scholarly journals Toward Engaging Difference in a Globalized World

10.28945/4742 ◽  
2021 ◽  
Vol 16 ◽  
pp. 273-290
Author(s):  
Jennifer MacDonald ◽  
Jingzhou Liu ◽  
Sylvie Roy ◽  
Jody Dennis ◽  
Stefan Rothschuh ◽  
...  
Keyword(s):  
Lived Experiences ◽  
Life Histories ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Educational Institutions ◽  
Future Research ◽  
Doctoral Research ◽  
Professional Experiences ◽  
K 12 ◽  
Globalized World

Aim/Purpose: This paper reflects on participation in an International Doctoral Research Seminar, held in Beijing, China, to consider what it means to locate difference and make meaning in a globalized world in relation to teaching and learning. Background: The impetus for our inquiry stems from our shared experience at the seminar, which brought together 12 graduate students and six faculty members from three universities. We came with diverse life stories, educational and professional experiences, and research interests. Alongside presentations and school visits, some students questioned how teaching and learning practices differ in China compared to their experiences in Canada. Methodology: We employ an interpretive approach which allows us to revisit our individual stories and to explore different views of meaning-making in a globalized context. Specifically, two authors, positioned by different backgrounds (Chinese and Canadian), share their life histories and experiences for wider dialogue with other delegation members. We consider their experiences at various levels of education (K-12, leading up to graduate school, and at the doctoral seminar) as a mode of generating dialogue around the different contexts in relation to teaching and learning. Contribution: Our article contributes to the area of globalizing teaching and learning. We invite students and educators to revisit their lived experiences and advocate for daily practices that might defy sameness caused by the forces of globalization to instead contribute to epistemological diversity and tolerance. Findings: Through the process of unpacking the lived experiences of the two authors, we encounter the complexities of already being products of a globalized world. We reveal how a singular normative mode of knowing is perpetuated in many educational institutions. Difference, however, was located in the nuances of our stories. Thus, cultivating a practice of paying attention to the dynamic forms of knowing as they emerge can be a process of unlearning sameness toward rich meaning-making. Recommendations for Practitioners: We challenge educational practitioners to reflect on the ways in which meaning is, and can be, generated to resist uniformity and honor the lived experiences of students. We offer an opening to engage in narrative opportunities to promote dialogue and facilitate collaboration. Recommendation for Researchers: We open possibilities to consider a different ethic for generating meaning that resists overpowering global powers and honor local knowledge. Impact on Society: Our article provides an interpretive lens of global meaning-making to discuss critical social, cultural, and ecological dilemmas facing humanity through individuals’ narratives and life histories. Future Research: Future research will inquire into practical and ethical considerations that might play out in local settings (lectures, seminars, assessments, research proposals) and global collaborations, such as future doctoral seminars, to confront western exclusivity.

Interdisciplinary K-12 Teaching and Learning

2017 ◽  
pp. 1-27
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Life Experiences ◽  
Interdisciplinary Curriculum ◽  
Interdisciplinary Learning ◽  
Lead Teachers ◽  
K 12 ◽  
Integrated Or ◽  
Meaningful Connections ◽  
Interdisciplinary Process

Educators understand the value of designing curriculum to meet the needs of diverse students (Wiggins & McTighe, 2005). Often an approach to creating and implementing learning experiences is initiated through school reform (Stegman, 2014). Theories, best practices and standards lead teachers to create effective curriculum (Keene & Zimmerman, 2007). In this chapter, the authors address the question, Why integrate curriculum? An integrated or interdisciplinary curriculum includes lessons based upon themes, problems, or projects that are student initiated. Through interdisciplinary learning, students make meaningful connections between the content knowledge, skills and practices in multiple disciplines with life experiences, gaining a deeper comprehension of what is studied. Meaning making is critical to the interdisciplinary process and involves knowledge transfer between disciplines (Post, Ellis, Humphreys, & Buggey, 1997). The intent of the authors of this text is to encourage teachers to redesign the K-12 curriculum to include interdisciplinary learning.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

scholarly journals Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

10.28945/3626 ◽  
2017 ◽  
Vol 16 ◽  
pp. 001-014 ◽  
Author(s):  
Tian Luo ◽  
Laura Hibbard ◽  
Teresa Franklin ◽  
David Moore
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Teacher Candidates ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Field Experiences ◽  
Learning Activities ◽  
Future Research ◽  
Virtual Field ◽  
K 12

Aim/Purpose The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates’ perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates’ aspirations to complete virtual field experiences. Background With an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers’ papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. Contribution The study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers’ interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings Students’ perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences. Future Research Future research may continue to examine if the exposure course, combined with a short-term clinical experiences and long-term online apprenticeships may serve to prepare graduates with the skills necessary to teach in classrooms of the future.

