Applying a Christian perspective to educating gifted students through talent development framework

In this article, we examine conceptions of giftedness through a Christian perspective and through a talent development paradigm ( Subotnik et al., 2011 ). We intersect aims of Christian education with a developmental view of giftedness in order to inform pedagogical approaches in educating gifted/high-potential students. In applying the characteristics of Christian pedagogy of uniqueness, purpose, stewardship, and Christian character, teachers of the gifted can create contexts for students to explore authentic learning experiences in ways that develop specific strengths and talents for kingdom purposes.

Rethinking General Education Program for Integrating Local Contexts and English Contents

The local and global dimensions are now in balance within the COVID-19 pandemic in all sectors, education needs to be adapted and disrupted for tomorrow. Local contexts in the stream of global movement concerns curriculum and instruction. The local contexts are significant content to promote English by various kinds of contents. This research purposes to study general education program for integrating local contexts and English contents. Target group consisted of teachers who have been taught basic English courses, general education program. The research tools used questionnaire and interviewing form to study the problems and needs for understanding the general education category by integrating content according to local context. As it finding, the local context is the authentic learning experiences that students can learn, they can make a link between local and global dimensions. Conceptual framework is proposed for rethinking genera; education program for integrating local and global English courses, the study needs more discussion how to help students develop learning abilities through the suitable curriculum and instructional practices.

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

STUDENT REFLECTIONS IN COURSE-BASED UNDERGRADUATE RESEARCH EXPERIMENT IN A FIRST-YEAR CIRCUITS COURSE

At the University of Calgary, we piloted a course-based undergraduate research experience in thefirst year circuits course. The intention was to provide authentic learning experiences, with the ultimate goal of fostering deep learning in the students. Using qualitative coding, these reflections were analyzed with a framework from self-determination theory to understand the studentlearning and motivation throughout the experience. There were 10 themes that emerged, categorized within the three elements of the theoretical framework: competence, relatedness, and autonomy.

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

A fine romance? Developing a Transformational School-University Partnership

This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding.Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had eventuated. These benefits include authentic learning experiences and the raising of university aspirations for school students.

Real-World Ethical Dilemmas in Laboratory Safety for Microbiology Under-Resourced and Outreach Teaching

With modernization of safety standards for microbiology outreach teaching laboratories, ethical challenges arise in teaching microbiology for the public good without short-changing students in under-resourced situations, or when institutional support is subpar. Still, educators want students to engage using applied skills for inquiry, research-based microbial learning activities – safely. Following several United States microbial outbreaks, federal investigation traced sources back to teaching laboratories. Policy discussions ensued. The American Society for Microbiology (ASM) Task Force provides recommended but not mandated guidelines; however, guidelines are not amenable by all. Here, a real-world, ethical scenario of a university-level outreach microbiology laboratory course hosted at several locations provides context for under-resourced challenges in safety compliance. In this example of biomedical and public health ethical considerations, upper administration puts the onus on instructors to assure safe labs for their students and the general public. Temporarily hired instructors without curriculum or sufficient institutional support are put in precarious positions with often egregious practices to get the job done. This scenario is examined with different public health ethical frameworks and principles: non-maleficence, beneficence, health maximization, efficiency of policy regulations, respect for institutional and instructor autonomy, justice, and proportionality balancing stakeholder concerns. Sample curricular strategies are employed to mitigate these challenges. Taking a utilitarianism framework of the greatest good for the most benefit, this paper advocates for social justice supporting access to education as a moral duty. Administrations should ensure instructors are supported sufficiently to provide safe, authentic learning experiences. Solutions for under-resourced outreach teaching are needed for public trust.

Creating Authentic Learning Through Online Personal Learning Networks

As educators face challenges in creating and cultivating authentic learning experiences in online education, a new paradigm for peer-to-peer learning has emerged: personal learning networks (PLNs). This article outlines autoethnographic research conducted in summer 2019, in which six participants from distinct virtual PLNs reflected on the benefits of PLNs as a model of peer-to-peer learning, how their experiences within PLNs aligned with Rule's themes of authentic learning and ways PLNs can be incorporated into online programming to create deep, authentic learning environments. The study findings align with the core principles of authentic learning: (a) real-world scenarios, (b) inquiry and thinking skills, (c) discourse with the community, and (d) empowerment. The study makes a strong case for the incorporation of PLNs into traditional online programming as a means to create unique and authentic learning experiences.