This thesis develops understanding in using outdoor adventure as a tool for learning for young people. It examines how adventure pedagogy may be applied in conjunction with classroom education to offer physical and visual means to enhance classroom theory. The core of the study was the examination of a local authority Adventure Team, identified by the Authority management as having strayed from its roots, although not perceived as ‘failing’. The researcher became insider-researcher to combine professional experience with research knowledge, envisaging this study as the pre-cursor to an action research team development project. The aims of the research were whether the Team was delivering the ‘learning’ mandated by its youth work location and whether it could strengthen its delivery. The study defines adventure, before exploring the underpinning concepts making up the elements of ‘The Adventure Team’ and its identity within the local authority. Literature advocates adventure as a powerful tool to develop social and emotional literacy, which dovetails into Government agendas on health and education. Although the study was undertaken prior to the current coalition Government, the principal agenda remains consistent with the previous regime. The Government at the time of the research promoted adventure as a means to help young people learn about the world in which they live, and the current Government has not rescinded this ambition. This work embodies learning as an interactive process whereby adventure can engage the individual on an agenda of personal and social awareness, as well as cognitive learning. Using case study as the research approach, data collection was achieved using interviews, participant observation and secondary data. The research found that the Team could achieve more by developing closer working relationships and by the Authority leadership being strengthened to offer greater direction and support. The framework of delivery was centralising the Team such that it had become isolated, with little governance and without partnerships to make the programmes as powerful as they could be. The conclusion is that the Team could fortify its delivery through alliances to provide visual and physical means to reinforce and support traditional learning, which enhances understanding. Informal learning helps young people to understand how they learn and how they can apply learning, which augments motivation and creates ownership of the learning. The research is a forerunner to at least two future research studies. Firstly an examination of the legacy of the ‘Learning Outside the Classroom’ Manifesto (2006) and secondly, an exploration of the influence of the coalition Government’s assumption of power on multi-agency partnerships, early intervention and targeted youth support, as was envisaged under the previous regime as the ‘Every Child Matters’ (2003) agenda. In addition to this, a book exploring how adventure can be used to address formal and informal learning as an ‘off the shelf’ resource to present activities and potential outcomes has enormous potential in the sustained delivery of outdoor learning as a valuable learning tool.

The purpose of my study was to explore what and how university students learned from their experiences working as peer educators. In my study, I was only interested in investigating peer educators working in formal peer education programs within the post-secondary setting. I defined learning as “a comprehensive, holistic, transformative activity that integrates academic learning and student development” (italics in original, ACPA & NASPA, 2004, p. 2). I used a modified version of the CAS 2009 learning outcomes framework to understand what peer educators learned. Those six CAS learning outcomes are: knowledge acquisition, construction, integration, and application; cognitive complexity; intrapersonal development; interpersonal competence; humanitarianism and civic engagement; and practical competence. I adopted a qualitative, descriptive, exploratory approach to the study of the content and context of peer educators’ learning. I selected participants for my study from a pool of peer educators of a student affairs’ learning assistance peer education program at a mid-sized Ontario university. I conducted face-to-face, in-depth interviews with seven peer educators. My research revealed what peer educators in a single peer education program learned; it also provided insight into their experience of learning within the peer education program, i.e., how they learned. This study offers some insight into the potential for learning, as well as potential facilitators of learning, in the university peer educator role. The findings of my research indicate that the peer educators whom I studied learned in each of the six CAS learning outcomes. The facilitators of learning that these peer educators described in their interviews include learning from experience, interactions with others, reflection, and training. The findings of my study suggest that further research could be conducted, at various institutions as well as within and across peer education programs. / Thesis (Master, Education) -- Queen's University, 2012-10-15 11:35:06.19

