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Article
Publication date: 12 March 2024

Ariel Cornett and Erin Piedmont

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the…

Abstract

Purpose

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

Design/methodology/approach

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

Findings

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

Originality/value

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 7 November 2023

Kathleen Campana, Jacqueline Kociubuk, J. Elizabeth Mills and Michelle H. Martin

The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic…

Abstract

Purpose

The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master’s of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools.

Design/methodology/approach

A participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions.

Findings

Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold.

Originality/value

This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities.

Details

Information and Learning Sciences, vol. 125 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 27 November 2023

Mirit Rachamim and Lily Orland-Barak

This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university…

Abstract

Purpose

This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university teacher education in Israel. Specifically, it explored how the mentor's response to cultural aspects of learning to teach shaped the group's learning environment.

Design/methodology/approach

Data collection included 23 video-recorded meetings of the learning community and semi-structured interviews with all four participants.

Findings

Findings proposed six actions of the mentor that aimed at promoting an empathetic and supportive learning environment that encouraged collaborative talk around culturally diverse issues that surfaced during practice teaching. Implications for teacher education programs are presented and discussed.

Practical implications

The study offers a practical framework of tools (or mentor actions) that can help mentors to promote social interactions in culturally diverse mentoring conversational settings.

Originality/value

The study identified six actions that can serve as tools in mediating sensitive discourse to issues of diversity in communities of culturally diverse learners.

Details

International Journal of Mentoring and Coaching in Education, vol. 13 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 29 August 2023

David Rae and Per Blenker

This paper aims to introduce the concept of Entrepreneurial Collective Intelligence (ECI) as a means of understanding how communities of entrepreneurial actors learn to act both…

Abstract

Purpose

This paper aims to introduce the concept of Entrepreneurial Collective Intelligence (ECI) as a means of understanding how communities of entrepreneurial actors learn to act both collectively and knowingly. It explores how connections between processes of CI, agency and action can explain and enable the development entrepreneurial community organisations.

Design/methodology/approach

There is a selective literature review of prior works on the related fields of community and collective entrepreneurship; collectives and intelligence; agency and action. The review is used to propose a framework of collective entrepreneurial intelligence, agency and action. An interpretive approach is used to research four case studies of community organisations which use CI to generate entrepreneurial outcomes.

Findings

The cases are compared with themes from prior literature to develop a conceptual model of four ECI processes which enable intelligence, agency and action: collaborative processes; distributed working; intelligence representations and organisation of infrastructures. These are theorised to discuss ideas, challenges, methods and questions to enhance entrepreneurial actions, based on sharing knowledge and learning, in the context of collective agency, action and intelligence.

Research limitations/implications

The four processes, both together and separately, represent a coherent framework useful for further studies on the role of collectives in enterprising communities.

Practical implications

The four processes each represent a central area of attention, not only for development, learning, decision-making and leadership within enterprising communities but also for entrepreneurship education in terms of alternative didactics, pedagogies and learning forms.

Social implications

The improved knowledge on the role of collective agency and CI within entrepreneurial processes is useful for strengthening civil activism and other fruitful forms of entrepreneurial collective processes. This may help solve complicated societal problems where traditional conceptions of entrepreneurship fail.

Originality/value

The conceptual contribution is to explain the dynamic relationships between ECI and action, mediated by collective agency. The role of CI in informing entrepreneurial communities is explored and four enabling processes are proposed. This coherent framework is useful for further studies on the role of collectives in enterprising communities, whilst informing their learning, decision-making and leadership.

Details

Journal of Enterprising Communities: People and Places in the Global Economy, vol. 18 no. 1
Type: Research Article
ISSN: 1750-6204

Keywords

Article
Publication date: 14 February 2024

Aminath Adhala Rasheed, Ahmad Albattat and S. M. Ferdous Azam

Virtual professional learning communities provide digital platforms for teachers across the globe to join learning networks and engage in continuous and unrestricted learning…

Abstract

Purpose

Virtual professional learning communities provide digital platforms for teachers across the globe to join learning networks and engage in continuous and unrestricted learning. This study aimed to explore the impact of contextual factors on establishing virtual professional learning communities in Maldivian schools.

Design/methodology/approach

This quantitative study used a sample of 420 Maldivian in-service teachers chosen using two-stage cluster sampling and a stratified random sampling method.

Findings

The findings revealed that all three contextual factors – micro-, meso- and macro-contextual – positively and significantly influenced the virtual professional learning communities.

Practical implications

These findings recommend an integrated framework with micro-, meso- and macro-contextual factors as valuable instruments for educational leaders striving to establish virtual Professional Learning Communities (PLCs).

Originality/value

This study is among the first to examine the association of contextual factors of schools with the establishment of virtual PLCs in a country such as the Maldives, with geographically dispersed islands and limited resources.

Details

International Journal of Educational Management, vol. 38 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 5 December 2023

Yaw Owusu-Agyeman

Scholarly studies on mentoring have mostly focused on traditional mentor–mentee relationships, with little or no emphasis on how institutionalized mentoring activities that…

Abstract

Purpose

Scholarly studies on mentoring have mostly focused on traditional mentor–mentee relationships, with little or no emphasis on how institutionalized mentoring activities that include different pedagogical approaches could be used to enhance the professional development of academics. To address this knowledge gap, this article examines how an institutionalized multilevel mentoring program could be used to enhance the professional development of early-career academics and academics in designated groups in a South African university.

