36,337 results on '"TRANSFORMATIVE learning"'
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2. An Evaluation of the Managerial Context for Digital Transformation in the Context of Open Education in Higher Education
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Serap Ugur, Gokhan Deniz Dincer, and Didem Pasaoglu Bas
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This article examines the effects of technology in the field of education and management and focuses especially on the effects of technologies used in distance education activities on transformation processes. Based on research conducted, the article explains how technological developments affect education and management processes, according to the findings obtained as a result of the interviews. The technologies used in the digitalization processes of higher education institutions that provide distance education services and the effects of these technologies on the transformation processes were examined. How artificial intelligence, blockchain, metaverse, brain-computer interfaces and similar technologies can be used in education and organizational management processes and how this use affects management processes are discussed. Findings show that technological developments have profound effects on the processes in educational environments and transform management processes. As a result, the research emphasizes the need for further research and application to effectively use technologies such as artificial intelligence, blockchain, and metaverse in education and management processes. It is stated that advances in this field can cause significant transformations in education and management.
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- 2024
3. Florida Gulf Coast University Accountability Plan, 2024
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State University System of Florida, Board of Governors
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The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; and (6) Definitions.
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- 2024
4. Professors Call It Cheating, Students Call It Teamwork: Evolving Norms of Academic Integrity in the Transformative Era of Online Education
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Jessie L. Krienert, Jeffrey A. Walsh, Kevin D. Cannon, and Samuel Honan
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Implementation of online education pedagogy and practice has expanded rapidly at colleges and universities in recent years, most notably in response to COVID-19. This innovative teaching/learning modality provides benefits to both faculty and students through dynamic teaching/learning content, immense flexibility, and technological investments to support teaching and learning. Academic dishonesty in higher education is a persistent concern emphasized and extensively explored in traditional face-to-face courses, less so in online learning environments. The present work, drawing on a large sample of students and faculty (n=1,640) at a Midwestern university, employs an esurvey and both qualitative and quantitative responses on cheating behavior in the emergent area of online courses/online education. Results expose significant faculty and student disagreement and uncertainty about cheating behaviors in the online environment. Academic integrity is essential to fair and equitable high-quality higher education. The stakes are high to better understand the transformative shifts in academic dishonesty occurring in the online educational environment.
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- 2024
5. Gender-Transformative Climate Literacy: A Policy Framework for a More Green and Resilient Bhutan. Policy Brief. Echidna Global Scholars Program
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Brookings Institution, Center for Universal Education and Thinley Choden
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Globally, climate change disproportionately affects women and girls, intensifying and heightening their vulnerability to natural disasters, food insecurity, caregiving responsibilities, displacement, and related challenges as well as hindering opportunities for their social and economic empowerment (UN Women 2022). In Bhutan, as temperatures rise, the country has become increasingly vulnerable to a multitude of climate-related threats and disasters like glacial lake outburst floods (GLOFs), with implications for the well-being of all and with heightened risk for girls and women (NCWC and UNDP 2020). In the face of these challenges, Bhutan has taken on ambitious climate goals through its climate leadership and environmental stewardship. Though Bhutan also has a strong track record in achieving gender-focused educational milestones--with over 90% school enrollment at gender parity and a largely matrilineal society--patriarchy is strong and ingrained, and there is much to be done to achieve gender equality. Furthermore, efforts within the three areas of climate, gender, and education still mostly operate in silos, with little intersectoral work. This policy brief presents results of the research conducted through two focus group discussions with 16 girls (ages 13-18); an online survey of 52 district education officers; and interviews with eight organizations from the government, civil society, and international partners from June to August 2023 in Thimphu and Paro. The study explored girls' understanding of climate change and its impacts on them (individual level), what and how climate education is taught in the education system (systems level), and who and what the different actors are doing and could potentially do collaboratively (ecosystem level). The findings of this study clearly indicate that there is a need to rethink and reframe climate literacy in Bhutan in ways that recognize the gendered impacts of climate change and promote learning spaces and pedagogical approaches for supporting Bhutan's green growth and climate strategies. Gender-invisible approaches to climate, climate education, and climate literacy have neither effectively addressed the gendered impacts of climate change nor promoted the learning and participation of girls and women in climate action. Therefore, this policy brief proposes gender-transformative climate literacy (GTCL) as a novel solution path for a green and gender-equal future. GTCL would be an interdisciplinary approach that challenges underlying gender inequalities within the context of climate change while endeavoring to reshape societal gender norms and attitudes. At the nexus of climate, gender, and education, GTCL would empower individuals to actively engage in climate action and decision-making processes while promoting gender equity to achieve a reality where climate and gender are embedded within the teaching and skills training functions of the education system. The education system is an untapped space to advance climate action by developing skills for a climate-informed, climate-resilient individual. Incorporating GTCL within education would present a window of opportunity to strengthen climate literacy while highlighting and reshaping gender dynamics and norms.
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- 2024
6. Place-Based Climate Change: Lowering Students' Psychological Distance through a Classroom Activity
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Jessica Duke and Emily A. Holt
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Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.
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- 2024
7. The Multilayered Nature of 'Democratic Aspects' Leading to Equity: Considerations from Collaborative Activities between Schools and Communities in Japan and the United States
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Ayaka Nakano
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This paper examines how public education can ensure equity and diversity by clarifying the "democratic aspects" that can be captured through school-community collaborative activities in Japan and the U.S. As a result of comparison and analysis, it is indicated that in both Japan and the U.S., these activities are conducted in the context of streamlining educational administration. In addition, the participation in school management of diverse people such as local residents, parents, and children is promoted in order to grasp their needs and achieve deliberation on an equal footing. In contrast to Japan, however, these activities in the U.S. put importance on providing health and educational services to disadvantaged families and children. Furthermore, they aim to change not only schools but also communities. Therefore, this paper suggests that "democratic aspects" encompassed by collaborative activities have multiple layers: (1) "compensatory-type" (status-quo satisfaction -oriented democratic aspects), (2) "participatory-type" (deliberation-oriented democratic aspects), and (3) "transformative-type" (status-quo change-oriented democratic aspects). In order to guarantee equity of education that ensures fairness and inclusion to all children, this paper clarifies the importance of having both activities that distribute educational and welfare services on a curve to disadvantaged children and families (compensatory-type) and activities that involve children themselves in the practice, leading to the transformation and creation of the world (participatory and transformative type). The types of activities described above do not necessarily set the transformative-type as the ultimate goal. The three types interact together and pave the way toward a democratic and equitable education that is open to all and respects the voices of minorities.
