Tuesday, 27 March 2018

FW: New Issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS)

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS) opens with an account of an experiment undertaken by team of climate-change postgraduates and their tutor. The following articles analyze a simulation included in a sociology course about globalization, academic literacy practices, and teaching controversial issues. This issue concludes with book reviews.

Please visit the Berghahn website for more information about the journal: www.berghahnjournals.com/latiss

Current Issue: Volume 10, Issue 3

Editorial
Penny Welch and Susan Wright
http://bit.ly/2o4kAlM

Articles
Riding alone on the elevator: a class experiment in interdisciplinary education Anna M. Frank, Rebecca Froese, Barbara C. Hof, Maike I. E. Scheffold, Felix Schreyer, Mathias Zeller and Simone Rödder http://bit.ly/2FacRKe

Teaching globalisation in the social sciences: the effectiveness of a refugee simulation Stacy Keogh George http://bit.ly/2o6dfSC

Relocalising academic literacy: diversity, writing and collective learning in an international Master's programme Nana Clemensen and Lars Holm http://bit.ly/2oc9eey

Heritage or hate?: A pedagogical guide to the confederate flag in post-race America Cameron D. Lippard
http://bit.ly/2F9uny7

Reviews
Eli Thorkelson, Guy Redden, Christopher Newfield, Brigitte Bönisch-Brednich and Marie-Pierre Moreau http://bit.ly/2CrzGWB

Be sure to recommend Learning and Teaching to your institution's library: http://journals.berghahnbooks.com/latiss/library-recommendations/

Free Sample Issue: http://journals.berghahnbooks.com/latiss/sample/

Contact: info@berghahnjournals.com

Monday, 26 March 2018

FW: New Open Access Book: Shaping Higher Education with Students: Ways to Connect Research and Teaching

Dear Colleagues

Just a quick note to say that this is the latest of three open access books produced in a series that started with A Connected Curriculum for Higher Education and was followed by Developing the Higher Education Curriculum. This third book brings students' perspectives and ideas to centre stage. In case you've missed any of these I've listed all three references with their direct links below - please do add them to your reading lists where appropriate and forward them to colleagues, as they can be downloaded freely and in full anywhere in the world. Feedback welcome, as always.

1) Fung, Dilly. 2017.  A Connected Curriculum for Higher Education. London: UCL Press http://discovery.ucl.ac.uk/1558776/1/A-Connected-Curriculum-for-Higher-Education.pdf

2) Carnell, Brent and Fung, Dilly (eds.) 2017. Developing the Higher Education Curriculum: Research-based Education in Practice. London: UCL Press http://discovery.ucl.ac.uk/10032889/1/Developing-the-Higher-Education-Curriculum.pdf    

3) Tong, Vincent C H, Standen, Alex and Sotiriou, Mina (eds.) Shaping Higher Education with Students: Ways to Connect Research and Teaching. London: UCL Press
http://discovery.ucl.ac.uk/10044671/1/Shaping-Higher-Education-with-Students.pdf

All good wishes

Dilly

Prof Dilly Fung PFHEA FRSA
Professor of Higher Education Development
Academic Director, UCL Arena Centre for Research-based Education (formerly CALT)
UCL (University College London)
UK


Recent publications

Fung, Dilly. 2017.  A Connected Curriculum for Higher Education. London: UCL Press Free download:  https://www.ucl.ac.uk/ucl-press/browse-books/a-connected-curriculum-for-higher-education

Fung, D., Besters-Dilger, J. & van der Vaart, R. 2017.Excellent education in research-rich universities.’ Position Paper: League of European Universities (LERU). http://www.leru.org/files/general/LERU%20Position%20Paper%20Excellent%20Education.pdf



FW: Upcoming ELESIG webinars

 

Here are details of the next couple of ELESIG webinars.

 

No need to register. Just follow the links to turn up (Adobe Connect).

