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This paper addresses our desire to learn more about effective practices with film and our aspiration to promote a more inclusive curriculum. Specifically, we consider how the film Iron Jawed Angels impacted students’ understanding of the American women’s movement, particularly the fight for suffrage by the National Women’s Party, and examines the questions: (a) How can feature films be used to incorporate a close examination of the women’s movement into the curriculum? (b) How do students make sense of the women’s movement when it appears in a feature film during classroom activities? For most students, the film appeared to call important attention to women’s history. The results suggest that feature films with females as main characters or with a narrative based primarily on female perspectives can be used to promote engagement with women’s issues and to promote the inclusion of female perspectives in the secondary curriculum. However, we also found important differences between how female and male students responded to the film.

The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson.

This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members.

The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators.

This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development.

This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology.

The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice.

There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.

The purpose of this study is to compare students and instructors’ perspectives on students’ performance based on unified theory of acceptance and use of technology (UTAUT) framework. This study also aims to propose additional variables that might be used to extend the UTAUT model to make it more appropriate for the educational setting.

The study was carried out using a three-pronged methodology, namely, literature review, expert interviews and self-administered survey of 430 students and 55 information and communication technology (ICT) instructors from tertiary institutions in Akwa Ibom State, Nigeria. Validity analysis were conducted using IBM SPSS version 24 and two structural equation models were finally obtained using AMOS version 24.

This study finds UTAUT constructs including social influence, facilitating condition and voluntariness of use to have direct and significant impact on students’ performance from the students and the instructors’ perspective. The result of the instructors’ perspective shows that ICT use behaviour of students have direct and significant impact on students’ performance, but the students’ result shows an insignificant direct effect of use behaviour on students’ performance. From the students and the instructors’ perspective, gender, age and experience have statistically significantly direct impact on performance expectancy in this study. The result also shows that additional variables including ICT instructors’ characteristics, motivation and personal environment directly affect students’ performance from the students’ perspective, but the result of the instructors’ perspective shows that the influence of ICT instructors’ characteristics, motivation and personal environment does not directly and significantly affect students’ performance.

This study was limited to tertiary institutions in Akwa Ibom State, Nigeria. Consequently, the findings of this study are limited to Akwa Ibom State, Nigeria, and may not be generalised to cover other countries.

This research shows that the students and instructors have different views on variables that impact on students’ performance. This study finds empirical evidence to support the direct impact of use behaviour on students’ performance from the instructors’ perspective, while the students disagree but indicated an empirical evidence to show that instructors’ characteristics, environment and motivation contribute a greater impact on students’ performance. From the students and the instructors’ perspective, gender, age and experience have statistically significantly direct impact on performance expectancy in this study. This adds to the findings in the original UTAUT that indicated that performance expectancy is moderated by gender and age.

Describes how first‐year civil engineering students interpreted the content and structure of an ecology course. Students’ learning processes were analysed from an intentional perspective, i.e. a perspective that takes into account the students’ educational aims and conceptions of the study situation. Interviews were carried out with six civil engineering students who had taken the ecology course. Classroom observations were carried out and the dialogue between the lecturers and the students recorded. Interviews were transcribed and analysed from an intentional perspective, i.e. meaning is ascribed to the students’ actions and utterances in terms of intent. Students contextualised the content of the ecology course in different ways – within natural science, cultural, social and political, applied and professional, and existential contexts. Students found the content of the ecology course to be a question of value judgement. Also, among the students there were feelings of accusation on behalf of engineers as professionals. Learning processes among the students were analysed in terms of contextual awareness and contextual inconsistency. Students mainly enhanced their knowledge in the sense that they tended to elaborate concepts solely on an empirical level and learned more facts. Suggests that environmental issues can be seen and dealt with from natural science, social science and philosophical perspectives, and that it is important that these different perspectives are explicitly addressed on a meta‐level. The tendency to enhance the amount of content matter to be taught without considering the meta‐level issues can cause the students problems in their efforts to learn. Suggested that the premises for teaching certain content should be made explicit by the teacher. To know why certain content has been included in the teaching may be of considerable help for the students in formulating relevant learning projects.

Purpose – Prior research suggests that high school experiences shape young adult political behaviors, particularly among immigrant youth. The U.S. social studies classroom, focused on democratic citizenship education, proves an interesting socializing institution.Methods – Through qualitative inquiry, we interviewed Latino immigrant young adults and their former teachers regarding their high school social studies experiences and evolving political and civic engagement.Findings – Armed with experience bridging the worlds of the school and home, immigrant students respond and relate to the content and pedagogy of the social studies classroom in such a way that they (1) participate in civic discourse and (2) nurture a disposition toward leadership through teachers’ civic expectations of them and instructional emphasis on critical thinking skills.Social implications – The ability to engage in civic discourse and a disposition toward leadership are both necessary to foster America's democratic ideals, and to take on leadership roles during adulthood. With focused effort on the unique perspective of immigrant youth, high school social studies teachers can nurture in these students the ability to become leaders in young adulthood, broadening the potential leadership pool.Originality – This study highlights how the social studies curriculum may be particularly salient to Latino immigrant youth as they transition from adolescence to young adulthood and develop their political and civic identities.

