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Article
Publication date: 11 November 2021

Yu Wang, Mingli Zhang and Yaxin Ming

The purpose of this paper is to understand the factors influencing content generation and community initiative in PESCs. Taking advantage of an emerging PESC – Xiaohongshu…

Abstract

Purpose

The purpose of this paper is to understand the factors influencing content generation and community initiative in PESCs. Taking advantage of an emerging PESC – Xiaohongshu APP, the study identifies three antecedent resources, including customer-owned knowledge, harmonious passion to shopping and perceived information usefulness, that affect content generating and further community initiative.

Design/methodology/approach

Based on the service-dominant (S-D) logic model and resource integration related work, the authors proposed a conceptual framework empirically tested using data of a survey and the real content-generating behavior from 347 respondents.

Findings

This paper identifies three resource antecedents of content generating behavior with significant influence. Furthermore, there is a moderating effect of perceived information usefulness among these three resources, which echoes the concept of resource integration. Content generating has a significant and positive influence on community initiative.

Originality/value

First, the paper identified customer and platform resources promoting the prosperity of PESCs, enhancing the research on antecedents of community prosperity. Second, the paper empirically quantifies the process and outcome of resource integration conceptual model. Third, it enriches the understanding of C2C interaction by investigating the value creation process on PESCs. Moreover, findings in the study provide insights for community managers to improve the operation of PESCs.

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Article
Publication date: 30 March 2020

Yin Cheong Cheng and Winnie Wing Mui So

To develop a framework for conceptualizing and managing integration in STEM learning, that can help address key issues in its research and implementation worldwide.

Abstract

Purpose

To develop a framework for conceptualizing and managing integration in STEM learning, that can help address key issues in its research and implementation worldwide.

Design/methodology/approach

Integration in learning is a complicated but not a well-defined concept and therefore it is difficult to illustrate in theory and practice how to conceptualize, manage and implement integrated STEM learning with aims to enhance students' learning effectiveness and multiple-thinking ability. Based on a typology in integrated learning, this article re-conceptualizes integrated STEM learning into a comprehensive framework of three categories, six subcategories and four basic models. With this framework, how to manage integrated STEM learning and related issues in schools for effectiveness are discussed.

Findings

As a typology, integration in STEM learning can be classified as content integration, pedagogical integration and learner integration. They can be further differentiated as six subcategories: subject integration, domain integration, method integration, cognitive integration, SEN integration and diverse ability integration in STEM learning. Depending on the extents of content integration and pedagogical integration, four basic models of integrated learning can be identified in theory and practice. The categories, subcategories and basic models have their own characteristics, strengths and limitations. Strategies are developed to address the characteristics and related key issues of each category of STEM learning.

Research limitations/implications

The framework may help to analyze the key issues of integrated STEM learning in research and development, such as “Why and what integration in STEM learning is important and necessary in curriculum reforms for the future?”, “How the integrated STEM approach is different from the traditional subject approach?”, “How the STEM learning activities can be integrated and managed effectively for enhancing students' learning effectiveness and multiple thinking capacity?”, and “What key implications can be drawn for managing and implementing STEM learning?”

Practical implications

Based on the proposed typology and models of STEM learning, various strategies of managing STEM are discussed and developed, which will contribute to policy formulation and professional practice of integrated STEM learning locally and internationally.

Originality/value

The proposed typology and models of STEM learning and related new ideas and perspectives will contribute to future research and development in this area locally and internationally.

