scholarly journals “Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society

SAGE Open ◽  
2017 ◽  
Vol 7 (4) ◽  
pp. 215824401773907 ◽  
Author(s):  
Simona Goldin ◽  
Erin Elizabeth Flynn ◽  
Cori Mehan Egan
Keyword(s):  
Cultural Differences ◽  
Undergraduate Students ◽  
Social Life ◽  
Teaching And Learning ◽  
Multicultural Society ◽  
School Contexts ◽  
Informed Citizenry ◽  
Nuanced Understanding ◽  
Racial Ethnic

This study examines how a practice-based unit informs undergraduates’ understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens’ nuanced understanding of teaching and learning is increasingly important for their engagement with U.S. schools. Practice-based opportunities can allow students to “see” the complexity of teaching and to challenge assumptions about teaching and learning, which are central to preparing an informed citizenry. Findings further suggest that a single course is not sufficient to expand undergraduate students’ understanding of the role of diversity in social life. More concentrated and ongoing efforts may be needed to make racial, ethnic, economic, and cultural differences salient to students, especially those who have attended largely homogeneous school contexts such as the students in this study.

scholarly journals A IMPORTÂNCIA DO PSICOPEDAGOGO INSTITUCIONAL FRENTE A DIFICULDADE DE APRENDIZADO

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 70-74
Author(s):  
Mariana Aparecida Grillo ◽  
Joel Augusto Oliveira Sanchez
Keyword(s):  
Human Development ◽  
Social Life ◽  
Teaching And Learning ◽  
Educational Process ◽  
Exploratory Research ◽  
Personal Problems ◽  
New School ◽  
The Face ◽  
Experience Difficulty

The research developed aims to present the school as a place of promotion to knowledge, where the educating will have the opportunity to take ownership of the necessary contents to develop and to have a social life. However, the student may experience difficulty in learning because of the lack of school inclusion, or for family and personal problems. In this sense comes the action of the Psychoeducator in the search for answers for each particularity. With investigative work, it is possible to create working methods with this student so that their difficulty is remedied. In the face of the new school paradigms, the work of the psychoeducator is essential as an intermediator in the educational process. In this context this professional gains the role of renewing the concepts of teaching and of adapting the methodologies and practices, so that in this computerized era where the information is transmitted in real time, the student is achieved in its difficulties, yearnings and fears. Thus, this work presents within the analytical, bibliographic and exploratory research a reflection on such facts, consolidating the role of the Psychoeducator, and concluding through this study the purpose of this professional that will develop its Work favoring and guiding the process of teaching and learning and human development.

scholarly journals Acafan identity, communities of practice, and vocational poaching

2021 ◽  
Vol 35 ◽  
Author(s):  
Ross Peter Garner
Keyword(s):  
Communities Of Practice ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Professional Role ◽  
Subject Position ◽  
Pedagogical Design ◽  
Learning Contexts ◽  
Fan Practices ◽  
Forms Of Knowledge

In a conceptualization and critique of the implications motivating a set of teaching and learning sessions designed to introduce undergraduate students to the professional role of location scouts and managers, two main interventions are offered. First, discussion of acafan identities is advanced by considering how this subject position applies to teaching and learning contexts rather than individual research dispositions, with acafans transferring competencies developed through fan practices that appropriate industry-located forms of knowledge to inform pedagogical design. Second, the concept of vocational poaching is applied as an alternative of fannish appropriation that acafans can engage in when designing teaching and learning sessions. Vocational poaching involves individual acafans performing tactical raids on industrially located forms of knowledge via fan practices such as location visiting and using these to satisfy the requirements of neoliberal teaching policies.

scholarly journals Medical Education Adaptations Post COVID-19: An Egyptian Reflection

2020 ◽  
Vol 7 ◽  
pp. 238212052095181 ◽  
Author(s):  
Mohamed HK Shehata ◽  
Enjy Abouzeid ◽  
Nourhan F Wasfy ◽  
Adel Abdelaziz ◽  
Ray L Wells ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Alternative Methods ◽  
Learning Assessment ◽  
Proper Role ◽  
Leadership Support ◽  
Phase Study

