The Outside of the Inside: Blackness and the Remaking of Canadian Institutional Life

2020 ◽  
Vol 7 (3) ◽  
pp. 258-265
Author(s):  
Karina Vernon
Keyword(s):  
Classroom Practice ◽  
Literary Analysis ◽  
Literary Fiction ◽  
First Person ◽  
Canadian Universities ◽  
Institutional Structures ◽  
Black Canadian ◽  
Person Account ◽  
Teaching Learning

This paper reads Black Canadian literary fiction for what it reveals about the ironic place of blackness in Canadian universities. It weaves together this literary analysis with the author’s first-person account of classroom practice in order to illuminate the risks involved for Black scholars and students currently teaching, learning, and producing knowledge within Canadian institutional structures.

scholarly journals Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021 ◽  
Vol 11 (2) ◽  
pp. 64
Author(s):  
Christian García-Carrillo ◽  
Ileana María Greca ◽  
María Fernández-Hawrylak
Keyword(s):  
Primary Education ◽  
Classroom Practice ◽  
Integrated Approach ◽  
Practical Training ◽  
Training Process ◽  
Integrated Stem ◽  
Teaching Learning ◽  
And Robotics ◽  
Insight Into

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

scholarly journals Dementia and literature

2003 ◽  
Vol 9 (6) ◽  
pp. 439-445 ◽  
Author(s):  
Christopher A. Vassilas
Keyword(s):  
Scar Tissue ◽  
First Person ◽  
Iris Murdoch ◽  
The Public ◽  
The Arts ◽  
Jewish Migration ◽  
Two Generations ◽  
Four Books ◽  
Person Account ◽  
The Uk

As we doctors are beginning to understand more and more about dementia, the public has become increasingly aware of the condition and in turn this has been reflected in the arts. This article discusses four books whose main focus is the experience of dementia, each written from an entirely different perspective: a novel giving a first-person account of dementia by the Dutch writer J. Bernlef; a biography of the famous novelist Iris Murdoch by her husband John Bayley; Linda Grant's account of her mother's multi-infarct dementia (which also describes Jewish migration to the UK two generations ago); and Michael Igniateff's autobiographical novel Scar Tissue. Such accounts, offering insights into how patients and carers feel, cannot but help make us better doctors.

scholarly journals First Person Account: Finding Myself and Loving It

1984 ◽  
Vol 10 (1) ◽  
pp. 109-110 ◽  
Author(s):  
J. M. O'Neal
Keyword(s):  
First Person ◽  
Person Account

scholarly journals Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

2020 ◽  
Vol 20 ◽  
Author(s):  
Judith Mills
Keyword(s):  
New Zealand ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Professional Knowledge ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Effective Pedagogy ◽  
Teaching Learning

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

scholarly journals Learning Strategies for First-Year Biology: Toward Moving the “Murky Middle”

2018 ◽  
Vol 17 (3) ◽  
pp. ar42 ◽  
Author(s):  
Angelique Kritzinger ◽  
Juan-Claude Lemmens ◽  
Marietjie Potgieter
Keyword(s):  
Learning Strategies ◽  
Classroom Practice ◽  
Learning Analytics ◽  
Demographic Data ◽  
Student Attrition ◽  
First Year ◽  
Targeted Interventions ◽  
Teaching Learning ◽  
Enabling Institutions ◽  
Academic Year

Higher education faces the challenge of high student attrition, which is especially disconcerting if associated with low participation rates, as is the case in South Africa. Recently, the use of learning analytics has increased, enabling institutions to make data-informed decisions to improve teaching, learning, and student success. Most of the literature thus far has focused on “at-risk” students. The aim of this paper is twofold: to use learning analytics to define a different group of students, termed the “murky middle” (MM), early enough in the academic year to provide scope for targeted interventions; and to describe the learning strategies of successful students to guide the design of interventions aimed at improving the prospects of success for all students, especially those of the MM. We found that it was possible to identify the MM using demographic data that are available at the start of the academic year. The students in the subgroup were cleanly defined by their grade 12 results for physical sciences. We were also able to describe the learning strategies that are associated with success in first-year biology. This information is useful for curricular design, classroom practice, and student advising and should be incorporated in professional development programs for lecturers and student advisors.

Thinking Globally: Mandeville, Memory, and Mappaemundi

2018 ◽  
Vol 4 (2) ◽  
pp. 69-106
Author(s):  
John Wyatt Greenlee ◽  
Anna Fore Waymack
Keyword(s):  
Middle Ages ◽  
Fourteenth Century ◽  
Global Perspective ◽  
First Person ◽  
Unreliable Narrator ◽  
The World ◽  
Challenging Students ◽  
Person Account

In lieu of an abstract, here is a brief excerpt of the content: THE TRAVELS OF Sir John Mandeville, the fourteenth-century "first-person" account of a fictional English knight's adventurous journey to Jerusalem and across the world, is difficult to teach.1 Popular with medieval European audiences, the book troubles today's students with its confusing descriptions of global geography, its treatment of non-Christian, non-European peoples, and its constant conflation of fact and fable. But, as those who have taught it can attest, it can serve as a valuable tool for challenging students' preconceptions of an isolated European Middle Ages. It introduces them to an unreliable narrator and to tensions between the doctrines of the institutional Roman church and individual faith. The author's global perspective shows students a world of diverse religions, ethnicities, races, diets, customs, and sexualities. And the Travels does this while being relatively short and entertaining, pulling the reader through the map via its engaging narrative of landscaped vignettes.

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