Hasil untuk "Theory and practice of education"

Kallyana Moraes Carvalho Dominices, Nelma Barbosa da Silva

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Dana SOLONEAN

In 1995, the Romanian government launched the first large-scale education reform since the fall of communism. Largely financed through a World Bank loan, the reform targeted the sector’s core dimensions: mission, content, governance, and subjectivities. Textbooks were placed at the center of these transformations, with more than half of the total reform budget allocated to creating a free market for publishing companies responsible for producing textbooks and educational materials. This paper seeks to uncover the explicit and implicit rationalities that underpinned this decision. It argues that, in line with neoliberal ideology, textbooks were regarded as the most cost-effective investment in education. By the same token, the introduction of open competition in the private sector for the publishing, printing, and distribution of textbooks was framed as the most appropriate way to ensure higher textbook quality. However, the decision to prioritize textbooks was not solely driven by economic considerations. Drawing on critical approaches to textbook research, the paper contends that in the post-communist context, textbooks were seen as key instruments for disseminating the “legitimate knowledge” associated with the emerging political-economic order. However, the textbook reform could not have been carried out without the support of Romanian education specialists, who were both ideological and materially co-opted. Finally, the article highlights the inherent contradictions embodied in the ‘textbook’ in postcommunist Romania, particularly in relation to centralization, student–teacher relations, and social justice.

Cláudia Pinho, Mário Franco, L. Mendes

Eva Ellederová

Rhetoric plays an important role in helping information technology (IT) professionals communicate their ideas clearly and effectively. By employing rhetorical devices when speaking about technology topics, IT professionals can present logical and convincing arguments, and demonstrate their knowledge and expertise while engaging the audience and making complex technical concepts more accessible for non-experts. This study attempts to understand how IT students construct and develop persuasive arguments by analysing their use of rhetorical strategies in a sample of persuasive presentations delivered in the course “English for IT”. Both corpus analysis and manual analysis were used to identify different types of rhetorical strategies students employed to influence their audiences’ attitudes. The results show that IT students not only created a logical appeal which might be more natural for them but also employed a wide range of rhetorical strategies and devices to establish disciplinary credibility and create a more personal connection with their audience, thus maintaining an appropriate balance of logos, ethos and pathos. The study further recommends systematic and careful rhetorical analysis of ESP (English for specific purposes) students’ spoken language across disciplines and the consequent adaption of learning materials and teaching methods to improve ESP students’ rhetoric skills.

Tanja Tolar

This workshop aimed to explore the value and importance of reflective practices in academic writing among nursing students at the University of Bradford. The presentation is based around case studies of students who presented to academic skills for support following their failed attempts in assessed reflective essays. In guiding students through their academic writing development, it becomes apparent students often underestimate the value of critical and analytical approaches towards academic writing process when they reflect on their own practical experience. Analysis of the students’ understanding focuses on key stages of learning as outlined in Honey and Mumford (1992) and the application of a process of reflection that is based on Gibbs’ model of reflection but emphasises the importance of involvement of critical reflection. Students’ comments and evaluations of their reflective writing processes were considered and matched with the expectations course leaders hold for their students. This is in line with the importance of dialogue within this approach that McDrury and Alterio have explored (2002). Responses were gathered through a set of open questions given to students after their assignment submission and further insights through a subsequent discussion with their tutors. Through this process, students were supported to gain insight and thus bring their stages of reflective learning to a close by learning that reflection is integral part of their learning patterns as well as their professional development.  

A. CohenMiller, D. Demers, H. Schnackenberg et al.

This international study examined how to support equity and inclusion for 18 mothers in academia (“motherscholars”). Applying Acker’s theory of gendered organizations as a framework for the study, we recruited participants from Facebook groups for women and mothers in higher education across disciplines and nine countries. To attend to the needs of participants, we employed principles of rigid flexibility, such as adjusting data collection to allow for texting as a form of interviewing. Thematic analysis coupled with researcher arts-based sketches led to identifying critical supports and obstacles for motherscholars, including mentoring and financial opportunities, institutional resources for families, open communication about families, and experiences of bias and isolation. Recommendations for practice, policy, and further research are included.

Šuvaković Uroš V., Nikolić Ivko A., Petrović Jelena R.

The state of emergency was declared in Serbia in the spring of 2020 due to the pandemic of the new disease, COVID-19. As a result, distance learning was introduced for the first time at Serbian universities - online learning in utterly specific crisis circumstances caused by the outbreak of the pandemic of a completely unknown infectious disease. This model of learning was adjusted to that fact in the form of emergency remote teaching. The paper presents the results of examining the attitudes of female students of teacher education faculties in Serbia regarding the efficiency and sustainability of the distance learning model in which they gained experience. The sample included 399 female students, who completed an online survey designed for the purposes of this research. The results of the survey showed the strengths and weaknesses of distance learning as a formerly untapped potential in higher education in Serbia, which specifically refers to the teaching model applied during the state of emergency introduced due to the crisis caused by the COVID-19 pandemic. Also, the differences in the knowledge of digital technologies by the professors came to the fore in terms of the methods that the professors used in their work. The results suggest that distance learning can be a useful tool in the process of knowledge transfer in higher education, but that final year students are most affected by the inability to acquire knowledge in practice that cannot be virtually compensated, which is a very important step in their work training, as well as the pronounced general problem of lack of social interaction and meeting social needs, arising as a result of the pandemic. In contrast, increased leisure time and health reasons stand out as the main advantages of the new teaching model, which is significantly characterized by the crisis environment.

