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1 – 10 of 367
Open Access
Article
Publication date: 12 June 2023

Diane Yendol-Hoppey and Eva Garin

The study aims to present a logic map linking the Professional Development School (PDS) Nine Essentials as a PDS theory of action and offer an analysis of dissertations that…

Abstract

Purpose

The study aims to present a logic map linking the Professional Development School (PDS) Nine Essentials as a PDS theory of action and offer an analysis of dissertations that compare outcomes of learning in PDS and non-PDS contexts.

Design/methodology/approach

For this current study, the authors identified 25 of the 210 dissertations from a larger study that used a comparison methodology to provide a window into how learning in PDS and non-PDS settings may differ. In reviewing these comparison studies, the authors identified a set of clustered themes, as well as a variety of comparison constructs and measurements researchers used to determine the impact of PDS.

Findings

Five themes emerged including (1) the experience of learning to teach in a PDS setting vs. a non-PDS; (2) the experience of teaching in a PDS vs. non-PDS; (3) teacher candidate quality in a PDS vs. non-PDS; (4) teacher quality in a PDS vs. non-PDS; (5) school leader quality in a PDS vs. non-PDS; and (6) K-12 student learning in PDS vs. non-PDS.

Research limitations/implications

Limitations of this study include the complications related to comparison, logic-related fallacies and the complexity of capturing simultaneous renewal.

Originality/value

In the 30th year of PDS work, the study utilizes a theory of action comprised of linking the PDS Nine Essentials to situate the comparison dissertation analysis of outcomes in PDS and non-PDS contexts suggesting challenges and possibilities and perhaps a direction for new research questions.

Details

School-University Partnerships, vol. 16 no. 2
Type: Research Article
ISSN: 1935-7125

Keywords

Content available
Book part
Publication date: 29 November 2019

Abstract

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

Open Access
Article
Publication date: 4 December 2017

Daniele Morselli

The purpose of this paper is to examine how educators can teach the key competence of a sense of initiative and entrepreneurship (SIE) as a cross-curricular subject in compulsory…

5619

Abstract

Purpose

The purpose of this paper is to examine how educators can teach the key competence of a sense of initiative and entrepreneurship (SIE) as a cross-curricular subject in compulsory education. It draws both on the literature relating to entrepreneurial education and on competence-based education to set out five features of entrepreneurial teaching. For illustrative purposes, these five characteristics are explored in a questionnaire put to a small group of teaching staff.

Design/methodology/approach

This study employs a qualitative approach, seeking to understand the personal perspectives of participants, and drawing out the complexities of their behaviour, whilst also providing a holistic interpretation of such behaviour.

Findings

The literature review identifies five features of entrepreneurial teaching: embedding learning outcomes for a SIE within taught subjects; active entrepreneurial teaching; educating for entrepreneurial attitudes; networking activities; being entrepreneurial as part of lifelong learning. It can be hypothesised that teaching staff teach different aspects of the SIE depending on the subject they teach (vocational or more traditional) and their role (teacher or workshop assistant).

Originality/value

Development of the SIE and the five characteristics of entrepreneurial teaching is a first step towards understanding how secondary vocational teachers and workshop assistants understand and teach the SIE as cross-curricular subject. In line with Fayolle and Gailly who called for deeper investigation of the most effective combinations of objectives, content and teaching methods, the paper seeks to establish a relationship between teaching methods, development of entrepreneurial attitudes and assessment.

Details

Education + Training, vol. 60 no. 7/8
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 3 April 2017

William W. Kirkley

The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary…

13075

Abstract

Purpose

The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary School Curriculum in 2010 by the New Zealand Ministry of Education. Under these changes, secondary schools were charged with following an “entrepreneurial” approach to school instruction that would develop entrepreneurial behaviors in students.

Design/methodology/approach

The study used a qualitative methodology focused on gauging the reaction by teachers, students and their parents to this new teaching approach. The sample comprised ten secondary schools situated in Northland, New Zealand. A series of focus groups were used to solicit data among three levels under study in each school, i.e. teachers, students and parents. Individual semi-structured interviews were used to collect data from school principals to determine overall reactions to EE by the rest of the school.

Findings

Teachers reported benefits in terms of reduced direct teaching workload, increased participation from students and significantly improved scholastic results compared to targets set in the curriculum. Students reported positively on the greater degree of flexibility allowed under this teaching approach, while parents reported changes in attitude and more engagement in school activities and projects.

Research implications

The continuing evolution of classroom education at secondary school level has long-term repercussions for student learning, engagement and retention as we move to the digital age. Similarly, there are also consequences for the evolving role of teaching, curriculum design and delivery.

Originality/value

The value of this research lies in a closer examination of the effects traditional teaching practices have had on secondary students entering the digital age. Furthermore, it investigates an alternative teaching approach through EE and the impact it has on student learning, retention and engagement.

