Higher Education Commons^™

Many Lenses With One Focus: Making Philosophy Learning Meaningful Through Collaborative Design, Jonathan Kaplan, Tianhong Shi

Journal of Educational Research and Practice

Utilizing the Understanding by Design (UbD) framework, a lead philosophy instructor and an instructional designer collaborated with seven other faculty members to create Great Ideas in Philosophy for online asynchronous delivery. We presented a broad array of topics in philosophy and provided substantial practices in “doing” philosophy, aiming to create a welcoming space for a diverse student body, to help students see philosophy as a diverse field, and to provide an engaging and meaningful learning experience for students. Student feedback and final project presentations demonstrated significant learning growth in students taking this newly designed Great Ideas in Philosophy. This …

Stressors, Coping Strategies, And Achievement During Teaching Practicum In A Nigerian Public University, Mensah Prince Osiesi, Udukhomose Suleiman Omokhabi, Sunday Ade Adeniran, Oluwayemisi Damilola Akomolafe, Oluwatoyin Tolu Obateru, Chigozie Celestina Oke, Adenike Lucia Aruleba

Higher Learning Research Communications

Objectives: This study assessed pre-service teacher stressors, coping strategies, and achievement during teaching practicum in a Nigerian public university.

Method: The study adopted the quantitative case study approach. The population consisted of all 300-level students in the faculty of education in the university who had completed their teaching practicum for the first semester of the 2020–2021 academic session. The quota sampling technique was used in selecting a sample of 130 pre-service teachers. We analysed data using multiple regression.

Results: Findings revealed the stressors and coping strategies, controlling for gender, did not significantly predict achievement in the teaching practicum. Several coping …