Insights from studio teaching practices in a Creative Industries Faculty in Australia

2018 ◽  
Vol 19 (2) ◽  
pp. 172-185 ◽  
Author(s):  
Marianella Chamorro-Koc ◽  
Anoma Kurimasuriyar
Keyword(s):  
Exploratory Study ◽  
Teaching Practices ◽  
Creative Industries ◽  
Approaches To Teaching ◽  
Highly Educated ◽  
Signature Pedagogy ◽  
Studio Practices ◽  
Architecture And Design

Studio teaching is a long standing tradition and a signature pedagogy across a broad range of art and creative disciplines, from arts to architecture and design. However, the practice of studio teaching varies across disciplines and practitioners. Do these variances indicate different signature pedagogies in the creative disciplines? An exploratory study was conducted to examine how studio teaching is practised at a Faculty of Creative Industries in Australia, and whether those studio practices suggest distinctive signature pedagogies and creative transfer. In this article, we describe the study and offer insights into studio teaching practices in the creative industries disciplines. We argue that nuances and differences among studio practices in creative industries reveal different signature pedagogies. Our findings offer a unique lens on current approaches to creative disciplines education, where interdisciplinary and transdisciplinary approaches to teaching are encouraged in order to support and prepare a highly educated and flexible future workforce.

scholarly journals CREATIVE ECONOMY IN ECONOMIC DEVELOPMENT OF CROATIA

2019 ◽  
Vol 40 ◽  
pp. 21-37
Keyword(s):  
Global Economy ◽  
New Technologies ◽  
Tertiary Education ◽  
Creative Industries ◽  
Creative Economy ◽  
Creative Industry ◽  
Highly Educated ◽  
Eu Member States ◽  
The People ◽  
The Republic

Creative economy is one of the most propulsive sectors, which share in global economy as well as national ones continuously grows (Jones et al., 2016). Within the territory of 28 EU member states it participates with 4.5% of GDP and employs 3.8% of total workforce (https://ec.europa.eu/eurostat, 2017). Axis of creative economy development is made of cultural and creative industries that are generators of new technologies, innovation and media. This paper analyses cultural and creative industry in the Republic of Croatia, as well as their role in economic and social development of the country. Cultural and creative industry (CCI) are directed towards highly educated workforce of tertiary education, digital society and 4.0 Globalisation. People employed in CCI in the Republic of Croatia are at the EU average with 3.6% of total workforce (2017) and with 50% of employed with tertiary education (https://ec.europa.eu/eurostat, 2017). CCI are important in expressing identity of the people but they are also an engine of economic growth (HKKI, 2015).

An Exploratory Study of Classroom and Online Teaching Practice in Relation to Inquisitiveness, Attitude, and Teaching Effectiveness

2018 ◽  
pp. 187-210
Author(s):  
Neetu Singh
Keyword(s):  
Exploratory Study ◽  
Teaching Practices ◽  
Online Teaching ◽  
Positive Attitude ◽  
Teaching Effectiveness ◽  
Swot Analysis ◽  
Teaching Practice ◽  
Classroom Teaching ◽  
Educational Institute ◽  
Indian Perspective

The present study is aimed at achieving main objectives i.e. to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils' teachers practicing classroom-teaching practices; to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils teachers practicing online-teaching practices, to explore the effectiveness of online teaching practice, to find out the future horizons of online teaching practice in Indian perspective. The sample of the present study is pupil teacher studying in Dayalbagh Educational Institute Deemed University Agra. 150 pupil teachers practicing classroom teaching and 150 pupil teachers practicing online teaching have been selected. T-Test, Linear Regression and SWOT Analysis have been used as statistical techniques. Pupil teachers possess more positive attitude and inquisitiveness towards online teaching practice in comparison to classroom teaching practice. Inquisitiveness and attitude significantly predicts the teaching effectiveness in online teaching practice and classroom teaching.

scholarly journals The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: an exploratory study

2020 ◽  
Author(s):  
Axinja Hachfeld ◽  
Rebecca Lazarides
Keyword(s):  
Exploratory Study ◽  
Teaching Practices ◽  
Teaching Quality ◽  
Student Diversity ◽  
Student Groups ◽  
Scientific Debate ◽  
Classroom Composition ◽  
Grade 5 ◽  
Heterogeneous Classes ◽  
Individualized Teaching

Abstract Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in “German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality.

scholarly journals Stigma in coronavirus disease-19 survivors in Kashmir, India: A cross-sectional exploratory study

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0240152
Author(s):  
Shabir Ahmad Dar ◽  
Syed Quibtiya Khurshid ◽  
Zaid Ahmad Wani ◽  
Aaliya Khanam ◽  
Inaamul Haq ◽  
...  
Keyword(s):  
Exploratory Study ◽  
Cross Sectional ◽  
Urban Background ◽  
Highly Educated ◽  
Medical College ◽  
Stigma Score ◽  
Study Results ◽  
Enacted Stigma ◽  
The Mean ◽  
Mean Time