Background: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. Objective: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. Design: A mixed method exploratory 2-phase study was conducted. Data was collected through a questionnaire and focus groups. Results: The responses of the participants were categorized according to main themes; University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank’s crucial role in this transition. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. Finally, there is a communication problem with the students that leads to their detachment. Conclusions: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages.

scholarly journals Optimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences University

2019 ◽  
Vol 61 (4) ◽  
pp. 25
Author(s):  
I. Govender ◽  
M. De Villiers
Keyword(s):  
Family Medicine ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Social Life ◽  
Teaching And Learning ◽  
Medical Profession ◽  
Academic Learning ◽  
Academic Experience ◽  
Self Perception ◽  
And Performance

Background: An important determinant of a medical student’s behaviour and performance is the department’s teaching and learning environment. Evaluation of such an environment can explore methods to improve educational curricula and optimise the academic learning environment.Aim: The aim is to evaluate the educational environment of undergraduate students in the Department of Family Medicine as perceived by students.Setting: This descriptive quantitative study was conducted with one group of final-year students (n = 41) enrolled in 2018, with a response rate of 93% (n = 39). Students were in different training sites at SMU.Methods: Data were collected using the Dundee Ready Educational Environmental Measure (DREEM) questionnaire. Total and mean scores for all questions were calculated.Results: The learning environment was given a mean score of 142/200 by the students. Individual subscales show that ‘academic self-perception’ was rated the highest (25/32), while ‘social self-perception’ had the lowest score (13/24). Positive perception aspects of the academic climate included: student competence and confidence; student participation in class; constructive criticism provided; empathy in medical profession; and friendships created. Areas for improvement included: provision of good support systems for students; social life improvement; course coordinators being less authoritarian and more approachable; student-centred curriculum with less emphasis on factual learning and factual recall.Conclusion: Students’ perceptions of their learning environment were more positive than negative. The areas of improvement will be used to draw lessons to optimise the curriculum and learning environment, improve administrative processes and develop student support mechanisms in order to improve students’ academic experience.

scholarly journals Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Amina Aijaz Khowaja ◽  
Jacqueline Maria Dias
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Private School ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
Creative Commons ◽  
Undergraduate Nursing

Introduction Clinical practice is considered an integral part of nursing education. It is in the clinical area that the students integrate the theory learnt in the classroom into practice. An enabling clinical environment with the assistance of a clinical preceptor (CP) ensures that student nurses become independent practitioners and competent in their roles and responsibilities. DesignA comprehensive study was undertaken to explore the emerging role of CPs in Pakistan. This research has been reported in the literature. This paper will deal exclusively with the perceptions of nursing students when working with CPs in the four-year undergraduate baccalaureate program at a private school of nursing (SON) in Pakistan. Through focus group discussions, the perceptions of undergraduate students were explored. ResultsFour main themes emerged. These included the creation of a conducive clinical environment, development of competencies, engagement in patient care, and personal and professional development. ConclusionBased on the study findings, recommendations for strengthening the role of CPs in supporting undergraduate nursing students in their clinical practice are presented.   How to cite this article:  KHOWAJA, Amina Aijaz; DIAS, Jacqueline Maria. Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 26-35, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=68&path%5B%5D=39   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

scholarly journals Preparing Students for Success in a Changing World: The Role of Virtual Whiteboards in the Modern Classroom

2021 ◽  
Author(s):  
Kevin Fuchs
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Systems ◽  
Information Communication ◽  
E Learning ◽  
Changing World

Information communication and technologies (ICT) as a facilitator of active learning (AL) in higher education is becoming an increasingly important tool. One of the most significant developments with the use of ICT in higher education over the last decade has been the integration and application of e-learning systems to support the processes of teaching and learning. The implementation of ICT into the classroom should not be seen as merely an add-on, but should be included with purpose: meaningfully implemented based on pedagogy. Despite the suggested power of ICT in educating students for a modern future, the implementation of these technologies into the classroom is not as widespread as expected; debate still abounds as to what role ICT should play in the classroom. This research examined a variety of dependable attributes that assessed the engagement of undergraduate students (n1=87) through virtual whiteboards. This quantitative inquiry revealed that students perceived virtual whiteboards as beneficial for their learning and improved their engagement level in the classroom. Furthermore, a correlation between the level of engagement and the year of study was revealed as the primary implication of this research.

