Learning Partnerships Research Articles

Participatory Civic Skill Enforcement through Classroom Community Partnership Learning

Improvement of the process of growth and development needs to be followed by efforts. Researchers highlight the process of growth and development of adolescents. This study aims to posit the strengthening of students' participatory civic skills in the use of the classroom community partnership learning model which results in active interaction between students in implementing good and intelligent citizenship attitudes. This research was conducted using the research and development research method with the results 1) The application of the classroom community partnership learning model was effectively used in strengthening the civic participation attitude of students to have a sense of ownership between class groups and improving the character of students. 2) students have a sense of openness and concern for each other through good attitudes in community groups in the classroom.

It's a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations

In Australia, and internationally, mentoring is proffered as a powerful professional learning experience for both early career teachers (ECTs) and their mentors alike. However, authentically beneficial learning partnerships have proven challenging to achieve. This paper provides a theoretical and practical response to this issue, arguing the criticality of genuine conversations cultivated through balanced, non-hierarchical questioning to position ECTs and mentors as co-learners. Drawing on positioning theory in conjunction with the concept of genuine conversations, the contents of five recorded mentoring conversations involving Australian ECTs and mentors were analysed. These findings have important implications for mentoring practice across educational contexts.

Learning Strategies of Memorizing the Qur'an Based on Brain Development for Early Childhood (Multi-Site Study At PAUD IT Al Firdaus and PAUD IT Permata Jannati Banjarmasin)

This research focuses on strategies carried out to guide children in memorizing the Qur'an through the role of teachers, partnerships in learning tahfizh Qur'an, infrastructure facilities in learning to memorize the Qur'an and the principal's policy in memorizing the Qur'an program. The research design used is a descriptive qualitative approach multi-site design with data collection through interviews, observation and documentation. The data analysis phase through site data analysis and cross-site data analysis with research was carried out at PAUD IT Al-Firdaus and PAUD IT Permata Jannati Banjarmasin. The results of the research obtained are the role of teachers in learning to memorize the Qur'an; partnership in learning to memorize the Qur'an by cooperating involving parties such as parents, community and community leaders, as well as professional organizations; Facilities and infrastructure in learning to memorize the Qur'an are available to support learning to memorize the Qur'an; the principal's policy in learning to memorize the Qur'an is carried out by working meetings, curriculum planning, and Qur'an memorization programs.

Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges

ABSTRACT Background For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Purpose Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers’ perceptions of student teachers’ emotional challenges associated with teaching and engagement. Methods Data consisted of interviews with 22 experienced mentor -teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Findings Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers’ emotional challenges in relation to these and discussed support strategies. Conclusions The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations.

The professional development of teachers through mentoring activities

Given the dynamism of society, but also of the reforms in the educational system, the academic staff must adapt in record time to face their imperatives. The teaching process in which teachers are involved needs to be updated, accele-rated and strengthened. In this context, we find that learning partnerships are becoming more and more present in the academic environment, mentoring being recognized as one of the most widespread. Thus, mentoring, being anchored in professional training programs, becomes a tool oriented towards the development of the teaching career. The purpose of this study resides in the identification and configuration of the mentor’s behavioral framework in higher education. The identified model will contribute to strengthening professional skills and increasing the quality of the educational process.

A New Vision of Sustainable Communities: Transforming Communities and Academia via the EPIC Model

Science and education represent the world’s best opportunity to tackle global environmental challenges and to make progress toward the Sustainable Development Goals (SDGs), specifically SDG 11 (sustainable cities and communities) and SDG 17 (partnerships for the goals). We address the challenges academic institutions face for effective community engagement through education and extension initiatives and present the Educational Partnerships for Innovation in Communities Network (EPIC-N) framework as a best practice. EPIC-N represents a new paradigm on experiential learning, service learning, and partnership learning that occurs off campus with community organizations and local governments. EPIC-N operates in the US, Africa, and Asia and has started to grow larger in Latin America and the Caribbean since 2022. We argue that the co-production of knowledge methods used by EPIC-N partnerships has potential to target awareness, understanding and action to develop and implement improved strategies at the city and community level to advance SDGs in Latin America. As a disclaimer, we would like to note that all authors of this manuscript are currently, or have previously, been employed by EPIC-N.

