1,720,957 research outputs found
An Exploration into Educator’s Awareness and Implementation of Universal Design for Learning within an Irish Higher Education Institution
No full textUniversal Design for Learning (from herein referred to as UDL) is a tried and tested framework. There is a building research evidence base to tell us it works. This paper explores the awareness and implementation of UDL within a Higher Education (HE) institution's teaching practices.
In recent years, responding to student diversity has become a key priority in education systems. Attributable to the broader diversity, one of the most significant challenges facing educators is engaging and supporting a vast and diverse group of students. Now more than ever, teaching practices must adapt to reflect the changing landscape of higher education. UDL has become a key pedagogical approach to promoting inclusive and equitable education in response to diversity, and it is slowly and implicitly emerging in Higher Education teaching practice. This study aims to ascertain educators’ awareness of UDL and explore the area of implementation within HE teaching practice to establish if Intuitional improvement and professional development to enhance educators’ skill sets for working with diverse learners are required.
This research presents an in-depth review of the literature, using primary research conducted with educators in one Higher Education institution with four geographical locations in Ireland. It brings insights into educators’ awareness of UDL and the implementation within HE teaching practice and establishes best practices in supporting and engaging educators in UDL practices. The research methodology utilised for this study follows a pragmatic approach using mixed methods. The data collection methods involved an online survey (quantitative) and semi-structured interviews (qualitative). The above methods were chosen to gather the essential data for achieving the information and the research objectives.
The research finds there is a high level of awareness and implementation of UDL but an inconsistency in the participation of formal PD in UDL; in addition, confidence in the implementation of the framework is quite varied.
The study makes several recommendations to Higher Education to bridge the gap between awareness, implementation and best practice in supporting, encouraging and engaging educators in UDL practices
An Investigation into Teaching and Learning Strategies that Promote Confidence in Students with Learning Disabilities.
No full textThis thesis investigates the use of specific teaching and learning strategies used by teachers in Further Education (FE) to promote the confidence of students with learning disabilities.
Students with Learning disabilities are more likely to suffer from issues relating to confidence than their peers without learning disabilities. Confidence is linked to academic achievement and there are specific teaching and learning strategies that can be used to promote confidence.
Within this research, the situational context of learning disability within further education is established in relation to demographics and policy. Confidence is discussed and how it relates to learning disability. Teaching and learning strategies that are proven to promote confidence in students with learning disabilities are ascertained based on the findings of the research. All the above is discussed throughout this research is based on an in-depth review of the literature and the analysis of interviews held with experienced teachers in further education.
This research finds that there is inconsistency and incoherence in how policy is put into practice within further education in Ireland. The research findings may be used as a resource to contribute to raising awareness among teachers, that specific teaching and learning strategies can be used to have a positive impact on the confidence levels of students with learning disabilities, resulting in positive outcomes such as equity, equality and inclusion.
Recommendations, based on the research undertaken, that would benefit students with learning disabilities have been put forward. Areas for further research are identified and outlined in chapter five
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Learning in Later Life: A Study of the Experience of Older Adults Engaged in Non-Formal Learning within the Community.
No full textAs the world experiences a growing older population this research study explores the participation of older adults in lifelong learning within their community, their motivation for engaging with education, the challenges they face while learning as they age and the benefits derived from learning in a local environment, both at a personal and societal level. Using a qualitative research methodology, a group of older learners was interviewed to establish their views on these issues and to ascertain what is important to them in the learning environment. The study found older learners to be active and engaged citizens who do not regard age as a barrier to learning and view this life stage as one of growth and opportunity; learners want an informal, social learning environment - their relationship with both the tutor and their peers is of key importance; early school experience can have a profound effect on learners and must be considered by adult educators. A key finding was the lack of visibility of this age group, who are no longer in the workforce, in educational policy and planning, with an absence of hard data both at national and European level
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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