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Transition education is a distinctive aspect of special education that extends well beyond the boundaries of the school building, engages partners from all corners of the local community, and addresses so many different life domains. In the midst of a pandemic, creative strategies are needed to equip students with the skills, knowledge, experiences, supports, and relationships that prepare them well for a future of flourishing in adulthood. In this article, we describe key features of high-quality transition education and illustrate some of the ways each area might be addressed remotely or at times when being present together is not possible. In addition, guidance is provided on how to ensure educators and service providers are well-prepared for their roles, as rural districts and communities seek ways to equip students and support their transitions using these new approaches.

Denna studie gjordes för att ta reda på hur verksamma idrottslärare i Malmö ser på sin arbetssituation. De frågeställningar jag använde mig av var: Hur upplevs rollen som idrottslärare verksam i Malmö stad? Vilka intentioner har idrottsläraren med sin undervisning? Om möjligheten till förändring fanns vad skulle detta utgöra? Upplevs de socioekonomiska förutsättningarna i stadsdelen påverka arbetet? Anledningen till att jag har valt att utforska detta ämne är de olika arbetsförhållanden som noterats vid de olika skolor jag haft min verksamhetsförlagda tid. För att få en bra inblick i detta ämne har fem stycken kvalitativa intervjuer gjorts med lärare verksamma i Malmö stadsdelsområden med olika ekonomiska förutsättningar. Uppsatsen behandlar sedan resultatet med hermeneutisk tolkning, Theorells psykologiska kravmodell samt utifrån litteratur av Engström, som skrivit kring livsstil kopplat till idrott och motion. Resultatet visar att en lärare som verkar ha ett bra socialt stöd bättre tacklar de krav som yrket ställer på lärare. Lärare i socialt utsatta områden tenderar även att utvidga sin arbetsroll i mer socialt elevstödjande roller som utökar deras arbetsmängd. Intervjuade idrottslärare menar även att deras idrottsliga bakgrund påverkar deras sätt att utforma undervisningen. / This study was undertaken to find out how active physical education teacher in Malmö, perceive their work situation. The questions I used were: How is the perceived role of physical education teachers working in the city of Malmö? What intentions have these PE teachers with their lessons? If the possibility of change was possible what would be? Do socio-economic conditions in the district tend to affect the work? The reason I have chosen to explore this subject is due to the different working conditions noted in the various schools I had my placement. To get a good insight into this subject, five qualitative interviews where made with teachers working in the city of Malmö in areas with different economic conditions. The essay then processes the results of hermeneutic interpretation, Theorells model of psychological demands and literature by Engström who has written about lifestyles related to sports and exercise. The results show that physical education teachers tend to have large amounts of paperwork that stress them in their regular workday. Teachers who have a good social support seem to better address the requirements of the profession places on teachers. Teachers in socially deprived areas tend to expand their role in more social student support roles that increase their workload further. Interviewed PE teachers also believe that their sporting background absolutely affects their way of designing the curriculum.

Drawing on literature about place-based education and service-learning, as well as three groups* perspectives about their service-learning experiences, this research describes how place (understood simultaneously as a material agent, a setting for human activity, and a factor in an individual*s situatedness) and identity (understood in terms of one*s social position) are socially- constructed concepts that impact students* writing and learning experiences. More specifically, this project presents place-based education as a teaching method that can focus and reinvigorate service-learning in a writing course. Including place-based content and service-learning projects in a writing course requires careful design and reflection. However, course design should not be an activity limited to just teachers. In alignment with feminist research methods and standpoint theory, this research values and privileges the perspectives of stakeholders who are not normally included in the course design process: students and community partners. To present a rich account of these stakeholders* experiences designing, implementing, and participating in a place-based service- learning project, a combination of qualitative data methods (interviews, classroom observations, and textual analyses) is used. This information serves as the basis for the design of a place-based writing course with a local service-learning component. The proposed course asks students to work with community partners to identify a place-based need that can be addressed—at least in part—by writing-related service. By collaborating with community partners, creating writing products that address community needs, and reflecting on how their identities and learning experiences have been impacted by the places they*ve worked and the communities they*ve worked with, students can apply their knowledge in meaningful contexts, write for real audiences, and develop more thorough understandings of the places where they study, work, and live.