Thesis advisor: Marilyn Cochran-Smith / Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work. This qualitatively-oriented mixed methods study (Creswell, Plano Clark, Gutmann, & Hanson, 2003; Morse & Niehaus, 2009) used quantitative and qualitative methods concurrently to examine 11 beginning teachers' experiences during the preservice period and first two years of teaching. Using the Teacher Assessment/Pupil Learning protocol, this study draws upon quantitative methods to evaluate teachers' assessments/assignments (n=53) and students' work (n=481) on these assignments and qualitative methods to analyze interviews (n=54). Findings suggest that these beginning teachers and their students engaged in "moderate" levels of authentic intellectual work, although this varied widely. The quality of assessments was positively correlated to the quality of student learning. The degree to which teachers fostered authentic learning opportunities is complicated by teachers' beliefs about assessment and student learning and particular contextual factors such as time, accountability frameworks, classroom management, student ability, and content area. Teachers whose goals for learning aligned with authentic intellectual work were more likely to construct more authentic learning opportunities. This dissertation argues that evaluations of teacher performance and student learning must account for the quality of learning and utilize multiple measures of evaluation. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Cette recherche vise à analyser le rôle des référentiels de compétences sur le pilotage de la formation à l’université et sur les pratiques d’enseignement et d’évaluation des enseignants. Cette analyse cherche également à explorer les liens entre le rôle joué par un référentiel (son usage, ses effets) et les conditions qui ont présidé à sa réalisation : motivation de départ, méthode d’élaboration et de diffusion. La méthodologie utilisée est double. D’une part, nous avons mené une étude croisée reprenant 10 cas, soit 10 équipes d’enseignants ayant élaboré un référentiel en Belgique, en France, aux Pays-Bas et au Canada. D’autre part, nous avons suivi, durant trois années, l’élaboration du référentiel de formation de l’Ecole polytechnique de l’ULB. Entretiens semi-dirigés et observation participante ont été les deux outils respectifs de cette double méthodologie. Nous avons pu montrer que dans la plupart des cas, les référentiels ont joué un rôle dans le pilotage de la formation et dans les pratiques d’enseignement et d’évaluation mais nous avons également identifié d’autres rôles joués par les référentiels tels un rôle de gestion des ressources humaines (outil d’engagement et d’intégration de nouveaux engagés, outil de construction d’une identité collective, outil de communication interne) ou encore de communication à caractère promotionnel. Nous pouvons également formuler des hypothèses quant aux conditions susceptibles de favoriser l’usage du référentiel dans le pilotage et dans les pratiques d’enseignement et d’évaluation. Par contre, nous n’avons pas identifié l’impact de la forme du référentiel (concept de référence ou modèle théorique) sur son usage, l’usage du référentiel étant davantage lié à une politique qui l’englobe et dont il est sans doute l’un des rouages. Enfin, en regard de nos résultats et de notre échantillon, le référentiel ne semble pas constituer un levier pour accroître la professionnalisation de la formation mais se trouve au contraire en équilibre entre professionnalisation et académisation, en ce qui concerne les formations initiales de deux cycles dans un contexte universitaire ou assimilé.

Background: Constructive alignment (CA) is a pedagogical approach that emphasizes the alignment between the intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessment tasks (ATs) as well as creation of a teaching/learning environment where students will be able to actively create their knowledge. Objectives: This paper aims at investigating the extent of constructively-aligned courses in Computer Engineering and Informatics department at Dalarna University, Sweden. This study is based on empirical observations of teacher’s perceptions of implementation of CA in their courses. Methods: Ten teachers (5 from each department) were asked to fill a paper-based questionnaire, which included a number of questions related to issues of implementing CA in courses. Results: Responses to the items of the questionnaire were mixed. Teachers clearly state the ILOs in their courses and try to align the TLAs and ATs to the ILOs. Computer Engineering teachers do not explicitly communicate the ILOs to the students as compared to Informatics teachers. In addition, Computer Engineering teachers stated that their students are less active in learning activities as compared to Informatics teachers. When asked about their subjective ratings of teaching methods all teachers stated that their current teaching is teacher-centered but they try to shift the focus of activity from them to the students. Conclusions: From teachers’ perspectives, the courses are partially constructively-aligned. Their courses are “aligned”, i.e. ILOs, TLAs and ATs are aligned to each other but they are not “constructive” since, according to them, there was a low student engagement in learning activities, especially in Computer Engineering department. / <p>Högskolepedagogik, högskolepedagogisk utbildning, BHU</p>

