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Book part
Publication date: 25 April 2014

Malcolm Tight

This chapter examines the case of threshold concepts, as an example of a theory being developed and applied within higher education research. It traces the origins and meaning of…

Abstract

This chapter examines the case of threshold concepts, as an example of a theory being developed and applied within higher education research. It traces the origins and meaning of the term, reviews its application by higher education researchers and discusses the issues it raises and the critiques it has attracted. This case is of particular interest, as the idea of threshold concepts is little more than a decade old, yet in that time it has attracted considerable attention.

Details

Theory and Method in Higher Education Research II
Type: Book
ISBN: 978-1-78350-823-5

Content available
Book part
Publication date: 23 August 2022

Patience Sowa

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income…

Abstract

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools.

Content available
Book part
Publication date: 23 August 2022

Abstract

Details

Global Meaning Making
Type: Book
ISBN: 978-1-80117-933-1

Book part
Publication date: 15 November 2016

Evan Ortlieb, Wolfram Verlaan, Earl H. Cheek and Danielle DiMarco

Writing as a hot topic in literacy has recently gained a foothold in terms of importance to academic and career success, finally receiving the attention it warrants and thus, this…

Abstract

Purpose

Writing as a hot topic in literacy has recently gained a foothold in terms of importance to academic and career success, finally receiving the attention it warrants and thus, this chapter provides timely information about how to teach writing products and processes in the 21st century.

Design/methodology/approach

Through a historical examination of writing instruction, this chapter provides a contextual lens for how writing has not always been a priority in the field of literacy; how writing and reading are interconnected; and how differing theories aim to explain writing development.

Findings

Writing has taken on a balanced approach between writing for product and writing as a practice. Teacher pedagogy has been heavily influenced by the advent of high-stakes assessments. Other factors such as maintaining motivation and engagement for writing affect student performance. Writing and reading benefit from an integrated instructional approach.

Practical implications

Elements of writing instruction are deconstructed to provide information for teachers to support students’ confidence in their writing abilities, build their identity as writers, and promote individualization and creativity to flourish through independence.

Details

Writing Instruction to Support Literacy Success
Type: Book
ISBN: 978-1-78635-525-6

Keywords

Book part
Publication date: 31 July 2003

Yun-Suk Lee, Barbara Schneider and Linda J Waite

Over the last several decades, as women have increasingly entered the labor force, they are spending less time at home (Bianchi, 1995; Hayghe, 1997). Having a more constrained…

Abstract

Over the last several decades, as women have increasingly entered the labor force, they are spending less time at home (Bianchi, 1995; Hayghe, 1997). Having a more constrained schedule has resulted in married women and single mothers substantially decreasing the amount of time that they spend on household labor (Bianchi et al., 2000; Robinson & Godbey, 1997). Traditionally, in two-parent households, husbands rarely participated in household tasks. Now that more married women with children are employed outside the home, one might assume that they would turn to their husbands to help them manage their households. However, current research shows that fathers are making only a slightly greater contribution to housework than they did in the past (Gershuny & Robinson, 1988; Robinson & Godbey, 1997). If mothers are now spending fewer hours on housework, and fathers are only contributing slightly more, then there remains a significant proportion of household chores that either must be done by others or must remain undone. Research suggests that children in particular may find themselves responsible for an increasing proportion of household tasks. For example, the more hours mothers work outside the home, the more hours children spend on family work (Benin & Edwards, 1990; Blair, 1992b; Elder & Conger, 2000; Shelton, 1992).

Details

Sociological Studies of Children and Youth
Type: Book
ISBN: 978-1-84950-180-4

Content available
Book part
Publication date: 18 November 2022

Christi U. Edge

Abstract

Details

Making Meaning with Readers and Texts
Type: Book
ISBN: 978-1-80262-337-6

Book part
Publication date: 18 April 2016

Carmela Barbera, Elio Borgonovi and Ileana Steccolini

The purpose of this contribution is to investigate whether popular reports can strengthen public governance by fostering greater transparency and public participation.

Abstract

Purpose

The purpose of this contribution is to investigate whether popular reports can strengthen public governance by fostering greater transparency and public participation.

Methodology/approach

The analysis is based on the case of the “Bilancio in Arancio” of the Municipality of Milan. Data are collected through a triangulation of sources, including the authors’ direct observation, conversational interviews, the press, and a questionnaire distributed to the citizens participating in the experience.

