Tuesday, 19 December 2017

FW: Research in Drama Education: The Journal of Applied Theatre and Performance, Volume 23, Issue 1, February 2018 is now available online on Taylor & Francis Online

 

The online platform for Taylor & Francis Online content

 

 

Editorial

Learning from experience
Helen Nicholson
Pages: 1-3 | DOI: 10.1080/13569783.2018.1406888


Articles

Emptiness as material for devised theatre performance
Margaret Ames
Pages: 4-19 | DOI: 10.1080/13569783.2017.1396210

 

Bus journeys, sandwiches and play: young children and the theatre event
Emma Miles
Pages: 20-39 | DOI: 10.1080/13569783.2017.1396889

 

Beyond mimesis to an assemblage of reals in the drama classroom: which reals? Which representational aesthetics? What theatre-building practices? Whose truths?
Kathleen Gallagher & Kelsey Jacobson
Pages: 40-55 | DOI: 10.1080/13569783.2017.1396209

 

The 'Not Knowns': memory, narrative and applied theatre
Colette Conroy, Sarah Jane Dickenson & Giuliana Mazzoni
Pages: 56-72 | DOI: 10.1080/13569783.2017.1398641

 

Performance art at the campusphere: pedagogical experiments on-site
Daphna Ben-Shaul
Pages: 73-90 | DOI: 10.1080/13569783.2017.1396208

 

'The principal character': the triad approach and improvisation in teaching
Naphtaly Shem-Tov
Pages: 91-106 | DOI: 10.1080/13569783.2017.1399054


Points and Practices

The impact of narrative-based learning in classroom
Chipo J. Marunda-Piki
Pages: 107-113 | DOI: 10.1080/13569783.2017.1399055


Articles

The construction and pilot application of a scoring rubric for creative drama lesson planning
Perihan Korkut
Pages: 114-125 | DOI: 10.1080/13569783.2017.1396211


Mapping the archives: 9

Mapping the archives: 9
Curated by Anthony Jackson
Pages: 126-135 | DOI: 10.1080/13569783.2017.1404447

 

 

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Sunday, 17 December 2017

Research into the effects of negative feedback

·         Ahmed Shafi, A., et al. (2017). "The role of assessment feedback in developing academic buoyancy." Assessment & Evaluation in Higher Education: 1-13. http://dx.doi.org/10.1080/02602938.2017.1356265
·         Chanock, K. (2000). “Comments on Essays: do students understand what tutors write?” Teaching in Higher Education 5(1): 95-105. http://dx.doi.org/10.1080/135625100114984
·         Forsythe, A. and Johnson, S. (2016). "Thanks, but no-thanks for the feedback." Assessment & Evaluation in Higher Education: 1–10. http://dx.doi.org/10.1080/02602938.2016.1202190
·         Pitt, E. and Norton, L. (2016). "‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it." Assessment & Evaluation in Higher Education: 1–18. http://dx.doi.org/10.1080/02602938.2016.1142500

·         Sellbjer, Stefan. 2017. "“Have You Read My Comments? It Is Not Noticeable. Change!” an Analysis of Feedback Given to Students Who Have Failed Examinations." Assessment & Evaluation in Higher Education 43 (2):163-74. doi: 10.1080/02602938.2017.1310801

With thanks to Corony Edwards and the SEDA email list

Thursday, 14 December 2017

Vol 5 No 2 (2017): December 2017 | Critical Studies in Teaching and Learning (CriSTaL)

Vol 5 No 2 (2017): December 2017 | Critical Studies in Teaching and Learning (CriSTaL):



 This issue features research on academic staff development and communities of practice and support, enabling more successful and supported academic writing for university researchers, literacy development in Masters writing in a professional field, helping students to access and work with 'powerful knowledge' in a multicultural university context grappling with the legacy of coloniality, and confronting and challenging constraints and enablements to success as a Black woman academic in higher education.

Published: 2017-12-14"



'via Blog this'

Wednesday, 13 December 2017

FW: Journal of Research in International Education Vol. 16, No. 3, December 2017 is now available online

Articles


Casting a critical eye on the positioning of the Western expatriate teacher

Lydia E Carol-Ann Burke

 

The negotiation of the relationship between home and school in the mind of grade 6 students in an international school in Qatar

Maha Frangie

 

The adaptation process of international lecturers in a South African university: The centrality of agency and collegiality

Loïse Jeannin

 

Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the 'Profile as text' to the 'lived Profile'

Adam Poole

 

"I wouldn't imagine having to go through all this and still be the same person. No way": structure, reflexivity and international students

Blair Matthews

 

