Improving publication: advice for busy higher education academics

A major challenge for higher education academics is to research and publish when faced with substantial teaching responsibilities, higher student numbers, and higher output expectations. The focus of this piece is to encourage publication more generally by educators, and to build publication capacity, which academic developers can facilitate. The author’s experience as a busy social work educator highlights the potential for educators in such fields as teacher-training, nursing, medicine and other professional disciplines, to make better use of their daily work material in publication.     

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

ABSTRACT

A body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis.     

Screening of field pea （Pisum sativum） selections for their reactions to root-knot nematode （Meloidogyne incognita）

INTRODUCTION Fieldpea (Pisum sativum L.) is one of the im-portant pulse crops of the world and is cultivated over 5.9 million hectares with a production of about 11.7 million tons (Singh, 1983). In India it is grown over 0.7 million hectares yielding about 0.6 million tons (Singh, 1983). Among various obstacles in cultivating this crop, root-knot nematode Meloidogyne incognita (Kofoid & White) Chitwood has been reported to cause severe yield losses of up to 20%~33% (Upadhyay and Dwiv…     

Policies on and practices of cultural inclusivity in learning management systems: perspectives of Indigenous holistic pedagogies

Online learning has become a conventional term and practice in Australian higher education, yet cultural inclusivity for Indigenous (Indigenous for the purposes of this paper refers to Australian Aboriginal and Torres Strait Islander peoples) students is insufficiently reflected in learning management system (LMS) policies and design. This study aims to explore culturally inclusive learning entrenched in Australian university policies on and practices of LMS by applying Indigenous holistic pedagogical values in LMS design. Based on a literature review, we articulate four dimensions: communication, collaboration, community and interculturality for culturally inclusive learning in an online learning environment. By using the dimensions, we critically review policies (n?=?10) and LMS sites (n?=?50). In this review, we argue that there are contrasts of individually heterogeneous and collectively homogeneous approaches, self-focused and community-driven pedagogy, and task-oriented and relational learning. Significantly, the review results indicate that Indigenous holistic pedagogies have a metaphysical strength to be the ontological foundation for cultural inclusivity.     

Constructing “world-class” as “global”: a case study of the National University of Singapore

This article investigates the ways in which newly-established higher education institutions (HEIs) position themselves as “world-class” through constructing themselves as “global”. With the escalating “free market” and competitive forces arising from the marketization of education, most universities see a construction of themselves as global universities as a necessity, where the global mark is valued as a signal of quality across markets and thus positions the universities as world-class. This study specifically examines how one very successful emerging university, the National University of Singapore, constructs and promotes itself as a global institution through three strategies.     

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.     

A systematic review on test anxiety in children and young people with learning difficulties

This systematic review explores test anxiety in children and young people (CYP) with learning difficulties. Research has found that students with learning difficulties experience higher levels of anxiety about school compared to peers without learning difficulties. One area of school that has had little research is test anxiety, therefore further exploration is needed. Nine papers resulted from the systematic search. It was found that CYP with learning difficulties can experience test anxiety. There are a variety of internal and external factors which have an interactional relationship with test anxiety. A model was developed to illustrate these factors including characteristics of tests, perceptions of support, self-belief and cognition and learning skills. This can be used to explore potential reasons for test anxiety in CYP with learning difficulties and to provide subsequent support.     

Preservice Secondary Science Teachers’ Teaching and Reflections During a Teacher Education Program

The 39 preservice teachers (PSTs) who participated in this study were enrolled in a masters program for secondary science teacher certification. Initially they held broad ideas about teaching and learning gleaned from their own experiences. Guided by the program course work, some PSTs embraced the pedagogical approaches introduced in the program, applied them in their teaching, and reflected on the outcomes. Their reflections showed that they were focused on keeping all of their students interested in science and on student participation in the process of meaning-making. Some PSTs embraced the program goals but struggled to achieve them in teaching. Others focused on transmission of content and did not attempt to develop an environment of student agency. There were nine career-changer PSTs and most of them remained teacher-centered throughout the program. The implications of student- and teacher-centered approaches adopted by the PSTs and the rationales provided by them are discussed in the paper.