Research in Education Curriculum and Pedagogy: Global Perspectives最新文献

Higher Education Student Support Program Expansion: A Decade of Progress and Success for English as an Additional Language (EAL) and International Students 高等教育学生支持计划扩展：英语作为额外语言（EAL）和留学生十年的进步与成功

Research in Education Curriculum and Pedagogy: Global Perspectives Pub Date : 2024-05-08 DOI: 10.56395/recap.v1i2.6

L. Choi, Nadja Brochu

{"title":"Higher Education Student Support Program Expansion: A Decade of Progress and Success for English as an Additional Language (EAL) and International Students","authors":"L. Choi, Nadja Brochu","doi":"10.56395/recap.v1i2.6","DOIUrl":"https://doi.org/10.56395/recap.v1i2.6","url":null,"abstract":"One method to support English as an additional language (EAL) students in higher education is through the development of an extracurricular support program catered to the specific academic and psychosocial needs of post-secondary EAL students within an individual faculty. In 2009, the Mount Royal University (MRU) EAL Nursing Student Support Program (NSSP) was created to support the EAL student population within MRU's Bachelor of Nursing (BN) faculty. Following over a decade of support program success documented in a series of scholarly publications, this study aims to capture the longitudinal impact of EAL NSSP on the continued success of its alumni within the academic, professional, and personal domains. A hermeneutic approach to phenomenology was used to measure the perceived impact of the student support measures on their professional and personal development. Participant interviews revealed six themes: (a) skills and knowledge obtained from membership in the support program, (b) continued engagement in professional development and leadership opportunities following support program involvement, (c) accomplishments attained following support program membership, (d) future goals, (e) eagerness to help future generations of EAL students, and (f) the need for continued EAL student support. The findings from this study demonstrate the importance of EAL student support in higher education, showcasing the profound, long-term impact that an effective and intentional EAL student support program design can have.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997647","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

Higher Education Student Support Program Expansion: Insights for Teaching and Learning for English-as-an-Additional Language (EAL) Students 高等教育学生支持计划扩展：对英语作为辅助语言（EAL）学生教学的启示

Research in Education Curriculum and Pedagogy: Global Perspectives Pub Date : 2024-02-17 DOI: 10.56395/recap.v1i1.4

L. Choi, Nadja Brochu

引用次数: 0

Latina/x Faculty Awareness of Culturally Responsive Curricula Needed at a US Hispanic-Serving Institution 拉美裔/x 族教师对美国西语裔服务机构所需的文化响应课程的认识

Research in Education Curriculum and Pedagogy: Global Perspectives Pub Date : 2024-02-02 DOI: 10.56395/recap.v1i1.3

Hilda Cecilia Contreras Aguirre

{"title":"Latina/x Faculty Awareness of Culturally Responsive Curricula Needed at a US Hispanic-Serving Institution","authors":"Hilda Cecilia Contreras Aguirre","doi":"10.56395/recap.v1i1.3","DOIUrl":"https://doi.org/10.56395/recap.v1i1.3","url":null,"abstract":"Latina/x faculty underrepresentation constitutes a challenge at higher education institutions, as they become aware that a diversified student body requires better teaching approaches. Latina/x faculty participants are determined to diversify the curriculum and pedagogy that represents and reflects the diversity within the student body at a Hispanic-Serving Institution (HSI) in the United States (U.S.). In doing so, Latina/x faculty are the critical piece that instills empowerment and leadership within their disciplines. This case study addresses the experiences of six Latina/x – five self-identified as women and one as a non-binary person – professors in different disciplines at an HSI at the southern U.S. border, who integrate culturally responsive curricula through values, attitudes, and beliefs. This curriculum approach makes the student learning process better situated in their personal, cultural, and social experiences. The findings reveal the necessity of innovating the curricula centered on social justice by integrating a wider variety of authors in course readings and activities. Also, implementing culturally connected and human-centered approaches in their courses was critical. The decolonization of the mainstream euro-centric patriarchal curriculum could be a step forward for HSIs to make more sense of their purpose and identity in better serving and informing students.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896744","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 Scoping Review on the Hidden Curriculum in Education 教育领域隐性课程的范围界定审查

Research in Education Curriculum and Pedagogy: Global Perspectives Pub Date : 2024-02-02 DOI: 10.56395/recap.v1i1.1

Tobias Kärner, Gabriele Schneider

引用次数: 0

What Are We Learning from Impact Evaluation Studies about Teacher Incentives and Education Quality 我们从有关教师激励和教育质量的影响评估研究中学到了什么？

Research in Education Curriculum and Pedagogy: Global Perspectives Pub Date : 2024-02-02 DOI: 10.56395/recap.v1i1.5

Jin Chi, Eduardo Velez Bustillo

{"title":"What Are We Learning from Impact Evaluation Studies about Teacher Incentives and Education Quality","authors":"Jin Chi, Eduardo Velez Bustillo","doi":"10.56395/recap.v1i1.5","DOIUrl":"https://doi.org/10.56395/recap.v1i1.5","url":null,"abstract":"The quality of teachers is a determinant to the quality of the education system. Despite the significant increase in resources invested in teacher incentives, there is little robust empirical evidence on their effectiveness, especially showing attribution. This paper examines the international literature using Impact Evaluation (IE) studies to see what lessons can be learned, focusing specifically on a key education input: teacher incentives as a policy to motivate teachers and improve education quality in middle- and low-income developing countries. The review shows there are limited number of IE studies on teacher incentives at the preschool, primary and secondary education levels applying robust experimental design and the results are mixed. When incentives are used properly they can have a positive impact on the quality of education. However, certification itself is not enough as a way to improve the quality of the education system; it is critical to develop reforms explicitly geared towards quality. Finally, although incentives can reduce teacher absenteeism, they do not always improve the quality of education outcomes.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"114 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139893575","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