Building a business case for workplace menstrual hygiene management programs: a social cost–benefit analysis

Abstract Inadequate menstrual health and hygiene (MHH) pose a great challenge for working women, affecting their productivity, job satisfaction, attendance, and advancement, and also have implications for their employers. Yet there has been little research to quantify the impacts of poor MHH conditions or to consider the value add of workplace MHH programs. As part of USAID's Water Sanitation and Hygiene Partnerships for Learning and Sustainability project, we conducted a social cost–benefit analysis (CBA) of the Menstrual Hygiene Management (MHM) in the Workplace Action Research, a 10-month intervention in private sector enterprises in Nepal and Kenya. The intervention aimed to determine if providing adequate MHM in the workplace contributes to women's economic empowerment, including improved business and social outcomes. This CBA of a workplace MHM intervention – the first of its kind – found a positive return for investing in workplace MHM programs. The average benefit–cost ratio in the base-case across factories in a 10-month intervention was 1.4, which increased to 2.3 when projected over 24 months. These early results of a pilot CBA on MHM in the workplace should serve as a call for greater attention by governments and businesses to the needs of menstruating women.

Kickstart in nursing home-Nursing students experiences of a model for active and collaborative learning in clinical placement.

To explore students' experiences from a pilot project testing out a model for active, collaborative learning in first-year placement at a nursing home. There is a need for innovative learning activities and projects to improve clinical education in nursing homes. Active, collaborative approaches in placement learning may enhance students learning outcome. The study had a qualitative and explorative design, in which the experiences of students participating in the pilot were investigated through paired interviews at the end of their placement. Twenty-two students participated in the study, and data from paired interviews were analysed using qualitative content analysis. COREQ reporting guidelines were used. Three themes emerged from the analysis: (1) The learning cell as facilitator for learning; (2) Discovering learning possibilities in nursing homes and (3) Applying tools and resources for learning. The model could reduce tension and anxiety while helping the students focus on learning options and use their environment more actively for learning. Working with a learning partner seems to increase student learning through common planning, feedback and reflection. The study emphasises the importance of facilitating active learning through the scaffolding structures and configuration of the students' learning space. This study indicates the potential for introducing active and collaborative pedagogical models in clinical placement. The model can promote nursing homes as a conducive learning arena for nursing students and help prepare students for a future work role in a rapidly changing health care field. The result of the research is shared and discussed with stakeholders prior to finalising the article.

Needs Analysis on Robmanjar (Learning Partner Robot) Game Design to Stimulate Early Childhood Literacy

<p><em>The purpose of this study was to analyze the learning needs of early childhood by designing the Robmanjar</em><em> </em><em>(</em><em>Learning</em><em> Partner Robot) game to stimulate the development of basic literacy in children's SPNF SKB Pontianak City Playgroup. The design of the Robmanjar game was prepared based on an analysis of the needs of the children's learning outcomes in the Pontianak City SPNF SKB Play Group in the first quarter of the odd semester of the 2022/2023 school year. The research method used </em><em>was</em><em> survey research. The number of respondents consisted of 1 educator, 8 parents of students</em><em>,</em><em> and 8 children of the SPNF SKB Playgroup in Pontianak City. Data collection techniques us</em><em>ed</em><em> interviews, observation</em><em>,</em><em> and questionnaires. The data analysis technique used was descriptive quantitative and qualitative analysis. The results </em><em>showed</em><em> that the average results of the elements of achievement in learning the basics of literacy </em><em>were</em><em> still low because the level of achievement of children who develop</em><em>ed</em><em> as expected </em><em>was</em><em> still below 50%. The details of the developmental achievements of the elements of the basics of child literacy in the Pontianak City SPNF SKB Play Group </em><em>were</em><em> 40.6% of children who ha</em><em>d</em><em> not yet developed; 42.2% of children started to develop; 15.6% of children developed as expected; and 1.6% of children developed very well. For the learning achievement elements of basic literacy to increase, it is necessary to design types of games that can stimulate children's development in the learning achievement elements of basic literacy. The Robmanjar game is expected to stimulate aspects of child development in the Pontianak City SPNF SKB Playgroup in the learning achievement elements of basic literacy</em>.</p>