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- 2024
8. Transformative Pedagogies: A Bibliometric Journey through Adaptive Learning Systems
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Jobin Jose, Alice Joselph, Pratheesh Abraham, Roshna Varghese, Beenamole T., Sony Mary Varghese, and Suby Elizabeth Oommen
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As a major shift in education technologies, Adaptive Learning Systems (ALS) use artificial intelligence and similar technologies, adapting the lessons to the needs of individual students. Emphasizing transformative pedagogy and teaching strategies that transform the learners' cognitive and interactive patterns, this study presents a comprehensive bibliometric analysis of ASL. Contrary to conventional teaching methods, ALS alters dramatically the way students think and interact with their environment. This research has utilized an all-inclusive bibliometric analysis to analyze the evolution, trends, and themes in ALS by using an extensive set of data from the Web of Science (WoS) and Scopus. The primary objective of Bibliometric analysis is to map the development of ALS in teaching and learning while marking the important trends, models, and thematic priorities. The relevance of this research lies in its comprehensive analysis of the Adaptive Learning Systems (ALS) field through bibliometric methods, offering critical insights into the trends, key contributors, and thematic developments over time. The systematic evaluation enables the appraisal of the impact created by major contributors like authors, organizations, journals, etc. The study also examines, using the advanced data collection technique, influential articles, and publications that enormously contributed to shaping ALS. Similarly, it does the rating effectively upon evaluating the mutual relationships among important terms, concepts, and factors through co-references and co-occurrences. It highlights the increasing scholarly output and identifies key contributors and influential works, underscoring the growing recognition of ALS's importance due to technological advancements. The study's findings on global research contributions, thematic analyses, and collaboration networks offer new insights into the field's dynamics, setting a foundation for future research directions. To visually represent bibliometric data, web analytic tools are used, explaining intricate relationships and thematic clusters. Identifying the unexplored areas and discussing the practical implications of ASL development, research, and analysis of combined data taken from WoS and Scopus provides a unique perspective. Consequently, researchers, educators, policymakers, etc., get valuable insights that enable advancing and understanding the area. This bibliometric analysis will undoubtedly guide future research in the area of transformative pedagogy as it is the most sought-after method in understanding the scholarly landscape of ALS.
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- 2024
9. A Thrice-Told Tale of Japanese Staffrooms and a Transformative Journey in Searching for East Asia as Method
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Yanping Fang and Linfeng Wang
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Purpose: This study aims to search for fitting lenses to view and interpret teacher learning in a Japanese secondary school teacher staffroom and capture the reconstituting of researcher subjectivities in this process. Design/Approach/Methods: A narrative approach chronically documents the findings and use of the lenses in analyzing the staffroom daily interactions and traces the journey of transformation in our researcher subjectivities. Findings: The telling of a Japanese staffroom (shokuinshitsu) as a thrice-told tale under the three lenses--cultural-historic activity theory, contextualism, and intimacy orientation--each uncovers a unique interpretation of the learning going on in the daily life of the Japanese staffroom. While complementary, Western-lenses are found to be unable to explain the nature of the everyday practices in the staffroom formed under the worldviews and ethics of East Asia. Our critical examination of the major academic encounters involved in the past two decades illuminates the complex dynamism behind our research perspectives, awakens us to the dominance of Western-centralism in our researcher subjectivities, transforms our worldviews, and returns us to our cultural roots to build alternative frames of reference as East Asia as Method. Originality/Value: This study not only uniquely demonstrates what decentered, alternative, and diversified frames of reference would look like in studying East Asian practices but also what it would take for scholars to move toward East Asia as Method. Additionally, going beyond the three lenses, it contributes to our understanding of how space (staffroom as an entity) mediates forming of the character of those who are dwellers of the shokuinshitsu.
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- 2024
10. Occupational Therapy Students' Service Learning: Rehabilitation Archeology with Military Veterans
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Lola Halperin, Jaimee M. B. Hegge, Sharon McCloskey, and Stephen Humphreys
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Existing research evidence pertaining to the occupational therapy (OT) role with adventure-based outdoor activities for military veterans and the authors' positive experience serving members of a non-profit veteran-run organization that promotes rehabilitation archeology suggest that outdoor rehabilitation for this client population is a promising avenue for the profession. Moreover, students' exposure to outdoor experiences designed for military veterans as well as other populations presenting with physical and mental health conditions has the potential to significantly augment OT curriculum by impacting both the learning trajectory and personal transformation of the students. This paper describes a unique service-learning experience involving graduate OT students who engaged with and provided services to veterans participating in archeological fieldwork, as well as the impact of this experience on the students.
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- 2024
11. 'Ready for Change': Pre-Service Teacher Perspectives on Diversity Preparation in Rural Appalachia
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Todd McCardle and Zachary Milford
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Through the lens of transformative learning theory, this qualitative study examines how pre-service teachers (PSTs) in a teacher education program in rural Appalachia shared their perspectives on their preparation to work with diverse students. It examines how their lived experiences and their teacher education program impacted their approach to understanding and addressing diverse needs of their students. Results illustrate the unique way the pre-service teachers [re]imagined their program to better equip future PSTs for diverse classrooms. We argue for programmatic approaches to developing a teaching corps prepared for diversity in the classroom and challenging the shortsighted notion that students in rural Appalachia are unwilling to face the realities of diverse classrooms.
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- 2024
12. From Reading to Restoration: Using Book Clubs and Critical Dialogue to Challenge, Critique, and Change Us and Our Work
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Lay-nah Blue Morris-Howe, Cynthia H. Brock, Kate Welsh, and Aldora White Eagle
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This transformative autoethnography focuses on the authors' learning about diversity, equity, and inclusion (DEI) as a result of their participation in university diversity-related book clubs and subsequent extensive dialogue with one another. The paper features three implementation vignettes where the authors engage in critical self-reflection and self-critique as they (re)consider ways to improve their educational practice as it pertains to DEI. The paper ends with implications for educators to consider as they engage in critical self-reflection/self-critique around DEI in their work.
