“Resisting the rage for certainty”: dialogic assessment

2015 ◽  
Vol 14 (2) ◽  
pp. 121-139
Author(s):  
Sue Brindley ◽  
Bethan Marshall
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Assessment For Learning ◽  
English Teacher ◽  
Content Type ◽  
Dialogic Teaching ◽  
Secondary Sector ◽  
Upper Secondary ◽  
Effective Teaching And Learning

Purpose – The purpose of this paper is to report on one UK secondary school English teacher and use his practice as a vehicle for exploring the classroom realities of dialogic assessment. Dialogic assessment, a term first proposed by Alexander (2004), is a position which seeks to synthesise the potentially powerful positions of both dialogic teaching and assessment for learning remains largely unexploited as an approach to developing effective teaching and learning. Design/methodology/approach – Using video classroom evidence and interview, the authors explore the parameters within which dialogic teaching and assessment can be developed, and investigate the opportunities and obstacles which developing dialogic assessment bring about. Findings – The authors develop a framework, drawing on the evidence, which demonstrates the development of dialogic assessment in the classroom. Originality/value – This paper is an original look at dialogic assessment within the upper secondary sector.

Implementing discipline-specific searches in EBSCO Discovery Service

2014 ◽  
Vol 115 (3/4) ◽  
pp. 102-115 ◽  
Author(s):  
Li Fu ◽  
Cynthia Thomes
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Content Type ◽  
University Of Maryland ◽  
Search Results ◽  
Discovery Service ◽  
University College ◽  
Effective Teaching And Learning

Purpose – This paper discusses how University of Maryland University College (UMUC) librarians customized EBSCO Discovery Service (EDS) to allow for searching across librarian-selected sets of discipline-specific databases. Discipline-specific searching results in a smaller and more relevant set of search results, which can make research more efficient and effective. Design/methodology/approach – This paper describes the collaboration between systems and reference and instruction librarians to develop, test, launch, promote, and assess discipline-specific searching in EDS in support of effective teaching and learning. Findings – Customization of a discovery tool to allow researchers to run searches across pre-selected sets of discipline-specific databases is beneficial to the researchers since it enables them to find a smaller and more relevant set of search results than they would otherwise receive if they searched across all databases available in the discovery tool. Originality/value – This paper provides detailed instructions regarding customization of EDS to allow for discipline-specific searching and discusses ways in which this enhancement can be brought to researchers' attention during reference and instruction interactions. This paper should be of interest to technical librarians as well as to reference and instruction librarians.

Building on student conceptions in the design of history instruction addressing sources

2019 ◽  
Vol 9 (2) ◽  
pp. 101-125
Author(s):  
Anders Nersäter
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Variation Theory ◽  
Student Conceptions ◽  
History Instruction ◽  
Content Type ◽  
Upper Secondary ◽  
Context Of Learning ◽  
Critical Aspects

Purpose The purpose of this paper is to convey findings of how a source-based unit in history can be designed and implemented on the basis of identified critical aspects using principles from variation theory set in relation to a specific didactical framework. This paper also reports on the learning outcomes of implementing such a design. Design/methodology/approach Data were generated in the context of learning study research undertaken in collaboration with teachers within upper secondary school. The paper uses data from pre- and post-assignments and research lessons for one of the participating teachers and his class. Findings Findings show that if the design and implementation of a source-based unit is informed by critical aspects, teachers have improved prospects to enhance students’ ability to interpret and evaluate sources. This is achieved by applying a didactical framework consisting of orientation, template practice and dialogues, allowing these aspects to be addressed several times under different arrangements. Originality/value Few studies have considered the implications of student conceptions for the design of source-based history instruction. This paper contributes with a proposal for a design informed by critical aspects and also investigates the learning outcomes of implementing such instructions.

