Academic literature on the topic 'Meaningful school experiences'
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Journal articles on the topic "Meaningful school experiences"
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Bergmark, Ulrika, and Catrine Kostenius. "Students’ Experiences of Meaningful Situations in School." Scandinavian Journal of Educational Research 62, no. 4 (2017): 538–54. http://dx.doi.org/10.1080/00313831.2016.1258670.
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Campbell, Kendall M., Loni Crumb, and Paige E. Averett. "Meaningful Patient Care Experiences for Minority Graduate School Students." Journal of the National Medical Association 111, no. 5 (2019): 521–26. http://dx.doi.org/10.1016/j.jnma.2019.04.006.
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Harding Kuriger, Jodi. "Conceptualizing Meaningful Physical Education." Alberta Academic Review 4, no. 1 (2021): 12. http://dx.doi.org/10.29173/aar131.
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Background and purpose: The research literature in physical education (PE) is placing a growing emphasis on Meaningful PE (Beni et al, 2017) to transform PE to meet the needs of all students. The purpose of this research was to 1) identify the concepts of Meaningful PE that students found to be important and 2) distinguish which concepts have the most potential to provide students with Meaningful PE experiences. 
 The study: The project was conducted in three PE classes among grade 7 to 9 students in an urban secondary sports academy school in collaboration with their PE teachers. Data was collected using the GroupWisdomⓇ Concept Mapping (2021) platform and group interviews with the objective to have PE students and teachers conceptualize Meaningful PE.
 Findings: The study found that students’ and teachers’ context specific conceptualizations of Meaningful PE can be identified using GCM. The major tenet of Meaningful PE found was relationships. Student and teacher participants identified important concepts for Meaningful PE as a combination of statements within the clusters of kindness, physical activity, fun, and quality education. The findings call for a broad understanding of students within each school context in order to conceptualize meaningful physical education experiences. 
 Conclusions: It is my conclusion that involving students in the conceptualization of Meaningful PE by focusing on autonomous and inclusive relationships is of great importance to co-create Meaningful PE experiences. Secondary students were able to identify what is important for meaningful experiences in PE and how inclusive relationships can facilitate Meaningful PE experiences.
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Walters, William, Daniel Bruce Robinson, and Jared Walters. "Mentoring as meaningful professional development." International Journal of Mentoring and Coaching in Education 9, no. 1 (2019): 21–36. http://dx.doi.org/10.1108/ijmce-01-2019-0005.
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Purpose Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protégé relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context. Design/methodology/approach The researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. More specifically, over a ten-week period, the researchers made 26 field visits, observing two mentors’ interactions with five protégés before, during, and after PE class instruction; collected the two mentors’ ten journal entries, all made in response to researcher-provided writing prompts; and interviewed the two mentors, both individually and together. Findings The mentor teachers viewed the mentor–protégé relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice. Research limitations/implications This research could inform those who structure and/or coordinate mentoring research within teacher education programs so that they might place a more purposeful focus upon the potential and/or idealized outcomes for mentors (as well as for protégés). Given the single case study methodology, this research may lack generalizability to other educational contexts. Originality/value This research adds to the emerging body of research that investigates how mentoring may provide benefits to mentors. More specifically, this research suggests benefits to mentors relate, especially, to their own teaching identity and practice.
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Brown, Andrew R., Donald Stewart, Amber Hansen, and Alanna Stewart. "Making meaningful musical experiences accessible using the iPad." ScientiaTec 2, no. 2 (2015): 8–15. http://dx.doi.org/10.35819/scientiatec.v2i2.1461.
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In this paper we report on our experiences using ubiquitous computing devices to introduce music-based creative activities into an Australian school. The use of music applications on mobile tablet computers (iPads) made these activities accessible to students with a limited range of prior musical background and in a general purpose classroom setting. The activities were designed to be meaningful and contribute toward personal resilience in the students. Two theoretical frameworks inform the research design; the meaningful engagement matrix and personal resilience. We describe these frameworks and how they inform the activity planning. We report on the activities undertaken to date and share preliminary results from questionnaires, interviews, musical outcomes, and observation.
