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Introduction: Deaths in care homes and "at home" are anticipated to account for a third of UK deaths by 2040. Currently, palliative and end of life care are not part of statutory training in care homes. Reflective practice is a tool that can facilitate practice‐based learning and support. Following a feasibly study to test "online" supportive conversations and reflection sessions (OSCaRS) to support care home staff in relation to death/dying during the first months of the COVID pandemic, a one‐year practice development follow‐up project was undertaken with the aim to create a team of NHS/specialist palliative care (SPC)‐based facilitators to lead and support OSCaRS provision in up to 50 care homes in one region in Scotland—the focus of this paper. Methods: Forty care home managers attended an on‐line session explaining the project, with a similar session held for 19 NHS/SPC‐based nurses external to care homes. Those interested in facilitating OSCaRS then attended three education sessions. Data collected: records of all activities; reflective notes on OSCaRS organised/delivered; a summary of each OSCaRS reflection/learning points; final interviews with NHS/SPC trainee facilitators. Results: A total of 19 NHS/SPC facilitators delivered one or more OSCaRS in 22 participating care homes. However, as of January 2022 only six trained facilitators remained active. Out of the 158 OSCaRS arranged, 96 took place with a total of 262 staff attending. There were three important aspects that emerged: the role, remit, and resources of NHS/SPC supporting OSCaRS; requirements within care homes for establishing OSCaRS; and, the practice‐based learning topics discussed at each OSCaRS. Conclusion: Attempts to establish a team of NHS/SPC facilitators to lead OSCaRS highlights that end of life care education in care homes does not clearly fall within the contractual remit of either group or risks being missed due to more pressing priorities. [ABSTRACT FROM AUTHOR]

Background and Purpose.: The physical therapy education community is actively engaged in planning and developing an approach to competency-based education in physical therapy (CBEPT). The creation of an underlying framework for education research in CBEPT can provide guidance in identifying key areas of needed study, give direction for future research, and provide opportunities for collaboration. The purpose of this article is to 1) describe the critical concepts of CBEPT as both an educational philosophy and design and 2) identify a working education research framework, examples of potential research questions, and associated methodological considerations. Position and Rationale.: As the movement in CBEPT evolves, we have the opportunity to propose a working framework and potential research questions for our education community. An initial step in the development of a research framework was review of a model paper from medical education that proposed a research agenda for competency-based medical education. We developed a draft of categories and related research questions and then used an iterative group process that included members of the Education Leadership Partnership Education Research Network to review and provide feedback. Core areas for investigation include learners, the learning environment, learning progression, and faculty development needs along with examples of potential research questions in each area. Discussion and Conclusion.: The development of a research framework for CBEPT that can guide much needed education research is critical and timely for the profession. Evidence is vital to widespread adoption, informed and refined processes, understanding, and infrastructure development all linked with the ultimate aim of CBEPT—learner development and meeting societal needs. [ABSTRACT FROM AUTHOR]

Advance Teaching pedagogy is one of the innovative approaches to enhance teaching learning process. Due to the development of new technologies and development of many globalization, teaching learning process plays a vital role among students where the education has been expanded to macro level. Hybrid teaching includes e learning in addition to the face to face teaching. In this paper, various innovative learning strategies for modern technology are discussed in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology are discussed. [ABSTRACT FROM AUTHOR]

Background: A growing body of research demonstrates that adapting the popular entertainment activity "escape rooms" for educational purposes as an innovative teaching method can improve the learning experience. Escape rooms promote teamwork, encourage analytical thinking, and improve problem solving. Despite the increasing development and use of escape rooms in health sciences programs and academic libraries, there is little literature on the use of this method in health sciences libraries with health professions students. Case Presentation: Staff at a health sciences library collaborated with faculty to incorporate escape rooms into library instruction in a variety of settings (in-person, hybrid, online) and formats (team, individual) with health professions students from various disciplines (optometry, pharmacy, medicine). The escape rooms described in this paper offered unique experiences for students through active learning. Discussion: Important considerations when planning escape rooms for health sciences library instruction include deciding on team-based or individual design, calculating potential costs in time and money, deciding on an in-person, hybrid, or online format, and determining whether grades should be assigned. Escape rooms can be an effective strategy for library instruction in the health sciences, working in multiple formats to bring game-based learning to a variety of health professions students. [ABSTRACT FROM AUTHOR]

