scholarly journals Is "Safety" Dangerous? A Critical Examination of the Classroom as Safe Space

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Betty J. Barrett
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Intellectual Development ◽  
Safe Space ◽  
Critical Examination ◽  
Alternative Discourse ◽  
Il Y A ◽  
The Common ◽  
The Impact ◽  
Pedagogical Literature

The notion that the classroom can, indeed must, be a safe space to promote student engagement and enhance academic outcomes is pervasive in the teaching and learning literature. Despite the prevalence of this claim, there is a dearth of empirical evidence documenting the effectiveness of safe space classrooms in achieving these goals. The purpose of this essay is to provide a critical examination of the classroom as safe space. I begin by deconstructing the common meanings of safety as presented in the pedagogical literature and provide an overview of the existing research on student perceptions of safe space learning environments. I then problematize the metaphor of the classroom as safe space through an examination of 1) the impact of safety on student intellectual development 2) the impossibility of safety for students in marginalized and oppressed populations 3) the challenges to assessing student learning in safe environments and 4) the ambiguity inherent in defining safety for students. I conclude by arguing that both educators and students are better served by the development of an alternative discourse of classroom safety, one that is predicated on the notion of classroom civility. Dans la littérature sur l’enseignement et l’apprentissage, la notion selon laquelle la classe doit vraiment être un espace sécuritaire pour promouvoir la participation de l’étudiant et améliorer ses résultats scolaires est omniprésente. Malgré la prévalence de cette affirmation, il y a une pénurie de données probantes empiriques venant étayer l’efficacité des classes en tant qu’espace sécuritaire afin d’atteindre ces buts. L’objectif du présent essai est de procéder à un examen critique de la classe en tant qu’espace sécuritaire. Je commence par déconstruire la signification courante de la sécurité telle qu’elle est présentée dans la littérature sur la pédagogie et fournis un aperçu de la recherche existante sur les perceptions des étudiants relativement aux environnements d’apprentissage sécuritaires. Je considère ensuite la métaphore de la classe en tant qu’espace sécuritaire comme un problème et examine : 1) les répercussions de la sécurité sur le développement intellectuel des étudiants; 2) le caractère impossible de la sécurité pour les étudiants qui font partie des populations marginalisées et opprimées; 3) les difficultés liées à l’évaluation de l’apprentissage des étudiants dans des environnements sécuritaires; 4) l’ambiguïté inhérente à la définition de la sécurité des étudiants. Je conclus en expliquant que les éducateurs et les étudiants sont mieux servis par la création d’un autre type de discours sur la sécurité dans la classe, qui est basé sur la notion de civilité en classe.

The Impact of Investigations and the Interactive Whiteboard on Students’ Mathematical Practice in Investigations Classrooms

2013 ◽  
pp. 263-279
Author(s):  
Linda Boland
Keyword(s):  
Common Core ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Mathematical Practice ◽  
The United States ◽  
Interactive Whiteboard ◽  
Elementary School Mathematics ◽  
Core Content ◽  
The Common ◽  
The Impact

This chapter relates the classroom experiences of 44 teachers across the United States, implementing Investigations in Number, Data, and Space, an elementary school mathematics curriculum. These teachers participated in a “tryout” of Investigations for the Interactive Whiteboard with their students. Investigations for the Interactive Whiteboard was developed in collaboration by Pearson, TERC, and SMART Board. The teachers’ reactions showcase how the use of this technology enhanced the teaching and learning of mathematics. These vignettes illuminate the essence of Common Core Standards for Mathematical Practice (CCSSI, 2010), which describe how students should engage with the mathematical skills and concepts of the Common Core Content. The use of the interactive whiteboard engaged all students, motivated them to participate beyond their norm, allowed modeling of the mathematics which opened access to all students, and encouraged students to explain, argue, and defend their ideas while listening to and critiquing others, the essences of the Standards for Mathematical Practice.

