On My Mind: Getting Back to Class

2003 ◽  
Vol 9 (1) ◽  
pp. 8-10
Author(s):  
Daniel J. Brahier
Keyword(s):  
Teaching And Learning ◽  
Full Time ◽  
College Level ◽  
Inquiry Approach ◽  
University Professor ◽  
Approach To Teaching ◽  
Time Basis

These are just a few of the expressions that I have heard tossed about by teenagers in my classroom this past year. I have even secretly pulled students aside after class and occasionally asked what a slang phrase meant. I have been serving as an administrator, consultant, and university professor for over a decade, and it had been thirteen years since I last taught mathematics on a full-time basis. I decided that it was time to immerse myself in the life of a teacher and took a sabbatical from my college-level work to step back into a classroom and teach full time for a year. The experience was as much of an education for me as it was for my students. I learned many important lessons during that year, but probably the most significant is to keep up the efforts to spread the word about reforms advocated by the NCTM's Standards. An inquiry approach to teaching and learning really does work.

A national survey of demographics composition of Kenyan journalists

Journalism ◽  
2016 ◽  
Vol 18 (2) ◽  
pp. 241-261 ◽  
Author(s):  
Kioko Ireri
Keyword(s):  
National Survey ◽  
Associate Degree ◽  
Roman Catholic ◽  
Bachelor's Degree ◽  
Full Time ◽  
College Level ◽  
Daily Newspapers ◽  
Ethnic Grouping ◽  
Administrative Unit ◽  
Time Basis

This national survey conducted in 2012–2013 (N = 504) examines demographic characteristics of the Kenyan journalists. Findings indicate that the typical Kenyan journalist is male (66%), married (57%), and in his mid-30s (M = 34 years). He tends to have a Bachelor’s degree (46%) and has received college-level training in journalism or communication (91%). However, when it comes to majoring in journalism or communication, most of the journalists were trained at the level of associate degree (45%), followed by Bachelor’s degree (38.5%) and Master’s degree (13.6%). Thirty-three percent of the Kenyan journalists work in daily newspapers, with 73 percent of them employed on full-time basis. In ethnic grouping, about a quarter (24.9%) of Kenyan news people belong to the Kikuyu tribe, followed by Luhya tribe (20%). The results also indicate that the majority of the journalists are from the Rift Valley province (21.4%) – Kenya’s largest administrative unit – followed by Western (19.5%) and Central (15.5%). By religion affiliation, 62.3 percent of the journalists are Protestants and 22.5 percent Roman Catholic. While the majority of the Kenyan journalists (22%) fall in the monthly salary bracket of $375–$625, a significant number of them (17%) earn less than $375 a month.

scholarly journals The Ups and Downs of a French Immersion Kindergarten Teacher: My Journey Toward an Inquiry-Based Approach to Teaching

2014 ◽  
Vol 8 (1) ◽  
pp. 123-138
Author(s):  
Paula Fortier
Keyword(s):  
Teaching And Learning ◽  
French Immersion ◽  
Learning Theories ◽  
Pedagogical Approach ◽  
Emergent Curriculum ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Kindergarten Classroom

Drawing on her lived experiences, and using the metaphor of a Snakes and Ladders game, the author reflects on her teacher practice related to using an inquiry approach in her French Immersion Kindergarten classroom. Looking backward while moving forward in time, she makes visible her process of change, foregrounding how her beliefs about children, teaching, and learning—her educational philosophy—paired with a new understanding of learning theories—in particular, constructivism—shape a pedagogical approach centered in inquiry-based learning. She stories her move from being structured and teacher-directed in her pedagogical approach to embracing an emergent curriculum and a student-centered pedagogy.

scholarly journals Czterdzieści lat studiów archiwistycznych na Uniwersytecie im. Adama Mickiewicza w Poznaniu

2015 ◽  
Vol 2 ◽  
pp. 7-20
Author(s):  
Irena Mamczak-Gadkowska
Keyword(s):  
Teaching And Learning ◽  
National Archive ◽  
Full Time ◽  
Archival Studies ◽  
Scientific Heritage ◽  
Models Of Teaching ◽  
University Professor ◽  
History Of ◽  
Academic Year ◽  
Adam Mickiewicz