Critical reflection is an important tool used by social workers to develop culturally responsive education, practice, and supervision. Current frameworks provide clearly defined processes for learners and professionals to create culturally safe learning and practice. However, in the models currently used in Australian social work, there is no representation of Aboriginal ways of knowing, being and doing. In this paper, we introduce a new model which integrates, for the first time, both Western and Aboriginal Peoples' epistemologies in critical reflection. This model is intended to be used by Aboriginal and Torres Strait Islander and non-Indigenous learners and professionals who are dedicated to creating culturally safe spaces that acknowledge and integrate Aboriginal Peoples' culture and wisdom. The aim of the model is to support social workers to reflect deeply, then integrate and act on their learning in a culturally responsive way that may create transformative practice. [ABSTRACT FROM AUTHOR]

This study explores the influence of external examination on teaching and learning of Mathematics at the secondary schools affiliated with provincial and private examination boards in Pakistan. By employing the explanatory sequential mixed-method approach, this study was conducted in two phases. In the first phase, the Mathematics examination papers of last five years from both provincial and private examination boards were reviewed and analyzed to understand (1) the cognitive complexities required from the learners to solve the questions, (2) the frequency and variety in which the questions were repeated and (3) the chapters of prescribed books from which the questions are selected in the examination of last five years. In the second phase, semi-structured interviews with teachers and students were conducted, along with participatory observation to understand how the examination patterns shape their teaching and learning. The findings revealed that the external examination directly influences teachers’ teaching, and indirectly students’ learning. Both the positive and negative effects of the external examination were found on the teaching and learning strategies of teachers and students, respectively. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Much of the literature on teaching qualitative research consists of instructional philosophies or descriptions of classroom activities. Little has been written about the actual experience of a qualitative research course, especially from the students’ perspective. Writing about a course without the voices of those being taught would be like critiquing a meal only by speaking with those who cooked it: we might know what was intended but not what was experienced. Thus, this collaborative paper, written from the perspectives of both instructor and students, offers a unique multilensed view of a course on qualitative social work research. Doctoral students from diverse backgrounds describe their struggles, frustrations, and moments of illumination as they engaged with this new paradigm of knowledge. Because no teaching module will affect all students in the same way, their reflections also explore the role of culture and individual history in shaping response to qualitative methods. Theories of adult learning are suggested as a way to assist the process of adjustment to what are, for many, unsettling new concepts. Students’ experiences are then compared with the existing literature. The paper concludes with applications of qualitative research for social justice and human rights. [ABSTRACT FROM AUTHOR]

The Malaysian government's ongoing movement control order (MCO) to prevent coronavirus disease 2019 (COVID-19) spread, has disrupted the teaching and learning (T&L) activities of higher education institutions in the country. This paper seeks to outline the steps taken by the Department of Family Medicine of the International Medical University (IMU), Malaysia, to adapt its online teaching and learning activities. The five tips are: i) understand how to use online T&L platforms; ii) teachers should create multiple communication channels; iii) ensure attendance is captured; iv) enhance the online T&L experience and v) conduct online formative assessments. [ABSTRACT FROM AUTHOR]

The different learning methodologies of higher education stood out in the last decades, in the sense of breaking the barriers of traditional teaching, purely expository and protagonized in the person of the teacher. In the defense of more active and transdisciplinary methods, this paper aims to associate, classify and understand andragogical practices – teaching and learning strategies developed for adults – through the film analysis of the Dead Poets Society. [ABSTRACT FROM AUTHOR]

