Significant themes in developing the theory and practice of lesson study

2016 ◽  
Vol 5 (4) ◽  
pp. 274-280 ◽  
Author(s):  
John Elliott
Keyword(s):  
Higher Education ◽  
Lesson Study ◽  
Growth And Development ◽  
Design Methodology ◽  
Teacher Research ◽  
Chief Editor ◽  
Theory And Practice ◽  
Methodological Issues ◽  
Content Type ◽  
Pedagogical Research

Purpose The purpose of this paper is to pull together articles published in the journal over the last five years in terms of their relevance to the main themes and issues that have shaped its development. Design/methodology/approach The idea is that the paper enables teachers and researchers in schools and higher education institutions to access a substantial and unique collection of lesson and learning studies, and articles about the theoretical and methodological issues they raise, in the context of a rapidly globalising phenomenon. Findings The paper sets a framework for evaluating the growth and development of lesson studies as a form of practice-based teacher research. Originality/value This paper, authored by the founding chief editor of the IJLLS, establishes conceptual links between the theory and practice of lesson study and the wider field of practice-based pedagogical research.

scholarly journals Teaching innovations in Asian higher education: perspectives of educators

2018 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
T.M. Wong
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
The Other ◽  
Asian Countries ◽  
Structured Interviews ◽  
Content Type ◽  
Advanced Technologies ◽  
The Many

Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

Embedding employability within higher education for the profession of policing

2019 ◽  
Vol 9 (3) ◽  
pp. 319-328
Author(s):  
Ian Pepper ◽  
Ruth McGrath
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Research Study ◽  
Longitudinal Research ◽  
Evidence Base ◽  
Content Type ◽  
Educational Provision ◽  
Professional Body ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to evaluate the impact of an employability module, the College of Policing Certificate in Knowledge of Policing (CKP), on students’ career aspirations, their confidence and wish to join the police along with the appropriateness of the module. This will inform the implementation of employability as part of the College of Policing-managed Police Education Qualifications Framework (PEQF). Design/methodology/approach A three-year longitudinal research study used mixed methods across four points in time to evaluate the impact on students studying the employability module. Findings The research suggests that the employability-focussed CKP was useful as an introduction to policing, it developed interest in the police and enhanced the confidence of learners applying to join. Lessons learnt from the CKP should be considered during the implementation of the PEQF. Research limitations/implications The ability to generalise findings across different groups is limited as other influences may impact on a learner’s confidence and employability. However, the implications for the PEQF curriculum are worthy of consideration. Practical implications As the police service moves towards standardised higher educational provision and evolution of policing as a profession, lessons can be learnt from the CKP with regards to the future employability of graduates. Originality/value Enhancing the employability evidence base, focussing on policing, the research identified aspects which may impact on graduates completing a degree mapped to the PEQF. The research is therefore of value to higher education and the professional body for policing.

Serious games: leverage for knowledge management

2014 ◽  
Vol 26 (3) ◽  
pp. 235-252 ◽  
Author(s):  
Caroline Bayart ◽  
Sandra Bertezene ◽  
David Vallat ◽  
Jacques Martin
Keyword(s):  
Higher Education ◽  
Knowledge Acquisition ◽  
Serious Games ◽  
Design Methodology ◽  
Management Competencies ◽  
Content Type ◽  
Exploratory Investigation ◽  
Practical Implications ◽  
Research Show ◽  
Significant Factors

Purpose – The purpose of this paper is to investigate if the use of “serious games” with students can improve their knowledge acquisition and their academic performance. Design/methodology/approach – The research is an exploratory investigation resorting to the use of a serious game to evaluate the evolution of the students’ competencies in project management, through questionnaires processed using a structural “learning model.” Findings – This research shows indeed that the use of “serious games” improves the knowledge acquisition and management competencies of the students with the evidencing of significant factors contributing to this improvement. Practical implications – The findings of this research show that serious games can be an effective tool to be used in teaching students particularly as traditional methods are less and less accepted by today's students. Originality/value – Although the use of games is not something new in education, it is still limited in teaching practices in higher education. This experiment can help lecturers and trainers to resort to them in their pedagogy and to conceive them according to variables that can enhance their effectiveness.

