scholarly journals Entrepreneurial narratives and concept teaching and learning

2019 ◽  
Vol 34 (1) ◽  
pp. 24-35 ◽  
Author(s):  
Longlong Wang
Keyword(s):  
Teaching And Learning ◽  
Life Stories ◽  
Entrepreneurship Education ◽  
Learning Opportunities ◽  
Classroom Setting ◽  
Nascent Entrepreneurs ◽  
Narrative Story ◽  
Concept Teaching ◽  
Chinese Teacher ◽  
Critical Reflections

Entrepreneurship education (EE) is facing a tension between practical valence and academic institutionalization. As a consequence, we know very little about how story-based pedagogy is implemented in the classroom, though various entrepreneurial narratives have been institutionalized into EE programs. This article examines how one Chinese teacher thematically constructs six nascent entrepreneurs to illustrate the concept of entrepreneurship in a classroom setting. The findings suggest that the entrepreneurial narratives used by the teacher are different in structure from those reported by entrepreneurship studies, because entrepreneurial stories narrated by teachers are non-participant life stories. This article argues that narrative is an important tool for teachers to personalize their conceptualization of entrepreneurship. Such conceptualization, embedded in both the structure and the content of narratives, facilitates entrepreneurial teaching and learning in a holistic, instantiated, and impactful way. The article also demonstrates that teachers can create additional learning opportunities, by resorting to specific narrative features and thematic construction. It concludes with critical reflections on entrepreneurial narrative, story-based pedagogy, and EE research and calls for more classroom-based research in the field.

Understanding How Students Learn: Preparing Students to Become Professionals

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.

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

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.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals EFEKTIVITAS GERAKAN LITERASI 15 MENIT DALAM MENUMBUHKAN MINAT BACA SISWA AUTIS KELAS IV SLB TNCC BANDA ACEH MATA PELAJARAN BAHASA INDONESIA

2021 ◽  
pp. 143
Author(s):  
Mita Helfiana ◽  
Nita Sari ◽  
Suciani Suciani
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Special School ◽  
Data Presentation ◽  
Narrative Story ◽  
Analysis Technique ◽  
Reading Interest ◽  
Bahasa Indonesia ◽  
Banda Aceh ◽  
Class Iv

Reading interest is one of the important keys for someone to gain knowledge and information. So by reading, students can get the knowledge that has been provided. The more often a student reads, the broader his knowledge and insight will be. This study aims to determine the effectiveness of the 15 Minute Literacy Movement in Fostering Reading Interest in Class 4 Autistic Students in Indonesian Language Subjects in Narrative Story Text Material at TNCC Banda Aceh Special School. This research is a qualitative research, with data collection techniques including observation, interviews and studies. documentation. The subjects in this study were students of class IV Autism at SLB TNCC Banda Aceh, which consisted of two people, and the data analysis technique was carried out qualitatively with stages including: (1) data reduction, (2) data presentation. (3) Triangulation, and (4) Verification / Conclusion Withdrawal. Based on the results of the study, it is known that the Literacy Movement 15 minutes before the Teaching and Learning Process (PBM) is very effective in cultivating students’ reading interest in autism in class 4. This can be seen from the results of completeness of the indicators of the effectiveness of reading interest, with 15 minutes of Literacy activities for autistic students there are significant changes. in recognizing letters and students’ reading interest increases.

scholarly journals Case Studies: A Brief Introduction and Suggested Guidelines for the Field

2021 ◽  
Vol 3 (1) ◽  
pp. 4-11
Author(s):  
Emma Fleck
Keyword(s):  
Case Studies ◽  
Teaching And Learning ◽  
Best Practice ◽  
Entrepreneurship Education ◽  
Special Issue ◽  
Good Case ◽  
Traditional Research ◽  
Teaching Cases ◽  
Parent Discipline

Case studies are a common teaching and learning tool within entrepreneurship and its parent discipline, business, as a method of bringing the nuances of realism to complex theoretical problems. However, within the arts entrepreneurship field, they are used less frequently for pedagogical purposes and often with hesitation. Consequently, in this guide to the Case Study Edition, I aim to briefly: provide a rationale for using case studies in arts entrepreneurship education; illustrate what makes a good case study; highlight the mechanics of writing case studies by clearly outlining the expectations of a submission to JAEE for both traditional research cases and teaching cases; summarize the cases within this special issue and highlight why they demonstrate best practice example cases.

scholarly journals Entrepreneurship in vocational education

2017 ◽  
Vol 31 (2) ◽  
pp. 81-89 ◽  
Author(s):  
Adriano Stadler ◽  
Anne M. J. Smith
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Public Institution ◽  
Face To Face ◽  
Teaching Context ◽  
Entrepreneurial Behaviour ◽  
Learning Conditions ◽  
Students Attitudes ◽  
Market Needs ◽  
Educational Conditions

Vocational entrepreneurship education is associated with specific techniques and teaching methods, including face-to-face student contact and knowledge alignment with labour market needs. The authors argue that entrepreneurship education provides particular benefits in different educational conditions and modes because it allows students to develop entrepreneurial behaviour for different vocations. This article presents the results of a study involving students enrolled on technical courses at a public institution in Brazil. The study investigates how vocational teaching and learning conditions, such as the entrepreneurial experience and profile of lecturers, affect students’ attitudes towards and perceptions of entrepreneurship education in a vocational teaching context.

Examining Oppressions as a Way of Valuing Diversity

2020 ◽  
pp. 55-77
Author(s):  
Otrude Nontobeko Moyo
Keyword(s):  
Social Justice ◽  
Social Construction ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Documentary Films ◽  
Classroom Experiences ◽  
The Social ◽  
Pedagogy Of Discomfort ◽  
Support Students ◽  
Critical Reflections

This chapter shares an example of using a critical multicultural lens in teaching and learning to engage diversity and social justice in intercultural experiences. The author draws on the classroom experiences of the author and highlights instructor-learner perspectives. Emphasized is the use of the knowledge building classroom engaging pedagogy of discomfort, courageous dialogues, and critical reflections in a reiterative process to engage students in “critical knowing thyself” and “respectfully knowing others.” Students are encouraged to use a critical multicultural lens that centers power in societies together with supportive readings, documentary/films, and activities to examine the social construction of race (racism), gender (sexism), heteronormativity (homophobia), class (classism), and (dis)abilities (ableism) at the personal, interpersonal, institutional, and cultural levels. The conclusion highlights the need to engage self-criticality and the pedagogy of discomfort to examine the interlocking systems of oppression to support students' learning beyond just cataloging privileges.

Online Strategies Enhancing Mathematics Teacher Knowledge for the Digital Age: Discourse and Critical Reflection

2019 ◽  
pp. 422-427
Author(s):  
Margaret L. Niess
Keyword(s):  
Teacher Knowledge ◽  
Online Community ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Technological Pedagogical Content Knowledge ◽  
Graduate Courses ◽  
Pedagogical Content ◽  
Online Strategies ◽  
Education Courses ◽  
Critical Reflections

This study designed online graduate courses to enrich inservice mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK). The effort identified key experiences to engage teachers in discourse and critical reflections for relearning, rethinking, and redefining teaching and learning as they know and learned it, transforming their TPACK with respect to teaching with digital technologies. The experiences modeled inquiry tasks merging content, technology and pedagogy as described in TPACK, connecting teachers with experiences as students learning about and with technologies. Critical reflections on the experiences as learners and as teachers combined with the online community of learners’ discourse, transforming their teacher knowledge. The collection of strategies involving discourse and critical reflection did enhance the participants’ TPACK, providing recommendations for designing online inservice teacher education courses.

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