There are revolutionary changes in the field of education to keep up with the benefits of globalization (Hase & Kenyon, 2014). The necessity of taking the learner to the center within the framework of Roger's (1951) humanistic psychology is also supported by educationalists (Hase & Kenyon, 2014; King, 1993; Novak & Gowin, 1984). If this educational change is applicable to all grades and disciplines then permanent solutions can be reached. Examining the researches, it is observed that heutagogy is a useful strategy to make the learners self-determined ones in their learning process especially in higher education. This paper presents the participants perceptions on heutagogical implementation and its practicality. It will contribute to the field for a number of reasons. Firstly the perceptions of the teachers who have also an administrational role such as directors or vice directors at their schools on this issue have not been studied before. Secondly, their views are of great importance, since high schools are the last steps before higher education. So the attitudes and views of teachers on this grade are important for students' readiness for the next step. Lastly it has some contributions for the heutaogy model in educational settings. [ABSTRACT FROM AUTHOR]

The importance of language awareness has been highlighted in the most recent policy document of the European Commission, in response to the disappointing progress of European citizens towards the aim of proficiency in a first language and in two other languages. Language awareness has a long history and many meanings and is well placed to draw together a range of strategies aiming to improve language learning and teaching in European education. This paper argues that the broad scope of language awareness provides both opportunities and challenges for educators and policy makers. It examines the experience of language awareness in the UK and suggests lessons that might be learned from its achievements and from the challenges it encountered. In particular, targeted initiatives will be required to explore the barriers that remain to be overcome, new research will be required, along with the development of tools, strategies and collaborations to extend language awareness into areas where it can bring fresh benefits. [ABSTRACT FROM AUTHOR]

Copyright of Avances en Enfermería is the property of Editorial Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Present paper teaches us how to use different modern and innovative strategies for enhancing the teaching learning. Teaching is one of the most influential professions in the society. Teaching is the complex art of guiding students through a Varity of selected experience towards the attainment of appropriate teaching learning goals. Affective learning is only based on effective teaching and effective teaching is based on effective strategies. If a teacher follows systematic and planned strategies then he will be successful and his teaching will be able to generate self motivation of learning among students. In the emerging scenario teacher education has also changed. Recent modern & innovative practice have opened new challenges & opportunities for teacher education and these strategies are able to solve the problem of the teaching and learning. In today's scenario the most suitable strategy are those which make teaching and learning joyful & more effective. without applying these strategies in teaching and learning, our education system will never attain first world status. The present paper describes that what are teachings learning strategies. [ABSTRACT FROM AUTHOR]

Purpose ? The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students'' questions in the process of constructing knowledge, and investigate the relationship between students'' questions, approaches to learning, and learning styles. Design/methodology/approach ? The questions raised by 100 first-year chemistry students in Science and Engineering courses at the University of Aveiro, Portugal, were collected. These students were invited to complete Kolb''s Learning Styles Inventory (LSI) and were observed during diverse class activities. Ten of these students were then selected for interview. Findings ? The paper finds that the data enable the placement of students at different stages of learning development, at an ?acquisition?, ?specialisation? or ?integration? phase. The ten interviews confirm the results of the LSI survey, and indicate that these students show either ?deep? or ?surface? approaches to learning, with evidence of a meso approach (intermediate between the two, with characteristics of both). The paper concludes that it is possible to relate students'' questions to their learning styles and approaches to learning. Students, who show a surface approach and stay within the acquisition stage, tend to formulate low-level questions. Students at the other end of this continuum seem disposed to ask higher-level questions. Research limitations/implications ? The generalisability of the overall study is limited because of the few students involved in the interviews. However, there are some clear pointers here for the relationship between the level of students'' question asking and increasing sophistication in learning. Practical implications ? Appreciating the diversity of learners, and their approaches to learning, enhances the possibilities of improving the quality of teaching at this level. Originality/value ? This paper expands on two congruent models that are frequently considered separate and distinct. [ABSTRACT FROM AUTHOR]

