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1 – 10 of 193Joseph Seyram Agbenyega, Kiiko Ikegami and Corine Rivalland
Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers…
Abstract
Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.
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Anthony Clarke and Juanjo Mena
The impact of Covid-19 on students and teachers, on courses and programs, and on schools and universities is unparalleled in the history of education. Indeed, many authors have…
Abstract
The impact of Covid-19 on students and teachers, on courses and programs, and on schools and universities is unparalleled in the history of education. Indeed, many authors have gone as far as to contend that the pandemic resulted in a paradigm shift in education. This chapter explores this contention by first looking at the history of paradigm shifts in education writ large, and then the implication of those shifts on teacher education, in general, and on practicum mentoring, specifically.
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This paper aims to unite framing theory with instructional practice through the introduction of a novel instructional activity.
Abstract
Purpose
This paper aims to unite framing theory with instructional practice through the introduction of a novel instructional activity.
Design/methodology/approach
This study is designed to showcase how framing theory can be used to inform educational practice.
Findings
In keeping with framing theory and effects, the exercise serves to strengthen and reinforce the investment of students. The feedback collected via the framing activity provides a means for professors to modify or re-frame course content to best meet students’ needs.
Research limitations/implications
Framing theory can be used as an effective means of developing instructional resources. Linking theory to practice within instructional design demonstrates the applied significance of framing theory, particularly within educational contexts.
Practical implications
By utilizing this activity on the first day of class, instructors can address institutional challenges posed by fluctuating enrollment. In addition, the information gathered from the activity will help instructors to cultivate a learning environment from students’ own wealth of experiences, interests and goals.
Originality/value
This paper introduces an innovative instructional activity designed to be used on the first day of a course. The primary objective of this technique is to guide students into establishing a personal connection to a course while providing a vehicle to tailor course content to students’ interests and expectations. This approach, which is not limited to a specific discipline, is a unique and effective means of uniting framing theory with instructional practice in order to develop a framework for a meaningful and memorable course.
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Mohamed Omran, Zhiying Huang and Yan Jin
This study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for…
Abstract
Purpose
This study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for immersive learning within the auditing discipline. Through this exploration, we aim to discern how cinematic depictions can educate and encapsulate the intricate dynamics of real-world auditing scenarios, thereby enriching the educational experience for budding auditors.
Design/methodology/approach
By employing an action research methodology, this study engaged 134 auditing students from China in an experiment, using a questionnaire to assess their grasp of auditing concepts like internal control, corporate governance, and professional ethics.
Findings
Preliminary findings underscore the efficacy of movies as pedagogical tools. These movie experiences bridge the gap between theoretical knowledge and its real-world application, particularly highlighting the nuances of professional ethics and corporate governance. Results show that such a method amplifies students’ comprehension of auditor skillsets, practical complications, and ethical insight and nurtures professional scepticism about tangible audit issues.
Research limitations/implications
This study illuminates a novel virtual learning approach using movies that primes students to exercise critical thinking and augments cognitive skillsets, especially when navigating ethical conundrums. The broader implication is the potential enhancement of auditing education quality in China, presenting educators with an innovative teaching modality that bolsters students’ critical analysis and cognitive development.
Practical implications
This study has multiple implications for auditing education policy. It underscores the imperative need for curriculum revision in contemporary auditing education. Our study can significantly change contemporary auditing education by incorporating movie-based experiential learning. Educators and institutions in China and other parts of the world explore this avenue, customising it to fit the unique requirements of their respective courses and the country’s contexts. Our study also highlights the challenges and recommendations for real-world audit simulation for auditing education. While our research highlights the promise of educational movies, it also sheds light on the potential difficulties in their integration. Audit educators need adequate support and training for effective assimilation, ensuring they leverage educational movies to maximise learning outcomes. Careful curation and selection of movies, combined with strategic planning, are paramount to this teaching method’s success. With the continual evolution of video tools, there is an opportunity for a more immersive and holistic education model, shaping the next generation of auditors.
Originality/value
This study offers insights into innovative strategies to imbue real-world experience into traditional curricula, ensuring relevance and applicability across diverse educational landscapes.
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Helena Kantanen, Kati Kasanen, Susanna Kohonen, Vesa Paajanen, Sanni Pirttilä and Piia Siitonen
This qualitative study assesses the enablers of the work of a novel, self-managing digital pedagogy peer support team in a Finnish higher education institution.
Abstract
Purpose
This qualitative study assesses the enablers of the work of a novel, self-managing digital pedagogy peer support team in a Finnish higher education institution.
Design/methodology/approach
This study employs a qualitative methodology with in-depth interviews of five digital pedagogy facilitators. The data collected are analyzed with the ATLAS.ti software. The analytical approach follows a deductive method, applying the categories derived from Magpili and Pazos (2018) who investigated the input variables of self-managing teams through their extensive literature review.
