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Der Beitrag fragt nach den Möglichkeiten mithilfe der Kategorien der Praxeologischen Wissenssoziologie, die zur Beschreibung organisationaler konjunktiver Erfahrungsräume kürzlich entwickelt wurden, für empirische Rekonstruktionen von Fachunterricht und der Anleitung eines transnationalen Vergleichs fachunterrichtlicher Praxen. Die Analyse erfolgt auf der Grundlage videografierten Mathematikunterrichts und einer Gruppendiskussion mit Schüler:innen, die eine Secondary School in Kanada besuchen. Die Ausführungen zeigen nicht nur, dass die neuen Kategorien sich sehr gut eigenen, um die Bearbeitung des Spannungsverhältnisses von Norm und Habitus in Organisationen zu analysieren, sondern auch, dass die gesellschaftlich-schulischen Normen und die ihnen inhärenten sozialen bzw. Schüler:innenidentitäten in diesen Praxen bearbeitet werden. This paper explores the possibilities of using the recently developed categories of the Praxeological Sociology of Knowledge, to describe conjunctive spaces of experience generated in organizations, to empirically reconstruct classroom practice and to guide a transnational comparison. The analysis is based on videotaped mathematics lessons and a group discussion with student attending a secondary school in Canada. The results show not only that the new categories are well suited for analyzing how the tensions between norm and habitus are dealt with in organizations, but also that societal-school norms and their inherent social or student identities are dealt with in these practices.

La sociologie critique de la quantification oblige les chercheurs et les enseignants à se pencher sur la question de la mobilisation des indicateurs aux différentes phases de l’évaluation de leurs pratiques professionnelles. Ce projet s’inscrit dans le cadre du programme Profs-Chercheurs, un programme de sciences participatives visant à accompagner les acteurs de l’éducation à faire de la recherche sur leurs propres pratiques, et à rendre publiques leurs recherches pour que celles-ci bénéficient au plus grand nombre. Des acteurs de l’éducation (enseignants, conseillers pédagogiques, personnel d’encadrement, etc.) intégrant le programme Profs-Chercheurs sont accompagnés pendant des temps d’ateliers à définir des projets de recherche-action visant à (auto-)évaluer la capacité de certaines de leurs pratiques à atteindre des objectifs éducatifs définis par eux-mêmes. Dans la définition des objectifs à atteindre, les enseignants élaborent des indicateurs. Il est communément admis qu’un indicateur correspond à une mesure quantitative utile dans des contextes de suivi et d’évaluation (Shavelson et al., 1987 dans Blais et al. 1999). Or, dans une perspective d’usage critique des indicateurs quantitatifs (Martin 2020, Supiot 2015), nous définissons un indicateur comme un processus d’évaluation d’un phénomène unique à rapporter afin de suivre les progrès en lien avec une situation problématique. Il peut être quantitatif ou qualitatif. Un indicateur devrait permettre de comparer l’état du phénomène dans deux contextes différents (par ex. deux élèves ou étudiants, deux salles, deux établissements, …) et/ou à deux moments différents (par ex. avant et après une expérimentation, tous les mois, …) (Blais et al. 1999). Notre question de recherche principale est : comment les enseignants évaluent-ils leurs propres pratiques éducatives dans le cadre du programme Profs-Chercheurs ? Plus précisément : quelles sont les caractéristiques des indicateurs mobilisés ? Par le prisme d’une sociologie critique de la quantification, les questions suivantes se posent: - Quelle est l’importance donnée par les enseignants à la quantification au moment d’évaluer leurs pratiques ? - Comment les enseignants articulent ou mobilisent des indicateurs objectifs ou subjectifs au moment d’évaluer leurs pratiques ? - Dans quelle mesure les indicateurs mobilisés par les enseignants rendent compte de l’atteinte de finalités pédagogiques versus la mise en place d’un processus pédagogique ? Notre étude vise à explorer ces questions via une analyse de contenu des projets de recherche-action d’enseignants français du primaire au supérieur inscrits dans le programme Profs-Chercheurs. Références: Blais, J.-G., Laurier, M. & Pelletier, G. (1999). Regards sur la problématique de la production des indicateurs en éducation. Mesure et évaluation en éducation, 22(2-3), 47–69. https://doi.org/10.7202/1091250ar Shavelson, R.J., McDonnell, L., Oakes, J., Carey, N., & Picus, L. (1987). Indicator systems for monitoring mathematics and science education. Santa Monica, CA : Rand Corporation. Martin, O (2020), L’Empire des chiffres. Une sociologie de la quantification, Chap. 9 Supiot, A (2015). La gouvernance par les nombres.

