scholarly journals A Collaborative Journey Toward Understanding the Role of Social Class in Teaching and Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Lynda R. Wiest ◽  
Cynthia H. Brock ◽  
Constance M. Morton ◽  
Monica N. Colbert ◽  
Ryan J. Linton ◽  
...  
Keyword(s):  
Social Class ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Practical Applications ◽  
Course Content ◽  
Course Effectiveness ◽  
Favorable Change ◽  
Course Material

One important area of development for educators at all levels is teaching students from diverse backgrounds, which includes attention to the important role of social class. In this reflective essay, two teacher educators and four students (two graduate, two undergraduate) examine the aspects of a course on social class and schooling that they perceive to have influenced favorable change in their learning and practice. Individual writings by the six participants at three checkpoints during and after the course generated four themes that the authors discuss in relation to the course content and pedagogy: salient content; effective instructional approaches; application of course material; and suggested improvements. Factors that contributed to course effectiveness included a focus on deep growth involving knowledge and dispositions; instructional methods that encouraged meaningful participant engagement and reflection in a “safe” classroom environment; and practical applications for course material. Suggested improvements centered on including direct engagement experiences and exploring individual course topics in greater depth.

scholarly journals Exploring Factors Causing Demotivation and Motivation in Learning English Language among College Students of Quetta, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 81 ◽  
Author(s):  
Maheen Sher Ali ◽  
Zahid Hussain Pathan
Keyword(s):  
College Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Motivating Factors ◽  
Course Content ◽  
Self Confidence ◽  
Quantitative Design ◽  
Instrumental Motivation ◽  
Learning English

The prime aim of this research was to determine both demotivating and motivating factors for Pakistani college students of Quetta in learning English language. A quantitative design was employed in which 150 freshman college students studying in three different disciplines: Pre-medical, Pre-engineering and I.C.S at Government Girls college students of Quetta, Pakistan were included. A demotivation questionnaire was adopted from the study by Sakai & Kikuchi(2009) consisting of one open-ended question and 35 close-ended items on six factors of demotivation: grammar-based teaching, teacher’s behaviour, course contents and teaching materials, effects of low test score, classroom environment and lack of self-confidence and interest. Additionally, a modified 20-items AMTB motivation questionnaire along with one open-ended question was adapted from the study by Gardner (1985) which identifies the integrative and instrumental motivation. The closed ended questionnaire was analyzed applying descriptive statistics in SPSS (version, 22) whereas content analysis was performed on narrative data extracted from open-ended questionnaire and was quantified to establish the order and rank of factors causing motivation and demotivation among students in learning English language. The findings revealed that course content and teaching material emerged as the most salient demotivating factor. On the other hand, instrumental motivation emerged as the most influential source of motivation among students. The findings have implication on both teaching and learning of English language in Pakistan. 

scholarly journals Beyond lecture capture: Creating digital video content for online learning - a case study

2019 ◽  
Vol 16 (1) ◽  
pp. 98-108
Author(s):  
Stuart Dinmore ◽  
Keyword(s):  
Teaching And Learning ◽  
Digital Video ◽  
Production Equipment ◽  
Media Production ◽  
Skill Sets ◽  
Minimum Requirement ◽  
Course Content ◽  
Usage Patterns ◽  
Course Material

Use of multimedia for teaching and learning, particularly digital video, has become ubiquitous in higher education. This is driven in part by the growth in blended pedagogies and an increase in students learning solely or partly online. It is also influenced by relatively inexpensive media production equipment, faster internet speeds, student access to mobile devices and a rise in media production skill sets. Where students are studying solely online, this content becomes essential as it replaces the traditional lecture in the design of the course (“course” refers to individual course, subject or unit of study). Digital video can be an extremely effective way to reach students with course content. One of the main benefits is the flexibility it affords. Students can view the course material when and where they like, on multiple devices. They can rewind, slow down or speed it up – they can revisit particular videos prior to assessments. There have been two primary drivers of the development process of this content. Firstly, a focus on high quality, and secondly, a focus on accessibility. Videos have the potential to be more inclusive as they are accessible to students with a range of disabilities. We have included subtitles with all videos as a minimum requirement. What follows is a case study on the creation and distribution of a large volume (around 6000 items) of digital content designed to support teaching and learning in a newly created suite of completely online undergraduate degrees. This case study will outline the various challenges which are presented by creating and supporting this volume of material and is informed by the results of a survey of students, detailing their usage patterns and habits.

