scholarly journals Conflicting Expectations by Lecturers and Students Regarding the Production of Good Academic Writing: A Case Study at the University of Rwanda

2020 ◽  
Vol 1 (1) ◽  
pp. 65-75
Author(s):  
Innocent Twagilimana ◽  
Devika Naidoo
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Academic Literacies ◽  
Case Study Methodology ◽  
Academic Context ◽  
Recent Developments ◽  
Good Writing ◽  
Conception Of Teaching

In the academic context, lecturers often describe students’ academic writing as very poor whereas the students themselves affirm not to understand the lecturers’ expectations with regard to ‘good writing skills’. This is a report on a study conducted in Rwanda to explore students and lecturers’ expectations of good academic writing. The investigation is underpinned by recent developments in academic writing theories. Based on a qualitative approach and a case study methodology, data were collected by analysing key teaching materials, visiting classes and interviewing academics and students. The findings revealed that lecturers’ conception of teaching and learning academic writing is underpinned by an autonomous view - based on discrete skills. It is recommended that the lecturers’ understanding of the academic literacies approach should be properly developed to meet the expected literacy competence goals. Key words: ESL, Writing skills, Academic writing, Literacies, Conceptualisation

scholarly journals SENTENCE FEATURE IN STUDENTS’ ACADEMIC WRITING (Case Study in Polytechnic of Tonggak Equator Pontianak)

2019 ◽  
Vol 2 (2) ◽  
pp. 63-69
Author(s):  
Magpika Handayani
Keyword(s):  
Qualitative Research ◽  
Academic Writing ◽  
Writing Skills ◽  
Academic Context ◽  
Class A ◽  
Crucial Problem ◽  
Descriptive Qualitative

Abstract: Academic writing is one type of writing that should be mastered by students in Polytechnic of Tonggak Equator Pontianak. Academic writing is very important because it functions as a way to express an idea or another way of communication in doing research. Academic writing is essential to process in writing academic articles. Moreover, writing skills are an important part of communication. Academic writing is a specific ability of communication to put writers’ ideas on paper, to organize their knowledge, and then how to make sentences become a paragraph. This research is descriptive qualitative research. The writer collected the data by giving instructions to the students to write an academic article. The respondents are 60 students who are the representative of the students from class A to F in semester 5. This semester is chosen because they have academic writing subject. The result of the research shows that the most crucial problem in writing a sentence in academic context by students of Polytechnic Tonggak Equator Pontianak is in the sentence category. In this problem, students are not able to vary their sentences in their paragraphs that might cause the quality of their sentence is not proficient.Keyword: Sentence Feature, Academic Writing, Politeknik Tonggak Equator Students

Shared strategic reflection process by a higher education institution: A case study

2021 ◽  
pp. 089202062110309
Author(s):  
María García-Feijoo ◽  
Leire Alcaniz ◽  
Almudena Eizaguirre
Keyword(s):  
Teaching And Learning ◽  
Business Schools ◽  
Education Institution ◽  
Theory U ◽  
Case Study Methodology ◽  
Process Implementation ◽  
Planning Models ◽  
Challenging Environment ◽  
The University

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.

Data Use Practices for Improved Mathematics Teaching and Learning: The Importance of Productive Dissonance and Recurring Feedback Cycles

2016 ◽  
Vol 118 (11) ◽  
pp. 1-32 ◽  
Author(s):  
Jolley Bruce Christman ◽  
Caroline B. Ebby ◽  
Kimberly A. Edmunds
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Mathematics Instruction ◽  
Instructional Improvement ◽  
Data Use ◽  
Student Thinking ◽  
Theory Building ◽  
Case Study Methodology ◽  
Teacher Sensemaking

