Whose voice matters in the teaching and learning of IPE? Implications for policy and policy making

Teaching and Learning Regimes

Accomplishing Change in Teaching and Learning Regimes ◽

10.1093/oso/9780198851714.003.0004 ◽

2019 ◽

pp. 69-98

Author(s):

Paul Trowler

Keyword(s):

South Africa ◽

Case Studies ◽

Policy Making ◽

Teaching And Learning ◽

National Policy ◽

Social Practices ◽

Change Processes ◽

Liberal Ideology

Chapter 4 unpicks the different moments of teaching and learning regimes, illustrating them through two case studies. One concerns a merged university in South Africa dealing with difficult issues around merging disciplines and curricula in a context of continuing structured disadvantage. The second centres on a Danish university in which discourses were shifting in line with an increasingly dominant neo-liberal ideology permeating national policy-making. As well as illustrating the different moments of teaching and learning regimes in transition, these case studies are used to enrich the depiction of social practices as both bundled and nested. This is very significant both conceptually and for understanding and enacting change processes.

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Language-in-Education Planning

Annual Review of Applied Linguistics ◽

10.1017/s0267190500001215 ◽

1989 ◽

Vol 10 ◽

pp. 53-78 ◽

Cited By ~ 6

Author(s):

D. E. Ingram

Keyword(s):

Foreign Language ◽

Bilingual Education ◽

Immigration Policy ◽

Policy Making ◽

Teaching And Learning ◽

Foreign Language Teaching ◽

The Other ◽

Education Planning ◽

Government Education ◽

The One

This paper attempts to survey language-in-education planning in the 1980s drawing on both formal publications and the more “ephemeral” but often more directky influential documents of government education departments and other authorities. Two problems are immediately evident: first, the influential ephemeral documents are hard to obtain. The second problem in surveying language-in-education planning is symptomatic of language policy-making in general; it is necessary to differentiate between, on the one hand, policy which is little more than uncoordinated good or bad ideas, limited in the range of needs that it seeks to answer, or incidental to policy serving other purposee (e.g., immigration policy) and, on the other hand, systematic, formalized language-in-education planning (cf., Rist 1982). This paper also focuses on only that part of language-in-education policy concerned with second or foreign language teaching and learning; other papers in this volume deal with the areas of literacy and bilingual education.

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Perceptions of Pressure: external and internal influences on secondary school policy‐making directed at enhanced teaching and learning

Westminster Studies in Education ◽

10.1080/0140672010240105 ◽

2001 ◽

Vol 24 (1) ◽

pp. 45-60 ◽

Cited By ~ 1

Author(s):

Derek Glover ◽

Sue Law

Keyword(s):

Secondary School ◽

Policy Making ◽

Teaching And Learning ◽

School Policy ◽

Internal Influences

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Pengaruh Fitur Desain dan Bahasa Terhadap Kepuasan User dalam Proses Belajar Mengajar Pada Universitas di Jakarta

ComTech Computer Mathematics and Engineering Applications ◽

10.21512/comtech.v5i2.2239 ◽

2014 ◽

Vol 5 (2) ◽

pp. 775

Author(s):

Lianawati Christian ◽

Angelina Permatasari ◽

Lianna Sugandi

Keyword(s):

Learning Process ◽

Policy Making ◽

Teaching And Learning ◽

Processing Method ◽

Educational Services ◽

Literature Study ◽

Design Variables ◽

Data Processing Method ◽

The University ◽

The Web

This research was conducted at the research object that is engaged in educational services is one of the universities in Jakarta, where do research on features or design variables and the variable satisfaction language on the web that support the teaching and learning process at the college. The purpose of this study was to determine the factors that affect the learning process on the web, as reference material consideration for the leadership of the university in the policy -making to improve the quality quality teaching and learning process. The method used is literature and literature study, questionnaires to the users who use the web are faculty and students, interviews, data processing method with SPSS and Likert scale. The conclusions resulting from this research is the design and navigation of the questionnaire distributed to faculty and students in the first semesterof 2013/2014 with the hypothesis Ho: no effect, Ha: no effect, in which the basic decision making sig. > then Ho isα= accepted , sig . < then Ho is rejected, the decision sig. = 0.00 then 0.00α < 0.05 then there is the influence of language and design variable to variable satisfaction.

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Students’ Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School

AL-ISHLAH: Jurnal Pendidikan ◽

10.35445/alishlah.v13i1.404 ◽

2021 ◽

Vol 13 (1) ◽

pp. 41-48

Author(s):

Amira Muflicha Daraini ◽

Endang Fauziyati ◽

Dewi Rochsantiningsih

Keyword(s):

High School ◽

Learning Process ◽

Policy Making ◽

Teaching And Learning ◽

Qualitative Approach ◽

Senior High School ◽

Integrated Learning ◽

Case Study Method ◽

Interview Session

This research scrutinized the students' perception of Content and Language Integrated Learning (CLIL) in the teaching and learning process. A qualitative approach as a primary framework was employed with a case study method. Twenty students were involved in this research. The information was gathered through questionnaires and interviews. Of the twenty participants, only three participated in the interview session. The results reveal that most students gave tremendous perceptions of CLIL implementation, understanding the teachers’ instructions, being comfortable at some point in the class, and enriching their vocabulary. The findings of the study are envisioned to bring light to other teachers to reflect and develop themselves. Moreover, the study aimed to contribute to the schools’ policy-making, which means undertaking the CLIL program.

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Teacher Agency as Technologies of the Self and as Actionality: Implications for ELT Micro-Centric Policy Making

The English Teacher ◽

10.52696/ilmw5019 ◽

2021 ◽

Vol 50 (2) ◽

pp. 50-59

Author(s):

Setiono Sugiharto ◽

Keyword(s):

Crucial Role ◽

Teaching Practices ◽

Policy Making ◽

Teaching And Learning ◽

The Self ◽

Teacher Agency ◽

Critical Examination ◽

Classroom Setting ◽

Technologies Of The Self ◽

Vantage Points

This article critically examines the notion of teacher agency in light of two important conceptual frameworks: technologies of the self and transitionalist-actionistic, or conduct pragmatism. Using the former framework, teacher agency was analyzed in terms of its inherent status and dynamic flux within one’s self, while using the latter it was scrutinized for its transitional-actionistic nature triggered by one’s action or conduct. The article then argues that viewing teacher agency from these two vantage points can contribute to our understanding of the crucial role a teacher can play in creating a micro-centric policy of teaching and learning English in a specific locality, as well as of the enactment of this policy by individual teachers in a classroom setting. Implications for this critical examination of teacher agency include the import of the (re)activation of teacher agency, and its enactment both in the policy-making processes and in the teaching practices.

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Understanding How Students Learn: Preparing Students to Become Professionals

Perspectives on Issues in Higher Education ◽

10.1044/ihe12.1.16 ◽

2009 ◽

Vol 12 (1) ◽

pp. 16-23

Author(s):

Lizbeth Curme Stevens

Keyword(s):

Service Learning ◽

Teaching And Learning ◽

Communication Disorders ◽

Learning Opportunities ◽

Graduate Courses ◽

Speech Language Pathologists ◽

Community Partners ◽

Scholarship Of Teaching ◽

Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.61 ◽

2008 ◽

Vol 11 (2) ◽

pp. 61-66

Author(s):

Jennifer C. Friberg

Keyword(s):

Continuing Education ◽

Teaching And Learning ◽

Classroom Setting ◽

Educational Tool ◽

Instructional Tool ◽

Online Classroom ◽

Potential Applications ◽

Education Tool ◽

Professional Learners ◽

Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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