Offline vs online problem-based learning: a case study of student engagement and learning outcomes

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hans Kristianto ◽  
Linda Gandajaya
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Content Type ◽  
Significant Difference ◽  
Health Related

Purpose Furthermore, the purpose of this study is to compare the student engagement and the learning outcomes in offline and online PBL in the aforementioned course. The COVID-19 pandemic has caused disruption in various sectors, including education. Since it was first announced in mid-March 2020 in Indonesia, teaching and learning activities have been carried out online. In this study, a comparison of the offline (Spring 2019, prior to the pandemic) and online (Spring 2021, during the pandemic) problem-based learning (PBL) method in the sustainable chemical industry course is investigated. Design/methodology/approach A quantitative analysis was conducted by measuring the students’ engagement, course-learning outcomes (CLOs) and student learning outcomes (SLOs). Difference tests of engagement score, CLOs and SLOs were investigated by using the t-test or Mann–Whitney U-test. Furthermore, the perceived students’ stressors were measured. Findings It is found that the students’ engagement in offline and online PBL gives similar scores with no significant difference. This is possible because of the PBL structure that demands students to be actively engaged in gaining knowledge, collaboratively working in teams and interacting with other students and lecturers. Although similarly engaged, the CLOs and SLOs of online PBL are significantly lower than offline PBL, except for SLO related to oral and written communication skills and affective aspect. The decrease in CLOs and SLOs could be influenced by students’ academic, psychological and health-related stressors during the COVID-19 pandemic time. Originality/value This study provides a recommendation to apply online PBL during the COVID-19 pandemic time and beyond, although some efforts to improve CLOs and SLOs are needed.

Teaching and learning

2016 ◽  
Vol 24 (3) ◽  
pp. 294-317 ◽  
Author(s):  
Grant Samkin ◽  
Lesley Stainbank
Keyword(s):  
Fast Moving ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Future Research ◽  
Special Issue ◽  
Accounting Profession ◽  
Content Type ◽  
University Environment ◽  
Empirical Approaches ◽  
Practical Implications

Purpose Positioned within a framework of challenges facing universities, this paper aims to focus on challenges faced by teachers of accounting as a business discipline to ensure it remains relevant in a fast-moving and changing environment. Design/methodology/approach Drawing on a variety of sources, this paper explores a number of issues surrounding teaching and learning in the current university environment. The seven papers that make up the special issue are located within a framework which is used to illustrate how each one contributes to the field. This paper is primarily discursive in nature. Findings The theoretical, methodological and empirical approaches used in the papers that make up this special issue are described. In addition, the paper suggests that to remain relevant, teaching and learning will remain an important area for future research. Practical implications This paper on teaching and learning is of interest to accounting teachers and researchers, university managers and members of the accounting profession. Originality/value This special issue provides a range of examples of research relevant to teaching and learning and sets an agenda for future research.

The roles of school leaders in developing future-ready learners: the case of Singapore

2020 ◽  
Vol 35 (1) ◽  
pp. 249-269
Author(s):  
Choun Pei Wong ◽  
David Ng
Keyword(s):  
Communities Of Practice ◽  
School Leadership ◽  
Teaching And Learning ◽  
Design Methodology ◽  
School Leaders ◽  
Leadership Preparation ◽  
Traditional Teaching ◽  
Content Type ◽  
Future Society

PurposeAn education system can only be successful if it can develop future-ready learners who can continue to learn after graduation, take on their future lifework and thrive in the future society and environment. This article examines the economic, social and environmental trajectories of Singapore and proposes that it is important for future-ready learners to develop habits of practices that will support the skills, knowledge and values that are pertinent to these trajectories.Design/methodology/approachSchool leaders are responsible for creating environments and implementing practices that are conducive for fostering habits of practices that are crucial for future-ready outcomes. The authors discuss the inadequacies of traditional teaching and learning practices in supporting these habits and elucidate how newer paradigms such as constructivism, connectivism, coagency and communities of practice might be more useful in achieving this. The authors also present a case study of a school leadership preparation programme that aims to develop future-ready learners.FindingsThis paper provides insights into how newer paradigms of teaching and learning can be supportive for developing desirable habits of practices for future readiness.Originality/valueThis discussion piece introduces a fresh concept – habits of practices – that is relevant in preparing future-ready learners in Singapore.

