scholarly journals Encouraging a Curiosity of Learning: Reflecting on Arts-Informed Spaces Within the Classroom

2016 ◽  
Vol 9 (2) ◽  
pp. 127-141
Author(s):  
Vera Caine ◽  
Susan Sommerfeldt ◽  
Charlotte Berendonk ◽  
Roslyn M. Compton
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Research Practices ◽  
Teaching And Research

It is through imagination that we create arts-informed inquiry spaces of learning. Our teaching practices and research include being awake to would-be artistry by encouraging a curiosity of learning. In these spaces we have learned to be open to surprise, play, and possibilities. As we make arts-informed methods integral to teaching and learning, we purposefully engage; in our classroom is where experiences call forth inquiry. In this paper we make visible four common threads. These threads include: considering the ontological and epistemological underpinnings of our practices; the signi cance of relationships; playfulness, imagination, and world travelling; and reconsidering our teaching and research practices.

DIGITAL ENGINES AT WORK: PROMOTING RESEARCH SKILLS IN STUDENTS

2021 ◽  
pp. 196-206
Author(s):  
Olga Suleimanova ◽  
◽  
Marina Fomina ◽  
Albina Vodyanitskaya ◽  
◽  
...  
Keyword(s):  
Content Analysis ◽  
Search Engine ◽  
Teaching Practices ◽  
Digital Natives ◽  
Research Practices ◽  
Teaching And Research ◽  
Research Results ◽  
Linguistic Research ◽  
Traditional Approaches ◽  
Relevant Education

The paper focuses on the digital teaching and research practices which make an indispensable integral component of upscale education. The authors compare traditional approaches to education against the much demanded by the society, promising approaches which heavily rely on the digital engines. Most relevant –education-wise –features of centennials / millennials, also referred to as “digital natives”, are taken into account. The digital teaching practices and digital research practices that can be used in teaching are outlined; teaching and research potential of some digital engines is examined. Corpus-based experiment along with the analysis of search engine results, cultural-linguistic research through Google and Yandex searching, Tropes Zoom’s content analysis and some other methodological novelties that can be used in the classroom as well as facilitate and substantiate the research results are analysed.

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

2021 ◽  
pp. 109821402093194
Author(s):  
Timothy J. Weston ◽  
Charles N. Hayward ◽  
Sandra L. Laursen
Keyword(s):  
Teaching Practices ◽  
Interrater Reliability ◽  
Teaching And Learning ◽  
Generalizability Theory ◽  
Learning Activities ◽  
Observation Data ◽  
Reliable Measure ◽  
Single Class ◽  
Research On Teaching ◽  
The One

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

Toward a Richer Theory of Feminist Pedagogy: A Comparison of “Liberation” and “Gender” Models for Teaching and Learning

1987 ◽  
Vol 169 (3) ◽  
pp. 91-100 ◽  
Author(s):  
Frances A. Maher
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Strong Influence ◽  
Feminist Pedagogy ◽  
Women's Development ◽  
Conventional Teaching ◽  
Liberation Pedagogy ◽  
Feminist Theories ◽  
And Gender ◽  
Contemporary Education

This essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women's development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

2021 ◽  
Vol 12 (2) ◽  
pp. 37
Author(s):  
Kouider Makhlouf ◽  
Zoulikha Bensafi
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Independent Variables ◽  
Efl Teachers ◽  
Information And Communication ◽  
Teachers Attitudes

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

scholarly journals Notes on Corpoliteracy: Bodies in Post-digital Educational Contexts

2021 ◽  
pp. 167-182
Author(s):  
Gila Kolb
Keyword(s):  
Learning Environments ◽  
Teaching Practices ◽  
Power Relations ◽  
Teaching And Learning ◽  
Digital Art ◽  
Digital Learning ◽  
Conceptions Of Learning ◽  
Global Pandemic ◽  
Art Teaching ◽  
Digital Learning Environments

AbstractThis chapter demonstrates the potential to challenge power relations, and reconsider teaching practices and conceptions of learning bodies. How do bodies in a digital learning setting perform are read and observed? How they can be included in learning settings? Since teaching and learning increasingly take part in digital learning environments, especially since the outbreak of the COVID-19 global pandemic, digital art teaching needs rethinking toward the knowledge of learning bodies and of the perception of learning in the digital realm: a digital corpoliteracy.

