Journal of Teaching and Learning最新文献_第3页

From Assessment for Learning to Assessment for Expansion: Proposing a New Paradigm of Assessment as a Sociocultural Practice 从学习评估到拓展评估:作为社会文化实践的评估新范式

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-12-27 DOI: 10.22329/jtl.v16i3.6976

Kohei Nishizuka

{"title":"From Assessment for Learning to Assessment for Expansion: Proposing a New Paradigm of Assessment as a Sociocultural Practice","authors":"Kohei Nishizuka","doi":"10.22329/jtl.v16i3.6976","DOIUrl":"https://doi.org/10.22329/jtl.v16i3.6976","url":null,"abstract":"Although the importance of formative assessment has been recognized worldwide, the theoretical foundation is insufficiently captured within a broader sociocultural context that promotes teachers and students building an assessment culture. This study proposes a theoretical framework that supports the claim that formative assessment aims to accelerate an agentic process of transforming and improving the teaching–learning activity systems rather than helping teachers mold students with traditional values and cultural discourses. The characteristics of formative assessment were organized for each of the learning metaphors: acquisition, participation, and expansion. In this paper, assessment for expansion is defined as a form of formative assessment to facilitate expansive learning toward a process of making teaching–learning better, of which the functional core is sociocultural feedback with reference to situational criteria. Next, the theoretical discussions demonstrate that assessment for expansion emerges from making a third space and forming a culturally fitted tool for realistic and sustainable practical judgements. These conditions, which work within a continuum of problematic, ends-in-view, and expanded contexts, recognize the impact of assessments in associating a single student’s voice with a school- and community-wide problem. In conclusion, the possibilities and challenges of assessment for expansion are discussed from theoretical and practical perspectives.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42316608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Pandemic is a Portal … to Privatization 大流行病是私有化的门户

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-12-27 DOI: 10.22329/jtl.v16i3.7800

Lana Parker

引用次数: 0

Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership 在加拿大-南非的合作伙伴关系中，合作学习培养职前学生教师的批判性反思

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-12-27 DOI: 10.22329/jtl.v16i3.7203

C. Kruger, Jan Buley

{"title":"Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership","authors":"C. Kruger, Jan Buley","doi":"10.22329/jtl.v16i3.7203","DOIUrl":"https://doi.org/10.22329/jtl.v16i3.7203","url":null,"abstract":"Teachers often enter practice with a narrow perspective of teaching. Through critical reflection, the minds of pre-service teachers can be opened to the bigger realities of teaching and social justice practice. Paired pre-service student teachers from two diverse university settings, Canada and South Africa, were immersed in a collaborative learning experience that involved exchanges through email, text messages, and artwork collages. As lecturers, we implemented action research to determine how to foster critical reflection by pre-service teachers from diverse education contexts. We anticipated the diverse contexts to serve as a disrupting incident in support of critical reflection and possibly also transformative learning. Findings confirm that the collaborative reflective learning across contexts supported the development of critical reflective skills and provided an opportunity for students to confront their own assumptions of ethical and moral teaching practice. Revised strategies are suggested to support deeper critical reflections in collaborative learning across teaching contexts to support transformative learning.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43380189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enduring Effects: Name Mispronunciation and/or Change in Early School Experiences 持久影响:名字发音错误和/或早期学校经历的变化

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-12-27 DOI: 10.22329/jtl.v16i3.6886

T. Bonnett, Bonika Sok

{"title":"Enduring Effects: Name Mispronunciation and/or Change in Early School Experiences","authors":"T. Bonnett, Bonika Sok","doi":"10.22329/jtl.v16i3.6886","DOIUrl":"https://doi.org/10.22329/jtl.v16i3.6886","url":null,"abstract":"A person’s name(s) is typically tied to their family, culture, and sense of identity. Consequently, when a child’s name is inaccurately pronounced, altered, or avoided, a host of adverse consequences may transpire. Although seemingly innocuous, this necessitates attention, as name mispronunciation and change perpetuate microaggressions ubiquitous for marginalized populations, often in school contexts. In reflection of this, an Intrinsic Case Study, underpinned by a Social Constructivist Philosophical paradigm, was conducted to assemble the experiences of three adults in Ontario, Canada, who had their names mispronounced or changed in early educational experiences. The findings of this research signify that name mispronunciation and modification are pervasive and that teachers are often central contributors to this phenomenon. Moreover, findings denote that discord between one’s identity and cultural self is affiliated with name-orientated microaggressions. Participants of this study beseech teachers to denounce insensitive practices by pledging to accurately pronounce and honour each child’s name and in so doing engender more favourable longitudinal outcomes.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48580435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Response to Cummins: The OHRC Right to Read Report will Move Ontario into the 21st Century 回应Cummins：OHRC阅读权报告将使安大略省进入21世纪

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-12-27 DOI: 10.22329/jtl.v16i3.7495

Perry D. Klein

引用次数: 0

Towards Local Community Involvement in Students’ Science Learning: Perspectives of Students and Teachers 地方社区参与学生科学学习：学生和教师的视角

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-12-27 DOI: 10.22329/jtl.v16i3.6961