Seeking rhythm in white noise: working with whiteness in English education

2017 ◽  
Vol 16 (1) ◽  
pp. 40-54 ◽  
Author(s):  
Samuel Jaye Tanner ◽  
Christina Berchini
Keyword(s):  
Narrative Inquiry ◽  
White Noise ◽  
Language Arts ◽  
Teaching And Learning ◽  
Design Methodology ◽  
English Language ◽  
English Education ◽  
White People ◽  
Content Type ◽  
White Resistance

Purpose The authors of this paper are both white English education scholars with antiracist agendas. This conceptual manuscript aims – in part – to better understand the backlash both of them have faced in trying to contribute to antiracist teaching and research in English education. Design/methodology/approach This manuscript uses practices of narrative inquiry to tell and interpret stories about the authors’ work. Findings The authors hope to critique traditional notions of white resistance in favor of more careful theorizations of whiteness that can be helpful for teachers and scholars in English education and English Language Arts (ELA)with an interest in facilitation antiracist pedagogy. Originality/value Ultimately, with this work, the authors hope to provoke readers to consider how work with whiteness is processed by white people, especially in terms of teaching and learning in English education and ELA. They believe the field of English education should begin to discuss this issue.

How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool

2015 ◽  
Vol 4 (3) ◽  
pp. 274-287 ◽  
Author(s):  
Anja Thorsten
Keyword(s):  
Teaching And Learning ◽  
Design Methodology ◽  
Research Process ◽  
Point Of View ◽  
Variation Theory ◽  
Learning Study ◽  
Content Type ◽  
Video Recordings ◽  
Field Notes ◽  
Practice Knowledge

Purpose – The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process? Design/methodology/approach – The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes. Findings – Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed. Originality/value – The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

Theory-based instruction – a key to powerful improvements when learning to regulate body tension in an upper secondary school

2013 ◽  
Vol 3 (1) ◽  
pp. 24-45 ◽  
Author(s):  
Mona Holmqvist Olander ◽  
Heléne Bergentoft
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Theoretical Framework ◽  
Variation Theory ◽  
Upper Secondary School ◽  
Learning Study ◽  
Content Type ◽  
Upper Secondary ◽  
Based Instruction

Purpose – The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school. Design/methodology/approach – In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students. Findings – There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension. Originality/value – Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.

scholarly journals Factors Militating Against the Effective Teaching and Learning of Krio at the Junior Secondary School Level:

IJOHMN ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 38
Author(s):  
Harriet Yeanoh Jones ◽  
Dr. Saidu Challay ◽  
Peter Mboh Muffuh
Keyword(s):  
Secondary School ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Institutional Support ◽  
Assessment Tools ◽  
School Level ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
The Subject ◽  
Effective Teaching And Learning

This study was aimed at investigating factors militating against the effective teaching and learning of Krio at the Junior Secondary School (JSS) Level in a sample of JSS pupils in selected schools in the Western Area of Freetown, Sierra Leone. Questionnaires were administered to both teachers of Krio and pupils offering the subject at the targeted level. These, alongside observation and focus group discussions, were used to determine the level of training and experience of the teachers; facilities which support the teaching and learning of Krio; attitudes of teachers, pupils and other stakeholders towards the teaching and learning of Krio; mode and frequency of assessment; provision of institutional support; and, the success rate of pupils at the Basic Educational Certificate Exams (BECE) in the selected schools. Three schools were targeted. In each of these schools, questionnaires were administered to 50 pupils, giving a total of 150 respondents.  A total of eleven teachers were sampled. The study revealed that: The teachers of Krio in the selected schools were and trained and qualified. However, none of them studied krio as a major and only about one third read it as a minor. Teaching and learning materials are inadequate, and time allocated to the teaching of krio is insufficient. Attitude is a major factor which militates against the teaching and learning of krio in the selected schools. Written assignments, tests and exams are the main assessment tools. Institutional support (in-service trainings/workshops/seminars) plays a great role in building teachers’ capacity to teach the subject as all the teachers sampled did not study krio as a major subject. BECE results (krio -2010 and 2011) indicate that only a small percentage of the pupils at JSSIII opted for krio

scholarly journals Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2

2013 ◽  
Vol 1 (4) ◽  
pp. 387-424
Author(s):  
Simo Tolvanen ◽  
Maija Aksela ◽  
Maija Ahola ◽  
Outi Haatainen ◽  
Jarkko Huusko ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Theoretical Background ◽  
Research Literature ◽  
Upper Secondary School ◽  
Chemistry Teaching ◽  
Historical Approach ◽  
Upper Secondary ◽  
History Of

In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the produced material. The teaching materials (in Finnish) can be found online from the site of KEMMA Centre for Chemistry Education: http://www.luma.fi/kemma.

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