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Hendarwati, Endah, Yarno Yarno, and Naili Saida. "Peningkatan Kualitas Pembelajaran Melalui Kemitraan Dosen dan Guru." AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (2019): 28. http://dx.doi.org/10.30651/aks.v3i1.2064.
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The assignment of lecturers to schools aims to improve the quality of learning. The implementation of Lecturer-to-School Assignment conducted at Kalijudan 01/59 Elementary School, Muhammadiyah 10 Junior High School, Baitussalam Junior High School, and Muhammadiyah 7 Senior High School of Surabaya provided many experiences for lecturers of FKIP UMSurabaya and partner school teachers. Differences in perceptions between lecturers and teachers can be understood and straightened out by the existence of lecturer assignment activities to schools. With the assignment of lecturers to the school lecturers and teachers can collaborate with each other to compile an activity plan by seeing and experiencing firsthand experience how to teach in schools with various problems. Lecturers and teachers exchange experiences in learning activities so that learning is more meaningful. Planned and sustainable school assignment activities have a positive impact on FKIP UMSurabaya and partner schools and for improving the quality of education in the Indonesian nation. Learning model innovations and varied media use in learning activities conducted by lecturers can provide motivation to teachers and students in the learning process. With the assignment of lecturers to school this can improve student learning outcomes.
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Blanchard, Pamela B. "Focus on Middle School: Learning From Experience: Transforming Traditional Field Trips Into Meaningful Learning Experiences." Childhood Education 93, no. 1 (2017): 87–89. http://dx.doi.org/10.1080/00094056.2017.1275253.
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Kuurme, Tiiu, and Anu Carlsson. "The Factors of Well-Being in Schools as a Living Environment According to Students' Evaluation." Journal of Teacher Education for Sustainability 12, no. 2 (2010): 70–88. http://dx.doi.org/10.2478/v10099-009-0055-9.
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The Factors of Well-Being in Schools as a Living Environment According to Students' Evaluation How do students describe their quality of school life, based on their views about what is pleasant and unpleasant about the school? How is student welfare related to education for sustainability? Theories of the quality of school life and authentic identity constitute the theoretical background of this study. The school experiences of 185 Estonian and 161 Finnish students of different school types were studied by a semi-structured open questionnaire. The answers were analysed by the qualitative phenomenological method. The quality of school life of the students is diminished by the routine hierarchical working system and bad relations. It is supported by a cooperation-orientated atmosphere and meaningful learning experiences. The meaningfulness of school is sensed to be the most important factor in the students' evaluation of their school experiences.
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Rossetti, Zachary, Donna Lehr, Dana Pelerin, Shuoxi Huang, and Leslie Lederer. "Parent Involvement in Meaningful Post-School Experiences for Young Adults With IDD and Pervasive Support Needs." Intellectual and Developmental Disabilities 54, no. 4 (2016): 260–72. http://dx.doi.org/10.1352/1934-9556-54.4.260.
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Abstract Despite initiatives supporting young adults with intellectual and developmental disabilities (IDD) to engage in post-secondary education and integrated employment, those with more intensive support needs are not as easily involved in these post-school experiences. In an effort to learn from positive examples, we examined parent involvement in meaningful post-school experiences by eight young adults with IDD and pervasive support needs. Secondary analysis of data from a prior interview study yielded this smaller sample of eight young adults with meaningful post-school experiences. Their parents were actively involved as fierce advocates and creative problem solvers. The active involvement of parents included: a) attitudinal facilitators, b) advocacy efforts and perceptions, and c) strategic actions. Implications for future research and practice are described.
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Dabney, Beverly W., Mary Linton, and Jamie Koonmen. "School Nurses and RN to BSN Nursing Students." NASN School Nurse 32, no. 1 (2016): 30–32. http://dx.doi.org/10.1177/1942602x16675021.