scholarly journals Transgressions Towards Difference: A Tertiary Arts Educator’s Reflection on Teaching in Norway

2021 ◽  
pp. 357-376
Author(s):  
Rose Martin
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Teaching Practices ◽  
Arts Education ◽  
Teaching And Learning ◽  
Learning Context ◽  
Person Perspective ◽  
Pedagogical Choices ◽  
First Person Perspective ◽  
Diversity In Education ◽  
Relevant Pedagogy

This chapter explores the idea of transgressions within tertiary arts education, focusing on how transgressions might lead us toward understanding notions of difference, and contributing to understandings of culturally relevant pedagogy (CRP), inclusion, and diversity in education. These ideas are explored from my first-person perspective as a tertiary arts educator and researcher, with the research taking a qualitative auto-narrative approach. Through unpacking my auto-narratives this chapter identifies how transgressions within teaching might add to the teaching and learning context, and I ask: How might we, as educators, see these transgressions as opportunities, and as ways to encourage difference in our teaching and learning? Through critiquing my own pedagogical choices and practices, I reveal that when seeking to embark on an inclusive and dialogical approach towards education, transgressions can be made, and through these transgressions there are opportunities to develop teaching practices in arts education.

scholarly journals Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

2021 ◽  
Author(s):  
Aubrey Hibajene Mweemba ◽  
John McClain, Jr ◽  
Beverley Harris ◽  
Enid F. Newell-McLymont
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Cognitive Coaching ◽  
Classroom Context ◽  
Cognitive Approach ◽  
Teacher Isolation ◽  
Teacher Networks ◽  
The Individual ◽  
Teaching Learning ◽  
Coaching Approach

The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.

Serious Games Applied to Project Management Teaching

2013 ◽  
pp. 1427-1451 ◽  
Author(s):  
André Raabe ◽  
Eliana Santos ◽  
Lauriana Paludo ◽  
Fabiane Benitti
Keyword(s):  
Project Management ◽  
Undergraduate Education ◽  
Teaching Practices ◽  
Serious Games ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Undergraduate Teaching

The main focus of this chapter is to report studies that explain how to develop serious games and use them in teaching and learning. The focus has been on undergraduate teaching, experience with which the authors detail in this chapter related to the topic of Project Management. This contribution aims to share experiences and also to assess what has been done by proposing a set of recommendations for development and use of serious games in teaching practices in undergraduate education.

Researching One's Own Practice

2019 ◽  
pp. 305-323
Author(s):  
Ricardo Gonçalves ◽  
Cecília Costa
Keyword(s):  
Content Analysis ◽  
Linear Algebra ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Sequence ◽  
Research Results ◽  
Research On Teaching

This chapter aims to link the known research results on the teaching and learning of linear algebra to research on teaching practices. The same person, as a teacher and as a researcher, plans and implements a teaching sequence, constructs multimodal narratives (MNs) for some classes, and reflects on his own practice, based on the emerging categories from content analysis of the MNs. Regarding the methodology and focusing on the role of MNs in this research, it is worth highlighting the value attributed to MNs because they function as an instrument that embodies the practices of the teacher and aid him in reflecting on his own practice.

Using Mid-Semester Assessment Programs (MAPs) as a Catalyst for the Scholarship of Teaching and Learning (SoTL)

2020 ◽  
pp. 181-200
Author(s):  
Alisa Hutchinson ◽  
Anabel Stoeckle
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Student Success ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Student Feedback ◽  
Scholarship Of Teaching ◽  
Development Tool ◽  
Improve Student Learning ◽  
Innate Interest

Mid-Semester Assessment Programs (MAPs) have been successfully utilized as a professional development tool for faculty interested in improving their teaching in the context of higher education by assessing voluntary formative student feedback that guides changes instructors make in the classroom. Faculty centers and educational developers have the unique opportunity to recruit instructors via MAPs who have participated in these programs to promote and support the scholarship of teaching and learning (SoTL) among faculty who already display an innate interest in best teaching practices and are open to advancing their own teaching in order to improve student learning and to propel student success. This chapter provides a guide for educational developers who seek to become active partners for faculty to become interested and engaged in the scholarship of teaching and learning through a unique recruitment mechanism that serves as a natural steppingstone for faculty not having engaged with SoTL yet.

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