Using Student Expectations and Perceived Needs to Rethink Pedagogy and Curriculum: A Case Study

1999 ◽  
Vol 32 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Ali Alalou ◽  
Elizabeth Chamberlain
Keyword(s):  
Student Expectations ◽  
Perceived Needs ◽  
Pedagogy And Curriculum

What Constitutes Help?

2018 ◽  
pp. 154-176
Author(s):  
Ann Mary Roberts
Keyword(s):  
Study Abroad ◽  
Rural School ◽  
Global Competencies ◽  
Perceived Needs

This case study is an account of how pre-service teachers in a study abroad context framed and examined the question of appropriate response to individuals, communities, and institutions with perceived needs. The authors' students worked for four weeks in a rural school in Malawi where they tried to help the students and community. During their experiences, the participants faced their limitations, cultural biases, and personal “filters.” Hard questions such as “Are we really helping at all?” arose. Key global competencies proved critical as they shifted their perspectives in order to understand their experiences and respond respectfully in the context of the Malawian culture.

scholarly journals ‘We’ve got a file on you’: problematising families in poverty in four periods of austerity

2020 ◽  
Vol 28 (2) ◽  
pp. 227-244
Author(s):  
Nicola Horsley ◽  
Val Gillies ◽  
Rosalind Edwards
Keyword(s):  
Late 19Th Century ◽  
Early 21St Century ◽  
Case Study Analysis ◽  
Administrative Records ◽  
Perceived Needs ◽  
Authority Figures ◽  
Poor Families ◽  
Disadvantaged Families ◽  
Over Time

This article considers a genealogy of the governing by data of families in poverty; a case study of the codification of disadvantaged families and problematisation of their difficulties over the course of a century and a half. Influenced by Bacchi’s ‘what the problem is represented to be’ approach, we explore a genealogy of the micro acts of ruling that reveal the practice of constructing and governing of disadvantaged families. We draw on a case study analysis of materials recorded and collected by the Charity Organisation Society and its subsequent guises, during four major periods of recession in Britain, from the late 19th century to the early 21st century. We outline the ‘problematisation’ approach to governance that underpins our discussion before describing the administrative records with which we worked. We argue that the genealogy of the construction, positioning and governance of poor families over time in this case may be observed in terms of three key shifts in problematisation: (i) from the identification of deservingness towards the assessment of risk; (ii) from a gendered concentration of parents to the perceived needs of children; and (iii) from consultation of authority figures to a reliance on increasingly ‘professionalised’ data capture tools.

A New Model of Online Student Service in the Digital Age

2017 ◽  
pp. 103-127
Author(s):  
Sallie A. Reissman
Keyword(s):  
Course Completion ◽  
Service Needs ◽  
Student Survey ◽  
Student Expectations ◽  
Online Student ◽  
Student Service ◽  
Wilmington University ◽  
Learning Factors ◽  
The University

During the fall 2011 semester, 1,089 students dropped an online course at Wilmington University. This loss totaled 11.8% of the initial online enrollment for the fall semester. This number is in staggering contrast to the drop rate for an on-campus course at the university: 6.6%. This chapter uses Wilmington University as a case study to explore why this problem exists and how to solve it: using student survey and administrative data to look at student expectations and satisfaction with current academic and co-curricular services; technical and service needs associated with online learning factors that facilitate course completion and recommend interventions to help keep students on track to complete courses.

Blurring the play–drama boundary: A case study investigating the teaching and learning of a drama-integrated curriculum in a Hong Kong kindergarten

2021 ◽  
pp. 146394912110605
Author(s):  
Po-Chi Tam
Keyword(s):  
Integrated Curriculum ◽  
Teaching And Learning ◽  
Free Play ◽  
Policy Initiative ◽  
Pedagogy And Curriculum ◽  
Complex Relationships ◽  
Integration Strategies ◽  
Learning Through Play ◽  
Teachers Perspectives

This study aims to conceptualise a drama-integrated curriculum devised from process drama as an approach to play-based pedagogy and curriculum to realise the policy initiative of learning through play. By investigating teachers’ perspectives and practices in relation to the curriculum of a local kindergarten, examples of effective drama-integration strategies and the associated children's learning are identified and organised into four themes – namely, drama teaching and learning through, before, in and after play. The teachers understood that although their curriculum is not based on free play, its not-so-free features may reconcile the play–learning binarism, daring them to navigate the maze of complex relationships between play, drama, teaching and learning in implementing a playful curriculum.

