Teaching Masculinity in A Lesson Before Dying

Background/Context A good deal of research has been written about the problems and challenges facing Black male youth in their educational endeavors, ranging from academic performances, aspirations, and outcomes to student–teacher relationships, social experiences, and identity development. Statements calling for more Black male teachers abound in current educational discourse, and a number of studies have focused on their experiences in teaching, their pedagogical practices, and their role within the school setting. However, little attention has been given to how Black male students experience their learning and relationships with Black male teachers—the very people who are supposed to benefit from this adult presence. The present study investigates Black male students’ experiences with Black male teachers at a single-sex urban secondary school. Purpose The purpose of this study was to understand Black male students’ experiences in an all-male learning environment, with a particular emphasis on the role of Black male adults in their schooling experiences. Participants This study focused on the schooling experiences of 20 college-age Black males who all attended the same single-sex public high school. Research Design Qualitative research methods were used in this study. In particular, data from in-depth interviews explored students’ narratives about how they experienced and made meaning from the all-male schooling environment. Findings Findings suggest that the students conceptualized adult Black males at their school as otherfathers based on their pedagogical practices, care and concern, and support. First, students expressed their need or desire for male teachers in their secondary schooling experiences. Students identified Black male adults as significant contributors to their development. Second, learning from Black male teachers was valued highly by students because these experiences provided them with insider perspectives and key insights on being Black and male. Students were exposed to opportunities to learn about how race and gender could matter in their lives. Finally, engaging with Black male adults in their schooling experiences provided students with unique opportunities to learn more about themselves. Students’ learning enhanced their critical consciousness and connected to their racial and gender identities as well. Students attributed much of their success and personal development to how Black male teachers engaged in otherfathering—expressed as holistic care, support, parenting, modeling, and life coaching. Recommendations Implications and recommendations for educational researchers and practitioners to better understand how Black males matter in the lives and schooling experiences of Black male youth are discussed.

PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliardet al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

Resumo: A formação leitora é intrínseca ao saber e fazer pedagógico, uma vez que a leitura faz parte da constituição dos sujeitos e da docência. O objetivo do presente estudo foi compreender o conceito de leitura dos docentes universitários e as implicações pedagógicas a partir da percepção dos professores. O estudo foi descritivo de abordagem qualitativa, tendo como lócus a Universidade do Extremo Sul Catarinense (UNESC). Participaram quarenta e oito professores. O instrumento de coleta de dados foi o questionário. Quanto à análise dos dados, foram utilizados os princípios da análise de conteúdo de Bardin (2004). O aporte teórico amparou-se nos conceitos de formação de professores abordados por Freire (2002; 2006), Cunha (2010a; 2010b; 2012), Nóvoa (1992), Tardif (2002) e Zabalza (2004), dentre outros. Para a discussão acerca da formação leitora, o diálogo ocorreu com Leffa (1996) e Souza (2002), acrescido da contribuição de outros pesquisadores. Identificamos que a formação docente e leitora não é um processo homogêneo e constitui-se por meio da reflexibilidade crítica sobre as práticas pedagógicas e por intermédio da reconstrução contínua da identidade cultural de cada professor. Com relação às práticas pedagógicas, a pesquisa distinguiu que o processo de formação leitora é um fator influenciador nos quesitos de metodologias de ensino aprendizagem também no ensino superior.
 Palavras-chave: Docentes universitários. Formação leitora. Prática pedagógica.