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- 2024
13. Dreaming Possibilities: Reshaping Imaginaries with Feminism and Social Change
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Federica Liberti
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By using the feminist imaginary as a pedagogical tool for resistance and change, an experience of activism within the university context in Naples, Italy is explored. The article focuses on the potential transformative power of art as catalysis for deeper level emotional and spiritual learning transformation. The aim is trying to inspire critical conversations to rethink spaces and practices that allow community care, and conditions that include authenticity, resonance, reflection, and freedom. Engaging in the arts, aesthetics, and creative practices can contribute to a sense of hope, agency, and possibility with the potential to provide avenues for creative expression and innovation. Sharing narratives of possibility and engagement with the arts can promote community connections. This article highlights the way artistic practices contributed to the creation of a dynamic and inclusive creative landscape that challenges established norms while encouraging creative and critical thinking.
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- 2024
14. Examining Feminist Pedagogy from the Perspective of Transformative Learning: Do Race and Gender Matter in Feminist Classrooms?
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Mitsunori Misawa and Juanita Johnson-Bailey
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Although feminist pedagogy has been widely used as a teaching approach in classrooms in higher education to enhance diversity, issues of race and gender are often areas of contestations for non-White faculty. The purpose of this study was to explore how non-White professors, a Black woman tenured full professor and a gay Asian male pre-tenured professor, co-created a feminist classroom and how they negotiated power in that classroom environment. The research questions that guided this study were: 1) what does a feminist classroom look like in higher education; 2) how does the intersection of race and gender influence feminist pedagogy; and 3) what strategies do adult educators and practitioners use to deal with disoriented dilemmas? This research progressed into a longitudinal study, focusing on how the faculty members' praxes grew from critical classroom incidents that the professors believed directly related the negative reactions from students to their positionalities as a Black woman and an Asian man. Three themes emerged from the data: a) Confrontation, b) Resistance, and c) Hostility. Each of these themes are defined and presented through direct quotes from our teaching logs and students' reflections. Discussion and implications for practice are also provided regarding how race and gender matter in feminist classrooms. The concluding section describes how the two faculty members implemented reflective practices in higher education to create feminist classrooms.
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- 2024
15. Creating Indoor Learning Areas to Implement the Early Childhood Care and Education Curriculum
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Zanele Zama
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Background: A safe and inclusive indoor learning environment reflects different ways of knowing, actuality and thinking. In the Early Childhood Care and Education (ECCE) context, indoor learning areas influence the exploration of teaching and learning activities. Aim: This article explored rural ECCE teachers' experiences of creating indoor learning areas as required by the National Curriculum Framework (NCF) for children from birth to 4 years. Setting: Six purposively selected teachers from the three rural ECCE centres in KwaZulu-Natal province that transitioned to using the NCF participated in the study. Methods: A qualitative case study located within the interpretive paradigm was employed. Data that were inductively analysed were collected through semi-structured interviews with two teachers in each of the three centres. Transformative learning theory underpinned the study. Results: The study found that six teachers who desired to learn from each other engaged in a collaborative learning venture within their centres and complied with the NCF to create indoor learning areas in the interest of young children. Conclusion: The study argues that teachers shifted their insights from the challenges to achieving the objectives of the NCF. Thus, it questioned the assumption that rural teachers lack the knowledge to design learning areas. Contribution: Rural ECCE teachers are committed to learning for the development of young children.
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- 2024
16. Transforming Feedback Practices through the Use of Screencast Video Feedback in L2 Writing Classrooms
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Heon Jeon and Sarah DeCapua
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Giving feedback to student writing is one of the writing teacher's most important tasks in the classroom. Writing teachers can use many forms of feedback, such as written feedback, teacher-student conferencing, peer feedback, or self-assessment. Additionally, the influx of technologies into writing classrooms allows teachers to use screencast video feedback when responding to student writing. In this article, two second-language writing teachers questioned their feedback practices when responding to students' texts. They implemented feedback innovation by using screencast video feedback in their classrooms to explore how their attempts to use video feedback affected their individual practices. The implementation of video feedback opened their eyes as writing teachers because of its multimodality. The innovative use of aural, visual, textual, and gestural modes enabled them to view feedback as a tool for improving and learning writing rather than solely correcting students' errors. This article provides ideas and suggestions for writing teachers interested in improving feedback practices with screencast video feedback.
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- 2024
17. Collaborative Aesthetic Experiences and Teacher Learners: Arts-Practice Research in a Teacher Education Classroom
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Theresa Catalano, Inoussa Malgoubri, Jennifer Bockerman, Hector Palala Martinez, Mackayla Kelsey, Leonardo Brandolini, and Ilia Shcherbakov
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This paper explores the experiences of six teacher learners and one teacher educator in a graduate course on aesthetic education at a Midwestern university in the U.S. Using collective autoethnography and arts-practice research, the researcher/participants examine how aesthetic experiences were activated in the learning environment and how this activation supported the development of transformational rethinking that led to the changing of formed habits of teaching. Findings reveal how aesthetic teacher education can be therapeutic, aid in building connections between the teacher and students (and among students), inspire wonder and discovery, facilitate the valuing and including of cultural and linguistic backgrounds of students, compel new perspectives, and promote attunement to process.
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- 2024
18. Unfamiliar Terrain: Transformative Learning at the Crossroads of Habitus
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Stephen Fairbanks
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Drawing upon autoethnographic experience as a music educator, I make the assertion that transformative learning is particularly amplified in locations where a person encounters the unfamiliar, for those are often the precise places where an individual's habitus no longer holds efficacy. To build this argument, I propose that when inner consciousness intersects with place-shaping processes, transformative learning takes place in a connected, compassionate, and creative manner. I infuse this framework with Pierre Bourdieu's work on habitus, in which he suggests that inner consciousness shapes, and is shaped by, a person's social encounters. Thus, in this lived aesthetic inquiry, I propose that transformative learning has substantial intersectionality with socially constructed understandings of place.