scholarly journals Who guarantees the quality of the quality assurance agencies? The exploration of the establishment and growth of the Asia-Pacific Quality Register (APQR)

2017 ◽  
Vol 11 (2) ◽  
pp. 58-67 ◽  
Author(s):  
Jianxin Zhang ◽  
Jagannath Patil
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Design Methodology ◽  
Asia Pacific ◽  
Qualitative Assessment ◽  
Future Prospects ◽  
Asia Pacific Region ◽  
Content Type ◽  
Quality Register

Purpose After the “quantity era,” today higher education has entered into the “quality era” and as “the gate keepers of quality,” quality assurance agencies (QAAs) are playing more and more irreplaceable important roles and their social status are becoming more and more prominent. However, how to guarantee the quality of the QAAs? Who can review the QAAs? The purpose of this paper is based exploration of these questions. Design/methodology/approach Following the founding of the European Quality Assurance Register (EQAR) for Higher Education, the Asia Pacific Quality Register (APQR) became the second in the international quality assurance (QA) networks to implement QA register, in 2015 with initiative of Asia-Pacific Quality Network. Findings This paper first retrospects the history and process of APQR, and subsequently the implementation of APQR is described in detail from the two aspects of the criteria and the procedure, and at the end, the paper concludes with a summary of the three characteristics of this first formal implement of APQR: APQR is an international register open to all the QAAs; APQR emphasizes characteristics evaluation of diversity; and APQR highlights the combination of quantitative assessment and qualitative assessment. Originality/value Today on the international stage of QA, APQR has emerged as “the watchman of quality” in the Asia-Pacific region as counterpart of EQAR in Europe. How far away does such newly emerging form of guaranteeing the QAAs’ quality go forward, what is its future prospects and other concerning issues, are some of the question that need enthusiastic attention and contribution.

Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
S.R. Toliver ◽  
Heidi Hadley
Keyword(s):  
Preservice Teachers ◽  
Thematic Analysis ◽  
Design Methodology ◽  
Teacher Educators ◽  
English Education ◽  
Theory And Practice ◽  
Education Programs ◽  
Content Type

Purpose This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life. Design/methodology/approach Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching. Findings The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness. Originality/value By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.

Hedonic experiences at heritage attractions: the visitor’s perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ana Carolina Bender ◽  
Manuela Guerreiro ◽  
Bernardete Dias Sequeira ◽  
Júlio Mendes
Keyword(s):  
Design Methodology ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Heritage Sites ◽  
Exploratory Approach ◽  
Hedonic Experience ◽  
Using Data

Purpose The purpose of this study is to explore the hedonic experience and its formation at heritage attractions. Design/methodology/approach A qualitative and exploratory approach was applied, using data from 21 semi-structured interviews and three in-situ focus groups. Findings Findings highlight that senses, imagery and emotions are stimulated by the physical landscape and by triggers of memorable experiences. Research limitations/implications To further explore this topic, a broader range of heritage attractions and perspectives from the diverse stakeholders involved in the management and consumption of these sites is needed. Originality/value Given the scarcity of research dedicated to the hedonic experience at heritage sites, this study provides a contribution by exploring the visitor’s perspective and points out relevant insights. As the hedonic feelings of pleasure, comfort and related affective responses impact the quality of memorable experiences, relevant implications for theory and practice are discussed.

Analysis of sustainability insertion in materials selection courses of engineering undergraduate programmes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeniffer Fonseca Zanitt ◽  
Izabela Simon Rampasso ◽  
Osvaldo Luiz Gonçalves Quelhas ◽  
Milena Pavan Serafim ◽  
Walter Leal Filho ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Content Analysis ◽  
Delphi Method ◽  
Design Methodology ◽  
Sustainable Development Goals ◽  
Materials Selection ◽  
Content Type ◽  
Development Goals ◽  
The Subject

Purpose This study aims to analyse how the materials selection courses of engineering undergraduate programmes can be better aligned with the United Nations Sustainable Development Goals (SDGs). Design/methodology/approach Initially, a content analysis was performed in 39 materials selection course descriptions from 40 engineering undergraduate programmes of Brazilian higher education institutions, and subsequently, Delphi method procedures were conducted with professors that teach or have taught the course and are knowledgeable in the subject of sustainability. Findings Considering the analysed course descriptions, it was shown that most of the materials selection courses do not consider or present little emphasis on sustainability aspects. Regarding the Delphi method, eight items were evidenced to consider sustainability aspects in the analysed courses. Originality/value This study contributes to the debates about sustainability insertion in engineering undergraduate programmes. More specifically, the findings presented consolidated information that professors and coordinators can use to align materials selection courses with the SDGs better.