Findings

The analysis discusses how popular reports can improve Public Governance, and identify related critical issues. More specifically, four key aspects of Popular reporting appear to play a central role in strengthening governance, that is, their capacity to ensure greater transparency, neutrality, enhanced participation and impacts on decision making. We suggest that every aspect represents an important “step” to be taken in an ideal “ladder of participation.”

Practical implications

Governments that want to enhance public governance may have an interest in developing popular reports, paying attention at ensuring transparency, neutrality, stakeholders’ participation, and their contribution to decision-making processes.

Social implications

Popular reports can provide to citizens the education on public budgeting issues required to consciously participate in public decision-making processes and give them greater voice and power to express their instances. Popular reports can also promote a two-way communication and dialogue between citizens and governments.

Originality/value

Drawing on the experience of the Municipality of Milan, more general lessons are learnt on the role of popular reports in strengthening public governance, and on the related strengths and weaknesses.

Details

Governance and Performance in Public and Non-Profit Organizations
Type: Book
ISBN: 978-1-78635-107-4

Keywords

Abstract

Details

Climate Change, Media & Culture: Critical Issues in Global Environmental Communication
Type: Book
ISBN: 978-1-78769-968-7

Book part
Publication date: 17 September 2018

Evan Ortlieb, Annalisa Susca, Jean Votypka and Earl H. Cheek

Purpose – The purpose of this chapter is to understand how disruptive innovations related to digital literacy can improve traditional approaches of teacher education.Approach

Abstract

Purpose – The purpose of this chapter is to understand how disruptive innovations related to digital literacy can improve traditional approaches of teacher education.

Approach – First, the evolution of teacher education from tradition to the digital era is discussed, highlighting the evolution of various traditions, theories and models of teacher education. The authors then ask the questions, “Why do teacher education programs continue to lag in the creation of a true alignment with the current needs of modern students?” and “How can this be done and where should we begin?”

Findings – The authors believe that professional growth is the key to teacher success. Reformed teacher education programs where digital literacy is grounded in relevant contexts, collaboration, and multimodal designs will promote collective collaboration among students and teachers. Digital literacies curriculum should draw on multimodalities and position students as producers of knowledge for a public audience. These disruptive forces function to improve traditional notions of teacher education, providing a catalyst to the democratization of knowledge for teacher development.

Practical Implications – Collaboration across digital platforms promotes learning through crowd-accelerated learning, rhizomatic learning, citizen inquiry, massive open social learning, maker cultures, and blockchain platforms. These approaches can foster genuine and relevant learning in teacher education programs, modernizing and matching instructional techniques with the teacher preparation demands of today and tomorrow.

Book part
Publication date: 17 September 2018

Chrystine Mitchell and Jennifer Dandridge Turner

Purpose – To offer teacher educators a multi-modal approach to include teaching digital literacy practices to pre-service teachers in order to meet the diverse needs of elementary…

Abstract

Purpose – To offer teacher educators a multi-modal approach to include teaching digital literacy practices to pre-service teachers in order to meet the diverse needs of elementary students.

Approach – The chapter is organized by: a) describing inequities and challenges in teacher education regarding teaching digital literacies; b) presenting concrete practices that help foster digital literacy practices in class classrooms; and c) providing resources and reflective opportunities that support pre-service teachers in critically assessing technology’s affordances and constraints for literacy learning.

Findings – Evidence-based multimodal practices and artifacts used in teacher education classrooms are provided to illustrate how they can foster meaningful experiences with all students across all settings. Similarly, educational scholars in the field of incorporating digital literacies are identified.

Practical Implications – This chapter describes practical examples from the everyday literacies of pre-service teachers and elementary students, including apps, websites, tools, and approaches, that foster meaningful experiences with digital literacies. In addition, practical discussions identify strategies that pre-service teachers can use when their internship experience conflicts with methods course content.

Research limitations/implications – The strategies presented in this chapter are based on research and practice, but they focus on elementary pre-service teachers; however, secondary pre-service teacher educators could make adaptations for their learners.

Originality/value of paper – This chapter provides relevant evidence-based information about preparing pre-service teachers to enact digital literacy practices that help K-12 students to think critically, analyze content, and participate fully in 21st century digital cultures.

Details

Best Practices in Teaching Digital Literacies
Type: Book
ISBN: 978-1-78754-434-5

Keywords

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