scholarly journals One step at a time: Aligning theory and practice in a tertiary embedding initiative

2021 ◽  
Vol 18 (6) ◽  
pp. 18-36
Author(s):  
Dorothy Economou ◽  
Keyword(s):  
Staff Development ◽  
Academic Language ◽  
Theoretical Models ◽  
Theory And Practice ◽  
Institutional Constraints ◽  
Collaborative Processes ◽  
Systemic Functional Linguistic ◽  
One Step ◽  
Learning Development ◽  
Teaching Learning

The widespread, theoretically-informed practice of curricula embedded academic language and learning development is generally acknowledged as the most productive method of improving tertiary student outcomes. University-wide comprehensive support, however, for the collaborative processes of interdisciplinary research, design, resource and staff development required to achieve this, is not common. Yet many practitioners continue to engage in embedding initiatives in response to faculty requests, despite institutional constraints on time and funding. This paper documents one such initiative, a common yet under-reported type, conducted one small step at a time over a number of years in a firstyear core unit in the architecture faculty of a large metropolitan university in Australia. The paper aims to respond Wingate’s (2018) call for more thorough documentation of pedagogic principles applied in embedding practice to allow for replicability. This granular examination of the first implementation and later refinements of the initiative shows how aligning practice with proven theoretical models, in this case, Systemic Functional Linguistic (SFL) and the SFL-based pedagogic model, the Teaching/ Learning Cycle (TLC), proved fruitful in constrained circumstances.

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

2020 ◽  
Author(s):  
Nélia Lúcia Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Video Art ◽  
Theory And Practice ◽  
First Year ◽  
School Students ◽  
Forest School ◽  
Moving Images ◽  
History Of ◽  
Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

scholarly journals Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

Leadership ◽  
2021 ◽  
pp. 174271502199822
Author(s):  
Gareth Edwards ◽  
Beverley Hawkins ◽  
Neil Sutherland
Keyword(s):  
Leadership Development ◽  
Power Relations ◽  
Theory And Practice ◽  
Liminal Spaces ◽  
Learning Facilitation ◽  
Reflective Conversations ◽  
Permanent Resident ◽  
Shadow Side ◽  
Learning Development

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.

scholarly journals Composing music, developing dialogues: An enactive perspective on children's collaborative creativity

2017 ◽  
Vol 34 (3) ◽  
pp. 259-276
Author(s):  
Ana Luísa Veloso
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Music Composition ◽  
Participant Observation ◽  
Theory And Practice ◽  
Collaborative Creativity ◽  
Collaborative Processes ◽  
Education Theory ◽  
Teacher Researcher ◽  
New Ideas

This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups.Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a music composition by two groups of children, all of whom were eight years old.It was found that when composing in groups a) children use embodied processes to transform what they experience on diverse realms of their existence into musical ideas, and that b) while creating music, children engage in several improvisatory moments where new ideas emerge through the diverse ways they enact the surroundings where the activity is occurring. Findings suggest a conception of music composing as a multidimensional phenomenon that entails cognitive processes that are distributed across and beyond the physical body. Findings also suggest that composing music in collaboration with others nurtures a set of creative possibilities that would otherwise, not occur. Considerations for music education theory and practice are addressed in the last section of the article.

scholarly journals Academic Leadership in a Private University: An Iranian Case Study

2016 ◽  
Vol 9 (5) ◽  
pp. 193
Author(s):  
Fatemeh Hamidifar ◽  
Mansoureh Ebrahimi
Keyword(s):  
Leadership Development ◽  
Staff Development ◽  
Academic Leadership ◽  
Scientific Management ◽  
Management Skills ◽  
Leadership Development Programs ◽  
Academic Leader ◽  
Branch Office ◽  
Teaching Learning ◽  
Cultural Interventions

