Search results

1 – 10 of over 78000
Book part
Publication date: 29 October 2020

Jason K. Ritter

The educational self is a construct derived from cultural psychology that attempts to account for the role of educational experiences in the construction and elaboration of the…

Abstract

The educational self is a construct derived from cultural psychology that attempts to account for the role of educational experiences in the construction and elaboration of the self. It conceptualizes of self as a semiotic process that is both dialogical and polyphonic from its origin, yet grounded in some historically and culturally derived shared meanings and practices. The purpose of this chapter is to situate discussion of the educational self in the context of the United States and to explore its implications for teaching, teacher education, and self-study of practice via an examination of the life trajectory of the author that is both retrospective and introspective. An argument is put forward that examining the educational self represents a promising starting point for understanding and studying one's own teaching or teacher education practices.

Details

Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
Type: Book
ISBN: 978-1-83982-262-9

Keywords

Article
Publication date: 19 May 2023

Zakee Saadat and A.M. Sultana

Gender disparity is a global phenomenon where females outnumber male participants. It has been observed that males are the early leaver from higher education, thus reflecting a…

Abstract

Purpose

Gender disparity is a global phenomenon where females outnumber male participants. It has been observed that males are the early leaver from higher education, thus reflecting a severe concern about social instability. Malaysia is a prominent example where females outnumber males in higher education. In this context, this paper aims to examine the effect of individual, social and financial factors on the higher education self-efficacy of male and female students. It develops a comprehensive understanding of gender-based decision factors in pursuing higher education.

Design/methodology/approach

The hypothesis was formed based on a comprehensive literature review following the hypothetico-deductive positivist approach. These hypotheses were tested based on a sample of 250 respondents. A multiple regression analysis was deployed to test the relationship between the dependent variable and its predictors.

Findings

The results suggest that male and female students’ self-efficacy depends on five determinants, i.e. family influence, peer influence, career expectancy outcome, gender roles and institutional factors. Male students tend to be influenced more by these five determinants than females. Additionally, male students with better financial backgrounds are more likely to have higher self-efficacy, whereas gender roles negatively affect male and female students’ self-efficacy for higher education.

Research limitations/implications

The breakout of COVID-19 resulted in the selection of limited students in Malaysia. Due to restricted movement orders, it was impossible to reach out to the students for data collection. Future research could include a broader area to include multiple other regions of Malaysia. For a broader aspect, the study could be conducted in other areas/countries where the problem of less male participation exists.

Practical implications

The relationship between higher education self-efficacy is assessed with social, financial and institutional factors for male and female students. It will enable the stakeholders and policymakers to make better decisions in increasing the self-efficacy of students to attain equity in higher education institutions.

Social implications

The finding of this paper will assist in increasing male participation in higher education institutions to avoid any social instability.

Originality/value

This paper contributes to the literature in understanding the causes of gender gap reversal, focusing on Malaysian higher education institutions. It also provides empirical evidence to look at potential factors that affect the higher education self-efficacy of male and female students.

Details

Journal of Science and Technology Policy Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-4620

Keywords

Book part
Publication date: 29 October 2020

Edward M. Sellman

In this chapter, I will draw upon East-Asian wisdom traditions, quantum, transpersonal, and integral theory to posit consciousness as fundamental. In doing so, the relationship…

Abstract

In this chapter, I will draw upon East-Asian wisdom traditions, quantum, transpersonal, and integral theory to posit consciousness as fundamental. In doing so, the relationship between Self and reality will be articulated as nondual. I will argue that knowledge about the nature of Self is both an educational entitlement and learning process. Such understanding is generally thwarted by the impact of scientific materialism and behaviorism on educational orthodoxy, which instead promulgate a separate sense of self with destructive individual and collective consequences. Moving from philosophical theorization to application to teacher education, I will argue that a massive program of deconditioning and unlearning is necessary within education and show how a module I teach, “Responding Mindfully to Challenging Behavior,” attempts to do some of this work via a focus on “discipline.” The focus of the module invites us to question the nature of Self when difficulties arise. As explored, this is often a conditioned self with automatic reactions that can shift toward a “witnessing consciousness” when experiential learning and contemplative practices are integrated with theories of human flourishing.