The potential contribution of co-curricular to develop engaged citizens is relatively unexplored. Much of the available research on college-level has studied the effect of in single courses on a variety of student outcome measures and there are at least two large, multi-campus studies of curricular (Astin, Vogelgesang, Ikeda, & Yee, 2000; Eyler & Giles, 1999). This article reports on analysis of longitudinal surveys completed at 23 liberal arts colleges by participants in four-year, co-curricular service-programs, collectively called the Bonner Scholar Program, sponsored by the Bonner Foundation. The terms service-learning and merit definition. The National Service-Learning Clearinghouse (2005) defined as a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. A frequent tendency in the field is to use the phrase and assume the reference is to academic based in coursework. Giles and Eyler's (1999) seminal study of programs that linked academic study with service acknowledged the value of co-curricular learning and, in defining service-learning, also mentioned non-course-based programs that include a reflective component and learning goals (p. 5). The terms and civic engagement have recently been used interchangeably in the field. The Bonner Scholar Program (BSP) studied here defines civic engagement as intentional participation in direct service, democratic process, and public policy (Hoy, 2006). Multi-campus studies have demonstrated that college-based, curricular contributes to academic, civic, and personal outcomes. Eyler and Giles (1999) demonstrated that one-semester classes had significant, consistent, and modest effects on student personal, civic, cognitive and academic outcomes in multicampus pre-and post-tests (p. xvii). In another large, longitudinal study, Astin, Vogelgesang, Ikeda, and Yee (2000) compared the effects of classroom-based and other forms of community service. Students who participated in one or more classes and community service experiences which were enhanced by opportunities for reflective dialogue were more likely to evidence personal and academic growth that lasted through the end of the senior year than were students who participated only in academic (p. 41-42). Little research exists on sustained co-curricular service-learning. This study explored two research questions to address that gap. Does co-curricular have an impact on desired outcomes of the college experience, particularly an appreciation of diversity and of dialogue across boundaries of perceived difference? A second question is reported separately. Do characteristics of liberal arts colleges (specifically, more or less internationally-focused, faith-oriented, diverse, urban or elite) increase the effects of participation in co-curricular on college outcomes? The Study Study Context Yearly, the BSP funds approximately 1,500 Bonner Scholars across 23-25 campuses, almost all traditionally-aged college students, and engages them in a four-year program that requires service while offering extensive training and support. Many participating colleges are located in Appalachia. (1) Ten to twenty students are selected yearly on each campus and are required to complete a minimum of ten hours of service, training, and reflection each week. In addition, the program provides financial support for two to three full-time service experiences for at least seven weeks in the summer or during co-op terms, including international service. By graduation, each Bonner Scholar has served at least 1,680 hours. …

This qualitative thematic analysis examines Reddit community members’ pedagogical practices in a discussion board related to Elden Ring , a notoriously difficult video game. Elden Ring is highly acclaimed by both critics and users for its excellent gameplay and tough-but-fair philosophy. A focal thread on Elden Ring was selected in which a novice player shared their difficulties in the game and community members replied to share advice, perspectives, and experiences on the game and gameplay success. Data analysis revealed two primary themes of pedagogical practices in this affinity space: instructional pedagogical practices and affective pedagogical practices. Instructional pedagogical practices included Explaining, Strategizing, and Questioning & Answering. Affective pedagogical practices included Encouraging and Empathizing. Collectively, these six pedagogical practices illustrate how dedicated fans of Elden Ring acted as a community of practice and supported one another’s learning experiences on this Reddit discussion board affinity space. Implications for education and directions for future research are discussed.

Este texto tem como proposta apresentar uma diferenciação entre práxis e prática pedagógica, na dimensão do trabalho educativo. Ambos os termos são empregados como equivalentes no contexto educacional, o que se denota desconhecimento de seus reais significados e das implicações de sentido. Para tanto, o artigo objetiva refletir sobre a concepção de Adolpho Sanchez Vásquez quanto à filosofia da práxis, bem como os conceitos de prática educativa e pedagógica, em correlação com o trabalho docente, numa tentativa de apresentar definições, diferenciações, similaridades e indissociabilidade. Por conseguinte, o texto propõe uma interlocução com as considerações sobre o trabalho docente, delineando-o, na perspectiva da práxis pedagógica, entendendo ser essa uma ação educativa que se espera para uma educação dialógica e emancipadora. O embasamento teórico das abordagens realizadas, quanto a educação emancipadora, pauta-se na pedagogia Freiriana, principalmente na obra “Pedagogia do Oprimido”. A reflexão atribui visibilidade aos conceitos de práxis e prática, colaborando para as discussões que delineiam a perspectiva de trabalho pedagógico como atividade social transformadora, reflexiva, libertadora e predominantemente dialógica.

