关键词： Building construction   Architectural education   Virtual reality   VR technology  

摘要： The recent development in information technology has huge opportunities to improve the architectural education in terms of methodologies, strategies and tools. Building construction courses taught in the College of Architecture and Design at Jordan University of Science and Technology mainly depend on the traditional_Teacher-centered_method of teaching. This research suggests a virtual environment technology as a tool to develop new educational approach for these courses. This study developed computer software for this purpose to deal with building construction using virtual reality technology (BC\VR software). This software is designed by the authors for research purpose and presents 4D model (3D model and time dimension) for certain building construction phases using VR technology to do immersive and non-immersive virtual reality experience for the users. This research aims at evaluating the (BC\VR Software) in architectural education of building construction courses as a case study at Jordan University of Science and Technology (JUST) in terms of three axes: providing students with the building construction information, achieving enjoyment, and the integrating with other courses. The study sample was selected from the population of building construction students at Jordan University of Science and Technology (JUST). A structured questionnaire was designed and distributed to the students of the abovementioned classes. The results show that the VR software has the ability to achieve the three axes better than those of the traditional teaching method. As a conclusion, using the BC\VR software as a tool in building construction courses is very useful and effective for the students. The VR technology is also applicable on other architectural courses. (C) 2019 The Authors. Published by Elsevier B.V. Alexandria University.

关键词： 21st century writing   composing technologies   composition pedagogy   smartphones  

摘要： This article reports on how a group of students describe their use of smartphones in writing classrooms. Based on 143 survey responses and 10 interviews, this study found that students often described their smartphone use as a reflection of their classroom environment. When motivated in class, these students used mobile devices as conduits for participation, accessing course materials, learning more about discussion topics, or writing notes. But when instructors failed to make course content relatable, understandable, or engaging, the students turned to their smartphones as sources of distraction. These findings encourage composition instructors to view smartphone use as, in part, a reflection of teaching methods and the course environments, rather than universal indications of students’ distraction or disinterest. And while many researchers have advocated for new course designs or assignments that account for the proliferation of networked composing technologies in university students’ lives (e.g., Yancey, 2009;Clark, 2010;Dryer et al., 2014), these findings call for further research to address how students’ access to networked mobile devices may require composition instructors to shift teaching methods and models, rather than solely course content. © 2019 Elsevier Inc.

关键词： Educative curriculum   Engineering education   Mixed methods   Pedagogical reform   Professional development  

摘要： The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts. The INSPIRES educative curriculum materials and PD provided a mechanism for teachers to transform their teaching to meet the NGSS challenges. This study followed a longitudinal triangulation mixed methods design. Selected lessons were video recorded, scored on the Reformed Teaching Observation Protocol (RTOP) rubric, and examined for qualitative trends. Year 1 results indicated that teachers had begun to transform their teaching and pointed to particular lessons within the INSPIRES curriculum that most facilitated the reform. Instructional practices of participants improved significantly as a result of the INSPIRES PD program and also aligned with previous, similar studies. These findings provide insights for rethinking the structure of professional development, particularly in the integrated use of an educative curriculum aligned with intended professional development goals.

关键词： Creativity   Creative pedagogy   Kindergarten teacher   Teachers' beliefs   Teaching practice  

摘要： The purpose of the present study was to uncover kindergarten teachers' beliefs about creative pedagogy, their perceived implementation of creative pedagogy in teaching practices, and factors contributing to differences between teachers' beliefs and practice in China. A questionnaire was used to collect data from 698 in-service kindergarten teachers in Shanghai, China. Results showed that teachers overall held positive attitudes towards the importance of four dimensions of creative pedagogy (namely possibility thinking, interpersonal exchange, self-initiated pursuit and teacher-oriented pursuit). Teachers also reported favorably about all these four dimensions in their practice. However, there is divergence between teachers' beliefs and their reported practice. Teachers had neutral beliefs about teacher-oriented pursuit but implemented this more in their reported practice. They had strong beliefs about possibility thinking, interpersonal exchange and self-initiated pursuit but they focused less on these aspects in teaching. Teachers themselves, family, and teaching materials and environment may be the key contributing factors to the divergence of beliefs and practice. These findings have implications for kindergarten teacher professional development programs and the implementation of creativity reform in China.