Calkin Suero Montero, Lais Oliveira Leite

{"title":"Towards Local Community Involvement in Students’ Science Learning: Perspectives of Students and Teachers","authors":"Calkin Suero Montero, Lais Oliveira Leite","doi":"10.22329/jtl.v16i3.6961","DOIUrl":"https://doi.org/10.22329/jtl.v16i3.6961","url":null,"abstract":"The European Commission calls for schools to move towards becoming open to their communities, integrating external social, civil, and expert stakeholders into authentic learning experiences’ development alongside teachers and students, particularly in terms of science education. However, little research or practical implementation has been reported on how community actors could participate in the development of such curricular learning activities. In this study, we present an implementation of the open science schooling (OSS) approach to science learning, where community involvement in the development of science missions takes a vital role. During the study, students developed science missions related to local societal issues that interested them in collaboration with their teachers and community experts, with frequent hands-on investigations outside their classrooms or laboratories, in five European countries and Israel. Questionnaires with quantitative and qualitative questions concerning students’ and teachers’ views and perspectives about implementing science education using OSS were administered after the participants finished their science missions. The results indicate the effectiveness of the OSS approach to science learning involving the community from both students’ and teachers’ perspectives. This study is a step towards supporting schools in becoming active agents of change through the implementation of contextualized learning experiences alongside external stakeholders.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46891552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Narrative Inquiry of Three Chinese International Students’ Academic Adjustment Experiences at Canadian Universities 三位中国留学生在加拿大大学学业适应经历的叙事探究

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-09-08 DOI: 10.22329/jtl.v16i2.6996

J. Huang, Haojun Guo, Qiutong Zhou

引用次数: 0

Confronting and Reimagining the Orientation of International Graduate Students: A Collaborative Autoethnography Approach 直面和重塑国际研究生的定位：一种合作的民族志方法

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-09-08 DOI: 10.22329/jtl.v16i2.7019

Takhmina Shokirova, L. Brunner, K. Karki, Capucine Coustere, Negar Valizadeh

引用次数: 2

The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning 低水平国际学生在线教学中文化反应教育的有效性

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-09-08 DOI: 10.22329/jtl.v16i2.7022

Elaine Khoo, X. Huo

{"title":"The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning","authors":"Elaine Khoo, X. Huo","doi":"10.22329/jtl.v16i2.7022","DOIUrl":"https://doi.org/10.22329/jtl.v16i2.7022","url":null,"abstract":"International students with low academic English proficiency face challenges with reading their course materials and writing assignments. Their challenges are exacerbated during remote learning, as they remain in their home countries, immersed in their home languages, which may be quite distant from academic English. To investigate the effects of culturally responsive pedagogy for international students online, quantitative and qualitative data were collected from a learner-driven, instructor-facilitated (LeD-InF) support program at a large university in southern Ontario. This fully online delivery of the Reading and Writing Excellence (RWE) program was re-envisioned from a long-running co-curricular program that addressed students’ academic English reading, writing, and critical thinking needs. Among eight groups (with the total enrolment of 154) in the Fall 2020 academic term cycle and nine groups (with the total enrolment of 226) in the Winter 2021 academic term cycle of the online RWE program, the intervention groups that were additionally supported with culturally responsive pedagogy had the highest volume of writing output and engagement metrics among all groups. The text data (of student voices and experiences) also reinforces the efficacy of culturally responsive pedagogy in facilitating student experience, constructing identities, promoting learner agency, increasing satisfaction, improving students’ perceptions of learning, and realizing transformative inclusivity.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48318253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education Environment and Role Transition of Internationally Educated Nurses Enrolled in a Practical Nursing Bridging Program in Ontario, Canada 加拿大安大略省实习护理衔接课程国际教育护士的教育环境和角色转变

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-09-08 DOI: 10.22329/jtl.v16i2.7014

E. Cruz, Rosario Quicho, Edwin D. Ibañez

{"title":"Education Environment and Role Transition of Internationally Educated Nurses Enrolled in a Practical Nursing Bridging Program in Ontario, Canada","authors":"E. Cruz, Rosario Quicho, Edwin D. Ibañez","doi":"10.22329/jtl.v16i2.7014","DOIUrl":"https://doi.org/10.22329/jtl.v16i2.7014","url":null,"abstract":"The purpose of this study is to explore a practical nursing bridging program’s education environment and the role transition of internationally educated nurses (IENs) who were enrolled full-time at a community college in Toronto, Canada, during the winter semester of school year 2018–2019. A survey questionnaire consisting of three parts was used to gather data from 68 IEN students who volunteered to participate in this study. Descriptive statistics and multiple regression analysis were used to analyze data. Participants’ responses to the open-ended question “Could you please list any problems/issues you have encountered in the bridging program?” were thematically analyzed. Results indicate that all bridging program education environment components, as well as role transition subscales, were described as “agree.” There is a significant relationship between the respondents’ perception of learning within their bridging program’s education environment and role transition. However, views on teachers and atmosphere, as well as academic and social self-perception, seemed insignificant predictors of role transition. Participants’ responses to the open-ended question were analyzed and grouped into four themes: concern with teachers, program content issues, program pace, and financial issues.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44375228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0