Between the two wars the League of Nations through its Intellectual Co‐operation Organization sought to improve intellectual relations, as they were then called, between the…
Abstract
Between the two wars the League of Nations through its Intellectual Co‐operation Organization sought to improve intellectual relations, as they were then called, between the countries of the world. This sphere of activity lacked any precise definition, but in practice the Organization covered much the same ground that its successor, the United Nations Educational, Scientific, and Cultural Organization, does today. The structure of the League body, however, was strikingly different from that of Unesco, and in some respects the same is true of the methods by which it worked. But this does not lessen the importance of taking into account the experience of this much‐neglected body (this article being more concerned with the field of documentation) for understanding how Unesco came to be and perhaps for evaluating its work.
Meloni M. Muir, Helen Drury, Garth Tarr and Fiona White
The authors report on a study that examined how academics in two faculties (Business and Science) at a large, research-focused university use information about student diversity…
Abstract
The authors report on a study that examined how academics in two faculties (Business and Science) at a large, research-focused university use information about student diversity to inform their teaching. Ninety-nine Science academics completed an online survey regarding their knowledge of their student cohort’s demographic, cultural, language, and educational backgrounds at the beginning of semester. They then received a concise two-page, course-specific document, Knowing Your Students (KYS) report, summarizing aspects of their students’ diversity. At the end of the semester, 44 of the same staff completed a second survey with open-ended questions regarding how they used the report information in their teaching and curriculum design. The report was new to Science while Business academics had received the reports for three years. To compare Science with Business, Business academics also completed the second survey. Academics across both faculties had a very positive response to the reports and engaged with the information provided. Provision of the report to Science academics brought their self-assessed knowledge of their student cohort’s diversity to a level comparable with that of Business. This chapter shares how KYS reports improved academics’ knowledge of student diversity, and challenged them to respond with suitable curriculum and pedagogical changes.
Details
Keywords
Helen Larkin, Claire Nihill and Marcia Devlin
This chapter explores a set of principles that underpin ensuring that the learning needs of all students are addressed in next generation learning spaces. With increasingly…
Abstract
This chapter explores a set of principles that underpin ensuring that the learning needs of all students are addressed in next generation learning spaces. With increasingly diverse higher education environments and populations, higher education needs to move from seeing student diversity as problematic and deficit-based, to welcoming, celebrating and recognising diversity for the contributions it makes to enhancing the experience and learning outcomes for all students. The principles of Universal Design for Learning (CAST, 2011) provide a framework for high-quality university teaching and learning, as well as guidance on the multiple methods and means by which all students can be engaged and learn in ways that best suit their individual styles and needs. An inclusive approach is important pedagogically and applies to both the physical and virtual environments and spaces inhabited by students. When the design of physical environments does not incorporate universal design principles, the result is that some students can be locked out of participating in campus or university life or, for some, the energy required to participate can be substantial. With the digital education frontier expanding at an exponential rate, there is also a need to ensure that online and virtual environments are accessible for all. This chapter draws on the relevant research and the combined experience of the authors to explore an approach to inclusive practices in higher education next generation learning spaces and beyond.
Details
Keywords
Jacob Bercovitch and Allison Houston
This article analyzes two of the determinants of the effectiveness of the mediation process, namely the impact of different mediators and mediation behavior on mediation outcomes…
Abstract
This article analyzes two of the determinants of the effectiveness of the mediation process, namely the impact of different mediators and mediation behavior on mediation outcomes in international relations. We review the literature and consider this relationship in terms of specific hypotheses concerning (1) the identity of a mediator, (2) previous interactions with the parties, (3) previous mediation attempts, and (4) the nature of mediation strategy. An original data set of 97 international disputes and 364 mediation attempts in the post‐1945 period is utilized to test our hypotheses. Multivariate analysis suggests the significance of high mediator rank, directive strategy, and close political alignment in achieving successful outcomes. We use these results to posit and test a series of causal models of mediation.
This is a review of information literacy interventions which focused on fostering information literacy skills for agriculturalists and health practitioners in Tanzania. The…
Abstract
This is a review of information literacy interventions which focused on fostering information literacy skills for agriculturalists and health practitioners in Tanzania. The purpose of the intervention was to impart information literacy skills to agriculturalists and health professionals based on problem-solving and collaborative approaches through pedagogical theories of Kolb and Vygotsky which emphasize experiential and reflective learning as well as mediated communication. The interventions were based on an integration of knowledge from information behaviour research and educational theory and current Information and library science perspectives of information literacy. This was preceded by a survey which collected data on information literacy needs of agriculturalists and health practitioners in order to determine what should be taught in information literacy courses for both categories of professionals. The interventions were evaluated through exercises, reflective discussions and observations of activities. Diagnostic tests were also carried out before and after the interventions to provide an indication of knowledge changes. It was generally discovered that both categories of practitioners lacked information literacy skills and had a dire need for the same to effectively perform their work. Work experiences of participants as well as problems associated with lack of information to perform assigned tasks in their occupations were motivational factors for their active participation in the courses. Judging from participants’ feedback, the courses were effective. Participants were able to demonstrate their abilities to solve a particular information-related problem through collaborative learning and work experience. It is recommended that information literacy courses in work places should focus on work-related information problems and active participation.
Details
Keywords
Brandon L. Sams and Mike P. Cook
The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is…
Abstract
Purpose
The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools.
Design/methodology/approach
The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection.
Findings
Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity.
Originality/value
In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.
Details
Keywords
Geoffrey R. Browne, Helena Bender, James Bradley and Alexis Pang
This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability…
Abstract
Purpose
This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students’ critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students’ sustainability self-efficacy and employability.
Design/methodology/approach
In total, 55 sustainability experiences were curated and placed into the SLED database, which was promoted to students in nine subjects. Supporting materials designed to assist critical evaluation, reflection on experiences and to build student employability were also developed. A comprehensive mixed-methods evaluation of the program was conducted.
Findings
The quantitative evaluation revealed some changes in environmental behaviors, depth of critical sustainability thinking and graduate attributes. The qualitative evaluation revealed that students see the value of a university-curated database of experiences and provided ideas for improvements to the database. It also revealed examples of higher-order learning facilitated by SLED.
Research limitations/implications
Recruitment and attrition of research subjects, common challenges in pedagogical research, were experienced. “Opt-out” is one response to this but it comes with ethical challenges.
Originality/value
This exploratory study demonstrates the potential of SLED to build students’ sustainability efficacy and suggests ways in which it and similar programs can be developed for improved student and sustainability outcomes. Namely, the use of an online platform closely associated with existing learning management systems, higher-level institutional stewardship, closer curriculum integration and close partnering with credentialing programs.