Findings
The primary findings underscore the suitability of Magpili and Pazos' variables for evaluating the performance enablers of self-managing teams. Furthermore, the findings emphasize the significance of leadership and effective communication as essential prerequisites for achieving elevated performance levels.
Research limitations/implications
This study focuses on the enablers of team performance from the perspective of the team members. To enhance comprehensiveness, subsequent phases should incorporate viewpoints from clients, namely peer instructors, and focus on the mediator and outcome aspects of the team effectiveness framework.
Practical implications
This study offers actionable recommendations for higher education institutions aiming to adopt a peer mentor model akin to the one delineated in the study.
Originality/value
This study analyzes a collaborative approach to advancing digital pedagogy within higher education institutions and discusses the enablers for successful performance within self-managing teams.
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Alex Maritz and Jerome Donovan
The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of…
Abstract
Purpose
The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs.
Design/methodology/approach
This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines.
Findings
Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts.
Research limitations/implications
The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations.
Practical implications
The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs.
Originality/value
The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.
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Alain Fayolle and Benoit Gailly
The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological…
Abstract
Purpose
The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological and educational levels. This framework is then used to discuss various types of entrepreneurship teaching programs, focusing on three broad categories of learning processes.
Design/methodology/appraoch
This article uses intensive reviews of literature in the fields of education and entrepreneurship. The teaching framework and the derived propositions are intended to provide a bridge between education sciences and the field of entrepreneurship and seeks to stress the scientific legitimacy of entrepreneurship education.
Findings
Finds that there is a need to reconsider entrepreneurship education in its wide diversity, both from an ontological and pedagogical point‐of‐view. The range of theoretical choices, objectives, publics, pedagogical methods and institutional context should be approached through the lenses of multiple teaching models and learning processes, which can be structured around a general framework.
Research limitations/implications
The framework allows for the combination of both the concept of teaching models and learning process in a general theory‐driven framework and their applicability to specific entrepreneurship education situations.
Practical implications
The authors' contribution sheds a new light, both on the design and on the implementation of entrepreneurship teaching programs. An explicit conceptual framework should help the effective and systematic design, management and evaluation of new or existing programs, along all the relevant dimensions.
Originality/value
The authors propose a conceptual framework, a canonic teaching model, in entrepreneurship education.
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Melanie Rose Nova King, Ray J. Dawson, Steve J. Rothberg and Firat Batmaz
This study aims to investigate the effectiveness of a theory-driven realist evaluative research approach to better understand complex technology implementations in organizations.
Abstract
Purpose
This study aims to investigate the effectiveness of a theory-driven realist evaluative research approach to better understand complex technology implementations in organizations.
Design/methodology/approach
An institution wide e-learning implementation of lecture capture (LC), within a UK University, was chosen, and a realist evaluation framework was used, tailored for educational technology. The research was conducted over four, increasingly focused, evaluation cycles combining engagement analytics, user interviews and theory to refine what works (or does not work), for whom, in which contexts and why.
Findings
Despite explicit demand and corresponding investment, overall student engagement is lower than expected. Increased student use appears linked to particular staff attitudes and behaviours and not to specific disciplines or course content. The main benefits of LC are providing reassurance to the majority, aiding revision and understanding for the many and enabling catch-up for the few. Recommendations for future research are based on some unexpected outcomes uncovered, including evolving detrimental student behaviours, policy development based on technological determinism and future learner-centred system development for next-generation LC technologies.
Practical implications
The realist approach taken, and evaluation framework used, can be adopted (and adapted) for future evaluative research. Domain specific reference models, categorizing people and technology, supported analysis across multiple contexts.
Originality/value
This study responds to a call for more theory-based research in the field of educational technology. The authors demonstrate that a theory-driven approach provides real and practical recommendations for institutions and allows for greater insight into the political, economic and social complexity of technology implementation.
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– The purpose of this paper is to show the importance of secondary analysis to social sciences and to futures studies, both for research and teaching purposes.
Abstract
Purpose
The purpose of this paper is to show the importance of secondary analysis to social sciences and to futures studies, both for research and teaching purposes.
Design/methodology/approach
An illustration of the main characteristics of secondary analysis, presenting it as a theory-driven activity where the definition of the research design plays a fundamental role.
Findings
This paper extends the secondary analysis approach to the study of the future. The utility of secondary analysis for futures studies is illustrated by means of the presentation of two examples developed in the field of the sociology of religion.
Originality/value
The results are useful for those who want to develop sound and robust approaches to the study of social change, taking into consideration the simulation of possible future scenarios.
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