scholarly journals Effectiveness of an Interprofessional Education Event for Graduate Health Professional Students

2016 ◽  
Author(s):  
Lisa Knecht-Sabres ◽  
James Gunn ◽  
Christine Conroy ◽  
Sarah Getch ◽  
Susan Cahill ◽  
...  
Keyword(s):  
Health Professional ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Professional Students ◽  
Professional Programs ◽  
Roles And Responsibilities ◽  
The Common ◽  
Health Professional Students ◽  
The Impact ◽  
Common Barriers

Purpose: The purpose of this study was to investigate the impact of a single, optional, half-day, interprofessional education (IPE) event for a myriad of graduate-level health professional students (n=44) at a university in Illinois, USA. Methods: The researchers in this study examined students’ performance on two out of six of the domains on the Interprofessiomnal Collaborator Assessment Rubric (ICAR): Roles and Responsibilities and Communication Strategies. This study also investigated quantitative and qualitative findings related to student perceptions regarding this IPE opportunity. Results: Results indicated that students met or exceeded the minimum competency for the ranking of “developing” for all 6 of the behaviors evaluated. Results also revealed that this half-day extracurricuricular IPE event was viewed favorably by health-professional students and created a venue whereby students belonging to different health professional programs can enter into discussions and learn about each others’ respective roles and responsibilities in patient care. Conclusion: The creation and implementation of short term extracurricular IPE events may be a valuable alternative for healthcare programs that are unable to implement IPE activities due to some of the common barriers impacting the development, implementation, or continuation of IPE opportunities.

The Impact of Open-Ended Tasks

2013 ◽  
Vol 20 (5) ◽  
pp. 277-280
Author(s):  
Dorothy Varygiannes
Keyword(s):  
Common Core ◽  
Teaching And Learning ◽  
Guest Editorial ◽  
Positive Impact ◽  
Mathematics Classroom ◽  
Core State ◽  
Early Mathematics ◽  
State Initiatives ◽  
The Common ◽  
The Impact

This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint. This month's guest editorial provides the platform for individuals to reflect on the positive impact that open-ended tasks can play in the teaching and learning of early mathematics. Classroom examples of open-ended expectations establish the immediate tie to fostering both 21st century skills and the Common Core State initiatives.

scholarly journals A Common Book: A Novel Approach to Teaching and Learning

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Kristen A Ferguson ◽  
Natalya Brown ◽  
Linda Piper
Keyword(s):  
Nous Avons ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Phase 1 ◽  
Faculty Members ◽  
Course Content ◽  
Novel Approach ◽  
Premier Cycle ◽  
The Common ◽  
The Impact

Most research on common book programs focuses on student outcomes. This paper presents a study about the impact of a common book program on teaching and learning practices at a small mainly undergraduate university. This study consists of two phases. In Phase 1, we surveyed faculty members (N= 32, a response rate of 21.3%), about the influence of the program on teaching practices and dialogue with colleagues as well as their perceptions of the program’s impact on student learning. In Phase 2, we conducted interviews with business faculty, who were early program adopters (N=8). Most respondents believed that students benefited from the program. Faculty members perceived the common book program as a tool that facilitated course content and enhanced students’ literacy. While responses were mixed about the perceived impact on teaching practices, faculty members interviewed felt that the common book program created opportunities for discussion about teaching and learning. La majorité des recherches menées sur les programmes de livre commun se concentrent sur les résultats des étudiants. Cet article présente une étude qui a porté sur l’impact d’un programme de livre commun sur les pratiques pédagogiques dans une petite université offrant principalement des études de premier cycle. Cette étude s’est déroulée en deux phases. Au cours de la Phase I, nous avons mené une enquête auprès de professeurs (N = 32, avec un taux de réponse de 21,3 %) concernant l’influence du programme sur les pratiques d’enseignement et le dialogue avec les collègues, ainsi que concernant leurs perceptions de l’impact du programme sur l’apprentissage des étudiants. Au cours de la Phase II, nous avons mené des entrevues avec des professeurs d’administration des affaires qui avaient adopté le programme dès sa phase initiale (N = 8). La plupart des répondants ont déclaré que selon eux, les étudiants avaient bénéficié du programme. Les professeurs ont considéré le programme de livre commun comme un outil qui simplifie le contenu du cours et améliore l’alphabétisation des étudiants. Bien que les réponses aient été variées en ce qui concerne la perception de l’impact sur les pratiques d’enseignement, les professeurs interrogés ont indiqué que selon eux, le programme de livre commun avait créé des occasions de discussion sur l’enseignement et l’apprentissage.

