Requiring Participation: An Instructor Strategy to Influence Student Interest and Learning

Instructors are faced with the challenge of engaging students in the learning process. This study examined the effects of participation requirements on students' (N = 258) affective learning, interest, and cognitive learning using the Affective Learning Model and the Instructional Beliefs Model. Affective learning mediated the relationship between student participation requirements and cognitive learning, and student interest mediated the relationships between participation requirements and cognitive learning, supporting the IBM. The results provide insight into course-specific structural tactics that instructors can employ to enhance the educational experience for college students.     

In pursuit of African scholarship: unpacking engagement

Engagement between higher education and other societal sectors is a key theme in higher education discourse in South Africa, as it is in other countries. In South Africa, however, engagement has gained additional status as an appropriate strategy for pursuing African Scholarship. On the ground, however, inequitable power relationships and erratic participation have posed serious challenges to the effectiveness and sustainability of engagement initiatives. From the experiences of seven South African academics and the local community members and service-providers with whom they engaged in service-learning, three factors emerged as mediating the power/participation dynamic of their engagement. The impact of these factors, namely, structure, meaning, and place and time, are discussed, leading to the conclusions that scholarly engagement requires ideological and practical support from higher education institutions and further study in South African contexts.

Can EFL Speakers Communicate in English-mediated Classes?: A Case of a Liberal Arts Class for Engineering Students in Korea

The purpose of this paper is twofold: (1) to explore what factors prevent English as a foreign language (EFL) students from participating in English-medium instruction classes; and (2) to examine how dialogic teaching techniques enhance students’ participation in classroom interaction. Utilizing the notions of “communicative competence” and “truncated repertoire,” we first investigated the barriers to communication in classrooms. We next examined how EFL speakers are able to communicate in English-medium instruction (EMI) classes. The findings suggest that when the instruction was designed to reduce cultural barriers and to facilitate authentic discussion, EFL students were able to participate in classroom interaction, and they perceived discussion as a way to learn an unfamiliar subject taught in English.     

Participation Making a Difference? Critical Analysis of the Participatory Claims of Change, Reversal, and Empowerment

Participation has become very popular as a new strategy and approach in research, in policy, in private and public affairs. As an alternative to top-down approaches participation promises to empower people, to acknowledge and to build competence and (local) knowledge, to recognise and to be responsive to people’s different and differentiated needs and interests. The difference participation promises to make concerns above all an engagement with questions of difference.     

社区参与:政治和社会发展的结构性驱动力

社区参与是在全方位、多层面的社会变迁的宏观背景下形成的结构性的运行机制，并以此为驱动力推动了微观层次上的社区发展和宏观层次上的政治、社会发展，是政治发展和社会发展的一种结构性驱动力。但当前社区参与还存在一些问题，必须采取相应的对策。     

四川省高校学生运动参与现状的调查与研究

通过问卷调查,对四川省四所性质、地域分布不同的普通高校学生运动参与状况进行研究,结果表明我省大学生的体育参与的基本状况尚有较大的改善空间;以《指导纲要》为依据,探索符合我省省情的公共体育课程改革的新思路和教学、管理模式。     

约翰逊政府与中国在联合国的代表权问题——以1966年研究委员会提案为中心的讨论

1966年,由于面临要求中国加入联合国的巨大压力,美国采纳了研究委员会提案,并支持意大利等国在联大上提出该案。美台为此进行了激烈争论,最终台湾勉强接受了该案。虽然在21届联大上这个提案未能通过,但是它的提出分化了“驱蒋纳我”的力量,拖延了中国在联合国代表权问题的解决。     

Interpersonal Goals and Political Uses of Facebook

Many have noted the immense potential of social media as a catalyst for political engagement. While we know a great deal about the people who use social media for politics, and even why they do it, we know very little about when, or under what conditions, political uses of social media actually occur. In this article I extend interpersonal goals theory to examine when political social media use happens. Results suggest that, above and beyond cognitive political engagement, interpersonal goals contribute significantly in explaining political behaviors on Facebook. I find that political posts entail greater affective and interaction-related risks than following political pages or updating one’s profile, while “liking” political posts affords users a low-cost/low-reward strategy for managing interactions. As such, this study provides evidence that political expression on Facebook takes several distinct forms.     

Collecting participatory art at the Denver Art Museum

Participatory art is a contemporary movement requiring viewers to take an active part in the artwork, by means ranging from interaction with materials to creative contribution. Artistic developments in the twentieth and twenty-first centuries, such as political and social engagement, led to the rise of participatory practices. Concurrently, museums have reacted to falling attendance and cultural shifts by seeking to create more engaging experiences for visitors. At the Denver Art Museum, this has led to an increased interest in displaying and collecting participatory art. Through case studies of works in the collection of the Denver Art Museum, Walking in Venus Blue Cave (2001) by Ernesto Neto and ¿Being Home? (2009) by Rupprecht Matthies, this paper explores the conservation of participatory artworks in museum collections, including their maintenance on display, long-term preservation of their interactive nature, and the possibility of involving communities in conservation actions and decision-making.     

Impact of philosophical enquiry on school students’ interactive behaviour

To be effective, thinking skills interventions are likely to require specific fine-grain changes in the quantity and quality of teacher–pupil and pupil–pupil dialogue in the classroom, but these are difficult to establish. This study investigated the effects of collaborative philosophical enquiry over time on quantity and quality of interactive dialogue in 180 children aged 10 in 4 intervention and 2 comparison primary (elementary) mainstream classes in 6 schools in Scotland. Participating teachers received initial and follow-up professional development. Matched comparison classes received regular teaching. Video recordings of teacher-led and pupil–pupil classroom discussions before, and 7 months into, participation in the programme were analyzed. These were related to a theoretical model of the process. Changes in intervention classes included increased use of open-ended questions by the teacher, increased participation of pupils in classroom dialogue, and improved pupil reasoning in justification of opinions. There were no changes in comparison classes. Variation in degree of change between intervention schools was evident. Implications for future research, policy and practice are outlined, particularly for enhancing consistency and expanding the programme.