A Pilot Study of Transdisciplinary Graduate Capabilities, Interpersonal Communication, and Technical Competence: Bachelor of Applied Information Technology and Master of Social Work Student Partnership

Academics at Griffith university envisioned a complementary learning and supportive relationship could be developed between Bachelor of Information Technology (BAIT) students and Master of Social Work (MSW) students. Discussions between discipline specific staff highlighted that each discipline had strengths and expertise that could assist students to overcome challenges brought about by systemic changes in tertiary education, gaps in skillsets and curriculum, and workforce expectations. Pressures included students attending university from culturally and linguistically diverse backgrounds, the increasing importance of information technology (IT) in the classroom and workplace, as well as the requirement to communicate effectively across a range of disciplines. Working, interacting, and communicating effectively in cross-discipline and culturally diverse environments is a requisite for all graduates, however academics found there were few opportunities for students to partner across disciplinary silos. Staff from both disciplines collaborated to develop a conversational pedagogical framework to underpin a pilot program to support peer learning, using active problem-based learning with IT and social work students. The pilot program evidenced a complementary transdisciplinary, learning partnership and enabled students from IT to help students from social work develop IT skills, while social work students assisted IT students to become more confident in their interpersonal communication skills.

Making community-based learning and teaching happen: findings from an institutional study

Community-based learning and teaching in higher education, and other versions of it, such as service learning, are now part of many curricula worldwide. In the UK, there is a growing community of practitioners interested in student learning in partnership with local communities. With this expansion, however, there is little institution-based research which ‘looks within’, in terms of shared understanding and supporting this type of experiential learning ‘at scale’. Within the context of increasing interdisciplinary interest by those developing curricula beyond the traditional home of engaged research and teaching (for example, in urban studies and sociology), we undertook an institution-wide study to discover the shared understandings of community-based learning and teaching, including the potential barriers to, and opportunities for, community-based learning and teaching approaches. In this article, we share insights from a series of 20 university stakeholder interviews, which involved academic teachers, engagement professionals and those supporting learning and teaching. We used a ‘students-as-partners’ approach, where students interested in community-based learning took the leading role in the qualitative study. Our findings reveal the values and expectations, formal learning benefits and infrastructural considerations to implement this type of learning as part of future-facing curricula. We also provide recommendations for universities seeking to develop their own approaches towards facilitating community-based learning and teaching.

AN EMPIRICAL STUDY OF COLLABORATIVE CULTURE AS A MODEL OF ORGANIZATIONAL BEHAVIOR IN GREEK PRIMARY SCHOOLS

The investigation of the collaborative culture in Greek primary schools with an emphasis put on Small rural and Urban all-day primary schools was the basis for conducting the study. The main purpose of the study is to highlight the ways in which teachers in everyday school practice act and shape school collaborative culture, so that if a redefinition of their role is required, feedback to focus their interest on the effectiveness of their schools of responsibility. The scope of the survey was the total number of teachers (N=782) in randomly selected primary schools in the country. The research tool used was the School Culture Survey - Teacher Form (S.C.S.-T.F.) questionnaire which evaluates and records the teachers' views on the six dimensions (collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support and learning partnership) that shape the model of collaborative school culture. The findings demonstrate that teachers adopt the model of collaborative culture to a relatively satisfactory degree, applying several forms of collaborative behavior, as illustrated by the descriptive analysis. The analysis of One-way variance (ANOVA), between the factors of the collaborative school culture in relation to the variable “Position in the school unit” revealed the existence of a significant difference for the “collaborative leadership”, “professional development”, “unity of purpose”, “collegial support” and “learning partnership” factors, while, there was no significant differentiation for the “teacher collaboration” factor. In addition, the analysis of ANOVA between collaborative school culture in relation to the variable "geographical location of the school unit” revealed the existence of a significant difference only for the “collaborative leadership”, “teacher collaboration” and “collegial support” factors. Via Independent Samples T-test, the comparative study of relationships between the factors of the collaborative culture in the two types of schools revealed the existence of a significant differentiation for “collaborative leadership” and “collegial support”, while no significant difference was observed for the other factors of collaborative school culture. Of course, the observed forms of collaboration do not support the existence of a genuine collaborative culture, however, they lay the foundations for the development of more meaningful partnerships.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0005/a.php" alt="Hit counter" /></p>

