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1 – 10 of over 10000Chia-Yen Ma, Kuo-Ching Wang, De-Yen Liu and Ting-Ching Lai
The research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.
Abstract
Purpose
The research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.
Design/methodology/approach
This study adopted a mixed qualitative and quantitative approach to measure the learning effectiveness of thematic teaching in technical vocational schools using the Kirkpatrick model. Qualitative research conducted in-depth interviews with 32 interviewees, including students, parents, teachers, graduate alumni and the supervisors of off-campus internship units. Quantitative research conducted a questionnaire survey on vocational students. A total of 221 valid questionnaires were collected. In addition, this research conducts another quantitative survey on cooperative enterprises to compare the actual effect of the implementation of the school-wide thematic teaching students with the others, and a total of 35 valid questionnaires were collected.
Findings
The results of the research found that the effectiveness of thematic teaching method can achieve the expected goals of each level of Kirkpatrick model. The students taking thematic teaching are significantly better and fitting in the industry expects. Therefore, this research suggests the comprehensive introduction of school-wide thematic teaching to other school operators.
Originality/value
This research is the first study used the Kirkpatrick model to evaluate the effectiveness of school-wide thematic teaching design in hospitality education and providing a practical case for schools. This research combined qualitative and quantitative research methods to investigate the effectiveness of the teaching method through multiple perspectives. Through the feedback from supervisors of the hospitality industry, the school-wide thematic teaching design provides a good foundation for technical and vocational graduates.
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The purpose of this paper is to reveal how the meanings of the current national curriculum reform in China changed in its transmission from the outside authoritative mandate to…
Abstract
Purpose
The purpose of this paper is to reveal how the meanings of the current national curriculum reform in China changed in its transmission from the outside authoritative mandate to the local school practice through a case study of a lesson study on a reform practice called the “thematic teaching” in the Chinese language course.
Design/methodology/approach
By a longitudinal study of the case for more than two months in a primary school in Beijing, China, the authors of this paper followed all the steps of the lesson study cycle conducted by all the Chinese language teachers in the school. Observations, interviews and document analysis were employed to capture the teachers’ thoughts, actions and especially group interactions in trying to understand and implement this new reform practice.
Findings
The study found that due to the marked differences between the professional reform discourse and the teachers’ native discourse, the meanings of the reform tended to look alien to school teachers. In order to make meanings out of the reform, the teachers in this lesson study resorted to their own native discourse to understand the reform. Such strategies as “de-contextualization” and “re-contextualization” were found in the teachers’ joint efforts to reconstruct and reenact the reform.
Originality/value
This research points to the importance of school teachers’ own belief system in teaching as revealed by their native discourse. Only by finding an adequate link between the outside reform discourse and the teachers’ native discourse, can the national curriculum reform truly take hold in the school.
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Tien-Chi Huang, Shin-Jia Ho, Wen-Hui Zheng and Yu Shu
The importance of multidimensional and engaging instruction for sustainable development goals (SDGs) in higher education cannot be overstated. Such instructions should motivate…
Abstract
Purpose
The importance of multidimensional and engaging instruction for sustainable development goals (SDGs) in higher education cannot be overstated. Such instructions should motivate students not only to memorize and contemplate these goals but also to actively participate in addressing SDG-related challenges. Consequently, this study aims to develop practical and appropriate instructional approaches to education for sustainable development (ESD) in higher education to enhance students’ knowledge, attitudes and behaviors concerning sustainability.
Design/methodology/approach
By using a quasi-experimental design, this ESD study was conducted at a university in central Taiwan. A total of 121 students from diverse academic backgrounds participated in the 16-week experiment, which was divided into three groups. Lecturing, thematic teaching and design-thinking strategies were applied to these respective groups.
Findings
The thematic-teaching and design-thinking groups displaying improved cognitive performance. However, the quantity results revealed that the design-thinking group surpassed the other two groups in sustainability knowledge, attitudes, behaviors and mind map tasks. The qualitative findings further indicated that design thinking – through multiple practical problem-solving activities – guided college students to think independently and sustainably, as well as enabled them to internalize the value of sustainable development. By implementing these effective approaches, the core goals of ESD-related personal and societal transformations may be realized.
Practical implications
This study proposed a goal-oriented ESD instructional model for educators, demonstrating the efficacy of design thinking in cultivating higher-order thinking and affection for ESD in students. Additionally, this study introduced an innovative evaluation approach – mind mapping – to the ESD domain, which may compensate for the limitations of the survey method.
Originality/value
This study provides empirical evidence for the effectiveness of design thinking and thematic-based pedagogies in sustainable development higher education. Additionally, it also offers a practical ESD instructional model with reference value for scholars and multi-domain instructors. Moreover, the study highlights that by examining organizational governance from the perspectives of design thinking and higher-order affection, sustainable and economic development need not be mutually exclusive concepts. Instead, pursuing SDGs can be viewed as investment opportunities for organizations rather than mere costs.