scholarly journals Computer Coding and Choreography: Contrasting Experiences of Learning About Collaboration in Engineering and Creative Arts

2020 ◽  
Vol 19 (10) ◽  
pp. 214-232
Author(s):  
Nicholas Rowe ◽  
Rose Martin ◽  
Nasser Giacaman
Keyword(s):  
Student Perceptions ◽  
Group Work ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Creative Arts ◽  
Demographic Differences ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics ◽  
The Impact

This article argues that how collaboration is taught can have a significant impact on the ways in which collaboration is experienced, understood and valued. In doing so, the study draws attention to performing arts studio-pedagogies, and their potential relevance to enhancing creativity within science, technology, engineering, and mathematics (STEM) education. Through a mixed-methods study of teachers’ and students’ experiences of group work, this article compares two disciplines that maintain distinct discourses on teaching collaboration: Software design and choreography. The quantitative data reveals that despite significant demographic differences, students from the two disciplines maintain a common enthusiasm for group learning. There are significant distinctions however, on student perceptions of the teaching and learning of collaboration, their learning achievements about group work, and the relevance of group work in their discipline. Qualitative commentaries from students and teachers extend the arguments across both the distinctions and the similarities, emphasizing the impact of particular teaching practices and establishing standpoints for further research into the pedagogy of collaboration in higher education.

scholarly journals Perspective Actionelle Visa-a-Vis L’enseignement du Français Langue Entrangele au Nigeria : Problem et Vision

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
S Ezeodili
Keyword(s):  
Nous Avons ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Social Actor ◽  
New Approach ◽  
European Languages ◽  
Il Y A ◽  
The Common ◽  
Nigerian University

La langue française s’inscrit comme l’une des langues étrangères les plus enseignées au cadre universitaire nigérian. Ayant fait entrée au pays il y a plusieurs décennies, un progrès rapide se marque dans l’enseignement et apprentissage de cette langue étrangère. Toutefois, il ne va pas sans problèmes aussi bien au niveau de manque des matériaux pédagogiques, ainsi que la méthodologie d’enseignement qui ne cesse d’évoluer. À l’heure actuelle, c’est la perspective actionnelle qui se pose comme la méthodologie la plus récente. C’est une nouvelle perspective d’enseignement et d’apprentissage des langues considérant les apprenants comme des acteurs sociaux ayant à accomplir des tâches langagières et non-langagières. Dans cette communication, nous avons comme objectif de discuter cette nouvelle perspective en fonction de son adaptation dans l’université nigériane.French language is positioned as one of the most taught foreign languages in the Nigerian university. Having penetrated into the country some decades ago, an unprecedented progress has been recorded in its teaching and learning. However, it has not been without some challenges ranging from inadequate and insufficient pedagogical materials to the continual change in the teaching methods. Currently, the Common European Framework of Reference for European languages is based on the new approach ‘perspecitve actionnelle’ an offshoot of the communicative approach which came into limelight in the 80s.. This method considers the learner as a social actor having to accomplish tasks that are both linguistic and non linguistic tasks in the society. Meanwhile, its application is not yet popular in Nigeria. In this communication therefore, the new method has been discussed with a view to finding out its application implication in Nigerian universities.

