Life Experiences Of Students Research Articles

Creating something out of nothing: Enacting critical civic engagement in urban classrooms

Critical civic engagement (CCE) is a pedagogical framework for civic education in urban settings. CCE as a pedagogical approach engages student lived experience, develops critical thinking, and facilitates informed civic action projects. In this phenomenological study of teachers in four urban high schools in a large urban school district, the author seeks to understand how teachers experience the enactment of CCE elements in schools with majority African American or Latinx student populations. The author argues that CCE practices can and should lead to the development of civic identity as a critical outcome for students in contrast to more formal measures of academic achievement. Civic identity is the foundation upon with engagement in public life is built. The study suggests that the enactment of CCE elements provides a powerful learning and identity formation experience for students and a pedagogical process that inspires teachers and their student-centered practices.

Practice-Oriented Teaching in Preparing Future Teachers-Psychologists for Professional Activity

In this article, devoted to the problem of professional training of future teachers-psychologists based on practice-oriented teaching, the research results, tested during the educational process, are presented. They are as follows: the essence of the concept "professional competence" of a teacher is specified; based on the analysis of existing approaches to the study of the structure of professional readiness, personal, intellectual-operational, motivational, communicative, and reflexive components are determined; the structural and functional model of practice-oriented teaching of future teachers-psychologists has been developed following the pedagogical features of practice-oriented teaching and the identified pedagogical conditions, which includes four interrelated blocks: the target, the methodological, the content-procedural, the learning outcome. The criteria of professional training of future teachers-psychologists on the basis of practice-oriented teaching (personal, intellectual-operational, motivational, communicative, and reflexive) and levels of readiness are defined: reproductive (low), adaptive (medium), and integrative (high). The development and consolidation of skills in students is carried out by solving specific tasks of professional activity, during which students try to explain the procedure for solving a specific professional task and check the actual material in practice. The practice-oriented content of the educational material allows bringing teaching closer to specific situations of professional activity, the chosen specialty, to form the life experience of students, thus increasing the level of knowledge and skills, cognitive interest, and, as a result, to form the level of professional competence of students.

First-Year College Student Life Experiences during COVID-19 in South Korea.

The purpose of this study is to examine the first-year students’ experience in college during the COVID-19 pandemic to provide a better understanding of their daily life. Using inductive content analysis, this study examined the characteristics and experiences of students who started college during the COVID-19 period in South Korea. We analyzed 623 pieces of content, using data presented by a total of 81 study subjects. From this analysis, we derived 22 primary keywords, which we divided into eight categories, and then reclassified into three general topics: self-awareness (i.e., self-reflection), activities (i.e., engagement in activities), and resources (i.e., creating relationships or producing results). The results showed that, although first-year college students experienced difficulties in adapting to the COVID-19 situation, they tried to cope with them. Our findings shed light on the experiences of college students who experienced psychological problems during the COVID-19 pandemic and overcame related challenges.

A question of balance: study–work–life, perspectives from accounting students

PurposeStudents have a finite amount of time that they can allocate between commitments of study–work–life. Striking a balance between these competing activities is an individual conundrum and this study aims to explore the impact of extramural activities and paid employment on the academic performance of accounting students.Design/methodology/approachGuided by Carroll’s model of school learning, the authors adopt a quantitative approach where they survey (N = 264) and gather responses (n = 195) from students with respect to their choices regarding spare time outside study. These perceptions are then compared to their academic performance. Quantitative responses were subsequently triangulated with interview findings to provide in-depth analysis.FindingsFindings provide greater understanding for educators of the student lived experience, which reveals that the work, study and life balance is individually nuanced and is largely driven by the individual’s perceived level of interference from work, which is a significant predictor of academic performance.Originality/valueAnalysis of the determinants of student learning includes prior academic achievement, confidence with numbers, critical thinking, gender and prior accounting knowledge. Yet, little is known about the implication of activities outside the formal curriculum. This study addresses this void in the literature and provides a much-needed link back to accounting faculty’s pedagogical approaches as they adapt to a cohort’s learning behaviour. This study also adds to the debate on the need for more discussion with faculty to allow alternate arrangements based on extramural activities and employment commitments. Greater understanding of study–work–life balance for students provides an opportunity for new dialog between faculty and students.

