Going beyond the Text: Interactional Competence in Reading Comprehension Class

Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers’ ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources.

Teaching Graduate Technology Management Students With Innovative Learning Approaches Around Cybersecurity

Every year in the U.S., 40,000 jobs for information security analysts go unfilled, and employers are struggling to fill 200,000 other cybersecurity related roles. Colleges and universities have created certificates, undergraduate, and graduate programs to train professionals in these job roles. This issue becomes more complicated when you explore the that competent workers in this field need more than just book knowledge to be effective. Engaged and experiential learning approaches encourages experimentation and expanding teaching cybersecurity beyond the use of just classroom lectures, textbooks, and PowerPoint slides. The use of experiential and scenario-based learning approaches helps students to develop real-world problem solving and critical thinking skills that demonstrate expertise beyond course grades and degrees. Developing the ability to strategic and adaptive is vital to be effective. This case study research intends not to reconstitute theory but to influence the practice of cybersecurity education through the use of innovative applied and engaged learning approaches.

Exploring Project-Based Teaching for Engaging Students' Mathematical Learning

The declining interest of learners in mathematics in the learning process has resulted in poor achievement (Yeh et al., 2019). To get rid of these poor achievements, we explored project-based teaching in four topical areas (e.g., mathematical concepts of coordinate geometry, trigonometry, sequence, and series) in the school mathematics. This paper results from observing changes in engagement of learners in learning mathematics by motivating them through the project-based learning (PBL) guided by two theories – knowledge constitutive interests (Habermas, 1972), and collaborative and cooperative learning under the paradigms of interpretivism and criticalism. In this ethos, PBL is an “engaging and learner-directed approach that provides equal opportunities for students to explore their knowledge and understanding” (Thomas, 2000, p. 12). More specifically, we adopted the 'action research' method with the secondary level students (Grade IX) of one of the institutional schools in their classrooms. The information was collected by observing and recording the changes seen in consecutive seventeen days. The research landed that project-based learning is an appropriate pedagogy for engaged learning. The study revealed that the students were motivated while they got opportunities to interact in the projects. Moreover, the findings show that PBL is helpful to engage the learners through questioning, pair/group discussion, discovery learning, and concept mapping.

Engaged Mathematics Learning as/for a Transformative Praxis

Engaged learning in mathematics is essential to students' success and has a significant role in creating a transformative path in mathematics education. Considering this, this editorial attempts to highlight the role of behavioural, cognitive, affective and agentic aspects of engaged learning. It is impossible to bring all aspects of this complex and multidimensional construct in this short editorial; however, we try to open a new avenue by bringing the issue of engaged learning into pedagogical practices of mathematics in the context of Nepal. The discourse opens up how disengaged learning creates a mathematical Othering and its detrimental effects on mathematics education. Moreover, this discourse binds with the major features of classroom engagement, conceptualize and the impact of engaged learning on students' success. The editorial ends with a brief overview of the issue.

HUBUNGAN ANTARA PSYCHOLOGICAL WELL-BEING DENGAN ENGAGEMENT LEARNING PADA MAHASISWA

Psychological well-being dan engagement learning merupakan beberapa hal yang perlu diperhatikan guna meningkatka sistem pendidikan yang lebih baik. Penelitian ini bertujuan untuk meneliti hubungan antara psychological well-being dengan engagement learning pada mahasiswa. Populasi pada penelitian ini adalah mahasiswa Fakultas Psikologi UKSW yang merupakan mahasiswa aktif dan tidak dalam status cuti kuliah, mulai dari angkatan 2016 sampai angkatan 2019. Teknik sampling yang digunakan dalam penelitian ini adalah purposive quota sampling dengan partisipan sebanyak 91 mahasiswa. Alat ukur yang digunakan dalam penelitian ini mengacu pada Skala psychological well-being disusun menurut Carol Ryff (1989) yang bernama psychological well-being scale (PWBS) dan untuk engagement learning diukur menggunakan skala Engaged Learning Index (ELI) yang disusun berdasarkan penelitian Schreiner & Louis (2006). Hasil dari penelitian ini menunjukan bahwa terdapat hubungan positif yang signifikan antara PWB dengan engagement learning (r= 0498; p < 0,05), hal ini menujukan bahwa semakin tinggi psychological well-being pada mahasiswa maka semakin tinggi pula engagement learning pada mahasiswa tersebut, begitu pula sebaliknya. Dengan hasil tambahan bahwa PWB memiliki kontribusi sebesar 24,8% terhadap engagement learning.