Aim To synthesize evidence on the use of social media in nursing and midwifery education. Background Social media is one type of online platform that is being explored to determine if there is value in using interactive, digital communication tools to support how nurses and midwives learn in a variety of settings. Design A sequential explanatory synthesis approach will be used for this mixed study review. Method Five bibliographic databases; PubMed, MEDLINE, CINAHL, Scopus, and ERIC will be searched using a combination of keywords relevant to social networking and social media, nursing and midwifery, and education. The search will not be limited by year of publication. Titles, abstracts, and full papers will be screened by two independent reviewers against inclusion and exclusion criteria, with any disagreements resolved via a third reviewer. Selected studies will undergo quality assessment and data extraction. Data synthesis will occur in three sequential phases, with quantitative and qualitative data analysed separately and then integrated where possible to provide a conceptual framework illustrating learning via social media. Funding for this review was confirmed in May 2016 by Sigma Theta Tau International and the National League for Nursing. Discussion The mixed study systematic review will produce the first rigorous synthesis on the use of social media in nursing and midwifery education and will have important implications for educators as well as students. It will also highlight knowledge gaps and make recommendations on the use of this novel technology in higher and continuing education. [ABSTRACT FROM AUTHOR]

Today we will see the need to rethink the teaching and learning models at Schools of Architecture, reconsidering the ways of teaching and learning. In this sense, the teaching of architectural design should step away from the attitude that is still prevalent in many schools, consisting of conveying predetermined teaching or a closed and complete architectural culture, which attempts to exhaust all the avenues of knowledge, showing a strict and infallible method. What is needed, though, is an active and plural education that considers the complexity of architecture, based on ongoing research and part of an open, flexible and dynamic disciplinary discourse. An education that allows students to develop skills and generate new knowledge from the creation of learning situations which stimulate independent learning, facilitate subsequent ongoing training and enable a more critical and profound intellectual development. Undoubtedly, students must acquire lots of knowledge and skills, and there are many learning processes which must be simultaneously present at the beginning of their training. These can be grouped into the following: learning how to see, learning how to think, learning how to build, learning how to communicate and learning how to learn. The aim of this paper has been to develop each one of them. [ABSTRACT FROM AUTHOR]

Teaching and learning environments of software process improvement are incorporating new strategies for helping to decrease current weaknesses related to basic-sciences formation, motivation, and communication. One of such strategies includes the usage of gamification principles for achieving student competencies related to teamwork, problem solving, leadership, and effective communication. For assessing the teaching and learning strategies, it is required to consider the following features: i) the student competencies; ii) the didactic proposals and techniques; and, iii) the satisfaction level of the students, regarding the teaching strategy. In this paper, an assessment proposal of teaching and learning strategies in software process improvement is presented, with a preliminary validation method based on gamification principles. Finally, a case study for validating a didactic proposal is presented as a pilot of the assessment proposal. [ABSTRACT FROM AUTHOR]

