Renewed coexistence: learning from steering group stakeholders on a beaver reintroduction project in England

Species reintroductions are growing in popularity, and example motivations include supporting species populations or the restoration of ecosystem function. Interactions between humans and the reintroduced species are likely to occur post-reintroduction. Coexistence between humans and wildlife is adaptive and dynamic, in part requiring management of conflicts between humans and wildlife, or of conflicts between humans over wildlife management. We seek to learn from the experiences of steering group members in a Eurasian beaver (Castor fiber) project in England and identify how governance of coexistence with reintroduced species may differ from the governance of coexistence with species that are already present in the landscape. Using a qualitative thematic analysis of an online survey, we identify a series of lessons in six key areas: (1) project governance, (2) stakeholder engagement, (3) research and monitoring programme, (4) strategy to manage arising conflicts, (5) public engagement, and (6) broad perspectives on reintroduction trials. We advocate for reflective evaluation as an essential component of reintroduction projects to enable knowledge-sharing from experiences, leading to improved practices in the future. Reflecting on our analysis, we identify and define ‘Renewed Coexistence’—a new term that draws on pre-existing coexistence knowledge but identifies the unique elements that relate to governing coexistence with reintroduced species.

The Development of Reflective-Scientific Learning Model to Improve 21st Century Learning Skills In Historical Learning

<em>This research aims to develop the Reflective-scientific Learning Model to accommodate 21st-century learning skills in learning history. The ADDIE instructional design was used as the research method to develop the learning model. The research participants were 120 senior high school students. The Reflective-scientific Learning Model consists of five learning stages: historical engagement, critical-exploration, communicative-explanation, creative-elaboration, and reflective evaluation. The research results prove the feasibility and effectiveness of the developed learning model in improving students' 21^st-century learning skills in the learning history process. It means that the developed learning model can accommodate the needs of the 21^st-century learning skills and the learning history objectives. Based on this research, the authors highlight that the elaboration of the learning model can provide a space for synchronizing learning history objectives with other educational concepts from various disciplines. Thus, further research and development in the history education landscape should provide more opportunities for elaborating the learning models to amend the role and impact of learning history in the 21^st century</em><em>.</em>

Zines as Reflective Evaluation Within Interdisciplinary Learning Programmes

This paper presents a unique method for documenting and reflecting learning in interdisciplinary science learning settings, which prioritises the perspectives of marginalised learners and which may be used across cultural contexts. Short for “magazine” or “fanzine,” zines are small DIY booklets which can contain poetry, narrative, drawings, comics, collage and more. Often associated with radical or alternative cultures, they can become a kind of self-made soapbox for the creator, a material artifact that, by its very deconstructed and deconstructing nature, encourages a personalised remixing of ideas. Within this paper, we examine the practical and pedagogical positioning of zines within a STEAM (Science, Technology, Engineering, Arts, and Mathematics) context. As both a visual and text-based artifact, a zine is uniquely capable of capturing broad responses to diverse learning experiences which blur disciplinary boundaries and offers an inclusive and firmly emancipatory approach to reflective practice.

Commentary on “A reflective evaluation of the Bradford positive behaviour support – in reach service”

Purpose The purpose of this paper is to consider the needs of children and young people with intellectual disabilities (ID), autism and challenging behaviour including those with mental health difficulties in the light of the article “A reflective evaluation of the Bradford Positive Behaviour Support – In Reach Service”. Design/methodology/approach The author’s reflections on experiences of working with this cohort as a clinician and manager are presented in this paper. Also, this paper presents the following: consideration of recent policy, guidance and literature associated with the provision of support to children and young people with ID or autism at risk of residential placement or hospital admission; reflection on gaps in research and practice in how to best support this group of children, young people and families with complex and diverse needs. Findings The success of the Bradford and other similar services is discussed along with a reflection about the benefits and potential gaps in Positive Behavioural Support services working to meet the needs of this group of children and young people, and their families. Originality/value The importance of areas providing more consistent and high quality multi-agency early preventative support and intensive support for those in crisis is discussed. The need for further research and development of ways of working with this cohort, including harder to reach young people and families, is discussed.

