutes of public education and teacher preparation programs. Today Goodlad’s message continues to hold significant bearing on whether or not all students receive a high quality, equitable education. The Agenda for Education in a Democracy, formulated by Goodlad and the National Network for Educational Renewal over twenty years ago, promotes simultaneous renewal of P-12 education and educator preparation, advocating equity in schooling and engagement in nurturing pedagogy to meet the diverse needs of students.

CRM in Organizational Structure Design

A lot of suppliers of software packs often claim that they will provide and innovate a manner by which all needed are responded but in the society –wide it will never have the application of software and responding to all needed sets of trade in simultaneous renewal of CRM. In the more applied level, CRM is reminded as a unification confrontation. a commercial model of comprehensive CRM is formed of main and key combinations creates considerable meeting to give and divided the experiences by which substantial value can be constructed in relation between customer. Via the model, team will determine a strategy for treatment level with customer, and illustrates this word in such a way that how customer treatment and its efficacy is in the special behavioral segment and each one of its sections what goal will follow. Individuals of team perform a special coding via analytical information environment and treatment rules to definite customer strategies and in this stage will use the strategies tools substantially. Execution tools also better can use the stored and essayed information and special design decisions can contribute individuals to protect the mutual relations with customer.

Effects of stream channel morphology, transport processes and effective discharge on salmonid spawning habitats

AbstractThe effects of stream channel morphology, transport processes and effective discharge on the salmonid spawning habitats of Thymallus thymallus and Salmo trutta ff. were investigated within the catchment of the Gr. Mühl River, Austria. Based on field survey, one‐dimensional and two‐dimensional hydraulic and sediment transport modelling, the abiotic characteristics of the spawning sites have been investigated. Application of the Meyer‐Peter, Müller and Shields equations for determining critical discharge and critical shear stress revealed differences in the threshold of sediment motion due to the specific grain size sorting of the surface layer, which was dominated by cobbles and sand. Suitable grain sizes for spawning were found mainly in the subsurface layer of the free‐flowing sections. The findings highlighted the necessity for upstream delivery to downstream of suitable spawning material during floods. Moreover, the study demonstrates that discharge‐related sediment transport does not mean a simultaneous renewal of spawning material (fine gravel, gravel) transported from upstream reaches. Thus, an effective discharge for spawning habitats was determined using a standardized deposition index (Di), based on two‐dimensional sediment transport modelling. The results show that the effective discharge for spawning habitats is a useful tool for spawning habitat restoration, representing the frequency of turnover and renewal of spawning habitats over the long term. Copyright © 2010 John Wiley & Sons, Ltd.

Exploring the “Development” in Professional Development School Research

The professional development school (PDS) is a model of choice for many teacher preparation programs. This approach integrates the functions of teacher preparation, professional development, inquiry and research, and student achievement to bring about whole-school improvement and the simultaneous renewal of the teaching profession. Ideally, inquiry and research serve as a catalyst for developing the PDS organization. However, a review of abstracts of purported PDS research (1988–2006) showed that most of the publications used nonresearch methods and focused primarily on descriptions of programs. In this article, we discuss issues surrounding the PDS that may account for the lack of development of a solid body of research about the phenomenon. We also propose a framework for research on PDSs that is aligned with the Standards for Professional Development Schools (National Council for Accreditation of Teacher Education, 2001) and with appropriate research methodologies recommended by the American Educational Research Association (Jaeger, 1998).

Non-parametric estimation from simultaneous renewal–failure–degradation data with competing risks

A joint model for linear degradation and competing failure data with partial renewals is proposed. Non-parametric estimation procedures for failure intensities and failure probabilities as functions of degradation level are given. Asymptotic properties of the estimators are investigated. To cite this article: V. Bagdonavičius et al., C. R. Acad. Sci. Paris, Ser. I 342 (2006).

Necessary and Sufficient Conditions for the Simultaneous Renewal of a School District and its Partner University

Necessary and Sufficient Conditions for the Simultaneous Renewal of a School District and its Partner University