Reviewing Research on Mobile Learning in K–12 Educational Settings

2017 ◽  
Vol 33 (1) ◽  
pp. 27-39 ◽  
Author(s):  
Jingrong Xie ◽  
James D. Basham ◽  
Matthew T. Marino ◽  
Mary F. Rice
Keyword(s):  
Students With Disabilities ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
School Administrators ◽  
Experimental Studies ◽  
Mobile Technologies ◽  
Future Research ◽  
Educational Settings ◽  
Inclusive Settings ◽  
K 12

Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K–12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and most importantly (c) research outcomes were generally positive about the potential of M-learning to support the needs of students with disabilities in inclusive settings. Limitations and implications for future research on M-learning are also discussed.

scholarly journals Teaching And Learning In A Time Of Corona: A Social Work Experience

2020 ◽  
Author(s):  
Roni Berger
Keyword(s):  
Lived Experience ◽  
Doctoral Students ◽  
Professional Education ◽  
Work Experience ◽  
Teaching And Learning ◽  
Developmental Process ◽  
Meaning Making ◽  
Lessons Learned ◽  
Future Research ◽  
Work Family

Abstract Preliminary results of a qualitative study of the lived experience of teaching and learning during the Covid-19 pandemic are presented. An instructor, a program director and five doctoral students in different stages of their coursework and dissertation proposal development, wrote a reflective journal. Participants varied in their levels of familiarity with technology-assisted education, personal backgrounds and circumstances including work, family and caring for sick relatives responsibilities. Participants’ journals documenting their reactions, struggles and coping since the abrupt move of the university from face to face to online classes were content analyzed. The analysis was co-conducted by all participants to identify themes and generate understanding of the experience. Two main themes emerged from the analysis: A developmental process of participants’ reactions, perceptions and meaning making of the experience and factors that shaped it. Lessons learned are discussed and recommendations for professional education and directions for future research are suggested.

scholarly journals How teachers negotiated the meaning of Next Generation Science Standards(NGSS) through participation in a professional learning community

2016 ◽  
Author(s):  
◽  
Ellen Barnett
Keyword(s):  
Science Teacher ◽  
Learning Community ◽  
Curriculum Reform ◽  
Meaning Making ◽  
Science Teacher Education ◽  
External Support ◽  
Future Research ◽  
Biology Teachers ◽  
Secondary Biology ◽  
K 12

NGSS provide a new vision for K-12 science education. Teachers need time and opportunities to collaborate with their peers in order to make changes to their views and practice. PLCs are a potential support structure for reform. However, there are few studies of mature, effective science teacher PLCs working without external support and few studies of teachers' efforts to negotiate the meaning of new standards and revise their curriculum. This instrumental case study framed by communities of practice investigated how secondary biology teachers within a mature, effective PLC negotiated the meaning of NGSS as they revised their curriculum. The study was guided by the following sub-research questions: 1) how do the Biology PLC's interactions with other communities influence how the biology teachers negotiate the meaning of NGSS as they revise their curriculum, 2) how do the biology teachers participate in their PLC as they negotiate the meaning of NGSS and revise their curriculum, and 3) how do the biology teachers describe their experience of negotiating the meaning of NGSS and revising their curriculum. The PLC was comprised of six secondary biology teachers at Cross View High, one of three high schools in the district. The state had not adopted NGSS at the time of the study, but the school district had. During the 2013-2014 school year, the following data sources were collected: 1) audio-recordings and observations of the PLC's weekly meetings, the PLC's pre-NGSS and revised curriculum, the PLC's professional email, one 90-minute focus group interview, and two 60-minute, semi-structured individual interviews with each teacher. Interpretative data analysis revealed the following themes: 1) the Biology PLC's historic participation with the World Studies and Language Arts PLC, and in particular their use of a revised World Studies Skills Rubric to assess students' science writing, influenced the biology teachers' prioritization of two science and engineering practices, 2) each biology teacher filled a unique, previously negotiated, clearly defined, and mutually agreed upon role within the PLC, 3) the teachers developed a road map -- a year-long plan of action that reified their meaning-making and became an enduring tool that guided their curriculum reform efforts, 4) the teachers revised each unit around a similar design structure, and 5) the teachers described their experience of negotiating the meaning of NGSS and revising their curriculum as stressful and exhausting, and marked by a central tension between content details and skills. They persevered because they valued the revisions they were making to their curriculum. This study provides implications for science teacher education, professional development, and future research.

scholarly journals My Doctoral Journey: An Autoethnography of Doing Sensitive Research in a Different Cultural Context

10.28945/4641 ◽  
2020 ◽  
Vol 15 ◽  
pp. 559-573
Author(s):  
Uditha Ramanayake
Keyword(s):  
Doctoral Students ◽  
Lived Experiences ◽  
Cultural Context ◽  
Idea Generation ◽  
Cross Cultural ◽  
Future Research ◽  
Generation Process ◽  
Doctoral Research ◽  
Cultural Research ◽  
Cross Cultural Research

