scholarly journals qualitative inquiry into the roles and practices of academic advising in facilitating students' understanding of general education

2018 ◽  
Author(s):  
Lee
Keyword(s):  
General Education ◽  
Academic Advising ◽  
Qualitative Inquiry

scholarly journals The Effects of Academic Advising on Juniors and Seniors of English Department at Balkh University

2021 ◽  
Vol 8 (3) ◽  
pp. 7
Author(s):  
Sayed Mustafa Zewary
Keyword(s):  
General Education ◽  
Academic Advising ◽  
Educational Outcomes ◽  
Academic Development ◽  
English Department ◽  
Academic Advisors ◽  
Course Selection ◽  
Career Plans ◽  
Long Run ◽  
Students Success

Academic advising is the process between the students and academic advisors who exploring the value of a general education, reviewing the services and policies of the institution, discussing educational and career plans to make appropriate course selection goals for their students. Some studies have been conducted on academic advising and its effects on students’ academic development. Therefore, the present paper is an attempt to contribute the previous studies by presenting the factors that academic advising has an impact on students’ academic development. Thus, this paper will explore whether academic advising is efficient to the students or not. For this purpose, previous studies were reviewed, and the questionnaire was shaped. The participants were selected randomly who are the juniors and seniors (61% females and 39% males) of English Department at Balkh University. In the long run, the analysed data revealed that the functions of academic advising have impact on students’, success, development, educational outcomes, students’ satisfactions and students’ retention.

scholarly journals Communion, Care and Leadership in Computer-Mediated Learning During the Early Stage of COVID-19

2021 ◽  
Author(s):  
Živilė Sederevičiūtė-Pačiauskienė ◽  
Ilona Valantinaitė ◽  
Romualdas Kliukas
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Education System ◽  
Online Teaching ◽  
Early Stage ◽  
Qualitative Inquiry ◽  
Research Approach ◽  
Adaptation Period ◽  
Mediated Learning ◽  
Crisis Situation

This qualitative inquiry explores how, during the early stage of the COVID-19 pandemic in Lithuania (European Union), the stakeholders in education system – university teachers, general education teachers, students and children’s parents – coped with the encountered challenge and what was important to them under changed conditions. This paper uses a communication management objective to describe how participants in the education system respond to the emerging distance learning situation and its challenges.The phenomenographic research approach was chosen to carry out the qualitative study. The 37 interviews from higher education teachers, university students, school teachers and parents of minor school-aged children were conducted during the early stage of COVID-19 quarantine. The research allows concluding that after a successful transition to distance learning the dimensions of communion and supportive collaboration acquired importance among stakeholders in education. Starting new activities, a need for communion and mobilization for joint activities under the crisis situation emerged. The research showed that the adaptation period was necessary at the beginning of the new activity. Competent leadership was expected from the teacher also advance preparation of all the actors in education process was needed. The data do offer a window into the dynamics of online teaching in crisis situation and experiences in new activity that are key to success.

scholarly journals The Developmental Advising Inventory: A New Approach to Academic Advising

1991 ◽  
Vol 11 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Gary L. Dickson ◽  
Timothy R. McMahon
Keyword(s):  
General Education ◽  
Academic Advising ◽  
Developmental Advising ◽  
Learning Centers ◽  
Faculty Advising ◽  
Research Committee ◽  
New Approach ◽  
Faculty Advisors ◽  
Life Planning ◽  
Peer Advising

The Developmental Advising Inventory is based on the premise that academic and faculty advisors have an important role in extending the human development mission of the college. The inventory contains 135 value-biased items addressing nine dimensions of development: Intellectual, Life Planning, Social, Physical, Emotional, Sexual, Cultural, Spiritual, and Political. This article discusses the theoretical and research foundations of the instrument. However, emphasis is given to applications in such academically related settings as (a) faculty advising, (b) advising centers, (c) general education classes, (d) learning centers, (e) peer advising, and (f) major field advising. The development of the Developmental Advising Inventory was supported by a 1988 grant from the NACADA Research Committee.

