scholarly journals High Heels and High Expectations: Feminist Teaching in a Neoliberalist University

2017 ◽  
Author(s):  
Elina Penttinen ◽  
Marjut Jyrkinen
Keyword(s):  
Active Learning ◽  
Large Scale ◽  
Study Data ◽  
Pedagogical Practices ◽  
Leadership Roles ◽  
High Expectations ◽  
Course Content ◽  
Construction Of Knowledge ◽  
Mind Set

This study aims to examine the suitability of feminist student-centred active learning pedagogy in large-scale classroom settings in a contemporary neoliberalist university context. In the current individualist culture in the academia where students implicitly have adopted a customer-like mind-set, they need to be rational in terms of what they study and how they use their time. Weargue that feminist values are what makes student-centred active learning successful and will enhance the academic expertise of students. However, the values of inclusiveness, low-hierarchy, co-construction of knowledge, and empowerment of feminist pedagogy need to be revisited in the contemporary context. Low-hierarchy may signal to students that they have the ‘upper’hand. Instead of engaging actively in the classroom, they challenge the course content and pedagogical practices. On the basis of our case study data, we claim that this attitude is inherently gendered. Thus, paradoxically, teachers in feminist classrooms need to be careful about the role of ‘service provider’ and assume more assertive leadership roles in order to ensure successful learning outcomes.

Assessing the outcomes of an active learning exercise

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marie Elaine Gioiosa ◽  
Katherine Kinkela
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Study Data ◽  
Student Knowledge ◽  
Content Type ◽  
Learning Groups ◽  
Course Content ◽  
Alternative Approach ◽  
Post Test ◽  
Active Learning Method

PurposeThe purpose of this study is to propose an alternative approach to the think-pair-share active learning method and assess it for outcomes.Design/methodology/approachThis paper evaluates student knowledge of the course content presented in the study (data analytics and artificial intelligence) using a pre- and post-test process with control (lecture-based) and test (active learning) groups. A mixed method approach was used. The quantitative portion included the test scores being analyzed statistically. The qualitative portion included analyzing the open-ended question on the post-test.FindingsThe results note that the active learning exercise improves student learning outcomes in a statistically significant manner (p < 0.001). The open-ended question on the post-test provides positive student feedback.Originality/valueThe active learning exercise used in this study offers an alternate approach to the “think” and “pair” portions of the think-pair-share method and determines whether learning outcomes are improved after implementation of the alternative method.

scholarly journals Seed and Soil: Psychological Affordances in Contexts Help to Explain Where Wise Interventions Succeed or Fail

2020 ◽  
Vol 29 (3) ◽  
pp. 219-226 ◽  
Author(s):  
Gregory M. Walton ◽  
David S. Yeager
Keyword(s):  
Social Context ◽  
Large Scale ◽  
Treatment Effects ◽  
Social Contexts ◽  
The Social ◽  
Social Belonging ◽  
Mind Set ◽  
Advance Theory ◽  
Key Aspects

Psychologically “wise” interventions can cause lasting improvement in key aspects of people’s lives, but where will they work, and where will they not work? We consider the psychological affordance of the social context: Does the context in which the intervention is delivered afford the way of thinking offered by the intervention? If not, treatment effects are unlikely to persist. Change requires planting good seeds (more adaptive perspectives) in fertile soil in which those seeds can grow (a context with appropriate affordances). We illustrate the role of psychological affordances in diverse problem spaces, including recent large-scale trials of growth-mind-set and social-belonging interventions designed specifically to investigate heterogeneity across contexts. We highlight how the study of psychological affordances can advance theory about social contexts and inform debates about replicability.

scholarly journals Challenges and Responses to the Vulnerability of Families in a Preschool Context

2016 ◽  
Vol 6 (4) ◽  
pp. 29-49
Author(s):  
Nada Turnšek ◽  
Olga Poljšak Škraban ◽  
Špela Razpotnik ◽  
Jana Rapuš Pavel
Keyword(s):  
Qualitative Research ◽  
Large Scale ◽  
Preschool Education ◽  
Study Data ◽  
Structured Interviews ◽  
Qualitative Research Study ◽  
Lack Of Information ◽  
Vulnerable Families ◽  
Study Results

Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents’ vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun & Clarke, 2006), we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings “from door to door” and “adaptation/flexibility”, and amongst experts, under the headings “powerlessness/incompetence/lack of information” and “power/innovation/sensitivity”. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool teachers.

scholarly journals Exploring Outcomes of Service-Learning Participantion: Evidence from Pakistan

2019 ◽  
Vol 16 (Number 2) ◽  
pp. 125-154
Author(s):  
Hamdan Said ◽  
Iqbal Ahmad ◽  
Faizah Mohamad Nor
Keyword(s):  
Service Learning ◽  
Content Knowledge ◽  
Vocational Training ◽  
Study Data ◽  
Education Students ◽  
Job Market ◽  
Course Content ◽  
Skilled Manpower ◽  
Training Institute

Purpose - This study explored the perspectives of teachers on outcomes of service-learning participation in vocational training institutes. The main purpose was to gain a better understanding of outcomes concerning service-learning participation of vocational training institute students in Pakistan. Methodology - A total of 315 respondents participated in the study. Data were collected from 15 randomly selected vocational training institutes using a self-designed questionnaire which was drafted and validated after expert approval. The construct validation of the questionnaire was established through Exploratory Factor Analysis. Findings - The findings indicated that participation in service-learning resulted in increased course content knowledge, the development of interpersonal skills, and the development of a volunteering attitude among the vocational institute students. Significance - This study is one of the few studies related to academic outcomes of vocational education students as a result of service-learning participation. The results facilitate understanding of the pedagogical role of service-learning as a practical teaching approach, and would be of particular interest to employers who are looking for skilled manpower in the current job market.

A Classification Framework for Exploring Technology-Enabled Practice–FrameTEP

2016 ◽  
Vol 54 (7) ◽  
pp. 901-921 ◽  
Author(s):  
Sarah Prestridge ◽  
Carlos de Aldama
Keyword(s):  
Large Scale ◽  
Digital Games ◽  
Study Data ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Pedagogical Beliefs ◽  
Classification Framework ◽  
Teachers Beliefs ◽  
Technological Competency ◽  
Effective Use

This article theorizes the construction of a classification framework to explore teachers’ beliefs and pedagogical practices for the use of digital technologies in the classroom. There are currently many individual schemas and models that represent both developmental and divergent concepts associated with technology-enabled practice. This article draws from a depth of literature in this field to synthesize a classification framework used as an analytic tool to interpret technology-enabled practice. The framework was drawn from literature covering teachers’ epistemic beliefs, pedagogical beliefs, pedagogical approaches, technological competency, and perceived levels of learning. It emerged as a result of the need to analysis case study data from a large-scale research project into the effective use of digital games in the classroom: Serious Play: Digital Games, Learning and Literacy for Twenty First Century Schooling. Yin suggests the use of a uniform framework to enable cross-case synthesis. The framework provides an analytical tool to help interpret why and how teachers are using, in this case, digital games in their classrooms. It also provides a significant contribution to the variances in technology-enabled practice along the traditional-constructivist continuum as well as to the relationship in how teacher beliefs direct pedagogical practice and choice of technologies used for learning.

scholarly journals Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness

2019 ◽  
Vol 9 (4) ◽  
pp. 63
Author(s):  
Laurie O Campbell ◽  
Samantha Heller ◽  
Ronald F DeMara
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Approach ◽  
Course Content ◽  
Exam Preparation ◽  
Innovative Method ◽  
Extra Credit

In this case study, an active learning approach to exam preparation in engineering was investigated. The Learner Video Thumbnailing (LVT) strategy incorporated video blogs (vlogs) to reinforce course content. In this innovative method, students voluntarily choose one of two roles as either the role of a spectator (watching the vlogs) n=69 or the role of a vlogger (creating the vlogs) n=8 to earn extra credit on a formative exam. Data collected in this study included the vlogs, scores on the achievement questions, and a post-interview of the vloggers. Differences in video development by gender were identified. The use of the LVT approach promoted improved achievement and student engagement.

scholarly journals Perceptions and Expectations of Students towards the Role of Academic Advisors in Malaysian Public Universities

2019 ◽  
Vol 8 (2S9) ◽  
pp. 757-760
Keyword(s):  
Undergraduate Students ◽  
Public Universities ◽  
Tertiary Education ◽  
Early Stage ◽  
Simple Random Sampling ◽  
Study Data ◽  
Academic Advisors ◽  
High Expectations ◽  
Perceptions And Expectations

