Addressing the whole student for engaged pedagogy

2021 ◽  
Vol 24 (3) ◽  
pp. 134-135
Author(s):  
Jennifer W. Davidson
Keyword(s):  
Engaged Pedagogy ◽  
Whole Student

Evaluation of Courses by Whole Student Cohorts: a case study

1997 ◽  
Vol 22 (4) ◽  
pp. 397-404 ◽  
Author(s):  
Anne M. Powell ◽  
Adrian Hunt ◽  
Ann Irving
Keyword(s):  
Student Cohorts ◽  
Whole Student

scholarly journals Challenging Pedagogy: Emotional Disruptions, Young Girls, Parents and Schools

2013 ◽  
Vol 18 (2) ◽  
pp. 214-222 ◽  
Author(s):  
Rosalyn George ◽  
John Clay
Keyword(s):  
Initial Study ◽  
Research Project ◽  
Engaged Pedagogy ◽  
The Public ◽  
Young Girls ◽  
Friendship Groups ◽  
Everyday Practices ◽  
Norms And Values ◽  
Research Findings ◽  
The Uk

This paper follows on from a research project which explored the inclusionary and exclusionary dynamics of young girls’ friendship groups. This initial study received considerable media attention in the UK, Europe and Australia and consequently came to the attention of a wider audience beyond the academy who were thus given an opportunity to engage with the research findings. Having previously explored and analysed the emotionally disabling everyday practices experienced by the girls in the initial research project, the voices of these other adults offered a possibility to explore, examine and analyse the experiences of their daughters and themselves and as a result offered insights that challenge the day to day practices in the classroom. The focus of this paper therefore, is to explore the emotionally raw moments as articulated through the stories told by these adults and to examine what meaning and sense is conveyed about the prevailing norms and values of the school underpinning their pedagogy and practice. We contextualise emotions within a theoretical framework of Sara Ahmed and bell hooks that views emotions in terms of power and culture. The data analysed include contributions from the public to a radio phone-in as well as email responses. The analysis makes explicit the dynamics of power in girls’ friendship groups revealing action/inaction by parents and their accounts about teachers which either disrupt or reinforce dominant practices that pertain. We advocate hooks’ concept of engaged pedagogy to challenge current practices underpinned by neo-liberal assumptions.

scholarly journals PSIV-31 Do community-engaged learning courses benefit the equine student over a traditional laboratory setting?

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 468-469
Author(s):  
Avery Walters ◽  
Katie Cagle-Holtcamp ◽  
Molly Nicodemus ◽  
Holly Evans ◽  
Samantha Lee ◽  
...  
Keyword(s):  
Community Engagement ◽  
Skill Assessment ◽  
Laboratory Setting ◽  
Engaged Learning ◽  
Pedagogical Strategies ◽  
Engaged Pedagogy ◽  
Assessment Scores ◽  
Self Evaluation ◽  
Confidence Levels ◽  
Paired Samples

Abstract Vocational training is essential in developing both the skills and confidence to perform these activities within a profession. This type of training can be achieved through a traditional laboratory setting or within a laboratory centered around community engagement activities. While the benefits of both types of pedagogical strategies have been documented, comparison of these approaches to teaching in the equine environment is limited, and yet, development of skills and confidence is essential to the equine student as they step into the equine industry. Therefore, the objective of the study was to compare development of students’ confidence levels and skills through a traditional equine laboratory-setting to that of a community-engaged pedagogy. The study was conducted over the fall semester. A survey instrument was given at the beginning (pre-) and end (post-) of each semester for a weekly 2-hour traditional equine laboratory (TL; n = 36) and an equine course with a weekly 2-hour equine community engagement activity (CE; n = 47). Students in both course types completed a total of 30 hours handling horses during the semester. The survey consisted of 18 questions evaluating the student’s confidence in their perceived equine horsemanship skills. Students ranked their confidence from 1–5 with 5 indicating higher confidence. A skill assessment was completed by course instructors in conjunction with the students’ self-evaluation surveys. The skill assessment consisted of 10 questions with instructors ranking skills from 1–4 with 4 indicating higher skill level. Paired samples t-tests showed significant differences by the end of the semester in the skill assessment scores for both the TL and CE courses (P < 0.01) and in the student-perceived confidence levels for the CE course (P < 0.01). Although results indicate that both pedagogical strategies can be beneficial in equine skill development, community-engaged learning courses can provide a more effective approach to improving confidence in equine students.

School as setting to create a healthy teaching and learning environment

2017 ◽  
Vol 2 (4) ◽  
pp. 200-214 ◽  
Author(s):  
Albert Lee ◽  
Robin Man-biu Cheung
Keyword(s):  
Hong Kong ◽  
Social Environment ◽  
Educational Outcomes ◽  
Student Outcomes ◽  
Emotional Health ◽  
Well Being ◽  
Positive Health ◽  
Content Type ◽  
Whole Student ◽  
Health And Well Being

Purpose The purpose of this paper is to analyze how professional cultures in schools and school systems could improve the well-being of students, with a particular emphasis on teacher-health partnerships, which would not naturally occur without a specific intentional intervention. Implemented with a whole-school approach, the Health Promoting School (HPS) is one of the most effective intentional interventions to achieve improvements in both the health and educational outcomes of students through the engagement of key stakeholders in education and health to create a healthy physical/psycho-social environment. This paper emphasizes collaboration and the building of professional cultures in schools that share collective responsibility for the whole student. Design/methodology/approach Student outcomes in schools should include both academic and health and well-being outcomes that promote positive pathways throughout adulthood. This paper connects HPS research with policy analysis drawing on Hong Kong’s unique context as being at the top of the PISA rankings and striving toward a positive health culture and well-being in its schools. Findings Evidence has been gathered extensively about what schools actually do in health promotion using the HPS framework. The HPS framework has served to assist schools and authorities to concentrate on the gaps and affirm best practices. This paper also reports how teachers have created a professional and collegial community with health partners to address outbreaks of infectious diseases in schools and obesity in students. Practical implications The concept of HPS can serve as an ecological model to promote the positive health and well-being of students, fostering their personal growth and development, and as an alternate model for school improvement. Social implications This paper has highlighted that structured school health programs such as HPS could have positive effects on educational outcomes, while also changing professional cultures and communities in schools with an emphasis on students’ physical health, emotional health, social health, or spiritual health. The Assessment Program for Affective and Social Outcomes is used as a tool by schools in Hong Kong, reflecting the affective and social developments of the students in the school under review as a whole, and how they relate to the school. It resembles the core areas of action competencies, and school social environment; the two key areas of HPS. Originality/value Hong Kong is often analyzed from an educational rankings perspective. However, it offers broader lessons on educational change, as it has in recent years emphasized dual goals in student outcomes and professional communities – the importance of whole student health and well-being as a both a precursor and key component to the educational outcomes schools seek. Globally, very few schools are able to implement HPS in its entirety. Continuing development of HPS in Hong Kong would add value to international literature in terms of which types of data would influence adoption of HPS in which types of school and policy contexts.

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