The purpose of this paper is to examine how higher education students think about educational technologies they have previously used – and the implications of this understanding for their awareness of datafication and privacy issues in a postsecondary context.

The authors conducted two surveys about students’ experience with the ClassDojo platform during their secondary education. In both surveys, the authors included a question asking students to identify which ClassDojo-like platform they used in school. For this study, the authors examined responses to these screening questions, identifying the technologies that responses referred to and sorting technologies into categories.

Students identified a wide range of technologies when prompted to identify a technology similar to ClassDojo. Many responses suggested students have a broad, monolithic understanding of educational technology. This suggests the prevalence of a utilitarian tool perspective (rather than a platform perspective) that may be entrenched by the time that students reach higher education, hampering efforts to inform and educate them in that context.

To the best of the authors’ knowledge, there are few studies of students’ conflation of educational technologies in the extant literature. Furthermore, the platform perspective emphasized in this manuscript remains relatively rare in many fields associated with educational technology.

Internationalisation is one of the significant manifestations of the ongoing transformation of doctoral education. The purpose of this paper is to focus on the perspectives of Portuguese universities and doctoral students regarding the importance of internationalisation and the strategies to achieve it in doctoral education.

A sample of 118 doctoral programme websites from 27 universities (15 public, 12 private) served as the data source of university perspectives of internationalisation. Doctoral students’ perspectives on the same topic were collected through 31 interviews, 27 conducted in seven focus groups and four individually, with first-year doctoral students from three Portuguese public universities. Content analysis was performed on the two sets of data.

According to university and doctoral students’ perspectives, internationalisation assumes an important role in Portuguese doctoral education and is being integrated through specific strategies. Strategies for attracting and recruiting international students appear to take a back seat compared to strategies which offer students international experience through immersion in international environments in their home institutions. While expressing the potential impediments, undesirable side effects and conditions that internationalisation must meet, students seem to take a critical stance towards it and towards the institutional strategies designed to promote it.

This paper addresses a topic which does not appear to receive much attention in doctoral education research and, to this extent, advances knowledge on the internationalisation of doctoral education.

Explore perceptions of the importance of information literacy among different stakeholders, and gain a better understanding of its role in the accounting curriculum.

Literature review, stakeholder surveys, and written feedback.

The perceptions of academics, employers, and alumni uniformly highlighted the importance of information literacy for continuous learning in an evolving environment. The feedback included open-ended questions where the alumni emphasized the importance of the area over the different stages of their careers. While there may be differences in perspectives of academics and employers/alumni on information literacy, with the latter more likely to hold a pragmatic perspective related to career advancement, the overall consensus highlights the need for a systematic approach to the area. Student feedback suggested that the learning process occurred over stages in the college curriculum. Overall, the results of this exploratory study indicate the value of planning the course curriculum systematically to enable students to develop information literacy skills incrementally and in relation to their specific areas of specialization.

Highlights the value of information literacy in deeper and lifelong learning.

Students are better equipped for continuous learning to meet the challenges of changing environment.

Although information literacy is an important pedagogic area, accounting academic research does not appear to have addressed its implications for student learning.

The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study occurred in a suburban high school in western North Carolina. Leader-member Exchange (LMX) theory and Adaption- innovation theory guided the research. Dyadic intensity between teachers and students predicts the quality of teacher-student relationships from both the teacher’s perspective and the student’s perspective. The quality of teacher-student relationships from the teacher’s perspective predicts the quality of teacher-student relationships student’s perspective. Further research is recommended to understand how leader-member exchange manifests in classroom settings and impacts student achievement.

Higher education institutions (HEIs) are responsible for training and transforming the students into valuable resources. Although students are believed to be the principal stakeholders in HEIs, limited research studies are available on service quality (SQ) in HEIs from students’ perspectives. This study aims to bridge this gap by investigating the factors, which constitute SQ in HEIs, specifically from students’ perspective, as existing literature on this topic is either from management and general perspective or is time dated.

The current study contributes by reviewing qualitative responses received through interviews and focus groups session with 43 students from 3 Turkey-based private HEIs. Data was collected from 43 students through 26 individual interviews and 3 focus group sessions and was analyzed through deductive reasoning using narrative and framework analysis with open coding.

The analysis of data indicated six main themes, specifically: teaching quality, facilities, support staff quality, employability links, safety and security and extra-curricular activities as indicators of SQ from students’ perspective. The findings of the study strongly comply with Maslow’s hierarchy of needs and take steps by identifying employability and safety and security as new emerging indicators of the existing literature of SQ in HEIs.

The existing literature lacks to provide qualitative data on SQ in HEIs from students’ perspectives in Asian countries, particularly, in Turkey, the place of current research. The findings of the present research provide valuable insights to HEIs’ management to understand students’ perceptions of SQ, their expectations and experiences.