Details

Asia Pacific Journal of Innovation and Entrepreneurship, vol. 11 no. 1
Type: Research Article
ISSN: 2071-1395

Keywords

Open Access
Article
Publication date: 28 September 2021

Scott Strachan, Louise Logan, Debra Willison, Rod Bain, Jennifer Roberts, Iain Mitchell and Roddy Yarr

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way…

Abstract

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation.

This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

Open Access
Article
Publication date: 1 June 2014

Issam W. Damaj and Farid B. Chaaban

Since the turn of the 21st century, various institutions of higher education have been established in the Gulf Cooperation Council region, several of which are branches of…

Abstract

Since the turn of the 21st century, various institutions of higher education have been established in the Gulf Cooperation Council region, several of which are branches of universities from North America, Europe, Australia, and other regions. Quality education is currently a required component in the models of collaboration between Universities; yet the literature suggests that challenges remain in how the quality education will be practiced in a region that lacked for long time private universities. In this paper, we present an exploratory investigation to determine what could be learned by studying the practicalities of collaboration and accreditation of a newly established institution in Oman, namely, Dhofar University. The case study focuses on the practicalities of DU’s external collaboration, national accreditation, and good practices University-wide and within the College of Engineering in particular. The paper aims to present and analyze challenges, good practices, faculty and staff experiences, and solutions that could be a useful pattern for similar institutions. The investigation builds on an internal University-wide self-study and an external review by an accreditation council.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 11 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 1 December 2008

Richard Meech

Instructors at tertiary-level institutions in the Gulf are increasingly encouraged to reflect on their teaching practice. This article is both a reflection on my own practice and…

Abstract

Instructors at tertiary-level institutions in the Gulf are increasingly encouraged to reflect on their teaching practice. This article is both a reflection on my own practice and an attempt to demonstrate, through recounting a personal experience, how reflection can contribute positively to any teacher's self-knowledge and consequent performance in the classroom.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 5 no. 2
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 30 March 2022

Deirdre Hogan and Joanne O'Flaherty

Goal 4.7 of the Sustainable Development Goals (SDGs) explicitly frames education as an enabler of change and a means to achieve all SDGs. This study aims to explore the nature and…

2539

Abstract

Purpose

Goal 4.7 of the Sustainable Development Goals (SDGs) explicitly frames education as an enabler of change and a means to achieve all SDGs. This study aims to explore the nature and culture of science as an academic discipline and its capacity for the integration of education for sustainable development (ESD).

Design/methodology/approach

Drawing upon interviews with academics working in a Life Sciences Department (n = 11), focus groups with students (n = 21) and observations from lectures, laboratory sessions and field trips, the study advances a number of recommendations for the integration of ESD in Science Education programs.

Findings

Findings point to the nature and structure of scientific knowledge and the culture of science as articulated by study participants. The study provides a number of recommendations for the integration of ESD in Science Education programs including a greater emphasis on inquiry-based learning, enhancing ESD themes in science-related modules to teach for sustainability and adopting a department wide strategy that promotes ESD.

Originality/value

This study argues that ESD practitioners need to be cognizant of the nature and culture of the discipline area – as a particular discipline propagates a specific culture – encapsulating ways of being, thinking, acting and communicating, which can have implications for the integration of ESD.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 30 April 2019

Florian Gebreiter and Nunung Nurul Hidayah

The purpose of this paper is to examine conflicting institutional demands on individual frontline employees in hybrid public sector organisations. Specifically, it examines the…

5994

Abstract

Purpose

The purpose of this paper is to examine conflicting institutional demands on individual frontline employees in hybrid public sector organisations. Specifically, it examines the competing accountability pressures professional and commercial logics exerted on academics at a business school, how individual lecturers responded to such pressures, and what drove these responses.

Design/methodology/approach

The paper draws on a case study of an English business school and is informed by the literatures on institutional logics and hybrid organisations.

Findings

The paper shows that the co-existence of professional and commercial logics at the case organisation exerted competing accountability pressures on lecturers. It moreover shows that sometimes deliberately and purposefully, sometimes ad hoc or even coincidentally, lecturers drew on a wide range of responses to these conflicting pressures, including compliance, defiance, combination and compartmentalisation.

Originality/value

The paper sheds light on individual level responses to competing institutional logics and associated accountability pressures, as well as on their drivers. It also highlights the drawbacks of user, customer or citizen accountability mechanisms, showing that a strong emphasis on them in knowledge-intensive public organisations can have severe dysfunctional effects.

Details

Accounting, Auditing & Accountability Journal, vol. 32 no. 3
Type: Research Article
ISSN: 0951-3574

Keywords

Content available

Abstract

Details

Journal of Educational Administration, vol. 50 no. 4
Type: Research Article
ISSN: 0957-8234

1 – 10 of 367