Having considered didactic and methodic work of Hamdija Mulić, we can say that he, with his thought and immediate teaching praxis, has modernized work in religion teaching. The religion teaching methodic should show us how to plan and execute curricula in a systematically founded and organized manner. This applies to the both: maktabs and regular schools. In order to have a successful curriculum, it has to be methodically thought and based on fundamental didactic laws. In the book “Methodic of Religious Curriculum” Hamdija Mulić shows experience and praxis of best achievements in that field. Therefore, methodic of religious curriculum is a theory of conducting the curriculum based on experience and tested in praxis, but the theory that inclines to transform into praxis, to change. As a theory, Mulić’s study gives orientation for a work and gives stimulus to religion teachers to consider and apply his ideas in this time. Namely, each religion teacher has to thoroughly know curriculum regularities in order to apply them on specific content of religious upbringing and education. For successful curriculum, mere completion of theology studies is not sufficient, as some people believe, but separate education on immediate teaching performance is needed as well. Unfortunately, sufficient attention was not paid to pedagogical, didactical and methodic work which underlines the significance of Hamdija Mulić’s work. Let this study be a stimulus to those who deal with religious upbringing and education to research and modernize didactic and methodic approach in immediate teaching praxis as well as to develop the theory of religious upbringing and education in the spirit and tradition of Islam.

School inclusion has been widely used recently in pedagogical regulations and practice. However, are these practices inclusive or do they fall under a rather integrative paradigm? This article seeks answers in the theory of social imaginaries, with the general objective of identifying a dominant social imaginary and another dominated one, based on the concepts of inclusion and integration in the teaching work and the PIE team of an educational community in the commune of Concepción, Chile. To achieve the above, the following specific objectives are developed: (i) analyze the discursive content emitted by the interviewees, and (ii) identify social imaginaries based on the concepts of Inclusion and Integration in the teaching and team work. PIE, according to the speeches of the study participants. An interpretive qualitative research is carried out, with a phenomenological approach, and the qualitative content analysis technique is applied, through which the dominance of those social imaginaries that are linked to the concept of integration is evident, which, according to what narrated, says quite a bit about the regulations that determine the functioning of the PIE. However, it is also seen in an emergent way, and as a dominated imaginary, that which points towards school inclusion.

Labor Organizer Nannie Helen Burroughs and Her National Training School for Women and Girls

This article aimed to understand a new vision of Brazilian research: the knowledge and pedagogical practices in teacher training, contributing to The enrichment and the strengthening in the formation of the pedagogical practice, resulting essentially in the construction of new knowledge in the teaching work. In this context, the relationship between pedagogical practice and professional experience is discussed first. Secondly, consideration is given to knowledge and pedagogical practices in teacher training, and consequently, aspects that may influence the development of the formation of pedagogical practice in the professional experience of the teacher. Finally, the study concludes that the professional development of the teacher is related to the pedagogical training and the knowledge acquired in the course of his life, especially those coming from professional experience.

Biomedical research has generated revolutionary scientific discoveries. However, it takes on average 17 years to turn about 14% of research findings into changes that benefit patients. Scientist-physician partnership (SPP) plays an essential role in biomedical knowledge generation and transfer. Our previous qualitative study identified many factors that influence SPP in knowledge production and transfer in medicine at personal, institutional and socio-cultural levels. However, the prevalence of their impacts on scientist-physician partnership and transfer of knowledge is unknown. This study focuses on the influence of individual factors on SPP effectiveness. We hypothesized professional identity has a positive effect on both academic and clinical outcomes; personal motivations influence SPP effectiveness; personality has an impact on clinical outcome and academic outcome. We posit professional degree moderates the relationship between academic outcome and clinical outcome. We surveyed 440 scientists and physicians to test these hypotheses. Our data reveals that: (1) Professional identity has a positive effect on both academic outcome and clinical outcome, and satisfaction on process effectiveness (SPE) of collaboration fully mediates the role of professional identity on both academic outcome and clinical outcome; (2) Both recognition motivation and challenge motivation have a negative effect on satisfaction on process effectiveness of collaboration; (3) Introversion personality has a negative direct effect on academic outcome; and Conscientiousness has a positive effect on SPE; (4) Professional degree does not moderate the relationship between academic outcome and clinical outcome. However, several relationships between personal attributes and SPP outcomes are stronger in PhDs in than MDs. This study contributes to the literature on the roles of professional identity, personality, motivation, and professional degree on cross-professional collaboration such as SPP. It has several practical implications on how to identify right collaborators and how the traditional belief on the role of physician scientists should be re- assessed.

