This paper seeks to provide instructional methods for using simulations to teach primary and secondary sources within a social studies classroom. Classroom simulations…
This paper seeks to provide instructional methods for using simulations to teach primary and secondary sources within a social studies classroom. Classroom simulations provide students with authentic opportunities to engage in meaningful learning experiences that are both hands-on in nature and promote the use of critical thinking.
This paper opted to describe an approach to teach students about primary and secondary sources through a classroom simulation. Step-by-step instruction was provided via an included table, so that readers can recreate the lesson in their own classrooms.
This paper offers insights about how simulations can be used to provide students an authentic experience with primary and secondary sources. These experiences include opportunities to critically think about the benefits and limitations that both primary and secondary sources offer students while engaging in historical inquiry.
This paper is designed for teachers to utilize and replicate in their own social studies classrooms.
This paper recognizes the important role that primary and secondary sources have in the social studies classroom. Through an original approach, using simulations, the authors present a unique perspective on how to teach about primary and secondary sources in a manner that supports historical inquiry.
This paper problematises student support in higher education during the Covid-19 crisis and proposes an original approach of social network analysis for developing…
This paper problematises student support in higher education during the Covid-19 crisis and proposes an original approach of social network analysis for developing effective support for students from different socio-economic backgrounds.
In this forward-thinking essay, the authors draw on theoretical ideas from Hannah Arendt in conceptualising the destructive and productive nature of societal crises such as the Covid-19 pandemic. We also draw on literature on social network analysis in exploring student support.
The authors propose a number of recommendations for university staff to consider when developing effective student support, ranging from nurturing their own professional capital to mapping student support networks and the role of faculty within these.
This paper emphasises the importance of developing effective student support that works for students from different socio-economic backgrounds. This is essential to avoid regression in widening participation policies and practices, and to promote inclusive university environments.
The paper reports the feedback collected from students of the Master of Social Work (MSW) Programme of the School of Social Work (SOSW), Indira Gandhi National Open…
The paper reports the feedback collected from students of the Master of Social Work (MSW) Programme of the School of Social Work (SOSW), Indira Gandhi National Open University (IGNOU), through open and distance learning (ODL), in India. The paper discusses findings related to learner profile, student support services, assignments, academic counselling, fieldwork, audio/video/teleconferencing facilities, Internet access and challenges faced by the learners. The findings will be useful for researchers and practitioners, will help in improving the overall quality of the programme, in designing the delivery mechanism as per the needs of MSW learners and in preparing them to be trained professionals to work in social development sector in India.
For data collection, a questionnaire was prepared and sent to all the students of the MSW programme along with assignment, across India. Responses from 290 students were voluntarily received.
The research findings are that MSW (ODL) students are older, mostly married with the average male learners age being 35 years and that of female learners being 30 years, there are more female learners than male learners, majority of the learners are Hindu from general category, tend to be employed, mostly full-time and some part-time, with work experience. They are from urban, semi-urban, rural and tribal areas with Internet access. Most of the students preferred to read printed self-learning materials than digitally available on eGyanKosh or IGNOUmobile app especially in rural areas though with increasing access to Internet, students are gradually opting for online materials while filling up the admission form. Majority of students found the quality and standard of study materials to be very good. Though maximum respondents gave positive feedback about the student support services and their learning experiences, some of the learners faced challenges like unco-operative staff members, administrative delays, non-allotment of academic counsellor/fieldwork supervisor, irregularity, late reception of study materials, lack of staff members at study centre, far distance of regional centre/study centre from residence, etc.
The findings will help in designing and delivering the MSW programme in a more effective way. Based on the feedback received, the next revision of the programme will take into consideration the concerns of the learner. The limitation of the study is that not all learners responded to all the questions. Not all potential MSW learners filled the questionnaire and submitted it at the school. And those who responded had left some questions unanswered. Those who did not submit response may differ in their responses from what is received.
It is an original work and will be valuable in understanding the distance learner of MSW programme in India, programme delivery and challenges.
