scholarly journals Creating and Sustaining Conditions for Improved Teaching and Learning: An Ethnographic Case Study of One Secondary School

2015 ◽  
Vol 10 (03) ◽  
Author(s):  
Bongani Nhlanhla Mkhize
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Ethnographic Case Study

Leading with love and hospitality: applying a radical pedagogy to LIS

2019 ◽  
Vol 120 (1/2) ◽  
pp. 119-132 ◽  
Author(s):  
Nicole A. Cooke
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Information Science ◽  
Library And Information Science ◽  
Ethnographic Case Study ◽  
Radical Pedagogy ◽  
Content Type ◽  
Information Professionals ◽  
Practical Implications

Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implications Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery. Social implications Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice. Originality/value The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

scholarly journals Learning subversion in the business school: An ‘improbable’ encounter

2016 ◽  
Vol 48 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Sylvain P Bureau ◽  
Aris Komporozos-Athanasiou
Keyword(s):  
Business School ◽  
Teaching And Learning ◽  
Entrepreneurial Activity ◽  
Ethnographic Case Study ◽  
Management Learning ◽  
Education Environment ◽  
Art Practices ◽  
The Status ◽  
European Business

Entrepreneurs develop activities that aim to challenge the status quo, break rules and subvert systems. How can such a thing be taught/learnt in a business school? This article contributes to current debates within entrepreneurship studies that seek to address the subversive nature of entrepreneurial activity. It presents an ethnographic case study of an entrepreneurship course that attempts to re-define the teaching and learning boundaries of subversive activities in a leading European business school. Drawing on the theory of Bakhtin, which has thus far been overlooked in entrepreneurship studies, we unpick the potentiality of art practices in the learning and experiencing of the subversive dimension of entrepreneurship. We employ the concept of ‘dialogical pedagogy’ in order to address calls for more ‘relationally experienced’ approaches to management learning that foreground the conflicts, emotional strains and uncertainties that are embedded in the fabric of entrepreneurial practice. We show how ‘subversive dialogues’ are enacted between students and teachers as they engage in the learning process, and we discuss implications for critical entrepreneurship teaching in an increasingly commoditized education environment.

scholarly journals DE LA FABRICATION DE L’EXCLUSION SCOLAIRE EN MILIEU DÉFAVORISÉ ET MULTIETHNIQUE

2019 ◽  
Vol 54 (2) ◽  
pp. 206-225
Author(s):  
Marjorie Vidal
Keyword(s):  
Social Capital ◽  
School Culture ◽  
Secondary School ◽  
Academic Excellence ◽  
Ethnographic Case Study ◽  
Organizational Social Capital ◽  
School Exclusion

This article aims to understand the making of school exclusion by studying organizational social capital. It is based on an ethnographic case study that took place in a secondary school in a poor and multiethnic area in Montreal. The use of « school form » revealed how some practices that promote academic excellence and focus on school culture can create obstacles to inclusion, by re- producing a norm that contributes to exclude students in vulnerable situations.

scholarly journals Technology in University Physical Activity Courses: A Mini-Ethnographic Case Study

2019 ◽  
Author(s):  
Dannon Cox ◽  
Jennifer Krause ◽  
Mark Smith
Keyword(s):  
Physical Activity ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Ethnographic Case Study ◽  
Pedagogical Tool ◽  
Campus Environment ◽  
College And University ◽  
Use Of Technology

As younger generations become increasingly reliant on technology, higher educational institutions must continually attempt to stay with or ahead of the curve to foster 21st century teaching and learning. College and university physical activity courses (PACs) are encouraged to incorporate technology for effective pedagogical practices. No qualitative research has specifically examined the culture of PACs instructors’ attitudes and experiences with technology as a pedagogical tool. A mini-ethnographic case study explored the use of technology among seven graduate teaching assistants who shared their pedagogical experiences, teaching practices, and perceptions of technology within PACs. Using an interpretive phenomenological analysis, composite narrative accounts were presented to highlight unique characteristics of PAC instructors and develop meaning from their lived experiences. The findings revealed that PAC instructors use varying forms of technology, but all instructors rely on learning management systems as a pedagogical tool, which can be influenced by campus environment, pedagogical experiences, and social support. This pilot study contributes to the current gap in research related to technology in PACs and addresses the need to properly prepare instructors to teach in the digital age.

scholarly journals Application of Differentiated Teaching in Applied Sciences in Secondary Education

2020 ◽  
Vol 8 (1) ◽  
pp. 112
Author(s):  
Plageras Antonios ◽  
Stamoulis Georgios ◽  
Kalovrektis Konstantinos ◽  
Xenakis Apostolos
Keyword(s):  
Applied Sciences ◽  
Secondary School ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Negative Results ◽  
Cognitive Levels ◽  
Differentiated Learning ◽  
Different Levels ◽  
Differentiated Teaching

Nowadays, differentiation in teaching is considered to be a given fact on all levels of education. Responding to the needs of all students in a class with various needs constitutes a major challenge. The weakness on the teacher’s part to deal with different students on different cognitive levels leads to their failure at school and to all the negative results that arise from it. Differentiated teaching and learning contributes to the dealing of the problem maintaining at the same time the respect to different levels of knowledge existing in the class and responds to the needs of every student.The present article presents a case study where a group of Technology teachers and an expert on the development of a curriculum developed and applied a differentiated learning environment of teaching on the third grade of secondary school in two secondary schools in Greece. This study proves that differentiated teaching has a positive impact on the involvement and motivation of students and improves their understanding difficult meanings of applied sciences.

scholarly journals TEACHING AND LEARNING ENGLISH FOR VISUALLY IMPAIRED STUDENTS: AN ETHNOGRAPHIC CASE STUDY

2020 ◽  
Author(s):  
Susanto Susanto ◽  
Deri Sis Nanda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Ethnographic Case Study ◽  
Teacher Interviews ◽  
Visually Impaired Students

In this article we report an ethnographic case study of observing the teaching and learning of English at a school for visually impaired students in Bandar Lampung, Indonesia. Data collection included student and teacher interviews. It also covered class observation and used a social constructivist framework of disability. The study revealed that the students received inadequate modifications of instruction in foreign language learning. However, the students used a variety of resources with the screen reader technology such as Non Visual Desktop Access (NVDA) and Job Access with Speech (JAWS). These findings suggest that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. These abilities should be acknowledged to obtain the perspectives of students who receive disability specific education. Moreover, the study might provide a further facet to the research especially on the importance of learning strategies in special education.

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