Students as partners for critical climate learning

Students as partners for critical climate learning

Nudging Lifelong Learning and Reflective Thinking in Engineering Students Utilizing LinkedIn Learning

Abstract—Most engineering and technology-focused program curricula are firmly fixated on the required technical skills to meet the profession’s needs. Yet, in today’s rapidly changing, globalized world, engineers and technologists need more than technical competencies to meet the requirements of their professional work. This work illustrates how the LinkedIn Learning (LiL) platform was used as a “learning partner” to complement undergraduate engineering management courses to enrich metacognition and nudge lifelong learning tendencies. The rationale for integrating LiL into the course framework is examined, including study design and survey results. Summary research indicates students appreciated the LiL coursework assignments. Most respondents perceived that the LiL courses increased their knowledge and skills in the subject matter presented. The study illustrated movement towards self-determined learning behaviour and improved reflective capabilities.

Trustworthy AI That Engages Humans as Partners in Teaching and Learning

We review some state-of-the-art approaches in the area of human-in-the-loop artificial intelligence (AI) applications, examine some promising human–AI collaboration use cases in adaptive instructional system settings, and also discuss IEEE artificial intelligence and learning technology standards efforts to advance this endeavor.

Exploring factors influencing students’ intention to use intelligent personal assistants for learning

ABSTRACT Intelligent Personal Assistants (IPAs) are becoming more prevalent in daily and educational contexts, increasing the possibility of using them as learning partners that can provide more personalized and learner-centric learning opportunities. However, research has primarily focused on educational advantages that IPAs may provide, overlooking investigation on students’ acceptance of IPAs. To address this gap, this study empirically explored factors influencing students’ intention to use IPAs for learning. A conceptual research model was designed based on the technology acceptance model. Data were collected from 1044 South Korean students, who were experienced in using IPAs. Results were analyzed using structural equation modeling. The findings indicate that the proposed model sufficiently explains students’ IPAs acceptance for their learning. In addition, students’ computer self-efficacy and self-management of learning ability were prominent factors influencing their intention. Moreover, their trust toward IPA and feeling of social presence on IPAs were found to be significant factors to be considered as well. Based on these findings, future recommendations for fostering students’ active use of IPAs for learning are discussed. Additionally, both theoretical and practical implications are highlighted.

Trauma sensitive schools: A comprehensive guide for the assessment planning and implementation of trauma informed frameworks

Due to advances in neuroscience over the past twenty years, the developmental impact of traumatic experiences on the developing brain have been well documented. These bodies of work and subsequent interventions, known as Trauma-Informed Practices, have been made accessible to educators, mental health practitioners and other professionals to inform their various practices. Throughout the educational system, despite the known incidence and prevalence of ACEs among children and families, these trauma-informed practices have not been widely disseminated among school-based professionals. As these professionals confront the deleterious effects of trauma on child learning and behavior, traditional classroom management techniques do not meet the needs of the student-teacher learning partnership and may intensify the existing impact of trauma on the developing child. Through the implementation of trauma-informed practice (TIP) frameworks the restoration of student dignity and the investment in relationally focused school cultures, schools can be better equipped to support students who may have been impacted by trauma and mitigate the detrimental effects of trauma on development and academic functioning. This compilation of research is a guide to understanding how schools are positioned as one of the first organizations to intersect with trauma symptoms, comprehending the importance of implementing trauma informed practice, and creating networks of trauma informed practices in school settings.