W roku akademickim 2015/2016 mija czterdzieści lat od uruchomienia na Wydziale Historycznym UAM studiów archiwistycznych, których twórcą był wybitny archiwista i historyk – profesor Franciszk Paprocki. Autorka artykułu przedstawiła w nim historię specjalności, ewolucję nazwy, programów i modeli kształcenia archiwistów na Wydziale Historycznym UAM, a także specyfikę poznańskich studiów opartych na ścisłej współpracy dydaktycznej z miejscowymi archiwami i urzędami, zwłaszcza z Archiwum Państwowym w Poznaniu. Artykuł pokazuje także dorobek naukowy poznańskiego środowiska archiwistycznego, które może się poszczycić licznymi podręcznikami i skryptami do nauki archiwistyki oraz pracami z zakresu historii, a także szeroką ofertę dydaktyczną, która obejmuje obecnie nie tylko studia dzienne (zarówno licencjackie, magisterskie, jak i doktoranckie), ale także eksternistyczne i podyplomowe. Forty years of archival studies at Adam Mickiewicz University in Poznań Academic year 2015/2016 marks the forty-year anniversary of launching archival studies at the Faculty of History at Adam Mickiewicz University. Professor Franciszek Paprocki, an exceptional archivist and historian, was the author of the course. The author of the article presents the history of the course, the evolution of its name, curricula and models of teaching archivists at the Faculty of History of AMU, as well as a specific character of studying in Poznań – based on a close educational cooperation with the local archives and offices, in particular the National Archive in Poznań. The article shows the scientific heritage of the Poznań archival specialists, who are the proud authors of textbooks for teaching and learning archival studies. Poznań also offers a wide selection of programs, which comprises full-time (BA, MA and PhD levels), extramural and postgraduate courses.

scholarly journals The Fledgling Mindset

2020 ◽  
Vol 3 (2) ◽  
pp. 47-75
Author(s):  
Laura Cruz ◽  
Jennifer Meadows ◽  
Nikki Panter
Keyword(s):  
Teaching And Learning ◽  
Soft Skills ◽  
Ability To Work ◽  
Professional Skills ◽  
Skill Levels ◽  
Student Centered ◽  
Biology Students ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Scientific Skills

As Biology students prepare to complete their undergraduate degrees and continue into either a career or to another degree, the scientific skills learned in the classroom are not enough to secure their professional path. In this study, the soft skills such as the ability to work in a team and to communicate effectively were emphasized within the context of a newly designed Biology course. As a required course for majors within the Department of Biology, students represented a wide array of experiences, skill levels, and motivation. By adopting a guided inquiry approach to teaching and learning, instructors designed a student-centered course that focused on four categories of professional skills: problem solving, communication, teamwork, and career management. Data collected from student surveys were analyzed to determine the effectiveness of these interventions in enhancing student’s abilities and attitudes towards professional skills. These data suggest that students increased their proficiency in attributes valued by employers regardless of gender or major; became more likely to recognize those traits sought by employers; and gained confidence in their ability to use these skills in the workplace.

A State-Wide Earth Science Institute in Missouri

1985 ◽  
Vol 4 (1) ◽  
pp. 63-68
Author(s):  
Clayton Johnson
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Attitude Change ◽  
Teaching And Learning ◽  
Earth Science ◽  
School Science ◽  
Teacher Attitude ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Trained Teachers

One-hundred-fifteen secondary school science teachers in Missouri were trained in 1969-70 in an NSF-funded, state-wide institute in which eight colleges and universities participated. An inquiry approach to teaching and learning, in contrast to lecturing and reciting, was to be used by the newly trained teachers. Because of this, special attention was given, during the training period, to teacher attitudes and attitude change in relation to students and classroom situations. Evaluation showed that the greatest positive change in teacher attitude came during the early, very intensive part of the year-long program.

scholarly journals Working from Home During Covid-19: Doing and Managing Technology-enabled Social Interaction With Colleagues at a Distance

2021 ◽  
Author(s):  
Banita Lal ◽  
Yogesh K. Dwivedi ◽  
Markus Haag
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Digital Media ◽  
Social Life ◽  
Full Time ◽  
Work Lives ◽  
Work Related ◽  
Work From Home ◽  
Working From Home ◽  
Time Basis