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- 2024
19. Towards a Theory of Collective Care as Pedagogy in Higher Education
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Cory Legassic
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This piece offers a conceptual framework for collective care as pedagogy in higher education, and a proposition of how to theorize its orientations within anticolonial and feminist work on affect in education. First, I spotlight work that helps to define collective care. Next, I call on the concept of affective individualism as a way to describe what is: the taken-for-granted affective governmentality (Zembylas, 2021) that shapes how we often come together in our classrooms. Finally, I ground collective care as pedagogy as the building of affective solidarity, an affective conceptual framework for what could be, grounded in the feminist work of Clare Hemmings (2012).
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- 2024
20. Leading the AI Revolution: The Crucial Role of HBCUs in Steering AI Leadership
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Online Learning Consortium (OLC), WCET (WICHE Cooperative for Educational Technologies), Complete College America (CCA), National Association for Equal Opportunity in Higher Education,Washington, DC., Kim Cliett Long, Angela Gunder, Beverly Robinson, Van L. Davis, Dylan Barth, Terrance Adams, Contributor, Ricardo Brown, Contributor, Kimberly Bryant, Contributor, Meacie E. Fairfax, Contributor, Cristi Ford, Contributor, Marybeth Gasman, Contributor, Jennifer Mathes, Contributor, Robbie Melton, Contributor, Michael Nettles, Contributor, Russ Poulin, Contributor, and Omari Ross, Contributor
- Abstract
The evolution of artificial intelligence (AI) presents an unprecedented opportunity for Historically Black Colleges and Universities (HBCUs) to lead in an era characterized by rapid technological advancement and societal transformation. This report explores the integral role HBCUs--with their history of academic excellence and commitment to inclusivity--can play in steering the AI revolution, ensuring that the Black community remains at the forefront of educational, economic, and social progress. Institutional leaders, faculty and instructors, and instructional support staff can benefit from the findings of this report, which is presented in the following sections: (1) Why AI Matters and the Unique Role of HBCUs in the AI Revolution; (2) An AI Policy and Practice Framework for Institutional Development; (3) AI and Curricular Innovation; (4) The Importance of Industry Partnerships and Student Development; and (5) AI at HBCUs: A Path to the Future. [This report was created in collaboration with the Thurgood Marshall College Fund.]
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- 2024
21. Moving beyond Black Education Spaces: The Five Dimensions of Affirmation in Black Trans Education Spaces in Higher Education
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Tori Porter
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This article explores the multifaceted dimensions of Black Trans Education Spaces (BTES) within higher education, highlighting the unique experiences, challenges, and transformative potential of these spaces for Black transgender students. This article acknowledges that Black education spaces may perpetuate trans-antagonism due to a lack of awareness, understanding, or intentional inclusivity. Drawing from narratives of 20 Black transgender students both currently and formerly enrolled in U.S. colleges and universities, this research investigates the existence of BTES both within and outside traditional educational structures. Findings indicate five dimensions of BTES: community determination, community actualization, community efficacy, community sustainability, and community reliance. These dimensions encompass the empowerment, identity affirmation, and collective support that Black transgender students derive from BTES. The narratives reveal the capacity of BTES in meeting the basic needs of Black transgender students, providing and sustaining spaces for retreat and empowerment, and nurturing communities of care. The implications of these findings emphasize the importance of recognizing and honoring BTES, fostering greater solidarity, and addressing intersecting oppressions. While BTES play a crucial role in supporting these students, broader inclusivity and understanding are needed in all educational spaces to ensure that all Black transgender individuals can thrive within higher education.
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- 2024
22. Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature
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Len Unsworth
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Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.
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- 2024
23. Towards a Social Realist Framework for Analyzing Academic Advising in Global South Contexts
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Aneshree Nayager and Danie de Klerk
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Academic advising is a proven high-impact practice, shown to have the potential to help increase students' prospects of academic success, increase their sense of belonging and integration at their institution of higher learning, and provide unique insights into the lived realities and experiences of higher education students. For this reason, advising can be seen as a transformative activity within the student support space in South African higher education institutions. As a practice and profession, advising has existed in the Global North (GN) for decades. However, in South Africa -- a developing country in the Global South (GS) -- academic advising remains a nascent field. Consequently, the overarching ideas that inform academic advising in the South African context (both theoretically and practically), tend to be drawn predominantly from the GN and more developed countries. The unchallenged acceptance and tacit dominance of theoretical perspectives and practices from these countries can be considered problematic. This is largely due to differences in the socioeconomic, cultural, and historical contexts of students attending university in GS countries like South Africa. This paper works towards developing a conceptual framework, informed by social realism, for analysing academic advising in GS contexts. It is the anticipated value of a GS framework for analysing the emergence of academic advising in South African and similar contexts that is the core contribution of the paper.
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- 2024
24. Reframing Global North-South Collaborations through the Lenses of Aware, Connect, Empower (ACE) Principles
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Chika Sehoole, Karen Strang, James Otieno Jowi, and Melanie McVeety
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This article provides an analysis of how equitable, inclusive, and meaningful partnerships between the Global South and Global North, which have been characterized by challenges (Kumar 2019), can be established and enhanced by minimizing the power dynamics that undermine their intended goals. This article argues for a relook and disruption of the current models of partnerships and collaborations that have over the years not worked well for partners in the Global South by proposing a consideration and adoption of more responsive and mutually beneficial options through the ACE (Aware, Connect, Empower) principles. The ACE principles provide for new ways of action, including alternative strategies for equitable collaborations across cultures and regions. This includes the adoption of the African Ubuntu philosophy advocating for the creation of awareness amongst partners in collaboration with the need for transformations and empowerment to enable students to gain both intentional intercultural and international experiences. [Note: The publication year (2023) shown on the PDF is incorrect. The correct year of publication is 2024.]
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- 2024
25. Transformative Learning and Professional Advancement during an EdD Program
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Jessica A. Marotta
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The purpose of the study was to examine education doctoral student perspectives on their experience of enrolling in a fully online EdD program during a global pandemic and achieving career advancement during their enrollment through the lens of transformative learning theory. A qualitative study of 12 participants was conducted to examine in what ways the pandemic influenced their decision to enroll in an online doctorate program, in ways their thinking progressed throughout the program, and the factors affecting their decision to take on a career advancement while enrolled in the program. The findings indicate that there were elements of transformative learning that occurred for many of the participants. Faculty teaching in doctorate programs are encouraged to explore how they might foster transformative learning experiences for their students.