 

Using the Jisc tracker to research students' experiences of e-learning

Helen Beetham, consultant

http://uni-of-nottingham.adobeconnect.com/elesigmarch2018/

The Jisc 'Digital student experience' survey has been developed over three years, originally through research reviews, original research and consultation with students, and subsequently through extensive user trials (ca 30k student users) and factor analysis of the survey instrument. The original aim was to provide credible, actionable data to the institutions that run it. (There was an associated goal of improving student-focused research through guidance and a supported community of practice.) However, the volume and quality of data collected offer huge opportunities for research into the learner experience, nationally and internationally. Which of those opportunities are valid and valuable? What kind of research questions can (and should) be asked?

12 – 1pm British Summer Time, 27 March

 

How do learners experience the development of digital capabilities in the curriculum?

Tunde Varga-Atkins, University of Liverpool and doctoral candidate University of Lancaster.

http://uni-of-nottingham.adobeconnect.com/elesigmay2018/

The development of digital capabilities has received much attention in education in the last few years. My doctoral study, adopting JISC's digital capabilities framework, aims to explore how the development of digital capabilities are planned, enacted and experienced in the curriculum in particular disciplinary contexts using multiple-case study methodology. The units of analysis will encompass undergraduate modules from two disciplines (engineering and management), drawing on a range of informants' data, including academic, employer/professional, student perspectives - and documentary sources. In this webinar, I will focus on reporting students' experience of their development of digital capabilities. I will also discuss the research methods I have drawn on, such as documentary analysis, interviews, surveys and observation and what I have learnt about using these methods for learner experience research.

12 – 1pm British Summer Time, 2 May

 

See elesig.ning.com/events for the full programme for 2018 (requires sign in)

 

ELESIG is a community of researchers and practitioners from higher, further and skills sector education who are involved in investigations of learners' experiences and uses of technology in learning.

ELESIG members work together to share knowledge and practice and develop a shared repertoire of resources which will be of benefit to the community and the sector

 

 

Professor Rhona Sharpe

Head of Department of Technology Enhanced Learning

Tel: +44 (0) 1483 683350Email: r.sharpe@surrey.ac.uk

University of Surrey, Guildford, Surrey, GU2 7XH, UK

 

FW: Educational Theory Content Alert: 67, 4 (August 2017)

 

 

Educational Theory

© University of Illinois

Volume 67, Issue 4 Pages 361 - 525, August 2017

The latest issue of Educational Theory is available on Wiley Online Library

 

ISSUE INFORMATION

Issue Information (pages 361–364)
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12197

ORIGINAL ARTICLE

From the Editor: Trouble and Learning— Renewing Relationality in Times of Disconnection (pages 365–369)
Cris Mayo
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12262

SYMPOSIUM: ECOLOGIZING EDUCATION. GUEST EDITORS: CLARENCE W. JOLDERSMA AND SEAN BLENKINSOP

Ecologizing Education: Philosophy, Place, and Possibility (pages 371–377)
Clarence W. Joldersma and Sean Blenkinsop
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12255

 

Rethinking Economics and Education: Exponential Growth and Post-Growth Strategies (pages 379–398)
Ruth Irwin
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12256

 

Earth Juts into World: An Earth Ethics for Ecologizing Philosophy of Education (pages 399–415)
Clarence W. Joldersma
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12257

 

In Search of the Environmentalist Way: Beyond Mending the Machine (pages 417–433)
Andrew Stables
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12263

 

Rethinking Vulnerability in the Age of Anthropocene: Toward Ecologizing Education (pages 435–451)
Huey-li Li
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12264

 

Becoming Teacher/Tree and Bringing the Natural World to Students: An Educational Examination of the Influence of the Other-than-Human World and the Great Actor on Martin Buber's Concept of the I/Thou (pages 453–469)
Sean Blenkinsop and Charles Scott
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12258

 

What's Meat Got to Do with It? Some Considerations for Ecologizing Education with Respect to Diet (pages 471–489)
Suzanne Rice
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12259

 

Connectivity Thinking, Animism, and the Pursuit of Liveliness (pages 491–508)
Deborah Bird Rose
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12260

 

Narrating a Critical Indigenous Pedagogy of Place: A Literary Métissage (pages 509–525)
Gregory Lowan-Trudeau
Version of Record online: 8 MAR 2018 | DOI: 10.1111/edth.12261

 




 

FW: Theory and Research in Education Vol. 16, No. 1, March 1, 2018 is now available online

 

Table of Contents Alert
Theory and Research in Education- Volume: 16, Number: 1 (March 2018)

Articles


Meeting our standards for educational justice: Doing our best with the evidence

Kathryn E Joyce and Nancy Cartwright

 

Authenticity and empathy in education

Lauren Bialystok and Polina Kukar

 

A test of two alternative cognitive processing models: Learning styles and dual coding

Joshua Cuevas and Bryan L. Dawson

 

What is the point of religious education?

