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Lilja, Niina, and Arja Piirainen-Marsh. "Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences." Applied Linguistics 40, no. 4 (January 2, 2018): 594–623. http://dx.doi.org/10.1093/applin/amx045.
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Abstract Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions through which the participants display and sustain an orientation to an interactional practice as an object of learning make visible a learning project. The findings illuminate the practices through which language-focused activity is initiated, sustained, and managed to enable in situ learning. They also show how re-enactments function in storytelling and display a novice learner’s interactional competence. Finally, the findings illustrate how experiences gained in everyday social activities can be ‘harvested and reflected upon’ (Wagner 2015: 77) in the classroom and contribute to recent initiatives to develop teaching practices that support learning in-the-wild.
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Murray, Garold L. "Autonomy, Technology, and Language-Learning in a Sheltered ESL Immersion Program." TESL Canada Journal 17, no. 1 (October 26, 1999): 01. http://dx.doi.org/10.18806/tesl.v17i1.877.
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This article reports on a classroom-based research project exploring the learning experiences of 30 Japanese English-as-a-second-language (ESL) exchange students in an environment highlighting learner autonomy and the use of technology. It first addresses a growing concern among practitioners, that is, how to create a learning environment that facilitates learner autonomy. One possible answer is a learning structure that first requires students to reflect on their second-language needs and interests. They then set their learning goals, devise projects to help meet these goals, and self-assess their learning. This model was implemented in three multimedia lab classes of two content-based language courses of a sheltered immersion program. The students' learning experiences are examined in a multiple case study relying on data collected through questionnaires and interviews, as well as participants' learning logs, teacher observation, and measures of academic achievement. The data suggest that promoting learner autonomy through experiential learning enhances motivation, metacognitive knowledge, and personal growth. The article concludes by exploring possibilities for the application of this model in regular ESL classrooms.
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Basilotta Gómez-Pablos, Verónica, Eva María Torrecilla Sánchez, Ana García-Valcárcel Muñoz-Repiso, and Azucena Hernández Martín. "Project-based learning in the classroom: a case study at High school level." Aula Abierta 49, no. 4 (December 31, 2020): 429–38. http://dx.doi.org/10.17811/rifie.49.4.2020.429-438.
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This research presents the results of a case study that analyses the Solidarity Atocha project, which was implemented at a school in Madrid, Spain, and in which 114 first-year High school students participated. The main objective of this study is to analyse the experience of students that participated in the Solidarity Atocha project and to understand how they evaluated it and how satisfied they were with it. The method applied in this case study is a mixed one that used both qualitative and quantitative techniques. A semantic differential and a semi-structured interview were used to collect data. In general, the results obtained reveal a very positive evaluation from the students, mainly in terms of teamwork and the use of digital tools. However, they encountered some difficulties with regard to the time spent on the project and to guidance provided as they worked on it. Inferential analyses show significant differences between the team groups.
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Alnajem, Mohamad. "Learning by doing: an undergraduate lean A3 project in a Kuwaiti bank." TQM Journal 33, no. 1 (July 8, 2020): 71–94. http://dx.doi.org/10.1108/tqm-01-2020-0010.
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PurposeThis case study shows how methods of lean philosophy can be successfully taught to undergraduate students and applied to improving a real-world loan process. Students were instructed to use newly acquired classroom skills to analyse and improve a bank loan process in Kuwait.Design/methodology/approachThis study involved an initial gemba walk through the bank. A case study format with direct observation and semi-structured interviews was adopted by 27 undergraduate students to identify waste, analyse the loan process and develop an efficiency plan.FindingsThe results revealed that undergraduate students could quickly learn basic lean principles and techniques and utilize them in a real-world situation to significantly improve a bank loan process. Areas of waste included over-production, over-processing, defects in procedure, under-utilized skills, wasted motions and poor time management. Suggested corrective measures were expected to reduce loan processing time by 30%.Practical implicationsIncreasing costs and competition in the business environment make efficiency improvements imperative, and it was shown that students can play a major role in applying lean principles to a bank loan process while gaining knowledge and skills highly valued in industry. Universities have the opportunity to create a valuable learning experience for undergraduate students in applying classroom skills to solving a real-life problem.Originality/valueThis is the first study of a novel classroom technique for teaching undergraduate students to apply lean techniques in a Kuwaiti bank.
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Malecela, Issa Omar. "Integrating computer-related technology into instructional practice at a higher learning institution in Malaysia." IIUM Journal of Educational Studies 5, no. 1 (June 7, 2018): 76–92. http://dx.doi.org/10.31436/ijes.v5i1.152.
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Malaysian Higher Learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. This study attempts to explore the experience and awareness among lecturers to integrate computer-related technologies in undergraduate classrooms. In-depth semi-structured interviews were conducted with two lecturers who are experts in foreign language and one from Instructional Technology field. In-depth semi structured interviews and observations became the main qualitative instruments for this study. The purpose of the study sought to reveal the pedagogical approach and types of Information technology adopted in the classrooms. This study addressed their awareness and issues related to the use of technology in the classroom. The results were thematized based on Web 2.0 tools integration, pedagogical approach in addressing higher order thinking skills and student career readiness. Lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness.
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Isaacs, Serena, Jenny Rose, and Charl Davids. "Transformative Learning: Postgraduate Students' Reflections on a Community Engagement Program in South Africa." Social Behavior and Personality: an international journal 44, no. 1 (February 18, 2016): 103–15. http://dx.doi.org/10.2224/sbp.2016.44.1.103.
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We explored the promotion of active citizenship through reports of engagement in a rural community program in the Western Cape. Students enrolled in a community psychology postgraduate course participated in this project, during which they made use of reflective journaling to record their individual processes. We used thematic analysis to explore the themes within these journals. Through engagement with the community, students were able to acknowledge and reflect on significant differences between learning in the classroom and in the community. They were also able to identify the qualities needed to work effectively within communities, and began to consider the ideas of active citizenship and community involvement. Eleven students were able to unite on this project, developing both as individuals and psychology students, through their shared experiences. Common themes of questioning existing structures and resource availability are discussed.
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Bergh Nestlog, Ewa. "De första naturvetenskapliga skoltexterna." Educare - vetenskapliga skrifter, no. 1 (August 16, 2019): 72–98. http://dx.doi.org/10.24834/educare.2017.1.5.
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In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.
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Johnson, Lindy L., and Grace MyHyun Kim. "Experimenting with game-based learning in preservice teacher education." English Teaching: Practice & Critique 20, no. 1 (January 27, 2021): 78–93. http://dx.doi.org/10.1108/etpc-10-2019-0125.
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Purpose The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students. Design/methodology/approach Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified. Findings The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others. Research limitations/implications Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic. Originality/value Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.
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Garzón, J. C. V., M. L. Magrini, and E. Galembeck. "EDUCATIONAL TECHNOLOGIES TO EMPOWER HIGHER EDUCATION." Revista de Ensino de Bioquímica 13 (August 24, 2014): 13. http://dx.doi.org/10.16923/reb.v13i2.581.