Issues facing postgraduate international students: a view from an international students' group on a Masters programme in Art Psychotherapy

Sally Skaife and Dean Reddick

Book reviews


Book review: Children's Rights, Educational Research and the UNCRC: past, present and future

Dr Ceri Brown

 

Book review: The SAGE Handbook of Research in International Education (2nd edition)

Stephen Taylor

 

Book review: The Creativity Challenge: How We Can Recapture American Innovation

Dr Shona McIntosh

 

Book review: Whose History? Essays in Perception

David Mansfield

 

Book review: The Critical Global Educator: Global Citizenship Education as Sustainable Development

Malcolm Nicolson

 

Book review: Geography of Education: Scale, Space and Location in the Study of Education

Elisabeth Barratt Hacking

Thesis Abstract


Understanding the relationship between teacher and organizational intercultural competency in international schools: a mixed methods study

Sally E. Hirsch


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FW: Digital Commons Network Notification

Publications

International Journal for the Scholarship of Teaching and Learning

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Monday, 11 December 2017

FW: Studies in Higher Education, Volume 43, Issue 1, January 2018 is now available online on Taylor & Francis Online




The online platform for Taylor & Francis Online content
Studies in Higher Education, Volume 43, Issue 1, January 2018 is now available online on Taylor & Francis Online.



This new issue contains the following articles:


Editorial
Editorial
V. Lynn Meek
Pages: 1-1 | DOI: 10.1080/03075079.2017.1402480

Articles
The million-dollar question: can internships boost employment?
Patrícia Silva, Betina Lopes, Marco Costa, Ana I. Melo, Gonçalo Paiva Dias, Elisabeth Brito & Dina Seabra
Pages: 2-21 | DOI: 10.1080/03075079.2016.1144181


IMO and internal branding outcomes: an employee perspective in UK HE
Qionglei Yu, Yousra Asaad, Dorothy A. Yen & Suraksha Gupta
Pages: 37-56 | DOI: 10.1080/03075079.2016.1152467


Feedback for thought: examining the influence of feedback constituents on learning experience
Chadi Aoun, Savanid Vatanasakdakul & Karyne Ang
Pages: 72-95 | DOI: 10.1080/03075079.2016.1156665

Conceptions of scientific knowledge influence learning of academic skills: epistemic beliefs and the efficacy of information literacy instruction
Tom Rosman, Johannes Peter, Anne-Kathrin Mayer & Günter Krampen
Pages: 96-113 | DOI: 10.1080/03075079.2016.1156666

Decomposing university grades: a longitudinal study of students and their instructors
Michael Beenstock & Dan Feldman
Pages: 114-133 | DOI: 10.1080/03075079.2016.1157858

Constructing a national higher education brand for the UK: positional competition and promised capitals |
Sylvie Lomer, Vassiliki Papatsiba & Rajani Naidoo
Pages: 134-153 | DOI: 10.1080/03075079.2016.1157859

Academic identities and university faculty responses to new managerialist reforms: experiences from China
Yating Huang, Sun-Keung Pang & Shulin Yu
Pages: 154-172 | DOI: 10.1080/03075079.2016.1157860

A proposed systems model for socializing the graduate writer
David R. Jones
Pages: 173-189 | DOI: 10.1080/03075079.2016.1160276

Viva survivors – the effect of peer-mentoring on pre-viva anxiety in early-years students
Rachael-Anne Knight, Lucy Dipper & Madeline Cruice
Pages: 190-199 | DOI: 10.1080/03075079.2016.1161018

Corrigendum
Corrigendum
Pages: 200-200 | DOI: 10.1080/03075079.2017.1386453


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Taylor & Francis, an Informa business.
Taylor & Francis is a trading name of Informa UK Limited, registered in England under no. 1072954. Registered office: 5 Howick Place, London, SW1P 1WG.

Sunday, 10 December 2017

FW: Student Engagement in Higher Education Journal


Volume 1, issue 2 of the Student Engagement in Higher Education Journal is now available. It brings together a series of articles which show the value of student engagement in the curriculum and daily life of universities. Alison Cook-Sather and Peter Felten provide an inspiring introduction to the issue, with their opinion piece which relates pedagogical partnership to feelings of belonging for both students and members of staff. This theme is illustrated starkly in an open and honest piece by Jasmin Brooke, who is a current undergraduate student in the UK. She talks about how she overcame feelings of loneliness and difficulty in integration by engaging with student partnership activities and I applaud her generosity in sharing her experiences; I am sure that many staff and students will identify with her feelings and that it will prompt discussion and planning about ways to provide similar opportunities for students. 