The objective of this paper is to map the role of capital in the process of learning to become a postgraduate supervisor. Economic, technological and geopolitical changes in higher education call into question previous assumptions about supervision. Supervision is no longer primarily seen as an intellectual and social enterprise but is increasingly seen as professional work, where one's capital (or lack of) shapes the process of being and becoming a supervisor. It is frequently assumed that the students are the only ones learning in a supervisory relationship. Novice supervisors are, however, often left to their own devices to discover or learn the inherent rules, epistemologies and ontologies in becoming and being supervisors through a process of compromise and negotiation. In this article, we specifically focus on the need fornovice supervisorsto understand and navigate the field, and plot their career trajectories, as a constant exchange of different aspects of capital. This article is conceptual, rather than empirical. We suggest that it may be helpful to understand the field of supervision in a Bourdieusian sense, with specific reference to the role of (academic) capital in the formative processes of becoming and being a supervisor. We discuss social capital, gender and race, age, values, beliefs and experiences, as well as linguistic abilities, as factors influencing the individualhabitusof the supervisor in relation to thedoxaof the field. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this study was to compare the outcomes and influential factors using flipped learning methods on the education of nursing students in clinical nursing practicums in Korea. Methods: This study used a nonequivalent comparison group pretest‐posttest design to determine the outcomes and influential factors within flipped learning methods in two forms (flipped‐mastery classroom model and flipped‐mastery practicum model) in clinical practicum nursing education. Flipped learning was applied in two groups (using the flipped‐mastery classroom model and the flipped‐mastery practicum model) to 80 nursing students in E university in Gyeonggi‐do. Teacher‐student interactions, self‐directed learning readiness, clinical practicum stress, confidence in performing core skills, and flipped learning were studied to investigate learner motivation and learner satisfaction. Results: Teacher‐student interactions were significantly greater in the flipped‐mastery classroom model group both before and after the intervention. Self‐directed learning readiness decreased in both groups after the intervention but less so in the flipped‐mastery classroom model group. The common factor influencing learner motivation in both the flipped‐mastery classroom model and flipped‐mastery practicum model groups was learner satisfaction, while teacher‐student interactions were also influential in the flipped‐mastery classroom model group. Learner motivation influenced learner satisfaction in both groups, while self‐directed learning readiness and clinical practicum self‐confidence influenced the flipped‐mastery practicum model group. Conclusions: Flipped learning was found to be effective in clinical practicums. Strategies for the efficient application of flipped learning need to be developed and applied. SUMMARY STATEMENT: What is already known about this topic? Interest in flipped learning that emphasizes learner‐led learning over traditional one‐sided teaching and learning is increasing in college education.A new type of clinical practicum education should be introduced to improve the problem‐solving and practical‐application abilities of nursing students.Strategies for organizing and integrating flipped learning into a special clinical practicum environment are needed. What this paper adds? Applying flipped learning to classroom and practicum models increased teacher‐student interactions and decreased self‐directed learning readiness in both groups.Learner satisfaction influenced learner motivation in both groups, while teacher‐student interactions were also an influential factor in the flipped‐mastery classroom model. Learner motivation affected learner satisfaction in both groups, while self‐directed learning readiness and clinical practicum self‐confidence were also influencing factors in the flipped‐mastery practicum model. The implications of this paper: Flipped learning can be applied to clinical practicum education.Applying flipped learning in two models has provided a basis for the development and application of strategies for the effective application in clinical practicums. [ABSTRACT FROM AUTHOR]

Introduction: Today modern teaching and learning approaches in medical education have received considerable attention. This paper aims to introduce WebQuest as a new method of inquiry-based learning through the use of Internet. Also its application in medical sciences education in general, and especially nursing education is explained. Methods: To find articles related to the WebQuest topic, the popular databases including PubMed, Google Scholar, Science Direct, Nursing Consult, CINAHL, Web of Knowledge were searched using WebQuest related keywords. Very few medical articles were found, and there was no research article published in Iran. Results: WebQuest is a new method of student-centered, inquiry-based learning which uses computer technology to engage and motivate students individually or collaboratively in exploring, analyzing, and synthesizing data to construct a new understanding or meaning. WebQuests, as a student-centered activity, enhance and facilitate higher order cognitive skills, including analysis, synthesis, evaluation and judgment, critical thinking. They also cultivate students' exploratory and problem solving mentality. Based on constructivist learning theory and inquiry learning, WebQuests involve learners in collaborative learning process and group projects. There is a strong link between WebQuests and multi-media techniques which provide significant opportunity for utilizing internet resources in teaching and learning experiences. Conclusion: It seems the concept of WebQuest is still less known both general and higher education, and particularly in medical education in Iran. Introducing this method in medical education which is based on new approaches of teaching and learning processes can provide a different view and encourage students to learn more effectively, deeply, and indelibly. [ABSTRACT FROM AUTHOR]

The evaluation of students' course experience has been given due importance in the higher education sector as educators realize that effective teaching matters greatly. This paper discusses the use of student journals as a means of collecting data on the overall effectiveness of teaching in a study programme. Students in M.Phil. Class English Linguistics at the National University of Modern Languages were observed for the whole session. Student's journals provided the record of their reflections and teaching-learning experience in one semester. I obtained useful evaluative data from the student journals regarding students' perceptions of the course content, instruction, workload and assessment. The results showed that students value effective feedback and clear expectations from course teachers. The use of student journals as a course evaluation technique provides a longitudinal and insightful perspective of students' perceptions of their teaching-learning context. [ABSTRACT FROM AUTHOR]