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Introduction and objectives: The New Media Consortium (NMC) Horizon Project defines educational technology in a broad sense as tools and resources that are used to improve teaching, learning, and creative inquiry. Each technology has been carefully researched and framed in the context of its potential impact on higher education. Within the Horizon Project there are currently seven categories of technologies, tools, and strategies for their use that the NMC monitors continuously. All they have the potential to foster real changes in education, particularly in the development of progressive pedagogies and learning strategies; the organization of teachers’ work; and the arrangement and delivery of content. Following the recommendations of NMC experts panel, we design an application named Augmented Reality Metabolic Pathways (ARMET) in order to improve motivation and to promote student interactivity to the development of skills needed to learn the metabolic pathways. Materials and methods: The ARMET app was developed using Unity, 3D molecules obtained from Protein Data Bank and ChemSpider-chemical structure database, the usage data are stored into a database (MySQL) and are analyzed using the statistical software R. Results and conclusions: ARMET mixes several technologies out of seven categories recommend in the NMC Horizon Report: Mobile app, Bring Your Own Device, Flipped Classroom, Learning Analytics and Augmented Reality. The principal criterion for the inclusion of those technologies into the app was its potential relevance to teaching and learning biochemistry. ARMET is available for iOS and Android platforms, and includes PDF files with a set of cards, the game board and classroom worksheet’s. The students and teachers can register for free. Teachers can create classes and track student performance. ARMET collects data for personalizing learning experiences addressing the challenge to build better pedagogical tools to establish effective formative assessment for metabolism teaching.
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Elving, Pernille Risør, and Thomas Ryberg. "Pædagogiske spændingsfelter ved inddragelse af programmering i grundskolen." Tidsskriftet Læring og Medier (LOM) 11, no. 19 (January 8, 2019): 21. http://dx.doi.org/10.7146/lom.v11i19.103100.
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Abstract (dansk)I denne artikel undersøges, hvordan programmering benyttes i en pædagogisk praksis i grundskolen, samt hvilket perspektiv faglærerne har på at inddrage programmering som fagligt element i deres undervisning. Artiklen bygger på en empirisk undersøgelse af tre skolers inddragelse af programmering i undervisningen på mellemtrinnet under Coding Class-forløb i Vejle Kommune, hvor fire faglærere blev interviewet omkring deres erfaringer med forløbet. Analysen er struktureret omkring en række spændingsfelter, der omhandler brugen af programmering som enten et fagspecifikt eller tværfagligt element, samt til understøttelse af elevernes faglige udbytte eller deres interesse, og slutteligt lærernes tilgang til deres egen rolle i klasseværelset. Lærerne oplevede alle højt engagement og fordybelse med programmeringsaktiviteterne blandt eleverne, men flere udtrykte behov for større kontrol med elevernes fagspecifikke udbytte og oplevede begrænsninger omkring egne tekniske kompetencer. På baggrund af analysen opstilles en række konkrete pædagogiske overvejelser, der udgør opmærksomhedspunkter til fremtidig planlægning og inddragelse af programmering i undervisningsforløb samt overvejelser omkring lærerens rolle i sådanne forløb. Abstract (engelsk)This article examines how programming is used as a pedagogical practice in K-12 and what perspective teachers have on implementing programming as a subject-specific element in their teaching. The article is based on an empirical study of three schools' use of programming during Coding Class in Vejle Kommune, where four teachers were interviewed about their experiences with the project. The analysis is structured around a number of challenges: including whether programming should be used as a subject-specific or interdisciplinary element and whether the goal is to enable development of student’s subject-specific learning or support their interests and finally, how teachers approach their own role in the classroom. All the teachers in the study experienced high levels of engagement and immersion in the programming activities among the students but several of the teachers lacked control over the students’ learning outcome and experienced limitations in their own technical skills. Based on the analysis, a number of concrete pedagogical considerations are presented, which can form the basis for planning and incorporating future programming activities in K-12.
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Rai, Chandra Badana. "Teacher's Perception of Continuous Assessment System at Basic Level." Molung Educational Frontier 9 (December 22, 2019): 55–64. http://dx.doi.org/10.3126/mef.v9i0.33585.
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The continuous assessment system (CAS) has been recognized as an integral part of everyday classroom instruction at the basic level of education. This study aims to explore the teachers' perceptions towards continuous assessment systems at the basic level. It was designed in a qualitative model and using a semi-structured interview schedule. For Participants, six basic level school teachers were selected purposely from three selected schools in Kathmandu district. The interviews covered socio-demographic data, perceptions towards CAS, teaching styles, and personal experience using CAS, and challenges towards using CAS. An inductive analysis was used to allow for the patterns and themes to emerge. The finding of the study showed that most of the teachers were positive and only a few had negative perceptions towards the CAS along with its tools like portfolio, project work, and homework. Lack of CAS training for teachers, insufficient materials, resources, and infrastructures also seems to be a great challenge to the teachers. This study revealed the necessity to conduct CAS training to the basic level teachers and provide sufficient materials for the effective use of CAS at the basic level.
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Lahti, Marko, and Suvi Nenonen. "Design Science and Co-Designing of Hybrid Workplaces." Buildings 11, no. 3 (March 20, 2021): 129. http://dx.doi.org/10.3390/buildings11030129.
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Background: Future places for learning and working are digitally and physically integrated hybrid environments. The archetypical context of learning is the classroom, and context of working is the office; especially in knowledge work. New information and communication technologies enable the spatial reconfiguration of work opening possibilities for work to take place across multiple locations. This paper aims to explore how the conceptual framework of design-science research in Information Systems can be applied when the design object is a hybrid working environment. Methods: The case study method as a qualitative approach was chosen; because it involves an empirical investigation of a particular contemporary phenomenon within its real life context using multiple sources of evidence. The empirical analysis of two hybrid working environments is based on Action Design Research (ADR)-entry points; where one analyzes two case studies stage by stage. By analyzing various stages in both case studies; one can identify co-designing challenges of hybrid working environments. Results: The results present four recommendations for co-designing of hybrid working environments. The use of hybrid working environment; the design of spatial solution; the identification of iterative processes; and the user experiences of presence and distance are significant. The Entry Point Analysis-tool can be used and further developed in analyzing and developing hybrid working environments. Conclusion: The results contribute to the tradition of usability studies. The usability briefing approach can be further developed by identifying the iterative processes inside the linear project management models. Additionally, design science research can find new insights from identification of the large stakeholder iterations more precisely.
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Almén, Lars, Sangeeta Bagga-Gupta, and Cecilia Bjursell. "Access to and Accounts of Using Digital Tools in Swedish Secondary Grades. An Exploratory Study." Journal of Information Technology Education: Research 19 (2020): 287–314. http://dx.doi.org/10.28945/4550.
