Leadership Challenges: Handling Sexual Assault on Campus and Promoting Socioemotional Learning

2019 ◽  
Vol 22 (4) ◽  
pp. 65-79
Author(s):  
Raquel Muñiz
Keyword(s):  
Sexual Assault ◽  
Educational Leaders ◽  
Upward Bound ◽  
Regulatory Compliance ◽  
Learning Opportunities ◽  
Student Centered ◽  
Federal Policies ◽  
Leadership Challenges ◽  
Student Misconduct ◽  
Socioemotional Learning

Joaquin, a 15-year-old Latino high school student, was arrested and removed from the Upward Bound (UB) program following a student-on-student sexual assault allegation. UB adopted a student-centered discipline approach that promoted socioemotional learning opportunities. However, the staff was regulated by complex state and federal policies and had not experienced severe student misconduct claims prior to 2018. This case illustrates how educational leaders grappled with disciplinary issues in a compensatory program with a strong pro-socioemotional learning policy. The case examines the legal, regulatory compliance, and policy issues that arise for leaders in upholding their commitment to socioemotional learning, while holding students accountable.

When and How Students Take the Reins: Specifying Learner Initiatives in Tutoring Sessions with Preschool-Aged Children

2015 ◽  
Vol 6 (1) ◽  
pp. 23-48
Author(s):  
Catherine DiFelice Box
Keyword(s):  
Conversation Analysis ◽  
Learning Opportunities ◽  
Discursive Practices ◽  
Experienced Teacher ◽  
Educational Settings ◽  
Student Centered ◽  
Growing Body ◽  
Scant Attention ◽  
Mathematics Tutoring ◽  
Preschool Aged Children

AbstractFor decades, scholars across disciplines have lauded educational settings in which students have the interactional space to take initiative (e.g. Dyson 1987; Manke 1997; Renne 1996; Shah et al. 2002). As such, initiatives of this kind are considered an important part of student-centered activities, which in turn lead to greater learning opportunities (Waring 2011). While much research has been devoted to examining contexts in which learner’s voices may be heard, scant attention has been paid to the particular kinds of talk that encourage them to initiate contribution or the ways in which such initiatives, when they do occur, serve to shape the pedagogical trajectory. By utilizing conversation analysis (CA) to study interactions in one-on-one mathematics tutoring sessions between an experienced teacher and preschool-aged children, this study extends the small but growing body of microanalytic work on learner initiatives. It aims to further specify the discursive practices that foster rich environments for learner-led contributions. It also considers how the contributions shape the ensuing lesson, and what such contributions relay to teachers about the learner’s understanding of a concept.

Enhancing Experiential Learning in Collaborative-Competitive Student Design Teams

2011 ◽  
Author(s):  
Keith Hurdelbrink ◽  
Bobby Doyle ◽  
David Collins ◽  
Nic N. Evans ◽  
Paul A. Hatch ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Learning Environment ◽  
Learning Opportunities ◽  
Design Teams ◽  
Student Centered ◽  
New Members ◽  
Student Centered Learning ◽  
Concrete Experience ◽  
Hands On ◽  
Team Design

Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. In this paper we present a peer-to-peer learning environment for student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment for collaborative-competitive student design teams. A student-taught seminar course on designing an FSAE vehicle is being offered to new members of the team to address issues in collaborative-competitive student design teams, which addresses the concrete experience and active experimentation element of the experiential model, but has deficiencies in the reflective observation and abstract conceptualization elements of the cycle. In this paper we will present the structure of the seminar course and how it tries to support and enhance the experiential learning in the FSAE team.

scholarly journals Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics

2020 ◽  
Vol 15 (1) ◽  
pp. 51-68
Author(s):  
Derek Williams ◽  
Michele Cudd ◽  
Karen Hollebrands ◽  
Hollylynne Lee
Keyword(s):  
Beginning Teachers ◽  
High School Teachers ◽  
Prospective Teachers ◽  
Teaching Methods ◽  
Learning Opportunities ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Student Centered ◽  
Practicing Teachers ◽  
Directed Instruction

We observed eight beginning secondary mathematics teachers’ classrooms to investigate which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn collaboratively – either in small groups or as a whole class – coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.

scholarly journals The Nature of Teacher Learning in Collaborative Data Teams

2016 ◽  
Author(s):  
Robert Michaud
Keyword(s):  
Teacher Learning ◽  
Conceptual Models ◽  
Empirical Studies ◽  
Data Use ◽  
Educational Leaders ◽  
Learning Opportunities ◽  
Data Teams ◽  
Key Factors ◽  
Data Team ◽  
Effective Data Use

As data teams have grown in popularity in recent years, they have been increasingly looked to by educational researchers because of the tantalizing prospect of combining teachers’ on the job professional development with increased and effective data use to drive instruction. Data teams have been increasingly implemented within schools by educational leaders attempting to take advantage of what teachers learn from each other in the context of a data team. Many conceptual models of data team function have been proposed, but few empirical studies have examined how teachers learn from collaborating with each other in a data team. This paper explores the nature of teachers’ learning in data teams, uncovering key factors that impact the learning opportunities created by collaborating around student data.

scholarly journals INTRODUCING STUDIO ORIENTED LEARNING ENVIRONMENT (SOLE) IN UPM SERDANG: ACCESSING STUDENT-CENTERED LEARNING (SCL) IN THE ARCHITECTURAL STUDIO