Matthew Clayton and David Stevens

 

What attitude should parents have towards their children's future flourishing?

Lynne S. Wolbert, Doret J. de Ruyter, and Anders Schinkel

Book symposium


Randall Curren and Ellen Metzger, Living Well Now and in the Future: Why Sustainability Matters

J.C. Blokhuis

 

Legitimizing education in sustainability

Matt Ferkany

 

Living well in an unjust world?

Jaime Ahlberg

 

On living well now and in the future

Colin Macleod

 

How much human autonomy can the planet afford?

Claudia W. Ruitenberg

 

The art of preserving opportunity: A response to Ferkany, Ahlberg, Macleod and Ruitenberg

Randall Curren and Ellen Metzger

Interview


Education and the adequacy of options: An interview with John White

Mitja Sardoč and John White

Book review


Book review: Randall Curren and Charles Dorn, Patriotic Education in a Global Age

Michael Hand


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Sunday, 25 March 2018

FW: Cultural Studies of Science Education, Vol. 13, Issue 1 - New Issue Alert

 

If this email is not displayed correctly, please click here to read this table of contents online.

New Issue Alert

03/25/2018

Dear Reader,

We are pleased to deliver your requested table of contents alert for Cultural Studies of Science Education. Volume 13 Number 1 is now available online.

In this issue

Original Paper

Student explanations of their science teachers' assessments, grading practices and how they learn science

María del Carmen Gomez

Forum

Silencing of voices in a Swedish science classroom

S. Lizette Ramos de Robles

Original Paper

Indigenous cultural contexts for STEM experiences: snow snakes' impact on students and the community

Brant G. Miller & Gillian Roehrig

Original Paper

Whose banner are we waving? Exploring STEM partnerships for marginalized urban youth

Monica L. Ridgeway & Randy K. Yerrick

Forum

Whose interests and under whose control?: Interest convergence in science-focused school–community collaborations

Deb Morrison

Forum

Advancing alternate tools: why science education needs CRP and CRT

Vanessa Dodo Seriki

Original Paper

Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan

Ying-Syuan Huang & Anila Asghar

Forum

Reforms in pedagogy and the Confucian tradition: looking below the surface

Felix M. Ho

Forum

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

Jesper Sjöström

Original Paper

Knowledge and power in the technology classroom: a framework for studying teachers and students in action

Anna T. Danielsson, Maria Berge & Malena Lidar

Forum

Reconfiguring the optics of the critical gaze in science education (after the critique of critique): (re)thinking "what counts" through Foucaultian prismatics

Marc Higgins

Original Paper

"Shut up and calculate": the available discursive positions in quantum physics courses

Anders Johansson, Staffan Andersson, Minna Salminen-Karlsson & Maja Elmgren

Forum

Imagery, intuition and imagination in quantum physics education

Andrew J. Stapleton

Original Paper

Investigating everyday measures through exploratory talk: whole class plenary intervention and landscape study at grade four

Sharada Gade & Charlotta Blomqvist

Original Paper

Engaging plant anatomy and local knowledge on the buriti palm (Mauritia flexuosa L.f.: Arecaceae): the microscopic world meets the golden grass artisan's perspective

Rebeca V. R. Viana, Vera L. Scatena, Mayra T. Eichemberg & Paulo T. Sano

Original Paper

Disruptive innovation, labor markets, and Big Valley STEM School: network analysis in STEM education

Scott Ellison & Ben Allen

Review

Composing new understandings of sustainability in the Anthropocene

Sophia (Sun Kyung) Jeong, Stacey Britton, Kimberly Haverkos, Mel Kutner, Teresa Shume & Deborah Tippins

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