scholarly journals Autobiographical accounts of students working on the Innocence Project London (IPL): students telling their story about how working on the IPL affected their lives

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Louise Hewitt ◽  
Louise Owusu-Kwarteng
Keyword(s):  
Sense Of Belonging ◽  
Personal Experience ◽  
Learning And Teaching ◽  
Autobiographical Accounts ◽  
Innocence Project

This reflection on a presentation at the Greenwich Learning and Teaching Conference (SHIFT) 2021 shows how powerful a sense of belonging can be, not only for students, but also for academics. By sharing their autobiographical reflections’ project, the student and staff presenters so powerfully connected with their audience that everyone was struck by the importance of collaborations that give students a voice. The occasion both produced some unanticipated outcomes and enabled everyone to relate personal experience to that of others.’

‘B’ for Brexit or for Belonging?

2019 ◽  
Vol 12 (1) ◽  
pp. 27-35
Author(s):  
Lorena Georgiadou
Keyword(s):  
Sense Of Belonging ◽  
Personal Experience ◽  
The Other ◽  
Research Practice ◽  
Special Issue ◽  
The Right ◽  
The Impact

In this article, I use my personal experience of being a UK-based EU national and researcher during ‘Brexit’ as a vehicle to explore how the ‘rise of the right’ may be affecting qualitative researchers, their practice, and the context in which their inquiry takes place. In particular, I explore the shift in my sense of belonging as a result of the Brexit vote and the impact that this has on my willingness to remain in Britain and on my research practice. I conceptualise ‘belonging’ as fluid and relational, and I highlight the central role that ‘welcoming the other’ can play in facilitating such processes. This then forms the foundation of my exploration of what I think we, as qualitative researchers, can do for our communities as a response to the recent political developments discussed in this special issue.

scholarly journals FACTORS INFLUENCING TEACHERS’ BELIEFS ON THE USE OF AUTHENTIC MATERIALS TO TEACH LISTENING

2017 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Berlinda Mandasari
Keyword(s):  
Personal Experience ◽  
Teaching Practice ◽  
Easy Access ◽  
Authentic Materials ◽  
Learning And Teaching ◽  
Interactive Model ◽  
Factors Influencing ◽  
Listening Skill ◽  
Teachers Beliefs ◽  
The Subject

This research describes factors that influence teachers’ beliefs on the use of authentic materials to teach listening. This issue points out on what factors that shape their beliefs on authentic materials which are considered as good media to teach listening and support the learning and teaching practice. Two English teachers who constantly use authentic materials for listening skill are as the subject of this research. Observation, questionnaire and interview are administered to gain the data. The data are analyzed by using interactive model proposed by Miles and Huberman. The result shows that factors influencing teachers’ beliefs are: a) challenging points of authentic materials; b) easy access to authentic materials; c) the availability of the materials; d) students’ interest; e) worskop/training and personal experience. The result implies that some factors on using authentic materials have shaped teachers’ beliefs.

New Technologies in the Politics Classroom: Using Internet Classrooms to Support Teaching and Learning

Politics ◽  
2003 ◽  
Vol 23 (1) ◽  
pp. 66-73 ◽  
Author(s):  
Donna Lee
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Personal Experience ◽  
Teaching And Learning ◽  
New Technologies ◽  
Critical Evaluation ◽  
Undergraduate Teaching ◽  
Learning And Teaching ◽  
Rigorous Research ◽  
Active Learning Strategies

This article introduces some ideas about using internet classrooms to enrich the experience of those learning and teaching politics. It draws and reflects upon my three-year experience of using internet classrooms to teach politics in optional and compulsory politics undergraduate modules, providing critical evaluation of the successes and problems involved. Much of what the article discusses can be applied to most, if not all, politics modules and will be useful to those wishing to use new technologies to support active learning strategies in their undergraduate teaching. The article is based on personal experience and student evaluations, rather than any rigorous research of learning outcomes. As such, I do not set out to prove that using internet classrooms has pedagogical advantages over using only traditional methods, and I am not arguing a case for or against using either.

scholarly journals Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

2019 ◽  
Vol 7 (2) ◽  
pp. 28-50
Author(s):  
Mick Healey ◽  
Kelly E Matthews ◽  
Alison Cook-Sather
Keyword(s):  
Identity Formation ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Professional Staff ◽  
Discourse Community ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Writing Genres ◽  
New Literature ◽  
Learning Issues

LOCATE: There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for scholarship of teaching and learning (SoTL) journals. One of the challenges of beginning to write about SoTL is that most scholars have become interested in exploring teaching and learning issues in higher education (HE) alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres as well. Hence, for many, as they write up their SoTL projects, they are simultaneously forging their identities as SoTL scholars. FOCUS: We unpack the process of writing SoTL articles for peer-reviewed journals with the goal of supporting both new and experienced SoTL scholars (faculty/academics, professional staff, and students) as they nurture and further develop their voices and their SoTL identities and strive to contribute to the enhancement of learning and teaching in HE. REPORT: We pose three related sets of overarching questions for consideration when writing SoTL articles for peer-reviewed journals followed by heuristic frameworks for publishing in five specific writing genres (empirical research articles, conceptual articles, case studies of practice, reflective essays, and opinion pieces). ARGUE:  Using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of SoTL scholars and their sense of belonging within the SoTL discourse community.