<p class="apa">This study explores effective academic leadership as well as hindrances within Iran’s private higher educational institutions. The author employed a qualitative approach that utilized purposive sampling to collect and analyze data. Findings were categorized into three classes comprising the (i) setting of direction, (ii) organizational and (iii) staff development at three administrative levels: central office, branch office and faculty personnel. Obstacles confronting effective academic leadership were identified as (i) centralization of power; (ii) bureaucratic hierarchy; (iii) budgetary restraints; (iv) ineffective interaction including ineffectual communications as well as social, political and cultural interventions; and (v) unqualified staffing policies that eschewed meritocracy. This study reveals that the functional purview of an effective academic leader is to drive an institution’s vision forward towards achievement and define its mission and objectives. Moreover, it signifies an indispensable need for academic leadership development programs that incorporate, protect and support scientific management skills based on sound moral values, mutually established trust, collegial respect, and the application of transactional cum transformational governance methods in teaching, learning and research.</p>

Learning to meet language demands in multi-step mathematical argumentations: Design research on a subject-specific genre

2017 ◽  
Vol 5 (2) ◽  
pp. 309-335 ◽  
Author(s):  
Susanne Prediger ◽  
Kerstin Hein
Keyword(s):  
Empirical Analysis ◽  
Design Research ◽  
Academic Language ◽  
Learning Processes ◽  
Depth Analysis ◽  
Subject Specific ◽  
Micro Level ◽  
Teaching Learning ◽  
The Empirical Analysis ◽  
Design Experiments

AbstractFormal multi-step mathematical argumentations are a typical case of a highly specified subject-specific genre in the technical language with challenging demands in the academic language of schooling. The design research project presented here has the dual aim of (1) specifying the structural and language demands of formal mathematical argumentations and (2) designing a teaching-learning arrangement that uses structural scaffolding to foster students to successively meet these demands. These dual aims are pursued by an in-depth empirical analysis of students’ processes on the micro-level. For this purpose, 15 design experiments were conducted with 10 pairs of students in three design experiment cycles. The first two cycles served to develop the structural scaffolding and the third cycle served to investigate the initiated learning processes and the language demands on the lexical and syntactical level. The qualitative in-depth analysis of the teaching-learning processes in the design experiments shows how students can successively learn to conduct multi-step argumentations when supported by structural scaffolding. Expressing the argumentations in an adequate way, however, is an additional challenge. The empirical analysis reveals deep insights into the complex interplay of conditional, causal, and consecutive phrases that are necessary to combine premises, arguments, and conclusions in a logical sound way. The design research study has theoretical consequences for conceptualizing subject-specific discursive demands as well as practical implications as one design outcome is a prototype of the learning arrangement to foster students in a mathematics- and language-integrated way.

Nursing supervised curricular internship in the Covid-19 pandemic: experience in the program Brasil Conta Comigo

2021 ◽  
Vol 55 ◽  
Author(s):  
Lara Arcipreti Boel Souza ◽  
Heliny Carneiro Cunha Neves ◽  
Natália Del Angelo Aredes ◽  
Isabel Cristina Lima Jobim Medeiros ◽  
George Oliveira Silva ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Primary Health Care ◽  
Active Role ◽  
Theory And Practice ◽  
Evidence Based ◽  
Government Program ◽  
Primary Health ◽  
The Government ◽  
Teaching Learning

ABSTRACT Objective: To report the experience of the nursing supervised curricular internship in the program “O Brasil Conta Comigo” carried out in the Covid-19 pandemic. Method: Experience report of activities developed in Primary Health Care in a municipality in the southern region of the state of Goiás during the Covid-19 pandemic, from April to November 2020. Results: The inclusion in the government program allowed the strengthening of the student’s active role in the teaching-learning process and teaching-service approximation, with the student as the point of connection, which resulted in the implementation of actions for the fight against the pandemic in the municipality, such as elaboration, implementation, and evaluation of the service flowchart for people with suspected Covid-19. Conclusion: The experience was successful, as it consolidated knowledge regarding leadership and autonomy, integration between theory and practice, critical thinking, and evidence-based problem solving. The participation in the program allowed for contributions to assistance and management in the actions to combat the new coronavirus in the scope of primary care, as well as for the contribution to the training of the student tutored by nurses in the field and supervised by professors from the federal university of origin.