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- 2024
26. The Zuni Pueblo: Connections through Student Inquiry Projects
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Debra A. Giambo
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In a university course on the Zuni Pueblo in New Mexico, students engaged in a scaffolded inquiry project to consider connections between individual major areas of study or intended career paths and the Zuni Pueblo. Students completed project tasks prior to, during, and after the trip, and analyzed information gathered to answer their inquiry questions. Topics of interest were shared with the Zuni Tribal Council and a Zuni community partner for discussion and input. After completion, projects were shared with the class, the Tribal Council, a Zuni community partner, and the university community. This article will (1) explain the organization, pedagogy, and processes of implementation of such a scholarly project in an undergraduate service-learning, study-away, spring break course and trip and (2) share project outcomes, including student discoveries, in brief, to contribute to the sparse extant literature on the Zuni Pueblo, especially in contemporary Zuni and especially as relates to a variety of fields.
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- 2024
27. Unveiling the Transformative Power of Service-Learning: Student-Led Mental Health Roundtable Discussions as Catalysts for Ongoing Civic Engagement
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April N. Terry and Ziwei Qi
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This current study measured the impact of a one-time semester-long course-based civic engagement activity on student learning and participant impact, particularly participants' willingness to engage in community dialogue and promote awareness of social justice issues within their communities. The service-learning project involved on-campus and online students from three criminal justice courses and a hybrid format event titled "Finding Common Ground: Social Justice Issues Surrounding Mental Health & Mental Illness & Disorders" at a Midwestern teaching institution. The two-hour event included roundtable discussions to promote open dialogue about mental health and mental health illness and disorders. Learning and self-impact were measured via self-constructed questions and the Civic Engagement Short Scale Plus (CES[superscript 2+]). Results indicated increased endorsement for community engagement and positive qualitative feedback on self-empowerment. The findings provide insights into the potential benefits of service-learning activities, such as mental health community roundtables, for fostering community dialogue, personal growth, and social justice activism. The insights gained from the current study can inform future planning and enhancement of civic engagement initiatives while also contributing to developing community-based education and outreach strategies.
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- 2024
28. Exploring Program Delivery in the Further Education and Training Phase of South African Secondary Schools amidst the COVID-19 Pandemic: Challenges, Mitigation Strategies and Transformative Approaches
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Louise Fullard, Charl Wolhuter, Aaron Nhlapo, and Hennie Steyn
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This paper investigates the challenges, mitigation strategies and transformative approaches in educational programme delivery in South African education amidst the adverse influence of the pandemic in schools' Further Education and Training phase with a focus on the integration of technology-enhanced effective teaching and learning; using data obtained from interviews of a data-rich sample of the school management team and teachers of five schools. The noteworthy contribution of this paper to knowledge in the context of Comparative and International Education pertains to transformative strategies for technology-enhanced programme delivery in education. This paper's final objective is to link the explored findings of challenges, trends and innovations in the South African education system to the theme of this book focusing on the different worlds common education challenges. Furthermore, the findings emphasised the need for innovation and transformation toward a technology-enhanced education environment, especially in the Fifth Industrial Revolution milieu. In addition, this paper presented noteworthy recommendations for educational stakeholders and future research. [For the complete Volume 22 proceedings, see ED656158.]
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- 2024
29. Learning How to Learn Languages: A Transformative Learning Approach to Empower Effective Language Learners. A Practice Report
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Susana A. Eisenchlas and Kelly Shoecraft
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This practice report describes a 12-week stand-alone course designed to address the challenges university students face in foreign language classes. Adopting principles of transformative language learning, course content, activities and resources were designed and implemented to dispel myths and preconceptions regarding language instruction, promote self-directed, independent learning, and raise awareness of the cognitive and socio-emotional processes involved in language learning. Students' feedback indicate that the course had a significant impact on their perceptions of adult language learning, their capacity to reflect on their use of strategies, and the importance of developing a plan to continue applying these new understandings in their academic pursuits. The course fostered a shift in students' perspective, from viewing themselves as passive recipients of 'language injections', to becoming self-directed, motivated, and independent learners.
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- 2024
30. Sing My Story: Lyrics and Music as Storytelling for Language Learners
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Angela Lee-Smith
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This article explores how music and lyrics serve as modes of storytelling in the language classroom, integrating a multimodal approach and the World-Readiness Standards for Learning Languages. In the 'Sing My Story' project, language students creatively write their own lyrics, which are subsequently performed by either student musicians or target language-speaking musicians within the school community. This initiative encourages students at the Intermediate or Advanced proficiency levels to collaboratively produce a music album, creating narrative lyrics for existing songs. Through this project, students are provided with opportunities for meaningful language application, fostering creative and transformative language learning experiences.
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- 2024
31. The Transformative Role of Research in Democratic Civic Education during Times of Armed Conflict
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Aviv Cohen
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Purpose: This research explores the pivotal role of educational research in supporting democratic civic education amid armed conflict. The study uses the recent experiences in Israel to examine how research can maintain democratic values and foster reconciliation during tumultuous times, aiming to illuminate the transformative capabilities of academic inquiry in crisis contexts. Approach: The research adopts a semi-empirical, exploratory design that evolved from ongoing events. Personal testimonies from a diverse group of seven students were analyzed for overarching theoretical themes. Findings: The analysis reveals that educational research during conflict may act as a critical, transformative tool, highlighting substantial challenges in maintaining civic engagement and democratic education. It underscores the dual role of research in understanding and actively addressing the complexities of armed conflict. Practical implications: The findings stress the need for educational public scholarship and international collaboration to support democratic education, highlighting the crucial role of researchers in shaping educational practices during crises.
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- 2024
32. A Three-Year Mixed Methods Study of Undergraduates' Information Literacy Development: Knowing, Doing, and Feeling
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Ellen Nierenberg, Mariann Solberg, Torstein Låg, and Tove Irene Dahl
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This article reports results of a mixed-methods study following the development of undergraduates' information literacy over three years. Information literacy knowledge and skills in this sample (n = 116) increased with time, as did information literacy attitudes when measured by interest and information literacy's perceived usefulness and importance. Correlations among students' information literacy knowledge, skills, and attitudes also increased with time, implying a progressively stronger integration of the three. Complementary interviews with 13 students revealed that they became more interested in being information literate. Some experienced an identity change as a result of this development, indicating that transformative information literacy learning can occur.
