scholarly journals The access network: Supporting the construction of social justice physics identities through student partnerships

2019 ◽  
Vol 3 (2) ◽  
pp. 44-61
Author(s):  
Daniel Lee Reinholz ◽  
Adriana Corrales ◽  
Amelia Stone-Johnstone
Keyword(s):  
Social Justice ◽  
Identity Development ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Access Network ◽  
Key Factors ◽  
Physical Sciences ◽  
National Network ◽  
Predicting Success

This paper explores the intersections of Students as Partners (SaP) and identity development. While identity and sense of belonging are known to be key factors for predicting success and persistence in STEM, less is known about how student partnerships can provide space for students to develop their identities. To explore this space, we focus on the Access Network, a coalition funded by the National Science Foundation (NSF) of student-run programs that aims to improve equity in the physical sciences. Qualitative interviews with six student participants showed how SaP created opportunities for students to develop social justice physics identities, which allowed them to bridge traditional notions of what it means to be a physicist with their own social justice commitments. This paper contributes to the rapidly growing SaP literature by studying student partnerships at the scale of a national network of institutions, which contrasts studies that focus on more localized contexts, such as teaching and learning in a single classroom.

scholarly journals Staff and student perspectives of online teaching and learning; implications for belonging and engagement at university – a qualitative exploration

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Lija Abu ◽  
Craig Chipfuwamiti ◽  
Adrian-Mihai Costea ◽  
Alison Faith Kelly ◽  
Krisztina Major ◽  
...  
Keyword(s):  
Social Relationships ◽  
Sense Of Belonging ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Qualitative Interviews ◽  
Widening Participation ◽  
Advantages And Disadvantages ◽  
Educational Engagement ◽  
The Impact

A sense of belonging within higher education (HE) enhances educational engagement and attainment. The rapid shift to online provision has implications for reducing students’ sense of belonging at university. We have previously shown that students consider belonging in HE to be important and that their personal sense of belonging was high. We also found that sense of belonging had elements of people and place: relationships with peers and staff were influential and the physical campus facilitated social relationships. In the first lockdown, we showed that sense of belonging in both staff and students at our large widening-participation London university was reduced. In this paper, we report on a continuing project to explore the impact of sustained provision of learning online, focusing on qualitative interviews carried out with forty-three students and twenty-three staff. Both groups identified advantages and disadvantages of online provision. Advantages included flexibility and accessibility, with savings – financial and time – owing to reduced commuting. However, both groups identified a negative impact on social relationships, student motivation and engagement. Future development of blended learning should be planned, supported and structured to optimise the benefits.

Assessing Music in Early Childhood

2019 ◽  
pp. 444-476
Author(s):  
Maria Runfola
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Deep Understanding ◽  
Children's Music ◽  
National Network ◽  
Music Assessment ◽  
Early Childhood Music ◽  
Utilitarian Value

In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.

Compulsory Science Policy: Enhancing Gender Equality In Education? A Case Study Of Academic Achievement In Uganda

2021 ◽  
pp. 183-194
Author(s):  
Joyce Ayikoru Asiimwe
Keyword(s):  
Science Policy ◽  
Policy Design ◽  
Key Factors ◽  
Physical Sciences ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Number Of Factors ◽  
Equality In Education ◽  
Depth Interviews

This paper communicates the results of a diagnostic evaluation of the performance of boys and girls in physical sciences at Ordinary level in Uganda after the adoption of the compulsory science policy. The objectives of the study were twofold: to examine the academic performance of boys and girls in the Uganda National Examinations from 2007 to 2010, and to highlight key factors that continue to influence the achievement of students, especially girls in sciences. Data was obtained from five co-educational secondary schools using documentary reviews, in-depth interviews and focus group discussions. The results revealed that the performance of both boys and girls have further declined after the implementation of the compulsory science policy. However, in comparison to the boys, girls in co-educational schools were still more likely to be among the poorest performers in sciences. This was attributed to a number of factors, key among them being girls' self-concept in sciences, and teachers' perception of girls' abilities in sciences. These findings reiterate the need to mainstream gender into both policy design and implementation.