Background Coronavirus disease-19 (COVID-19) has not only spawned a lot of stigma and discrimination towards its survivors but also to their corpses. We aimed to assess the magnitude and correlates of stigma in these survivors, on return to their communities. Methods This was a cross-sectional, hospital-based, exploratory study conducted by the postgraduate department of psychiatry, in collaboration with the postgraduate department of chest medicine, Govt. medical college, Srinagar. The study was performed among COVID-19 survivors, who attended the outpatient department after their discharge from the hospital. Socio-demographic characteristics were recorded through semi-structured proforma. Stigma was measured by the stigma questionnaire. Data was analyzed using descriptive statistics and regression analysis. Results A total of 91 survivors consented to participate in the study. Almost half (46.2%) of them were in the age group of 30–49 years and close to two-thirds (68.1%) were males. About three–fourths (74.7%) were from the urban background. The mean time from hospital discharge to study entry was 11.7±5.1 [Range(R) = 7–21] days. 98% of survivors provided at least one stigma endorsing response and the total mean stigma score was 28.5±7.1[R = 6–39]. The mean stigma sub-scores were highest for enacted stigma (7.6±1.8) [R = 2–9] and externalized stigma (15.0±4.1) [R = 1–20]. Enacted stigma was significantly high in males as compared to females. Enacted stigma and internalized stigma were both associated with education. Enacted stigma, externalized stigma, disclosure concerns, and total stigma was significantly associated with the occupation. Being unemployed and time since discharge were identified as independent predictors of total stigma. Conclusion Our study results showed high levels of enacted and externalized stigma among COVID-19 survivors. Enacted stigma was more among males and in those who were highly educated. Survivor centered and community-driven anti-stigma programs are the need of the hour to promote the recovery and community re-integration of these survivors.

scholarly journals We Don't Do Google, We Do Massive Attacks: Notes on Creative R&D Collaborations

Leonardo ◽  
2010 ◽  
Vol 43 (1) ◽  
pp. 94-95
Author(s):  
Jonathan Foster ◽  
Angela Lin ◽  
Ernest Edmonds
Keyword(s):  
Research And Development ◽  
Exploratory Study ◽  
Collaborative Research ◽  
Development Process ◽  
Creative Industries ◽  
Case Study Approach ◽  
Extensive Experience ◽  
Collective Case Study ◽  
Study Approach

The article presents findings from an exploratory study investigating the nature of collaborative research and development in creative industries. Participants in the study are two creative SMEs with extensive experience of participating in collaborative projects. A collective case study approach is adopted with data collected on the factors impinging on the effectiveness of such collaborations. Findings are presented at the macro and micro levels of such collaborations. The paper concludes with a summary of some of the challenges faced by small creative SMEs when collaborating with other organizations during the research and development process.

Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers' perceptions

2014 ◽  
Vol 41 ◽  
pp. 22-33 ◽  
Author(s):  
Charalambos Y. Charalambous ◽  
Andreas Komitis ◽  
Maria Papacharalambous ◽  
Afroditi Stefanou
Keyword(s):  
Teacher Evaluation ◽  
Exploratory Study ◽  
Teaching Practices ◽  
Teachers Perceptions ◽  
Specific Teaching

scholarly journals Enseñanza remota durante la pandemia por COVID-19 en la Universidad Tecnológica del Norte de Aguascalientes

2020 ◽  
pp. 11-19
Author(s):  
Ana Cecilia Álvarez-Loera ◽  
María-Guadalupe Pérez-Martínez
Keyword(s):  
Working Conditions ◽  
Exploratory Study ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Systematic Approach ◽  
Working Hours ◽  
Internet Survey ◽  
University Teachers ◽  
Academic Activities ◽  
Improving Teaching And Learning

This article presents an exploratory study of the experiences of university teachers during Emergency Remote Teaching (ERE) in response to COVID-19. Teaching practices, conditions for remote teaching and teachers’ working conditions were investigated under a systematic approach. An internet survey was applied to all teachers at the Universidad Tecnológica del Norte de Aguascalientes. Results show an overload of academic activities among teachers, an increase in working hours due to planning and assessment in online environments, and other sources of stress among teachers. Some difficulties faced by the institution are hightlighted and conclusions emphasize the importance of ensuring inputs that contribute to improving teaching and learning environments, preserving the health of teachers and continuing the research on the influence of different teaching conditions on teaching practices.

scholarly journals Perceptions of teachers about their practices after a PARFOR language and culture education course

2019 ◽  
Vol 9 (2) ◽  
pp. 364
Author(s):  
Aline Sanfelici ◽  
Eduardo Diniz de Figueiredo
Keyword(s):  
Teacher Education ◽  
Teaching Practices ◽  
English Language ◽  
Language Teachers ◽  
Approaches To Teaching ◽  
Language And Culture ◽  
Teaching Language ◽  
English Language Teachers ◽  
Northern State ◽  
Culture Education

This study addresses the need for more research into the education of English language teachers in PARFOR programs. Through the analysis of questionnaire and interview data, we investigate the perceptions and reported practices of teachers who were enrolled in a language and culture PARFOR course in 2012 (in a northern state) in relation to their teaching practices after completion of the program. The results indicate that since the end of the course, some participants have shown a growing level of awareness towards working with an intercultural approach, which has reflected upon their practices. However, others still seem to show more traditional, less interculturally-oriented approaches to teaching language and culture. Implications for teacher education are presented.

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