Der eingangs formulierte Anspruch dieses Bandes liegt in einer Annäherung an ein sozialtheoretisch fundiertes, erziehungswissenschaftliches Verständnis von (potenziellen) Veränderungen von Schule und Unterricht im Zuge des Einsatzes digitaler Medien. Auf diese Weise vermag vermeintlich Eindeutiges veruneindeutigt zu werden, insofern auf Kontroversen und Friktionen scharfgestellt wird, die mit der Implementierung digitaler Medien einhergehen. Unter Rekurs auf diesen Anspruch bilanzieren die Verfasserinnen im Folgenden, welche Erkenntnisse eine rekonstruktiv-sinnverstehende Forschung – illustriert anhand der vier Studien in den Kapiteln 2 bis 5 – hinsichtlich einer Untersuchung der Spezifik digitaler Medialität im Kontext von Schule und Unterricht leisten kann. Hierbei werden sowohl Gemeinsamkeiten als auch Unterschiede der jeweiligen Studien in Bezug auf deren Auseinandersetzung mit und Erforschung von digitaler Medialität herausgestellt und diskutiert. Sie betrachten hierfür zunächst die medientheoretischen Bezüge, derer sich die Studien bedienen (1) und kommentieren die Erträge, die eine solche prozesshafte bzw. performativitätstheoretische Weichenstellung generiert (2). Sie blicken dann auf die in den Beiträgen herausgearbeiteten Positionierungen von Schüler*innen und Lehrer*innen im Zusammenspiel mit digitalen „Medien als Aktanten“ (ebd., 12); zum einen hinsichtlich der Frage, wie sich zu digitalen Medien positioniert wird, zum anderen bezüglich des Positioniert-Werdens durch digitale Medien (3). Abschließend wird der Aspekt der pädagogischen Aneignung digitaler Medien im Kontext von Schule und Unterricht adressiert (4). (DIPF/Orig.)

Çin Halk Cumhuriyeti'nin Vuhan kentinde 2019 yılı sonunda ortaya çıkan ve kısa zamanda bir pandemiye dönüşen Covid-19 salgını, birçok toplumsal problemi de beraberinde getirmiştir. Bu salgının yükseköğretim alanında da kısa ve uzun süreli bazı etkilerinin olacağı açıktır. Mevcut çalışma, yükseköğretimin farklı boyutlarında ortaya çıkacak bu etkilerin neler olabileceğini, konu ile ilgili son dönemde yapılan yayınlar çerçevesinde tartışmayı amaçlamaktadır. Ancak çok farklı konulardaki gelişmeleri tek bir çalışmaya sığdırmanın zorlukları nedeniyle çalışmada, daha çok Covid-19 sürecinin yükseköğretimde öğretim, araştırma ve uluslararasılaşma üzerine etkilerine odaklanılmıştır. Odaklanılan konularda yapılan mevcut tartışmalar çerçevesinde, Türkiye yükseköğretim sistemine yönelik bazı tespit ve öneriler de ortaya konulmuştur., Covid-19, which emerged in Wuhan, China at the end of 2019 and has turned into a pandemic in a short time, has brought many social problems. It is clear that it will also have some short and long term effects in the field of higher education. Based on the recent publications, the current study aims to discuss what these effects will be in different dimensions of higher education. However, due to the difficulties of covering so many different pandemic-related developments within a single study, the current study focuses more on the effects of the Covid-19 process on teaching, research and internationalization in higher education. Based on the recent discussions on these focal themes, recommendations are made specifically for the Turkish higher education system.

The purpose of this research was to synthesize research report of personnel in the Faculty of Education, Mahasarakham University. There were 81 research reports funded by Faculty of Education, Mahasarakham University between the academic years of 2012-2019 were employed. The research revealed that most of research concerning teacher development amounting to 69 researches, followed by research report of the support staff amounting to 12 researches. Most of research reports were basic research, applied research, and collaborative teaching research amounting to 55 researches, followed by production research and development of personnel that emphasized on the concept of learning based on the actual situation amounting to 11 researches. The greatest number of research was produced and published in 2018, 23 researches, and in 2019, 13 researches. They were publishing in Thai journals, total of 75 research. The utilization of research to apply for policy benefits, 75 research and for public in four research. Research methodology employed 50 operational researches, 29 quasi-experimental researches, 33 researches to studies, 25 comparative researches and 16 researches to find correlation.