Design/methodology/approach

The data for the study were gathered from 18 mentees and 2 program administrators using semi-structured interviews. The data gathered were assessed by way of thematic analysis that involved a detailed process of identifying, analyzing, organizing, describing and reporting the themes that were developed from the data set.

Findings

The findings revealed that when mentees participate in different mentoring and professional development activities that are structured based on different pedagogies, they can engage in higher-order thinking processes and develop multidisciplinary experiences within an expanded professional learning community. Enabled by the situated learning setting, mentees can negotiate the meaning of their professional practice within a professional community and comprehend the nuanced pedagogical approaches including scaffolding learning used by mentors to shape their career trajectory and guide them to secure promotions.

Originality/value

The current study contributes to the scholarly discourse on situated learning by showing that mentoring could be planned and implemented as a pedagogical endeavor with diverse learning activities and structured as a form of professional development program within a professional community.

Details

Journal of Professional Capital and Community, vol. 9 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 29 January 2024

Shakiba Razmeh

The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.

Abstract

Purpose

The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.

Design/methodology/approach

The data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community.

Findings

The findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation.

Originality/value

This study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 5 December 2023

Pimsiri Aroonsri and Oliver Stephen Crocco

The purpose of this study is to understand the scope and nature of information sharing as a form of workplace learning among gig workers.

Abstract

Purpose

The purpose of this study is to understand the scope and nature of information sharing as a form of workplace learning among gig workers.

Design/methodology/approach

Data were collected from public social media communities of gig workers in Thailand. In total, 338 posts and 3,022 comments on the posts were analyzed (data corpus N = 3,360). Thailand was selected for the context of this study given its high level of social media penetration, a high percentage of digital service consumption of internet users and the prevalence of app-based gig workers. This study used thematic analysis using inductive and semantic coding to generate themes.

Findings

Findings showed two overarching themes of information sharing, which included on-the-job experience and inquiries. One surprising finding was the extent to which gig workers used social media to help others even when it potentially undermined their success.

Research limitations/implications

This study adds evidence to the role of information sharing in workplace learning and illustrates how gig workers who do not have access to traditional training and learning opportunities use social media communities to fill this need.

Originality/value

Given the surge of digitalization and internet infrastructure leading to the rise of gig work worldwide, this study provides a closer look at how gig workers are using social media communities to facilitate workplace learning and support one another amid otherwise difficult and insecure working conditions. It also discusses the role that culture plays in facilitating a cooperative rather than a competitive environment among drivers.

Details

Journal of Workplace Learning, vol. 36 no. 1
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 12 January 2024

Eloho Ifinedo and Diane Burt

Service-learning (SL) is a widely accepted pedagogy that can enrich the learning experience for students in higher education while they apply their skills in a meaningful…

Abstract

Purpose

Service-learning (SL) is a widely accepted pedagogy that can enrich the learning experience for students in higher education while they apply their skills in a meaningful community service. This research is part of a larger project that aimed to motivate educational achievement among youths living in a priority neighborhood through SL. Toward this goal, this study investigated the impact of SL on the college students from a college information technology programmer-analyst (ITPA) program, who were deployed as role models to youths in a priority neighborhood on the east coast of Canada.

Design/methodology/approach

The overall project used the design-based methodology. Seven college students were deployed in two phases to a community center as role models for the delivery of science, technology, engineering, art and mathematics (or STEAM) programs to youths living in a priority neighborhood. Data were collected using open-ended survey, journal entries and focus groups and was qualitatively analyzed by drawing on two frameworks: the experiential-learning framework by Kolb (1984) and the conceptual SL framework by Ash and Clayton (2009).

Findings

The findings describe the outcome of the college students' experiences in SL with respect to the development of skills and capacities needed by employers. Specifically, their experiences mirrored all aspects of the two frameworks applied. Therefore, the study validates the use of SL pedagogy in higher education. In addition, the study identified the role of SL as an integration strategy for international students. While the research contributes to the wider SL conversation for policymakers, faculty and administrators of higher education, it also promotes development opportunities for college students.

Originality/value

The integration of SL pedagogy is widespread among programs in higher education. However, there are no common SL frameworks used in literature. The study is novel in that it combines two theoretical frameworks – Kolb (1984) and Ash and Clayton (2009) in explaining the outcomes. In addition, it uses two high-impact educational practices – SL and role modeling to improve educational attainment for college students.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 20 March 2024

Isabella Rega, Mélodie Honen-Delmar and Stefan Hengst SJ

This chapter unpacks how the value of altruism is rooted in the pedagogical model used by Jesuit Worldwide Learning (JWL), a faith-based organization providing tertiary education…

Abstract

This chapter unpacks how the value of altruism is rooted in the pedagogical model used by Jesuit Worldwide Learning (JWL), a faith-based organization providing tertiary education opportunities through a blended learning approach to people living at the margins. This contribution aims at tracing how this value, summarized in the Jesuit motto “men and women for others,” is rooted in JWL modus operandi and informs its educational practices, in particular by discussing the following elements of its model: (1) the Experience – Reflection – Action cycle, (2) the Global Classroom, (3) the Local Community of Learners, and (4) the student-led operation mode. Finally, this chapter provides a reflection, based on the organization practice and experience, to contribute to the broader discussion on values and their global validity by unpacking the tension of a modus operandi based on values culturally and religiously rooted but that aims at being globally understood and shared.

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