Aim/Purpose: This paper aims to provide important learning insights for doctoral students, researchers and practitioners who wish to research on sensitive topics with research participants from a significantly different culture from their own. Background: Embarking on doctoral research in different cultural contexts presents challenges for doctoral students, especially when researching a sensitive topic. Methodology: This paper uses an autoethnography as its research methodology. Contribution: This paper extends the literature on doctoral researchers’ experiences of exploring the lived experiences of senior travellers who have faced major life events. Little of the previous literature on the experiences of PhD students has explored the experiences they had while researching on a sensitive topic in a different cultural context to their own. To fill this knowledge gap, this paper presents an autoethnography of my experiences. Findings: This paper presents some critical insights into undertaking research in another culture. Its findings are outlined under the following four themes: (a) Feeling vulnerable, (b) Building rapport, (c) Preparing for the unexpected, and (d) Exploring lived experiences. Recommendations for Practitioners: When conducting sensitive cross-cultural research, understanding researchers’ vulnerabilities, rapport-building and preparing for the unexpected are very important. The use of a visual element is beneficial for the participants in their idea generation process. Visual methods have the potential to capture the lived experiences of participants and enable them to reflect on those. Recommendation for Researchers: Doing cross-cultural sensitive doctoral research poses a number of methodological and practical challenges. It was very important to gain a wider cultural understanding of the country and its people in my cross-cultural doctoral research. To this end, this paper suggests that future doctoral researchers consider volunteering with the community as a way to gain understanding of the research context when preparing to undertake cross-cultural research. Impact on Society: The findings support the importance of cultural sensitivity when doing cross-cultural research. Future Research: Future research could be conducted in a different cultural setting to reveal whether the key themes identified here are universal.

Modern Band: A Review of Literature

2021 ◽  
pp. 875512332098852
Author(s):  
Bryan Powell
Keyword(s):  
United States ◽  
Literature Review ◽  
Music Education ◽  
Popular Music ◽  
Teaching And Learning ◽  
The United States ◽  
Music Programs ◽  
Future Research ◽  
School Music ◽  
K 12

The recent increase in popular music education in K–12 school music programs is in part due to the expansion of modern band programming throughout the United States. Modern band is a term used to describe school music ensembles that include popular music instruments and focus on performing music that is meaningful to the students while incorporating songwriting. The purpose of this literature review was to examine relevant research related to modern band music programs in the United States and provide implications for music teaching and learning. Music researchers and professionals have recently addressed specific issues related to increasing the diversity of school music programs, addressing elements of culturally responsive curricula, and positively affecting the social and emotional development of students through modern band. Throughout this literature review, I provide implications for music teachers and discuss areas for future research.

Pedagogy of the Pandemic

2021 ◽  
pp. 347-367
Author(s):  
Audrey Faye Falk ◽  
Kate Orbon
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Human Activity ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Hybrid Learning ◽  
Learning Opportunities ◽  
The Us ◽  
Major Disruption ◽  
K 12

This chapter explores emergency remote teaching and learning experiences at the K-12 educational levels and in higher education within the context of the Coronavirus pandemic. Since March 2020, schools at all levels across the US and globally have offered fully remote or hybrid learning opportunities in order to respond to public health needs. The pandemic created a major disruption in education, as in virtually every aspect of human activity. The authors apply a feminist lens to reflect on their lived experiences with emergency remote teaching and learning.

Doctoral Research Supervision

2016 ◽  
pp. 53-66
Author(s):  
Margaret E. Robertson
Keyword(s):  
Decision Making ◽  
Lived Experiences ◽  
Development Process ◽  
Management Practices ◽  
Meaning Making ◽  
Doctoral Degree ◽  
Research Experience ◽  
Doctoral Research ◽  
Research Supervision ◽  
Supervision Strategies

Supervisors generally recognize the complex capacities needed to complete the doctoral degree. However, pressures from management practices in universities for rapid completions have time-compressed the leisurely research experience of a bygone intellectual age. The need for focused supervision strategies that bridge candidate and supervisor expectations seems clear. At the same time articulating supervision “pedagogies” poses a philosophical and theoretical conundrum. Whilst supervision expertise can be intuitive, and often based on personal experience, the research candidate will have different lived experiences. Their respective world views can be dialectically opposed to that of their supervisor with the decision making landscapes caught in subjectivities, stubbornness and non-recognition of “other.” Paradigmatic shifts can be an integral part of the development process. In the context of increasing internationalization of the doctoral experience “downunder” these arguments are cause for reflection on how supervisors and candidates can deepen their philosophical, and meaning-making constructs of “knowing,” and seek transformative intellectual positions.

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