The economic and social progress under the new era has put forward new requirements for logistics talents. Based on the teaching concept of OBE-CDIO as well as the training program and objectives of logistics management major in Guangzhou Maritime University, this study analyzes and discusses how the Logistics System Planning and Design course, which is targeted at students majoring in logistics management, enables the students to meet the graduation requirements by virtue of realizing the course objectives.

Research methodology is an essential subject in higher education, however, it is challenging to instructors because of the complexity of the course material. This study aims to highlight the conceptions, difficulties and practices of the Lebanese University research methodology instructors and research work supervisors. For this purpose, research experts constructed and validated a questionnaire. 81 instructors and / or supervisors voluntarily participated. Results showed diversification in conceptions of participants with respect to some common essential concepts within the framework of research methodology, this reflects the complexity of the content and can hinder teaching research methodology (TRM) as well as supervising research work (SRW). Moreover, the participants indicated that they face many difficulties during SRW. The majority of the instructors elaborate their own resources for teaching methodology, they implement student-centered teaching methods and variety of assessment methods allowing students to explore and practice methodology concepts. In addition, they update their knowledge and practices on their own by attending conferences, performing research, discussing with colleagues, and by reflecting on their practices. Thus, our findings imply the need to precise the competencies required for TRM and SRW, and to encourage instructors and supervisors to reflect on their practices and share their experiences.

El propósito del estudio fue comprender las concepciones sobre la forma como se desarrollan los procesos investigativos que poseen los actores de las instituciones educativas de carácter público del municipio de Rionegro, Antioquia, Colombia. La metodología utilizada fue de tipo cualitativa con método hermenéutico, mediante la utilización de la técnica de entrevistas semiestructuradas grupales aplicadas a docentes de los colegios para conocer las concepciones de los procesos investigativos, para proponer un programa de investigación escolar pertinente que ayude al desarrollo del pensamiento crítico en los estudiantes y que tenga como base cuanto a los principales hallazgos, se encontró que la falta de asignación de tiempos y espacios para dedicarse a la gestación de actividades investigativas y la falta de recursos económicos, son las causas que impiden un buen desarrollo de los procesos investigativos en las instituciones públicas.

Systematic inquiry is an inherent part of social work practice. Despite this fact, social work students and practitioners continue to view research as difficult, intimidating and irrelevant. This d...

This exploratory study responds to the criticism that non-instructional faculty or “academic professionals” at American universities are the cause of “administrative bloat.” The purpose of the study was to build from the work of Rhoades (1998) and Kane (2007) to examine whether academic professionals at an R-1 (very-high research activity university) performed core university work of research, teaching, and/or public service. A survey of 1036 academic professionals suggested that many of these individuals were routinely and directly contributing to research, teaching, and public service instead of administrative work, failing to contribute to any notions of “administrative bloat.” In addition to the three areas of core work, academic professionals often had advanced degrees, published in peer-reviewed journals, had specialized skills and bodies of knowledge, applied for grants, and engaged in entrepreneurial activities. The study concludes with a discussion of academic professionals in European countries and the role of disruptive innovation and new professionalism in compelling universities to expand the use of academic professionals in order to produce cheaper degree alternatives and generate new sources of funding .