Details

International Journal of Educational Management, vol. 34 no. 6
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 28 June 2013

Elizabeth Anderson and Nicole Fenty

From John Dewey to Herbert Kohl, many theorists and practitioners have explored the use of a developmentalist model as a way to harness the natural instincts and interests…

Abstract

From John Dewey to Herbert Kohl, many theorists and practitioners have explored the use of a developmentalist model as a way to harness the natural instincts and interests of young children to foster meaningful learning. Yet, the concept of meaningful learning in early childhood education today is quickly shifting away from the developmentalist model and its emphasis on authentic learning, toward a social-efficiency model that emphasizes the use of state curriculum standards, standardized assessments, and evidence-based instructional approaches. As the early childhood curriculum pendulum swings, early childhood programs find themselves at risk for becoming more “business like” and less representative of the kind of reflective and risk-taking environments Dewey envisioned leaving educators struggling to use child-centered practices in an era of increased accountability. Considering some of the significant challenges facing early childhood programs and educators, it is critically important for the field of early childhood to begin examining the ways in which the curriculum and instructional procedures being utilized may, or may not, be illustrative of Dewey’s vision of active, dynamic, and integrated early learning experiences and, to what degree. One way to promote meaningful instructional integration is to consider the natural connections that exist across content areas. A logical beginning is to use literacy as an anchor for meaningful learning across the preschool curriculum. In this chapter the authors engage in a review of the literature as it relates to the integration of early literacy and content curriculum and discuss implications for future practice.

Details

Learning Across the Early Childhood Curriculum
Type: Book
ISBN: 978-1-78190-700-9

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Article
Publication date: 20 February 2019

Zeki Arsal

This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.

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Abstract

Purpose

This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.

Design/methodology/approach

The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey.

Findings

Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes.

Practical implications

Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes.

Originality/value

This study contributes to the multicultural studies on teacher education.

Details

Journal for Multicultural Education, vol. 13 no. 1
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 7 November 2017

Sabiha Yeni and Kursat Cagiltay

The purpose of this paper is to provide information about the design principles of educational games in the context of an educational math game example to educational game…

Abstract

Purpose

The purpose of this paper is to provide information about the design principles of educational games in the context of an educational math game example to educational game developers and instructors. Especially, it tries to demonstrate the importance of the academic content-fantasy integration and entertainment factors of educational games from the viewpoint of the experts. For this purpose, as a sample, an educational math game was examined to see how successful is the academic aspect, fantasy aspect, academic-fantasy aspects integration and enjoyment aspect of the game. Good aspects of the game and aspects need improvement were summarized for guidance to game developers while producing educational games.

Design/methodology/approach

In this study, heuristic evaluation method was used for evaluating the educational math game. In the scope of this study, an example of modern educational computer game was examined by experts in this study. The integration of academic-fantasy context and enjoyment aspects of the game were analyzed deeply by using qualitative and quantitative data collection methods together.

Findings

According to Relevance Embedding Translation Adaptation Immersion and Naturalization rubric results, embedding element received the highest mean score. It showed that the academic content is well coupled with the fantasy/story content. According to GameFlow criteria, clear goals and feedback sections got the highest scores; on the contrary immersion section got the lowest score. Immersion element of the game should be improved. According to the interview findings, more than half of the participants stated that, in terms of academic content of game, players can actively be involved in learning process during the game. The story of the game and elements used in the game have counterpart in daily life. Didactic elements do not affect learners’ flow in the game. It is easy to learn and feedbacks are enough and useful.

Originality/value

This study offered suggestions to designers for developing good educational games which are well balanced with academic and fantasy context.

Details

Program, vol. 51 no. 4
Type: Research Article
ISSN: 0033-0337

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Book part
Publication date: 11 August 2014

Jenna M. Evans, Ross G. Baker, Whitney Berta and Barnsley Jan

To examine the evolution of health care integration strategies and associated conceptualization and practice through a review and synthesis of over 25 years of…

Abstract

Purpose

To examine the evolution of health care integration strategies and associated conceptualization and practice through a review and synthesis of over 25 years of international academic research and literature.

Methods

A search of the health sciences literature was conducted using PubMed and EMBASE. A total of 114 articles were identified for inclusion and thematically analyzed using a strategy content model for systems-level integration.