scholarly journals Acceptability of a vocational advice service for patients consulting in primary care with musculoskeletal pain: A qualitative exploration of the experiences of general practitioners, vocational advisers and patients

2017 ◽  
Vol 47 (1) ◽  
pp. 78-85 ◽  
Author(s):  
Tom Sanders ◽  
Gwenllian Wynne-Jones ◽  
Bie Nio Ong ◽  
Majid Artus ◽  
Nadine Foster
Keyword(s):  
Primary Care ◽  
Controlled Trial ◽  
Comparative Method ◽  
Qualitative Interviews ◽  
Cluster Randomised Controlled Trial ◽  
Key Factors ◽  
Constant Comparative Method ◽  
General Practices ◽  
Randomised Controlled ◽  
Qualitative Exploration

Aims: Using qualitative interviews, this study explored the experiences of GPs, vocational advisers and patients towards a new vocational advice (VA) service in primary care. Methods: This study was nested within the Study of Work and Pain (SWAP) cluster randomised controlled trial. The SWAP trial located a VA service within three general practices in Staffordshire. Interviews took place with 10 GPs 12 months after the introduction of the VA service, four vocational advisers whilst the VA service was running and 20 patients on discharge from the VA service. The data were analysed using the constant comparative method, which is a variation of grounded theory. Results: The key factors determining the acceptability and perceived effectiveness of the VA service from the perspective of the three groups of stakeholders were (1) the timing of referrals to the VA, (2) the perceived lack of patient demand for the service and (3) role uncertainty experienced by VAs. Conclusions: Early vocational intervention may not be appropriate for all musculoskeletal patients with work difficulties. Indeed, many patients felt they did not require the support of a VA, either because they had self-limiting work difficulties and/or already had support mechanisms in place to return to work. Future VA interventions may be better implemented in a targeted way so that appropriate patients are identified with characteristics which can best be addressed by the VA service.

scholarly journals Using Kahoot! As A Formative Assessment Tool in Science Teacher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
Noluthando Mdlalose ◽  
Sam Ramaila ◽  
Umesh Ramnarain
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Science Teacher Education ◽  
Game Based Learning ◽  
Physical Sciences ◽  
Learning Platform ◽  
Motivation And Engagement

The development of 21st century competencies and skills in science teaching and learning is a key strategic imperative. Game-based learning platforms can be used to promote pedagogic innovation in various educational settings. Game-based applications such as Kahoot! have been increasingly used in education to facilitate meaningful enactment of formative assessment practices. Within the realm of science education, formative assessment is largely perceived as an assessment practice with pedagogic potential to enhance students’ academic performance, motivation and engagement during the teaching and learning process. Kahoot! is an interactive game-based learning platform which can essentially be utilised to enhance students’ academic performance, motivation and engagement in the classroom. This paper explores the role of Kahoot! as a formative assessment tool to enhance students’ academic performance, motivation and engagement with a view to help students to achieve stipulated learning outcomes during remote teaching and learning in undergraduate Physical Sciences teacher education. The research study adopted a generic qualitative design and involved 21 purposively selected preservice Physical Sciences teachers at a South African university. Data was collected through semi-structured interviews and the administration of qualitative user-generated online quizzes with the participants. The findings demonstrated that Kahoot! plays a significant role in enhancing students’ academic performance, motivation and active engagement during remote teaching and learning. Theoretical implications for technology-enhanced teaching and learning are discussed.

scholarly journals Learning Landscapes: The Education Spectrum from Camps to Classrooms

2018 ◽  
Vol 13 (1-2) ◽  
pp. 4-13
Author(s):  
Lance Ozier
Keyword(s):  
Young People ◽  
Peer Relations ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Summer Camps ◽  
Return To School ◽  
Summer Learning Loss ◽  
Learning Loss ◽  
Summer Learning ◽  
Noncognitive Factors