espanolEl articulo trata de la realizacion de un trabajo colaborativo dentro del contexto de la investigacion universitaria y docente, donde se plantea la creacion de proyectos artisticos utopicos que sean beneficiosos para el individuo y la sociedad en el futuro. Proponemos resolver problemas, descubrir e inventar, a partir del detonante de un trabajo que comienza con un ejercicio de visualizacion creativa, proyectando ideas aparentemente imposibles que puedan hipoteticamente ser resueltas en el futuro. Desarrollamos propuestas a traves del lenguaje del arte contemporaneo de manera transdisciplinar que puedan mejorar el bienestar del individuo y colaborar positivamente en la evolucion de la humanidad hacia un futuro mejor. Partimos de precedentes existentes en el arte actual junto con los ultimos descubrimientos cientificos y tecnologicos, ponemos atencion en algunas de las visiones mas optimistas de la filosofia transhumanista, la ciencia-ficcion, el subgenero postciberpunk utopico y referentes cientificos de la fisica moderna, como Michio Kaku (1947); en especial de la cuantica, Max Planck (1858-1947); la psiquiatria contemporanea, Brian Weiss (1944); o la artistica, Mariko Mori (1967) Saraceno (1973), Ilya y Emilia Kabakov (1933 y 1945), Harbisson (1984) y Moon (1985). EnglishThe article deals with the realization of collaborative work within the context of university and teaching research, where the creation of utopian artistic projects that are beneficial for the individual and society in the future is proposed. We propose to solve problems, discover and invent, starting from the trigger of a work that begins with an exercise in creative visualization, projecting seemingly impossible ideas that can hypothetically be solved in the future. We develop proposals through the language of contemporary art in a transdisciplinary way that can improve the well-being of the individual and positively collaborate in the evolution of humanity towards a better future. We start from existing precedents in current art together with the latest scientific and technological discoveries, we pay attention to some of the most optimistic views of transhumanist philosophy, science fiction, the utopian post-cyberpunk subgenre and scientific references of modern physics, such as Michio Kaku (1947); especially quantum, Max Planck (1858-1947); contemporary psychiatry, Brian Weiss (1944); or the artistic one, Mariko Mori (1967) Saraceno (1973), Ilya and Emilia Kabakov (1933 and 1945), Harbisson (1984) and Moon (1985)

This project is a description of teaching research as a competency-based subject to bachelor nursing and midwifery students in Tanzania over a 10-year period. We found that students are able to collect valuable data that can be used in curriculum development, advising clinics, and as part of larger data sets. However for these data to be integrated into professional discourse, a senior faculty member needs to mentor the process.

Hausaufgaben sind nicht zuletzt aufgrund eigener schulbiographischer Erfahrungen ein allgemein bekanntes Phänomen von Schule. Doch was genau geschieht mit Hausaufgaben im Unterricht? Die ethnographische Studie bietet anhand von Beobachtungen des Unterrichtsgeschehens Aufschluss über die Praktiken von Lehrerinnen und Lehrern sowie Schülerinnen und Schülern in Hausaufgabensituationen, die damit verbundenen Anforderungen und die Bedeutungen, die Hausaufgaben zugeschrieben werden. In den Analysen können Hausaufgaben als ein schulisches Entgrenzungsphänomen bestimmt werden: Über die Vergabe von Hausaufgaben vollzieht sich eine Entgrenzung des Schulischen in den privaten Bereich, indem auch außerhalb des Unterrichts schulischen Tätigkeiten nachgegangen werden soll. In diesen Prozessen wird dem Elternhaus die Verantwortung für eine gelingende Umsetzung schulischer Anforderungen auferlegt oder aber die damit verbundenen Fähigkeiten abgesprochen. Gleichzeitig verdeutlichen die Befunde auch, wie es Schülerinnen und Schülern gelingt, den Entgrenzungen insofern Begrenzungen entgegenzusetzen, als dass sie den Zugriff der Schule auf den häuslichen Bereich abwenden. (DIPF/Orig.), Homework is set in two locations: On the one hand, homework is a task initiated in class, but on the other hand, it has to be done outside of class. Starting from that, the ethnographic study investigates how this division is reflected in the classroom and how it is negotiated by teachers and students. Homework becomes an occasion for the dissolution of boundaries in the classroom. By requesting to work outside of the classroom, the boundaries between the school and the private field are dissolved. Using a practice-theoretical approach, the study reconstructs how the access of school to the private field takes shape via homework and how students also succeed in counteracting these delimitations. On the basis of the reconstructions, information can be gained about the central importance of homework for school and teaching: The outsourcing of tasks not only relieves the lesson, but at the same time delegates the responsibility for learning to areas outside of school. By proceeding this delegation along classist attributions about the educational orientation of students’ parents, homework proves to be a mechanism of (re)production of inequality. (DIPF/Orig.)

The global pressure for excellence has boosted the relevance of the teaching–research relationship. Specifically, the management of teaching and research activities represents an important challeng...

