scholarly journals How Do We Value Academic Time?

2021 ◽  
Vol 21 (5) ◽  
Keyword(s):  
Academic Time

scholarly journals Every Day You Are Improving: How College Students View the Educational Impact of World of Warcraft

2016 ◽  
Author(s):  
Nariman Alawami ◽  
Heng-Yu Ku
Keyword(s):  
College Students ◽  
Student Perceptions ◽  
Time Management ◽  
Thinking Skills ◽  
World Of Warcraft ◽  
Critical Thinking Skills ◽  
Management Skills ◽  
Educational Impact ◽  
Academic Settings ◽  
Academic Time

The purpose of the study was to explore college students’ experiences with playing World of Warcraft (WoW) and their views on the application of WoW in educational settings. A qualitative case study design was used to interview three participants who were selected purposively from a Midwestern university. Findings revealed that players thought that playing WoW was fun, relaxing, motivating, but sometimes almost to the point of addiction. The findings also support student perceptions of generalization of teamwork, cooperating, socializing, academic skills, and time management skills learned and practiced in playing WoW to academic settings. Playing WoW games can provide an important link between the virtual world and the real world as players develop academic, time management, collaborative, and critical thinking skills.

Technologies of Organization of Students' Independent Work in Studying Pedagogical Disciplines at Classic Universities

2019 ◽  
pp. 207-235
Author(s):  
Larisa Alexandrovna Darinskaia ◽  
Galina Molodtsova
Keyword(s):  
Work Organization ◽  
Cognitive Activity ◽  
State University ◽  
Scientific Texts ◽  
Student Preparation ◽  
Knowledge And Skills ◽  
Saint Petersburg ◽  
Academic Time ◽  
Independent Work

The chapter deals with the problem of preparing a graduate of a classical university, possessing both professional and special competencies, which include expertise, knowledge, and skills obtained in the study of pedagogical disciplines. The effectiveness of student preparation largely depends on the results of their independent work, which is given a significant amount of academic time. At the same time, the teacher's task is to accompany the student's independent work and to draw up a system of non-standard tasks that develop communicative and creative skills, skills of working with scientific texts and project activities. The aim of the chapter is to reveal the possibilities of technologies of independent work organization that motivate students to dynamic cognitive activity while studying pedagogical disciplines (on the example of studying the course “Pedagogy” at Saint Petersburg State University).

Exploring a Timeless Academic Life

2017 ◽  
Vol 25 (2) ◽  
pp. 192-199 ◽  
Author(s):  
Joanne Yoo
Keyword(s):  
Academic Life ◽  
Limited Time ◽  
Slow Time ◽  
Academic Time ◽  
Oriented Approach

This article is constructed as a prolonged pause, triggered by the restless and sleepless anxiety caused by a frantic academic life. The author reflects on how her accelerated existence as a tenured academic is driven by a need to achieve, and questions whether this path will lead to fulfillment. This reflection embodies two views of time. “Academic-time” is presented as an instrumental, measured, performance-oriented approach that cultivates a sense of anxiety over limited time. The alternative, Slow time, is regarded as a richer, boundless, and limitless view of time that enables individuals to experience greater agency and purpose.

Teachers Perceptions of Effects of a Student's Death: A Phenomenological Study

2013 ◽  
Vol 66 (4) ◽  
pp. 301-311 ◽  
Author(s):  
Linda Hart ◽  
Yvonne Garza
Keyword(s):  
Lived Experiences ◽  
Phenomenological Study ◽  
School Setting ◽  
Grief And Loss ◽  
School Teachers ◽  
School Professionals ◽  
Teachers Perceptions ◽  
Academic Time

When a student dies in a school setting many school professionals step in and offer grief services to the students affected. In the classrooms, teachers are expected to step in and help the students grieve; however, equivalent support for teachers seems to be lacking. This study explored the lived experiences of teachers who experienced the unanticipated death of a student. From the analysis, the following themes emerged: (a) releasing feelings, (b) resources (c) lost academic time and redirection, and (d) honoring the memory. The results of this study reinforce the need for training for school teachers to help them better cope with the death of a student. Particularly, school professionals are called on to be proactive in creating a model to have in place to actively support teachers dealing with the grief and loss of a student.

scholarly journals ‘It’s not because we don’t believe in it...’: Headteachers’ perceptions of implementing physically active lessons in school

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Ingrid Skage ◽  
Sindre M. Dyrstad
Keyword(s):  
School Change ◽  
Teaching Method ◽  
Phenomenological Approach ◽  
Physically Active ◽  
Factors Affecting ◽  
Telephone Interviews ◽  
School Based ◽  
Academic Time ◽  
The Many ◽  
The City

Abstract Introduction Implementation of school-based physical activity (PA) programmes has proven to be difficult, particularly due to schools’ focus on academic performance and lack of organisational support for PA interventions. However, physically active lessons (PA integrated into academic lessons) holds promise as a teaching method that increases children’s PA levels without reducing academic time. Headteachers play a significant role in facilitating change in school, but little is known about headteachers’ attitudes towards physically active lessons and their benefits. The purpose of this study was to explore headteachers’ perceptions of physically active lessons, and identify factors affecting headteachers’ acceptance or rejection of physically active lessons implementation. Method A total of 29 semi-structured telephone interviews were conducted with headteachers in primary and secondary schools in the city of Stavanger, Norway. Adopting a phenomenological approach, qualitative data were analysed using inductive content analysis. Results Although most of the headteachers believed that physically active lessons could contribute positively to pupils’ health and learning, only four of 29 schools decided to proceed with implementation. Physically active lessons were more likely to be adopted when the intervention addressed a clearly defined priority area at the school. Change overload and lack of in-depth knowledge of physically active lessons’ function and intent appeared to be the most important factors for choosing not to implement physically active lessons. Conclusion One of the major challenges for headteachers was deciding which of the many proposed changes the school should prioritise. If physically active lessons was to be prioritised by headteachers it is very important to communicate thoroughly to the headteachers what the schools can achieve by implementing physically active lessons and how the innovation aligns with school policies and goals. Given the flexibility inherent in physically active lessons and the schools’ differing needs and priorities, it was important to emphasise to headteachers that physically active lessons could be adapted to different local school contexts.

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