11237 research outputs found
Sort by
Prospective teachers' views and experiences with e-portfolios
No full textThe use of electronic portfolios (e-portfolios) is a burgeoning area ofresearch, with many teacher education programs utilising as botha product of and a process of reflective practice. This case studyaimed to explore prospective primary teachers’ (students) percep-tions, perspectives and experiences of the use of e-portfolios, focus-ing on the affordances and limitations of using e-portfolios in InitialTeacher Education (ITE). Eleven second-year undergraduate stu-dents from secondary and primary ITE programs were interviewed.A reflexive thematic analysis was conducted on the transcripts, inwhich the module tutors’ experiences were also incorporated.Findings suggest that e-portfolios can be valuable agentic andreflective pedagogical tools that can scaffold learning, althoughwith a number of important caveats for future implementations.This paper speaks to the paucity of research that extends the viewof e-portfolios as simply repositories for content.ARTICLE HISTORYReceived 11 December 2023Accepted 27 August 2024KEYWORDSE-portfolio; reflection; initialteacher education; ScotlandIntroductionThe definition and application of reflection, especially in initial teacher education, is bothcontested and complex. Typically, Dewey’s (1933) book called How We Think and Schön’s(1983) work on becoming a reflective practitioner are regarded as the foundational textsin this area. Dewey defined reflection as ‘an operation in which facts on one side andmeaning on the other are elicited through constant interaction with each other’ (1933,p. 165). Schön (1983) further developed this idea, emphasising the importance of thedevelopment of ‘feeling for practice’ within specific contexts. He highlighted the signifi-cance of uncertainties in his discussion on reflection, noting that ‘it is our capacity to see-as and do-as that allows us to have a feel for problems that do not fit existing rules’ (1983,p.140). Similarly, LaBoskey (1993), who argued that reflection should clearly be an objec-tive for all teachers, stated that ‘reflection begins when an individual is perplexed oruncertain about an idea or situation and ends with a judgement’ (p.10). The process bywhich these judgements are formed and can be documented was further examined byCONTACT Sinem Hizli Alkan [email protected] School of Education, Faculty of Arts, Humanities,Education and Social Sciences, Anglia Ruskin University, Bishop Hall Lane, Chelmsford CM1 1SQ, UKREFLECTIVE PRACTICEhttps://doi.org/10.1080/14623943.2024.2398800© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properlycited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) orwith their consent.</p
Net0Chain: An AI-Enabled Climate and Environmental Risks (CER) Framework for Achieving Net-Zero
No full textThis paper presents a comprehensive analysis of climate and environmental risks (CERs) and their significant financial implications. The existing scientific literature lacks adequate recognition and understanding of the financial impacts of CERs, particularly on financial services supporting entities exposed to these risks. The urgency to address these risks becomes paramount for achieving net-zero. To bridge this gap, we propose an AI-enabled framework, Net0Chain, designed to predict and manage the risks associated with climate change. Net0Chain integrates the COBIT 2019 IT Governance model to realize benefits and optimize resources, offering recommendations for achieving net-zero emissions. By implementing a circular economy model, the framework aims to guide financial sectors in translating physical and transition scenarios of climate change into actionable financial strategies. This paper underscores the importance of proactive and informed financial management in the face of growing climate challenges, advocating for a robust approach that aligns with global climate and energy transition targets.</p
Septic cardioembolic stroke secondary to infective endocarditis in a young patient with rheumatic heart disease: a case report
No full textThe risk of stroke due to infective endocarditis is particularly high during the first week. Moreover, in low-resource settings where imaging access is limited, and diagnostic pathways are inaccurate the risk further increases. In addition to antibiotic therapy, treatment may include intravenous thrombolysis, with high risk of hemorrhagic complications in patients with infective endocarditis or mechanical thrombectomy. We report here a case of a 24-year-old male with rheumatic heart disease presenting a septic cardioembolic stroke secondary to infective endocarditis that was successfully treated in a low-resource setting.</p
STEM Education - Recent Developments and Emerging Trends
No full textThis book examines Science, Technology, Engineering, and Mathematics (STEM) education in different countries with a focus on recent developments and emerging trends. STEM education has become a gateway for socio-economic and technological development of nation-states. In light of this, many countries have prioritized STEM education and made it an integral part of their education at all levels. Moreover, many approaches have been used to develop STEM education and teach students to compete with the fast-developing world. However, despite its infinite benefits, it is also important to note that there is inequality in the access and delivery of STEM education within and across countries, which requires new approaches to improve STEM education and its teaching and learning. Therefore, this book consists of chapters on the development, teaching, and access of STEM education from different education levels, countries, and perspectives. The chapters discuss the concept of STEM education in general or on a particular level of education (. g., PreK–12 education, vocational education, and higher education), or subjects such as mathematics, computer science, and architecture. Moreover, the book includes chapters based on the nexus of STEM education and other subjects, including arts and culture, to teaching STEM education. The book contributes to understanding and improving STEM education and instruction globally.</p