Communicating the Gospel in Terms of Felt Needs

1977 ◽  
Vol 5 (4) ◽  
pp. 499-506
Author(s):  
Pat Hile
Keyword(s):  
Ethical Issues ◽  
Good News ◽  
Perceived Needs ◽  
Working Out

The missiologist is inevitably, and commendably, concerned with man's real needs — needs which he may not even be aware of; our author calls these supracultural or ultimate needs. But the missionary theologian may focus his communication of the Gospel too narrowly on the kerygma as the answer to these hardly-perceived needs; while the missionary sociologist may focus too theoretically on socio-ethical issues that have not yet entered the consciousness of the target people. Missionary-anthropologist Hile's thesis is that the Gospel only becomes the good news to a people as the kerygma is applied to the deeply felt needs of that particular people. In case study fashion, he illustrates the working out of this evangelistic principle among the Chiquimula-Quiché of Guatemala.

scholarly journals Preparing to Educate for a Thriving Bivocational Ministry: A Seminary Case Study

Religions ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 592
Author(s):  
Darryl W. Stephens
Keyword(s):  
Theological Education ◽  
Higher Learning ◽  
Theological Seminary ◽  
Perceived Needs ◽  
Institutions Of Higher Learning ◽  
Challenges And Opportunities ◽  
Student Focus ◽  
Bivocational Ministry ◽  
Training And Support

How can institutions of higher learning in theological education respond to an increasing need for bivocational ministry preparation, training, and support? This article presents detailed findings from one US, mainline Protestant seminary’s effort to evaluate current and perceived needs in this area. Data from surveys of students, staff, faculty, and trustees at Lancaster Theological Seminary and learnings from a six-session student focus group are presented. Explored are questions of perception and relevance of bivocational ministry, distinct stressors of bivocational ministry, opinions about current educational programs at the seminary, and opinions about institutional changes designed to better support and prepare seminarians for bivocational ministry. These findings are indicative rather than definitive, inviting further research involving more schools and a larger set of respondents. The article concludes with a discussion of challenges and opportunities facing this seminary in its strategic effort to educate for a thriving bivocational ministry.

scholarly journals Student Expectations Regarding Online Learning: Implications For Distance Learning Programs

2004 ◽  
Vol 1 (10) ◽  
Author(s):  
Duncan G. LaBay ◽  
Clare L. Comm
Keyword(s):  
Distance Learning ◽  
Online Courses ◽  
Initial Step ◽  
Public University ◽  
Traditional Classroom ◽  
Student Expectations ◽  
Traditional Course ◽  
Online Coursework ◽  
Learning Programs

What are student expectations in a traditional course versus a distance learning course? The authors analyze student course selection and expected outcomes from data collected in an undergraduate marketing course at a public university in the Northeast. Key findings reveal that students generally have a favorable predisposition towards online coursework despite their beliefs that online courses require more work and have lower learning outcomes. Further, this case study provides an initial step in better understanding student expectations in online courses as well as in the traditional classroom.

scholarly journals Digital mismatch: Expectations and realities of digital competency amongst pre-service education students

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Jennifer Duncan-Howell
Keyword(s):  
Secondary School ◽  
Undergraduate Students ◽  
Work Experience ◽  
Teaching Staff ◽  
Professional Lives ◽  
Education Students ◽  
Student Expectations ◽  
Digital Skills ◽  
Digital Competency

<span>Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a </span><em>digital expectation</em><span> and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments.</span>

Envisioning K-20 Education

2013 ◽  
pp. 248-266
Author(s):  
Olutoyin Mejiuni
Keyword(s):  
Education Programme ◽  
Traditional Education ◽  
Centralized Control ◽  
Perceived Needs ◽  
Faculty Of Education ◽  
State Of Affairs ◽  
Large Dosage ◽  
Teaching Learning ◽  
Learning Principles

Through a case study of the faculty of education of Obafemi Awolowo University, the authors argue that although the founders of the faculty envisioned, conceived, and attempted to build the faculty of education on the lifelong learning principles of the African traditional education system, envisioning far beyond K-20 Education, they developed and consolidated a single teacher education programme that was close to a K-20 Education programme in the late 1970s and in the early 80s. However, beginning from the mid-90s, the programme evolved in a fragmented way. The authors argue that the fragmentation is a result of felt and perceived needs, centralized control, and administration of university affairs by the Federal Government of Nigeria, and a large dosage of territorialism. They draw implications of this state of affairs for teaching-learning processes in the education programme and the capacity of the programme to serve and connect with the community.

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