Race, Emotions, and Woke in Teaching

2019 ◽  
Vol 121 (13) ◽  
pp. 1-26
Author(s):  
Carl A. Grant
Keyword(s):  
Social Justice ◽  
Social Class ◽  
New Teachers ◽  
Teacher Educators ◽  
Classroom Instruction ◽  
The World ◽  
The Relationship

This chapter queries the meaning and arc of social justice for teachers engaging in mindfulness pedagogy and pursuing the role of emotion in classroom instruction. In particular, this chapter problematizes the relationship between being “woke” and having emotional granularity in relation to one's practice as a teacher. Among other questions, it investigates: How may teacher educators support prospective and new teachers in thinking through what their emotions mean for teaching students who differ from them racially, ethnically, in social class, and in other dimensions of identity? How can prospective and new teachers enact curriculum and practices that embrace students as intellectually able, promising scholars? One cannot fully understand the world in which we live without trying to integrate and understand its emotions. (Dominique Moisi, 2009, p. x)

Technology Integration in a Modified Flipped Spiraling Curriculum

2020 ◽  
pp. 388-410
Author(s):  
Hoda Harati ◽  
J. Michael Blocher ◽  
Shadow William Armfield ◽  
Chih-Hsiung Tu
Keyword(s):  
Technology Integration ◽  
Instructional Designers ◽  
Learner Engagement ◽  
Practical Applications ◽  
Course Content ◽  
Learner Centered ◽  
Develop Technology ◽  
K 12 ◽  
Pre Service Teacher

This chapter describes an instructional method designed to integrate technologies fostering student engagement in a course content where educators reverse the roles traditionally held by teachers and learners. To provide context for this method, it details an example course designed for the pre-service teacher to develop technology integration in their future K-12 classes. This example provides a model of the theoretical rationale that supports practical applications of technology and the reversing constructivist role of the instructors enhancing learner engagement in technology-rich learning environments. In doing so, it introduces technologies fostering learner-centered technology engagement through introducing a “modified flipped spiraling curriculum” model. Furthermore, it demonstrates the performance indicators to evaluate the course and students' achievement of objectives. Finally, it tries to depict this model for instructors, instructional designers, pre-service teachers, and educational technologists to use it as a guide to design and implement similar courses.

Role of Learning Analytics in Enhancing Teaching and Learning

2016 ◽  
pp. 259-281
Author(s):  
Amir Manzoor
Keyword(s):  
Decision Making ◽  
Learning Analytics ◽  
Data Analytics ◽  
Teaching And Learning ◽  
Learning Systems ◽  
Practical Applications ◽  
Research Organizations ◽  
Student Grades ◽  
Tools And Techniques

Data analytics, tools and techniques are no more confined to research organizations. These tools are being adopted by many organizations to generate business intelligence for improving decision making. Higher education institutions (HEIs) are beginning to use data analytics for improving their services and for increasing student grades and retention. Educational learning analytics are used to research and build models in several areas that can influence online learning systems. While use of analytics and data mining in education is increasing, sorting out fact from fiction and identifying research possibilities and practical applications are not easy. This chapter intends to help policymakers and administrators of HEIs understand how learning analytics have been used and can be applied for educational improvements.

scholarly journals Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

2014 ◽  
Vol 16 (2) ◽  
pp. 39-53 ◽  
Author(s):  
Maria Assunção Flores ◽  
Patrícia Santos ◽  
Sandra Fernandes ◽  
Diana Pereira
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Written Narratives ◽  
Key Issues

Abstract This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

scholarly journals Differentiating Instruction in the Language Learning Classroom: Theoretical Considerations and Practical Applications

2018 ◽  
Vol 9 (6) ◽  
pp. 1220
Author(s):  
Diego P. Ortega ◽  
Johanna M. Cabrera ◽  
Jhonny V. Benalcázar
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Academic Excellence ◽  
Classroom Context ◽  
Practical Applications

Differentiated instruction (DI) is a topic that has attracted the attention of in-service and pre-service teachers, teacher educators and educational authorities in the last few decades, because of its great importance and several different affordances for better student learning. In this sense, this article attempts to provide content-area, classroom teachers and English language teachers with a solid understanding of what DI entails by learning about its key characteristics and fundamental reasons for the use of DI within the classroom context. Moreover, the importance behind modifying content, process, and product is not only analyzed in this paper but also the value of adjusting the learning environment is examined as well. Then a brief narrative of a teaching situation in an EFL context is highlighted in order to set the stage and explain the necessity of the implementation of a DI model into the classroom, so that students can experience meaningful and successful language learning. Afterwards, practical applications, based on meaningful and varied ways to differentiate instruction are included, so that language teachers find it easier to help students achieve learning standards. It is concluded that DI helps teachers be responsive to leaners’ needs, interests, ability and language proficiency levels, and learning styles, as DI puts students at the center of teaching and learning, promotes equity and academic excellence, and acknowledges student uniqueness.