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Aim/Purpose: The aim of the study is to explore students’ encounters with digital tools and how they account for their experiences of using digital tools within formal education. Background: While computers have a long history in educational settings, research indicates that digital tools function both as affordances and constraints, and that the role of digital tools in schools continues to be debated. Taking into consideration student perspectives can broaden the understanding of knowledge formation practices. Methodology: The study is part of a larger ethnographic project, focusing on agency at all levels with respect to digitalization in schools. The present exploratory study is built primarily on interviews with 31 secondary school students at five different schools (15 girls and 16 boys). The analytical framework was a Nexus Analysis, focusing on discourses in place. Contribution: The paper shows how digital tools are conceptualized as being formed by and fitted into the traditions and habits of the institution, rather than acting as a transformative force to change knowledge formation practices in schools. Findings: From the students’ narrative accounts, the following key themes emerge: (1) Action in contexts, (2) Agency in contexts, and (3) Equality in contexts. The first deals with the use of digital tools in school and the interaction order as it is accounted for in the use of digital tools in schools. The second frames human agency with regards to usage of digital tools and how agency fluctuates in interaction. The third deals with the compensating role digital tools are supposed to play for students who are identified with special needs and for students with divergent backgrounds, especially socioeconomic standards. Recommendations for Practitioners: For teachers, the recommendation is to engage in dialogue with the stu-dents on how and when to use digital tools and the affordances and con-straints involved from a student’s point of view. For school leaders, the recommendation is to review how organizational structures, culture, and processes hinder or support the development of new practices in digitalization processes. Recommendation for Researchers: The three key themes that emerged in this study emphasize the need to reflect upon how a panopticon view of contemporary classrooms can be challenged. Involving students in this work is recommended as a means to anchor ideas and results. Impact on Society: This study is part of a larger project at Jönköping University, focusing on agency at all levels with respect to digitalization in schools. The overall goal is to increase our understanding of how to improve digitalization and implementation processes in schools. Future Research: Future studies that address digital technologies in schools need to pay special attention to the interaction between students, teachers, and various kinds of tools to map the nature of the education process, with the aim of challenging the panopticon view of the classroom. Future studies need to focus upon processes themselves, rather than accounts of processes.
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Quezada Peña, José Roberto, Brenda Irla Cardoso Feitosa, and Jefferson William Oliveira. "Power Electronics Education A Contemporary Teaching Appproach." International Journal on Alive Engineering Education 6 (December 6, 2019): 79–106. http://dx.doi.org/10.5216/ijaeedu.v6.59073.
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Currently, there is a growing demand for methodologies that best qualify engineering students at universities. These methodologies require a substantial change in Engineering Teaching programs improving or even changing the traditional ways of imparting knowledge to students. In Power Electronics (PE) study the factors that make learning difficult for Electrical Engineering students, in order for them to achieve full understanding of the subjects addressed in a first discipline in this area, are the academic maturity required coupled with their multidisciplinary nature. The problem is aggravated in practical activities, which demand the availability of a laboratory infrastructure with specific characteristics not always available. An alternative for the study of PE, with a more contemporary focus, is to introduce, through a new Instructional Design (ID) Project, not only the incorporation of more Hands-On activities that approach truly meaningful (authentic) contents. But also, new methodologies and technologies to support educational objectives that make full use of Digital Information and Communication Technologies (DICTs).This work proposes to develop and carry out a methodological design of a blended teaching for a power-electronics-based practical training program (PEBPTP) for students of the Electrical Engineering Course of the Federal University of Maranhão in Brazil. The proposed program is mainly based on the use of a digital controller (unified) based on FPGA, developed and realized specifically for control and power inverters study. From controller´s VHDL Code already realized, a Reuse Logic Block is generated (Intellectual Property Core (IP Core)), for use within the LabVIEW FPGA Hardware Description Environment. A Graphical Interface (GUI), more intuitive, and developed from the LabVIEW environment, will support the realization of the PEBPTP, for parameterizing the Controller, and show relevant figures of merit of the performance of the converter being study. The active methodologies, converging with the diverse possibilities of resources of the DICTs, implanted in the classroom, with the adequate contextualization of the specific resources of each area, contribute increasingly to the student being protagonist of their own knowledge construction. Finally is proposed, and in full adherence to a novel trend, that both the PEBPTP and the unified controller previously developed in FPGA are embedded in what is being named Lab-on-a-Chip (LoC). This embedded structure will allow access to the laboratory hands-on program via a web service that uses a fully programmable logic device (PLD) that incorporates an integrated structure known as System-on-a-Chip (SoC). The above proposals and experiences involve the mastery not only of curricular and technological knowledge, inherent to the training of an engineer, but of mainly, the pedagogical technological knowledge and correct use of DICTs. At this point, in particular, is founded our contribution within the context of Engineering Teaching, to advance in the improvement or perhaps in the modification of the "classroom" of engineering courses, which today go beyond the physical space of the university.
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Berry, David C., and Christine Noller. "Change Management and Athletic Training: A Primer for Athletic Training Educators." Athletic Training Education Journal 15, no. 4 (October 1, 2020): 269–77. http://dx.doi.org/10.4085/1947-380x-19-89.
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Context Change management is a discipline guiding how organizations prepare, equip, and support people to adopt a change to drive organizational success and outcomes successfully. Objective To introduce the concept of change management and create a primer document for athletic training educators to use in the classroom. Background While Lean and Six Sigma methodologies are essential for achieving a high-reliability organization, human resistance to change is inevitable. Change management provides a structured approach via different theoretical methods, specific principles, and tools to guide organizations through growth and development and serves an essential role during process improvement initiatives. Synthesis There are several theories or models of change management, 3 of which are specifically relevant in health care. Kotter and Rathgeber believe change has both an emotional and situational component and use an 8-step approach: increase urgency, guide teams, have the right vision, communicate for buy-in, enable action, create short-term wins, and make-it-stick [Kotter J., Rathgeber H. Our Iceberg is Melting: Changing and Succeeding Under Any Circumstances. New York, NY: St. Martin's Press, 2006]. Bridges' Transitional Model focuses on the premise that change does not influence project success; instead, a transition does [Bridges W. Managing Transitions: Making the Most of Change. Reading, MA: Addison-Wesley Publishing, 1991]. Lewin's model suggests that restraining forces influence organizations and that driving forces cause change to happen [Lewin K. Problems of research in social psychology. In: Cartwright D, ed. Field Theory in Social Science: Selected Theoretical Papers. New York, NY: Harpers; 1951]. Recommendation(s) Whether athletic trainers approach change management in a leadership role or as a stakeholder, newly transitioning professionals and those seeking leadership roles should value and appreciate change management theories and tools. Moreover, while no best practice statement exists relative to the incorporation of change management into a curriculum, addressing the subject early may allow immersive-experience students an opportunity to use change management during a process improvement initiative, facilitating a greater appreciation of the content. Conclusion(s) Athletic training curriculums should consider including change management course content, whether separately or in combination with other process-improvement content, thereby familiarizing athletic trainers with a common language for organizational and professional change.
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Gai Mali, Yustinus Calvin, and Anne Indrayanti Timotius. "PROJECT BASED ACTIVITIES IN A CALL CLASSROOM: EFL STUDENTS’ EXPERIENCES." International Journal of Education 11, no. 1 (August 31, 2018): 6. http://dx.doi.org/10.17509/ije.v11i1.10177.
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This study investigates students’ perspectives and measured their attitude, confidence, and anxiety when interacting with omputer Assisted Language Learning (CALL) through project-based instructions. Thirty students from a CALL course participated in this study by responding to a questionnaire and writing a reflective note about their experiences in the course. The qualitative research findings indicate that the majority of the students possess a ositive attitude, confidence and anxiety levels towards the use of technology in their course even though the statistical analysis indicated that there were no significant differences of the students’ attitudes, confidence, and anxiety levels before and after taking the CALL course. Considering the findings, the researchers suggest hat the technology-based projects discussed in the present study can become viable learning activities to prepare pre-service EFL teachers to deal with the effort and initiative by the Ministry of Education in some countries to encourage local teachers integrating the best and wisest use of technology into lessons. Pedagogical implications for teaching and learning CALL as well as direction for further research are discussed in the study.
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Poudel, Guru Prasad. "Innovations in Multilingual Classroom: Exploring Teachers' Experiences." Journal of NELTA Gandaki 2 (December 8, 2019): 29–42. http://dx.doi.org/10.3126/jong.v2i0.26601.
