99 research outputs found
Structure and agency in learning: a critical realist theory of the development of capacity to reflect on academic practice
Tackling transition:the value of peer mentoring
This paper is aimed at those interested in the promotion of student retention in higher education; particularly those with an interest in peer mentoring as a means of student support. It critically discusses the results of an exploratory study analysing the perceptions of peer mentors and mentees within five universities in the United Kingdom. The aim of the study was to analyse how student peer mentoring can aid transition into university by focusing specifically on how senior students can support their junior counterparts in their first year at university. The paper discusses the results of a survey which was completed by 329 student peer mentors and mentees. Focusing on the benefits and outcomes of participation in Mentoring Programmes, the survey was distinctive in that it asked mentors and mentees similar questions. From a theoretical perspective, the paper contributes to debates about peer support in higher education showing that participation in such programmes can have positive outcomes from both social and pedagogic perspectives. Practically speaking, the results have important implications for Higher Education Institutions as the research highlights the importance of putting into place formally structured Peer Mentoring Programmes which facilitate student support at a time when new students are most at risk of âdropping outâ
Achieving Education for Sustainable Development (ESD) in Early Childhood Education Through Critical Reflection in Transformative Learning
The central role of education in creating a more sustainable future has been already recognized by educators and policy-makers alike. This chapter argues that this can only be truly achieved through the efforts of teachers in implementing an âeducation of a different kind,â a general educational shift that seeks to encompass a converging transformation of the priorities and mindsets of education professionals. In this regard, the professional preparation of teachers, as the leading actors in shaping childrenâs learning processes, and their continuous professional development are vital considerations for Education for Sustainable Development (ESD) to be successfully achieved. Linking transformative learning and ESD has emerged as a distinct and useful pedagogy because they both support the process of critically examining habits of mind, then revising these habits and acting upon the revised point of view. This study aims to describe and evaluate the potential of transformative learning in innovating mainstream education toward sustainability by focusing on the role of critical reflection in a capacity building research project realized in Turkey. The data was gathered from 24 early childhood educators using a mixed-method research design involving learning diaries, a learning activities survey, and follow-up interviews. This chapter identified content, context, and application method of the in-service training as factors that have contributed to the reflective practices of the participants. In addition, presenting the implications regarding the individual differences in how learners engage in critical reflection practices, this research offers a framework for a content- and process-based approach derived from Mezirowâs conception of critical reflection
University teachersâ self-reflection on their academic growth
This study followed the academic growth of four university teachers, over a two-year period, with the intention of enhancing inquiry-based learning in practice. Data were generated within the natural settings of classrooms, laboratories and lecture halls, through the analysis of teaching materials, low-participation observation, informal discussions and semi-formal interviews. The research approach was based on a critical social paradigm, assuming principles of action-research methodology privileging a transitional âinstructional coaching approachâ. Outcomes show a marked interest in the design and development of innovative approaches to teaching, learning, feedback and assessment. They demonstrated strong collaborative practices, insightful reflections on their teaching activities, and willingness to share evaluations both within and without of university contexts and successfully contributing thoughts and ideas to a wider audience.This research was financed by European Founds âFEDER atravĂ©s do Programa Operacional Factores de Competitividade â COMPETEâ and by National Funds through âFCT â Fundação para a CiĂȘncia e a Tecnologiaâ project PTDC/CPE-CED/117516/2010
Classificação de lùminas de madeira de Pinus spp. contaminadas por fungos manchadores
Avaliação de mestrados profissionais: construção e anålise de indicadores à luz da multidimensionalidade
SPIN ORIENTATION IN FeB
La dĂ©pendance angulaire de l'interaction hyperfine a permis de dĂ©terminer l'orientation de spin dans FeB. On a trouvĂ© que les spins forment un angle de 20° avec l'axe b. La structure magnĂ©tique doit ĂȘtre dĂ©crite comme un ferromagnĂ©tique non linĂ©aire.From the angular dependence of the hyperfine interaction the spin orientation of FeB was determined. It was found that the spins form an angle of about 20° to the b axis. The magnetic structure has to be described as canted ferromagnetism
Effects of Postlayup Borate Treatment on Appearance and Flexural Properties of Douglas-Fir Glued Laminated Beams
Effect of growth site type, felling season, storage time and kiln drying on contents and distributions of phenolic extractives and low molar mass carbohydrates in secondary xylem of silver birch Betula pendula
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