Details

Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
Type: Book
ISBN: 978-1-83982-262-9

Keywords

Book part
Publication date: 12 July 2010

Robert M. Klassen and Ellen L. Usher

For half a century, psychologist Albert Bandura has worked to advance a cognitive interactional model of human functioning that emphasizes the role of cognitive and symbolic…

Abstract

For half a century, psychologist Albert Bandura has worked to advance a cognitive interactional model of human functioning that emphasizes the role of cognitive and symbolic representations as central processes in human adaptation and change. In his seminal 1977 publication, Bandura emphasized that these representations – visualized actions and outcomes stemming from reflective thought – form the basis from which individuals assess their personal efficacy. An efficacy belief, he contended, is the “conviction that one can successfully execute the behavior required to produce the outcomes” one desires (p. 193). Efficacy beliefs serve as the primary means by which people are able to exercise a measure of control over their lives. During the next two decades, Bandura (1986, 1997) advanced his social cognitive theory, in which people are viewed as self-organizing, proactive, self-reflecting, and self-regulating rather than as solely reactive organisms, products of environmental or concealed inner influences. From this agentic perspective, people are seen as contributors to their life circumstances, not just recipients of them. In this way, people are “partial architects of their own destinies” (Bandura, 1997, p. 8).

Details

The Decade Ahead: Theoretical Perspectives on Motivation and Achievement
Type: Book
ISBN: 978-0-85724-111-5

Article
Publication date: 11 September 2017

Chei Sian Lee, Hamzah Osop, Dion Hoe-Lian Goh and Gani Kelni

Through the lens of self-directed theory, the purpose of this paper is to investigate if social technologies such as YouTube will be viable to disseminate educational instructions…

3127

Abstract

Purpose

Through the lens of self-directed theory, the purpose of this paper is to investigate if social technologies such as YouTube will be viable to disseminate educational instructions and in the process empowering learners to take charge of their learning.

Design/methodology/approach

A total of 150 educational videos on YouTube were selected and 29,386 comments extracted using the authors’ customized extraction software application. Sentiment and qualitative content analyses were performed.

Findings

Results indicate that YouTube can play important roles in facilitating online self-directed learning (SDL) as the findings uncovered a variety of learning and social affordances of YouTube. However, caution should be exercised as high views and well-commented videos might not imply quality and credibility. This study concludes that YouTube generally provides a conducive a learning environment that affords learners the resources to meet their SDL objectives.

Research limitations/implications

To the best of knowledge, this is the first study that investigates SDL in social media by combining both qualitative content and sentiment analyses. The study shows that such a hybrid approach of combining two diverse analytical techniques provides an innovative means to make sense of comments expressed in social media.

Practical implications

The results will help educational institutions and policy-makers to craft better programs for public education and create policies to help self-directed learners in evaluating online video resources.

Originality/value

Despite a wealth of literature on the use of technologies to support learning, the majority of work done to date has dealt in the classroom context. Studies on SDL using educational content on YouTube are limited. Hence, this research contributes by providing insights on how educational institutions can move toward the direction of building collaborative digital learning platforms with relevant educational instruction and resources to enable users to participate in lifelong self-learning and education.

Details

Online Information Review, vol. 41 no. 5
Type: Research Article
ISSN: 1468-4527

Keywords

Abstract

Details

Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
Type: Book
ISBN: 978-1-83982-262-9

Book part
Publication date: 24 June 2013

Geert Kelchtermans

The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this chapter the author argues for…

Abstract

The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this chapter the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. These studies have been inspired – both conceptually and methodologically – by teacher thinking-research as well as the narrative-biographical approach to teaching and teacher development. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are ‘professional self-understanding’ and ‘subjective educational theory’ as components of the personal interpretative framework every individual teacher develops throughout his/her career. This personal framework results from the reflective and meaningful interactions between the individual teacher and the social, cultural and structural working conditions constituting his/her job context(s). As such the framework is the dynamic outcome of an ongoing process of professional learning (development). Furthermore, it is argued that the particular professionalism or scholarship of teachers is fundamentally characterised by personal commitment and vulnerability, which eventually have consequences for the kind of reflective attitudes and skills professional teachers should master.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

Book part
Publication date: 12 November 2015

Hollie J. Mackey

Educational leaders in schools serving Native American students must understand, communicate, and apply state and federal education policies along with specific federal Indian…

Abstract

Educational leaders in schools serving Native American students must understand, communicate, and apply state and federal education policies along with specific federal Indian policies relating to tribal self-determination and the education of these students. Tribal peoples residing in native communities typically view revitalization of indigenous language as a crucial first step in achieving the cross-cultural goal of school success for all tribal children. Inclusion of indigenous languages serves multiple purposes such as transmitting traditional cultural values, supporting overall academic achievement, and fostering self-determination and independence for native communities. Title III and Title VII of the No Child Left Behind Act are the designated policy “homes” for indigenous language inclusion and the Individuals with Disabilities in Education Act addresses indigenous language as an obstacle to overcome, giving the unintended impression that native languages are somehow situated within a deficit framework of poverty and special education. This chapter explores the foundations of the inclusion of native languages into current federal policy and argues that the placement might be better suited as stand-alone legislation in order to more effectively promote community development and self-determination for Native American peoples.