This study aimed to highlight the status of Surah Al Qasas among other Surahs of the Holy Qur'an as well as to investigate significant educational principles, values and styles included in the Surah. The researcher used the descriptive method based on analysis and deduction. The study findings revealed that Surah Al Qasas is one of the Meccan Surahs of Qur’an, whose main goal is to show the true balance of power and values represented in the power of God, and the value of belief in Him. The findings also showed that the Surah includes a number of educational principles, values, styles and meanings, which should be derived and applied in education. Based on these concepts and principles, the educational theory in the Muslim community should be developed. The reason behind the imbalance in the value and ethical system of today's Muslim community is attributed to the absence or lack of incorporation of such values deduced from Surah Al Qasas into the curricula and institutions of Islamic Education. In light of these results, the study recommends the need for integration of and interaction between Islamic educational institutions, particularly the family, the mosque and the school, in activating and applying educational concepts and implications deduced from Surah Al-Qasas. It is also recommended that educational policies in the Muslim community should be re-analyzed and re-developed, taking these educational concepts and implications into consideration.
 Keywords: educational styles, Surah Al Qasas, values, educational principles, educational implications.

This study aimed to highlight the status of Surah Al Qasas among other Surahs of the Holy Qur'an as well as to investigate significant educational principles, values and styles included in the Surah. The researcher used the descriptive method based on analysis and deduction. The study findings revealed that Surah Al Qasas is one of the Meccan Surahs of Qur’an, whose main goal is to show the true balance of power and values represented in the power of God, and the value of belief in Him. The findings also showed that the Surah includes a number of educational principles, values, styles and meanings, which should be derived and applied in education. Based on these concepts and principles, the educational theory in the Muslim community should be developed. The reason behind the imbalance in the value and ethical system of today's Muslim community is attributed to the absence or lack of incorporation of such values deduced from Surah Al Qasas into the curricula and institutions of Islamic Education. In light of these results, the study recommends the need for integration of and interaction between Islamic educational institutions, particularly the family, the mosque and the school, in activating and applying educational concepts and implications deduced from Surah Al-Qasas. It is also recommended that educational policies in the Muslim community should be re-analyzed and re-developed, taking these educational concepts and implications into consideration.
 Keywords: educational styles, Surah Al Qasas, values, educational principles, educational implications.

Feedback has been an important topic of discussion in language learning. Although research on written corrective feedback is available, there is little research on the specific strategies employed by teachers in order to provide feedback on their students’ essay writing. This paper reports part of a larger research. One of the objectives of this study was to explore corrective feedback strategies employed by the English as a second language (ESL) teachers and English language expert raters when assessing their students’ written essays. This study used qualitative case study which involved 12 participants. Data were collected through interviewing nine English language teachers and three English language expert raters to obtain their pedagogic practices in providing written corrective feedback. The strategies identified are based on Ellis’s typology of strategies for providing written corrective feedback. The findings showed that the preferred written corrective feedback strategy used by the teachers and raters was Metalinguistic Corrective Feedback with Direct Corrective Feedback and Focused Corrective Feedback used by only a few of them. This study has pedagogical implications in that it explains the ESL teachers/expert raters’ pedagogical attitude and practices towards error correction and their preferred written corrective feedback strategies in dealing with error correction.

During the historical development of didactic theory and teaching practice, numerous systems have been developed to determine the structure of work in teaching. The term system is a word of Greek origin and means attitude or order. Today, the term system is defined in different ways. It is defined as a set of elements whose mutual relations are based on certain laws or principles. The term didactics is also of Greek origin and originally means teaching, today we know that didactics is the science of teaching. There is no consensus in the didactic literature on what is meant by the term didactic or teaching system. The reason for that is that there are several divisions and explanations, because in the past period various didactic systems have been developed which determined the structure of work in teaching. Today, by teaching system we mean a shaped and designed way of organizing learning in teaching. Teaching systems are among the basic didactic issues and are the result of studying didactic theory and teaching practice. It is almost impossible to imagine a formal educational process without the application of modern educational technologies, which increasingly imply the intensive application of information and communication technologies and media. In this paper we will look at the very beginning of teaching and the traditional system of teaching in didactic theory.