Adverse Childhood Experiences (ACEs): Translation into Action in K12 Education Settings

Movements toward trauma-informed approaches in K12 education settings represent a critical example of how research on adverse childhood experiences (ACEs) has been translated into policy and practice. The proliferation of attention to research on the impact of childhood trauma has increased awareness of the connections between student life experiences and educational outcomes. However, the overall body of research on the translation into K12 education settings is nascent, with the past decade of work characterized by focus on increasing school staff awareness and intervention specific to those students exhibiting trauma symptoms. Work is just beginning to translate this knowledge to a system approach, meaning integrating multiple intersecting components to trauma-informed care in school policies and practices across tiers of service delivery. In this article, we summarize ACE research with focus on manifestation in K12 education research and practice to date, and describe gaps that have emerged in this translation. Finally, directions for future school-based work are explored toward integration of trauma-informed care with whole child, culturally responsive, and healing-centered approach.

Recontextualising the teaching of commercial transactions law for an African university

This article reflects on the changing political environment in South African higher education and offers one potential view of the future of contract law teaching in the twenty-first century. Specifically, the author discusses changes made to the final-level LLB course, Commercial Transactions Law, at the University of Cape Town. These changes were inspired by the #MustFall protest movements and also incorporated the requirements of the South African Council on Higher Education’s 2018 report on the LLB degree. In essence, this involved a recontextualisation of the component topics to speak to a broader range of student life experiences, as well as an attempt to incorporate more materials focused on social justice or which are characteristically ‘African’.

Foreign student life experience in Korea after COVID-19

This study was a phenomenological qualitative research that analyzed the experiences of Korean students studying in Korea after the COVID-19 incident. Participants in this study consisted of 22 international students aged 20 to 40 attending the International Exchange Center at C University. The interview period was from September 10, 2020 to October 10, 2020. Giogi qualitative research method was used to analyze vivid experiences of international students. As a result of the analysis, 26 semantic units, 7 subcomponents were derived. The description of the general structure sentence of phenomenology was a description of the meaning of experience from the perspective of participants, and the context and structure descriptions were integrated. The results of this study showed that: The students who came to Korea to study were concerned about Korea in various ways, but they had to adjust to unexpected changes in education methods, anxious about the unexpected COVID-19 disaster. Participants chose to study in Korea based on existing information, so they felt anxiety, regret, fear, and frustration over sudden changes, but taking online classes helped them learn repeatedly and voluntarily became an experience that suited their learning speed. As commuting time has decreased, they were more opportunities to make money in Korea also. Based on the results of this study, the following is suggested: First, the government should establish systematic online infection prevention measures for international students who have poor Korean language skills in preparation for unexpected disasters. Second, non-face-to-face teaching methods should be prepared with the same weight in the face-to-face teaching methods that have been carried out so far in preparation for unexpected disasters.

Tendencias teóricas de dos propuestas de pedagogía de la memoria en la educación superior colombiana

Este artículo de reflexión estudia dos modelos de enseñanza universitaria de pedagogía de la memoria en Colombia: uno desarrollado en la Universidad Pedagógica Nacional (Bogotá) y otro implementado en la Universidad De La Salle (Bogotá). Con base en los soportes bibliográficos publicados en cada universidad, el artículo observa cuidadosamente las dos propuestas. De forma precisa, se identifican los contextos académico-universitarios; luego las filiaciones teóricas de base y sus conceptos centrales. El artículo muestra una constante fundamental, propia del horizonte anamnético-narrativo en educación: gracias al uso de la memoria y la narración, la educación universitaria abre una vía pedagógica capaz de integrar críticamente la formación universitaria y la realidad social, la lectura académica de la realidad y la experiencia vital de los estudiantes, con el fin de promover la construcción de la convivencia ciudadana en Colombia.

