scholarly journals Synergies in subject parallels: Coteaching “music-drama”

2021 ◽  
Author(s):  
Marie-Helene Zimmerman Nilsson ◽  
Colette Murphy
Keyword(s):  
Process Research ◽  
Shared Responsibility ◽  
Experienced Teachers ◽  
Music Teacher ◽  
Learning Needs ◽  
Proximal Development ◽  
Pedagogical Approach ◽  
Music Drama ◽  
Field Notes

AbstractThis case study contributes with a new coteaching design, in which experienced teachers from two different aesthetic subjects are planning, teaching and evaluating together in higher education, more specifically in general preschool teacher education. The aim of the study is to analyse how two drama teachers and a music teacher reflect on their coteaching. Coteaching, when teachers teach together with shared responsibility to meet their students’ learning needs, is a pedagogical approach to enable an active learning process. Research and practice in coteaching have emerged, mostly designed with coteachers within the same subject. However, more research is needed about teachers from different subjects coteaching together. The theoretical framework is sociocultural, with special emphasis on aspects of learning from ‘the other’ in praxis by working in a zone of proximal development (ZPD). Analysed data consist of field notes and audio-recorded teacher group conversations. Main findings show synergies in subject parallels, based on the analysis of coteachers’ reflections as learning processes within their ZPD. In conclusion, a major contribution in terms of synergy in coteaching appears in subject parallels related to specific subject matter concepts, where music and drama are intertwined in the classroom as “music-drama”, as a new dimension.

scholarly journals Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time

2019 ◽  
Vol 26 (1) ◽  
pp. 70-84 ◽  
Author(s):  
Julia Sargent ◽  
Ashley Casey
Keyword(s):  
Appreciative Inquiry ◽  
Digital Technology ◽  
Document Analysis ◽  
Flipped Learning ◽  
Pedagogical Approach ◽  
Physically Active ◽  
Perceived Need ◽  
Inquiry Approach ◽  
Field Notes

Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and views are explored through a case study/appreciative inquiry approach. Data were generated from: (a) interviews with the teachers; (b) lesson observations and field notes and (c) document analysis, all of which were analysed using grounded theory. The findings showed that each teacher used FL and DigiTech in nuanced ways to support their teaching. Despite personal differences, FL was established by both teachers as a consistent routine of practice to support the use of DigiTech. The teachers’ rationales for using FL hinged on their belief that: (a) it optimised the lesson time in which students could be physically active and (b) it supported their examination PE students. Overall, the results indicated that, when used in conjunction with DigiTech, FL has the potential to pedagogically support teachers’ teaching of PE. This is particularly pertinent given the limited time allocated in the curriculum to PE (some of which is inevitably lost in the changing rooms) and the perceived need for students to be physically active in lessons.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

scholarly journals The Wetland Contract as a Tool for Successful Wetland Governance: A Case Study of Ljubljansko Barje Nature Park, Slovenia

2021 ◽  
Vol 13 (1) ◽  
pp. 425
Author(s):  
Katarina Polajnar Horvat ◽  
Ales Smrekar
Keyword(s):  
Wetland Management ◽  
Stakeholder Participation ◽  
Shared Responsibility ◽  
Economic Activities ◽  
Wetland Ecosystems ◽  
Positive Effects ◽  
Management And Development ◽  
Nature Park ◽  
Ljubljansko Barje

Our research focuses on implementing multilevel governance of wetlands to achieve an effective participatory process and its overall positive effects on wetland ecosystems and their protection as well as on local sustainable development. The aim of the research is to develop a methodology for establishing the Wetland Contract, a voluntary agreement to foster sustainable management and development of wetlands, to ensure greater coordination and consensus building between various stakeholders involved in management and to limit conflicts between preservation issues and economic activities in wetlands. The Wetland Contract and the integration process for establishing it in Ljubljansko barje Nature Park proved itself able to overcome conflicts between institutional and legal jurisdiction and is showing itself to be a dynamic path capable of activating a desirable relationship between various interests and supporting new forms of multi-sectoral stakeholder participation in wetland management. It has also contributed to a dialogue and shared responsibility among stakeholders.