Engaging families after Covid: reconnecting in the classroom

PurposePrior to Covid, family involvement was on a forward movement of becoming a more involved, collaborative relationship between teachers and families of students. Just as family involvement was beginning to gain momentum with student-led conferences, in and out of school volunteer opportunities and families being seen as a valued perspective regarding student learning, Covid happened. This one event changed how families were seen within the school system. Through reflection with clinical candidates experiencing the effects of Covid and engagement experiences with families in the classroom, two different themes emerged regarding how schools have moved forward since Covid. Some schools found families to be a valued partner in student learning where other districts chose to use Covid as a reason for shutting the doors to family involvement. This article aims to address the family engagement timeline beginning prior to Covid, the perceptions of clinical candidates based on their experiences in classrooms, and innovative strategies for supporting future engagement with families.Design/methodology/approachThe work provides a summary of family involvement pre-existent to Covid, during the pandemic and post-Covid through a review of the literature and emerging from teacher candidate experiences in the school setting.FindingsAfter a careful review of literature and reflection of current teacher candidate experiences in the school system, two clear movements have emerged as Covid restrictions have been lowered. Where some districts are relieved by a lowering of visitor restrictions with the increased involvement of families in the building, other schools have tightened restrictions on families, causing increased tension on parent-teacher relationships. These schools are left caught in the pandemic, unaware or unsure of how to proceed in a post-pandemic world. This article provides key aspects to include in creating a plan for engaging with families and creating strong reciprocal relationships.Originality/valueValuing families in the school setting is crucial for developing strong relationships among teachers, students, student supports and the families who are raising these children. With increased social emotional needs in students, post-Covid, allowing families to contribute to discussion and planning regarding their children is mutually beneficial. Including families in school learning, planning and opportunities leads to positive family engagement and overall increased success in students, extending to the value educators place on involving these families. In addition, modeling how to postively engage families in school learning supports clinical partnerships with area universities. Where schools and classrooms are developing intergrated plans to include families in school learning experiences, future educators are able to better see and value the role of the family in education. When clinical candidates are not able to observe positive interactions between schools and families, there is a disconnect between school learning and home life that may never be explored.

Collaborative clinical facilitation in selected nursing and midwifery colleges in Northern Ghana.

Collaborative clinical facilitation converges key players to guide students individually and within groups towards achieving clinical nursing competence. However, experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and nursing and midwifery students are often fragmented and have been largely unexplored in Ghana. To describe the experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and final year nursing and midwifery students in Northern Ghana. The study was conducted at two nursing and midwifery colleges and an academic hospital in Northern Ghana. A qualitative, descriptive, exploratory design was utilized. Forty-six participants comprising 16 nurse educators, 10 clinical preceptors, 10 nursing students and 10 midwifery students were purposively sampled. Focus groups and in-depth interviews were used to gather data and analysed thematically. Three themes revealed facilitative experiences of collaborative clinical facilitation: team-based clinical mentorship and supervision, personalised preceptorship, and clinical conferences. Two themes emerged inhibitory to collaborative clinical facilitation: staff shortages and lack of timely communication. This study found that team mentorship, preceptorship and conferences fostered collaborative clinical partnerships for students' clinical learning. However, failure to engage in timeous communication in the midst of staff shortages hampered its smooth practice. Orientation workshops need to be organised for key players to share relevant updates and explore ways to navigate the challenges often experienced within the clinical training environment. This paper provides insight into the collaborative nature of clinical facilitation; and highlights the need for coordinated clinical placements to enhance students' clinical learning.

MuSEAum – Branding the Sea Museums of Portugal Research findings and perspectives of an innovation journey

The presence of the sea in Portuguese museums, monuments and sites is formidable, a multifaceted heritage providing experiences transposing history, exploration, industry, commerce, lifestyles, technologies, architecture, popular and fine arts. muSEAum focused on management competencies for the competitive exploration of museums’ characteristics, environment, and collection. The co-innovation project with a nationwide sample of sea-themed museological institutions – not just maritime or marine museums -- addressed the definition, management and communication of the museum brand, the benefits of a Sea Museum of Portugal collective brand, visitor experience technologies, national and international reach and awareness, spirit of belonging, new learning partnerships, and local tourism. Research on audiences and management practices provided a solid evaluation basis. Notwithstanding some noteworthy, good practices, most institutions suffer from insufficient funding and administrative autonomy. Promotional efforts are geared towards local constituencies leading to residual national and international visibility, affecting particularly those off tourist circuits. Incipient or inexistant brands, inefficient or non-existent websites, inconspicuous SEO and digital marketing activities, own domain names a rarity keep many museums absconded in the internet maelstrom.