The Impact of Investigations and the Interactive Whiteboard on Students’ Mathematical Practice in Investigations Classrooms

2013 ◽  
pp. 510-525
Author(s):  
Linda Boland
Keyword(s):  
Common Core ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Mathematical Practice ◽  
The United States ◽  
Interactive Whiteboard ◽  
Elementary School Mathematics ◽  
Core Content ◽  
The Common ◽  
The Impact

This chapter relates the classroom experiences of 44 teachers across the United States, implementing Investigations in Number, Data, and Space, an elementary school mathematics curriculum. These teachers participated in a “tryout” of Investigations for the Interactive Whiteboard with their students. Investigations for the Interactive Whiteboard was developed in collaboration by Pearson, TERC, and SMART Board. The teachers’ reactions showcase how the use of this technology enhanced the teaching and learning of mathematics. These vignettes illuminate the essence of Common Core Standards for Mathematical Practice (CCSSI, 2010), which describe how students should engage with the mathematical skills and concepts of the Common Core Content. The use of the interactive whiteboard engaged all students, motivated them to participate beyond their norm, allowed modeling of the mathematics which opened access to all students, and encouraged students to explain, argue, and defend their ideas while listening to and critiquing others, the essences of the Standards for Mathematical Practice.

scholarly journals Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Jacqueline Murray ◽  
Peter Wolf
Keyword(s):  
Teaching And Learning ◽  
The United States ◽  
First Year ◽  
Post Secondary ◽  
Experience Teaching ◽  
Secondary Teaching ◽  
Il Y A ◽  
The University ◽  
The Impact ◽  
First Year Seminar

First-year seminar programs have been a feature on the landscape of post-secondary teaching and learning in the United States, since they first appeared in the 1880s at Boston University (Mamrick, 2005). More recently, they have begun to appear at Canadian universities. For example, first-year seminars were introduced a decade ago at the University of Guelph, as a campus-wide initiative. To recognize the first decade that these unique, interdisciplinary seminars have been offered, faculty were surveyed to understand better the impact of the program on those teaching in it, as well as their perceptions of their students. The experience of the University of Guelph suggests first-year seminar programs can have a significant influence on the teaching and professional experience of faculty and encourages them to extend their networks beyond the department and across the campus. Significantly, seminars serve as sites for pedagogical experimentation that can influence departmental curricula. Faculty who teach a first-year seminar have high satisfaction and report myriad benefits to morale, teaching, and research. The salutary effects of a first-year seminar program are not local but would be transferable across post-secondary institutions. Aux États-Unis, on a beaucoup parlé des programmes de séminaires de première année dans le paysage de la pédagogie dans l’enseignement supérieur, depuis leur première apparition dans les années 1880 à l’Université de Boston (Mamrick, 2005). Plus récemment, ils ont commencé à apparaître dans les universités canadiennes. Par exemple, des séminaires de première année ont été introduits il y a dix ans à l’Université de Guelph en tant qu’initiative à l’échelle du campus. Afin de marquer la première décennie au cours de laquelle ces séminaires interdisciplinaires uniques ont été offerts, une enquête a été menée auprès des professeurs pour mieux comprendre les effets du programme sur les enseignants, ainsi que les perceptions de leurs étudiants. L’expérience de l’Université de Guelph suggère que les programmes de séminaires de première année peuvent avoir une influence importante sur l’enseignement et sur l’expérience professionnelle des professeurs et peuvent les encourager à élargir leur réseau au-delà du département et sur tout le campus. Il est significatif de constater que les séminaires servent de sites pour des expériences pédagogiques qui peuvent influencer les programmes d’études départementaux. Les professeurs qui enseignent un séminaire de première année en retirent une grande satisfaction et rapportent une myriade d’avantages pour le moral, l’enseignement, et la recherche. Les effets salutaires d’un programme de séminaires de première année ne sont pas ressentis uniquement au niveau local, ils sont transférables à tous les établissement d’enseignement supérieur.

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