An integrated, multi-level software system simulator has been developed to support teaching and learning of undergraduate computer architecture and operating systems modules. In this paper the rationale for the development of the simulator and its main features are described; the teaching and learning strategy is briefly explained; the simulator evaluation methodology is defined and the preliminary results of the evaluation are presented. [ABSTRACT FROM AUTHOR]

Emphasising the professional development of early career teachers, with an emphasis on pedagogy, is an obvious priority in improving student outcomes. Surprisingly then, in all the rhetoric around mentoring early career teachers (ECTs) this emphasis appears to be missing. This study explores the implications of professional development for ECTs in a particular pedagogical skill, in this case cooperative learning (CL), and the impact of this on the quality of teaching of two early career teachers. An abundance of research literature, over a significant number of years, argues that by focussing on cooperative learning as a pedagogical strategy, students' social and academic outcomes will improve. This paper advocates ECTs expert use of CL to ensure this increase in both social and academic outcomes. The importance of this focus on pedagogy for ECTs as they use CL more in their classrooms is explored by analysing pre and post classroom observations, both in CL and in Quality teaching, as well as semi-structured teacher interviews. These are analysed to investigate teachers' implementation of the cooperative learning strategy, to evaluate their understanding of classroom practice in CL and its impact on the quality of their teaching. The teacher with more years of experience made gains in both cooperative learning and quality teaching demonstrating an emphasis on pedagogy was significant in enhancing her professional accomplishment. The teacher with less experience struggled with other aspects of beginning teaching, such as school context and burnout, which had an effect on the overall quality of her teaching. [ABSTRACT FROM AUTHOR]

The benefits of SOTL for individual faculty members are significant. Unfortunately, the issue of how it can benefit an institution is often not so clear. For SOTL to be valued and supported by postsecondary institutions, it needs to be purposely linked into the research and teaching mission of the institution. This paper shares successful approaches for integrating SOTL in instructional and institutional processes. SOTL's focus on supporting and refining scholarly inquiry can broaden the scope for improving student learning outcomes from individual classes to improving outcomes across the institution. This expanded role matches faculty, department, and institutional needs. [ABSTRACT FROM AUTHOR]

To what extent do active learning strategies assist students in learning complex concepts? The current paper explores this inquiry utilizing data concerning three role-playing simulations in an introductory comparative politics course to reinforce such concepts as cohabitation, coalition government, and federalism. The hypothesis that students gain greater knowledge of such abstract concepts is subsequently tested utilizing pre- and post-simulation surveys, debriefing responses, and inclass exams. The results indicate that simulations play an important role in enhancing student subjective knowledge, but not necessarily their objective knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Trabajo Social is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The various political and technological drivers that are currently prevalent within many educational institutions increasingly encourage educationalists to experiment with tools that promote e-learning. Many then engage in this activity in the belief that this will help in the development of more autonomous, responsible learners. Strategies for the integration of technology are, however, often less well researched. This paper, therefore, explores the relationship between pedagogy, ethics and technology, as three important constructs for the development of an e-learning strategy. It then proposes a framework that will allow future research to define more clearly how each of these concepts overlap, and to identify the impact that they have on each other. As a consequence, the framework provides insight into the mutual dependencies of pedagogy, ethics and technology, with the aim of avoiding ethical risks in developing e-teaching and e-learning. [ABSTRACT FROM AUTHOR]

In this paper, we present a model which describes the main elements and aspects of teaching and learning in pharmacy education. We first explore what quality of teaching and learning means. From this information, we concentrate on pedagogical implications to change pharmacy teaching to improve the quality of learning. In the final section, we summarise the importance of developing the pharmacy teaching due to the demands of Bologna process, lifelong learning in working life, and university staff development. [ABSTRACT FROM AUTHOR]