Sandra Vanderkaay, Leah Dix, L. Rivard et al.

ABSTRACT Rehabilitation services in education settings are evolving from pull-out interventions focused on remediation for children and youth with special education needs to inclusive whole-school tiered approaches focused on participation. A limited number of discipline-specific practice models for tiered services currently exist. However, there is a paucity of explanatory theory. This realist synthesis was conducted as a first step towards developing a middle-range explanatory theory of tiered rehabilitation services in education settings. The guiding research question was: What are the outcomes of successful tiered approaches to rehabilitation services for children and youth in education settings, in what circumstances do these services best occur, and how and why? An expert panel identified assumptions regarding tiered services. Relevant literature (n = 52) was located through a systematic literature review and was analysed in three stages. Several important contextual characteristics create optimal environments for implementing tiered approaches to rehabilitation services via three main mechanisms: (a) collaborative relationships, (b) authentic service delivery, and (c) reciprocal capacity building. Positive outcomes were noted at student, parent, professional, and systems levels. This first-known realist synthesis regarding tiered approaches to rehabilitation services in education settings advances understanding of the contexts and mechanisms that support successful outcomes.

Silvia Panzavolta

Il contributo illustra l’esperienza di team building e problem solving di un gruppo di docenti all’interno del Master universitario online promosso da IULline e dal Centro Studi Erickson. Il percorso formativo, denominato Expert Teacher, intende promuovere le competenze professionali del docente su tre aree di competenza: le competenze relative alla professionalità docente, quelle relative all’insegnamento e quelle relative alla partecipazione alla vita scolastica. Nell’ambito del Master, una delle Palestre, ossia dei moduli che lo compongono, è dedicata proprio allo sviluppo delle abilità di team building e problem solving. Al suo interno sono state proposte alcune attività di condivisione, costruzione del gruppo e risoluzione dei problemi particolarmente interessanti e apprezzate dai corsisti, che sono oggetto di questa trattazione.

M. Opoku, M. Cuskelly, C. Rayner et al.

ABSTRACT Advocacy for inclusive education has been connected with the United Nations’ global poverty alleviation guidelines, the Sustainable Development Goals, which appeal to countries to extend universal access to education, from primary to secondary schooling. In the Ghanaian context, the implementation of inclusive education in secondary schools has been under-explored. In this study, we adopted Ajzen’s theory of planned behaviour as a framework to explore demographic variables which could impact on teachers’ intentions to practise inclusive education in secondary schools. We recruited 457 teachers from five districts in one region in Ghana. T-test and analysis of variance were used to ascertain the association between demographic variables and intentions. We found no significant differences between participants based on school resourcing or location. However, participants in private schools had attitudes that were more positive, they felt they received more support, had higher self-efficacy, and were more willing to include children with disabilities in their classrooms than teachers in public schools. Also, we found a difference between participants on units of study taken in inclusive education during pre-service training and their level of confidence to practise inclusive education. The need for teacher educators to embed more inclusive teaching practices in all courses at teacher training institutions is discussed, as well as other study implications.

P. Albion, J. Tondeur, A. Forkosh-Baruch et al.

A. S. Munna, Sadeque Imam Shaikh

At this pandemic situation worldwide, most of the Universities are offering online teaching as an alternative of face-to-face study through Technology-enhanced learning (TEL). To ensure pedagogies and practice for online teaching, we have chosen and critically analyzed the theory “Seven principles for good practice in undergraduate education” by Chickering and Gamson for effective online teaching that researchers highly appreciated. Based on two case studies of two different UK universities and research review, we have also proposed recommendations to implement these seven good practices for online teaching. We have realized that there should be different group discussion forums like café, forums, a conference to engage students to share their ideas, justify their ideas with reliable sources, and finally, reflective thinking and writing, which is essential for learning. Wiki is a good example for group working where everybody shares their ideas about Seven Principles of good practices, then we moderated poster contents and finally prepared the poster the product of knowledge.

Patricia Matthews-Juarez, Katherine Y. Brown, Habeeb Suara

Summary:The report defines the theory behind communities of practice as a model to transform medical education and clinical practice for vulnerable populations (LGBTQ, persons experiencing homelessness, and migrant farm workers). It also offers lessons learned from this model to demonstrate value creation by communities of practice in medical education.