Interruptions: imagining an analytical otherwise for disaster studies in Latin America

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Manuel Tironi ◽  
Katherine Campos-Knothe ◽  
Valentina Acuña ◽  
Enzo Isola ◽  
Cristóbal Bonelli ◽  
...  
Keyword(s):  
Design Methodology ◽  
Meta Analysis ◽  
Disaster Risk ◽  
Local Scale ◽  
Theory And Practice ◽  
The Political ◽  
Disaster Research ◽  
The South ◽  
Content Type ◽  
Disaster Studies

PurposeBased on the research, the authors identify how four key concepts in disaster studies—agency, local scale, memory and vulnerability—are interrupted, and how these interruptions offer new perspectives for doing disaster research from and for the South.Design/methodology/approachMeta-analysis of case studies and revision of past and current collaborations of authors with communities across Chile.FindingsThe findings suggest that agency, local scale, memory and vulnerability, as fundamental concepts for disaster risk reduction (DRR) theory and practice, need to allow for ambivalences, ironies, granularization and further materializations. The authors identify these characteristics as the conditions that emerge when doing disaster research from within the disaster itself, perhaps the critical condition of what is usually known as the South.Originality/valueThe authors contribute to a reflexive assessment of fundamental concepts for critical disaster studies. The authors offer research-based and empirically rich redefinitions of these concepts. The authors also offer a novel understanding of the political and epistemological conditions of the “South” as both a geography and a project.

Nine emerging student needs

2017 ◽  
Vol 25 (3) ◽  
pp. 181-189 ◽  
Author(s):  
Andrew Hines ◽  
Alexandra Whittington
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Institutions Of Higher Education ◽  
Student Life ◽  
Student Needs ◽  
Content Type ◽  
World Cafe ◽  
The Future ◽  
The University ◽  
Practical Implications

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life. The resulting scenarios were analyzed for their implications, including the use of the World Café technique, and ultimately led to the identification of nine emerging student needs. Findings Nine specific emerging needs of future students could be used strategically by institutions of higher education to guide and inform planning and to generate innovative ideas for university offerings. Specific examples of offerings that would meet the projected future needs are recommended. Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all of the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs. Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving. Originality/value This piece explores student life in its totality as way to more accurately identify student needs in the future.

scholarly journals Work + learning: unpacking the agglomerated use of pedagogical terms

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lee Fergusson ◽  
Luke van der Laan
Keyword(s):  
Workplace Learning ◽  
Educational Outcomes ◽  
Design Methodology ◽  
Theory And Practice ◽  
Shared Understanding ◽  
Content Type ◽  
Work Related ◽  
Conceptual Paper ◽  
Work Integrated Learning ◽  
Distinguishing Features

PurposeThe association of work and learning has been well established for many years. However, some of the terms used to describe the various pedagogies related to work and learning have been used interchangeably, with many lacking definitional clarity and scope. These include work-related learning (WRL), work-based learning, workplace learning (WPL) and work-integrated learning (WIL). This agglomerating approach to usage has resulted in pedagogical confusion and what some theorists call a “problematization” for the field, resulting in undermining shared understanding and potential benefit. The purpose of this conceptual paper is an attempt to unpack the meaning and application of some of the key pedagogical terms used in the applied field of work + learning theory and practice.Design/methodology/approachConceptual modelling and qualitative descriptions of each pedagogy.FindingsMany of the work + learning pedagogies do overlap and cohere but attempts to create umbrella terms, which apply to all theories and approaches, are misguided; definitional clarity with the different modes of practice is required for sustainable educational outcomes.Originality/valueA proto-theoretical model, along with a breakdown of distinguishing features of each term as well as their source in the published literature, has been developed to improve clarity and aid the future praxis of educators.

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