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This article explores the English language teachers' innovative practices on multilingual education and their experiences on using multilingual strategies in the classroom. In order to find out the teachers' innovative practices in multilingual education and their strategies for multilingual instruction, a semi structured interview and small group discussion was taken. The results of the study concluded that English language teachers involved their students in the use of multiple languages that they know for developing content knowledge. The teachers believed that multilingual approach supports the students to be linguistically and culturally resourceful. As a part of the experiences of the use of multilingual strategies, the study identified that the teachers linked up vocabulary meaning in different language; used translation as a technique to clarify the concept; provided exposure in multiple languages, facilitated the learners to be bilingual through language transfer; encouraged students to contribute something in their own language; allowed questions in students' own languages; and used as many languages as possible as the resource pool to impart information to the students.
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Brown, Alexis, and Deborah Begoray. "Using a Graphic Novel Project to Engage Indigenous Youth in Critical Literacies." Language and Literacy 19, no. 3 (August 3, 2017): 35. http://dx.doi.org/10.20360/g2bt17.
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The purpose of this paper is to present the experiences of Indigenous youth when a critical literacies/Indigenous knowledges (IK) approach was used in a graphic novel creation project. We conducted research over a six-week period in two alternative high schools in British Columbia. In this paper, we look primarily at research findings from the Indigenous program. We analyzed classroom observations, the graphic novels, and transcripts of semi-structured interviews according to four principles of critical literacy: understanding power, control, and equity of information; collaboration using multiple perspectives; authentic and multimodal learning; and enacting social change and civic engagement.
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Webb, Katharine A., Tingting Lu, and Elizabeth L. Black. "New Intersections for Student Engagement in Libraries: A Qualitative Exploration of Collaborative Learning with Multimedia Technologies." Evidence Based Library and Information Practice 3, no. 4 (December 13, 2008): 34. http://dx.doi.org/10.18438/b8nc9v.
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Objective – The purpose of this study was to explore new ways librarians can provide meaningful learning experiences for students beyond the traditional classroom assignment and the one-hour library instruction session.
Methods – The study was done within a qualitative framework using participative, interpretive, and personal experience methods. The research team consisted of two librarians and a graduate student. Data collected included transcripts of audio-recorded team meetings and interviews, field notes, and a post-project survey, where students described their experiences negotiating the conceptual and technical processes of authoring a multimedia story. The instructional layer was built upon a constructivist approach allowing for a collaborative learning setting to foster learner control and self-efficacy.
Results – Findings illustrate the benefits of collaborative approaches for enhancing the learning experiences of students in the library, in this case with multimedia. The data also suggest promising new ways for librarians to facilitate learning and to engage students in the library.
Conclusion – Through a multimedia project that involves both librarian-guided exploration and collaborative learning processes, libraries can offer students formal and structured opportunities to explore their own interests or underlying curiosities beyond the classroom assignment and the one-hour library instruction session.
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Bolton, Jan. "Technologically mediated composition learning: Josh's story." British Journal of Music Education 25, no. 1 (March 2008): 41–55. http://dx.doi.org/10.1017/s0265051707007711.
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An innovative ICT project called Compose has been implemented in some New Zealand primary schools in an effort to counteract the lack of classroom composition opportunities. Compose combines the use of music software and online learning with attempts to address barriers to primary classroom composition. This article illustrates, through personal narrative, how Compose made successful composition experiences possible for a student in a classroom where no such opportunities had previously existed. The project led to the student acquiring compositional skill and knowledge and a positive music self-concept. Though it is not possible to generalise from a single case study, the findings indicate that Compose could offer a potentially viable way to increase classroom composition learning opportunities.
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Morris, Anne. "Maternal Alienation: the Use of Motherblaming in Abuse." Australian Journal of Primary Health 5, no. 3 (1999): 71. http://dx.doi.org/10.1071/py99036.
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This paper reports on the early stages of a qualitative research project jointly supervised by Northern Women's Community Health Centre and the Univerity of Adelaide. The study uses a feminist framework to focus on the extent of motherblaming in various types of abuse, identifying motherblaming as a strategy rather than a by-product of abuse, and examining how systems and professionals have perpetuated this phenomenon. The project stemmed from the experiences of women attending the Centre, and the lack of acknowledgement of their experiences in mainstream practice. The research method includes semi-structured interviews with a small number of mothers and survivors of abuse, and this report uses material derived from these interviews to identify the tactics and effects of motherblaming. Suggestions are made for the development of programs and practice models that will address women's and children's needs in these situations.
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Xiao, Lu. "Exploring the use of contextual modules for understanding and supporting collaborative learning activities: An empirical study." Computer Science and Information Systems 9, no. 2 (2012): 961–81. http://dx.doi.org/10.2298/csis111128019x.
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We report three student groups? collaboration experiences in a semester-long classroom project. The project included both tasks that required completion in virtual group workspace and activities that could be carried out in the physical world environment. We observed different collaboration patterns among the groups with respect to building and maintaining social relationships, submitting individual work to the group, and scheduling group meetings. We use Bereiter?s two contextual modules, intentional learning and schoolwork, to help us understand the observed patterns and suggest that the group leader?s contextual module plays a significant role in all members? group learning experiences and outcomes. We propose design implications that are intended for encouraging learning-based (as opposed to work-based) practices in virtual group environments.
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Aliyu, Muhammad Mukhtar. "Tutors’ Experiences and Perceptions of a Problem-based Learning Approach in an ESL Writing Classroom." ASIAN TEFL Journal of Language Teaching and Applied Linguistics 4, no. 2 (December 15, 2019): 71. http://dx.doi.org/10.21462/asiantefl.v4i2.74.
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<em><span>This study investigated tutors’ experiences and perceptions of using a problem-based learning approach (PBL) in an ESL writing classroom. The participants of the study are two Nigerian tutors who facilitated an intact class of 18 second-year students in an English composition course which lasted for 12 weeks. Data were collected through semi-structured interviews. The tutors were interviewed after the implementation of the PBL process. The overall findings of the study show that the tutors have positive perceptions of the use of PBL in a writing classroom. Specifically, the findings reveal the tutors’ positive experiences and perception of the workshop conducted prior to the PBL process, the ill-structured problems presented to the students, tutor facilitation and students’ group activities. Finally, the paper gives some pedagogical implications which would give insight for better implementation of the PBL approach.</span></em>
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Tusiime, Wycliff Edwin, Monica Johannesen, and Gréta Björk Guðmundsdóttir. "The dilemma of teaching with digital technologies in developing countries: Experiences of art and design teacher educators in Uganda." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 2 (June 13, 2019): 55–71. http://dx.doi.org/10.7577/njcie.3313.
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This case study explores how teacher educators use digital technologies in teaching Art and Design (A&D) in a developing country. It uses semi-structured interviews and non-participant observations to gather qualitative data from teacher educators at two teacher training institutions in central Uganda. To understand the actual use of technologies by teacher educators in the A&D classroom, analysis of the data employed concepts from van Dijk’s resources and appropriation theory (RAT) and Mishra and Koehler’s TPACK framework. The findings indicate that low digital competence among teacher educators and insufficient access to appropriate hardware, software and the Internet means that A&D teacher educators in Uganda only occasionally use digital technologies in the classroom. Instead, teacher educators use non-professional software such as Microsoft Office to teach Art and Design subjects. The findings further confirm teacher educators’ limited awareness of the relationship between technology, pedagogy and content knowledge in the Art and Design classroom. Insufficient access to adequate digital resources, skills and knowledge explains the low creative use of digital technologies in teaching A&D lessons.