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- 2024
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33. Confessions of Racism in Anti-Racist Education: Political, Affective and Pedagogical Concerns
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Michalinos Zembylas
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This theoretical paper proposes to expand our understanding of 'confessions of racism' in the context of anti-racist education through the lens of 'affective governmentality'. Confessions of racism are admissions of racism or declarations of privilege that foreground self-criticism and self-purification. The notion of affective governmentality turns attention to how confessions of racism function to normalize psychologized, individualized and depoliticized understandings of racism. Rather than outrightly dismissing confessions of racism though, given their probable persistence in popular and education discourses, an attempt is made here to re-frame them in order to highlight structural racism and inspire transformative action. It is argued that this re-framing could provide students and educators engaged in anti-racist education with a more effective path ahead. The paper concludes by suggesting that confessions of racism are used pedagogically in the classroom to revitalize attention to structural racism and transformative action rather than to foreground self-criticism and self-purification.
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- 2024
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34. Image Clustering: An Unsupervised Approach to Categorize Visual Data in Social Science Research
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Han Zhang and Yilang Peng
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Automated image analysis has received increasing attention in social scientific research, yet existing scholarship has mostly covered the application of supervised learning to classify images into predefined categories. This study focuses on the task of unsupervised image clustering, which aims to automatically discover categories from unlabelled image data. We first review the steps to perform image clustering and then focus on one key challenge in this task--finding intermediate representations of images. We present several methods of extracting intermediate image representations, including the bag-of-visual-words model, self-supervised learning, and transfer learning (in particular, feature extraction with pretrained models). We compare these methods using various visual datasets, including images related to protests in China from Weibo, images about climate change on Instagram, and profile images of the Russian Internet Research Agency on Twitter. In addition, we propose a systematic way to interpret and validate clustering solutions. Results show that transfer learning significantly outperforms the other methods. The dataset used in the pretrained model critically determines what categories the algorithms can discover.
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- 2024
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35. Epistemic Agency: A Link between Assessment, Knowledge and Society
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Juuso Henrik Nieminen and Laura Ketonen
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In this conceptual article, we discuss the idea of students' epistemic agency as an overlooked link between assessment, knowledge and society. We transcend the contemporary discourses around assessment that focus on its authenticity and student-centredness and instead investigate assessment from the viewpoints of knowledge and knowing. This approach sees assessment as functioning not only as a promoter of student learning but also as a means to prepare students to be responsible graduates and citizens as epistemic agents. First, we adapt the theory of epistemic agency--that is, students' capability to agentically evaluate, produce, use and transform knowledge--by situating it within the specific context of assessment. Second, we suggest practice-oriented ideas for assessment and feedback design to nurture epistemic agency. Overall, we do not depict epistemic agency as yet another 'soft skill' in higher education but as a necessary focal point for assessment that aims to nurture a transformative relationship between students and knowledge. We suggest epistemic agency as a powerful concept in understanding and nurturing the three-way engagement between assessment, knowledge and society. This concept allows us to understand whether and how assessment shapes students as epistemic agents.
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- 2024
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36. Embedding the Sustainable Development Goals into Higher Education Institutions' Marketing Curriculum
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Barbara Tomasella, Bilal Akbar, Alison Lawson, Richard Howarth, and Rebecca Bedford
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The 21st century's growing societal and environmental challenges are ubiquitous. The combination of knowledge, values, mindsets, and abilities needed to address these challenges requires educating society about the simultaneous pursuit of economic, environmental, and social goals as advocated by the United Nations' (UN) Sustainable Development Goals (SDGs). This research aims to review the academic literature on how Higher Education Institutions incorporate the SDGs into the marketing curriculum. In this regard, the expected outcome is to assist marketing academics in developing a curriculum aligned with the SDGs. An integrative literature review including 40 articles led to three core themes: Integration, Transformation, and Leadership. Building on these themes, the article contributes to marketing education through the 3Es framework (Engage, Expand, Enact) for embedding the SDGs in the marketing curriculum: "Engage" integrates sustainability knowledge into the existing marketing curriculum by fostering debates and reflection around the SDGs. "Expand" transforms values and attitudes among marketing students and staff using transformative and experiential pedagogical tools. This leads to "Enact" with leadership and partnerships within and outside the university, which leads to collaborative actions aligned with the SDGs.
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- 2024
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37. Raising Marketing Students' Awareness of Their Role in Achieving Sustainable Development Goals: An Arts-and-Crafts-Based Pedagogy
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Eva Delacroix
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The United Nations' Sustainable Development Goals (SDGs) provide a framework for building sustainable marketing strategies to improve social and natural environments. Marketing is a key factor for achieving SDG12, "Ensuring sustainable production and consumption patterns," and a new kind of marketing education is needed to engage and transform students accordingly. In a sustainable marketing class, we asked students to weave a rug from recycled clothes, then estimate its selling price, considering its production and environmental costs. This arts-and-crafts-based pedagogy gave students a deep understanding of the requirements of SDG12. It was engaging for students and highlighted the role marketing can play in raising willingness to pay higher prices for more sustainable products. In sum, this class achieved transformative sustainability learning in line with the Head, Hands, and Heart framework proposed by Sipos et al.