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Elizabeth Price and Rebecca Richardson
The purpose of this paper is to review selected publications in library-related literature and discuss the thematic approach to course design in colleges and universities and how…
Abstract
Purpose
The purpose of this paper is to review selected publications in library-related literature and discuss the thematic approach to course design in colleges and universities and how it has been implemented into information literacy (IL) courses.
Design/methodology/approach
A literature review of peer-reviewed journals, professional journals, magazines and blogs contextualizes the thematic approach to instruction at the college and university levels. Search terms included “thematic approach”, “thematic approach in education” and “theme-based instruction”; the search was restricted to articles published in the past 20 years.
Findings
In addition to the IL courses, thematic-based instruction has been used in biology, chemistry, English, French literature, history, mathematics, philosophy and sociology courses in college and university campuses. While instructors report that the thematic approach enhances student learning, few studies have directly tested the impact. No studies have been published within the library science literature.
Originality/value
Thematic approach is a newer concept in the world of IL instruction. While many professional journal articles and blog posts provide in-depth case studies of how thematic-based instruction has been implemented, this article draws from all disciplines and features a succinct summary of what works, what does not work and how to best implement a thematic approach in an IL course.
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This qualitative case study investigated an interdisciplinary expedition in an urban high school (based on the Expeditionary Learning Outward Bound model). The author wanted to…
Abstract
This qualitative case study investigated an interdisciplinary expedition in an urban high school (based on the Expeditionary Learning Outward Bound model). The author wanted to understand what happened during an expedition and how the Global History teacher perceived teaching a tested course in an Expeditionary Learning School. Findings indicated the teacher thought the expeditions students engaged in each semester assisted them in developing a sense of global awareness and in making interdisciplinary connections. The teacher also discussed challenges encountered when teaching the Expeditionary Learning curriculum to students who struggled academically. Though 35% of students failed the state Global History and Geography test at the end of the semester, the teacher remained committed to teaching with expeditions. This research highlights the teacher’s perceptions of the benefits and challenges of implementing expeditions in a state-tested course in an urban high school, as well as the need for additional supports for implementing this type of curriculum and preparing students for high-stakes exams.
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Latisha Reynolds, Samantha McClellan, Susan Finley, George Martinez and Rosalinda Hernandez Linares
This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.
Findings
This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.
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Audeliz Matias, Sheila M. Aird and David F. Wolf
Advances in geospatial technology, web map interfaces, and other Web 2.0 tools provide new opportunities for educators to engage students in critical thinking, problem-solving…
Abstract
Advances in geospatial technology, web map interfaces, and other Web 2.0 tools provide new opportunities for educators to engage students in critical thinking, problem-solving, and collaborative skills. Although little attention has been given to learning from maps in higher education, knowledge of space is critical to attitudes and decision making as global citizens. Additionally, the ability to easily create multimedia maps offers new educational affordances for students at a distance and has the potential to link geographic and cultural understanding within the context of a variety of disciplines. We discuss the development of a mapping and blogging interactive learning environment, MapBlog, as a visual platform for representing information spatially. In this chapter, the MapBlog will be discussed as an interactive learning environment and as a visual platform for representing information spatially. We present and discuss four MapBlog categories: external content, student-created content, static content, and thematic.
Christine Kim-Eng Lee and Lo Mun Ling
Much has been written about the failure of curriculum reforms to bring about pedagogical transformation in classrooms. The purpose of this paper is to introduce the special issue…
Abstract
Purpose
Much has been written about the failure of curriculum reforms to bring about pedagogical transformation in classrooms. The purpose of this paper is to introduce the special issue about facilitating curriculum reforms through lesson study.
Design/methodology/approach
The guest editors introduce the papers while also discussing key themes and concepts.
Findings
The collection of papers shows that it would be naïve to assume that the intended, enacted and lived curriculum would be the same. Teachers play a very important role in bringing the intended curriculum to life in classrooms, and lesson study provides a process through which the intended, enacted and lived curriculum could be brought closer together.
Originality/value
It is only through such collaborative discourse among teachers supported by “knowledgeable others” that reform ideas can take root in classrooms and bring about lasting change.
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The widespread provision of evidence‐based psychosocial interventions (PSI) for people who experience psychosis and their families requires that the mental health workforce has…
Abstract
The widespread provision of evidence‐based psychosocial interventions (PSI) for people who experience psychosis and their families requires that the mental health workforce has access to educational and training programmes in these treatment approaches. Such training has been available in England since 1992 when the first PSI programmes were established at The Institute of Psychiatry, London and The University of Manchester. While training is now more widely available (Brooker, 2002), little is known about the extent and distribution of training across England, or of the detail of individual programmes. To remedy this, the NIMHE National PSI Implementation Workgroup conducted a survey of university accredited PSI education/training in January 2006.Twenty‐six courses were represented in the returns from the eight regions served by CSIP regional development centres. This paper presents the findings of this survey and discusses the current provision of PSI training in England in 2006.
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Andrew Ebekozien, Clinton Aigbavboa and John Aliu
Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics…
Abstract
Purpose
Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines.
Design/methodology/approach
Data were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources.
Findings
The study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement.
Research limitations/implications
The research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework.
Practical implications
The paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions.
Originality/value
The thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century.
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