For several years, the use of translation and specifically Machine Translation - including Free Online Machine Translation (FOMT) tools - in L2 curricula has been the subject of ongoing debate. Even though the use of such tools is commonly discouraged in L2 classrooms by educators, the persistence of English as a second language (ESL) students in utilizing the tools has inspired many scholars to investigate whether it is helpful to develop effective strategies that transform FOMT into a teaching/learning tool in the ESL/English for specific purposes (ESP) classroom. Specifically, scholars have examined how FOMT can impact or enhance the writing quality of ESL students' compositions in terms of coherence and cohesion. In line with the same research interests, this project examined ESL students' typical coherence/cohesion challenges in academic writing at an Ontario post-secondary institution offering courses in French. The study explored the writing behaviours, such as the use of technologies including FOMT, that influence these challenges. In addition, this project sought to ascertain whether ESL students can be trained to better achieve coherence/cohesion in academic writing and how this training affects their writing behaviours, with particular attention to the use of technologies such as FOMT. In doing so, the study employed a mixed-methods research design and collected survey data, writing samples and screen recordings from 6 high-intermediate-level ESL students. Survey data was also collected from 23 ESL instructors about ESL students' practices, including tool use. Semi-structured interviews were conducted with the students and 3 instructors who evaluated the writing samples. Based on the survey results, all the students demonstrated a positive attitude toward FOMT tools, and 5 students used the tools during the writing process in this project. In contrast, the instructors reported divided opinions about such tools for ESL writing purposes. The results showed that instructions can assist students with improving their text quality in terms of coherence and cohesion. As well, based on the results, FOMT can assist the students in constructing their texts during the writing process. The results demonstrated that this assistance can also have a subsequent positive impact on the coherence and cohesion levels in the produced texts.

This thesis explores the relatively under-researched experiences of module design of academics employed within one UK university. In all, 96 people responded to an initial e-questionnaire survey, and 23 of these participated in follow-up semi-structured interviews. The qualitative data collected from both sources is the main focus of discussion. The thesis contextualises the research by presenting a brief description of the university of study and a sense of the social and political context of higher education in the few years preceding the onset of the project. Following this, there is a review of the existing literature around module and curriculum design. A separate chapter outlines the mixed methods employed to collect the data and the form of Interpretative Phenomenological Analysis (IPA) used to theme the qualitative data provided by the survey and interviews. The findings supported previous studies, but there was some contradictory data concerning assessment design, the value of the institutional approval procedures, and the usefulness of involving students in the design process. This study found that, as a result of the effect of institutional processes and documents on design, the consequence of changing student profiles (particularly around assessment), and the obligation staff feel to their students (despite their expressed lack of available time and resources), module design (and redesign) is more situation-informed than evidence-informed. It concludes that module designers employ a realistic and pragmatic approach to the process, even when their views, attitudes, and consciences around the rights and wrongs of the design process are sometimes questioned. / The full text was made available at the end of the embargo, 26th Oct 2020

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Yes / The learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of-year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.

No / This study investigates an inclusive curriculum design based on student-centred approach. This proposed design approach has been applied to Open Channel Hydraulics module (CSE6008-A) at School of Engineering, University of Bradford, United Kingdom. This paper will introduce in step-by-step manner the full curriculum design and how the student-centred approach is being adapted in each step of the design. The required criteria will be designed based on learning outcomes design, curriculum organization, assessment strategies and student achievement evaluation. Besides, a key discussion will also be allocated for the inclusive practice that allows the vastly diverse student group to benefit from this approach, and a separate section will also be utilized to fully discuss this inclusive approach in the proposed curriculum design. This paper proposes a useful student-centred curriculum design concept, which is adaptable for different engineering modules.