Social Robots and Sensors for Enhanced Aging at Home: Mixed Methods Study With a Focus on Mobility and Socioeconomic Factors
No full textBackground: Population aging affects society, with a profound impact on daily activities for those of a low socioeconomic status and with motor impairments. Social assistive robots (SARs) and monitoring technologies can improve older adults’ well-being by assisting with and monitoring home activities. Objective: This study explored the opinions and needs of older adults, including those with motor difficulties and of a low socioeconomic status, regarding SARs and monitoring technologies at home to promote daily activities and reduce sedentary behaviors. Methods A mixed methods approach was used, with 31 older adults divided into 3 groups: those of a low socioeconomic status, those with motor difficulties, and healthy individuals. Focus groups were conducted, and they were analyzed using thematic analysis. Perceived mental and physical well-being were assessed using the 12-Item Short Form Health Survey, and attitudes toward robots were evaluated using the Multidimensional Robot Attitude Scale. Results The results identified 14 themes in four key areas: (1) technology use for supporting daily activities and reducing sedentary behaviors, (2) perceived barriers, (3) suggestions and preferences, and (4) actual home technology use. Lower perceived physical well-being was associated with higher levels of familiarity, interest, perceived utility, and control related to SARs. Lower perceived psychological well-being was linked to a more negative attitude, increased concerns about environmental fit, and a preference for less variety. Notably, older adults from the low–socioeconomic status group perceived less control over SARs, whereas older adults with motor difficulties expressed higher perceived utility compared to other groups, as well as higher familiarity and interest compared to the low–socioeconomic status group. Conclusions: Participants indicated that SARs and monitoring technologies could help reduce sedentary behaviors by assisting in the management of daily activities. The results are discussed in the context of these outcomes and the implementation of SARs and monitoring technologies at home. This study highlights the importance of considering the functional and socioeconomic characteristics of older adults as future users of SARs and monitoring technologies to promote widespread adoption and improve well-being within this population.</p
How Forest School supports inclusive practices: observations of child engagement and view of teachers and parents in one English primary school
No full textThis study examined the Forest School approach as a way for all children to access outdoor education. In so doing, this study related the values and philosophical principles of outdoor education and inclusion. A key characteristic of Forest School is that it encourages child-led activities to involve pupils in the learning process. Hence, this study examined the way the Forest School could facilitate the needs of pupils, including pupils with special educational needs and/or disability. The research question was approached through an exploratory embedded case study research design within a mixed-methods research paradigm informed by critical realism. The primary research tool was the Leuven Scale of Involvement and targeted children in three different settings. The observations took place while the children were learning in the outdoors at a Forest School, while they were learning indoors, and at playtime during recess. To triangulate the research methods, the study was enhanced by a questionnaire that gathered the parents’ stances and perceptions about the curriculum in their children’s school. Finally, the study used semi-structured interviews to collect qualitative data from the teaching staff. The research identifies deep-level learning levels of pupils with SEND in outdoor education sessions. The Forest School approach was beneficial to all students, particularly to students with SEND. Hence, the research found that Forest School could enable all pupils in Year 3 and Year 4 to fully access the curriculum. The findings also discuss positive outcomes for children and conceptualised disablers and enablers in participating in Forest School. The research concludes by suggesting the use of experiential learning for all pupils, which could be enhanced through the integration of outdoor education into the curriculum.</p
Modification and validation of an autism observational assessment including ADOS-2® for use with children with visual impairment
No full textChildren with visual impairment (VI) are at risk of autism spectrum disorder (ASD); however standard observational diagnostic assessments are not validated for this population. The primary objective of the study is to validate a modified version of the Autism Diagnostic Observation Schedule (ADOS-2®, Module 3), for children with VI. A cross-sectional observational study was undertaken with 100 (mean 5½ years, SD 10.44 months, range 4–7 years; 59 (59%) males) children with congenital disorders of the peripheral visual system with moderate/severe-profound VI. As the primary objective, 83 (83%) who were ‘verbally fluent’ were assessed with the modified ADOS-2® (Module 3). Their scores were investigated for reliability, construct and criterion validity against expert clinician formulation and parent-rated social and communication questionnaires (Social Responsiveness Scale-2, SRS-2; Children’s Communication Checklist-2). The secondary objective with the total sample was to report on frequency and distribution of ASD ratings in this VI population. The modified ADOS-2® (Module 3) was found to have strong internal coherence and construct validity (two factor model) and inter-rater reliability. A new VI diagnostic algorithm was established which showed high sensitivity and specificity against clinician formulation. Using the best cut-off threshold for ‘High Risk for ASD’, strong concurrent criterion validity was found according to parent-rated scores on the SRS-2. The modified ADOS-2® (Module 3) was shown to have promising reliability and validity in establishing children at ‘High Risk of ASD’ in this vulnerable population. Elevated rates of ASD were found across the sample, in line with previous estimates.</p