Mirroring Empowerment: Exploring Structural Barriers to Volunteer Motivation Fulfillment in an All-Female Youth Sport Program

2021 ◽  
pp. 089976402110345
Author(s):  
Alaina C. Zanin ◽  
Katrina N. Hanna ◽  
Laura V. Martinez
Keyword(s):  
Youth Sport ◽  
Structuration Theory ◽  
Theoretical Concept ◽  
Structural Barriers ◽  
Organizational Mission ◽  
Female Youth ◽  
Sport Teams ◽  
Field Notes ◽  
Volunteer Coaches

This study utilizes structuration theory to reveal how volunteer coaches in an all-female youth sport program describe barriers and agency to their organizational mission of athlete empowerment. The dataset in this ethnographic case study comes from volunteer coaching experiences within two youth sport teams. Ethnographic data included field notes from four volunteer coaches, collaborative interviews, archival organizational documents, as well as athlete and parent interviews. A qualitative analysis, informed by structuration theory, revealed specific legitimate, dominant, and symbolic structures that enabled and constrained volunteer and youth athlete empowerment within the teams. The analysis also revealed a process of mirroring empowerment, a novel theoretical concept, which describes how athletes reflected back their own empowerment to empower volunteer coaches. Theoretical and practical implications of the findings are discussed.

Undoing the Legal Capacities of a Military Object: A Case Study on the (In)Visibility of Civilians

2017 ◽  
Vol 42 (02) ◽  
pp. 377-397 ◽  
Author(s):  
Martina Kolanoski
Keyword(s):  
Armed Conflicts ◽  
Membership Categorization Analysis ◽  
Sequential Approach ◽  
Object A ◽  
Legal Documents ◽  
Membership Categorization ◽  
Field Notes ◽  
Civil Proceeding ◽  
The Military

International law dictates that actors in armed conflicts must distinguish between combatants and civilians. But how do legal actors assess the legality of a military operation after the fact? I analyze a civil proceeding for compensation by victims of a German-led airstrike in Afghanistan. The court treated military video as key evidence. I show how lawyers, judges, and expert witnesses categorized those involved by asking what a “military viewer” would make of the pictures. During the hearing, they avoided the categories of combatants/civilians; the military object resisted legal coding. I examine the decision in its procedural context, using ethnographic field notes and legal documents. I combine two ethnomethodological analytics: a trans-sequential approach and membership categorization analysis. I show the value of this combination for the sociological analysis of legal practice. I also propose that legal practitioners should use this approach to assess military viewing as a concerted, situated activity.

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

scholarly journals Boundary Spanning Roles and Power in Educational Partnerships

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110168
Author(s):  
Christopher M. Wegemer ◽  
Jennifer R. Renick
Keyword(s):  
Educational Outcomes ◽  
Boundary Spanning ◽  
Comparative Case Study ◽  
Task Orientation ◽  
Boundary Spanners ◽  
Educational Partnerships ◽  
Field Notes ◽  
Reflexive Analysis

Research-practice partnerships (RPPs) offer promising approaches to improve educational outcomes. Navigating boundaries between contexts is essential for RPP effectiveness, yet much work remains to establish a conceptual framework of boundary spanning in partnerships. Our longitudinal comparative case study draws from our experiences as graduate student boundary spanners in three long-term partnerships to examine boundary spanning roles in RPPs, with particular attention to the ways in which power permeates partnership work. Using qualitative, critically reflexive analysis of meeting artifacts and field notes, we found that our boundary spanning roles varied along five spectrums: institutional focus, task orientation, expertise, partnership disposition, and agency. Our roles were shaped by the organizational, cultural, relational, and historical features of the partnerships and contexts of interaction. We aim to promote the development of effective RPP strategies by leveraging the perspectives and positionality of graduate students in order to advance understanding of boundary spanning roles.