Blogging for Effective Teacher Education Course in English as a Second Language

2010 ◽  
pp. 41-55 ◽  
Author(s):  
Francis Bangou ◽  
Douglas Fleming
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Effective Teacher ◽  
Structured Interviews ◽  
Course Content ◽  
Democratic Spaces ◽  
Technological Integration

Two years ago, as teacher educators, the authors decided to integrate the use of blogs into their practice in order to contribute to the development of an understanding of the knowledge base related to the processes of teaching and learning English as a Second Language (ESL) and provide their teacher candidates with a space to critically reflect collectively and individually on course content. In this chapter, the authors use discourse analysis (Johnston, 2008) of semi-structured interviews conducted with these teacher candidates to explore how they use and perceive blogs within a course specifically focused on ESL teaching methods. This allows the authors to problematize the notion of technological integration in teaching and learning and complexify the notion of blogs as democratic spaces (Kuzu, 2007). On the basis of this analysis, the authors formulate four recommendations to guide teacher educators who are working in similar contexts.

scholarly journals FL code-switching in the L1 environment among early-aged monolingual learners: a pilot study

2022 ◽  
Vol 18 ◽  
pp. 75-91
Author(s):  
Marzena Wysocka-Narewska ◽  
Keyword(s):  
Classroom Environment ◽  
Teaching And Learning ◽  
Daily Basis ◽  
Code Switching ◽  
Interesting Phenomenon ◽  
Current State ◽  
Location Patterns ◽  
State Of Affairs ◽  
L1 And L2

Code-switching has recently become an interesting phenomenon to study because it is a part of the developmental processes, as well as the result of the use of, and exposure to, multiple languages. For this reason, code-switching usually occurs during foreign language teaching and learning, “especially when studying English based on the different backgrounds and reasons” (Yusuf, 2009). Accordingly, code-switching can be examined from various viewpoints such as the form, location, patterns, conditions, and functions, in relation to the use or the roles of the L1 and L2 or FL in the classroom, the former being most often referred to. This paper aims to determine the conditions for the use of code-switching in a quite different situation, namely, among very young learners conceived of as monolinguals who happen to switch to English (FL) in the L1 classroom environment. The article opens with a brief characterization of code-switching, defining its most frequent forms and functions, and a description of bilingual and monolingual code-switching contexts, an emphasis being put on the role of L1 in the language adaptation process and switching. The study, composed of a questionnaire distributed among 5 kindergarten teachers in public kindergartens in Poland, has shown bits and pieces of code-switching to be observed among four groups of Polish children (early-aged monolinguals), and their “linguistic behaviors” on a daily basis in the kindergarten classroom. What has been hinted at ranges from the exact situations of switching to language samples, presented according to age, and possible reasons for the current state of affairs.

scholarly journals Growing Lemon Trees from Lemons: Lessons Reaped from a SoTL Faculty Learning Community's Research "Failures"

2017 ◽  
Vol 17 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Linh Dich ◽  
Karen M Brown ◽  
Jeff H Kuznekoff ◽  
Theresa Conover ◽  
John P Forren ◽  
...  
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Research Question ◽  
Research Projects ◽  
Scholarship Of Teaching ◽  
Course Content ◽  
Faculty Learning Community ◽  
Teaching And Learning Research ◽  
Faculty Learning

Failure can be central to faculty research; however, failure produces a vehicle for learning. Through an interdisciplinary faculty community, the authors supported each other in facing, learning from, and overcoming “failed” aspects of research projects. This article reports obstacles encountered in conducting Scholarship of Teaching and Learning research and the role of a faculty learning community in overcoming these challenges. Research pitfalls included lack of student participants, non-significant findings, expectations for understanding related course content, technology issues, use of deception, determining the research question, and managing bias. Ultimately, the faculty learning community engendered a foundation for successful research projects by shared inquiry into these research “failures.” 

Sign in / Sign up

Export Citation Format

Share Document