关键词： Arts   Arts-based pedagogy   Learning   Nursing students   Grounded theory  

摘要： Background: Educators implement arts-based pedagogy with the hope that it will foster meaningful learning for students. However, nursing students have varied reactions to artistic assignments, and there is a need to further understand students' learning processes with this novel approach and the factors influencing their learning. This understanding could promote the more effective implementation of arts-based pedagogy into nursing education. Objective: To develop a theoretical understanding of how and when undergraduate nursing students learn through arts-based pedagogy. Design: Constructivist grounded theory. Settings: Canadian baccalaureate nursing program. Participants: Thirty third-year undergraduate nursing students and eight of their nursing instructors. Methods: Participants who had experienced arts-based assignments were recruited with purposive and then theoretical sampling. We collected four sources of data: a socio-demographic questionnaire, semi-structured interviews, photo/art elicitation, and field notes. The socio-demographic data were analyzed with descriptive statistics and all other data with constructivist grounded theory procedures. Results: Our findings revealed that students had to navigate a creative process with arts-based assignments, which involved several iterative phases. This type of learning was unique within their program and somewhat constrained by the context of nursing education. There was notable variation in the students' experiences. Although many reported meaningful learning, approximately 20% of the students did not value the assignment. Our findings elucidated multi-level enabling and restraining factors that influenced students' engagement with and learning from this creative process. Conclusions: These findings provide insight into modifiable factors that influenced students' engagement and learning, and have important implications for making ABP accessible and meaningful for more students.

关键词： art education   young people   pedagogy   social justice   arts  

摘要： Art education is often praised for its engaging programmes and inclusive pedagogies, with many initiatives created with the intention of widening access for those who are deemed to be lacking. This article investigates one such programme - the young people's Arts Award, which is a nationally recognised qualification for young people aged 11-25. I call upon a range of pedagogies in order to critique the Arts Award within the context of informal and alternative education settings in the United Kingdom. Drawing on a 12-month ethnographic study, the research was conducted across five diverse programmes which included youth work projects and alternative provision. I present two cases - 'learning to be an artist' and 'learning to behave' - which demonstrate a hierarchy of pedagogy in the application of this programme across these particular contexts. Artists' Signature Pedagogies are used as an analytical framework to explore the affordances of working with artists through the programme. Further, I engage with the Pedagogy of Poverty to demonstrate that young people who were classified as 'dis-engaged' were more likely to receive lower quality programmes, low-level work and over-regulated teaching. I argue that despite changes to the ways that young people access art education, there continues to be unequal opportunities. This finding is significant for not only creative practitioners and youth arts workers, but also arts education policy makers and programmers.

关键词： Knowledge management  

摘要： [...]being a product of the human mind, the synthesis process is inherently prone to personal bias; the same information processed by two minds can lead to subtle (or perhaps not so subtle) differences in the resulting truths. [...]the very act of coding plays an important contributing role in knowledge creation in that it enhances and solidifies comprehension of ideas in the mind of the sender. The quality of study design is judged by a combination of (1) the appropriateness of the working hypotheses to the problem of interest; (2) the selection of signals monitored and recorded; (3) the selection and control of independent variables; and (4) the breadth of the parameter space probed by the study. In turn, the quality of study execution is determined by the precision and accuracy of resulting data, dictated by limitations of measuring devices and control systems, and the degree to which the test methodologies employed conform to accepted standards in the cognizant research community.

关键词： Crosslinguistic pedagogy   Multilingual practice   Monolingual bias   Teacher beliefs  

摘要： The present study examines the perceived benefits of a crosslinguistic approach to language teaching, which consists essentially of promoting interaction between all of the learner's languages to facilitate additional language learning. Specifically, this paper reports on a pilot study that involved pre-service ESL teachers in Quebec (Canada) taking a foreign language course designed to foster crosslinguistic interaction, an approach which runs counter to the monolingual (target-language-only) bias of the Quebec Education Program. The key learning events of this crosslinguistic approach are intended to trigger reflections in pre-service teachers regarding their own perspective on language teaching. Preliminary findings suggest when given the opportunity to explore their multilingual repertoire, learners become aware of the positive impact of such practice on their understanding of target language features, which triggers a sense of success. Semi-directed interviews allowed to shed light on the future teachers' reflective stance regarding the potential of adopting a crosslinguistic approach to second/foreign language teaching. (C) 2020 Elsevier Ltd. All rights reserved.

关键词： Bahrain   critical pedagogy   dialogue   Paulo Freire   praxis   reform  

摘要： This paper is a conceptual analysis in methodology. The purpose it fulfils is that of analysing the critical and dialogic pedagogy of Paulo Freire, to arrive at implications of Freire's philosophy and approach for the current educational context of the Kingdom of Bahrain. The Bahraini context is currently one of major economic, social, and educational reforms. Despite several reform initiatives, however, schools in Bahrain are still not advancing as they should be and deficiencies continue to exist in students' development of higher-order thinking skills, such as critical thinking, problem-solving, and analysis. Among the implications made by this study are ones related to: teaching and learning practices within a classroom, cultivation of 21st Century skills, curriculum development and planning, and the role played by the teacher. The paper ends with a number of significant recommendations for teachers and policy-makers, which can enhance education in Bahrain and help it progress faster. These recommendations can also prove to be useful to other parallel contexts regionally and internationally.