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Many nursing schools and public schools are facing various challenges including a lack of resources. Schools of nursing strive to provide meaningful clinical experiences despite the challenge of a limited supply of quality placements. Similarly, public schools are expected to provide more nursing services at a time when many school nurses already are overloaded. For example, new state legislation placed additional responsibilities (regarding epinephrine auto-injectors and cardiac emergency response plans) on school nurses in Michigan. Establishing a partnership between the University of Michigan–Flint and the Genesee Intermediate School District (GISD) allowed RN to BSN students in the community health nursing course to complete enriching clinical experiences at selected GISD schools. While gaining valuable clinical knowledge, these nursing students helped school nurses comply with the new legislation’s requirements. This partnership benefitted the nursing students, the school nurses, and the schools that served as clinical placement sites. Nursing school administrators and faculty members should consider pursuing similar clinical placement partnerships that could be advantageous for students and local communities.
Dissertations / Theses on the topic "Meaningful school experiences"
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Hargreaves, Lora Joan. "Attributes of meaningful field trip experiences /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2349.
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Renaud, Esteban Alejandro. "Meaningful experiences in graduate school among Hispanic/Latino/Chicano faculty who attained their Ph. D /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091961.
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Carlsson, Jesper, and Joakim Sund. "Students’ Experiences of Intense and Personally Meaningful Interactions in English-Mediated Online Communities." Thesis, Högskolan Väst, Avd för utbildningsvetenskap och språk, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-16447.
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Students spend more time using English out-of-school compared to in school. Situated in previous research on Extramural English, this study will be drawing on interviews with a specially selected sample of upper secondary school students who engage in intense and personally meaningful interactions in English-mediated communities online. This qualitative research study seeks to answer how and where these students communicate. Furthermore, the students’ experiences of use of English in school and in online communities will be explored. Results are based on a thematic content analysis. Based on the result, students experience high confidence in their L2 English proficiency in online communities. However, some of the participants experience anxiety and worries when using English in school. Teachers need to be aware of their students’ Extramural English to understand challenges related to students’ in- and out-of-school L2 English experiences.
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Aguiton, Rhonda Lisa. "A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.
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Klein, Ana Maria. "Projetos de vida e escola: a percepção de estudantes do ensino médio sobre a contribuição das experiências escolares aos seus projetos de vida." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10082011-141814/.
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O presente estudo investiga a percepção dos(as) estudantes do Ensino Médio sobre a contribuição que as experiências escolares podem trazer aos seus projetos de vida. Tomamos por referência o conceito de projetos vitais formulado por Damon, adotando a perspectiva da psicologia positiva (Seligman & Csikszentmihalyi). Partimos da concepção de que projetos que orientam a vida das pessoas são elementos centrais à humanidade e podem contribuir tanto para a satisfação pessoal como para fins coletivos. Entendemos que a juventude é um período relevante para a identificação de tais projetos, dada a necessidade do(a) jovem de projetar seu futuro e de escolher caminhos a serem percorridos na vida adulta. Buscamos compreender a complexidade desta fase da vida a partir da visão de alguns autores relacionados à psicologia (Inhelder & Piaget, Erikson, Damon) e à sociologia (Mannheim, Eisenstadt). Dada a função formativa da escola, à diversidade de experiências que propicia aos(às) estudantes e ao tempo que esses passam em seu interior, esta instituição torna-se potencialmente favorável à identificação de projetos de vida. O conceito de experiências escolares tem por base o trabalho de Dewey. Optamos por uma abordagem positiva do tema, ou seja, vamos nos deter nos elementos que contribuem para o desenvolvimento de projetos de vida. O plano de investigação traz os dados de uma pesquisa realizada com 305 estudantes do primeiro e segundo anos do Ensino Médio oriundos das redes pública e particular