4,340 research outputs found
UMSL Bulletin 2023-2024
The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp
Handbook Transdisciplinary Learning
What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education
Taylor University Catalog 2023-2024
The 2023-2024 academic catalog of Taylor University in Upland, Indiana.https://pillars.taylor.edu/catalogs/1128/thumbnail.jp
Preservice Teacher Intersectional Awareness: A Qualitative Inquiry
The purpose of this dissertation was to investigate the intersectional awareness of preservice general education teachers as experienced through an internship in an urban, Title 1 funded school. Intersectionality Theory (Boveda, 2016; Crenshaw, 1990; Dill & Zambrana, 2009; Jones & Wijeyesinghe, 2011) was used as a theoretical framework to inform this study. A descriptive phenomenological design (Creswell, 2013; Moustakas, 1994) was used to examine preservice teachers\u27 (PSTs)lived experiences within their teacher preparation program courses and internship. Data were collected through individual semi-structured interviews with preservice general education teachers. Data analysis was completed using Colaizzi\u27s (1978) seven-step process as outlined by Sanders (2003). Thematic analysis resulted in three primary themes around how participants experienced intersectionality in their internship experiences. The primary themes included: (a) Understanding my role and identity as an intern and teacher in an urban, Title 1 funded school; (b) Acknowledging the context of my students and my school; and (c) Serving all students through my knowledge, skills, and dispositions. Data and results from this study inform research, practice, and policy related to intersectionality and its application to teacher education to advance educational equity. This research builds upon the work of scholars committed to enhancing teacher education to develop teachers with the knowledge, skills, and dispositions needed to serve all students
Examining the Relationships Between Distance Education Students’ Self-Efficacy and Their Achievement
This study aimed to examine the relationships between students’ self-efficacy (SSE) and students’ achievement (SA) in distance education. The instruments were administered to 100 undergraduate students in a distance university who work as migrant workers in Taiwan to gather data, while their SA scores were obtained from the university. The semi-structured interviews for 8 participants consisted of questions that showed the specific conditions of SSE and SA. The findings of this study were reported as follows: There was a significantly positive correlation between targeted SSE (overall scales and general self-efficacy) and SA. Targeted students' self-efficacy effectively predicted their achievement; besides, general self- efficacy had the most significant influence. In the qualitative findings, four themes were extracted for those students with lower self-efficacy but higher achievement—physical and emotional condition, teaching and learning strategy, positive social interaction, and intrinsic motivation. Moreover, three themes were extracted for those students with moderate or higher self-efficacy but lower achievement—more time for leisure (not hard-working), less social interaction, and external excuses. Providing effective learning environments, social interactions, and teaching and learning strategies are suggested in distance education
Phenomenological Study on Veteran Resource Center (VRC) in California Community Colleges
Since the implementation of the Post-9/11 GI Bill, the largest student veteran enrollments have taken place at community colleges. Student veterans are considered at-risk students due to their high attrition rates in higher education. There is a lack of literature regarding the experiences of staff responsible for providing support services to student veterans in higher education. Veterans Resource Center (VRC) is the one-stop center for student veterans to help them navigate administrative processes and address any concerns toward degree completion. Thus, VRCs play a major role in student veterans’ academic success, and further exploration of their experiences and voices is needed.
This study seeks to illuminate the knowledge, expertise, and understanding of the professional practices of VRC staff members in California Community Colleges, where student veterans’ transition takes place the most. Phenomenology served as the guiding methodological framework. The interview was the principal data collection method, which consisted of 15 participants. Findings indicated that student veterans are more prone to experience non-academic hardships than their peers. Mitigating all aspects of each student\u27s personal issues may be outside the scope of influence of any campus service provider. Nonetheless, VRCs strive to enhance student veterans\u27 quality of living and learning. Moreover, being able to identify these hardships and plan for mitigating their intensity can be achieved through a proper referral for where to seek additional help.
Implications for policy include the current California Community College VRC funding formula’s equity gap and how it results in insufficient VRC funding and staffing. Furthermore, it is critical to improve understandings of the impact of the COVID-19 pandemic, military-affiliated students and dependents, stigmatization of disability, and the transition experiences of student veterans who are not using the GI Bill. As a result of this study, program administrators/directors may better explain how their staff might experience difficulties and potentially improve their service-delivery model. Not all student veterans need the same support, and it is imperative to understand that student veterans\u27 needs may vary from context to context
2023-2024 Undergraduate Catalog
2023-2024 undergraduate catalog for Morehead State University
Teaching Tragedy: Two Classrooms Locating Impairment in Hamlet and King Lear
ABSTRACT In this qualitative study of university classroom practices, the author used textual analysis to highlight possible connections between Disability Studies and the teaching of two of William Shakespeare’s plays. The data for the study was gathered from teacher-scholar narratives regarding classroom practices and careful analyses of two university instructors who had recorded their classroom sessions focused on Hamlet and King Lear. Findings from the study included identifying textual spaces where impairment was relevant, but not noted, highlighting disability-related language in classroom talk, and examining various pedagogical approaches toward the plays that would facilitate a more Disability Studies informed pedagogical approach. Keywords: Shakespeare, Disability Studies, Pedagog
“If it wasn’t for them, I would probably just breakdown”: An IPA study exploring how secondary aged girls with SEMH needs describe and make sense of their relationships in school.
The prevalence of social, emotional and mental health difficulties amongst young people has increased and Child, Adolescent and Mental Health Services (CAMHS) are struggling to respond to the current need. Therefore, more than ever, schools are playing a role in supporting young people with these needs, and the relationships they have in school are at the forefront of this. Previous research suggests that the range of relationships formed in school can play a key role in supporting or hindering the social, emotional and mental health of students.
SEMH needs amongst girls have been consistently under identified in schools which has led to them being underrepresented in the research. Furthermore, studies in this area tend to utilise quantitative designs and, typically, self-report questionnaires to explore either the positive or negative aspects of specified relationships in school. This study aims to give a voice to girls with SEMH needs and seek insight into their relationships in school, without being restricted by a specific narrative or scale, which has so often been the feature of research in this area.
This thesis explored how three secondary aged girls with SEMH needs experience a single-sex secondary school and the meaning they take from the relationships they have within it. Interviews were recorded, transcribed and analysed using Interpretative Phenomenological Analysis (IPA). Poignant themes were generated to summarise their experiences: Sources of Support, The Emotional Experience, Difficult Past Experiences, and Identity.
In the discussion of the findings, the girl’s accounts are linked to various psychological theories to help explore their experiences. The findings provide several implications for EPs and schools as well as outlining directions for future research
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