Background A growing number of studies argue that data use practices in schools have not sufficiently attended to teachers’ learning about students, subject matter, and instruction. The result has been changes in instructional management (e.g., student grouping, assignment of students to tutoring) rather than instructional improvement. Further, there is a paucity of research on how teachers make sense of data and their ensuing instructional actions. Purpose We report findings from qualitative research on an intervention designed to put teacher learning about mathematics instruction center stage in data use practices. The research sought to understand what happened as teachers made sense of data in their professional learning communities (PLCs), what changes they made in their mathematics instruction, and why they made the changes. Research Design The theoretical foundation for the research is situative theory, which conceptualizes teacher growth as “a process of increasing participation in the practice of teaching, and through this participation a process of becoming knowledgeable in and about teaching.” A case study approach was chosen to illuminate the complex interrelationships among intervention components and their influence on teachers: (1) between individual teacher sensemaking about data and collective sensemaking in PLCs and (2) between sensemaking and instructional changes. Additionally, case study methodology facilitates theory building grounded directly in data by providing nuanced accounts of the phenomena under study that uncover concepts and coherently relate them to one another. Teacher interpretation of data is ripe for theory building. Findings The case study of Ms. Walker illustrates in rich detail the developmental nature of her growth and the important roles of dissonance, collegial discussion, and productive dissonance in that process. Due to considerable progress in both her questioning strategies and her ability to build on student thinking to focus on important mathematical ideas, Ms. Walker was able to move beyond surface instructional adjustments to demonstrate substantial instructional improvement. Conclusion/Recommendations We argue that a fuller understanding of how teachers experience dissonance, and the supports necessary to make that dissonance productive, can enrich the design and implementation of data use practices. The research also offers an example of the contribution that microprocess studies can make to research on data use practices. We encourage researchers to attend carefully to teacher sensemaking and interrogate the concepts of dissonance and productive dissonance in future theory building about data use practices.

scholarly journals Citation Mania in Academic Theses Writing: A Case Study

2020 ◽  
Vol 9 (4) ◽  
pp. 219
Author(s):  
Jabulani Sibanda
Keyword(s):  
Academic Writing ◽  
Common Sense ◽  
Writing Skills ◽  
Simple Point ◽  
Context Analysis ◽  
Pragmatic Function ◽  
Phd Theses ◽  
Different Parts

  This study, premised on the assumption that students over-use citations in academic writing, investigated manifestations of over-citation in three PhD theses. A review of diverse pragmatic functions citations serve, helped in the identification of needless citations which lacked consonance with any of the functions. A content-context analysis of the pragmatic function of each citation in the three theses, revealed over-citation and superfluity in the theses. Manifestations of over-citation included: expressing general or common-sense information; using multiple citations to make a simple point; citing sources to express what the writer did; attributing own deductions and inferences to authors; not following-up on citations; repeating concepts and attendant citations in different parts of the thesis; making most thesis sections literature sections; citing individual words not ideas, unclear content of citation, independent citation of each source for the same idea, over-using a source within a paragraph or section, citing back to back, evincing citation density to the eye. On the basis of the varied manifestations of over-citation and the extent of its compromise on the quality of student presentations, the study recommends sustained efforts in developing sound academic writing skills even at postgraduate levels, and sensitisation of students to pragmatic purposes citations should serve.

scholarly journals A Case Study of Academic Writing Development Through Principled Versus Standard Clt Method at Binus University

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 845
Author(s):  
Almodad Biduk Asmani
Keyword(s):  
Academic Writing ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Writing Development ◽  
Control Group ◽  
Research Project ◽  
Verbal Data ◽  
And Control ◽  
Experimental Group

The purpose of the research project is to investigate how far the academic writing skills of Binus University students can be developed through two conflicting CLT methods: standard and principled. The research project is expected to result in computer-animated format which can be used as one of the main tools in teaching and learning grammar at Binus University. The research project uses the qualitative approach, and thus uses verbal data. The research project involves two subject groups (experimental and control). The experimental group will receive the treatment of grammar learning by using the Principled CLT approach, while the control group receives the standard CLT approach. Survey is then conducted to the two groups so as to find out their comments on the two teaching methods. From the results of the questionnaires, it is found that Principled CLT method is favored for its knowledge and accuracy factors, while the Standard CLT is preferred for its fun and independence factors.   

scholarly journals Mapping the Disaster Competency Landscape in Undergraduate Nursing - A Case Study of Nursing Educators in British Columbia, Canada

2019 ◽  
Vol 34 (s1) ◽  
pp. s51-s51
Author(s):  
Wendy Mckenzie
Keyword(s):  
British Columbia ◽  
Nursing Students ◽  
Forest Fires ◽  
Teaching And Learning ◽  
Best Practice ◽  
Quality Care ◽  
Case Study Methodology ◽  
Undergraduate Nursing ◽  
Starting Point