2018 ◽  
Vol 12 (1) ◽  
pp. 241
Author(s):  
Mohd Zairul
Keyword(s):  
Learning Environment ◽  
Peer Assessment ◽  
Learning Opportunities ◽  
Exploratory Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Autonomy ◽  
Environment Model ◽  
Design Perspective ◽  
Initial Results

This article reports the initial results of the exploratory research related to student-centered learning (SCL) in final year Architecture studio education in Universiti Putra Malaysia (UPM). SCL is defined as an approach to empower students in their own learning. Although studies on the adaptability of this concept in education has increased, there are few studies conducted for the benefits of architectural education from studio design perspective. In this article, we define SCL as an approach to increase student autonomy in learning curve especially in making decisions related to design subjects using a summative and formative approach. The objective of this article is to experiment the SOLE model and how it can move forward. The SOLE (Studio Oriented Learning Environment) model encompasses lecturing, sharing and peer review that is inspired by self-regulated theory. However, several problems and difficulties were identified namely, a lack of tutor input and problems in discussion dynamic in addition to resistance to peer assessment. This article suggests a number of improvements for future recommendations. The study will benefit educators in the architectural field in contributing to helping students to build on unique background knowledge and at the same time let the students generate learning opportunities and reconstruct knowledge dynamically in an open-ended learning environment to implement SCL in the studio module.

Why is the Entrepreneurial University Important?

2013 ◽  
Vol 1 (2) ◽  
pp. 10-17 ◽  
Author(s):  
Paul D. Hannon
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Educational Leaders ◽  
Learning Opportunities ◽  
Entrepreneurial University ◽  
Current Work ◽  
National Centre ◽  
Unpredictable Environments ◽  
And Behaviors ◽  
The Uk

Entrepreneurship in higher education is now recognized as important as a major driver to underpin innovation. It is also viewed as an appropriate response to succeeding in highly turbulent and unpredictable environments. However confusion remains over its conceptualization, meaning and value as institutional leaders seek ways to understand where this strategically fits within the organization and educational leaders seek to understand how best to embed entrepreneurship within its education and learning opportunities. This paper highlights the challenges faced by universities in becoming entrepreneurial and in creating environments within which entrepreneurial mindsets and behaviors are developed.  The author builds on work undertaken in his previous role as CEO of the National Centre for Entrepreneurship in Education in the UK, current work with the European Commission and highlights practices undertaken in his new role to build an entrepreneurial university.

Effective Educational Leadership in the Digital Age

2018 ◽  
pp. 244-265
Author(s):  
Kwesi Armah Tandoh ◽  
Josephine Effibah Ebe-Arthur
Keyword(s):  
Leadership Behavior ◽  
Educational Leaders ◽  
Digital Age ◽  
Individual Responsibility ◽  
Mutual Understanding ◽  
Digital Learning ◽  
Leadership Challenges ◽  
Digital Learning Environment ◽  
Leadership Accountability ◽  
Leadership In Higher Education

The purpose of this paper is to develop and promote a realistic understanding of leadership in higher education in a digital learning environment. This is critical to supporting current generations of students also known as digital natives in the digital age. This chapter also discusses the importance of immediacy in educational leaders in education, and its ability to allow both learners and leaders to work together in an environment that promotes teaching and fosters meaningful learning. Leadership challenges discussed include lack of communication between leadership, students, and employees, maintaining quality with diminished resources. Best practices discussed include setting the pace, developing the human capital, and developing the school as an organizational unit and also promote individual responsibility and leadership accountability. Finally, workplace behaviors such as effective leadership behavior and role modeling, interaction between leaders, stakeholders, and the promotion of mutual understanding are discussed.

scholarly journals An evolution in student-centered teaching

2016 ◽  
Vol 40 (3) ◽  
pp. 278-282 ◽  
Author(s):  
Barbara E. Goodman
Keyword(s):  
Science Communication ◽  
Learning Opportunities ◽  
Student Centered ◽  
Student Centered Learning ◽  
Claude Bernard ◽  
Long Time ◽  
Selection For ◽  
Key Aspects ◽  
Educational Scholarship

The American Physiological Society (APS) Teaching Section annually honors an educator through its Claude Bernard Distinguished Lecture at the Experimental Biology meeting. Since I knew about my selection for almost a year, I had a long time to think about what I wanted to say and how I wanted to say it. The theme of my presentation was “nothing in education makes sense except in the light of student learning.” My presentation began with a video of my “And, But, Therefore” description of my educational scholarship (see Randy Olson Great Challenges Day at TEDMED 2013, Ref. 10). “Physiology is the basic foundation of all the health professions AND physiology can be hard for students to figure out BUT many physiology courses expect students to memorize a large number of facts; THEREFORE, my scholarship is to help students learn physiology better for the long-term with various types of student-centered learning opportunities.” To stress the goal of student-centered learning, my brief video was followed by a 2-min video of one of my students describing her experiences with student-centered learning in one of my two-semester Advanced Human Physiology classes. Since I have been convinced that Randy Olson is an expert on science communication (11), the rest of my presentation was the story about how I have evolved from a sage-on-the-stage lecturer into a student-centered learning facilitator. I have chosen Olson's “And, But, Therefore” approach to narrative for this written version of key aspects of the presentation.

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