Teaching Practical Research in the Senior High School was a challenge but at the same time a room for exploration. This study investigated the key areas in the interconnected teaching strategies employed to grade 12 students of which are most and least helpful in coming up with a good research output and what suggestions can be given to improve areas that are least useful. It is qualitative in nature and used phenomenological design. Reflection worksheets and interview schedule were the main sources of data. Results reveal that students come up with a good research output because of the following key areas: ‘guidance from someone who is passionate with research’ as represented by their research critique, research teacher, resource speaker from the seminar conducted, and group mates; ‘guidance from something or activities conducted’ like the sample researches in the library visitation, worksheets answered, and the research defenses; and ‘teamwork’ among the members of the group. On the other hand, key areas which are least useful are: ‘clash of ideas and unequal effort’ among the members; ‘time consuming for some of the written works’; and ‘no review of related literature’ during the library hopping. Suggestions given where: to choose your own group mates of which each member should have the same field of interest, to remove worksheets not needed in the research paper; and to check online regarding availability of literature in the library. Further suggestions are to rearranged the sequence of the interconnected strategies which are as follows: grouping of students, having a research critique, seminar in conducting research, library visitation/work activity, proposal defense, final defense and the worksheet activities be given throughout the semester. Furthermore, there should be a culminating activity for students to share their outputs. Teaching research is a wholesome process. By then, the researcher recommends to organize a group orientation for the teacher-coaches/mentors on the creation of school research council or school mentoring committee for peer reviewing on the students research output. Further, student research presentation (oral, poster, gallery type, etc.), student research conference/colloquium, student research journal, etc. be organized to further nourish the culture of research in the part of the students, teachers and staffs involve.

A study was conducted on the distribution of potassium in the surface soil of Kano University of Science and Technology teaching, research and commercial farm, Gaya during 2018/2019 session. The contents of different forms of potassium were observed. Water soluble, exchangeable, non-exchangeable, mineral and total potassium were determined in surface soil (0–15cm) in KUST teaching, research and commercial farm, Gaya. The results showed that the average values for water soluble K, exchangeable K, non-exchangeable K, mineral K and total K were: 0.14, 0.18, 0.35, 1.36 and 3.92 Cmol/Kg soil respectively. The values for K saturation percentage (KSP) ranged between 0.12–019 and exchangeable K between 0.13–0.20 Cmol/Kg clay. There was a wide variation in the values of various forms of K and among indices associated with mineral composition in different soils. The results show that the values of K form in most of the studied soils are quite low. Consequently, the supplying power of potassium in these soils is low and the need for potassium fertilizer is recommended.

Editorial Summary In their contribution, Sören Schöbel, Julian Schäfer and Georg Hausladen ask how architectural design can be used as a method of gaining scientific knowledge. They state that this is only possible if architectural design, which is generally characterized by a specific, creative, subjective and case-by-case process, is embedded into a methodical framework that enables general, i.e. transferable and verifiable knowledge. By stating that qualitative research in the disciplines in which it was developed is essentially based on a creative but nevertheless systematic interpretation of data in search of new, previously unknown structures the authors see a proximity to design in architecture, and therefore suggest transfering the quality criteria of qualitative research to research-based design. They describe three basic principles - regularity, relevance, and universality - and illustrate how research through design can be carried out using these principles with the example of different teaching formats. [Ferdinand Ludwig]

Purpose: The purpose of this article is to analyze both teaching-research officers’ (TROs) role perceptions and work engagement, figuring out how their competing roles are balanced to ensure continued work engagement and which roles have greater benefits to the community and educational reform. Design/Approach/Methods: The study employs a questionnaire, which is composed of an inventory of work role requirements and the Utrecht Work Engagement Scale, to investigate TROs’ role perception, work engagement, and their relationship. Findings: TROs’ work experience had a complicated relationship with their work engagement. The two strands of the TROs’ role orientation co-existed within their daily work and strengthened each other through exerting effects on the dedication and absorption aspects of work engagement. However, TROs concerned with teacher development displayed higher work engagement than those who put a greater emphasis on policy implementation. Originality/Value: The study contributes to current research in three respects. First, it bridges the macro-level trend of education reform with micro-level role internalization of individuals. Second, it broadens our understanding of work engagement by linking it with the subjective perceptions of one’s work role. Finally, this Chinese case is expected to enrich international perspectives on teacher leaders in the context of top-down districtwide instructional reform.

The development of new educational technology and educational concepts has made Massive Open Online Course (MOOC) and other teaching methods deeply applied in the field of online education. In order to improve the initiative and practical ability of English learners, and promote the cognitive ability of English learners, the MOOC elements were introduced in English teaching, an efficient MOOC English teaching platform was constructed, and the MOOC-based English teaching model was analyzed. The results show that the teaching model obtained from this study can not only take advantage of MOOC’s advantages, but also avoid the defects of delayed feedback and low completion rate. In addition, the effective peer evaluation method can significantly improve English teaching.

