Teacher-student discourse in active learning lectures: case studies from undergraduate physics

In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active engagement with the material. This results in increased opportunities for teacher-student interactions which may be beneficial for learning. Our aim here is to explore the nature and purposes of these dialogues. Two case studies from introductory physics classes at the University of Edinburgh are analysed through a sociocultural perspective. Three main purposes of dialogues are observed: (1) Involving students in sense-making, (2) Guided expert modelling and (3) Wonderment questions. We found that the dialogues predominantly use a triadic Initiation, Response, Feedback (IRF) format and are authoritative in nature, but work together to create an interactive learning environment that can be described as ‘ideologically dialogic’     

A peer-mentoring scheme for immigrant students in English secondary schools: a support mechanism for promoting inclusion?

Immigration in Europe has increased rapidly over the last years. As a result, schools are accepting students arriving from other countries at various stages of the school year. This can be a challenging process both for students and for schools. This paper describes the introduction of a peer-mentoring scheme to support immigrant students in three English schools, which took part in a European Union funded project that involved five countries. Data from semi-structured interviews with mentors, mentees and facilitators were analysed and highlighted a number of positive impacts, such as getting support from mentors, making new friends and increased confidence both for mentors and mentees. However, it seems that the way that the programme was implemented in the English schools, focused only on the individual students, rather than having an impact on the whole school. The implications of such an approach in relation to inclusion are discussed.     

Exploring the role of human capital,renewal capital and entrepreneurial capital in innovation performance in high-tech and low-tech firms

According to past research, intellectual capital (IC) is a key driver of innovation performance and subsequent competitive advantage. Given the human nature of innovation activities (i.e. human beings produce innovations), human capital (HC) deserves special attention. Although researchers in the past have analysed the HC–innovation linkage, we still do not have a detailed understanding of how specific human capabilities affect innovation. Furthermore, the technology level of the firm could generate major differences in the HC–innovation relationship as it influences both the type of knowledge prevalent within the company and the radicalness of the innovations developed. Nevertheless, former literature has largely omitted technology level when studying the IC–innovation linkage. To fill this research gap, this study examines the role of human attributes, including knowledge, skills and motivation (i.e. traditional HC), learning capability (i.e. renewal capital) and entrepreneurial attitude (i.e. entrepreneurial capital) on innovation in high-tech versus low-tech companies. To that end, survey data from 180 Spanish companies were analysed by means of structural equation modelling based on partial least squares. The results obtained confirm that the influence of HC, renewal capital and entrepreneurial capital on innovation differs depending on the technology level.     

Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption

Learning Environments Research - When the 2020 semester began in the USA in January, it was unimaginable that the near-total closure of educational system across the globe would become the new...