da cidade de São Paulo. A pesquisa, ao buscar a percepção dos sujeitos, adota uma abordagem qualitativa do problema, mas faz uso, também, de procedimentos quantitativos para alcançar seus objetivos. O conceito de projetos vitais pressupõe a investigação de diferentes elementos como objetivos e metas de vida, ações, percepção do sentido da vida e preocupação com o futuro. Para tanto, foi utilizado um instrumento com questões fechadas em uma escala do tipo Likert e questões abertas destinadas à identificação da contribuição da escola aos projetos de vida sob a ótica dos sujeitos envolvidos. A análise dos dados indica que a maioria dos(as) jovens têm projetos de vida econômicos ou hedonistas que se combinam com valores e objetivos de vida familiares, pró-sociais, religiosos, dentre outros. Os dados evidenciam que quase a totalidade dos(as) jovens consideram objetivos políticos sem importância para as suas vidas. A escola é percebida positivamente, 81% dos(as) participantes consideram que ela contribui para seus projetos de vida, principalmente por meio das disciplinas curriculares que têm seu significado associado ao futuro, à formação para o trabalho e ao vestibular. Dados relacionados à representação estudantil e atuação protagonista dos(as) estudantes revelam percentuais muito baixos de vivência desse tipo de experiência. Dentre as justificativas atribuídas às contribuições das experiências escolares detectamos significados que: são auto-centrados, incorporam o outro por meio de relações interpessoais e consideram interesses e causas coletivas. Os dados mostram que valores, objetivos de vida e significados atribuídos à escola combinam-se de maneiras diversas, evidenciando a complexidade que envolve a adoção de um projetos de vida.<br>The present study investigates the perception of high school students about the contribution that school experiences can bring to their life projects. Damon\'s formulation of the concept of purposes was taken for reference, adopting the perspective of positive psychology (Seligman & Csikszentmihalyi). The assumption adopted was that projects that guide people\'s lives are central to humanity and can contribute to both personal satisfaction and for collective purposes. It is believed that youth is a time relevant to the identification of such projects, given the need for the teenager in designing their future, choosing ways to be followed into adulthood. The complexity of this phase of life was sought understood in the view of some authors related to psychology (Inhelder & Piaget, Erikson, Damon) and sociology (Mannheim, Eisenstadt). Given the formative role of the school, the diversity of experience that delivers on students and to the time they spend in it, the identification of potentially life projects becomes favorable in this institution. The concept of school experiences have the basis on Dewey\'s work. A positive approach to the subject was choosen, ie, the elements that contribute in developing life projects will be consider. The research plan provides data from a survey with 305 students from first and second years of high school from public and private schools in São Paulo. The research, in order to seek the subjects\' perception, not only adopts a qualitative approach to the problem, but also makes use of quantitative procedures to achieve your goals. The concept of purposes involves an investigation of different elements such as goals and life goals, actions, perceptions of the meaning of life and concern with the future. For that, was used an instrument elaborated on a Likert scale with closed questions and open questions for identify the contribution of school in life projects from the perspective of those involved. Data analysis indicates that most of the youth have economic or hedonistic life projects that combine values with family life goals, pro-social, religious, among others. The data shows that almost all the youth do not consider the relevance of political objectives in their lives. School is perceived positively, 81% of (the) participants consider that it contributes for their life projects, mainly through the curriculum subjects that have their meaning associated with the future, training for work and college. Data related with student representation and youth protagonism data reveal very low percentage in the living this kind of experience. Among the reasons attributed to the contributions of school experiences were detected meanings wich are self-centered, incorporate the one by interpersonal relations and consider interests and collective causes. The data show that values, life goals and meanings attributed to school are combined in various ways, highlighting the complexity that involves adopting a life project.
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Boström, Agneta. "Sharing lived experience : how upper secondary school chemistry teachers and students use narratives to make chemistry more meaningful /." Stockholm : Stockholm Institute of Education Press (HLS förlag), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1285.