Findings

Six major, inter-related shifts in integration strategies were identified: (1) from a focus on horizontal integration to an emphasis on vertical integration; (2) from acute care and institution-centered models of integration to a broader focus on community-based health and social services; (3) from economic arguments for integration to an emphasis on improving quality of care and creating value; (4) from evaluations of integration using an organizational perspective to an emerging interest in patient-centered measures; (5) from a focus on modifying organizational and environmental structures to an emphasis on changing ways of working and influencing underlying cultural attitudes and norms; and (6) from integration for all patients within defined regions to a strategic focus on integrating care for specific populations. We propose that underlying many of these shifts is a growing recognition of the value of understanding health care delivery and integration as processes situated in Complex-Adaptive Systems (CAS).

Originality/value

This review builds a descriptive framework against which to assess, compare, and track integration strategies over time.

Details

Annual Review of Health Care Management: Revisiting The Evolution of Health Systems Organization
Type: Book
ISBN: 978-1-78350-715-3

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Article
Publication date: 5 September 2016

Carol A. Hurney, Carole Nash, Christie-Joy B. Hartman and Edward J. Brantmeier

Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a…

Abstract

Purpose

Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of disciplines. The study aims to present self-reported impacts for a small number of faculty participants and their courses.

Design/methodology/approach

A yearlong faculty development program to introduce content and effective course design for teaching about sustainability was created through a content-driven, backward design approach. Faculty participants from two cohorts were surveyed electronically to evaluate their perceptions of the impact of the program on their courses and professional development either one or two years after completing the program.

Findings

The theoretical model, curriculum and assignments for the sustainability-enhanced program are presented and discussed. Faculty participant responses to a survey (n = 14) following completion of the program indicated that the process changed pedagogical approaches, created a sense of community and raised awareness of campus resources. Faculty perceived that sustainability content enhanced their course redesign by providing “real-world” relevance, awareness and engagement. More than half of the respondents reported using tools they learned in the program to redesign elements of other courses. Three respondents indicated that integrating sustainability content into their courses had little to no benefit.

Research limitations/implications

The study did not explore the impact of the program on faculty and student learning.

Practical implications

The tools presented are practice-ready.

Originality/value

This study can inform the design and evaluation of other sustainability-related faculty development programs.

Details

International Journal of Sustainability in Higher Education, vol. 17 no. 5
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 8 May 2018

Lisa L. Minicozzi

The purpose of this paper is to empower teacher candidates to integrate technology into classroom learning. The participating teacher candidates were provided with tools …

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1111

Abstract

Purpose

The purpose of this paper is to empower teacher candidates to integrate technology into classroom learning. The participating teacher candidates were provided with tools – iPads and software applications to enhance their ability to better meet the needs of all K-2 students. Teacher candidates had the opportunity to explore the range of pedagogical strategies the iPad facilitated through lesson planning and instructional practice. In addition, this research study found that when teacher candidates are given individualized training on the iPad, they have greater comfort with integrating it into their daily practice.

Design/methodology/approach

This study employed a case study approach, using both quantitative and qualitative measures. Quantitative methods included the use of two surveys to better understand how teachers have been trained on educational technology. The qualitative analysis explored how teacher candidates utilized the iPad to better meet K-2 student learning outcomes through focus group interviews.

Findings

Findings from this study suggest the need for embedded technology integration – through current graduate pedagogical coursework to better prepare K-2 teachers. Teacher candidates require time and regular practice to develop skills and understanding of how best to integrate iPad technology into their teaching. Redesigning a methodology course whereby candidates are developing a deeper understanding of pedagogy, while embedding technology into practice offers students this much needed opportunity. The findings from this study also indicate that, with appropriate training, teacher candidates have the ability to effectively integrate iPad technology into lessons which benefit student learning.

Research limitations/implications

Researchers should be asking whether teacher preparation programs are effectively training teachers for the twenty-first century classroom. This research explores this question and suggests ways to improve current programs to better prepare candidates to meet the variety of learning needs in today’s classrooms. Although the study was small in scale it has broader implications for teacher education programs.