AbstractWith the overnight growth in Working from Home (WFH) owing to the pandemic, organisations and their employees have had to adapt work-related processes and practices quickly with a huge reliance upon technology. Everyday activities such as social interactions with colleagues must therefore be reconsidered. Existing literature emphasises that social interactions, typically conducted in the traditional workplace, are a fundamental feature of social life and shape employees’ experience of work. This experience is completely removed for many employees due to the pandemic and, presently, there is a lack of knowledge on how individuals maintain social interactions with colleagues via technology when working from home. Given that a lack of social interaction can lead to social isolation and other negative repercussions, this study aims to contribute to the existing body of literature on remote working by highlighting employees’ experiences and practices around social interaction with colleagues. This study takes an interpretivist and qualitative approach utilising the diary-keeping technique to collect data from twenty-nine individuals who had started to work from home on a full-time basis as a result of the pandemic. The study explores how participants conduct social interactions using different technology platforms and how such interactions are embedded in their working lives. The findings highlight the difficulty in maintaining social interactions via technology such as the absence of cues and emotional intelligence, as well as highlighting numerous other factors such as job uncertainty, increased workloads and heavy usage of technology that affect their work lives. The study also highlights that despite the negative experiences relating to working from home, some participants are apprehensive about returning to work in the traditional office place where social interactions may actually be perceived as a distraction. The main contribution of our study is to highlight that a variety of perceptions and feelings of how work has changed via an increased use of digital media while working from home exists and that organisations need to be aware of these differences so that they can be managed in a contextualised manner, thus increasing both the efficiency and effectiveness of working from home.

Pressures of Managerialism and its Implications: Perspectives from the Centre and the Secondary School

1997 ◽  
Vol 41 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Bridget M. Leggett
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Administration ◽  
Central Office ◽  
School Personnel ◽  
Key Concepts ◽  
Approach To Teaching ◽  
Secondary School Administration ◽  
Western Australian

CENTRALLY prescribed managerialist practices have become part of the assumed processes of secondary school administration. But the logic which linked the new practices for central office bureaucrats was absent in the understandings of teachers in Western Australian secondary schools in 1992. There were substantial differences in the meanings attributed to key concepts and the value ascribed to the required procedures. The implications of these differences are established in this paper, using insights from central office and school personnel. Particular attention is given to the three agendas of school improvement, accountability and participative decision making. The pressure to re-norm the management of schooling has been applied through a range of discursive practices including the use of language, the presumption of meaning and the enforcement of policy. Although claims have been made that these changes have resulted in a more professional approach to teaching and learning, questions remain as to their real impact.

scholarly journals The engagement and retention of non-profit employees in Belgium and South Africa

2016 ◽  
Vol 15 ◽  
Author(s):  
Michelle Renard ◽  
Robin J. Snelgar
Keyword(s):  
South Africa ◽  
Work Engagement ◽  
Qualitative Data ◽  
Turnover Intentions ◽  
Full Time ◽  
Non Profit ◽  
Managerial Implications ◽  
Part Time ◽  
Time Basis ◽  
Depth Interviews

Orientation: A lack of qualitative research exists that investigates work engagement and retention within Belgium and South Africa, particularly within the non-profit sector.Research purpose: The study aimed to gather in-depth qualitative data pertaining to the factors that promote work engagement and retention amongst non-profit employees working within these two countries.Motivation for the study: Because of scarce funding and resources, non-profit organisations are pressured to retain their talented employees, with high levels of turnover being a standard for low-paid, human-service positions. However, when individuals are engaged in their work, they display lower turnover intentions, suggesting the importance of work engagement in relation to retention.Research design, approach and method: Non-probability purposive and convenience sampling was used to organise in-depth interviews with 25 paid non-profit employees working on either a full-time or a part-time basis within Belgium and South Africa. Thematic analysis was used to analyse the qualitative data produced.Main findings: Participants were found to be absorbed in, dedicated to and energised by their work, and revealed numerous aspects promoting their retention including working towards a purpose, finding fulfilment in their tasks and working in a caring environment.Practical/managerial implications: Non-profit organisations should develop positive work environments for their employees to sustain their levels of work engagement, as well as place significance on intrinsic rewards in order to retain employees.Contribution: This study provides insights into the means by which non-profit employees across two nations demonstrate their enthusiasm, pride and involvement in the work that they perform. It moreover sheds light on the factors contributing to such employees intending to leave or stay within the employment of their organisations.

ДІАЛОГІЧНИЙ ПІДХІД ДО ОРГАНІЗАЦІЇ НАВЧАЛЬНО-ВИХОВНОГО ПРОЦЕСУ

2012 ◽  
Vol 33 ◽  
Author(s):  
В. В. Морозов
Keyword(s):  
Secondary Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Approach To Teaching

В статті розглядається діалогічний підхід до організації навчально-виховного процесу та його використання у практиці навчання середньої та вищої шкіл.Ключові слова: діалог, діалогічне навчання.The article deals with the diaglogical approach to teaching and learning process and its application at secondary schools and universities.Key words: dialogue, dialogical training.

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