The search for always providing the best environment for its employees and students, allowed a university to open its doors for an evaluation regarding issues of health and safety at work, a very controversial topic, which leads many companies to close their doors and not accept this kind of "invasion" in your privacy. In this assessment, it can be seen that it is a favorable working environment for users, as their SESMT always looks for improvements and complies with the legislation, but there were also points to improve.

Using research evidence to inform nursing practice and collaborate with other health care professionals is considered an essential professional competency in undergraduate nursing education. Yet teaching nursing research is often challenging because of the non-clinical nature of the content. Furthermore, non-traditional nursing students, such as those in RN – BSN programs, have unique needs such that course activities must be especially engaging, relevant to clinical practice, and flexible. The purpose of this paper is to present a course design format that facilitated teaching nursing research to RN – BSN students. Consideration of students' transitional experiences in RN – BSN programs as well as an integrative taxonomy of significant learning experiences are reported in the paper.

Our current undergraduate Homoeopathic course have to prepare the students adequately for their role in society, profession and health system. We have to make community Medicine interesting and acceptable, and it is the time to reform and innovate. Medical profession being service oriented, “learning by serving” should be at the centre of teaching strategies. In this era of evidence based medicine, innovative teaching learning methods coupled with appropriate mentoring are required to make the undergraduate Homoeopathic medical students interested in the speciality of Community Medicine. Teaching research methodology by involving them in small, feasible, sustainable, and replicable studies on a topic of interest clearly showed renewed interest among students toward the subject. For this we need to start Post Graduate course in Homoeopathy to strengthen teaching of macro-level subjects in Community Medicine.

The presence of research in one’s life is recognized to be important for fostering education and well-being. Through research, the quality of man’s life has improved from conventional to modern; hence, life becomes not only meaningful but enriching as well. Passion and commitment is revealed through language and narrative, which necessitates a qualitative, interpretive approach to its study. Qualitative research has supplied rich data about the passion and commitment in teaching research for various cultures, populations, and activities, but to-date, there has not been a systematic review to identify if general patterns of passion and commitment exist in teaching research. Following a framework synthesis approach to qualitative meta-synthesis, the current exploratory study examined subjective experiences associated with teaching research to uncover elements of the passion and commitment of research. Four higher-order themes were discovered; research methods teaching in general, research empowerment, attitudes, and self-efficacy. Complex interconnections between themes also arose and are discussed. Keywords: attitudes, commitment, empowerment, passion, self-efficacy, & teaching

This article focuses on teaching and mentoring course-based undergraduate research in a vocationally focused higher education setting. At the Culinary Institute of America (CIA), students are immersed in hands-on experiential classes. Their education begins with basic culinary techniques, and they gradually progress toward more specialized cooking skills such as the techniques of specific world regions or the production of specialty products such as chocolates and wedding cakes. The author discusses pedagogical techniques used to teach these learners, who are not the usual participants in independent research projects during a senior capstone. This article examines how to blend and utilize hands-on, experiential activities as part of teaching data gathering and the research process.

The task of the teacher is to reinforce the work of each student in the learning process and to come up with a situation for their creativity. There are many non-standard forms of work of the teacher activating attention and increasing the students’ interest in learning foreign languages. The main purpose of teaching foreign language is communicative activity of students or working knowledge of foreign language.

Reflexivity involves examining one’s background and perspectives in relation to the research topic, participants, and the processes and practices of research. Building on the growing field of utilizing arts-based practices in teaching qualitative research, in this article we examine how one doctoral student’s engagement with drawing and painting within and beyond a qualitative research class supported her developing reflexivity. Guided by an interactional ethnographic perspective, we conducted domain, taxonomic, and discourse analyses of the student’s art, reflection journals, video of a class presentation, and retrospective reflections she wrote three years later. Through these analyses we make visible that reflexivity through art creates potentials for understanding and transcending one’s background to create new opportunities for learning about self and research. We also argue that deepening reflexivity requires a commitment to engage in the discomforts of learning in order to develop new ways of thinking and researching.