Collaborative Learning in Small Groups in an Online Course – A Case Study

2021 ◽  
Author(s):  
Mildrid Haugland ◽  
Katrine Aasekjaer ◽  
Ivar Rosenberg
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Focus Group ◽  
Individual Responsibility ◽  
Online Course ◽  
Master's Level ◽  
Pedagogical Approach ◽  
Working Processes ◽  
Flexible Organization

Abstract Background: The ability to learn collaboratively and work in teams is an essential competency in both educational and healthcare settings, and collaborative student activities are acknowledged as being an important part of the pedagogical approach in higher education and teaching. The course that was the focus of this research, a 15-ECTS-credit online course in the philosophy of science and methods, was offered online as part of 11 master’s-level health programmes at a university in Norway. Collaborative learning in combination with digital teaching tools, was the preferred pedagogical approach in the online course. The aim of the study was to explore, describe and discuss factors influencing small group learning in this online course.Methods: We performed a qualitative case study, collecting data through both individual and focus group interviews between February 2018 and May 2019 of master’s-level students who had participated in the online course. We performed six focus-group and 13 individual interviews, and a total of 30 master’s students participated in the study. Data were analysed using content analysis.Results: The results showed that three different processes were used to facilitate completion of students’ course assignments and learning outcomes. These three working processes were not dynamic, with different groups changing working processes throughout the course, but static and constant. The names of the different working processes reflect the main characteristics of each one: 1. joint responsibility – flexible organization; 2. individual responsibility – flexible organization; and 3. individual responsibility – unorganized.Conclusions: Planning online learning requires a focus on how students collaborate and learn online, so that they can gain in-depth knowledge and understanding. This study shows that even if contextual factors are the same (e.g., group size, relevant assignments, and student autonomy in terms of group organization), the way in which students collaborate and work together differs. Although the identified working processes promoted collaboration and learning, the first process (joint responsibility, with flexible organization) was the only working process found to promote in-depth learning. Future online teaching might require an even stronger focus on students’ internal motivation for learning and the importance of teacher presence and teachers’ ability to facilitate online learning.

Negotiating the boundaries between the formal and the informal: An experienced teacher's reflective adaptations of informal learning in a keyboard class for at-risk students

2016 ◽  
Vol 33 (3) ◽  
pp. 309-326 ◽  
Author(s):  
Pamela Costes-Onishi
Keyword(s):  
At Risk ◽  
Informal Learning ◽  
Student Learning ◽  
At Risk Students ◽  
Experienced Teachers ◽  
Formal And Informal Learning ◽  
Pedagogical Approaches

The objective of this study is to address the important questions raised in literature on the intersections between formal and informal learning. Specifically, this will be discussed within the concept of ‘productive dissonance’ and the pedagogical tensions that arise in the effort of experienced teachers to transition from the formal to the informal. This case study discusses the issues that ensue when strict demarcations between formal and informal are perceived, and demonstrates that the former is vital to the facilitation of the latter. The blurring of formal and informal pedagogical approaches has shown that the concept of ‘critical musicality’ becomes more apparent in student learning and that engagement increases especially among at-risk students.

Multicultural Communication Training for Law Enforcement Officers: A Case Study

2000 ◽  
Vol 11 (3) ◽  
pp. 234-253 ◽  
Author(s):  
Myrna M. Cornett-DeVito ◽  
Edward L. McGlone
Keyword(s):  
Law Enforcement ◽  
Police Department ◽  
Law Enforcement Officers ◽  
Multicultural Training ◽  
Communication Training ◽  
Training Methods ◽  
Training Outcomes ◽  
Interactive Training ◽  
Field Notes

This exploratory case study focused on multicultural communication training within the community policing context. Little research has addressed what constitutes effective content and delivery of multicultural training for law enforcement officers. Brislin and Yoshida's four-component multicultural plan was combined with limited law enforcement-related multicultural training literature to design a training program for a small city's police department. Two 4-hour training sessions were conducted by one of the investigators using a culture-general content approach and selected training methods to determine their usefulness for improving officers' multi-cultural competencies. The case included the training sessions together with pre-and posttraining activities over a period of approximately 3 months. Data were collected with selected test instruments and also from the field notes taken during the case activities. The results suggest that the culture-general model and interactive training methods and trainer qualifications may be key to yielding positive training outcomes.

Sign in / Sign up

Export Citation Format

Share Document