الكتاب في فقرة

الدين والقيم محورية التزكية الروحية في بناء المجتمع، محمد حلمي عبد الوهاب، القاهرة: نيوبوك للنشر والتوزيع، ط1، 2020، 160 صفحة القيم الوطنية في المناهج التعليمية، مفتاح بن هدية، عمّان: دار الأيام للنشر والتوزيع، ط1، 2020، 288 صفحة القيم الأخلاقية في المجتمع العربي بين النظرية والممارسة، مجموعة من الباحثين، تنسيق: نسيسة فاطمة الزهراء، عمّان: دار الأيام للنشر والتوزيع، ط1، 2020، 3 مجلدات، 898 صفحة المسلمون والغرب والتأسيس القرآني للمشترك الإنساني، أحمد الفراك، فرجينيا: المعهد العالمي للفكر الإسلامي، ط1، 2021، 392 صفحة المشترك الإنساني والتواصل الحضاري والديني أية أرضية؟ وأي أفق؟، مجموعة مؤلفين، تنسيق أحمد الفراك وعبد الباسط المستعين، عمّان: دار ركاز للنشر والتوزيع، ط1، 2021، 515 صفحة قيمنا الإسلامية والتسارع الحضاري كيف نتعامل مع معطيات الحضارة المعاصرة، يوسف الملّا، القاهرة: دار السلام للطباعة والنشر والتوزيع والترجمة، ط1، 2020، 336 صفحة إدارة الجودة الشاملة في التعليم، خالد الصرايرة ورضا المواضيه وخالد الزيديين، عمّان: دار وائل للطباعة والنشر والتوزيع، ط1، 2019، 223 صفحة القيم الأخلاقية الواردة في كتب التربية الإسلامية "كتب المرحلة المتوسطة من التعليم الأساسي بلبنان"، شيرين خورشيد، بيروت: نشر خاص، 2019، 280 صفحة تطوير تقويم أداء كليات جامعة الملك سعود في ضوء مدخل القيمة المضافة، عبد اللطيف ابن عبد الله، القاهرة: المنظمة العربية للتنمية الإدارية، ط1، 2019، 223 صفحة حوكمة المؤسسات في ضوء الفكر المعاصر، سامح عامر وياسمين السنطيل، الأردن: دار الفكر للنشر والتوزيع، ط1، 2020، 408 صفحة أنثروبولوجيا الفقه الإسلامي: التعليم والأخلاق والاجتهاد الفقهي في الأزهر، آريا نكسا، بيروت: مركز نهوض للدراسات والبحوث، ط1، 2021م، 511 صفحة منظومة القيم المقاصدية وتجلياتها التربوية، فتحي حسن ملكاوي، عمّان: المعهد العالمي للفكر الإسلامي، ط1، 2020م، 287 صفحة The Value of Critical Knowledge, Ethics and Education: Philosophical History Bringing Epistemic and Critical Values to Values, by Ignace Haaz, geneva: net, June 2019, 234 pages. Islamic Law and Ethics, Edited by David R. Vishanoff , Herndon: The International Institute of Islamic Thought, June, 2020, 222 pages. Value and the Humanities: The Neoliberal University and Our Victorian Inheritance (Palgrave Studies in Literature, Culture and Economics, by Zoe Hope Bulaitis, Edinburgh: Palgrave Macmillan, June 2020, 326 How to Market a university: Building Value in a Competitive Environment, by Teresa Flannery, Baltimore: Johns Hopkins University Press, January 2021, 256 Higher Expectations: Can Colleges Teach Students What They Need to Know in the 21st Century? by Derek Bok, New Jersey: Princeton University Press, August 2020, 232 Cracks in the Ivory Tower: The Moral Mess of Higher Education, by Jason Brennan and Phillip Magness, UK: Oxford University Press, June 2021, 176 Teaching the Whole Student: Engaged Learning With Heart, Mind, and Spirit, Editing by David Schoem & Christine Modey, & Edward P. St. John, Stylus Publishing, May 2017, 292

Kitchen Wizards: Community Engaged Learning at The Wolfville Farmers’ Market

This article tells the story of an introductory, undergraduate required course with a significant community service-learning project developed in partnership between the School of Nutrition and Dietetics at Acadia University and the Wolfville Farmers’ Market. This partnership began in 2009, with the vision of putting food and community at the centre of the School’s pedagogy. After two years of developing a trusting relationship between the partners with the integration of focused assignments, a community-service learning initiative called Kitchen Wizards was created. Kitchen Wizards, now in its 10th year, engages 50 to 80 first-year School of Nutrition and Dietetics’ students with the community each fall semester through a Food Commodities course. The initiative introduces 6 to 12-year-old children to in-season local vegetables through a taste-testing experience centered around a simple, healthy recipe made from local produce at the Farmer’s Market, which gives the children purchasing power to buy a vegetable with a three-dollar voucher after participating in the tasting. This Kitchen Wizard’s story was developed from an action research case study, grounded in a constructivist paradigm, which explored the community-valued outcomes of this program over a three-year period, as well as the student and institutional benefits. This study was conducted by a team that included the Wolfville Farmers’ Market Coordinator and the Director of the School of Nutrition and Dietetics who teaches the Food Commodities course. Through observation, dialogue and in-depth interviews conducted with students, teaching assistants, community members, Market staff, faculty, and university administration, insights were derived that illuminate community engaged learning as a key strategy for teaching about local food systems that puts both food and community at the centre.

Going beyond the Text: Interactional Competence in Reading Comprehension Class

Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers’ ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources.