Embedding Academic Literacies through Growing Student and Staff Communities

In the UK, HE practical writing support has not kept pace with advances in our understanding of how students learn to write in their disciplines or greater comprehension of the nature of these discourses they are acquiring. Current institutional provision can be still be characterized as fragmented offering generic, deficit focused, skills-based instruction, despite such approaches being theoretically discredited. One alternative means to develop academic literacies in more inclusive and nuanced ways is to embed this work at a disciplinary level; while long recommended this model is unusual in the UK. This paper reviews approaches to embedding academic literacies work and reports on our attempts to embed writing development work within a social science department through an extended action research project which aimed to increase student mastery of academic literacies within one department. We focused on building opportunities for engagement using Writing Exemplars, Retreats and Writing Circles. Key features of our work are identified that appear transferable and may further facilitate successful interdisciplinary collaborations.

Implementasi Pembelajaran K13 Terhadap Prestasi Belajar Siswa Kelas X IPS Mata Pelajaran Ekonomi Di SMAN 1 Ende

The aim of this research are to know (1) the implementation of K13 at SMA Negeri 1 Ende in academic year 2016/2017. (2) students achievement of class X of social science department on economics subject at SMA Negeri 1 Ende in academic year 2016/2017 This research used descriptive qualitative approach. The main instrument of this research was researcher ownself. Interview, observation and documentation were the method used for gathering data. Meanwhile, interactive models of Miles and Huberman used for data analysis. he result shows that (1) the implementation of K13 already applied properly. (2) after K13 implemented during teaching and learning process, the achievement of students can be seen through the spirit of the students to find out what they do not know yet are high. Beside that, the students are also active participate in classroom, and they tend to ask and discuss more. The conclusion and suggestion addressed to; first is to the teacher who handle social science economic subject is expected to keep trying on increasing students understanding about K13; second is to the students as the object where K13 implemented are expected to be more active and participate in classroom activities so that their achievement can be increased.

Citizen, Academic, Expert, or International Worker? Juggling with Identities at UNESCO's Social Science Department, 1946–1955

ArgumentThis paper explores the links between the competing scientific, disciplinary, and institutional identifications of social scientists working for international organizations and the nature of the work produced in these establishments. By examining the case of UNESCO's Social Science Department from 1946 to 1955, the paper shows how the initial lack of organizational identification diminished the efficiency and productivity of the Department and slowed down the creation of an international system for research in the social sciences. It then examines how the elaboration of such identification resulted from a period of trial and error during which several national, academic, and scientific models were explored. The paper concludes that only the discourse of “moral sensitivity” kept the Department together at a time when disillusions regarding internationalism, the destabilization of the meaning of nation, and suspicion towards some Western disciplines rendered unacceptable the universalization of a single international social scientific identification.

The Education of Research Psychologists in Sweden

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.