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Rupprecht, Peggy M. "A Phenomenological Study Exploring the Meaning of Global Engagement Among Former Participants of a Backpack Journalism Program." Journal of Public Interest Communications 4, no. 1 (May 22, 2020): 61. http://dx.doi.org/10.32473/jpic.v4.i1.p61.
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This phenomenological qualitative study explores the meaning of global engagement among former students who participated in a Backpack Journalism course from 2010 through 2016. Through semi-structured interviews, the researcher explored the meaning of global engagement as it relates to global education, experiential/project-based learning, and public interest communications. The resulting participant themes (community, unexpected/eye opening, discomfort, making a difference, and reflection/discernment) will further inform classroom instruction for upcoming Backpack Journalism courses and may serve as a guide for global educational experiences and public interest communications in other settings. Future research also is explored.
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Majani, William Pastory. "Student-Teachers’ Experiences and Strategies of Managing Disruptive Behaviours in Tanzania Secondary Schools." African Journal of Teacher Education 9 (June 18, 2020): 152–74. http://dx.doi.org/10.21083/ajote.v9i0.5856.
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This paper reports on student-teachers’ experiences during a six-week teaching practicum of disruptive classroom behaviours by students in selected Tanzanian secondary schools and the strategies that the student-teachers employed to manage them. Questionnaire and semi-structured interviews were employed to collect data from 70 student-teachers. Using qualitative thematic analysis and descriptive quantitative analysis strategies, it was revealed that student-teachers did very little to enhance appropriate classroom behaviours. Instead, they relied on punitive strategies such as punishment to deal with disrupting students. Reliance on punitive measures limited their ability to use positive feedback, tolerance and relational support strategies, which are regarded as more effective in fostering appropriate classroom behaviours by empowering students to take control of their own behaviour. These findings have important implications for teacher training programmes, and students learning. The paper concludes by asserting that like any other lessons, appropriate behaviours in classrooms need to be taught and nurtured not simply demanded.
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Song, Yang. "Student-Initiated Use of Facebook for Learning Online Journalism." Journalism & Mass Communication Educator 72, no. 4 (October 5, 2016): 425–41. http://dx.doi.org/10.1177/1077695816673470.
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This article presents a case study of student-initiated use of Facebook Groups in doing a team project for an online journalism course. Drawing upon the concept of affinity space and a theoretical taxonomy of asynchronous online discussion, the present study triangulates classroom observation, semi-structured student interviews, and microanalysis of posting activities of a student-initiated Facebook group. The findings suggest a shift of attention from instructor-centered course design to student-initiated use of social networking sites for learning online journalism. Instructors are invited to position themselves as facilitators and to take an intersubjective stance when designing computer-assisted learning activities.
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Holguín Barrera, Daniela. "THE USE OF CLASSICAL MUSIC TO IMPROVE READING COMPREHENSION." Investigación y Desarrollo 11, no. 1 (July 26, 2019): 27. http://dx.doi.org/10.29033/id.v11i1.640.
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This study focuses on an action research project related to the use of classical music to improve reading comprehension in a foreign language classroom at a university level in the town of Ambato, Tungurahua, Ecuador. The need for university students to improve reading skills in this society was analysed, due to the fact that young people have not developed reading habits, even in their mother tongue. This aspect was conside- red, as well as students’ results on reading exercises applied to them, before and after being exposed to the use of classical music in the language classroom, which were evaluated through a comparison between the different experiences revealed in the surveys applied to the students, and their grade reports. The conclusion highlights that there was a significant improvement in the academic performance of students when they felt comfortable in their classroom environment while classical music was played. Even though research has not yet proved scientifically that the use of classical music influences students to improve their reading comprehension in the language classroom, there are studies related to the use of classical music in education and the learning process, related to the topic of this study, which contributed to conclude that further research must be done in this specific area.
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Genç, Zulfu, Ebru Kukey, and Habibe Gunes. "Experiences of classroom teachers on the use of hands-on material and educational software in math education." World Journal on Educational Technology: Current Issues 11, no. 1 (February 6, 2019): 74–86. http://dx.doi.org/10.18844/wjet.v11i1.3988.
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One of the most common challenges expressed by classroom teachers in mathematics teaching and in the literature is the concretisation of abstract concepts in teaching basic subjects. Lego MoreToMath is a training set focusing on the mathematical lesson gains of elementary school first and second grade students. The aim of this study is to enable teachers to experience Lego MoreToMath, which is a combination of building toys and educational software, by using the summer camp as a TÜBİTAK 4005 project. The study was conducted with 25 classroom teachers and their opinions were taken during the 1-week training process. Data were collected through observation and interview techniques by keeping field notes. In the study, a descriptive analysis approach was used as the data analysis technique. The teachers stated that using a different approach in mathematics teaching developed them professionally and they wanted to use such approaches in their lessons. Keywords: Educational software, fluency, hands-on material, problem-solving, reasoning.
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Kukey, Ebru, Habibe Gunes, and Zulfu Genç. "Experiences of classroom teachers on the use of hands-on material and educational software in math education." World Journal on Educational Technology: Current Issues 11, no. 1 (February 11, 2019): 74–86. http://dx.doi.org/10.18844/wjet.v11i1.4010.
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One of the most common challenges expressed by classroom teachers in mathematics teaching and in the literature is the concretisation of abstract concepts in teaching basic subjects. Lego MoreToMath is a training set focusing on the mathematical lesson gains of elementary school first and second grade students. The aim of this study is to enable teachers to experience Lego MoreToMath, which is a combination of building toys and educational software, by using the summer camp as a TÜBİTAK 4005 project. The study was conducted with 25 classroom teachers and their opinions were taken during the 1-week training process. Data were collected through observation and interview techniques by keeping field notes. In the study, a descriptive analysis approach was used as the data analysis technique. The teachers stated that using a different approach in mathematics teaching developed them professionally and they wanted to use such approaches in their lessons.Keywords: Educational software, fluency, hands-on material, problem-solving, reasoning.*
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Boyer, D. Matthew, and Erica B. Walker. "The Impact of Industry Expert Adjuncts on Students' Course Experiences." International Journal of Innovative Teaching and Learning in Higher Education 1, no. 2 (April 2020): 16–28. http://dx.doi.org/10.4018/ijitlhe.2020040102.
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As a reality of modern higher education, the use of adjunct instructors to teach courses is a common practice, often viewed through institutional constraints. This paper uses a different lens to examine the experiences of students in courses taught by adjunct instructors who are primarily employed in industry. It explores the affordances these instructors bring into the classroom including timely knowledge and skills from outside the academic institution. This work is a methodological pilot in a longer design-based project studying industry expert adjuncts as college teachers by analyzing their impact through students' perceptions of their experiences.
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Meyer, Elizabeth J. ""Who We Are Matters": Exploring Teacher Identities Through Found Poetry." LEARNing Landscapes 2, no. 1 (February 1, 2008): 195–210. http://dx.doi.org/10.36510/learnland.v2i1.284.