Social work through collaborative autoethnography

ABSTRACTThis paper discusses a research project involving five MA Social Work Students and one member of Social Work Academic Staff. Using narrative and taking a collaborative autoethnographical approach, this project highlights some of the feelings that students articulated following a 70-day placement experience. Findings include anxiety, powerlessness and frustration, together with growing confidence, recognition of their skills and a deeper understanding of the role of ‘self’ in social work. Raising issues of preparedness for practice placement, this paper has implications for both social work practice and social work education. Autoethnography (AE) is both a method of carrying out research and a methodology, specifically a qualitative methodology linked to ethnography and narrative inquiry. AE results in highly personalized narrative accounts of the researcher’s engagement with specific sociocultural contexts in the pursuit of knowing more about a phenomenon. Applying such a methodology to explore collaboratively issues of student lived experience of placement is a new and innovative use of this method.

КРИТИЧНА ПЕДАГОГІКА \ НАРОДНА (ПОПУЛЯРНА) ОСВІТА: ВІД ДЕМАРКАЦІЇ ДО КОАЛІЦІЇ

КРИТИЧНА ПЕДАГОГІКА \ НАРОДНА (ПОПУЛЯРНА) ОСВІТА: ВІД ДЕМАРКАЦІЇ ДО КОАЛІЦІЇ

EMPIRICAL STUDY OF CREATIVITY DEVELOPMENT IN STUDENTS WITH HIA

The article highlights the results of theoretical and empirical research on the problem of creativity development in students with special educational needs on the basis of application in educational and extracurricular activities. Involvement of students in a university should include all the main fields of activity: educational, extracurricular and research. The main methods of this involvement are seen as business games, situational tasks, trainings and creative techniques, such as «six hats of thinking», «W. Disney technique», method of brainstorming, the use of mental maps and clusters in solving problem situations. All of these techniques are based on making life experience of students with disabilities relevant and involve the solution of professional problems of the student. It is also noted that in modern inclusive and special education different, classical and innovative technologies of working with children, adolescents, young people and adults with HIA are needed, synthetic and flexible approaches are needed in educational, correctional, other types of activity of students and with students with disabilities. We associate the prospects of our research with the study of the entire complex of «vital»and hindering the development of the personality of the trainee with HIA and without HIA conditions, including the conditions for education in the median-saturated environment of inclusive and special secondary and higher, development-oriented different creative abilities and levels of creativity, education.

CREATIVITY OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

The article presents the main results of theoretical and empirical research of the problem of development of creativity of students with special educational needs on the basis of application in educational and extracurricular activities of business games, situational tasks, trainings and creative techniques. The task of the modern education system as an inclusive system aimed at harmonious development and joint improvement of all participants is the creation of conditions for the development of students and students of HIA, including creativity, their adaptation, and socialization. At the same time, in comparison with people with HIA, whose life plans and strategies do not always need a strong creative approach, creative activity and creative approach to study, professional activity, to life in general plays an important role in the lives of students with special educational needs.. All of these techniques are based on the actualization of the life experience of students with disabilities and involve the solution of professional problems of the student. It is also noted that in modern inclusive and special education different, classical and innovative technologies of working with children, adolescents, young people and adults with HIA are needed, synthetic and flexible approaches are needed in educational, correctional, other types of activity of students and with students with disabilities. Creative, art-therapeutic activity is one of the tricks of successful work in different areas is the development of creativity and creative abilities of students and students with HIA at the levels of primary, secondary, higher professional education. In addition to pedagogical (educational and educational), psychological (correctional and developmental) effects on students and students, work in the development of creative abilities of children, adolescents, young people with HIA helps to increase tolerance and harmonize the attitude of teachers, psychologists, and others specialists, as well as societies in general.

