Promoting Students' Intellectual Development: A Qualitative Study of Teaching Practices

2000 ◽  
Vol 13 (01-02) ◽  
Author(s):  
Bernita Quoss ◽  
Karen Cachevki Williams ◽  
Margaret Cooney
Keyword(s):  
Qualitative Study ◽  
Teaching Practices ◽  
Intellectual Development

Multilingual Youth Perspectives on Humanizing Core Practices

2022 ◽  
pp. 1285-1306
Author(s):  
Daisy E. Fredricks ◽  
Megan Madigan Peercy
Keyword(s):  
Qualitative Study ◽  
Teaching Practices ◽  
Pedagogical Practices ◽  
Core Practices ◽  
Learning English

In this chapter, the authors draw upon the teaching practices multilingual youth identified as important to their learning in the classroom, to add to the field's understanding of core practices for teaching multilingual learners. This qualitative study highlights various strategies that secondary immigrant multilingual youth recommend teachers use when supporting learning in the classroom, some that bolster the existing research base on learning English as an additional language, and others that were relatively new contributions based on youth perspectives. A close examination of the multilingual youth perspectives and experiences has implications for creating and sustaining humanizing and equitable pedagogical practices in the classroom.

scholarly journals Parental Involvement and Reading-Related Activities of Struggling Readers of English as a Second Language

2021 ◽  
Vol 13 (2) ◽  
pp. 191-197
Author(s):  
Siti Soraya Lin Abdullah Kamal ◽  
Nor Hashimah Hashim
Keyword(s):  
Second Language ◽  
Qualitative Study ◽  
Parental Involvement ◽  
Struggling Readers ◽  
Teaching Practices ◽  
Research Question ◽  
Home Reading ◽  
Learning At Home ◽  
Reading Activities ◽  
At Home

The focus of the study is to explore the way the parents took part in their children’s English as a second language (henceforth ESL) learning at home. This qualitative study utilised interviews to garner information from seven participating parents of struggling readers of English as a second language in a Malaysian primary classroom. This paper intends to report the findings from the research question, namely: “How do the participating parents work with their children at home?” Two major themes emerged from the data: involvement; and challenges. In this paper, the partial results of one of the main themes discovered, that is involvement will be presented. This paper highlights reading-related activities that were carried out by the parents at home with their children. It is hoped from this study that educators could exploit the home reading activities of the struggling readers to inform teaching practices to effectively support those students in the ESL classroom.

Perceptions of Masculinity, Femininity, and Androgyny among a Select Cohort of Gifted Adolescent Males

1998 ◽  
Vol 21 (3) ◽  
pp. 288-309 ◽  
Author(s):  
Jonathan L. Wilcove
Keyword(s):  
Identity Development ◽  
Qualitative Study ◽  
Intellectual Development ◽  
Sex Role ◽  
Role Identity ◽  
Adolescent Males ◽  
Complete Understanding ◽  
Role Identities ◽  
Sex Role Identity

This qualitative study explored the gender schemata of a select cohort of 13 gifted adolescent males. It revealed these adolescents as having an androgynous sex-role identity. However, the findings identified among the adolescents three distinct constructions of androgyny. The data also pointed out some of the intrapsychic problems encountered by the boys in their sex-role identity development—most notably anxieties about femininity and women stemming from demands placed upon the boys by their awakening sexualities. Finally, the study examined the role of their intellectual giftedness in the negotiation of their sex-role identities. Most of the adolescents employed a sophisticated critical rationalism to construct their gender schemata. However, several of the subjects acknowledged the limits of this rationalism to achieve a complete understanding of these complex issues and expressed an awareness of an asynchrony between their emotional and intellectual development.

Multilingual Youth Perspectives on Humanizing Core Practices

2020 ◽  
pp. 107-128
Author(s):  
Daisy E. Fredricks ◽  
Megan Madigan Peercy
Keyword(s):  
Qualitative Study ◽  
Teaching Practices ◽  
Pedagogical Practices ◽  
Core Practices ◽  
Learning English

In this chapter, the authors draw upon the teaching practices multilingual youth identified as important to their learning in the classroom, to add to the field's understanding of core practices for teaching multilingual learners. This qualitative study highlights various strategies that secondary immigrant multilingual youth recommend teachers use when supporting learning in the classroom, some that bolster the existing research base on learning English as an additional language, and others that were relatively new contributions based on youth perspectives. A close examination of the multilingual youth perspectives and experiences has implications for creating and sustaining humanizing and equitable pedagogical practices in the classroom.

scholarly journals The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Jennifer S Thomson ◽  
Katrina Anderson ◽  
Emily Haesler ◽  
Amanda Barnard ◽  
Nicholas Glasgow
Keyword(s):  
Qualitative Study ◽  
Teaching Practices ◽  
Multi Level ◽  
Learner’S Perspective

Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience

2021 ◽  
pp. 002248712110335
Author(s):  
Jennifer VanDerHeide ◽  
Joanne E. Marciano
Keyword(s):  
Preservice Teachers ◽  
Qualitative Study ◽  
Teaching Practices ◽  
Field Experience ◽  
After School ◽  
Field Placement ◽  
Research Questions ◽  
Taking Action ◽  
Analyze Data

This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do PSTs enact in an after-school literacy club field placement? (2) What pedagogical theories guide their choices about which teaching practices they enact in the after-school literacy club field placement? and (3) In what ways does this field placement afford and constrain PSTs’ appropriation of these practices and theories? Findings consider three ways that the field experience afforded—and at times also constrained—the opportunities made available for PSTs to enact teaching practices and pedagogical theories related to their learning in coursework including learning from and with fellow PSTs, developing ownership over curriculum, and making connections to university coursework.

scholarly journals Epistemological beliefs and intellectual development in the physical sciences

2016 ◽  
pp. 1-6 ◽  
Author(s):  
Nancy El-Farargy
Keyword(s):  
Teaching Practices ◽  
Epistemological Beliefs ◽  
Intellectual Development ◽  
Course Completion ◽  
Epistemological Development ◽  
Physical Sciences ◽  
Learning And Teaching ◽  
Reference Knowledge ◽  
Cross Reference ◽  
Epistemological Sophistication

Much research has been documented on the stage of students‟ intellectual and epistemological development during their studies and upon course completion. To a large extent, the literature suggests that promoting students through the intellectual framework is a desirable feat. Indeed, students graduating from university at the more developed stages of intellectual and epistemological sophistication are better equipped to synthesise, evaluate, organise and cross reference knowledge into different domains.In this review, modes of epistemological beliefs will be discussed as sources of valuable information to departments about the quality and nature of students‟ perceptions of learning and teaching. The results of recent research in epistemological and intellectual development will also be discussed; this perhaps being a mechanism to inform learning and teaching practices within the physical sciences.

scholarly journals Internationalization Modules Of The Higher Education System In Iraq

2012 ◽  
Vol 8 (3) ◽  
pp. 245-254
Author(s):  
Basil K. Mohamed
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching Practices ◽  
Intellectual Development ◽  
Higher Education System ◽  
International Scope ◽  
Intercultural Communications ◽  
Challenges And Opportunities ◽  
Industry And Education ◽  
High Level

The internationalization of higher education is a natural result of the internationalization of the worlds material and intellectual development, which means the modern types of organizations that could maintain worldwide cooperation and competition of commerce, industry and education. The education institutions in developing countries like Iraq are controlled primarily by national authorities, while internationalization could accept education objectives which are not defined by national views, but by international scope of scientific developments and multicultural enhancement. This research reviews the various aspects of the higher education system in Iraq and highlights the internationalization modules that enhance vital connections between Iraqi educational institutions and international organizations. In order to address the academic viewpoints toward internationalization in Iraq, a field survey was conducted using a questionnaire list. The research sample selected for the survey included high-level professional personnel to identify key problems and how the higher education system practically implemented the internationalization modulus in different activities, such as international curricula, international students, admission standards, international scholarships, collaborative student programs, intercultural communications, languages, textbooks, conferences, and workshops. The data collected were analyzed and the results were shown diagrammatically. It focuses on the evaluation of the internationalization contents in higher education and in teaching practices. It also discusses the challenges and opportunities to identify the promising teaching practices that could be achieved.

Dancing from policy to pedagogy in China: Transgressions, surveillance and resistance from students, teachers and institutional leaders

2020 ◽  
Vol 18 (8) ◽  
pp. 995-1010
Author(s):  
Nicholas Rowe ◽  
Xi Xiong ◽  
Heyang Tuomeiciren
Keyword(s):  
Qualitative Study ◽  
Education Policy ◽  
Educational Reform ◽  
Education System ◽  
Teaching Practices ◽  
Dance Education ◽  
Learning Culture ◽  
Pedagogical Practices ◽  
Policy Reforms ◽  
Dance Educators

This article investigates the challenges that tertiary educators face when seeking to implement education-policy reforms in China. Our qualitative study presents the narratives of tertiary dance educators from eight universities who have actively sought to shift their pedagogical practices as acts of transgression. Their stories reveal the ways that teachers experience pressure to perpetuate authoritarian teaching practices, from their students, from other teachers, and from their institutional leaders. Viewing this learning culture through a Foucauldian lens, we critically question how an authoritarian discourse pervades the tertiary dance education system. Through this, we identify how surveillance and a continual sense of comparison (between students, teachers and institutions), sustains authoritarian pedagogies and inhibits individual teachers’ approaches to educational reform.

Sign in / Sign up

Export Citation Format

Share Document