scholarly journals (Un)seen Undulation: Reflecting on the Ripples made by Artist-Teachers and Researchers

2021 ◽  
Vol 55 (3) ◽  
pp. 674-684
Author(s):  
Adam Vincent
Keyword(s):  
Teacher Identity ◽  
Personal Narrative ◽  
Academic Support ◽  
Learning Preferences ◽  
Teaching Tool ◽  
Teaching Approaches ◽  
Artist Teacher ◽  
Creative Inquiry

This Artistic and Creative Inquiry (ACI) uses personal narrative to share examples of how poetry has been successfully used in both classroom and academic support settings to enhance students’ understanding of course concepts and to identity their own learning preferences. This pragmatic discussion of poetry as a teaching tool is then coupled with a poetic exploration of artist-teacher identity and how this identity influences teaching approaches. The inquiry concludes with a discussion of the power that exists when there is an awareness and ownership of the role of artist-teacher (and researcher) and the impacts that it can have on students and ultimately society.

Addressing the divergence between health science students’ learning preferences and the way their teachers teach

The Advisor ◽  
2021 ◽  
Vol 41 (1) ◽  
Author(s):  
Una L. DeChellis
Keyword(s):  
Learning Preferences ◽  
Health Science ◽  
First Year ◽  
College Level ◽  
Science Students ◽  
Teaching Approaches ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Quantitative And Qualitative Research ◽  
The Relationship

Abstract Both the literature and personal experience show that attrition from prerequisite science courses for the health professions is significant. To examine one possible reason for that attrition, a study was designed to examine the relationship between the teaching approaches employed by college-level anatomy and physiology (A&P) instructors and the learning preferences of first-year health science (FYHS) students. Students and instructors of a first-year Anatomy and Physiology course at a small, private four year college in the Northeast participated in a combined quantitative and qualitative research protocol. Results showed that instructors’ teaching approaches met the participating FYHS students’ learning preferences in some areas but not all. The findings suggest that addressing the gap between FYHS students’ learning preferences and the teaching approaches of A&P instructors could lead to more successful academic outcomes.

Against Subjectivity

PMLA ◽  
1996 ◽  
Vol 111 (5) ◽  
pp. 1063-1068
Author(s):  
Michael Bérubé
Keyword(s):  
Personal Narrative ◽  
The Past ◽  
Word Search

When I was asked to address the role of the personal in contemporary scholarship, I went back and did a quick word search through the various things I've written over the past few years and learned that since 19891 have used the word / in my work no fewer than 7,300 times—and that's not counting this sentence, in which I've managed to use it another 6 times already. So I feel qualified to speak about the use of personal narrative in scholarship—or, more accurately, compelled to speak, since I'm actually too shy to volunteer a response on my own.

Understanding the Role of Type Preferences in Fostering Technological Literacy

2005 ◽  
pp. 106-116
Author(s):  
Karen S. Nantz ◽  
Barbara E. Kemmerer
Keyword(s):  
Knowledge Acquisition ◽  
Organizational Effectiveness ◽  
Information Literacy ◽  
Technological Literacy ◽  
Learning Preferences ◽  
Delivery Methods ◽  
Personality Differences ◽  
Training Delivery ◽  
The Relationship

This chapter examines the relationship between learning preferences and technological literacy. Based upon the work of Carl Jung, Myers-Briggs proposed a framework for understanding personality differences. The chapter suggests that applying this framework to the study of technological and information literacy can increase organizational effectiveness, particularly with respect to training, delivery methods, and information and knowledge acquisition.

Fearing the Other Side

2021 ◽  
pp. 75-106
Author(s):  
Emily Van Duyn
Keyword(s):  
Personal Narrative ◽  
Social Economic ◽  
Political Identity ◽  
The Other ◽  
Economic Interdependence ◽  
Political Beliefs ◽  
Women's Stories

Chapter 4 turns to the reasons why people may hide their political beliefs by looking at the reasons for CWG’s secrecy. This chapter addresses the sociological components of fear—including power and social and economic interdependence—that were at play in the women’s decision to keep their politics a secret. It outlines three types of fear in response to partisan hostility: social, economic, and physical. It recounts the women’s stories of actual retaliation within these categories, as well as the role of personal narrative in fueling fear and building camaraderie. This chapter provides evidence that intensifying polarization has made political identity a source of not only social persecution, but of economic and physical persecution as well.

Designing for Teaching and Learning in an Open World

2017 ◽  
Vol 8 (3) ◽  
pp. 55-67
Author(s):  
Ani Derderian
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Open Architecture ◽  
Teaching Approaches ◽  
Open World ◽  
New Ideas ◽  
Based Instruction ◽  
Task Based Instruction

Concepts about tasks have been considered as the major part of analysis in different teaching approaches. Instructors are being more interested in the use of task-based instruction in foreign and second language teaching. Task-based instruction and teaching strategies are implemented by emphasizing meaning. The purpose of this paper is to introduce and discuss some major principles of open architecture in the application of task based instruction in areas such as second language vocabulary acquisition, grammatical rules, and expressing new ideas. This manuscript examines the following topics (a) Task based (supported) instruction, (b) Open Architecture teaching design, and (c) The role of technology in language learning.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

scholarly journals Braiding Designs for Decolonizing Research Methodologies: Theory, Practice, Ethics

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Heather E McGregor ◽  
Brooke Madden ◽  
Marc Higgins ◽  
Julia Ostertag
Keyword(s):  
Research Design ◽  
Design Process ◽  
Teacher Identity ◽  
Research Projects ◽  
Research Methodologies ◽  
Decolonizing Methodologies ◽  
Decolonizing Research

Describing methodological design in decolonizing research as the intersection of theory, practice, and ethics, we share four focused micro-stories from our respective research projects. The metaphor of braiding represents the methodological design process within each of our research stories, significantly influenced by Dwayne Donald’s (2012) Indigenous métissage. Heather grapples with notions of reciprocity, Brooke considers the role of place in the construction of teacher identity, Marc engages with reworking photovoice, and Julia brings relationships with plants into her methodological design. Intentionally interrupting each other and ourselves, we feature the moments and movements of research design that are iterative, recursive, messy, and sometimes stuck, in contrast to the linear, untainted and dogmatic methodologies that assert themselves around us. Meanings and relationships may be produced in braiding our micro-stories together, exceeding what might be possible if they were presented separately. Readers may be invited into imagining the design of decolonizing methodologies beyond those we enacted.

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