Using Theater and Drama to Expose and Expand the Epistemic Insights of Youth Regarding the Nature of Science

Students learn about science in a range of life contexts. Unfortunately, science classrooms are often disconnected from the ways of knowing about science that are embedded in, and embodied by, the life experiences of students. Drama has been identified as a potential means by which deeper understandings of the nature of science can be derived and nurtured but research on how this might be achieved is sparse. This study uses drama methodology to explore epistemologies of science with two groups of secondary school students from very different social contexts: one from a private university preparatory school and another from an after-school community group in a low-income neighborhood. We use a combination of traditional instruments and contemporary methodologies to elucidate students’ perspectives on the nature of science. Despite the similarity in perspectives revealed by the two groups when using the more traditional nature of science testing format, we have shown how drama activities can uncover very different ways in which the two cohorts mobilize their understandings about science. We propose ways in which these methodologies may be employed by teachers to explore and expand the epistemic insights that students bring to the science classroom.

Teaching Photochemistry with Microscale Experiments. A Contribution for the Ongoing Curriculum Modernisation

<span>A fundamental demand on chemical education today is to communicate core principles of chemistry closely linked to everyday life experiences of students as well as to convincing applications from science, technology and environment. Photochemical and photophysical processes are par excellence suitable to fulfill this requirement.</span>

Nurses' Lived Experience of Working with Nursing Students in Clinical Wards: a Phenomenological Study.

Introduction: Despite being aware of the importance of nurses’ role in providing clinical training to nursing students, studies show that sufficient research has not yet been conducted on the experience of clinical nurses who are engaged in training nursing students outside their normal working hours. The present study aim to describe the experience of these nurses who are training outside their routine working hours. Methods: This study was conducted using descriptive-phenomenology method. Twelve nurses was participated in this research. Data were collected using purposive sampling method and face to face interviews based on nurses’ real life experience of students’ learning in clinical settings through answering open-ended questions. Spiegel burg analysis method was used to analyze the data. Results: The result of data analysis was the derivation of four themes and eight sub-themes. Themes included "nurses as teaching sources", "changes in the balance of doing routine tasks", "professional enthusiasm", and "nurses as students' professional socialization source of inspiration". Sub-themes included "efficient education", "poor education", "support", "interference in the role," "self-efficacy development", "inner satisfaction", "positive imaging" and "being a model". Conclusion: It is necessary that academic centers plan for teaching nurses working on a contractual basis in the field of the evaluation method and various methods of teaching. The findings also suggested the development of individual self-efficacy in clinical nurses who train students.

Aptitudes y educación médica en tiempos oscuros. Parte I

Part I of the essay on aptitudes and medical education in this dark age begins with a statement: the understanding of education requires to decipher our time and recognise that the cultural order (that which makes us “humans”) subordinated the biological order and gave form to each historical period up to the current one. This is characterised as: the exhaustion and ruin of a civilization, based on the limitless quest for profit that allows commercialisation of the most sublime and vilest of the human condition, and make a profit from the worst atrocities and planetary devastation. How to characterise the education that coexist “silently” with such degradation? As passive and permissive on having to fulfil its social role (real, not idealised) of reproducing prevailing ideas and practices, and now the degrading attributes: passivity, individualism, competitiveness, consumerism that underlie the collapse of civilization.Prevalent education is passive because it ignores the life experience of students. It promotes an ephemeral learning without direction, based upon an idea of knowledge as the ingestion and retention of information. The characters of passive education are specified in terms of programs, profiles, school activities, evaluation, idea of progress, and social consequences (in which the current fashion phase are professional competences), which far from promoting the spiritual, intellectual and moral improvement of human condition, are “involuntary accomplices” of the collapse.At the end considerations on the education of physicians are made and it is argued why, despite numerous improvement initiatives, it remains captivated by passive education and dragged down by degradation.