关键词： Urban education   reality pedagogy   ratchetdemic   Black youth  

摘要： This article explores the dynamic between Black youth and their teachers through an exploration of an approach to teaching and learning embedded in the complex cultural knowledge(s) of this population. It interrogates the concepts of ratchedemics and reality pedagogy as both philosophy and practice for moving past the framing of particular populations as dystopian and non-academic in the pursuit of the mirage of urban educational utopia.

关键词： Critical pedagogy   rhetorical listening   sociology of sport   writing studies   sport  

摘要： This article argues for a pedagogical approach to the sociology of sport and physical education that centers writing. Drawing on student reflections from my first year seminar in academic writing 'Social Inequality and Sports,' I demonstrate that students are more inclined to entertain the imperatives of critical pedagogies in the context of sport - the development of critical consciousness and transformative praxis - when they are empowered to take greater ownership over their own learning through intensive writing that is guided by principles of rhetorical listening. Writing assignments - including reading responses, a literature review paper, and a work of original analysis of an empirical site or text of their own choosing - that require students to listen to the academic literature on sport and social inequality challenge them to reevaluate their preconceived notions about sport, facilitating outcomes sought by critical pedagogies. Responses to an automatic writing prompt at the beginning and end of the semester reveal that this approach can yield a dramatic perspectival shift in students who enter the course with typical investments in normative understandings of sporting cultures, prompting them to leave it with a newfound openness to critique.

关键词： Higher education   Qualitative research   Pedagogy   Assessment   Academic libraries   Business faculty  

摘要： Purpose This study seeks to illuminate business instructors' undergraduate pedagogical processes toward developing resources and services to support their teaching. Design/methodology/approach The authors recruited participants through purposeful sampling and collected data through semi-structured interviews. The transcriptions were coded using a grounded theory approach. Findings The findings of this study demonstrate that faculty are motivated to be good teachers and want to engage in opportunities to improve. However, lack of time and teaching with technology pose pedagogical learning curves for faculty. Institutional support for improving teaching is welcomed, but it may also be perceived as white noise against competing priorities and a deluge of information. Lastly, business, as a discipline, may uniquely use informational formats such as multimedia and case studies that may pose a challenge to traditional collection development. Research limitations/implications The project was designed to be exploratory, small-scale and grounded in approach. This study does not purport to be statistically representative nor are the recommendations meant to be prescriptive. Practical implications Academic libraries should be more intentional about positioning subject librarians to provide suggestions for textbooks or other course materials, collecting, organizing and preserving case studies and multimedia and their relationships with publishers that use models that subvert collecting textbooks. Libraries should also partner with technology and pedagogy support units to offer cooperative programming when possible. Originality/value This study contributes to the fields of library and information studies, business and education by articulating the unique needs of instructors within the larger contexts of business pedagogy, and the evolving relationship between libraries and undergraduate teaching support.

关键词： Intercultural reflection   Chinese as a foreign language   intercultural competence   ICLT  

摘要： This article examines cultural and intercultural views and beliefs about learning Chinese as a foreign language (CFL) made by two fifteen-year-old students. Data collected from classroom observations, stimulated recall, unstructured and semi-structured interviews show the students regularly reflecting on language and culture outside the classroom. Findings indicate that, despite this reflection, without opportunities for explicit intercultural reflection during class, students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence. Using observation and interview data, opportunities for inclusion of intercultural comparison and reflection are analysed and used to develop an intercultural teaching plan which was trialled in the researcher's own CFL classroom. A description and evaluation of this plan are provided and show that by adding a regular comparative, connective, and reflective dimension, incorporating students' linguistic and cultural experiences students are able to decentre and develop critical awareness of themselves and of others.

关键词： Data science   interdisciplinarity   pedagogy   analytics   curriculum design  

摘要： Data science is an interdisciplinary field that generates insights in data to aid decision-making. Recognizing that data scientists must be interdisciplinary, agile, and able to adapt to data analysis across many domains, both academia and the industry are striving to integrate interdisciplinary learning and transferable skills into data science curriculum. This paper introduces an interdisciplinary approach to teaching the foundations of data science. We evaluate two different interdisciplinary formats. The first format considers collaborative efforts among instructors with different academic disciplines. The second involves a sole instructor that discusses data science concepts from different disciplines and related to business processes, computer science, and programming. We demonstrate that interdisciplinarity ensures favorable learning experiences and produces high learning outcomes. We also show that our course design maintains and promotes interdisciplinarity even in situations where logistical constraints would not support the use of multiple instructors to deliver one course.