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- 2024
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38. Integrated Learning, Integrated Lives: Highlighting Opportunities for Transformative SEL within Academic Instruction. Social and Emotional Learning Innovations Series
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Collaborative for Academic, Social, and Emotional Learning (CASEL), Heather N. Schwartz, Ally Skoog-Hoffman, Joe Polman, Olivia Kelly, Josefina Bañales, and Rob Jagers
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The SEL Innovations series aims to help the field imagine new, more expansive and equitable approaches to social and emotional learning (SEL) and wellness to ensure that all children, adolescents, and adults feel safe, supported, and seen so that they can thrive. This is the second report in a series exploring innovations in SEL. The purpose of the report is to highlight the importance of systemic, integrated SEL in classrooms, where the goal is to foster supportive classroom environments wherein educators teach explicit SEL and integrate SEL throughout academic instruction by weaving deep academic learning with opportunities for students to understand their own emotions, empathize with diverse perspectives, solve problems constructively, and make decisions while considering the needs of others. The authors briefly explore the Collaborative for Academic, Social, and Emotional Learning (CASEL) model for SEL before critically examining the literature around inquiry-based learning opportunities. The focus is on two inquiry-based approaches to learning, Project-Based Learning (PBL) and Youth Participatory Action Research (YPAR), which show promise as examples of integrated, systemic approaches to SEL by allowing students to be authors and co-designers in their own learning. Next, conditions necessary to enact inquiry-based approaches in the classroom are explored. Lastly, they share a set of case studies illustrating what inquiry-based learning opportunities, specifically PBL and YPAR, can look like in practice. In this way, the goal is to provide both inspiration and practical application for educators, program providers, and researchers looking to continue to move the conversation forward, integrate new strategies into their programs or practices, and expand their research agendas.
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- 2023
39. Classroom-Based STEM Assessment: Contemporary Issues and Perspectives. Executive Summary
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Community for Advancing Discovery Research in Education (CADRE) and Education Development Center, Inc. (EDC)
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This is the executive summary for the full report, "Classroom-Based STEM Assessment: Contemporary Issues and Perspectives." This report is focused on what research and practice indicate about how assessment impacts the teaching and learning of STEM subject matter in K-12 classrooms. The intent is to take stock of what is currently known as well as what needs to be known to make classroom assessment in STEM maximally beneficial for the instructional practices of teachers and the learning outcomes of students. The volume draws inspiration from the cumulative body of research on STEM education that has accrued over the last two decades. The major sections in this report, individually and collectively, focus on critical issues regarding assessment integration and use at the classroom level. [For the full report, see ED631656. For the recommendations, see ED631658.]
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- 2023
40. Classroom-Based STEM Assessment: Contemporary Issues and Perspectives
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Community for Advancing Discovery Research in Education (CADRE), Education Development Center, Inc. (EDC), Harris, Christopher J., Wiebe, Eric, Grover, Shuchi, and Pellegrino, James W.
- Abstract
This report is focused on what research and practice indicate about how assessment impacts the teaching and learning of STEM subject matter in K-12 classrooms. The intent is to take stock of what is currently known as well as what needs to be known to make classroom assessment in STEM maximally beneficial for the instructional practices of teachers and the learning outcomes of students. The volume draws inspiration from the cumulative body of research on STEM education that has accrued over the last two decades. The major sections in this report, individually and collectively, focus on critical issues regarding assessment integration and use at the classroom level. [For the executive summary, see ED631657. For the recommendations, see ED631658.]
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- 2023
41. Metacognitive Mastery: Transformative Learning in EFL through a Generative AI Chatbot Fueled by Metalinguistic Guidance
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Mei-Rong Alice Chen
- Abstract
The increase in popularity of Generative Artificial Intelligence Chatbots, or GACs, has created a potentially fruitful opportunity to enhance teaching English as a Foreign Language (EFL). This study investigated the possibility of using GACs to give EFL students metalinguistic guidance (MG) in linguistics courses. Language competency gaps, a lack of individualized engagement, and low metacognitive abilities are common challenges EFL students face in linguistics courses. Feedback has been suggested as a potential solution to these issues in previous studies; nevertheless, conventional corrective feedback (CF) might not fully satisfy the demands of EFL students. In order to address these obstacles, the current study suggested a metalinguistic guiding (MG)-based GAC approach. Using a quasi-experimental approach with pretest and posttest setups, this study evaluated the learning achievement, reflective performance, perception, and metacognitive awareness of EFL students exposed to either CF-based GAC or MG-based GAC. According to the study's findings, the MG-based GAC group performed better than the CF-based GAC group in terms of learning achievement, reflective performance, and perceptual and metacognitive awareness. The GAC's immediate educational usefulness and potential as a pedagogical tool for shaping cognitive processes are highlighted by its successful application in helping EFL students gain metacognitive awareness. This study contributes significantly to the growing body of knowledge about the use of GAC in educational settings by providing empirical evidence of the effectiveness of GAC in terms of delivering MG to EFL students.
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- 2024
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42. The Epistemological Chain: A Tool to Guide TNE Development
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David Grecic
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Transnational Education (TNE) has been a growing area of university business with a range of models developed to provide high quality educational products to partners across the world. However, given the changing geo-political environment, the continued rationale, efficacy, and legitimacy of current TNE partnership templates must be questioned. This paper therefore presents an alternative conceptualization to drive future work in this area, one which prioritizes the place of knowledge and transformational learning. I propose a new learning-based framework, the Epistemological Chain (EC), and describe how this can guide future TNE interactions and establish an alternative paradigm based upon cooperation and the co-creation of learning. Exemplars are provided that illustrate the extremes of the framework. The EC's future utility and application are then discussed with regard to TNE partnership design, operation, and evaluation. In summary the paper provides an original framework that places education firmly back at the heart of TNE.
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- 2024
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43. The Seven-Step Learning Journey: A Learning Cycle Supporting Design, Facilitation, and Assessment of Transformative Learning
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Annick De Witt, Margien Bootsma, Brian J. Dermody, and Karin Rebel
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In a world in need of profound change, the importance of "transformative education" is increasingly recognized. However, barriers abound in our Higher Education Institutions, including that educators often have little notion of "how" to make their teaching more transformative "in practice." This paper builds on our experience of developing a transformative learning intervention in the context of our sustainability education at Utrecht University. For this project, we designed a learning cycle consisting of seven steps, summarized as "excavate," "absorb," "experience," "observe," "deepen," "exchange," and "consolidate." We tested this seven-step learning journey in two Bachelor courses, using qualitative student evaluations (n = 305), and then substantiated it by drawing on the learning sciences literature. We conclude this cycle can help educators structure their teaching; include reflective, experiential, and interactive learning methodologies; and invite learners to systematically reflect on their change in meaning making, thereby supporting (transformative) education design in different contexts.
