Analysis of Trends in Research and Instructional Method in Junior College Teaching&Learning Research Contest

2017 ◽  
Vol 8 (6) ◽  
pp. 963-978
Author(s):  
Kyu Sung Cho ◽  
HunByoung Lee
Keyword(s):  
College Teaching ◽  
Junior College ◽  
Instructional Method ◽  
Learning Research ◽  
Teaching Learning

scholarly journals Australian Academic Leaders’ Perceptions of the Teaching–Research–Industry–Learning Nexus in Information and Communications Technology Education

2014 ◽  
Vol 10 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Tanya McGill ◽  
Jocelyn Armarego ◽  
Tony Koppi
Keyword(s):  
Student Learning ◽  
Technology Education ◽  
Information And Communications Technology ◽  
Potential Outcomes ◽  
Communications Technology ◽  
Academic Leaders ◽  
Teaching Research ◽  
Learning Research ◽  
Teaching Learning ◽  
Australian Universities

Strengthening the teaching-research-industry-learning (TRIL) nexus in information, communications and technology (ICT) education has been proposed as a way of achieving improvements in student learning (Koppi & Naghdy, 2009). The research described in this paper builds on previous work to provide a broader understanding of the potential outcomes associated with the TRIL nexus in relation to ICT education. It presents the results of a survey, of Australian ICT academic leaders, designed to clarify the outcomes associated with the TRIL nexus, and to investigate how the synergies associated with it can be better exploited. The results show that the benefits of strong relationships between aspects of teaching, learning, research and industry are recognized and emphasized in Australian universities, but that further action is needed to strengthen relationships with the industry component of the TRIL nexus. Recommendations to help achieve this are made.

scholarly journals Teacher Explorations of Science and Science Learning Generate Insights Into Inquiry and Teaching

2011 ◽  
Vol 4 (2) ◽  
pp. 195-213
Author(s):  
Fiona J. Hughes-McDonnell ◽  
David R. Burgess
Keyword(s):  
Middle School Students ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Development Program ◽  
School Students ◽  
Critical Exploration ◽  
Learning Research ◽  
Teaching Learning ◽  
Scientific Phenomena ◽  
Elementary And Middle School

Education and science faculty describe explorations introduced into a multi-year professional development program to promote teachers’ abilities to create environments for the elementary and middle school students they teach which elicit learners’ exploratory behavior and sustain them in authentic scientific inquiry. Experiences, which were informed by the teaching-learning research pedagogy of critical exploration (Duckworth, 2006a), involved teachers as co-collaborators and explorers of scientific phenomena and students’ science learning.

Library Buildings on New Campuses

2018 ◽  
pp. 1606-1620
Author(s):  
Jianxin Gu
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Technological Development ◽  
Main Trend ◽  
City Development ◽  
University Campuses ◽  
Strong Material ◽  
Learning Research ◽  
The Government ◽  
Teaching Learning

In the 21st century, with increasing enrollment in higher education, the government invests more in education. However, discordance between population growth and land use has become more intense during city development, and land for campuses has become limited. Thus, in order to seek for better natural environment and larger space, university campuses are compelled to shift to suburbs. Suburbanization is the main trend of universities; most colleges and universities nationwide start building their new campuses in the outskirts of cities. To meet faculty and student needs for teaching, learning, research, and literature on new campuses, and to perform better in assessments of educational administrative departments, a new round of library construction boomed. Of course, economic growth and technological development provide strong material foundation and technical support for the construction of academic libraries.

Evidence-Based Learning Strategies: Preparing Students With High-Incidence Disabilities for College

2018 ◽  
Vol 54 (4) ◽  
pp. 204-211
Author(s):  
Amber B. Ray
Keyword(s):  
Students With Disabilities ◽  
Learning Strategies ◽  
College Teaching ◽  
Academically Successful ◽  
Evidence Based ◽  
Test Taking ◽  
Assignment Completion ◽  
High Incidence ◽  
Teaching Learning ◽  
High Incidence Disabilities

An increasing number of students with disabilities now attend college, but many do not complete their college program due to poor grades. This may occur because students with high-incidence disabilities often struggle acquiring the academic skills essential to success in college. Teaching learning strategies to students with high-incidence disabilities in high school can help prepare them to be academically successful in college. Learning strategies are specific techniques used to help students approach and learn content material. This article presents five strategies for learning academic content that can be taught to students with high-incidence disabilities who aim to go to college. The learning strategies incorporate mnemonics and an evidence-based practice and are intended to improve students’ listening during class, effective note taking, reading content material, assignment completion, and test taking.

scholarly journals Arts-Informed Narrative Inquiry: Crossing Boundaries of Research and Teaching-Learning

2016 ◽  
Vol 9 (2) ◽  
pp. 473-487
Author(s):  
Jasna Krmpotić Schwind ◽  
Gail M. Lindsay
Keyword(s):  
Mental Health ◽  
Narrative Inquiry ◽  
Research And Practice ◽  
Research And Teaching ◽  
Knowing That ◽  
Embodied Knowing ◽  
Learning Research ◽  
Creative Self ◽  
Teaching Learning

Creative engagement accesses profound knowing and understanding that is not reachable by words alone. Situated in Connelly and Clandinin’s Narrative Inquiry, we use creative self-expression in teaching-learning, research, and practice. We examine artful approaches used in research with students and nurses in mental health, and in our classrooms. Through such artful inquiry we push the boundaries of what it means to co-create knowledge. Our students, future caregivers, learn how knowing has both epistemological and ontological dimensions. In our experience, it is embodied knowing that has the greatest potential for making connections with those in our care.

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