What Are We Learning from Impact Evaluation Studies about Teacher Incentives and Education Quality 我们从有关教师激励和教育质量的影响评估研究中学到了什么？

Research in Education Curriculum and Pedagogy: Global Perspectives Pub Date : 2024-02-02 DOI: 10.56395/recap.v1i1.5

Jin Chi, Eduardo Velez Bustillo

{"title":"What Are We Learning from Impact Evaluation Studies about Teacher Incentives and Education Quality","authors":"Jin Chi, Eduardo Velez Bustillo","doi":"10.56395/recap.v1i1.5","DOIUrl":"https://doi.org/10.56395/recap.v1i1.5","url":null,"abstract":"The quality of teachers is a determinant to the quality of the education system. Despite the significant increase in resources invested in teacher incentives, there is little robust empirical evidence on their effectiveness, especially showing attribution. This paper examines the international literature using Impact Evaluation (IE) studies to see what lessons can be learned, focusing specifically on a key education input: teacher incentives as a policy to motivate teachers and improve education quality in middle- and low-income developing countries. The review shows there are limited number of IE studies on teacher incentives at the preschool, primary and secondary education levels applying robust experimental design and the results are mixed. When incentives are used properly they can have a positive impact on the quality of education. However, certification itself is not enough as a way to improve the quality of the education system; it is critical to develop reforms explicitly geared towards quality. Finally, although incentives can reduce teacher absenteeism, they do not always improve the quality of education outcomes.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"61 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896979","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 Characteristics and Reflections of Engineering Doctorate Training System in China 中国工程博士培养体系的特点与思考

Research in Education Curriculum and Pedagogy: Global Perspectives Pub Date : 2024-02-02 DOI: 10.56395/recap.v1i1.2

Wang Wei jun, Zhou Ling

引用次数: 0

A Conceptual Instructional Design Model for Executive Education 高管教育的概念教学设计模式

Research in Education Curriculum and Pedagogy: Global Perspectives Pub Date : 2024-02-02 DOI: 10.56395/recap.v1i1.7

Giles Blackburne

{"title":"A Conceptual Instructional Design Model for Executive Education","authors":"Giles Blackburne","doi":"10.56395/recap.v1i1.7","DOIUrl":"https://doi.org/10.56395/recap.v1i1.7","url":null,"abstract":"This paper presents a conceptual instructional design (ID) model for executive education derived from business school good practice and education theory. A review of executive education literature finds that today’s executive education offerings are required to be real-world oriented, closely aligned with the demands of the post-pandemic workplace, attuned to the changing needs and circumstances of adult learners and sufficiently able to deliver immersive learning. A reconnaissance investigation of 14 top-ranked business schools identifies the most frequently adopted teaching and learning approaches in executive education considered as good practice for the sector. These include experiential learning, collaborative learning, and technology-enabled learning. The proposed conceptual instructional design model is rooted in these approaches alongside three key principles that underpin experiential learning, namely authenticity, reflection and collaboration. Moreover the model proposes ADDIE supported teaching approaches to ensure the realisation of these principles within an appropriate constructive learning environment (CLE). Informed by activity theory, an ‘activity system’ is presented as the outer shell of the model to ensure that an executive education-oriented CLE is informed by learner needs and authentic context.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139897163","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

Latina/x Faculty Awareness of Culturally Responsive Curricula Needed at a US Hispanic-Serving Institution 拉美裔/x 族教师对美国西语裔服务机构所需的文化响应课程的认识

Research in Education Curriculum and Pedagogy: Global Perspectives Pub Date : 2024-02-02 DOI: 10.56395/recap.v1i1.3

Hilda Cecilia Contreras Aguirre

{"title":"Latina/x Faculty Awareness of Culturally Responsive Curricula Needed at a US Hispanic-Serving Institution","authors":"Hilda Cecilia Contreras Aguirre","doi":"10.56395/recap.v1i1.3","DOIUrl":"https://doi.org/10.56395/recap.v1i1.3","url":null,"abstract":"Latina/x faculty underrepresentation constitutes a challenge at higher education institutions, as they become aware that a diversified student body requires better teaching approaches. Latina/x faculty participants are determined to diversify the curriculum and pedagogy that represents and reflects the diversity within the student body at a Hispanic-Serving Institution (HSI) in the United States (U.S.). In doing so, Latina/x faculty are the critical piece that instills empowerment and leadership within their disciplines. This case study addresses the experiences of six Latina/x – five self-identified as women and one as a non-binary person – professors in different disciplines at an HSI at the southern U.S. border, who integrate culturally responsive curricula through values, attitudes, and beliefs. This curriculum approach makes the student learning process better situated in their personal, cultural, and social experiences. The findings reveal the necessity of innovating the curricula centered on social justice by integrating a wider variety of authors in course readings and activities. Also, implementing culturally connected and human-centered approaches in their courses was critical. The decolonization of the mainstream euro-centric patriarchal curriculum could be a step forward for HSIs to make more sense of their purpose and identity in better serving and informing students.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"8 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139893324","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