关键词： Skills   Data handling   Data literacy   Information literacy   Digital humanities pedagogy   Information and library science   Public-funded research  

摘要： Purpose Public-funded research in digital humanities (DH) enhances institutional and individual research missions and contributes open data to a growing base of globally networked knowledge. The Digging into Data 3 challenge (DID3) (2014-2016) is an international, interdisciplinary and collaborative grant initiative, and the purpose of this paper is to explore skills that faculty and students brought to projects and others they acquired and shared on collaborative teams. Design/methodology/approach Rooted in the naturalistic paradigm, this qualitative case study centers on semi-structured interviews with 53 participants on 11 of the 14 DID3 projects. Documentary evidence complements empirical evidence;analysis is constructivist and grounded. Findings Hailing from diverse academic research institutions, centers and repositories, participants brought 20 types of discipline-based or interdisciplinary expertise to DID3 projects. But they reported acquiring or refining 27 other skills during their project work. While most are data-related, complementary programming, management and analytical skills push disciplinary expertise toward new frontiers. Project-based learning and pedagogy function symbiotically;participants therefore advocate for aligning problem-solving skills with pedagogical objectives at home institutions to prepare for public-funded DH projects. A modified content analysis juxtaposes DID3 skills with those advanced in 23 recent DH syllabi to identify commonalities and gaps. Originality/value Pedagogy has an important yet under-researched and underdeveloped role in public-funded DH research.

关键词： Cultural diversity   child development   early care and education   preschool quality  

摘要： Theoretical and empirical research is challenging long-held assumptions about how culture shapes children's thinking, emotions, and actions. No longer is 'culture' thought to be a family-based characteristic that operates upon children's development in predictable ways. Instead, culture is considered inseparable from the developmental process, in which children use cultural artefacts from multiple contexts to make sense of experience, and modify the cultural artefacts they employ. This dynamic model of individual variation, which defies broad or stable categorizations, poses a significant challenge to policy-makers and practitioners who seek a systematic approach to quality in early childhood education (ECE) programs. The 'food, fashions, and festivals' approach to cultural diversity in preschool classrooms is insufficient when learning is understood to be a cultural process that varies across time and place. Findings from a multi-disciplinary review of literature on culture and development are presented and implications for ECE pedagogy, practice, and policy are discussed.

关键词： English   Sri Lanka   primary education   time on task   student-centred pedagogy   teaching methods  

摘要： Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official 'appointment' as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised.

关键词： Early childhood   elementary   teaching and learning   culturally sustaining pedagogies  

摘要： This article highlights four qualitative studies that examine young diverse populations (i.e. middle-class African-American learners, Latinx immigrant children, emergent bilingual writers, and teachers of low-socioeconomic African-American learners) using culturally relevant and culturally sustaining pedagogies as our theoretical lens. The research questions are (1) What are the features of classrooms that support culturally sustaining learning for young children? (2) What social, cultural, and linguistic resources do learners draw upon when engaging in culturally sustaining spaces? Findings in this paper indicate that (a) children need critical safe spaces to foster CSP (b) children draw knowledge from varied resources and (c) teachers' must be able to navigate policies to implement practices that utilize students' cultural referents.

关键词： Antioppressive pedagogy   antiracist pedagogy   emotions   curriculum theory   higher education  

摘要： If as a collective society we desire to challenge oppression as it exists, we must individually commit to learning about race, in all its facets, and racism as an institution at an emotional level. Although there are many ways to accomplish these ends, antiracist pedagogy - as antioppressive education - is an effective method to do so through its focus on the intersections of race. This study shares how participants in a higher education classroom emotionally experienced studying race and racism. Using a narrative inquiry hybrid, results of this inquiry include how emotions are at the core of such learning, particularly because they can be racially segregated and relationally complex. The lack of research about the relationship between racism and emotions is felt acutely in higher education classrooms, so this study contributes to our understandings of antioppressive pedagogy in such classrooms. Since the overall goal of antiracist pedagogy is antiracist change and classroom emotions are an impending result, the dilemma of focusing on emotions persists. Subsequent implications for antiracist pedagogy specifically, and antioppressive pedagogies broadly, include explicitly addressing the emotionality of antiracism as an ongoing praxis.

关键词： Non-white   early career academic   physical education and sport pedagogy   othering   autoethnographic approach  

摘要： Conversation regarding the challenges and pressures that Early Career Academics (ECAs) face in the current context of the neoliberal university sector has begun to grow generally, and in the field of Physical Education and Sport Pedagogy (PESP) in particular. However, the additional challenges faced by non-white PESP academics in their early careers have, as yet, been absent from the ECA conversation. In this paper, I draw upon my own experiences as a non-white, female ECA with English as an additional language (EAL), working in the field of PESP in a developed English-speaking country, to explore racialised discourses and practices in the academia. To do so, I make use of a critical whiteness lens and an autoethnographic approach. In the analysis of the narratives, I invite others to reflect on how race is socially constructed, on the 'extra effort' that non-white academics with EAL must expend in order to survive colour-blind academia, and on the limited options for agency among non-white ECAs. The paper concludes with reflections on how academics need to open the dialogue 'just a bit more' to include non-white academics in the conversation about ECAs working in neoliberal university contexts to create spaces for equitable work.