Practical implications

Addressing the diversity of students’ learning needs present in today’s classrooms is a common goal for all teachers. As evidenced through the findings, having the ability to access a variety of learning resources, in particular, iPads, will help teacher candidates better achieve this goal. This research demonstrated how teacher candidates used the iPad to support differentiated instruction in K-2 classrooms.

Social implications

A one size fits all approach to learning does not work and teachers need to have access to every available resource, including iPad technology, to individualize learning. Findings from this study recommend providing teacher candidates with multiple opportunities to practice utilizing the iPad as a means to adapt, modify, and differentiate instruction to meet the variety of learning needs in K-2 classrooms.

Originality/value

It is important to note that while iPad integration throughout K-2 classrooms is on the rise, there is still limited research in how this technology is actually being used by teachers. This study explored how eight teacher candidates implemented the iPad as a technology tool within K-2 inclusive classrooms.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 3
Type: Research Article
ISSN: 2056-4880

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Book part
Publication date: 3 February 2015

Cecilia Silva, Molly Weinburgh and Kathy Horak Smith

In a university/district collaboration, three college professors and authors of this chapter co-taught with four teachers over a period of seven years. This study explores…

Abstract

In a university/district collaboration, three college professors and authors of this chapter co-taught with four teachers over a period of seven years. This study explores the perceived changes in thought and practice of both groups as a result of providing three-week summer school programs for fifth and eighth grade emergent bilinguals. This research is grounded in qualitative methodologies of self-study and case study. We present our joint story as a self-study. Data were collected in the form of lesson plan notes, yearly journals, personal notes, audiotapes of meetings, and in-depth interviews/discussions of those involved in the bounded context. Resulting themes were situated meaning, hybrid language, and a 5R Instructional Model. A case study design is used to present the data from the four in-service teachers. Data were collected from field notes and interviews. Several themes emerged from the teacher data, all of which are components of situated meaning: professional development as side-by-side teaching and learning, recognition of and interest in curriculum integration, and change in classroom practice. Findings indicate that the summer program was a meaningful avenue for professional development (PD) for both groups. However, within group similarities were stronger than across group. The experience changed the way we teach and how we develop PD for teachers. The implications for professors and K-12 teachers are discussed and suggestions for further study and PD are given.

Details

Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
Type: Book
ISBN: 978-1-78441-494-8

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Article
Publication date: 14 December 2020

Terrie McLaughlin Galanti, Courtney Katharine Baker, Kimberly Morrow-Leong and Tammy Kraft

In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level…

Abstract

Purpose

In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous online geometry and measurement course for practicing school teachers redesigned their summative assessments. Their goals were to reduce outside-of-class work and to model the integration of content, pedagogy and technology. This paper aims to describe the development of a digital interactive notebook (dINB) assignment using online presentation software, dynamic geometry tools and mathematical learning trajectories. Broader implications for dINBs as assessments in effective distance learning are presented.

Design/methodology/approach

The qualitative analysis in this study consists of a sequence of first-cycle coding of mid-semester surveys and second-cycle thematic categorizations of mid-semester surveys and end-of-course reflections. Descriptive categorization counts along with select quotations from open-ended participant responses provided a window on evolving participant experiences with the dINB across the course.

Findings

Modifications to the dINB design based on teacher mid-semester feedback created a flexible assessment tool aligned with the technological pedagogical content knowledge (TPACK) framework. The teachers also constructed their own visions for adapting the dINB for student-centered instructional technology integration in their own virtual classrooms.

Originality/value

The development of the dINB enriched the TPACK understandings of the instructors in this study. It also positioned teachers to facilitate innovative synchronous and blended learning in their own school communities. Further analysis of dINB artifacts in future studies will test the hypothesis that practicing teachers’ experiences as learners increased their TPACK knowledge.

Details

Interactive Technology and Smart Education, vol. 18 no. 3
Type: Research Article
ISSN: 1741-5659

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