As atividades com caráter experimental podem ser consideradas ferramentas didáticas para fortalecer o ensino de ciências. Entretanto, esta pesquisa de ensino realizada no laboratório de educação da Escola Estadual Senador Rui Palmeira – PREMEM, mostra que para atingir os principais objetivos do ensino de ciências, é preciso que esta prática seja redefinida ou reposicionada. O objetivo deste trabalho consistiu em analisar o nível de compreensão de conteúdos de química através da prática aplicada com a contextualização no cotidiano, conceituando a importância das aulas práticas para o ensino de química. Trata-se de uma pesquisa através da execução e aplicação de aulas experimentais, durante o ano de 2018 a 2020 na disciplina eletiva de Química Experimental para as séries de 1º, 2º e 3º ano da Escola PREMEM. Avaliou-se a relação entre aproveitamento e aprendizagem pelo discente e analisou-se os desafios relacionados as aulas de experimentação no ensino da química. Observou-se um bom aproveitamento e aprendizagem por parte dos alunos ressaltando que a experimentação é uma ferramenta muito importante para melhorar os índices de aproveitamento e aprendizagem. Além disso, é necessário que o professor faça um planejamento antecipado de sua aula prática a fim de que os objetivos propostos por ele, sejam alcançados, de forma que os alunos adquiram o conhecimento.

espanolEn este articulo presentamos un conjunto de sesiones de codiseno realizadas en otono de 2019 y primavera de 2020, con el objetivo de disenar e implementar unidades didacticas sobre metodos de investigacion para estudiantes de grado y de doctorado en el Interactive Research Methods Lab (IRML). El IRML es un nuevo recurso con el que cuenta el Bagwell College of Education (Kennesaw State University), que brinda a los estudiantes una experiencia personalizada y practica en la generacion de disenos de investigacion, marcos conceptuales, y revisiones de literatura utilizando para ello contenidos interactivos de Realidad Aumentada (RA). El enfoque seguido en las sesiones de codiseno se baso en las recomendaciones de Roschelle, et al. (2006), y se estructuro de acuerdo a las cuatro fases propuestas por (Cober et al., 2015) y (Barbera et al., 2017): a) Exploracion; b) Prevision; c) Operacionalizacion, y: d) Fase de evaluacion y reflexion. La implementacion exitosa de las unidades didacticas sobre metodos de investigacion que emplean el IRML como un recurso de aprendizaje tecnologico, constituye una evidencia clara de las posibilidades de usar un enfoque de codiseno para abordar las dificultades intrinsecas que entrana la ensenanza de metodos de investigacion. EnglishIn this article we present a series of co-design sessions conducted throughout the 2019-2020 academic year, of which the aim was to plan and implement lessons on research methods for undergraduate and graduate students in the Interactive Research Methods Lab (IRML). The IRML is a brand new resource in the Bagwell College of Education (Kennesaw State University) that provides students with personalized instruction and practical experience in generating research designs, conceptual frameworks, and reviews of literature using Augmented Reality (AR) interactive contents. We followed the seven characteristic features of co-design as outlined by Roschelle et al. (2006) and structured sessions for co-design in accordance with Cober et al. (2015) and Barbera et al.’s (2017) proposed stages: a) Exploration, b) Envisioning, c) Operationalization, and d) Assessment and Reflection. Successful implementation of the co-designed lessons and their integration with the IRML as a technological learning resource highlight the affordances of using a co-design approach to confront the inherent challenges in designing authentic and meaningful learning experiences when teaching research methods.

This article reviews Language policy and planning in universities: Teaching, research and administration

The Chinese education system has a robust, systematic, institutionalized approach to ongoing teacher collaboration and networks (Liang, Lu, and Huang 2010; Sargent and Hannum 2009; Sargent 2015; Zh...

The teaching research system was established after the founding of New China in emulation of the Soviet Union for the purpose of learning, research and teaching management, with the aim of promotin...

The Chinese teaching research system was created, improved, and developed in response to the ongoing process of addressing issues and needs in teaching in China's primary and secondary education sy...

Chinese-style teaching research is rooted in a well-established culture of observation and introspection, in a tradition which has experienced two thousand years of permutations, leading up to the ...

In this research study two professors and a classroom teacher collaborated to develop instructional moves to teach lateral reading, a digital source evaluation technique that involves conducting st...