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This paper presents the use of found poetry as a means for exploring teacher identity and argues for its broader use in educational research for studying and representing teachers’ identities and values. This project is grounded in narrative inquiry and feminist standpoint theories and presents three identity poems created with teachers working in Canadian secondary schools. The author suggests that by gaining a better understanding of how teachers understand themselves and their multiple identities in the classroom, scholars, teacher educators, and school leaders can better formulate curricular interventions, staff development programs, and policy initiatives that will work more effectively with classroom teachers to improve students’ experiences in school.
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Silalahi, Wolter Parlindungan, and Friska Ria Sitorus. "From frustration to enlightenment: experiences of student exchange program awardees in Taiwan." F1000Research 10 (June 14, 2021): 468. http://dx.doi.org/10.12688/f1000research.51865.1.
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Background: Studying abroad is one of the most exciting experiences for a college student who is running a student exchange program, as it creates opportunities to learn, work, solve problems, and ensure a secured life. However, Indonesians who are into student exchange programs face some difficulties in adjusting to their new environment. They experience awkwardness in the use of advanced equipment from technology and cultural aspects. This study investigates the experiences of two Indonesian students who participated for a semester at a Taiwanese university. It aims to explore the Indonesian student exchange program awardees’ experiences by examining both the obstacles and benefits of attending the Taiwanese university. Methods: This study used qualitative data analysis. Data were collected through a semi-structured interview, informal participant observations, and a set of open and closed-ended questions. Two Indonesian undergraduate students who belonged to the same major, year, and university were recruited to act as ambassadors. Results: The two students reported facing some problems but felt more independent and became more adaptable. They met with new people and explored new places, and learned much in terms of teaching pedagogy and personal development from the 21st-century classroom pedagogy, which was important for their future carrier in education. Aside from being able to feel the 21st-century classroom environment, they were able to learn the host language and culture, which enriched their insights. Five main findings emerged: departure and journey, difficulties in settling in, inability to use technology facilities, meeting new people and exploring new places, and 21st century classroom environment. Conclusions: Despite the challenges that are associated with being a student exchange awardee, there are vast opportunities for self-development and learning the ropes associated with teaching from the 21st-century classroom pedagogy.
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Shooshtarian, Salman, Helen Lingard, and Peter S. P. Wong. "Using the cost of construction work to trigger legislative duties for WHS: the Australian experience." Built Environment Project and Asset Management 10, no. 3 (March 30, 2020): 369–87. http://dx.doi.org/10.1108/bepam-02-2019-0015.
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PurposeIn an attempt to create national harmonisation of legislation, a set of model Work Health and Safety (WHS) Regulations were developed in Australia. These regulations require principal contractors to undertake specific WHS planning and coordination activities if the construction works to be completed cost AU $250,000 or more. However, there are some doubts about the usefulness of this monetary threshold. This study aimed to investigate how effective this threshold can be in Australia.Design/methodology/approachTo evaluate the performance and operation of this threshold in the Australian construction industry, this study modelled the costs of construction for four construction project scenarios – small classroom, two-storey home renovation with adjacent pool, small commercial warehouse and single-storey house (volume home builder) – under various conditions based on historical data (2011–2017) and in eight Australian jurisdictions.FindingsAmong the six study factors (i.e. the types for construction, geographical location, design specification, delivery method, contracting approach and inflation), the research found considerable variation in the operation and performance of the monetary threshold.Originality/valueThe research highlights some potential challenges associated with the use of a monetary threshold in the regulation of WHS planning in construction projects. Thus, the results are expected to contribute to addressing these challenges, leading to the development of an appropriate balance to achieve efficient and effective WHS regulation in Australia.
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Jeanpierre, Boby. "Inquiry Beliefs and Practices in an Urban Low SES Elementary Classroom: A Case Study." Journal of Research in STEM Education 4, no. 2 (December 1, 2018): 146–58. http://dx.doi.org/10.51355/jstem.2018.42.
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This case study explored the inquiry beliefs and practices of an elementary teacher in an urban low SES school. The case study included an array of data collection methods: teacher interview, classroom observations of teacher’s practices (3-5) days a week over six months, weekly journal reflections, teacher’s responses to an inquiry survey, responses to the Excellent Science Teaching Educational Evaluation Model survey and the school-level principal was interview about her perceptions of the teacher’s science instructional practices. Findings indicated that the teacher’s beliefs and practices did align and that she did consistently use structured and guided inquiry practices, but rarely used “full inquiry” as described in the National Science Education Standards. Key to this teacher’s use of inquiry was the professional education she had received that both modeled and provided opportunity for her to use various inquiry practices. She also had a belief that all of her students deserved to have quality science experiences and that she could provide it best through inquiry. She sought to increase students’ interest in and experiences with doing science. Time was sometimes a hindrance to the completion of inquiry activities and inquiry-based curricula materials were also important to facilitating the teacher’s use of inquiry.
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Carroll, William M. "Using a Polar Coordinate System in the Classroom." Arithmetic Teacher 37, no. 8 (April 1990): 42–45. http://dx.doi.org/10.5951/at.37.8.0042.
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Most elementary school students have experiences with a rectangular graphing system that helps to prepare them for ideas in algebra and analytic geometry. Mathematics books at the elementary school level contain a section on graphing, though it is often one of the later chapters, where it may be treated as supplementary material. In science and in social studies, students may find various data graphed or may have a project in which they have to graph daily temperatures, rainfall, or test scores. Biorhythms, record sales charts, or, for the more ambitious, the daily stock market give additional exposure. Designing graphics on the computer monitor often requires some placement by a rectangular coordinate system. By the time students meet the Cartesian coordinate system with its x- and y-axes and use it to graph equations, the idea and techniques should be somewhat familiar.
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Kaowiwattanakul, Sukanya. "Development of EFL Student Global Mindedness Through Transformative Learning in the Literature Classroom at a Thai University." Journal of Transformative Education 18, no. 4 (July 2, 2020): 293–309. http://dx.doi.org/10.1177/1541344620935417.
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This study investigated English as a foreign language learners’ global mindedness through the use of transformative learning experiences in the literature classroom. The sample consisted of 50 second-year English major students who were enrolled in the introduction to literature course in the academic year 2018 at a public university in the northern part of Thailand. The instruments included six lesson plans using transformative learning theory to promote global mindedness, a Global Mindedness Scale, a classroom observation schedule, and a list of semi-structured interview questions. The t test was used to compare the participants’ global mindedness before and after engaging in the activities based on transformative learning theory. Content analysis was also performed on the students’ work output to explore their transformational learning experiences. This study found that student global mindedness following participation in activities based on transformative learning theory was significantly higher compared to their global mindedness prior to engaging in the activities.
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Callahan, Laura. "U.S. Latinos’ Use of Written Spanish: Realities and Aspirations." Heritage Language Journal 7, no. 1 (December 30, 2010): 1–27. http://dx.doi.org/10.46538/hlj.7.1.1.
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This paper reports on an investigation of writing in Spanish in the lives of U.S. Latinos. Twentytwo semi-structured interviews were conducted with informants recruited from among students and former students of high school and college Spanish courses. The interviews were transcribed and coded for concepts and emergent themes (Rubin & Rubin, 2005; Bogdan & Biklen, 1992). Some themes that emerged relate to what U.S. Latinos do with written Spanish and what they would like to be able to do; other themes include classroom experiences, extra-academic avenues of acquisition, the social position of varieties of Spanish, language maintenance, and intergenerational loss. Themes were grouped into four categories: Spanish language maintenance and loss, issues of prescriptivism, the experience of writing in Spanish, and current and planned uses for written Spanish. The results reflect some common patterns in objectives for and obstacles to using written Spanish. The experiences and insights will be of interest to those who are involved in the disciplines of heritage language education and language maintenance in Spanish, in particular at the college level, as well as to individuals concerned with hiring biliterate professionals.