scholarly journals Educação musical e projetos sociais: discutindo a relação entre música, pertencimento e demandas sociais em dois países

2021 ◽  
pp. 1-19
Author(s):  
Elisama da Silva Goncalves Santos ◽  
Anderson Brasil
Keyword(s):  
United States ◽  
Social Context ◽  
Music Education ◽  
Sense Of Belonging ◽  
The United States ◽  
Learning And Teaching ◽  
Object Learning ◽  
The Social ◽  
Teaching Music

The social projects in music are a modern topic in the field of music education. Due to the importance of the point provided here, it is indicated the expansion of the object learning and teaching music beyond the aspects of social context in which these music social projects are inserted. Therefore, we seek to achieve an expanded look at the musical experiences offered in social projects not only in Brazil, but also in contexts with refugees originally from countries at war. In this article, we also illustrate experiences in social projects located in North Dakota, in the United States. Through dialogues with researchers of music education, we seek to reflect on the situation of refugees from countries at war, the sense of belonging, and the role of music education in communities in relation to the demands that permeate the musical aspects.

scholarly journals Becoming professional in the 21st century

2009 ◽  
Vol 7 (4) ◽  
Author(s):  
Franziska Trede
Keyword(s):  
Professional Practice ◽  
21St Century ◽  
Sense Of Belonging ◽  
Ethical Dilemmas ◽  
Ways Of Knowing ◽  
Professional Group ◽  
Duty Of Care ◽  
Specific Knowledge ◽  
Learning And Teaching ◽  
Primary Health

Becoming professional in the 21st century is an increasingly complex journey in a globalised, constantly changing and "next gen" technology-focused world with an increasing pursuit of professionalisation by many occupations. For an individual, becoming a professional is a process that develops not only specific knowledge and technical skills, but also a sense of responsibility to self and others, duty of care, leadership and human agency. We will argue that one of the keys to becoming professional is for both students and graduates to continue to learn, understand and integrate different ways of knowing, practising and talking about practice as they develop and extend their professional identity and expertise. The implications and challenges for learning and teaching to become a professional include exposing students to the paradoxes, contradictions and ethical dilemmas in professional practice; providing opportunities to reflect and suspend premature problem solving; helping learners recognize the imperfection of what we currently know; and instilling a sense of curiosity and desire to learn as well as a sense of belonging to a professional group. This paper is a transcript of the Author's invited presentation at the Inaugural Annual JEPHC Symposium 2009; addressing the theme of "Embedding Professionalism in Paramedic Education and Practice in the setting of Emergency Primary Health Care".

COVID-19 pivot: a reflection on assessments

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Leon Wong ◽  
Yichelle Zhang
Keyword(s):  
Personal Experience ◽  
Design Methodology ◽  
Resource Constraints ◽  
Content Type ◽  
Learning And Teaching ◽  
Course Assessment ◽  
Assessment Tasks ◽  
Potential System ◽  
Personal Experiences ◽  
Practical Implications

Purpose The purpose of this paper is to describe certain choices in assessments, in the digital pivot in response to COVID-19. Design/methodology/approach This paper is a discursive reflection about one’s personal experience and response to COVID-19. Findings Communicating suggestions of the changes in advance for feedback, consistency in maintaining the same assessment formats and styles, and being available in real-time during key assessment tasks are important in providing assurance and certainty to students in a time of great uncertainty and stress. Anticipating resource constraints will help to avoid potential system fails. Developing assessments that are authentic in using real-world company filings, the answers to which cannot be readily searched on the internet can significantly reduce the risk of cheating, especially where examination supervision resources are unavailable. Research limitations/implications Course assessment choices may be specific to a particular course and may not be applicable to all courses. Practical implications Course assessment choices and the rationales for them, may be of applicability to other educators. Originality/value This note describes the authors’ personal experiences in adapting to the learning and teaching in the COVID environment.

scholarly journals The Mind-Body Connection: Its Impacts on Obesity

2016 ◽  
Vol 1 (2) ◽  
Keyword(s):  
Support System ◽  
Human Body ◽  
Sense Of Belonging ◽  
Personal Experience ◽  
Holistic Approach ◽  
Breathing Techniques ◽  
Hands On ◽  
Simple Movement ◽  
The Mind ◽  
Interactive Experience

This workshop is a hands-on, interactive experience supporting the research of Malkina-Pykh IG and the works of authors Kelly Michael, McCarthy Patrick and Milne Hugh. Their works cover associations between the mindbody connection and the importance of integrating a holistic approach to reach optimal levels of fitness, thereby, impacting levels of obesity in individuals. Focus is placed on a health based movement practice within the scope of the client’s abilities. The workshop will cover breathing techniques, beginning and simple movement, and the promotion of a positive and nonjudgmental support system. The methods will be taken from personal experience of teaching movement based practices since 2004 successfully with elementary to college aged students. The combination of the three allows for awareness of the human body and how truly interconnected it is. When we as people eat, we put food into the human body. When we breathe and move, we train the human body. When we connect with other like-minded people, we are connecting to other human bodies™. Through this awareness, practice and connection students can start to have a sense of belonging and thereby impacting levels of obesity.

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