Background. The Approaches to Teaching Inventory (ATI) was developed to explore the relationship between students' approaches to learning, and teachers' approaches to teaching, in the physical sciences in higher education. It is increasingly being used in other contexts. Aim. To analyse the factor structure of the ATI. Method. Confirmatory factor analysis. Sample. Inventory responses from over 1,000 university teachers, from 4 different countries and a wide range of disciplines, experience, and teaching level (year of students' study) were used as the sample. Results. Cronbach's alpha values of the 2-scale inventory were acceptable for scale reliability, but not for the 4-scale structure. A good fit to the intended 2-factor structure was obtained by confirmatory factor analysis. Both Information transmission/teacher-focused and conceptual change/student-focused scales had well identified intention and strategy subscales. Conclusion. The ATI has been developed as a relational indicator of 2 dimensions of approaches to teaching. It is not intended for use in gathering a full, rich self-report of teaching, or in non-relational contexts. However, it has now been used in a number of different contexts, including different subject areas and cultures. There is evidence in this paper that in those contexts its factor structure is, in the main, consistent with the original design. This analysis also suggests ways that the ATI could be improved. [ABSTRACT FROM AUTHOR]

The importance of developing effective learning strategies and motivational beliefs has been widely acknowledged as a way of meeting the demand to acquire lifelong learning capabilities for successful functioning as professionals in the ‘information age’. The study reported in this paper examined the learning orientations and strategies of prospective teachers as well as their assessment preferences and compared them with those of in‐service teachers. The Motivated Learning Strategies Questionnaire (MSLQ) and the Assessment Preferences Inventory (API) were used to test the hypothesis that in‐service teachers will exhibit a deeper approach to learning and assessment due to their constant engagement in meaningful learning experiences. The results confirmed the hypothesis and their implications for teacher education programmes were then discussed. [ABSTRACT FROM AUTHOR]

This paper presents findings from a study of teaching and learning strategies co-constructed by peers in a Spanish/English dual language first grade classroom. Grounded in sociocultural theory and developed using ethnographic approaches to data collection and analysis, the study analyses the children's mediation of their own and each other's language learning within and across languages, focusing on strategies that support learning. The strategies are analysed within the context of teaching/learning interactions in a Dual Language Programme with attention given to the children's ongoing negotiation of the linguistic roles of novice, expert, and dual language expert when working in mixed groups in the English and Spanish classrooms. [ABSTRACT FROM AUTHOR]

This paper examines the learning strategies of first-year non-major chemistry students who commonly have limited chemical and mathematical backgrounds that influence their attitude, motivation and approach to learning chemistry. Nearly all students identified multiple learning strategies. Most commonly reported were traditional strategies such as practicing problems, studying worked solutions, highlighting notes, re-writing notes, memorizing notes and working with other students. By probing students' opinions about the learning strategies th! use and the factors that influence their choice, the data indicated that teaching and assessment strategies direct students' choice of learning strategies. The study provided evidence that `many students are interested in their own learning and have a high level of metacognitive awareness that could be further utilised. An awareness of this appreciation could be used to more effectively teach this particular group of undergraduate chemistry learners. [ABSTRACT FROM AUTHOR]

In this paper we seek to make the case for a teaching and learning strategy that integrates business ethics in the curriculum, whilst not precluding a disciplines based approach to this subject. We do this in the context of specific work experience modules at under-graduate level which are offered by Middlesex University Business School, part of a modern university based in North West London. We firstly outline our educative values and then the modules that form the basis of our research. We then identify and elaborate what we believe are the five dimensions which distinguish an integrated approach based on work experience from a disciplines-based approach, namely: process and content, internal and external, facilitation and teaching, covert and overt, and living wisdom and established wisdom. The last dimension draws on the practical relevance of the Aristotelian notion of phronesis inherent in our approach. We go on to provide two case examples of our practice to illustrate our perspective and in support of our conclusions. These are that reflection integrated into the Business Studies curriculum, using the ASKE typology of learning [Frame, 2001, Proceedings of the 9th Annual Teaching and Learning Conference (Nottingham: Nottingham Business School, Nottingham Trent University), p. 80], in respect of personal and group process in a work experience context, provides a useful heuristic for the development of moral sensibility and ethical practice. [ABSTRACT FROM AUTHOR]