Abstract The Swedish National Curriculum for Upper Secondary School states that English should be taught essentially in English. The aim of this study was to discuss the use of Swedish in the upper secondary English classroom with regard to building teacher-student relations and learning outcomes. A hypothesis was articulated, claiming that judicious use of Swedish in the English classroom would help establish teacher-student relations, which would benefit learning outcomes. The study focused on students’ attitudes on the use of Swedish in the English classroom, on the importance of student-teacher relations with regard to learning outcomes, and on the effect English has on building relations and learning outcomes. The material for the study was obtained from a student questionnaire with mixed multiple choice and essay questions. Results showed that most students preferred the inclusion of Swedish in English education and considered it beneficial to their learning. Despite students’ opinion, the national curriculum’s guidelines, and the line of current modern language research, a rather large part of students’ teaching appeared to be conducted in English only. Results furthermore showed that students considered the relation to their teacher more important for their learning outcomes than the language used by the teacher in class. An English-only requirement was experienced as inhibiting by a small majority of students with regard to building relations. It was concluded that Swedish could be seen as an useful instrument when forming teacher-student relations in the English classroom, which raised the thought that the national curriculum should, instead of restricting the amount of Swedish, stress when and how the use of Swedish is fruitful. This study is important as it shows how Swedish could be a useful tool in the specific environment of the English classroom, which calls for a different approach to English language learning than is supported in the national curriculum.   Key words: English, L1/L2, learning outcomes, relational pedagogy, socialization, student, teacher

The General Medical Council now requires that all new medical graduates in the United Kingdom should be able to ‘function effectively as a teacher’. This thesis explores multiple perspectives on what this means, and the implications for medical student learning in relation to teaching. There is a lack of existing literature exploring how those involved in the undergraduate medical curriculum conceptualise teaching or what it means to function effectively as a teacher. There is also a lack of literature on what teaching recent medical graduates undertake, and what, if any, learning outcomes in teaching they and other key stakeholders think should be core for the undergraduate medical curriculum. To address these gaps in the literature, original data were gathered using 1) a Delphi study with eighteen experts in medical education, 2) semi-structured interviews with nineteen recent medical graduates, and 3) focus group interviews with twelve final year medical students. The three data sets were analysed individually, compared, then synthesised with the existing literature. All three participant groups articulated a wide range of conceptions of teaching, with considerable variation both within and between groups. The great majority thought that all medical students should learn about teaching as part of the undergraduate medical curriculum. Almost all of the recent graduates and medical students viewed teaching as part of the role of junior doctors working in the UK, although only two thirds of the recent graduates said they saw themselves as teachers. The recent graduates reported having delivered a wide range of teaching in their first year of work as junior doctors, and this correlated well with the range of teaching medical students reported having received from junior doctors. Teaching undertaken by recent medical graduates could be grouped into three broad categories: informal opportunistic teaching, semi-formal pre-arranged teaching, and formal organised teaching. A total of 153 learning outcomes in teaching were suggested and rated by the expert Delphi panel in terms of how appropriate they were for UK undergraduate medical curricula. Many of the graduates and students also suggested some learning outcomes in teaching before rating the 153 learning outcomes arising from the Delphi. All three groups indicated that they thought most of the 153 learning outcomes in teaching should be core for all UK undergraduate medical curricula, although there was some variation within and between groups. The majority of these learning outcomes have not been previously suggested in the literature for UK undergraduate medical curricula, but are consistent with literature on teaching competencies expected of more senior doctors. This thesis offers new insights on what teaching means to experts in medical education, recent medical graduates and current students, comparing these between groups and with the educational literature. It also offers multiple perspectives on core learning outcomes in teaching for UK undergraduate medical curricula, and greater understanding of the teaching undertaken by UK medical graduates. This thesis could help those responsible for undergraduate medical curricula to prioritise, refine and exemplify detailed learning outcomes in teaching, ensuring their graduates are more prepared for practice. It will also be of interest to policy-makers, programme directors, teachers, students, junior doctors, administrators and academics involved in medical and allied healthcare education. It is hoped that this thesis will encourage stakeholders to reflect on what teaching means to them, the role of junior doctors as teachers and the implications of learning about teaching as part of the undergraduate medical curriculum, leading to greater engagement, scholarly debate and research in this area. This in turn may lead to doctors delivering better quality teaching, to students and trainees in medicine and other disciplines receiving better teaching, and consequently to patients experiencing better healthcare.

