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1 – 6 of 6Vijaya Lakshmi Dara and Chitra Kesavan
The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional…
Abstract
Purpose
The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional contributions, highlighting the global reach of participatory learning discourse. The study also reaches into the most cited papers, emphasizing their pivotal role in shaping the field’s trajectory.
Design/methodology/approach
The research design of our study involves a retrospective analysis focused on the topic of participatory learning in education. A retrospective analysis is a methodological approach that entails examining existing literature, data, and publications within a specific field to identify trends, patterns, and insights over a defined period. In the context of participatory learning in education, this research design allows us to gain a comprehensive understanding of the evolution, contributions, and emerging directions within this pedagogical approach.
Findings
The culmination of this study lies in formulating 75 thought-provoking future research questions. These questions are designed to guide the future trajectory of participatory learning research, addressing existing gaps and propelling the field toward new horizons. The findings of the study contribute to a panoramic view of participatory learning’s evolution, global impact, and potential for reshaping education. It is a compass for researchers, educators, and policymakers navigating the intricate landscape of participatory learning in education.
Research limitations/implications
Themes and topics are thoroughly explored, unrevealed the multidimensional nature of participatory learning research. The investigation spans time, revealing enduring themes while unveiling emerging areas of inquiry that capture the attention of researchers and practitioners. Current trends and focus areas are scrutinized, offering insights into the ever-evolving scholarly pursuits within participatory learning.
Practical implications
This comprehensive study investigates the evolution and impact of research on participatory learning in education from 1995 to 2023. The research objectives encompass a broad spectrum, including trend analysis, geographical distribution assessment and identification of influential papers, thematic exploration, and the formulation of future research questions. Through a meticulous examination of published literature, this study aims to shed light on the development of participatory learning as a transformative educational approach.
Originality/value
This study’s originality lies in its comprehensive analysis of participatory learning in education from 1995 to 2023, revealing temporal trends, global contributions, influential papers, thematic nuances, and emerging trends. By amalgamating these dimensions, it offers a holistic view of participatory learning’s evolution, impact, and future directions, enriching the understanding of this transformative educational approach and guiding further research and practice.
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Ashraf M. Salama and Madhavi P. Patil
This paper introduces the YouWalk-UOS mobile application, a tool that revolutionises the assessment of urban open spaces (UOS). The paper demonstrates how integrating real-time…
Abstract
Purpose
This paper introduces the YouWalk-UOS mobile application, a tool that revolutionises the assessment of urban open spaces (UOS). The paper demonstrates how integrating real-time, on-ground observations with users’ reactions into a digital platform can transform the evaluation of urban open spaces. It seeks to address the existing shortcomings of traditional UOS assessment methods and underscore the need for innovative, adaptable and inclusive approaches.
Design/methodology/approach
Emphasizing the necessity of UOS for mental and physical health, community interaction and social and environmental resilience in cities, the methodology involves a comprehensive analysis of a number of theoretical frameworks that have historically influenced urban open space conceptualisation, design and assessment. The approach includes a critical review of traditional UOS assessment methods, contrasting them with the capabilities of the proposed YouWalk-UOS application. Building on the reviewed theoretical frameworks, the methodology articulates the application’s design, which encompasses 36 factors across three assessment domains: functional, social and perceptual and provides insights into how technology can be leveraged to offer a more holistic and participatory approach to urban space assessment.
Findings
YouWalk-UOS application represents an important advancement in urban space assessment, moving beyond the constraints of traditional methods. The application facilitates a co-assessment approach, enabling community members to actively participate in the evaluation and development of their urban environments. Findings highlight the essential role of technology in making urban space assessment more user-centred, aligning more closely with community needs and aspirations.
Originality/value
The originality lies in the focus on the co-assessment approach and integration of mobile technology into urban open space assessment, a relatively unexplored area in urban design literature. The application stands out as an innovative solution, offering a new perspective on engaging communities in co-assessing their environments. This research contributes to the discourse on urban design and planning by providing a fresh look at the intersection of technology, user engagement and urban space assessment.
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This study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching…
Abstract
Purpose
This study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching LGBTQ content in their methods courses, and helping the preservice teachers they teach in those classes reduce their bias and prejudice against LGBTQ individuals.
Design/methodology/approach
This study, framed by self-efficacy theory, employs a mixed methods approach, qualitative semistructured interviews (n = 6) and quantitative (Likert-scale) survey questions (n = 174).
Findings
Participants reported high self-efficacy in working with LGBTQ students but showed decreased efficacy in teaching about LGBTQ content and helping reduce preservice teacher LGBTQ bias. Participants suggested that time in the curriculum, lack of knowledge about LGBTQ topics/issues, and the lack of institutional support are some of the leading barriers to LGBTQ inclusion in the social studies teacher preparation curriculum.
Originality/value
This is the only work conducted at this scale to examine social studies teacher educators' self-efficacy in LGBTQ-inclusion in methods courses. It has implications for increasing this self-efficacy to help make P-16 social studies education LGBTQ-inclusive.
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Laura Hedin, Lydia Gerzel-Short, Lisa Liberty and Jason Pope
District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic…
Abstract
Purpose
District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.
Design/methodology/approach
In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.
Findings
25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.
Research limitations/implications
Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.
Practical implications
Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.
Social implications
The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.
Originality/value
Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.
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Emnet Tadesse Woldegiorgis and Otilia Chiramba
This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It…
Abstract
Purpose
This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.
Design/methodology/approach
This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.
Findings
The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.
Originality/value
This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.
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