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2022 ◽  
pp. 004208592110651
Author(s):  
Kavita Kapadia Matsko ◽  
Karen Hammerness ◽  
Robert E. Lee

Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a context-specific teacher education framework, we conducted a mixed-methods study of seven urban-focused programs to understand how they targeted preparation for urban contexts. We found that while programs offer multiple opportunities to learn about content embedded in context, fewer opportunities exist for candidates to practice in context, and that faculty play a critical bridging role in designing practice opportunities that are informed by program vision.


2022 ◽  
pp. 1148-1159
Author(s):  
Dan Tannacito

This chapter examines the struggles of bilingual authors to write in English as an additional language. Autobiographical works in English illustrate themes found to be central to the development of biliteracy. The theme of finding voice is a highly variable theme in the writing of many bilinguals. The theme of constructing identity takes multiple forms as bilingual authors renegotiate their identities in the additional language. The struggle for place is a theme that permeates the narratives of expatriation, exile, immigration, and repatriation. These three struggles offer new writers opportunities to learn to develop their own creativity. Teachers of English as an additional language can structure their curricula to reflect the language learning practice of reading and writing.


2022 ◽  
pp. 235-251
Author(s):  
Jill T. Tussey ◽  
Leslie Haas

This chapter is based on supporting students impacted by poverty through literacy education. Specifically, it looks at literacy methods, resources, and strategies that offer students engaging opportunities to learn in safe and supported environments. Student-centered instructional examples provide both voice and choice through quality pedagogical practices. As the wealth gap continues to widen, it is more important than ever to be diligent in ensuring equitable access to educational resources available to all students regardless of income status. Within this chapter, the authors have offered ways in which educators can access some of these resources.


Author(s):  
Irwin Weiser

Abstract This article discusses how the concept of undergraduate research has evolved from an artificial academic exercise, typically introduced in first-year composition courses, to an authentic activity that engages students in primary research. Through these authentic experiences, students have opportunities to learn why research is valued in colleges and universities, to see themselves as makers of knowledge, and often to contribute to their communities.


Author(s):  
Terri L. Herron ◽  
Casey J. McNellis

The real-life failures of others provide vivid opportunities to learn. Audit failures and rule infractions stemming from Public Company Accounting Oversight Board (PCAOB) inspections represent the few instances where detailed information about financial statement audits is made publicly available. The PCAOB enforcement reports contain a wealth of information and offer greater transparency in regard to the audits of SEC registrants. This project uses these reports to teach real-life lessons in the context of the complex regulatory environment in which registered audit firms operate. Students examine the information from these enforcements and then craft and present the stories of the related audit failures. This approach has a proven impact on learning, and students who completed the project reported enhanced knowledge of the regulatory process and audit standards. The student presentations can also be used in a professional environment for CPAs to earn CPE. We provide advice to faculty who wish to pursue a similar option.


2021 ◽  
pp. 026765832110588
Author(s):  
Tim Greer ◽  
Johannes Wagner

Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.


Author(s):  
Nicole Koehler ◽  
Erica Schmidt ◽  
Matthew A Roberts ◽  
Jenepher Ann Martin

Background: Medical students are predominantly exposed to patients with chronic conditions during acute episodes requiring hospitalisation. Consequently, this limits students’ opportunities to learn about continuity of patient care. Unlike hospitalised patients, patients undergoing haemodialysis attend dialysis clinics in ambulatory/outpatient settings multiple times per week over long time periods. Patients undergoing dialysis would be well placed to share their knowledge of their own chronic illness and their experience of patient-centred care. This study explored the willingness of patients undergoing haemodialysis to interact with the same medical student throughout the academic year. Methods: Twenty-seven patients undergoing dialysis at four dialysis units were interviewed.Results: Twenty-five patients indicated that they would be willing to regularly interact with students. Patients indicated that they would permit students to conduct a range of activities (e.g., taking a medical history). All 25 were willing to provide students with verbal feedback. Twelve were willing to provide written feedback. In terms of interacting with students, there were two predominant groups: 1) those who focus on the students’ needs and are prepared to interact with students frequently and over a long duration and 2) those who have had “enough” after a while and are prepared to interact with students over a shorter duration. Conclusions: Patients undergoing haemodialysis could provide students with opportunities to follow a patient’s journey, provided the length and frequency of the patient–student interaction is matched with patient preferences. 


2021 ◽  
pp. 025576142110588
Author(s):  
Young Joo Park

This study investigates music learning video content at e-Hakseupteo, a government-supported e-learning platform utilized during the COVID-19 pandemic, and provides suggestions for remote music learning in the future. The data from music learning videos in e-Hakseupteo were extracted via each subject to statistically analyze the data in various aspects including provision regions, the content providers, target audiences, video titles, and contents of each music learning video. As a result, this analysis demonstrated that e-Hakseupteo offered students fewer opportunities to learn music than other subjects because of the significant lack of music learning videos. In addition, e-Hakseupteo has provided unequal music educational opportunities and regional discrepancy due to the unintentional access settings. Finally, the music learning videos at e-Hakseupteo were produced by specific agent groups in Seoul with limited experts. Implications and suggestions are provided for the sustainability of remote learning in music education.


2021 ◽  
Author(s):  
◽  
Elizabeth Harrison

<p>Existing research consistently identifies large differences in mathematics achievement between students from high and low socioeconomic status backgrounds. The link between socioeconomic status and student achievement has been repeatedly acknowledged throughout the literature, but reasons for this link are not yet fully understood. This study builds on existing international research, which identifies a large number of potential key influences for the disparity in mathematics achievement. The aim of this study was to identify which of the potentially key influences were possibly influencing student mathematics achievement in a high and a low decile New Zealand primary school, thereby suggesting ways to improve student mathematics achievement in the low decile school.  Often, changes within education, including in many intervention programmes, are generic, made without identifying the specific needs of an individual school and its students. The tools developed during this research were designed to be used in schools, allowing evidence-based needs to be identified, and any changes made to be targeted at the specific needs of the school and its students.  This research was conceived within a qualitative paradigm, and followed a collective case study design, focusing on two case schools, a high decile school (Pīwakawaka School), and a low decile school (Whio School). Data were collected through classroom observations, archival records, interviews, questionnaires, and physical artefacts, using tools specifically designed for this study. The data were analysed using grounded theory, allowing theories to emerge from the data.  The data collected from each school were compared and two theories emerged. The first theory is that students in the high decile school appeared to be doing a greater amount of mathematics than students in the low decile school. The second theory is that students in the high decile school appeared to have more opportunities to learn new mathematics than students in the low decile school. Additionally, the findings suggested that, due to the complex nature of teaching, there was more than one key influence on student mathematics achievement contributing to each of these emergent theories.  This research suggests that teachers at Whio School may be able to improve student achievement in mathematics by increasing both the amount of mathematics students interact with and the number of opportunities to learn new mathematics their students receive.</p>


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