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- 2024
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44. PhD Students' Transformative Change in Teaching: A Comparative Case Study
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Triinu Soomere, Mari Karm, and Torgny Roxå
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As future academics, Doctor of Philosophy (PhD) students are be expected to employ learning-centred approach as stated in the Paris Communique (2018) by the European ministers of education. The limited research available about doctoral students' conceptions indicates that they range from content- to learning-centred. Although a few studies explored the factors which prompt students' transformation of conceptions and approach, none specifically focused on PhD students. This comparative case study explored how PhD students describe the transformation in their teaching conceptions and approach towards learning-centredness, and the context surrounding it. The results indicated that participants described the transformation through the gaining of theoretical teaching-related knowledge, being related to dissatisfaction with their own teaching, the application of a learning-centred approach, and time. The teaching-learning context was described mostly as supportive but not always allowing the implementation of transformation. Results suggest that discourse is needed to facilitate critical reflection leading to transformative learning.
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- 2024
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45. Identity, Belonging and Agency: A Transformative Development Framework for Global Africans/Black Peoples
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Yabome Gilpin-Jackson
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1. Who am I? 2. Where do I belong? 3. What am I called to? These three questions represent the narrative shifts that are the outcomes of the Identity/Belonging/Agency (IBA) transformative development framework. The IBA framework emerged from the author's critical reflections on fiction reading and dialogues in 12+ community conversations to explore everyday global African/Black experiences. It responds to the self-inquiry: "How do global Africans/Black peoples experience developmental transformation in the context of social marginality?" It conceptualizes that the key developmental tasks of global Africans/Black peoples lies in claiming identity through differentiation from dominant narratives of marginality, belonging through locating self-in-society and community, and agency through a focus on self-in-transcendence. The IBA framework is proposed as core to understanding how global Africans/Black peoples, and perhaps other socially constructed racialized groups, can choose to move from marginality to personal as well as social transformation through their agency.
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- 2024
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46. Towards a Broader Mind for Students? Emergent Transformative Learning from a University-Based Course in the Netherlands
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Frederique A. Demeijer, Marlies J. Visser, Eduardo Urias, Léa M. Darvey, Annemarie Horn, and Marjolein B. M. Zweekhorst
- Abstract
To fulfil its third mission and equip students with the appropriate competencies to address complex societal issues, Vrije Universiteit Amsterdam (VU) offers undergraduates the chance to learn about issues that transcend the confines of their own discipline through the cross-disciplinary Broader Mind Course (BMC). This study investigates to what extent this 40-hour course may elicit transformative learning (TL) that can significantly trigger changes in students' awareness, perspectives, and behaviour. We gathered and analysed qualitative data (n = 41) to determine: 1) whether indications of emergent TL outcomes as proposed by Hoggan were visible in students' accounts and 2) what structural and interpersonal elements either facilitated or impeded this learning process. Our findings show that activating, creative exercises, productive conflict in group discussions, psychological security, and sufficient time - which is particularly challenging for HEIs - are crucial elements for TL. Therefore, when designing for TL, higher education institutes (HEIs) should carefully consider these four aspects.
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- 2024
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47. Dancing the Crisis and Its Transformative Potential: A Cooperative and Performative Research with an Italian Disability Service System during the Coronavirus Pandemic
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Antonella Cuppari
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This study draws on research that investigated transformative learning with reference to complexity theories. It describes the use of dance-informed performative autoethnography employed to analyze and interpret participants' experience of crisis in research conducted within a disability service system in Italy during COVID-19 pandemic. Firstly, the use of this method of inquiry after the initial data collection was useful in deepening the crisis experience. Secondly, the representation of the data through dance performance fostered new interpretations of the crisis situation that further validated the presentation of the data and had the secondary advantage of reinterpreting the entire experience.
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- 2024
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48. Embracing a Perspective with the Dark Side: Using Second Wave Positive Psychology to Navigate Emotions throughout Transformative Learning
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Adam L. McClain
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While transformative learning often leads to positive experiences, it can also be a complex, emotionally turbulent process. The process for some can represent a messy and emotionally chaotic journey, where learners may find themselves in conflict with their emotional comfort zones as they question belief systems, who they are, how they see the world, interpret what happens to them, and consider multiple points of view to verify one's truth and reality. This autoethnographic study focuses on a doctoral student's interactions with varied cognitive, sociocultural, and emotional challenges throughout their educational and personal experiences. This study integrates Transformative Learning Theory with Ivtzan et al.'s (2016) second wave "dark side" positive psychology, introducing a "dark side" perspective to transformative learning. This approach aims to deepen the understanding of the entire emotional experience and offers guidance for navigating the transformative learning process.
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- 2024
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49. Gamifying Gamification in the Sociology Classroom
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Brandon Folse and Frederick J. Poole
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The increasing ubiquity of gamification in everyday life normalizes it as a motivational tool. While much scholarship supports gamification, labor sociologists have long problematized the phenomenon. In this mixed-methods action research study, we explore the results of gamifying a lesson on gamification in a sociology of work course. We designed two gamified activities with varying degrees of consent that followed a lesson on gamification and consent. Students rated how problematic a series of gamified work scenarios were before and after the intervention. Our quantitative data did not show a significant increase in students' ability to identify consent after the intervention, but we did discover that students took either an employee or employer's perspective in their rating justifications. Furthermore, these findings were gendered. This article highlights the need for a more critical take on gamification in the classroom. We conclude by suggesting ways practitioners can teach about gamification in other contexts.
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- 2024
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50. Transformative Learning about Anxiety: A Duo-Ethnography of Chinese Female Immigrants
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Dan Cui, Xiaomei Li, and Wendi Jin
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Existing studies predominantly analyze the mental health experiences of Chinese international students through a psychological perspective. This study, however, delves into transformative learning (TL) outcomes related to understanding and overcoming "anxiety" from a critical sociological lens. Utilizing a duo-ethnographic methodology, it sheds light on the transformative learning experiences of three female Chinese researchers as they investigate anxiety in a North American higher education setting. This study uncovers socio-cultural factors contributing to anxiety among Chinese international students abroad, with a particular emphasis on faculty's racialized habitus, academic struggles, emotions, and gender. It represents an interdisciplinary fusion between critical sociology and adult education, specifically concentrating on TL for social justice and the emotional and relational aspects of TL.
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- 2024
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