Natalia A. Gridneva, Maria S. Doskovskaya

The paper deals with the problem of pedagogical tolerance formation by means of teaching foreign languages. Great importance and urgency of research are caused firstly by public need for tolerance which is reasonably regarded as a key to building harmonic and results oriented relationships between people (also in professional areas) and secondly by modern humanistic conception of education based on idea of careful and respectful attitude towards child’s identity in all of its socially acceptable manifestations. Pedagogical tolerance is regarded in the article as a professionally important quality, as an integral part of teacher’s ethical culture and a success factor for teaching activities. The opportunities for pedagogical tolerance development when teaching foreign languages are linked in the article with three aspects which substantially determine specifics of this discipline and its humanitarian potential. These are the conception of cultures dialog, the wide diversity of communicative practice and the possibility of axiological orientation of teaching content. Using some specially for future teachers designed tasks we show possible ways for effective development of tolerance, openness to the multicultural world, empathy, altruism, capacity for a dialogue and other personal qualities needed for keeping up a good relationship with pupils and maintaining a psychologically comfortable climate highly conducive for teaching and upbringing (also in a multi-ethic audience).

Eros Grossi

This paper describes how the curriculum Reading like a historian, endorsed by the Stanford History Education Group, was used in the first two years of an Italian high school. It is an innovative study program, as it is based on an active approach to learning and aimed at developing some important skills that are typical of the work of the professional historian: in particular, the program focuses on the construction of answers to questions of investigation based on a critical analysis of the sources and their corroboration. Adopting this curriculum of studies in the Italian context necessarily stimulates the teacher to critically rethink the use of the history manual and the organization itself of its teaching.

Urip Widodo, Ade Winarti

Penelitian ini bertujuan untuk menggali faktor apa saja yang menjadi motivasi siswa dalam belajar bahasa Inggris. Pengumpulan data dilakukan melalui angket untuk mengetahu besaran persentase faktor-faktor dalam pembelajaran bahasa Inggris berdasarkan teori yang sudah ada. Selain itu digunakan wawancara dan observasi untuk mengetahui faktor lain di luar teori yang sudah ada. Analisis data menggunakan analisis deskriptif persentase untuk angket sedangkan untuk wawancara dan observasi data direduksi dan disajikan. Hasil penelitian menunjukkan 13,64% siswa memiliki motivasi yang sangat baik, 27,27 baik, 40,90 cukup, dan 18,19 kurang. Selain itu faktor-faktor yang mempengaruhi siswa dalam belajar bahasa Inggris adalah guru, tantangan, tes, cita-cita.

M. Gorman

ABSTRACT Purpose: This paper argues the rationale for a model of reflective practice in the formation of young agricultural advisors and to use this model to inform a wider discussion on the importance of the different levels of reflection in agricultural extension higher education. Design/methodology/approach: The paper presents a model of four reflective practice modules conceived as successive building blocks in the professional development of a reflective agricultural advisor and examines the model through the lens of theory and the lens of experience of the first cohort of students to complete the programme. Findings: Experiential learning with structured critical reflection is shown to support the integration of knowledge gained into new professional identities as agricultural advisors. Practical Implications: Curricula for higher education in agricultural extension need to be revitalised and refreshed to address the mismatch between the emphasis on the social dimensions of extension in the literature and the general lack of attention to this in the education and formation of agricultural advisors. Theoretical Implications: The paper presents a model of reflective practice that draws on experiences in other professions that could be applied to early career and continuing professional development for agricultural advisors. Originality/Value: By presenting a model for reflective practice, the author intends to stimulate a wider discussion on the importance of the different levels of reflection in agricultural extension higher education.

Yusmaneti

This research is based on the low learning outcomes of Citizenship Education for fourth grade students of State Primary School 010, Pulau Aro, Kuantan Tengah Subdistrict, Kuantan Singingi Regency, from 12 students only 5 (41.66%) who achieved the minimum completeness criteria determined by the school at 70 with an average score amounting to 65.4. The research aims to improve the learning outcomes of Citizenship Education through the application of problem based intruction models. The results of the study show, during the learning process before using the problem-based learning model, the average score was 65.4 with incomplete categories and after using the learning model based on the average problem of student learning outcomes in the first cycle to 79.7 with complete categories while in the cycle II has increased again to 87.6 with complete categories. Based on the results of this study, it can be concluded that through the application of problem-based learning models (Problem Based Intruction) can improve Student Grade 4 Citizenship Education Learning Outcomes Primary School 010, Pulau Aro, Kuantan Tengah Subdistrict, Kuantan Singingi Regency

Zehra Akyol, Randy Garrison

The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated a significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students’ perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.

Ville Björck, K. Johansson

ABSTRACT This study uses a Foucault-inspired discourse analysis to examine two ideas about learning which reinforce the terminology whereby theory means campus-based training and practice means work placements. The purpose is to problematise this theory–practice terminology and provide scope for a non-dualistic alternative. The ideas examined are the idea of theory vs. practice as the point of departure for learning and the idea of theory and practice as harmonious points of departure for learning. These ideas were voiced by interviewed students who discussed the usual design of Work-integrated Learning (WIL) whereby students go to university to learn ‘theory’ and into working life to learn ‘practice’. The analysis shows how the ideas are formed by different ranking orders between theory and practice which are mutually exclusive, while also working together to reinforce the theory–practice terminology. The discussion on how a non-dualistic terminology can emerge highlights how the usual WIL design forms a dualistic setting where the theory–practice terminology thrives and how designing WIL at a third place between university and working life can provide scope for the terminology we seek.