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1.
This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership—funded by a grant from the Corporation for National and Community Service, Learn and Serve program—focused on professional development opportunities for K–12 educators across subject areas throughout an urban school district. Teachers enrolled in a university-level graduate course where they learned about critical service-learning, engaged in community-based activities, developed partnerships with local organizations, and facilitated critical service-learning projects in local schools and communities. Here, we highlight one of the many projects that emerged from this partnership as we attempt to connect theory with practice by reframing service-learning as learning and participation. We ask: How can a reframing of service-learning as learning and participation impact how we understand the educative and social engagements of four urban youth? 相似文献
2.
Brenna Bohny Monica Taylor Sa-Qwona S. Clark Susan D’Elia Graziela Lobato-Creekmur Stephanie Brown Tarnowski 《Studying Teacher Education》2016,12(3):284-301
Through a self-study methodology, six doctoral students and a professor examine how our semester long doctoral level class became a transformative space for all participants. We investigate how each individual was able to participate in the construction of a powerful and meaningful learning community, which led to a re-visioning of ourselves as women and teacher educators. Feminist pedagogy and positioning theory provide a guiding framework for both the class and our own reflective research. Our findings include, but are not limited to, showing how negotiating the curriculum led to a doctoral class becoming a safe space and how this negotiation led to transferring democratic practices to our teaching and the tensions associated with that. This work contributes to the field of teacher education as it focuses on the importance of fostering classroom and school cultures where knowledge production is facilitated through democratized practices. Our study highlights the value of creating a learning community where all members, both students and teacher, share power, privilege, and voice. It is in these types of positive educational environments that true meaning making and change can occur. 相似文献
3.
Margaret Perrow 《College Teaching》2017,65(3):97-105
There is currently strong and widespread support among university administrators for blended learning at the college level, or courses that incorporate some degree of online instruction. As instructors are called on to incorporate online and face-to-face elements into their instruction, they face the critical question of how to intentionally connect the two modalities in ways that strengthen learning. This article first outlines the historical context of social-constructivism's presence in online instruction, and then presents a rationale for the use of “crossover” discussion protocols that connect online forums and face-to-face discussions. The article argues that by drawing deliberately on the benefits of both online and in-person learning environments, crossover protocols help students make more insightful connections among ideas and push their own—and each others'—thinking in unexpected ways. A set of crossover protocols is then provided, along with considerations for implementing them effectively. These practical strategies for facilitating conversations across the two modalities were developed in the author's undergraduate and graduate level courses in English and education and are adaptable across course levels and disciplines. The article concludes with a discussion of how students experience the learning benefits of crossover protocols. 相似文献
4.
The importance of student engagement in higher education is increasingly recognised. As a result, questions have arisen regarding how best to inspire and support students in taking greater interest in and more active responsibility for their learning. Student–faculty partnerships that position students as consultants in explorations of pedagogical practice inspire and support engagement and responsibility that carry over from those partnerships into students' classroom participation. However, such partnership constitutes for many students a ‘threshold concept’. Because partnering with faculty in analyses and revisions of teaching and learning both requires and inspires students to redefine their roles, responsibilities and sense of themselves, student–faculty partnership proves troublesome, transformative, discursive, irreversible and integrative. In a case study of one partnership programme at a liberal arts institution in the Northeastern USA, we discuss how crossing the threshold constituted by student–faculty partnership in pedagogical exploration fosters in students greater engagement in, and responsibility for, learning. Implications for higher education include the potential of reconceptualising our classrooms as more democratic spaces and the work of teaching and learning as more of a shared responsibility. 相似文献
5.
ABSTRACTDespite a significant body of literature espousing the transformative impacts of Australian Indigenous Studies curriculum upon students, there remains a limited body of work related to how these students experience and learn within this complex environment. This is particularly notable for research aligned with Mezirow’s transformative learning theory. Reporting on a qualitative study, this paper offers a perspective into students’ transformative experiences within a tertiary first-year Indigenous Studies health course. Thirteen non-Indigenous students were interviewed about their learning experiences within this context. Explicitly framed by Mezirow’s transformative learning theory, thematic analysis findings suggest students consistently experience precursor steps to transformative learning including disorienting dilemmas, self-examination with guilt or shame, critical reflection on assumptions, exploration of new roles, and trying on new roles. The manifestation of these steps highlights the ways in which students experience learning in this space, and a range of elements influencing this – from students’ own positioning and approaches to learning, to the nature of the curricular and pedagogical approaches. This study offers nuanced insight into the complexity of students’ transformative learning experiences, suggesting students hold a range of contradictory perspectives at any one time. If curricular models are to be effective for the broader student body, we propose that (1) the complex intersection of students’ identity development, need for group belonging, learning approach, limitations in existing knowledge and capacity for complex thought requires further consideration in this context, and (2) greater institutional investment is necessary in both the development of educators in this space, and educational opportunities beyond first-year, lest we risk reinforcing extant beliefs and paradigms held by non-Indigenous Australians about Indigenous Australians, and a continuation of the health disparities these curricular offerings are designed to alleviate. 相似文献
6.