Due to the recent coronavirus (COVID-19) outbreak, a temporary interruption of education activities occurred all over the world. The sudden and quick shift from blended or…
Due to the recent coronavirus (COVID-19) outbreak, a temporary interruption of education activities occurred all over the world. The sudden and quick shift from blended or face-to-face learning mode to the sole online learning mode affected the perceptions of students toward the Blackboard application and the usage. This study aims to investigate the perceptions of students toward the Blackboard application in the process of learning Preparatory Year (PY) English courses as the mere tool of learning and the impact of the students’ perceptions on the students’ use of Blackboard.
The results are based on a survey conducted with 228 of PY students: 1st level n = 126 and 2nd level n = 102 at Najran University. The data are analyzed to compare the two levels, as the students’ prior experience with Blackboard is not the same. The 2nd level students have prior experience of blended learning through Blackboard, whereas 1st level students have no prior experience of learning through Blackboard.
The data of the perceptions of both levels showed that 1st level students’ perceptions toward online learning of English via Blackboard were higher than 2nd level students. The data on the frequency of the use of the Blackboard application reflected the perceptions of students.
The findings suggest that the students’ prior experience of e-learning via Blackboard has an impact on the students’ perceptions.
The findings of the study contributed to the learning through the management systems research field and online learning of English during the COVID-19 outbreak.
Purpose – This case study outlines, and critically reflects upon, Aston University's 10 year journey towards mainstreaming widening participation. It begins in 1999 when…
Purpose – This case study outlines, and critically reflects upon, Aston University's 10 year journey towards mainstreaming widening participation. It begins in 1999 when the institution had no Widening Participation Strategy or infrastructure, working towards the current position of a strategic and institution-wide focus on student diversity and inclusion. Critical reflection on this journey details key enabling factors, challenges faced and suggestions for practice.
Methodology/approach – The case study outlines the underlying principles of Aston's approach to widening participation. Key principles include a full student life cycle and evidence-based practice approach, inclusive practice for all, and staff development. These principles are illustrated through examples of practice such as the Student Peer Mentoring Programme, the Learning Development Centre and the Postgraduate Certificate in Professional Practice.
Findings – Practice has been informed through seeking to better understand the changing needs of an increasingly diverse student profile. Diversity goes beyond the student groups targeted through widening participation programmes.
Practical implications – The case study reflects on challenges and enabling factors for the management of change, and suggests practice which may be transferable to other HE institutions.
Originality/value of paper – Aston has adopted a full student-life cycle from outreach work with primary schools, through to pre-entry and transition support, learner development, and on to graduation and employment. This is in contrast to the more predominant focus within the HE sector, upon the early stages of the student life cycle. Aston University has also embedded widening participation within strategies for learning and teaching, and for employability.
Purpose – The purpose of this study is to find out the perspectives of students and English teachers on English Lingua Franca (ELF) at a tertiary level in one of the…
Purpose – The purpose of this study is to find out the perspectives of students and English teachers on English Lingua Franca (ELF) at a tertiary level in one of the public universities in Lhokseumawe Municipality in Aceh and to find out the possibility of adopting the concept of teaching English as ELF to raise the students’ awareness of their identity as part of the ASEAN Economic community and as a means of communication among the Community.
Design/Methodology/Approach – The research employs basic interpretive study by delivering questionnaires to 40 students from different disciplines and conducting interview to 6 English teachers from targeted research university in Lhokseumawe, Aceh, Indonesia.
Findings – The study addresses that the majority of the students are aware that English is no longer possessed by an inner circle of English users and realize the use of English as means of communication in globally context. However, the students do not understand the English as ILF. Besides, they do not enable to envisage themselves as part of the global community of English users as their identity. The research also indicates that majority the interviewed English teachers do not realize the concept of teaching ELF in the university.
Research Limitations/Implications – The findings of this research may shed light for other English teachers in Aceh to improve their teaching method in order to improve students’ speaking skill and their awareness of their identity as a part of global imagined community of English users within the ASEAN Community Economic context.
Practical Implications – The solutions offered in the paper could improve the teaching method of English teachers particularly in Aceh, Indonesia.
Originality/Value – The research of students’ and teachers’ perspective of ELF in Lhokseumawe, Aceh, has not yet been published.
Purpose – Through a description of changes in institutional approaches to academic advising, this case study provides strategies for improving retention rates of…
Purpose – Through a description of changes in institutional approaches to academic advising, this case study provides strategies for improving retention rates of first-year students deemed ‘at-risk’ of leaving university before second-year enrolment.
