Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Professional growth (2)
- Academic integrity (1)
- Academic literacies (1)
- Academic teaching practices (1)
- Autoethnography (1)
-
- Bourdieu (1)
- Cheating (1)
- Collaborative teaching (1)
- Constant comparative method (1)
- Coteaching (1)
- Doxa (1)
- Email interviews (1)
- Graduate education (1)
- Habitus (1)
- Higher education (1)
- Identity development (1)
- Islamic higher education (1)
- Long-term impact (1)
- Mixed methods (1)
- Perceptions (1)
- Phenomenography (1)
- Professional identity (1)
- STEM education (1)
- Self-study (1)
- Situated qualitative research; dissertation writing (1)
- Source use (1)
- Teacher beliefs (1)
- Teacher professional development (1)
- Teaching in higher education (1)
- Team teaching (1)
Articles 1 - 6 of 6
Full-Text Articles in Higher Education
Academics’ Understandings Of The Literacy Needs Of International Graduate Students, Edwin Creely, Raqib Chowdhury, Jane Southcott
Academics’ Understandings Of The Literacy Needs Of International Graduate Students, Edwin Creely, Raqib Chowdhury, Jane Southcott
The Qualitative Report
This article critically explores the understandings about the English academic literacy needs of international graduate students from the perspective of academic teaching staff in a Faculty of Education at a large Australian university. Research suggests that international graduate students for whom English is another language, on coming to English speaking countries, acquire English academic literacies as part of a complex set of academic competencies needed for successful graduate study. In this study, 16 academic teaching staff participated in focus groups and revealed their understandings and practices about academic literacies in the context of their experiences of working with international graduate …
Two Models Of Coteaching From University Teaching Staff: Phenomenographic Research, Jesus Pinzón-Ulloa, Mariana Tafur Arciniegas Dr, Irma A. Flores H.
Two Models Of Coteaching From University Teaching Staff: Phenomenographic Research, Jesus Pinzón-Ulloa, Mariana Tafur Arciniegas Dr, Irma A. Flores H.
The Qualitative Report
The literature of coteaching in the post-secondary landscape encompasses a wide array of different conceptions. Having multiple meanings of coteaching in higher education may pose some challenges for effectively implementing and researching this collaborative model. We should have a clear picture of the qualitatively different ways in which educators who co-teach in post-secondary settings understand this practice. Aiming to offer one of the first contributions to this effort, we analyzed the experiences of 16 university coteaching practitioners from a top university in Bogotá, Colombia. The sample participants´ interviews were analyzed using a phenomenographic methodology (Marton, 1981), which seeks to capture …
Textual Borrowing In Dissertation Writing: Perceptions Of Supervisors And Supervisees, Yin Ling Cheung, Shuangjuan Kang
Textual Borrowing In Dissertation Writing: Perceptions Of Supervisors And Supervisees, Yin Ling Cheung, Shuangjuan Kang
The Qualitative Report
The existing literature shows issues pertinent to students’ inappropriate textual borrowing behaviors require further examination. Our study aims to address two questions: What are the reasons why postgraduate students’ misuse their dissertation sources? How do the dissertation supervisors react to students’ inappropriate source use, if any? In this situated qualitative study (Atkinson, 2005), we used data collected through in-depth email interviews with two applied linguistics postgraduate students and their dissertation supervisors. Regarding the analytical process, the researchers condensed the provisional themes through techniques suggested by grounded theory (Strauss & Corbin, 1998). The results reveal that causes for postgraduate students’ misuse …
Investigating The Longer-Term Impact Of A Professional Development Program: A Five-Year Follow-Up Qualitative Study, Susan Kerwin-Boudreau
Investigating The Longer-Term Impact Of A Professional Development Program: A Five-Year Follow-Up Qualitative Study, Susan Kerwin-Boudreau
The Qualitative Report
Do changes in perspectives on teaching and learning that teachers experience in a professional development (PD) program persist over time? How might they evolve? In this article the author first summarizes the results of her original two-year qualitative study of Quebec CEGEP (college) teachers’ perspectives on teaching and learning within a PD program. She then describes the results of a follow-up qualitative study that she conducted with the same teachers five years later. Teacher interviews were coded using the constant comparative method (Maykut & Morehouse, 1994). Three major conceptual themes emerged: teachers reported engaging (outside of teaching), innovating (within teaching) …
Scrutinizing Cheating Behavior Among Efl Students At Islamic Higher Education Institutions In Indonesia, Habiburrahim Habiburrahim, Ika Kana Trisnawati, Yuniarti Yuniarti, Zamzami Zainuddin, Safrul Muluk, Janice Orrell
Scrutinizing Cheating Behavior Among Efl Students At Islamic Higher Education Institutions In Indonesia, Habiburrahim Habiburrahim, Ika Kana Trisnawati, Yuniarti Yuniarti, Zamzami Zainuddin, Safrul Muluk, Janice Orrell
The Qualitative Report
Cheating has been a significant issue over the years throughout the world, including in Indonesian Higher Education. In this study, we aimed to explore students’ perceptions of cheating, the practices they engage in when they cheat, the factors influencing their behavior, and possible solutions to stop cheating in the context of Islamic Higher Education. This mixed methods research involved 43 undergraduate students in the Department of English Language Education of two Islamic Higher Education institutions: The University of Muhammadiyah Aceh and Universitas Islam Negeri (UIN) Ar-Raniry Darussalam, Banda Aceh - Indonesia. A questionnaire comprising demographic and cheating related questions was …
An Autoethnographic Self-Study Navigating The Transition To Becoming A Stem Teacher Educator, Miriam Hamilton Dr
An Autoethnographic Self-Study Navigating The Transition To Becoming A Stem Teacher Educator, Miriam Hamilton Dr
The Qualitative Report
This paper reports on a self-study where I take an autoethnographic stance in narrating my cultural origins, trajectory and identities as a teacher turned teacher educator working in the field of education in Ireland. Using self-study, I explore how my habitus has influenced my experiences of being a biology teacher at second level to teaching STEM education on initial teacher education programmes. Autoethnographic self-study is the hybrid approach used to describe and systematically analyse my experiences and learning as I struggle with a transitioning identity. The integrated use of both self-study and autoethnographic approaches enabled a deepened understanding of my …