Details

Legal Frontiers in Education: Complex Law Issues for Leaders, Policymakers and Policy Implementers
Type: Book
ISBN: 978-1-78560-577-2

Article
Publication date: 20 February 2017

Hamid Mahmood Gelaidan and Aliyu Olayemi Abdullateef

The purpose of this paper is to empirically examine the effects of relational support, educational support and self-confidence on entrepreneurial intentions of undergraduate…

3356

Abstract

Purpose

The purpose of this paper is to empirically examine the effects of relational support, educational support and self-confidence on entrepreneurial intentions of undergraduate business students in a university.

Design/methodology/approach

To empirically validate the conceptual model and test the hypothesised relationships, the authors collected data from 227 business students at an AACSB-accredited university in Malaysia through random sampling.

Findings

The results were based on analyses from structural equation modelling using the SmartPLS software. The findings show that entrepreneurial intention of business students is significantly influenced by educational and relational support; however, the moderating effects of self-confidence in the relationship between educational support, relational support and entrepreneurial intention are not significant. The paper clearly shows that relational and educational supports are two important factors that can influence the entrepreneurial intention of university students.

Originality/value

This research contributes to literature on entrepreneurial motivations and intentions through its empirical findings of the hypothesised relationships. It theoretically contributes to existing knowledge by integrating relevant themes from entrepreneurial motivations theory and the theory of planned behaviour. Finally, it offers alternative recommendations to university authorities and policymakers about business students’ entrepreneurship intention.

Details

Journal of Small Business and Enterprise Development, vol. 24 no. 1
Type: Research Article
ISSN: 1462-6004

Keywords

Article
Publication date: 25 March 2012

Sarah Fletcher

The purpose of this paper is to explore the theory and practice of Generative Research mentoring. The author has been involved in research mentoring teachers in schools since 2002…

Abstract

Purpose

The purpose of this paper is to explore the theory and practice of Generative Research mentoring. The author has been involved in research mentoring teachers in schools since 2002 and in the course of her work her concepts about integrating mentoring and action research have changed. She explains how and why she has moved to adopt an Appreciative Inquiry approach integrated with a model of mentoring that she developed in the course of her own practice in schools.

Design/methodology/approach

This is a self study of teacher education practice where the author analyses her own theories and practices of research mentoring for teachers in schools in England and in Japan, over a ten year period. She investigates how the nature of self‐study is impacted upon by culture in diverse intercultural contexts.

Findings

This article reflects work in process. The findings to date suggest that teacher research and thus (potentially) research mentoring for teachers: is not informed by consensus on what teachers should learn as research skills; might usefully be focused upon action research enabled by teachers’ self study; works differently as self study according to Eastern/Western concepts of self; is likely to become more universally acceptable as self study through use of web‐based templates where self studies are shared e.g. at www.merlot.org; and should challenge mentoring/coaching techniques from other contexts such as business, nor assuming techniques successful in one context are so in another. Practitioner researchers in educational settings are likely to benefit from outsiders’ support, be that from colleagues based in universities or from teacher researchers working in other schools. That situation, in my experience, could come about where generative research mentoring has been successful and research mentees emerge to become research mentors for others within the profession of teaching. Importantly, individuals’ self study research should not rely upon unsupported opinions or upon validation by a peer group with self‐interest in seeing one of the community's study, accepted for university accreditation such as a Masters Level Award or a doctorate.

Originality/value

While the practice of research mentoring for teacher researchers has been in process in schools in England for ten years, the concept of Generative Research Mentoring, whereby the mentee prepares to become a mentor for other teacher researchers, is unique to the author's work. The value of generative research mentoring, not just for schoolteachers but also for academic contexts such as universities internationally, is that it can build capacity for research to be undertaken among those whose research skills are previously under‐developed.

Details

International Journal of Mentoring and Coaching in Education, vol. 1 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

1 – 10 of over 78000