Methodology/approach – The study targets first-years who have been identified as ‘at-risk’ in the College of Liberal Arts (CLA) at Temple University in Philadelphia, Pennsylvania. Temple is a large public research institution in the United States, home to approximately 35,000 full-time equivalent (FTE) students, of whom, 6,000 are enrolled in the CLA. The current case study focuses on the systematic and intentional processes developed by academic advisors or tutors in CLA to ensure students' progression from their first to second year. Project 2013, named for the intended graduation year of the initial target population, is a proactive retention initiative, and this study delineates the evolution of the innovation, development of the target group, project objectives, implementation of retention strategies, outcomes of the project, successes, limitations and future considerations.
Findings – Through sustained highly personalised interventions with first-year ‘at-risk’ students, the retention rate for this population improved by nearly 7% over the University's average for similar students and met the overall retention rate of the University's general student population.
Practical implications – The outcomes of this project suggest that with careful, strategic planning, clear execution by facilitators and ongoing assessment of such interventions, student retention and, by extension, persistence to graduation should improve significantly enough to warrant strong, ongoing institutional commitment.
Students are drawn to doctorates for both the intellectual journey and the aspirational destination. However, many contemporary doctoral students and graduates are feeling…
Students are drawn to doctorates for both the intellectual journey and the aspirational destination. However, many contemporary doctoral students and graduates are feeling like battlers, in that victory does not assure a career. In this context, the weapons of choice are a clear vision, identity, and strategic choices. The aim of this chapter is to inform students, their supervisors, and university executive leaders how to achieve heightened graduate employability. As such, it has been written for four audiences: (1) PhD students, who want academic careers, and (2) those who want careers beyond universities; (3) PhD supervisors; and (4) university executive leaders. The key takeaways are practical recommendations for each of these four groups. The content is informed by an Australian national research study into postgraduate student experience, which included 319 postgraduate students as research participants. The first chapter author was one of two principal researchers leading the study, and the second chapter author was the project manager and researcher. The authors have added their reflections and personal experiences as supervisor and PhD student respectively.
The McDonnell International Scholars Academy was founded in 2005 to bring together future leaders during their time at Washington University as master’s or doctoral students. The Academy recruits Scholars from partner universities around the world and a few from the United States, and it provides tuition and a living stipend for their time to degree. The annual cohorts of 15–20 Scholars represent all seven schools at Washington University and to the extent possible all 31 partner institutions. The Academy currently has 72 alumni and 67 in-residence Scholars.
A basic assumption of the McDonnell Academy is that diversity does not just happen when we put a diverse group of people together; it has to be fostered. In addition to recruiting students who say they want to be part of a diverse community, we need to encourage productive forms of interaction. To do this, the Academy strives to build trust, encourage networking, and foster friendships and professional relationships that yield “McDonnell Academy Scholars for Life.”
Through the Academy’s experience, we have learned that some useful ingredients for “doing diversity” are bring together a wide mix of people who would not normally meet; build trust among this group by creating a “safe place for unsafe topics”; discuss topics that divide as well as unite the group and find the common threads that lead to productive engagement; organize initiatives and events that are part of the institutional structure of the university so as to foster involvement from all constituents; and create living communities that encourage interaction and deepen connections among a wide variety of individuals.
The Academy experiences and structure can serve as a possible model to expand the idea of “doing diversity” across graduate schools, across disciplines, and across cultures and backgrounds.
In this chapter, we discuss cases involving pre-service mathematics teachers. These cases highlight teachers’ understanding of perspectives as they solve and analyze…
In this chapter, we discuss cases involving pre-service mathematics teachers. These cases highlight teachers’ understanding of perspectives as they solve and analyze student work involving tasks that call for translations between algebraic and graphical representations. Findings suggest that flexible or inflexible knowledge structures influence participant’s attempt to analyze or address student thinking.
Findings from this study highlight a major concern for teacher education and IBL efforts. If teachers do not have a flexible knowledge base to draw from, teachers may fail to capture important aspects of students’ thinking and help students develop appropriate understandings. Such failure may result in missed opportunities to effectively assist students to explore, create and communicate, ideas that are core to IBL.