Summer camps and school classrooms are intersecting institutions, both complementing the learning lives of young people. Each summer at camp children enjoy recreational, artistic, nature, and adventure programs that can help them acquire important skills that are not always or explicitly taught in the classroom. Campers practice sportsmanship, positive peer relations, social skills, and a sense of belonging. These activities develop the mindsets and noncognitive factors necessary to reduce summer learning loss and increase academic achievement when campers once again return to school as students in the fall. Including summer camps as a landscape on the education spectrum is essential to shaping more appropriate versions of teaching and learning—versions open to embracing and valuing all settings and the links that exist between these spaces.

scholarly journals Let’s Chat - A fresh take on the invaluable role of peer-to-peer conversation in student engagement, participation and inclusion

2017 ◽  
Vol 8 (2) ◽  
pp. 107-111
Author(s):  
Rosalind McFarlane ◽  
Marta Spes-Skrbis ◽  
Anne Taib
Keyword(s):  
Intercultural Communication ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Peer To Peer ◽  
Student Feedback ◽  
First Year ◽  
Spoken English ◽  
Current Trends ◽  
Peer Conversation

This session reports on Monash University’s recently developed Let’s Chat program, delivered at three campuses as a modularised, peer learning opportunity for students from first year to PhD. Involving 3,591 student participants and facilitators in 2015 and 2016, the program responds directly to student feedback and recommendations. Let’s Chat maximises opportunities for peer-to-peer interaction with the aim of increasing participants’ confidence and competence in spoken English and intercultural communication. Informed by current trends in student-centred and peer-assisted learning theory, TESOL and intercultural communication, Let’s Chat is quickly establishing itself as an effective approach to supporting student participation, engagement and sense of belonging in diverse teaching and learning contexts and communities. The session presents a snapshot of the genesis of the program; an evaluation of its implementation; and a summary of emerging outcomes. The session also engages participants in a conversation about how this model might be replicated in other settings.

scholarly journals Community capacity for creativity based rural development in a developing country. Case studies from Indonesia.

2019 ◽  
Author(s):  
Tubagus Furqon Sofhani ◽  
◽  
Fikri Zul Fahmi ◽  
Dika Fajri Fiisabiillah ◽  
Brigitta Sadnya Wulandari ◽  
...  
Keyword(s):  
Rural Communities ◽  
Rural Community ◽  
Sense Of Belonging ◽  
Social Values ◽  
Community Capacity ◽  
Creative Economy ◽  
Key Factors ◽  
Local Resources ◽  
Rural Economies ◽  
Actor Networks

This paper aims to investigate the extent to which a rural community develops a capacity to support the establishment of a local creative economy despite various limitations. This study employs qualitative research methods in examining two villages in Indonesia, namely Kasongan and Krebet. Our findings show that the community capacity and actor networks potentially spark the development of rural economies. Local communities in both cases have utilized cultures and traditions as creative capitals, which were commercialized through communal entrepreneurship and mobilized by an organized network of creative actors. Social values, namely a strong sense of belonging, high shared values and strong emotional connections, are found to be the key factors that foster creative potentials, entrepreneurial capacity, and capacity for mobilization of local resources within the rural communities

scholarly journals A Critical Period in Becoming a Teacher: How Novice Teachers Develop Their Professional Identity

2020 ◽  
Vol 4 (4) ◽  
pp. p66
Author(s):  
Scott Gibbons
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Novice Teachers ◽  
Development Process ◽  
Teacher Educators ◽  
Role Identity ◽  
Key Factors ◽  
Professional Identity Development ◽  
The Many ◽  
Novice Educators

It is important to understand how teachers develop their professional identity because teacher educators and supervisors can take necessary steps to ensure novice teachers are provided necessary opportunities to cultivate their identity. This article examines research on professional identity development and explains how teachers develop their professional identity and why it is important for mentors to aid in the development process. This article draws on previous research to both define professional identity and explore the many aspects that lead to identity development in novice teachers. Findings suggest that although any experience can contribute to professional identity development, key factors have a major impact on how teachers develop their identity and the role identity development plays in pedagogical thinking. Understanding how professional identity develops can help teacher educators, supervisors, and mentors make available opportunities to build agency among novice educators, helping them to grow into reflective teachers.

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