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Franklin, Cheryl A., and Deidre B. Sessoms. "A Situative Perspective on a Collaborative Model for Integrating Technology into Teaching." Journal of Educational Computing Research 32, no. 4 (June 2005): 315–28. http://dx.doi.org/10.2190/bqcm-r7aw-ph1b-krre.
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This article describes a collaborative professional development model in which faculty in a College of Education partnered with a local school district to design and implement a year-long project in an effort to increase effective integration of technology in instruction by K-8 classroom teachers, university teacher preparation faculty, pre-service teachers and novice teachers graduating from that teacher preparation program. A brief description of the project, its accomplishments and dilemmas, analysis of the project design and experiences of participants through the lens of situative professional development are presented. Lessons for structuring professional development such that subsequent improvements in technology use within partnership schools and teacher preparation programs can occur are discussed.
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Uhen, Mark D., Laura Lukes, Christian George, and Rowan Lockwood. "Building creative thinking into the STEM undergraduate classroom experience using large databases: The Paleobiology Database example." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g84g7b.
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Undergraduate research experiences have been linked to increased student recruitment and retention in STEM, particularly within traditionally underrepresented populations. However, research experiences can be cost prohibitive due to the infrastructure necessary to conduct experiments or collect field data. Existing, large scientific databases can be leveraged to provide students (including students in online courses) with authentic research experiences without the logistical costs. The Paleobiology Database (paleobiodb.org) is one of many publicly available (and free) scientific databases. This project describes authentic research activities which engage students at several 4 and 2-year institutions in the southeastern United States use the data available in the Paleobiology Database to engage in the creative process of developing their own research questions, hypotheses, and investigations. Once produced an evaluated, these research activities will be made available to instructors across the world on the Paleobiology Database website, which will also encourage educators to create and post their own activities as well.
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Tijhuis, Wilco. "Managing public−private partnerships: dealing with business-culture influences." Built Environment Project and Asset Management 5, no. 1 (February 2, 2015): 22–34. http://dx.doi.org/10.1108/bepam-06-2013-0018.
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Purpose – The purpose of this paper is to investigate and analyze actual developments within PPP-projects, and the influences of business-cultures in the management-processes of such international PPP-projects. The paper focusses especially on the procurement, during which potential project-partners are being selected. Design/methodology/approach – The researcher adopted a recent model from literature for analyzing business-cultures within construction processes; especially the so called “3C-Model” was used, earlier developed and published within construction-management literature. Based on analysis of literature and comparable situations, conclusions and recommendations have been made for managing international PPP-projects, especially in the project-partners selection phase. Findings – Actual approaches within international PPP-projects do need a more structured approach during the selection of the project-partners. It is suggested to use more past-performance information, not only based on financials and/or organizational data/experiences, but also on behavioral (business-culture) data/experiences. This information needs to be structured in a proper way. Suggestions are given focussing on discussion and future-outlook. Research limitations/implications – It would be useful to test the findings on further actual cases, testing the further implications of the outcome. Practical implications – A better understanding of business-cultures’ influences increases the awareness of project-participants for the advantage of the suggested extra selection-criteria. This might reduce the risk for conflicts during the project-execution in the total project life-cycle. Social implications – When improving the actual practices of selection suitable parties for actual and future PPP-projects, it is of great value to be as effective as possible within this selection process. Especially, because this approach can prevent for several unpleasant situations afterwards during the operation-time (life-cycle) of the PPP-project. In this way, a proper handling of business-culture’s influence can save clients and other stakeholders involved (society) a large amount of possible conflicts (claims, etc.) afterwards. Originality/value – The proposed approach contributes to a better understanding of project-processes and its stakeholders (i.e. especially the – foreseen – project-participants). Current selection-processes still do not adopt a structured approach for incorporating past-performance behavioral data/experiences; so structuring and using them properly can result in more successful PPP-projects within a fast growing international PPP-market.
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Standing, Oliver, Jo Dickie, and Lorna Templeton. "Developing Peer Support for Adults Bereaved Through Substance Use." Illness, Crisis & Loss 27, no. 1 (June 7, 2018): 36–50. http://dx.doi.org/10.1177/1054137318780573.
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The impacts of a bereavement through substance use are many and profound and include guilt, loneliness, stigma, and mixed responses from professionals and others. It seems that those who are bereaved in this way have a particular and unique experience of grief, which many feel is disenfranchised. Support needs to be credible as well as effective, yet up until now little specialist help has been available. In particular, help from a peer who has been there brings authenticity, can lead to the sense of a safe space where those bereaved feel listened to in an empathic manner, and permit the expression of grief which is often disenfranchised. The article is structured around the experiences of someone bereaved through alcohol use who went on to volunteer for a peer support project. Her powerful testimony articulates the wider findings of two recent United Kingdom projects (one includes the peer support project) conducted by the authors.
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Hosbein, Kathryn N., and Jack Barbera. "Alignment of theoretically grounded constructs for the measurement of science and chemistry identity." Chemistry Education Research and Practice 21, no. 1 (2020): 371–86. http://dx.doi.org/10.1039/c9rp00193j.
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Identity has been theorized to aid in student persistence within STEM disciplines. In this study, science and chemistry identity were defined as being recognized as a science or chemistry person within the classroom. To generalize the effects that identity has on student persistence, a measurable construct must be defined, operationalized, and tested in multiple settings with different populations. This project addressed the first step in the process, defining the construct and grounding it in an established theoretical framework. This qualitative project utilized a previously described physics identity framework, with sub-constructs of performance/competence, recognition, and interest, as a starting point for the alignment of students’ perceptions of identity to the broader theoretical frameworks of identity. Nine semi-structured interviews were conducted with students from a range of chemistry courses at Portland State University. The interviews consisted of questions pertaining to the sub-constructs of identity. Thematic analysis was used to define emerging themes within student responses. These themes were found to align with an array of affective constructs, including mastery experiences, verbal persuasion, vicarious experiences, situational interest, and mindset. These constructs will be used to develop an identity measure for chemistry education that is grounded in the broader theoretical frameworks of identity.
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Jerry, Melanie, and Melor Md Yunus. "Blended Learning in Rural Primary ESL Classroom: Do or Don’t." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 152–73. http://dx.doi.org/10.26803/ijlter.20.2.9.
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The emergence of the Fourth Industrial Revolution (4IR) had led to discussions of the constructive relationship between the integration of technology and teaching and learning to meet society's needs in the innovative era. However, despite the current technology advancement, rural schools' circumstances propelled teachers to shy away from integrating technology in their instruction. Therefore, this paper presented a research to examine primary school teachers' experiences and views on the application of blended learning in their English language instruction using a mixed-method explanatory design. A survey questionnaire was employed to collect data from 86 teachers from schools in the Betong district, while a semi-structured interview was designed and done with five teachers. Data from the questionnaire were analysed descriptively, while the interview was analysed thematically. The results illustrated that teachers lacked exposure and adequate knowledge of blended learning. It was deduced that teachers had mixed reactions towards blended learning, varying based on their experiences. Teachers emphasised that the lack of facilities and technological constraints, time, limited exposure and skills in ICT use, and teacher readiness were the main challenges they encountered. This study may serve as a building block towards the broad dissemination of blended learning among teachers and serious consideration and effective solutions for the problems faced in its adoption, particularly in rural schools.