School/University Partnerships: Rhetoric, Reality, and Intimacy

The rhetoric of school/university partnerships is no doubt familiar to everyone. But the reality is another matter. And how to handle the intimate relationships between the people involved presents the hardest question to answer. The authors share their experiences, especially with this final question. THE GOAL OF school/university partnerships is the simultaneous renewal of colleges of education and of K-12 schools.1 In theory, this improvement comes about as university and K-12 faculty members work together to mentor preservice teachers in the best possible environment. Ideally, as they participate in these collaborations, the faculty groups do a better job together than either could accomplish alone, and both become better educators. However, achieving this goal is difficult. It is difficult because, until the collaboration has begun and problems arise, partners cannot know what particular challenges each partnership will face. We cannot know ahead of time how best to address those challenges, nor can we know what kinds of solutions will be practically and politically possible. This does not mean that partnerships are doomed. If all partners assume responsibility for the success of the partnership, the collaborations can succeed and teacher education can improve. As part of assuming responsibility, each partner needs to try to understand as fully as possible, in the beginning and along the way, that behind the rhetoric of school/university partnerships, there is reality and that behind the reality, there is intimacy. Each of us needs to be willing, every step of the way, to ask and address hard questions, which we might prefer to avoid. These questions are not only about the intimacies of our particular partnerships but also about policies, practices, and relationships within our home (K-12 or university) institutions. These are challenging responsibilities. Neither university nor K-12 faculties know much about collaborative professional relationships. Both K-12 teachers and teacher educators are more used to working independently than to collaborating with their colleagues. In making a decision to form a partnership, K-12 and university educators are making a commitment to learn together how to do something on shared turf that neither group necessarily knows how to do on its home turf. We commit to an intimate relationship with one another but bring little prior experience with professional intimacy. As a faculty member at the University of Hawaii, Diane Stephens spent seven years working with two different university/public school partnerships. Diane and her colleague Joe Tobin first worked with an elementary school to pilot a field-based program that prepared students to be elementary school teachers. Three years later, Diane and Joe piloted a program with a K-12 Hawaiian immersion school, helping prepare students to become teachers in elementary and secondary Hawaiian immersion classrooms. As a graduate student, Gail Boldt coordinated the field-based program for the University of Hawaii's Kauai Teacher Education program and then worked as an instructor and field supervisor for elementary cohorts on Oahu. As we've looked across our particular experiences with these partnerships, we've identified four questions we believe partners need to be willing to address if the partnership is going to survive, let alone thrive. These are questions that need to be raised as close to the beginning of the partnership as possible and then raised again and again throughout the life of the partnership. These questions are not discrete but overlapping, and they can each be approached from successively deeper layers of complexity. The first layer is that of rhetoric, and at that layer, the questions seem easy. At the second layer, reality, the questions seem impolite. At the third layer, intimacy, the questions are hard and often painful. We have come to believe that it is only by asking and collaboratively addressing the hard questions that partnerships can survive and education can improve. …

The Purest Democrat: Fetal Citizenship and Subjectivity in the Construction of Democracy in Poland

The Purest Democrat: Fetal Citizenship and Subjectivity in the Construction of Democracy in Poland

Encountering New Spaces

This 18-month ethnographic study provides a snapshot of teachers’ use of space and voice as they work in a newly formed Professional Development School (PDS) committed to shared responsibility for teacher education and developing a culture of simultaneous renewal through inquiry. The study identified the tensions produced when a PDS functions within a hierarchically organized district where teachers do not feel empowered to participate in decisions beyond their classroom and where mandates and standardization drive teachers’ work. This work informs those new to PDS work of ways teachers may first occupy the new spaces PDS work creates for teachers to be decision makers and teacher educators. Implications for the future of teachers’ work within partnerships focused on reform are discussed.

Walking in two worlds: master teachers serving as site coordinators in partner schools

The emergence of partnerships to promote simultaneous renewal of university schools and colleges of education as well as K-12 public schools has resulted in new roles for personnel in both settings. The present study describes multiple aspects of one of these roles; that of the site coordinator. A site coordinator is a master teacher on special assignment to lead implementation of the four functions of partner schools as articulated by members of the National Network for Educational Renewal. These functions are teacher preparation, professional development, renewal of curriculum and instruction (i.e., exemplary instruction for all), as well as research and inquiry. The factors that have influenced the evolution of this role over 8 years of a complex school–university partnership are described. Qualitative data collected from semi-structured interviews conducted with 31 site coordinators regarding their perceptions of the role are included as well. These data are organized according to multiple themes within the two broad categories of personal and professional benefits as well as challenges. Finally, the essential nature of this role in facilitating the simultaneous renewal of basic and higher education is discussed as a guide to others who participate in school–university partnerships.

Technology collaboratives for simultaneous renewal in teacher education

The Technology Collaboratives (TechCo) for Simultaneous Renewal in Teacher Education project, based in John Goodlad’s theory of simultaneous renewal (1994), is described. The project is a systemic approach to using technology to help facilitate renewal in both teacher education and K-12 schools. Project features include cohort groups of students with laptop computers, faculty development programs, teacher development programs for collaborating schools, and curriculum development in both teacher education and K-6 partner schools. Evaluation for the project uses a descriptive approach that includes a model developed for the project to better evaluate the systemic change goals of the project. Evaluation results suggest changing attitudes and capabilities of preservice teachers, major course changes from faculty, plus the strength of the mentoring model for faculty and teacher development. The project is beginning to demonstrate simultaneous renewal of teacher education and four K-6 schools.