Lev Vygotsky’s Principle “One Step in Learning Represents a Hundred Steps in Development”: From Idea to Practice

2017 ◽  
Vol 4 (1) ◽  
pp. 97-133
Author(s):  
Viktor K. Zaretskii
Keyword(s):  
Learned Helplessness ◽  
Zone Of Proximal Development ◽  
Development Project ◽  
Female College Student ◽  
Proximal Development ◽  
Learning And Development ◽  
Educational Assistance ◽  
One Step ◽  
Summer Schools ◽  
Learning Development

The article reviews Lev Vygotsky’s published works to trace the evolution of his under-standing of child development. The authors believe that his assumption that one step in learning may mean one hundred steps in development, is as important as the two other keys postulate of the cultural-historical theory: the principle that learning precedes devel-opment and the concept of zone of proximal development. The authors provide a rational for utilization of these assumptions in the practice of development-facilitating psycholo-gical and educational assistance. A mechanism of this learning-development relationship is hypothesized. The article outlines a multidimensional model of the zone of proximal development illustrating the above mechanism. This model is one of the conceptual tools of the Reflection and Activity Approach helping children overcome learning diÿculties and promoting their development. Having given the account of how they proceeded “from the idea to the problem” and “from the idea to the mechanism”, the authors provide case studies showing how this mechanism allows working with learning diÿculties to trigger simultaneous improvement in multiple developmental dimensions. The article reports on the experience of running special Summer Schools for children with learning diÿculties, implementing the “Chess for General Development” Project, and assisting orphaned children with severe somatic conditions. A case study of a female college student displaying signs of the learned helplessness syndrome is presented. The authors infer that Vygotsky’s idea of a specific relationship between learning and development may be of fundamental theoretical and practical value, especially for working with children with special needs.

Discourses and Discursive Identities of Teachers Working as University-Based Teacher Educators in Singapore

2020 ◽  
Vol 72 (1) ◽  
pp. 100-112 ◽  
Author(s):  
Mei Ying Tan
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Theory And Practice ◽  
Critical Discourse ◽  
The Core ◽  
Hybrid Spaces ◽  
Learning Development ◽  
The University

This study made explicit the discourses of 10 teachers working as university-based teacher educators in Singapore to understand their enacted identities. It framed identity as discursive, constructed through language and talk. Interview data were analyzed using descriptive discourse analysis tools, with critical discourse analysis influencing the process. The discourses are as follows: (a) The value of seconded teachers is located firmly within schools, with practice and practitioner elevated above theory and academics; (b) teaching is the core role of seconded teachers, and discourses about learning, development, and research are weak; and (c) an individualistic framing situates the locus of change on teacher-practitioners. Hybrid spaces that bring theory and practice together are discursive spaces. Both the strengths and limitations of existing discursive identities need to be acknowledged, and multifaceted and complex practitioner identities explored. This article contributes to the integration of practitioners into the wider community of teacher educators in the university.

Politics and Technology in Eighteenth-Century Russia

1995 ◽  
Vol 8 (2) ◽  
pp. 341-368 ◽  
Author(s):  
Alfred J. Rieber
Keyword(s):  
Military Service ◽  
Western Europe ◽  
Theoretical Models ◽  
Science And Religion ◽  
Theory And Practice ◽  
Political Rights ◽  
Russian Science ◽  
Original Intention ◽  
Scientific Establishment ◽  
Academy Of Sciences

The ArgumentThe question posed by this paper is why the Russian autocracy failed to pursue successfully Peter the Great's conscious policy of creating a society dominated by technique and competitive with technological levels achieved by Western Europe. The brief answer is that Peter's idea of a cultural revolution that would create new values and institutions hospitable to the introduction of technology clashed with powerful interests within society. The political opposition centered around three groups which were indispensable to the state in fulfilling his vision: the nobility, the clergy, and the scientific establishment. Peter's original intention was to combine theoretical models and technology transfer from the West with educational reforms in Russia to produce new cadres of technical specialists. He attempted to adapt the Leibniz-Wolff cosmology to Russian conditions in order to reconcile ideological conflicts between military service and technical training, science and religion, theory and practice. The embodiment of his ideas in Russian science and religion were Mikhail Lomonosov and Feofan Prokopovich. Under his successors Peter's supporters encountered increased resistance: from the nobility to technical education, from the clergy to the scientific outlook, and from the Academy of Sciences to practical work. All three interest groups were willing to sacrifice real political rights for a recognition by the states of their autonomy to define their social roles. In the end the compromise was effected at the expense of Peter's ideal of the society dominated by technique.

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