Petrography and mineralogy of the Wessex Basin: palaeoclimate and palaeoenvironments of Lower Cretaceous in southern England
No full textThe Wessex Basin has been the focus of extensive studies on vertebrate palaeontology and is globally famous for dinosaur remains. Nevertheless, detailed mineralogical and petrographic studies have however been recently focused on the adjacent Weald Basin. An integrated approach comprising optical microscopy, scanning electron microscopy, energy dispersive spectrometry and Quantitative Evaluation of Minerals by Scanning Electron Microscopy were used to study the sandstones, mudstones and ironstones within the basin. Feldspathic and quartz wackes, subarkose and quartz arenites are the sandstone types identified. The results revealed a high quartz content with little feldspar concentration that is largely of K-feldspars and Na-rich plagioclase. Heavy minerals include rutile, tourmaline, zircon, apatite, ilmenite, olivine, amphibole, pyroxene, magnetite, monazite, epidote, and garnet. Compositionally, the sandstones are sub-mature to super-mature while they range from immature to submature texturally. The presence of apatite within the sandstones indicates that the sediments have not been affected by any significant post-depositional diagenetic modifications at the site of deposition. The significant concentrations of heavy mineral suite of garnet and rutile indicate metamorphic origin for the sediments within the Wessex Basin with a possibility of mixture of metamorphic and igneous materials at the source areas. The high monocrystalline quartz content, with subordinate K-feldspars and heavy mineral concentration indicates that they have been recycled from older sedimentary materials within the source massifs. The textural maturity of the sandstones reflects moist and warm climatic conditions that favoured a high degree of weathering and transport processes that have removed most of the unstable grains.</p
Creating Edinburgh: diffracting interdisciplinary learning and teaching in the contemporary city
No full textThis article follows an experimental interdisciplinary undergraduate course in the busy, unpredictable space of the contemporary city. It locates practice-based research of interdisciplinary higher education in a dynamic learning environment, which is comprised of unpredictable connections between disciplinary perspectives. Following Karen Barad, the aim is to diffract interdisciplinary higher education in order to recognise and work with a multiplicity of meanings and experiences. This article explores an alternative to the dominant model of challenge-based learning in the interdisciplinary classroom. Creating Edinburgh: The Interdisciplinary City is an undergraduate elective offered by Edinburgh Futures Institute at the University of Edinburgh. It provides students with opportunities to explore the city of Edinburgh in small groups of students from a wide range of degree programmes. Groups are invited to engage with a selection of themed fieldwork topics throughout the 11 weeks of the course, visiting specific sites and responding to a series of tasks and questions. These include themes such as Sustainability, Decolonisation and Wildness, which are presented as interdisciplinary field topics to explore rather than problems to solve. This article develops a research methodology that sets out to travel with students as they navigate their way through the city during their weekly field trips. Combining first-hand autoethnographic accounts with walking interviews, it offers an insight into interdisciplinary learning and teaching in the expanded field of the contemporary city. Conceiving urban space as an assemblage of digital and non-digital objects, events and activities, members of the research team accompany students during their fieldwork, equipped with audio recorders, cameras and notebooks. The documents of these research journeys are then diffracted within a new materialist framework. The article concludes with questions and prompts for working with the agency and the affordances of a field-based education practice.</p
How accounting for relational power dynamics can help tackle injustices in the climate crisis
No full textIt is widely understood that there is an urgent need to address the climate crisis. Climate change impacts are already being experienced and will only become more significant in the coming decades. Notably, impacts will be most strongly felt by those already marginalised or vulnerable within societies [1]. However, in addressing the climate crisis, there is a risk in creating new or exacerbating existing injustices–especially if rapid and deep transitions are to be targeted [2]. Thus, we strongly assert that researchers have a responsibility to remain mindful of and actively seek to mitigate, climate-related injustices. Through this opinion piece, we present the critical consideration of power, as an underutilised means for researchers (and others) to do just that. Power plays a fundamental role in addressing the climate crisis and pursuing a just low-carbon transition because of how “power creates barriers to justice” [3, p.32]...</p
Data sources:
Access Repository Dashboard
Do you manage Open Research Online? Become a CORE Member to access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard! 👇