scholarly journals Travails of Out-of-Field Teachers: A Qualitative Inquiry

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Elven R. Bugwak
Keyword(s):  
Professional Development ◽  
General Education ◽  
Continuing Professional Development ◽  
Qualitative Inquiry ◽  
Teaching Approaches ◽  
Group Discussions ◽  
Qualified Teachers ◽  
Teachers Experiences ◽  
Underlying Causes ◽  
The Subject

This study aimed to describe and understand the lived experiences of Out-of-Field teachers as they teach subjects outside their field of expertise. This qualitative study employed a phenomenological method where ten (10) General Education Tertiary teachers from Davao Oriental, Philippines, were taken as participants. The participants are teaching General Education subjects outside their field of expertise. Data were gathered through in-depth interviews and focus group discussions. It is found out in this study that teachers who are not experts in the subjects they are teaching experienced difficulties and challenges. As to the teachers’ experiences with Out-of-Field teaching, five (5) major themes emerged: challenging, difficulty in adjusting to the academic content of the subject, difficulty in addressing students’ queries, difficulty in establishing authority, and difficulty in employing appropriate teaching approaches. Along these problems are the ways of coping despite their occurrence, such as careful planning of the subject content, employment of varied teaching approaches and strategies, engaging with professional development, peer mentoring, and evaluation/monitoring of learners’ development. Moreover, the following are the suggestions of the participants to Out-of-Field teachers: continuing professional development, consultation to experts, hiring of qualified teachers, and assigning of relevant subjects to teachers. Furthermore, it is suggested that future researchers may also conduct a study about the underlying causes of Out-of-Field teaching and what could be the possible solutions to this problem.

Response-ability in Practice

2018 ◽  
pp. 219-238
Author(s):  
Florence D. Amamoto
Keyword(s):  
Higher Education ◽  
General Education ◽  
Academic Advising ◽  
Religious Tradition ◽  
Usual Sense ◽  
Institutional Identity ◽  
General Education Curriculum ◽  
Education Today ◽  
The Individual ◽  
Diverse Context

This chapter explores what it means for a person from one religious tradition (Buddhism) to work at an institution committed to a different tradition (Christianity). In what ways can the individual and the institution make space for each other, and what might transpire as a result? The author begins by presenting her own story of negotiating these issues, demonstrating that attention to both diversity and institutional identity is necessary to provide for meaningful interfaith encounters. The chapter then provides two concrete examples of the advantages that can accrue in the vocationally significant areas of academic advising and teaching the general education curriculum. The chapter’s overall theme is that of “response-ability”: not simply responsibility in the usual sense, but an ability and a willingness to respond thoughtfully in all situations—and particularly in the religiously diverse context of higher education today.

scholarly journals Communion, Care, and Leadership in Computer-Mediated Learning during the Early Stage of COVID-19

2021 ◽  
Vol 13 (8) ◽  
pp. 4234
Author(s):  
Živilė Sederevičiūtė-Pačiauskienė ◽  
Ilona Valantinaitė ◽  
Romualdas Kliukas
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Education System ◽  
Online Teaching ◽  
Early Stage ◽  
Qualitative Inquiry ◽  
Research Approach ◽  
Adaptation Period ◽  
Mediated Learning ◽  
Communication Management

This qualitative inquiry explores how, during the early stage of the COVID-19 pandemic in Lithuania (European Union), the stakeholders in the education system—university teachers, general education teachers, students, and children’s parents—coped with the encountered challenge and what was important to them under the changed conditions. This paper uses a communication management objective to describe how participants in the education system responded to the emerging distance learning situation and its challenges. The phenomenographic research approach was chosen to carry out the qualitative study. The 37 interviews from higher education teachers, university students, school teachers, and parents of minor school-aged children were conducted during the early stage of COVID-19 quarantine. The research allows for concluding that, after a successful transition to distance learning, the dimensions of communion and supportive collaboration acquired importance among stakeholders in education. Starting new activities, a need for communion and mobilization for joint activities under the crisis emerged. The research showed that the adaptation period was necessary at the beginning of these new activities. Competent leadership was expected from the teacher. Additionally, the preparation of all the actors in the education process was needed. The data offer a window into the dynamics of online teaching in crisis and experiences with a new activity that are key to success. Although research on technology-mediated learning has increased in recent years, it still lags behind developments in practice.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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