Yiping Lou 《Distance Education》2004,25(1):49-66
Online courses have been criticized for their focus on knowledge acquisition rather than on how to solve authentic complex problems, a skill that is increasingly being recognized as critical to meeting the challenges in the real world. The purpose of this study was to explore whether between‐group collaboration in project‐based online courses can promote student learning of complex problem solving. Eleven graduate students in an educational technology class participated in this study. Each group of three to four members designed and developed a 2‐week online mini‐course that was later implemented with classmates across groups. During the semester, students were encouraged to visit other group areas, discuss challenges, and share strategies in the online course environment. The results indicate that between‐group collaboration was effective in improving group processes, group project performance, individual student achievement, and confidence in complex problem solving in designing online courses. 相似文献
7.
Judith Suissa 《Journal of Philosophy of Education》2004,38(3):455-465
In this paper, I explore the insights suggested by Michele Borrelli's ‘The Utopianisation of Critique’ in the context of a real‐life educational encounter that involves an attempt at being ‘critical’. Borrelli's observation that all positive utopian critique implies an inevitable degree of dogmatism takes on a new—and less depressing—significance when examined in the light of such an encounter. Acknowledging the tensions suggested by Borelli's analysis is, I argue, what makes a particular educational stance ‘critical’. Rather than leading to conceptual confusion, this should be seen as integral to the transformative and motivational potential of the educational process. 相似文献
8.
Elizabeth Bondy Amy S. Murphy Rachel Wolkenhauer Desi Krell 《Equity & Excellence in Education》2015,48(2):227-248
The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators. 相似文献
9.
In this article, we examine the discursive construction of knowledge about immigration in two geographic spaces whose “border” many students navigate: a school context meant to support English Language Learners and an out-of-school faith based organization serving immigrant communities. We draw on the concept of “border thinking” (Mignolo, 2000, p. 18) to understand how colonial histories continue to influence contemporary educational contexts. Through examples from students’, community members’, and educators’ interactions with available discourses of immigration, we elaborate on the implications of community knowledge for revising school practices to represent a fuller complexity of immigration experiences. 相似文献
10.
Responding to the ubiquity of information and the corresponding need to filter and make sense of it, transformative learning is increasingly being used to frame learning experiences in higher education. While several instruments have been developed to measure transformative learning in educational settings, little work has been done towards an understanding of transformative learning measurement in online environments. This study was conducted over two phases, an initial exploration of a reflective thinking questionnaire with students in an online MBA program of a higher education institution in the mid-Atlantic region of U.S., followed by a confirmatory phase of a refined, three-factor instrument in the same context. This study demonstrated the improved fit and overall interpretability of the three-factor instrument. The measurement invariance of the factor structure has also been examined with a set of covariates. 相似文献
11.
Molly G. Keehn 《Equity & Excellence in Education》2015,48(3):373-391
This article explores the role of personal storytelling about social identity-related experiences in two diversity courses that were informed by social justice education pedagogies with a focus on race/ethnicity and racism. The two courses included racially diverse groups of students in two undergraduate diversity courses at two Northeast universities (a social diversity and oppression course, and a race/ethnicity intergroup dialogue course). Participants describe a variety of learning outcomes after listening to personal stories. Findings also indicate that students across identities value storytelling, describing it as engaging, enjoyable, and integral to their learning. This underscores the value and impact of face-to-face, synchronous learning as a valid, transformative, and critical educational method in diversity courses. 相似文献
12.
Sara Radoff 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):436-450
In this article, I show that the intersection between education policy and immigration law in the United States sustains a permanent underclass and reinforces the deliberate disenfranchisement of students without authorized immigration status. I critically analyze the Supreme Court case Plyler s. Doe, and I suggest the DREAM Act as a means for these students to secure a right to rights for economic, social, and political agency. At the heart of the argument is my assertion that domiciled residency ought to ensure these students’ right to educational equity within the United States, from preschool through postsecondary levels. Throughout, I reflect on the amassing group of well-educated students, whose papers are diplomas, and who increasingly make apparent the futility of citizenship status for demarcating possibilities for mobile border crossing—not only territorial borders, but also the walls built up to obstruct class and social border crossings. 相似文献
13.
Leslie Jordan Albert Camille S. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(3):421-436
Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems. 相似文献
14.