The next submission deadlines are 31 December 2017 and 30 June 2018; please do pass this call on to colleagues - both staff and students - who have something to say about student engagement. If potential authors would like to have an informal discussion with me before submission, we would welcome this, and we do offer a developmental route for new authors. The editorial board also currently has a call out for associate editors, editors and reviewers to join the team; please let me know if you would be interested in participating in the work of the journal. Thanks to Simon Walker and Greenwich University for continuing to host the journal for the RAISE network.

The full contents list is here:

Student Engagement in Higher Education Journal Volume 1, issue 2

Cook-Sather, A. and Felten, P. (2017). "Where Student Engagement Meets Faculty Development: How Student-Faculty Pedagogical Partnership Fosters a Sense of Belonging." Student Engagement in Higher Education Journal 1(2): 3-11. https://journals.gre.ac.uk/index.php/raise/article/view/cook
Brooke, J. (2017). "Mental Health and Student Engagement – A Personal Account." Student Engagement in Higher Education Journal 1(2): 12-15. https://journals.gre.ac.uk/index.php/raise/article/view/brooke
Lunt, T. (2017). "Police, politics and democratic learning communities in Higher Education." Student Engagement in Higher Education Journal 1(2): 16 - 39. https://journals.gre.ac.uk/index.php/raise/article/view/lunt
Mewburn, I. (2017). "A PhD should not look like it’s fun: an actor network theory analysis of digital badges." Student Engagement in Higher Education Journal 1(2): 40 - 53. https://journals.gre.ac.uk/index.php/raise/article/view/mewburn
Gakhal, S., et al. (2017). "Evaluating student satisfaction at a top-performing UK university." Student Engagement in Higher Education Journal 1(2): 54 - 70. https://journals.gre.ac.uk/index.php/raise/article/view/gakhal
Page, H., et al. (2017). "Engaging students in bioscience research to improve their learning experience." Student Engagement in Higher Education Journal 1(2): 71 - 80. https://journals.gre.ac.uk/index.php/raise/article/view/page
Strudwick, K., et al. (2017). "Understanding the gap - to participate or not? Evaluating student engagement and active participation." Student Engagement in Higher Education Journal 1(2): 81-87. https://journals.gre.ac.uk/index.php/raise/article/view/strudwick
Calcagno, L., et al. (2017). "Building Relationships : A Personal Tutoring Framework to Enhance Student Transition and Attainment." Student Engagement in Higher Education Journal 1(2): 88-99. https://journals.gre.ac.uk/index.php/raise/article/view/calcagno
Carpenter, K. R. and Kennan, C. (2017). "Developing Public Speaking Skills in Undergraduates: A Two-Day Event." Student Engagement in Higher Education Journal 1(2): 117-124. https://journals.gre.ac.uk/index.php/raise/article/view/carpenter
Nelson., M. and Tweddell, S. (2017). "Leading Academic Change: Experiences of Academic Staff Implementing Team-Based Learning." Student Engagement in Higher Education Journal 1(2): 100 - 116. https://journals.gre.ac.uk/index.php/raise/article/view/nelson






R Forsyth BSc MBA PhD SFHEA
Associate Head
Centre for Excellence in Learning and Teaching
1st Floor, All Saints
Manchester Metropolitan University
Manchester M15 6BG


Saturday, 9 December 2017

FW: JLDHE 12 - now live!

 

The Journal of Learning Development in Higher Education (JLDHE) issue 12 is now live online – go to http://journal.aldinhe.ac.uk/index.php/jldhe.

 

This contents of this edition explore subjects such as:

 

  • the development of learners’ socio-emotional intelligence
  • online feedback; learning from internships
  • students’ experiences of self-editing their writing
  • extending academic roles and identities
  • assessment and employability
  • the TEF (book review)

 

As you may (or may not) have heard, the JLDHE was subject to a cyber-attack recently. This disabled our former website and delayed publication of issue 12, the November 2017 issue, but, phoenix-like, the JLDHE has now risen again! Our new site embeds up-to-date security and we are confident it will be robust for the future. A call for new editors was also delayed while the journal migrated to its new home, but we will issue this formally next week – something to look out for if you might be interested in such a role.

 

Best wishes and happy reading from the editorial team:

 

Lucy Gray; Amanda French; Andy Hagyard; John Hilsdon; Christina Howell-Richardson; Moira Maguire.

 

 

John Hilsdon

Head of Learning Support and Wellbeing

Room 104, 4 Portland Mews

University of Plymouth

Drake Circus

Plymouth

PL4 8AA

+44 (0)1752 587750

 

john.hilsdon@plymouth.ac.uk

http://www.plymouth.ac.uk/staff/jhilsdon

 

 

 


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