Access and Skill in Using ICT in an Open and Distance Learning Context—Students’ ICT Sophistication

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Hanlie Liebenberg ◽  
Dion Hendrik Van Zyl
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Learning Context ◽  
Student Body ◽  
Use Of Technology ◽  
Open And Distance Learning ◽  
Nuanced Understanding ◽  
The University

A long-standing focus of research in higher education has been on monitoring the degree of student access to information and communications technology (ICT). Recent debates have moved towards a more nuanced understanding of students’ technological experiences and behaviour. As the world changes, so does higher education and expectations regarding the role of technology within this environment. Universities, which continuously strive to improve teaching and learning, need to accommodate students’ increased use of technology and enhance their proficiency and fluency in accessing and using ICT as these skills are required to succeed in education and in life after graduation. This paper proposes that access to ICT constitutes only one dimension of a more complex and elaborate construct, namely that of ICT sophistication, which concerns students’ level of ICT use, and their experience of and engagement and fluency in ICT. As a basis to evaluate the ICT sophistication of students at the University of South Africa, the researchers drew on the findings of the said university’s surveys conducted in 2011 and 2014. This evaluation also served as a method for segmenting the student body to inform interventions. The results obtained supported findings in the literature that “access” could not be fully understood by drawing a one-dimensional distinction between access and non-access.

scholarly journals The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

2014 ◽  
Vol 6 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Barbara Anne Sen ◽  
Pamela McKinney
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Learning Experience ◽  
Reflective Writing ◽  
Professional Skill ◽  
The University

Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students’ reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students’ reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources), ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion), and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities).

The Extended Body in the Teaching-Learning Process

2014 ◽  
pp. 261-268
Author(s):  
Stefano Di Tore ◽  
Paola Aiello ◽  
Pio Alfredo Di Tore ◽  
Maurizio Sibilio
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
The Body ◽  
Information Processing Model ◽  
Extended Body ◽  
School Contexts ◽  
Enactive Approach ◽  
Teaching Learning ◽  
The Relationship

This chapter focuses on the relationship between technology and education, starting from the consideration that the software design explicitly dedicated to the teaching-learning process is, for the most part, still anchored to a discreet information processing model. This model underestimates the role of the body and corporeality in the teaching and learning process and fails to capitalize on the potential offered by enactive interaction devices already present and widely used in schools and learning-dedicated centers. The opportunities offered by the NUIs in school contexts represent the natural consequence of an embodied and enactive approach to knowledge, valued in school contexts in which the skills of perception and the action are enhanced to foster learning.

scholarly journals Preparing Students for Success in a Changing World: The Role of Virtual Whiteboards in the Modern Classroom

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Kevin Fuchs ◽  
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Systems ◽  
Information Communication ◽  
E Learning ◽  
Changing World

Information communication and technologies (ICT) as a facilitator of active learning (AL) in higher education is becoming an increasingly important tool. One of the most significant developments with the use of ICT in higher education over the last decade has been the integration and application of e-learning systems to support the processes of teaching and learning. The implementation of ICT into the classroom should not be seen as merely an add-on, but should be included with purpose: meaningfully implemented based on pedagogy. Despite the suggested power of ICT in educating students for a modern future, the implementation of these technologies into the classroom is not as widespread as expected; debate still abounds as to what role ICT should play in the classroom. This research examined a variety of dependable attributes that assessed the engagement of undergraduate students (n1=87) through virtual whiteboards. This quantitative inquiry revealed that students perceived virtual whiteboards as beneficial for their learning and improved their engagement level in the classroom. Furthermore, a correlation between the level of engagement and the year of study was revealed as the primary implication of this research.

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