Academic advising is affected by the expectations and perceptions of students towards the role of academic advisors. This study examines Malaysian public university students’ perception and expectation towards the role of academic advisors. In this study, students’ expectations refer to students’ assumptions regarding the role of academic advisors upon their tertiary education registration while students’ perceptions refer to the students’ assumptions six months after registration for tertiary education. A self-developed questionnaire measuring students’ perception and expectation towards academic advisors through academic, personnel, social and career development, was used for this study. The questionnaire was validated and piloted on randomly selected 40 undergraduate students. The reliability of the questionnaire using the alpha Cronbach was .809. A simple random sampling was used to select a total of 400 students from two Malaysian public universities to participate in this study. Data analysis revealed that at the early stage of tertiary education, students have high expectations towards the role of academic advisors but after six months of living on campus their perception towards the role of academic advisors decreases. The study provides several justifications for the decreasing towards the role of academic advisors.

Lean in? The role of single sex schools in the gendering of confidence in high school adolescents

2021 ◽  
Vol 30 (2) ◽  
pp. 139-149
Author(s):  
Terrance W Fitzsimmons ◽  
Miriam S Yates ◽  
Victor J Callan
Keyword(s):  
Self Efficacy ◽  
Large Scale ◽  
Team Sport ◽  
Leadership Roles ◽  
Self Confidence ◽  
Single Sex ◽  
Significant Difference ◽  
Age Cohort ◽  
A Minor

Structural inequalities and stereotypes are held out as explanations for gender differences in reported levels of confidence. However, while it is reported that in the absence of stereotypes women and men should possess identical levels of self-confidence, no study to date has tested this hypothesis. Single sex schools were identified as an environment where structural bias might be mitigated. From a survey of 9,414 Australian adolescents aged 13–17 years attending single sex high schools, no significant difference in overall self-efficacy was identified between genders. Overall, by age cohort there was no significant difference between boys’ and girls’ self-efficacy, with a minor exception of the 15 years cohort. Self-efficacy levels were linked to participation in team sport and undertaking leadership roles. The study provides the first large scale study that demonstrates that women are no less confident than men under conditions where gendered structures are mitigated by their environment.

The Role of Sense of Direction and Other Factors During Navigation in a Large-Scale, Unconstrained Environment

2013 ◽  
Author(s):  
Elisabeth J. Ploran ◽  
Ericka Rovira ◽  
James C. Thompson ◽  
Raja Parasuraman
Keyword(s):  
Large Scale ◽  
Sense Of Direction

Magnetic Properties of xCeO2•(50 − x) PbO•50B2O3 Glasses and Glass Ceramics

2017 ◽  
Vol 13 (1) ◽  
pp. 4486-4494 ◽  
Author(s):  
G.El Damrawi ◽  
F. Gharghar
Keyword(s):  
Magnetic Properties ◽  
Large Scale ◽  
Glass Ceramics ◽  
Magnetic Behavior ◽  
Crystal Formation ◽  
Dual Roles ◽  
Effective Agent ◽  
Ordered Structures ◽  
Essential Change

Cerium oxide in borate glasses of composition xCeO2·(50 − x)PbO·50B2O3 plays an important role in changing both microstructure and magnetic behaviors of the system. The structural role of CeO2 as an effective agent for cluster and crystal formation in borate network is clearly evidenced by XRD technique. Both structure and size of well-formed cerium separated clusters have an effective influence on the structural properties. The cluster aggregations are documented to be found in different range ordered structures, intermediate and long range orders are the most structures in which cerium phases are involved. The nano-sized crystallized cerium species in lead borate phase are evidenced to have magnetic behavior.  The criteria of building new specific borate phase enriched with cerium as ferrimagnetism has been found to keep the magnetization in large scale even at extremely high temperature. Treating the glass thermally or exposing it to an effective dose of ionized radiation is evidenced to have an essential change in magnetic properties. Thermal heat treatment for some of investigated materials is observed to play dual roles in the glass matrix. It can not only enhance alignment processes of the magnetic moment but also increases the capacity of the crystallite species in the magnetic phases. On the other hand, reverse processes are remarked under the effect of irradiation. The magnetization was found to be lowered, since several types of the trap centers which are regarded as defective states can be produced by effect of ionized radiation. 

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