Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, i.e. to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop such a learning and teaching strategy for cellular respiration. The strategy consists of a storyline, consisting of three contexts, with embedded cognitive elements and some episodes focussed on recontextualising cellular respiration. Testing the strategy in two classes in upper secondary biology education showed that the strategy was largely practicable.
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All social media should have a sticker saying 'Don't Jump for the Tool!' While it is tempting 'to use Twitter', the choice of a medium like Twitter cannot be seen in isolation of strategic goals, instruments and expected results, i.e. a communication strategy. We designed a board game, called the Media Strategy Game, which makes professionals aware of the choices and opportunities involved in developing a communication strategy. By playing the game, assumptions about objectives and results are made explicit and awareness is created for the activities needed to achieve objectives. The game therefore serves to stimulate discussions, provides insights for the development of an efficient media policy, and helps to create consensus. While designed for professionals who need to communicate a message inside or outside of an organization, it has also proved very valuable in trainings and in higher education. Recently a workbook has been added to the board game that helps professionals to formulate their communication strategy by providing 16 hands-on models for business strategy, business modelling, leveraging tools and formulating indicators to measure impact.
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What exactly are the characteristics of honors pedagogy? What are the teaching strategies that are particularly relevant and successful for academically gifted and motivated students? In spite of the substantial body of literature about the practice of honors education, largely referring to the United States, very little systematic and empirical research has been done about honors pedagogy. This study contributes to a better understanding of honors pedagogies, focusing not just on what might distinguish honors teaching and learning from standard expectations and methodologies but also on how honors pedagogy offers both instructors and students an opportunity to fundamentally rethink their philosophy of education. The present study points out the similar and different approaches and dispositions in American and Dutch honors teaching. Cultural differences, distinctive educational systems, and diverse priorities play a role in defining both the shared and unique perspectives on honors education in both countries. Therefore, a baseline comparison is made between American and Dutch honors teachers with respect to their teaching strategies.
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World globalisation drives companies to undertake international expansion with the aim of retaining or growing their businesses. When companies globalize, managers encounter new challenges in making international marketing strategy (IMS) decisions, which are influenced by perceived cultural and business distance between their home- and foreign country. Telkom Indonesia International (Telin) was formed by Telkom Indonesia (i.e. the state-owned company in the telecommunication industry in Indonesia) to engage in international business within a global market. The central question in this study is to what extent do managers’ perceived cultural and business distance between home- and foreign country influence their IMS decisions? A mixed research strategy will be employed by applying qualitative and quantitative methods concurrently. The data collection will involve interviews with CEOs and managers, alongside a web survey to 55 managers of Telkom's. Results suggest important consequences for IMS decisions and emphasizes the need for dialogue on perceptions of cultural and business characteristics of countries.
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There are different strategies of curriculum implementation regarding ICT education in schools of social work. It concentrates on ICT as a content of social work education, not on educational technology. Theoretically, an integral approach of ICT teaching ( social informatics ) is considered an adequate strategy for an up to date social work education. In practice however, the institutes of vocational education do not arrive at a full integration of social informatics. Some conditions are discussed that support integration as an implementation strategy.
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In today’s foreign language (FL) education, teachers universally recognise the importance of fostering students’ ability to communicate in the target language. However, the current assessments often do not (sufficiently) evaluate this. In her dissertation, Charline Rouffet aims to gather insight into the potential of assessments to steer FL teaching practices. Communicative learning objectives FL teachers fully support the communicative learning objectives formulated at national level and embrace the principles of communicative language teaching. Yet, assessments instead primarily focus on formal language knowledge in isolation (e.g., grammar rules), disconnected from real-world communicative contexts. This misalignment between assessment practices and communicative objectives hampers effective FL teaching. CBA toolbox The aim of this design-based PhD research project is to gather insight into the potential of assessments to steer FL teaching practices. To this end, tools for developing communicative classroom-based assessment (CBA) programmes were designed and implemented in practice, in close collaboration with FL teachers. Rouffet's dissertation consists of multiple studies, in which the current challenges of FL education are addressed and the usage of the CBA toolbox is investigated. Findings reveal that assessing FL competencies in a more communicative way can transform teaching practices, placing communicative abilities at the heart of FL education.
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The COVID-19 pandemic has forced higher education (HE) to shift to emergency remote teaching (ERT), subsequently influencing academic belonging and social integration, as well as challenging students' engagement with their studies. This study investigated influences on student engagement during ERT, based on student resilience. Serial mediation analyses were used to test the predictive effects between resilience, academic belonging, social integration, and engagement.
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This thesis reports on an interpretative case study about student teachers’ and new teachers’ personal interpretations in their teaching practice, during and after an international teaching internship. The main aim of this study was to describe how an international teaching internship interrupts existing, familiar ways of thinking or acting. The findings are an interpretation of how this interruption influences student teachers’ and new teachers’ “personal interpretative frameworks” (Kelchtermans, 2009) during their teacher training programmes and transition from student to teacher. This framework reflects the basis on which a beginning teacher grounds their personal decisions or judgements for action and answers the questions: ‘how can I effectively deal with this particular situation? and ‘why would I work that way?’ (Vanassche & Kelchtermans, 2014, p. 118).
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