Maria Beatrice Ligorio Maria Antonietta Impedovo Francesco Arcidiacono 《Technology, Pedagogy and Education》2017,26(5):529-543
This article aims to investigate how university students perform agency in an online course and whether the collaborative nature of the course affects such expression. A total of 11 online web forums involving 18 students (N = 745 posts in total) were qualitatively analysed through the use of a codebook composed of five categories (individual, interpersonal, epistemic, transformative and collective) and several sub-categories purposely developed for the sake of this research. The results show that each category follows a specific path, although two events – the re-mixing of the groups and the assumption of the peer-tutor role – particularly affected the evolution of trends. Although this study needs further development, the authors believe that an in-depth understanding of the nature of agency, including how to analyse it as well as empower it when implementing blended educational activities, engages relevant theoretical and pedagogical issues. 相似文献
15.
George J. Sefa Dei 《British Journal of Sociology of Education》1999,20(3):395-409
This article is a reflection on educational change in Euro-American contexts, undertaken as I conclude two extensive empirical studies on minority student disengagement and strategies of inclusive schooling in the Ontario public education system. Specifically, the discussion explores the implications of race, difference and power for schooling and educational change in North America. It is argued that contemporary education needs to take into account how social difference and questions of identity implicate schooling. The search for genuine educational options must be reframed in the pursuit of anti-racism praxis so that students can engage critical knowledge as a way to rupture the social order of things. In conclusion, the article suggests ways for critical educators to work collectively to ensure that learning and teaching about ourselves is transformative. 相似文献
16.
Mitchell Peters Marc Romero 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1729-1743
Lifelong learning opportunities are readily accessible through the hybridization of digital learning contexts—from formal to informal—in today's globally networked knowledge society. As such, expanded learning opportunities generate a continuum of learning contexts and experiences mediated through digital technology. Consequently, there is an urgent need to actively examine the interconnections and complex relations between what is learned in formal university scenarios and the everyday learning that happens outside of the classroom, particularly the informal learning that is afforded through expanded and emerging digital contexts. The current research problem illustrates that expanded and emerging professional development scenarios require new pedagogical designs for empowering lifelong learners to harness the affordances of the web across both formal and informal contexts and practices. This study outlines ways in which students shape their learning ecologies in virtual contexts to support formal academic learning in online higher education. The paper presents qualitative results from a larger mixed methods interpretive case study. The multicase and multisite study examines three fully online graduate programmes in Education and Digital Technology during the 2017–18 academic year, collecting data in the form of online programme documentation, student interviews and online participant observation. Purposeful and criterion sampling were used to select 13 participants across three sites in Spain, the UK and the USA. The study was underpinned by a lifelong learning ecologies theoretical perspective to analyse learning processes across a continuum of practices and contexts. Findings illustrate how students conceive of, as well as how they organize their learning ecologies through a unique configuration of activities, digital resources and networked social support, indicating that academic programmes and teachers have an essential role in empowering student learning ecologies across contexts, recognizing past trajectories and supporting the development of valued disciplinary practices and perspectives across a continuum of learning. 相似文献
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18.
This article studies the differences in student learning outcomes associated with changes in the format of online learning resources. We compare completion rates and degrees of student achievement across several economic education learning modules produced by the Federal Reserve Bank of St. Louis. Initially designed as a long-form online learning module focused on unemployment, the virtual lecture “The Story of Unemployment” was later chunked into four separate short-form learning modules. We find across-the-board evidence of increased completion rates among registered students and statistically significant increases in average differences between pre-test and post-test scores. We also study how the increases in scores are distributed across students by comparing pre-test grade quartiles. Finally, we document that chunking online instructional materials increases retained learning and consistently boosts information absorption at the item level. 相似文献
19.
Madeline Fox 《International journal of qualitative studies in education》2019,32(4):347-361
This article tells the story of two exploratory youth-centered participatory action research (PAR) projects to consider how youth-centered research can resist inequality. In this paper, I focus on the findings and process of two PAR projects that took place within one geographically isolated neighborhood in Brooklyn, New York. The studies focused on neighborhood experiences of educational inequality and everyday experiences of crossing the street in and out of the neighborhood. The process and findings of the research identified tensions and connections around the lived experiences of inequality. Ultimately we found the process of conducting research collaboratively and across generation was itself a form of resistance. 相似文献
20.
Bryan Mann David T. Marshall Andrew Pendola Jason C. Bryant 《Journal of School Choice》2019,13(4):555-575
ABSTRACTRacial segregation has remained a lasting legacy of rural schools in southern states. Our article explains a case where community leaders created a diverse charter school to change its historical practice of an isolated White private school and isolated African American public schools. We scan documents and literature related to this integration strategy to surface key themes when using rural charter schools to alter patterns of school segregation. First, we explain pressing issues in rural schools. Second, we describe how segregation and inequality have evolved in the South. Third, we explain research showing how charter schools maintain patterns of school segregation, but with exceptions and nuances in certain contexts. Fourth, we consider the benefits and tensions surrounding one rural charter school that offers an integrated educational program. Benefits range from societal to individual as the school fosters an environment where students are exposed to diverse educational experiences. Tensions include shifting power and funding dynamics and the possibility of using a good example to shepherd in less effective charter models elsewhere. 相似文献