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Šmitiņa, Agita, and Ieva Margeviča-Grīnberga. "ACTIVE LEARNING METHODS IN STUDIES: STUDENTS’ OPINIONS AND EXPERIENCES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 631–41. http://dx.doi.org/10.17770/sie2021vol1.6339.
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Rapid changes in education and pedagogy are related not only to the global crisis caused by COVID-19, but also to other changes determined by globalization and technological convergence—labour mobility, changes in different professions and changes in teacher–student relations—that are also affected by intergenerational differences. Changes in the pedagogical paradigm, which are included in the content of the Paris Communiqué (2018) and outlined in many important educational development and planning documents, emphasise students’ transition from being mere recipients of information to being participants actively engaged with new information in a learning environment. Following the identification of problems with a less frequent use of active participation methods in higher education, the University of Latvia implemented an Erasmus+ project entitled Entrance to Future Education (2017–2019). In this project, the authors summarized modern, inspiring, interactive, active engagement-oriented teaching/learning methods in higher education. During the project, several student focus groups were formed to discuss students’ experiences with active engagement methods in studies, and a handbook with various student active engagement methods and games was created. In 2020, 106 students from different Latvian universities were surveyed about their understanding and experience in relation to these teaching methods in their studies. The results showed that, according to students, attitude and ardour are essential for engaging students with enthusiasm and interest in the study process. The results of the survey show the varied experiences of students, as well as different understandings of active learning methods. Students noted that they most often experienced various group projects in studies, presentations and various tasks outside the classroom, but relatively rarely used such methods as creative video making, active use of game elements and constructive feedback from peers
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Macheridis, Nikos, and Johan Dergård. "Dealing With Accountability in Project Selection." International Journal of Information Technology Project Management 11, no. 1 (January 2020): 1–16. http://dx.doi.org/10.4018/ijitpm.2020010101.
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The purpose of this study is to present a framework to assess how project individuals deal with accountability in project selection. The framework is designed based on project selection and accountability literature and empirical data. Empirical data was collected through semi-structured interviews with project individuals working at organizations operating in information technology and working with information technology projects. This method was chosen since the authors considered it to be appropriate for providing a deeper understanding of social phenomena through enabling the researchers to explore the views, experiences and beliefs of motivations of project individuals on specific matters. The framework reveals that project individuals use multiple strategies to deal with accountability, depending on audience and on forms of accountability. How project individuals deal with accountabilities depends on how trust, transparency and legitimacy are embedded in the different principal-agent relationships and the context that the project individuals are involved in during the selection phase.
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Brownell, Mary T., Amber E. Benedict, Melinda M. Leko, David Peyton, Daisy Pua, and Catherine Richards-Tutor. "A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices." Remedial and Special Education 40, no. 6 (October 21, 2019): 338–55. http://dx.doi.org/10.1177/0741932518824990.
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This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These “pedagogies of enactment” must include a continuum of opportunities to use teaching practices in increasingly authentic settings, ranging from video analysis, case studies, rehearsal, and virtual simulations to use of practices with coaching support in a classroom (e.g., lesson study, structured tutoring, and aligned field experiences). In this article, we use research on the development of professional expertise and from cognitive science to identify pedagogies from the teacher education research base that have promise for promoting candidates’ learning and describe how these pedagogies might be scaffolded over the duration of a teacher education program to promote learning.
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Benjamin, Elliot. "Humanistic Antidotes to Social Media/Cell Phone Addiction in the College Classroom." Journal of Arts and Humanities 5, no. 8 (August 12, 2016): 1. http://dx.doi.org/10.18533/journal.v5i8.978.
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<p>This article describes “humanistic antidotes” to offset the widespread social media/cell phone addiction prevalent in current US college classrooms. The inappropriate use of cell phones to engage in social media in college classrooms is a pervasive problem that many college instructors have complained about. The dominant focus of this article is in humanistic education, in which the author's efforts at getting psychology college students to put away their cell phones, “talk with each other,” and gain awareness of the detrimental effects of social media addiction and narcissism is illustrated. The methodology utilized in this article is based upon autoethnographic research, where relevant experiences of the researcher are considered to be an informative and fundamental part of the research. The author describes in narrative form his relevant experiences in formulating humanistic antidotes to the excessive and inappropriate use of cell phones to engage in social media, that he encountered in his college psychology teaching. These humanistic antidotes are described as a three-step process: 1) take necessary actions to eliminate as much as possible the inappropriate use of cell phones in the classroom; 2) engage students in required personal/academic small group discussions every class period; 3) include small discussions about the excessive and inappropriate use of cell phones and social media, and require them to write and present project papers of their own choosing, which will likely include some papers on the topic of cell phone/social media addiction, demonstrating their awareness of the detrimental aspects of this pervasive problem.</p>
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Littlefield, Melissa B. "Student-Identified Strengths and Challenges of Using Blackboard for Group Projects in a Social Work Course." Advances in Social Work 3, no. 1 (April 30, 2002): 72–83. http://dx.doi.org/10.18060/30.
Full textAbstract:
Blackboard (TM) provides social work educators integrated online communication tools that they can employ to facilitate student learning through features such as e-mail, discussion forums, file exchange, virtual classroom, and links to online resources. This study describes students’ experiences using Blackboard (TM) to support a group project assignment. The majority of students found it easy to use and useful for the project, and indicated that they would like to use it in other courses. In addition, students gained technical skills as a result of the group project. Students’ group project grades and final course grades were comparable to those in other sections of the same course taught by this investigator. The findings of this study suggest that online technology can be used to facilitate group assignments for MSW students. The benefits include increased efficiency of group functioning and increased accountability of group members. The challenges include technical problems and student resistance to using the technology.
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Gözler, Alpaslan. "Evaluation of Teacher and Student Misbehaviours in Primary Schools from Prospective Teachers' Point of View." World Journal of Education 8, no. 6 (December 7, 2018): 11. http://dx.doi.org/10.5430/wje.v8n6p11.
Full textAbstract:
The aim of this study was to evaluate teacher and student misbehaviours and the methods teachers use with regard tostudent misbehaviours in primary schools from prospective classroom teachers' point of view. The study usedphenomenological method, a qualitative research design, since thorough data collection was performed based onpersonal experiences. The study group consisted of junior (3rd grade) students registered for the 2017-2018 academicyear in the classroom teaching programme provided by a state university in the Central Anatolia region. 52prospective classroom teachers participated in the study, on a voluntary basis. While forming the study group, it wasintentionally preferred that prospective classroom teachers took the School Experience course. To collect data, asemi-structured interview form was prepared by the researcher. The form included 4 questions on demographiccharacteristics and 3 questions on the research topic. Data obtained from the study was analyzed by using descriptiveanalysis, which is widely used in qualitative studies. Certain conclusions were made based on the results obtainedfrom the research. Some of these conclusions can be stated as follows: 1. Some of the most common studentmisbehaviours in primary schools, according to prospective classroom teachers, are quarrelling with friends, talkingwithout taking permission, complaining, chatting among themselves, and wandering around the classroom. 2. Someof the most common teacher misbehaviours in primary schools, according to prospective classroom teachers, areextreme yelling, constant use of a particular method, discriminating students over one another, and cancelling playand physical activity lesson.