Very few studies have comprehensively mapped out the landscape of English language teaching (ELT) research, particularly those that are not accessible to wider international readership. Thus, this bibliometric study examines ELT doctoral and master’s theses in the Philippines. A total of 98 theses and dissertations completed between 2010 and 2018 were collected from various Philippine universities. Quantitative analysis was used to examine the characteristics and topical foci of the selected studies. Findings reveal that most of the theses and dissertations mainly focussed on only four ELT areas. The other 17 areas remain underexplored ( N = 11) or unexplored ( N = 6). Findings further suggest that there has been a lack of direction and slow expansion of ELT research areas in the country. This trend is primarily attributed to the absence of clear ELT research agenda. Implications for English language education, teacher education, and future direction for ELT research in the country are discussed.

Chinese students’ outstanding performance in several rounds of PISA tests has attracted extensive attention on Chinese teacher professional development practices and system. The school-based teachi...

Purpose – This study aimed to examine the boundary conditions under which teaching‌‌–research conflict influences university teachers'‌‌‌ job burnout. Methods – Data from 487 teachers of three univ...

Quando expostos à leitura de uma obra literária, somos convidados a pensar e expressar opiniões, experimentar vivências, ampliar argumentos, olhares, horizontes, convocados enfim a refletir sobre as inquietações que o texto literário pode provocar a partir de sua riqueza de significados. O presente artigo pretende relatar dados parciais de uma pesquisa ensino, realizada com a literatura para jovens advindos de um contexto contemporâneo de imediatismos e leituras rápidas. A pesquisa ensino teve como objetivos específicos: identificar o perfil dos alunos, desenvolver intervenções pedagógicas para a leitura do livro, e analisar os resultados dessas intervenções. Como procedimento básico, foi realizado uma etapa de observação e levantamentos de dados, outra etapa de intervenções com diferentes linguagens, e finalizou com um fórum de debate sobre o livro. A pesquisa foi realizada numa escola pública em uma cidade do estado de Estado de São Paulo, e os resultados dessa experiência indicaram que todos os alunos envolvidos leram o livro e aumentaram a retirada de outros livros da biblioteca, também foi observado um envolvimento coletivo no projeto de leitura, e relatos dos alunos que relacionaram partes do livro com a própria vida. A compreensão do livro Vidas Secas, em “retalhos”, incorporou entrevistas, documentários, fotos, filme, e principalmente o diálogo constante que possibilitou atingir os alunos e seus interesses pela leitura específica e pela literatura em geral.

The importance of replication has been a major matter of discussion among political scientists for decades. However, in the past five years, the issue has gained greater traction, with many major journals adopting official standards for Data Access and Research Transparency (DA-RT). At the same time, scholars suggest the pivotal role that replication might play in methods training for students. Unfortunately, these conversations have been limited in that they emphasize quantitative methods and training of graduate students. This article seeks to fill this gap by offering commentary on the author’s experience in introducing a qualitative replication project in an upper-division undergraduate course. The students in the course replicated Ross’s (2004) influential article on the “resource curse,” but the assignment framework can be adopted for various topics and contexts.

Training in research methodology is an essential component of educating twenty-first century information professionals and library practitioners. Traditionally, competencies in library and information science (LIS) education emphasized the fundamental knowledge of research methods and critical skills in evaluating the findings. However, librarians are not only consumers of research; they are also active contributors to scholarship and need practical skills in designing and carrying out research projects. Research competencies, including the fundamentals of quantitative and qualitative research methods, are listed in the American Library Association’s (ALA) Core Competences of Librarianship. Courses in research methods are offered in many LIS programs in the United States but are not always considered part of the core curriculum. Training in research methodology is inconsistent across LIS programs and in Master’s-level courses rarely goes beyond an overview of methods and terminology. This article summarizes the findings of a study that examined the current state of research methods training in LIS Master’s-level education in the United States and investigated how future library professionals are being prepared to be consumers of research and practitioner-researchers from the perspective of the faculty who teach the courses. The data for this study were collected using multiple techniques, including content analysis of documents, questionnaires, and semi-structured interviews. Teaching faculty, selected from ALA-accredited LIS programs, contributed their perspective through questionnaires and semi-structured interviews.

Tailoring workshop (TW), a school-based teacher training program, has been developed in China on the basis of the Teaching Research Groups (TRGs) to better focus on teacher’s genuine needs, improve...

Technology is opening doors to new methods of instruction that can support the learning of different types of students; flipped learning is one such approach. Due to its structure and theoretical u...