Engaging Students with Micro-Businesses

2010 ◽  
Vol 24 (6) ◽  
pp. 455-466
Author(s):  
Catherine McConnell
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Crucial Role ◽  
Teaching And Learning ◽  
Industrial Sector ◽  
Creative Industries ◽  
The Self ◽  
Action Research Project ◽  
Research Project ◽  
Art Design

This paper outlines an action research project developed to investigate the gap in teaching and learning placement materials available to students, academics and practitioners in the art, design and media sector, particularly with respect to micro-businesses. Previous research, funded by the UK's Higher Education Subject Centre for Art Design Media (ADM-HEA) and the Centre for Excellence in Professional Placement Learning (Ceppl) has shown that the creative industries are becoming strongly characterized by ‘portfolio’ employment: sole practitioners, freelancers and the self-employed who have established innovative micro-businesses and small to medium-sized enterprises. Engagement between educators and this industrial sector plays a crucial role in maximizing the placement opportunities available to learners and connecting students with the entrepreneurial options available to them following graduation.

scholarly journals There is an alternative: A report on an action research project to develop a framework for co-operative higher education

2017 ◽  
Vol 10 (1) ◽  
pp. 87-105 ◽  
Author(s):  
Mike Neary ◽  
Joss Winn
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Social Science ◽  
Public Funding ◽  
Participatory Action ◽  
Action Research Project ◽  
Dual Roles ◽  
Research Project ◽  
Science Centre ◽  
The University

This report provides an interim account of a participatory action research project undertaken during 2015–16. The research brought together scholars, students and expert members of the co-operative movement to design a theoretically informed and practically grounded framework for co-operative higher education that activists, educators and the co-operative movement could take forward into implementation. Our dual roles in the research were as founding members of the Social Science Centre, Lincoln, an autonomous co-operative for higher education constituted in 2011 (Social Science Centre 2013), and as professional researchers working at the University of Lincoln. The immediate context for the research was, and remains, the ‘assault’ on universities in the U.K. (Bailey and Freedman 2011), the ‘gamble’ being taken with the future of higher education (McGettigan 2013), and the ‘pedagogy of debt’ (Williams 2006) that has been imposed through the removal of public funding of teaching and the concurrent tripling of tuition fees (Sutton Trust 2016).

scholarly journals THE ROLE OF ENGINEERING TEACHING AND LEARNING FELLOWS IN THE TRANSFORMATION PROCESS OF ECE COURSES

2018 ◽  
Author(s):  
Deena Salem ◽  
Brian Frank
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Transformation Process ◽  
Computer Engineering ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Work In Progress

Abstract –This paper presents work in progress of a participatory action research project of transforming some Electrical and Computer Engineering (ECE) courses with the help of Engineering Teaching and Learning Fellows (ETLF). The objective of this paper is to highlight the effectiveness of incorporating an ETLF, with expertise in both the engineering and education fields, in the process, and their accountability throughout the three phases: pre-transformation, transformation and post-transformation.  

Exploring Pre-Service Physical Education Teacher Technology Use During Student Teaching

2017 ◽  
Vol 36 (2) ◽  
pp. 173-184 ◽  
Author(s):  
Emily M. Jones ◽  
Jun-hyung Baek ◽  
James D. Wyant
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Physical Education ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching And Learning ◽  
Early Career ◽  
Action Research Project ◽  
Research Project ◽  
Integrating Technology

Purpose:The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.Methods:Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.Results:Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.Discussion/Conclusion:Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.

The sociology classroom as a pedagogical site of discomfort: Difficult knowledge and the emotional dynamics of teaching and learning

2016 ◽  
Vol 24 (1) ◽  
pp. 7-33 ◽  
Author(s):  
Audrey Bryan
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Economic Institutions ◽  
Action Research Project ◽  
Research Project ◽  
Sociological Knowledge ◽  
Dimensions Of Teaching ◽  
Theoretical Considerations ◽  
Affective Dimensions

While recent years have witnessed a growing recognition of the importance of attending to the complex affective dimensions of teaching and learning, emotion remains under-researched and under-theorised as an aspect of education. This paper explores what it means to engage with emotionality in the classroom, particularly in terms of how difficult (sociological) knowledge is experienced, felt and understood by learners, i.e. how they are affected by knowledge that is historically or socially traumatic and hence difficult to bear. Drawing on qualitative data gathered as part of an action research project undertaken during a postgraduate course on globalisation, it offers insights into how course participants felt, experienced and engaged with difficult knowledge about their participation in harmful global economic institutions and practices. The paper concludes by considering some of the theoretical considerations and pedagogical conditions that are necessary if we are to engage learners with difficult (sociological) knowledge which asks them to contemplate how they are implicated in their learning.

scholarly journals Using Action Research To Improve Teaching And Learning

2011 ◽  
Vol 3 (4) ◽  
pp. 41
Author(s):  
Christie L. Ahrens ◽  
Mary Ellen Brant ◽  
E. Suzanne Lee
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Action Research Project ◽  
Leadership Program ◽  
Research Project ◽  
Master Of Arts

This paper outlines the components of an action research project developed in a Master of Arts in Teaching and Leadership program designed to improve teaching and learning.

Sign in / Sign up

Export Citation Format

Share Document