Introduction:In British Columbia (BC), Canada, it is increasingly commonplace for communities to experience yearly disaster events such as floods, forest fires, avalanches, and mudslides. Nurses are known to be one of the largest groups of healthcare workers and are often challenged to care for members of the public during these events. Many nurses have stated that they do not have enough education to provide quality care in a disaster role, as they received no education in their undergraduate nursing degrees.Aim:The aim of this study was to explore how and what nurse educators are teaching undergraduate nursing students regarding the disaster nursing role within Schools of Nursing in BC, Canada. Understanding the current practice of teaching will serve as a starting point for shaping future best practice undergraduate nursing disaster educational frameworks.Methods:This study used a qualitative case study methodology guided by Merriam’s procedural approach with a theoretical framework of adult teaching and learning.Results:The findings indicate that disaster nursing knowledge is taught either within existing global health courses or rarely is leveled throughout the program. Many challenges exist for educators, which include lack of current resources, workload restrictions, and lack of personal disaster knowledge. Content is determined by the educator. However, there is no specific model or link to disaster nursing competencies or assessment strategies. Most content is delivered didactically by the educator with some expert guest speakers or collaborative simulation events.Discussion:The identified priority challenge is to obtain clarity and understanding around just what knowledge is required and how it should be evaluated. Some suggestions for a specific undergraduate disaster nursing model will be presented in order to ensure that students have the foundational knowledge that they require and that our educators are prepared to teach them.

scholarly journals A case study investigation of academic library support for open educational resources in Scottish universities

2019 ◽  
Vol 52 (3) ◽  
pp. 685-693
Author(s):  
Seth D. Thompson ◽  
Adrienne Muir
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Academic Library ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Institutional Commitment ◽  
Case Study Methodology

The aim of the research was to investigate why and how Scottish university libraries support open educational resources and to assess their ability to provide support services for their development and use within higher education institutions. There has been little research on the role of academic libraries in supporting open educational resources in Scotland and previous research found that there is a lack of awareness of them in Scottish higher education institutions and few have open educational resources policies. The case study methodology therefore involved two Scottish academic libraries providing open educational resources services. The libraries’ motivation includes supporting teaching and learning and the development of educator digital skills and copyright knowledge. However, there are a number of barriers limiting the services the libraries are able to provide, particularly lack of human resources. The research confirmed the findings of previous research on the importance of institutional commitment, incentives for educator engagement, and understanding of copyright and licensing issues by educators and library staff.

The Types of Case Studies in Research and Career-Based Endeavors

2022 ◽  
pp. 548-567
Author(s):  
Laurie Wellner ◽  
Kathleen Pierce-Friedman
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Research Design ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Teaching Tool ◽  
Additional Structure ◽  
Case Study Methodology ◽  
Study Methodology

This chapter focuses on the overarching components of the case study methodology in the context of research and career-based teaching and organizational learning settings. More specifically, this chapter, presented in several distinct sections, provides a description of the various types of case studies that can be selected for research purposes as well as for use as a teaching tool for career professionals, higher education faculty, and others interested in employing this type methodology. This chapter is intended to serve as a foundation to the subsequent text in this book pertaining to the detailed descriptions and elements of the case study serving as either a research design or a function of the teaching and learning process in academic and career-based settings. Providing a rich initial presentation of the types and qualities of the case study research design, this chapter will launch additional structure for the later chapters to offer a deeper understanding for the reader.

Investigating Inquiry-Based, Technology-Rich Global Education Through Action Research

2021 ◽  
pp. 245-263
Author(s):  
Nada Zaki Wafa ◽  
Meghan McGlinn Manfra
Keyword(s):  
Action Research ◽  
Global Education ◽  
Teaching And Learning ◽  
School Teacher ◽  
Case Study Methodology ◽  
Rich Description ◽  
Study Methodology ◽  
New Challenges ◽  
Leverage Action

As teachers increasingly face new challenges related to the COVID-19 pandemic and instructional adjustments related to digital and online learning, action research may provide a more effective approach for bringing about change. In this chapter, the authors provide an example of an innovative project in which a university-based researcher worked alongside an elementary school teacher to implement and assess a technology rich, global education program. The case followed the global education teacher from the initial stages of the curriculum implementation through teaching a complete unit. Using a collaborative inquiry model, the authors merged action research with qualitative case study methodology to develop a rich description of instruction. The aim was to understand teacher and student outcomes, while also exploring the benefit of engaging practitioners as co-researchers. The authors offer this project as a representative example of the myriad ways educators can leverage action research to develop innovative approaches to teaching and learning global education.

scholarly journals Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

10.28945/2176 ◽  
2015 ◽  
Vol 14 ◽  
pp. 063-083
Author(s):  
Kevin Sullivan ◽  
Kevin Marshall ◽  
Brendan Tangney
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Peer Teaching ◽  
Curriculum Content ◽  
Case Study Methodology ◽  
Expert Teacher ◽  
Innovative Learning ◽  
Study Methodology

This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach. An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process.

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