Promoting significant learning in a cultural craft course

The study explores creating intentional cultural dialogue through craft and cultural heritage and examines significant learning experiences of a cultural craft course reported by thirty-two (N = 32) exchange students. The students were from ten countries and studied Cultural Heritage and Craft Education in the International Study Programme at the University of Eastern Finland during the academic year 2018–19. The methods applied in the course were significant learning and collaborative designing for supporting cultural dialogue. Data were collected through reflective essays and reported in Dee Fink’s taxonomy of significant learning framework. The analysis identified six types of significant learning experiences and confirmed that cultural heritage embodied in crafts serves as a significant platform for cultural dialogue. That is, a holistic craft process including designing, making and reflective evaluation can support cultural learning. The research contributes to the development of international study courses and provides means to enhance cultural dialogue in the context of craft education.

Perspectives of the Entrepreneurial Education in the European and National Contexts

The following chapter presents the views of students who participated in the International Project Entrepreneurship and Communication in Multicultural Teams (ECMT+) within Erasmus+. The chapter focuses on the comparison of outcomes related to participants' self-reflective evaluation in the form of a self-reflective diary and an interview in two rounds of the ECMT Intensive Programs held in Wildau, Germany, in 2018 and in Roanne, France, in 2019. The goal of the chapter is to make contributions to university curricula development in terms of introducing “learning by doing” related to the selected topics identified by the Intensive Programs participants within the post-evaluation of the project. Comparing the reflection expressed in self-reflective diaries in 2018 and 2019, in the latter, it can be observed that the students are able to analyze their attitudes and reflections in a more complex way than in the former one.

Revisiting an English extensive reading program in a low “commercial” resources setting

This paper is a teacher’s critical reflection on the implementation of an Extensive Reading (ER) Program in a teaching context with low resources of commercial graded readers. The paper presents the teacher's dialogue with the ten principles for ER in designing and implementing an ER program. During this process, there are several issues related to the education system and culture as well as the availability of L2 resources. The paper firstly starts with the initial reflection on the previous practices on teaching English reading at a tertiary level to identify the problems. Next, the rationale for initiating an Extensive Reading Course is laid out. Then, samples of teaching activities implemented during the program are presented. Lastly, reflective evaluation of the program is presented with several contextual and pedagogical considerations in working at a low English “commercial” resources context.

Evaluasi Reflektif Pengembangan Karakter Bangsa (Nasionalisme) Dalam Pendidikan Agama Buddha Tingkat Sekolah Dasar

The Objective of this Study is to a reflective evaluation of Indonesian national character in the education of Buddhism in elementary schools, which can produce a picture that poures national values character (nationalism) in the context of learning that is administered. The reflective evaluation is carried out with the CIPP evaluation model, which includes five constructs and five reflective Buddhism educational instruments wich consits of context dimensions, the teacher’s interest, the teaching materials, the learning process and the product. All instruments are valid and reliable. The result of the development of the reflective evaluation instrument of Buddhist education that has been built consists of five aspects / dimensions of evaluation with the name Context, Teachers’ Knowledge / Interest (Input), Materials (Input), Process and Product (Product). The content of the nation’s character in Buddhism is explicit in the components of History, Faith (Saddha), Behavior or Morality (Sila), Buddhist holly Books (Tipitaka), Meditation (Samadhi), and Wisdom (Panna), accumulated in context, input, process, and output, through the evaluation of the Buddha’s education refelective in the development of the nation’s character.

Learning to “Walk the Talk”: Reflexive Evaluation in Community-First Engaged Research

While a considerable body of literature advocates for participatory evaluation methodologies within community-centred community-campus engagement (CCE) projects, there has been limited study to date on how a “community-first”, or community-driven approach to CCE may be informed and strengthened by reflexive evaluation practices. Reflexive evaluation involves a critical reflection on the positionality of participants in relation to the processes they are engaged in and attempting to influence. In response to this gap, this article develops a reflexive account of our activities and influence, as academics, within an evaluation of the first phase of the multi-year pan- Canadian CCE project known as Community First: Impacts of Community Engagement (CFICE). Building on the experiences of community and academic partners across a collective reflective evaluation of over forty demonstration projects within Phase I of CFICE, we reflexively examine our own efforts to incorporate common community-first CCE working practices into the evaluation processes to which we contributed. This examination reinforces scholarly assertions about the crucial position of community voices in co-governance of CCE projects, the need to reduce institutional constraints to community participation, and the value of nourishing relationships within CCE work. The approach explored in this article complements more general evaluation methods for practitioners seeking to ensure accountability to community-first values in their work. The article also explores how reflexive evaluation can inform practitioners about deeper personal and collective introspection and transformations related to relationships and processes associated with employing community-first CCE working practices.