Metaphoric cartography as dual-layered practitioner inquiry: Arts-based educational research in the construction of place

ABSTRACTAs place is intimately tied to students' lived experiences, investigations into place can illuminate knowledge of students, schools, and communities and serve as inspiration for future place-based curricular endeavors. This study, through a dual-layered, arts-based educational research (ABER) design, offered student teachers the opportunity to conduct firsthand, sensory investigations into place, the spaces of their larger teaching context, and allowed their instructor to examine their learning of place and consider implications for the practice of teacher education. Through psychogeographically wandering and mapping their school zones, student teachers developed understandings of the physical landscape, mental conceptions of place, and fledgling critical geographies. These critical geographies represented mergers of place, student lived experience, and critical pedagogy as student teachers began to reconceptualize their teaching practice in terms of place. Through the act of sculpturally and metaphorically mapping student teachers' explorations, the instructor identified levels of student teachers' sense of place, noted the vital role of their critical geographies, and considered how her future teaching practice might support further development of these critical geographies. This study suggests a second layer of ABER can be generative as it has the potential to stimulate critical reflections on pre-service teachers' learning and offer insight into the process of engaging pre-service teachers in research.

Exploring Mainland Chinese students’ motivations of re-visiting Hong Kong as a familiar place and their links to student life experiences

Abstract Non-local students in a study destination are likely to re-visit that destination as a familiar place in the future. However, little is known about the motivation to re-visit the study place and how this motivation may be explained by their life experiences during the time spent there. This study explores the motivation to re-visit Hong Kong as a familiar place by Mainland Chinese students. Based on 20 semi-structured personal interviews, this study identifies the major motivations to re-visit Hong Kong as nostalgia , socializing , place mediation and interpretation , seeking in-depth experiences, and shopping . These motivations are clearly associated with life experiences the Mainland Chinese students had while they were staying in Hong Kong as temporary residents. Marketing implications are provided to target non-local students as potential future tourists to the study destination.

Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis

There is a global increase in the teaching of positive psychology at postgraduate level. Anecdotally, it has been suggested that university-based positive psychology programmes can be “life changing”. This exploratory qualitative study aimed to enhance our understanding of the positive life experiences of students registered on a Masters in Applied Positive Psychology (MAPP) programme. The researcher interviewed five postgraduate students undertaking a MAPP at the University of East London. Interpretative phenomenological analysis was used to identify emerging themes before these were analysed and clustered into a number of overarching themes. Participants reported experiencing a number of positive life changes as a result of the MAPP programme. Key themes that emerged were the sense that there were “myriad different thoughts and potential opportunities”; that studying positive psychology was “like coming home”; that participants enjoyed having time for reflection; and the sense that “it’s all about the people”. This study raised the question of whether the MAPP programme could, in itself, be considered a positive psychological intervention.

Establishing a “Safety Net”: Exploring the Emergence and Maintenance of College Hockey Inc. and NCAA Division I Hockey

National Collegiate Athletics Association (NCAA) Division I schools compete with the Canadian Hockey League for top Canadian youth minor hockey players (ages 14–18). To address the challenges of adhering to NCAA’s eligibility and recruitment regulations, the NCAA commissioners created College Hockey Inc. (CHI). One challenge facing new institutions such as CHI is establishing legitimacy as a means of penetrating a crowded organizational field. In this paper we examine what forces, actions, and events contributed to the creation of CHI and what forces, actions, or events contribute to maintaining CHI’s relevance in their attempt to leverage NCAA Division I hockey with Canadian players and parents. Educational Opportunities, Student Life Experiences, Player Development, and Professional Hockey Opportunities were found to be discursive strategies used by CHI to gain pragmatic legitimacy and maintain the institution. Exploration of these strategies makes a number of practical and theoretical contributions to the field of sport management.