As demand for employees with a professional master’s degree increases, and accountability to show both learning outcomes/graduate competencies and career outcomes for alumni of these programs increases, it is becoming more important to develop measures of these outcomes. The purpose of this survey- based research study was to develop a measure of self-reported competencies and career outcomes, in order to interpret the perceived value of these programs, determine if some programs meet alumni needs better than others, and to see if there are additional measures to be considered. Results indicate high construct validity, significant differences in human capital outcomes, career development skills, and personal agency between the three large programs at the college study, but no differences in goals to maintain careers, satisfaction, or course evaluation ratings. Validity of these measures could be important for future assessment, program evaluation, and mixed methods studies at the graduate level as it pertains to non-traditional students and professional master’s degree programs.

Recent meetings and publications have discussed what geoscience undergraduates should learn for professional success, and among other items, have identified several quantitative skills and habits of mind as being necessary for geoscience students; many of these items are commonly associated with Quantitative Literacy (QL). The Computational Geology course in the geology department has been evolving at USF for 20 years. The course teaches QL in a geologic setting independent of specific core geology topics. This course has long preceded the national acknowledgment of the need for what it teaches within the field. As the first of a series of related studies intended to find the effect and role of this course within the geoscience community, this thesis study begins as a qualitative narrative inquiry of course and program alumni. In the study reported here ten USF Geology alumni from a variety of career paths who took GLY 4866 between 1997 to 2013 underwent semi-structured interviews recounting their memories of the course, discussing the benefits to them of the course in their careers, and outlining their views of what students should gain from this course for professional success. The interview results illuminate trends that can be usefully grouped by job/career category. Regulators (3) had the shortest overall interview time, remembered the least in terms of specific events from the course, and had limited (but consistent) suggestions for student learning. Their memories and suggestions were also rarely unique. Consultants (3) were the median group in length, and showed overlap in the content of their interviews to regulators, with additional details added. Academics (4) had the longest interview times, the most detailed memories from the course, and the most suggestions, possibly due to these interviewees using similar methods in their later careers as course instructors. Consultants and academics related large blocks of story text that were unique while also relating common statements. Narratives from professionally successful alumni were sought to gain greater detail on the likely impact of Computational Geology than surveys are likely to give. The responses of selected, successful alumni were also sought to help refine questions that are to be used later in surveys of a larger sample population of alumni and to a larger national audience of geoscientists regarding their undergraduate programs and how those programs prepared them with quantitative skills. The information that interview subjects provided about the educational needs for successful entry-level geology professionals were shaped into a series of suggestions for course and program improvement. Course and program improvement suggestions and questions for a proposed survey have been assembled both to improve the GLY 4866 offering at USF for broader dissemination and to contribute to broader discussion of strategies for improving the quantitative skills and learning of geoscientists.

The access to higher education has been massively expanding which has impacted on quality of education, assessment system, learning environment, teaching and learning approaches at classroom level. In encountering with the massification, Cambodian and Thai governments are struggling to provide students with excellent academic performance and employable graduates in the competitive labor market of today. English language was one of the key tools for the students to acquire knowledge and skills for the national, regional and international marketplace. This research aims to provide comparative understanding of how undergraduates learn and achieve their academic outcomes through English curriculum in the contexts of Cambodia and Thailand. The objectives of the study are to compare levels, relationships and predictability of learning approaches and learning outcomes achieved by the undergraduate students. The total samples of 186 key informants were the undergraduate students from Cambodia (n=97) and Thailand (n=89) who enrolled in year 3, 4 and fresh graduates of English major in two respective universities. The data collection method was gathered through a self-rating online survey employing RASI and CEQ questionnaires to measure the perceptions. The descriptive data, correlation coefficients, and multiple linear regression were used for the comparative data analysis. The study yielded different levels of learning approaches and similar degrees of learning outcomes in the two groups. The students from Cambodia gained higher level of utilizing deep approach to learning (M=3.79) and they were found to achieve higher GPA on average (67%). The finding not only indicated similar significant relationships (p&lt;.05) between the models in each group but also showed different levels of influences on students’ learning achievement. The strongest predictor of learning outcomes (R2=.34) was explained by deep approach to learning for Cambodian group whereas the learning outcomes for Thai group (R2=.47) were predicted by strategic and deep approaches to learning. The study also suggested that teachers and relevant educational actors encourage students to use deep and strategic approaches while demotivating surface approach to learning in order for the students to achieve better learning outcomes both qualitatively and quantitatively so that they acquire competitive qualification for their future career goals.