Search results for: Scolarship
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In this article, the authors have explored the impact of Undergraduate Research Bursaries at Northampton (URB@N) on undergraduate students’ experience of conducting pedagogic research; of acquiring the skills of a nascent researcher; and of working with an academic research leader. The findings demonstrate the positive impact of the scheme for undergraduate learners. Students were able to reflect on their own learning and recognise the value obtained from their ‘hands-on’ experience of conducting pedagogic research in partnership with staff. Students articulated both tangible and intangible benefits from their learning and participation in the scheme. Alongside this, they showed strong allegiance to improving the student experience by wanting to share their findings and contribute to enhancing the learning and teaching environment for current and future learners.
Updated: Oct. 30, 2016
This article describes a multiyear collaboration between two faculty members. that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. Over time, this professional experience has grown into an exchange of roles and responsibilities. The authors conclude with a list of specific lessons learned or tips for other faculty considering such collaboration.
Updated: Jun. 21, 2015
This article presents a qualitative exploration of the critical policy analysis approach to educational policy studies. The authors used a historical approach that makes use of oral history interviews with educational policy. They developed an understanding of the critical approach to policy studies, its appeal among critical education policy scholars, and the rationales driving its use.
Updated: Mar. 12, 2015
The present paper is based on a project in which the author, as a critical friend, worked with six engineering teachers in a Masters program in Machine Engineering in order to stimulate their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The purpose of the study is to investigate the author's values, beliefs and professional practices and how these might have been challenged or changed as a result of being a critical friend to the engineering teachers.
Updated: Feb. 01, 2011
This study focuses on the goal of enhancing student reflection and learning with the key objective being to determine whether a structured reflective tool can enhance students' ability to engage in a reflective cycle. Three cohorts of first year teacher education students in an Australian university were examined over three years.
Updated: Nov. 09, 2009
Learning, Teaching, and Scholarship in a Digital Age-Web 2.0 and Classroom Research: What Path Should We Take Now?
This paper discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s. It describes the contextual conditions in which students use the Web today. Furthermore, the paper also examines how Web 2.0’s unique capabilities and youth’s proclivities in using it influence learning and teaching. A stronger research focus on students’ everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed.
Updated: Jul. 21, 2009
Comments on Greenhow, Robelia, and Hughes: Technologies That Facilitate Generating Knowledge and Possibly Wisdom
Greenhow, Robelia, and Hughes (2009) argue that Web 2.0 media are well suited to enhancing the education research community’s purpose of generating and sharing knowledge. The author of this paper first articulates how a research infrastructure with capabilities for communal bookmarking, photo and video sharing, social networking, wikis, and mash-ups could enhance both the pace and quality of education scholarship, complementing federal investments in cyberinfrastructure. He then argues for a second, more provocative and controversial usage of this research infrastructure: an experimental attempt to generate 'wisdom.'
Updated: Jul. 21, 2009
The Scholarship of Teaching and Web-Based Representations of Teaching in the United States: Definitions, Histories, and New Directions
The relationship between the scholarship of teaching and practitioner inquiry is characterized both by questions of definition (what 'counts' as scholarship and who can produce it) and execution (how to facilitate the representation, interpretation and analysis of teaching). The paper addresses both issues by beginning with an overview of the somewhat ambiguous origins and evolution of the scholarship of teaching in the United States.
Updated: May. 14, 2009
A Sound Research Base for Beginning Teacher Education: Robust hope, action policy analysis and Top of the Class
The article addresses a report of an inquiry into teacher education in Australia, based on Raymond Wiliams' strategies for 'making hope practical.' The report explored the relationships between the five interdependent strategies, and their relationship to sound educational research. The five strategies included critical self-reflection regarding good educational research; identifying good sense in policies and challenging teacher educators to advance life-enhancing agendas; engaging in research with winners and losers in education; assessing the desirability and dangers in current teacher education policies, and communicating the spirit of teacher education publicly.
Updated: Jan. 07, 2008
Countering insularity in teacher education: academic work on pre-service courses in nursing, social work and teacher education
The issues of second order practice are examined in this article which compares teacher educators and educators of preservice courses for nurses and social workers. The article highlights teaching in higher education, research for scholarship, contribution to the original professional field and service to the university, as elements that bolster professional practices. Another discussion centers around tensions created for professional educators when they consider imperatives of both higher education and professional fields.
Updated: Dec. 25, 2007