Conceptualising play-based learning from kindergarten teachers’ perspectives

This study sought to gain insight into how Ontario teachers define play-based learning, and how their perspectives affect its implementation in kindergarten classrooms. Using survey data from kindergarten teachers from around the province of Ontario, two definitions of play were developed: one focused on social development through play and the other on academic and social development in play. Results revealed inconsistencies in participants’ definitions and implementations of play-based learning in kindergarten classrooms. Several participants described the enactment of play that was entirely separate from learning, yet still indicated some belief in the ability to learn through play. While all participants described positive perspectives of play-based learning, more than half described the implementation of kindergarten programmes that did not fully integrate play-based learning as it is described in the Ontario curriculum. Participants were also asked to identify challenges they experienced in their implementation of play-based pedagogy. Participants in all enactment groups indicated experiencing challenges to their play implementation. These results support the need for a clear and consistent definition of play-based learning that will help determine how best to integrate play and the learning of academic skills.     

University teachers’ learning paths during technological innovation in education

Curriculum development initiatives, especially those involving educational technologies, provide a rich learning space for university teachers. In-depth interviews with teaching staff (n = 11) were qualitatively analysed to gain insight into the variety of individual learning paths and to identify potential relationships between learning paths, motivation, and conceptions of teaching and learning through educational technology. Three distinct learning paths relating to teachers’ learning preferences and activities were identified: learning by performing daily teaching activities; deliberately experimenting with new teaching approaches; and reflecting on teaching experiences. The relationships between learning paths and relevant factors are described and implications for professional development practices are discussed.     

Strategies by Norwegian universities to meet diversified market demands for continuing education

In the 1990s, universities received morediversified demands for continuing education.Market demands may contribute to createinnovative courses and introducing newperspectives. A critical question is, however,if universities should respond to all marketdemands, or base continuing education onresearch-oriented teaching and learning. Casestudies of Norwegian universities show thesecond understanding to be universal there.Strategic plans are quite general, so differentstrategies for continuing education areinferred from course offers and interviews. Sixstrategies are presented and discussed:Research news for professionals; Same contentwith flexible delivery; Adapted specialisation;Interdisciplinary Master's degrees;Interdisciplinary courses for new markets;Tailor-made on commission.     

Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students’ interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.     

Why do adults learn? Developing a motivational typology across 12 European countries

Participation in adult education is today generally considered an individual responsibility. However, participation is the result of a complex bounded agency between individuals, educational institutions and regulating governments. This paper explores the motives of 12,000 European adult learners in formal adult education in 12 European countries. Analysis shows consistent patterns comparable to welfare state typologies. Further exploration demonstrates that motives to participate in adult education courses can be interpreted in relation to the labour market, education and social policy in the country of participation.     

The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students

This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child.     

The KAIZEN Leader: Continuously Improving Administration

Organizations need high levels of human performance from all personnel, including leaders. Unfortunately, standard organizational practices in selecting and promoting leaders reinforce behaviors that interfere with high performance from them and those they supervise. The leap from current performance levels to high performance must occur in incremental steps based on a theory of management that requires nothing less than cultural and personal change. This article defines the term “KAIZEN” and describes the changes leaders must make in their attitudes and behavior if they are to create continuously improving organizations.