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Davidson, Janet Morton. "'Dumping grounds' or a meaningful educational experience? : the involvement of Scotland's colleges in the education of disengaged young people." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/360.
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The research examines the discourses surrounding disengaged young people, particularly those under the age of 16, and the role of Scotland’s Colleges in making provision for them. Consideration is given to the voices of the young people themselves: how their college experiences compare to school and how they view themselves over this transition period. Consideration is also given to the policy in this area and how it has developed since the Beattie watershed of 1999. The debate surrounding the involvement of colleges in the provision of education for this group of young people touches on issues of social justice and the construction of children and young people, as well as throwing up questions about the roles and identity of Scotland’s schools and colleges. Among the questions it raises about colleges, it raises issues of pedagogy and of the professional status of its teaching staff and offers recommendations about the lessons each sector might learn from the other . Ultimately, it proposes that Scotland’s Colleges are uniquely placed to seek ascendancy in the post-school sector, welcoming and developing the role that they now play in the transition of young people to adulthood.
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VanDevelder, Melinda J. "A WATERSHED MOMENT: IMPLEMENTING STATE ENVIRONMENTAL LITERACY POLICY INTO A CENTRAL VIRGINIA SCHOOL DISTRICT." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5478.
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A WATERSHED MOMENT: IMPLEMENTING STATE ENVIRONMENTAL LITERACY POLICY INTO A CENTRAL VIRGINIA SCHOOL DISTRICT
By Melinda J. VanDevelder, Ph.D.
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.
Virginia Commonwealth University, 2018
Director: Charol Shakeshaft, Ph.D., Professor, Department of Educational Leadership
Policy goals may be impossible to achieve at the classroom level (Ravitch, 2014), as policy depends on those who implement it (Lipsky, 1980). The purpose of this research was to investigate how the voluntary environmental educational executive order, EO42, was implemented and executed in a Central Virginia Public School district. The requirements of EO42 were former Virginia Governor MacAuliffe’s response to a multi-state policy he signed called the 2014 Chesapeake Bay Watershed Agreement, which called for all Virginia public education schools to implement Meaningful Watershed Educational Experiences (MWEEs) with students at the elementary, middle, and high school levels. Interviews of state educational and environmental policy-makers indicated EO42 was a hurried process that came without funding and which was done, in large part, to make a political statement. An interview of the Central County Public School’s science specialist portrays the practices used with local environmental outreach educators in order to prepare 64 middle and high school science teachers to implement MWEE lessons required by EO42 for the 2015-2016 school year. A 2 x 2 Chi-squared analysis done on data collected from teacher surveys indicated a statistically significant difference [Chi-squared (1 d.f.) = 4.17, p < 0.05] between teachers’ professional development attendance and teachers’ perceived ability to complete a MWEE lesson with their students. Analyzed teacher survey data also indicates that teachers who had attempted MWEEs in prior years were more likely to attempt a MWEE with their students [t (61) = -2.846, p = 0.006] than were teachers who had not. Though 83% of teachers reported completing a MWEE with the majority of their students, analysis of teacher-reported lessons indicated that only 22% of teachers completed the four components required of a MWEE (environmental issue definition, an outdoor field experience, an action project, and project synthesis and conclusion). Results indicate that there is much work to be done when introducing new policy into secondary schools (Ball, Maguire, & Braun, 2012).
Books on the topic "Meaningful school experiences"
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Weinfeld, Rich. Advocating for Twice Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0009.
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It is clear that our schools are not adequately meeting the needs of twice exceptional (2e) students. To ensure that our 2e students are receiving appropriate education, professionals and parents must advocate that each student receives a meaningful Individualized Educational program (iep). Advocating effectively for 2e students requires an understanding of the law and knowledge of both the challenges of appropriate identification and the best practices for educating this population. Based on the author’s experience in over four decades of advocating for students with special needs, this chapter offers a recipe for thinking through each of these areas in a collaborative way with the school team in order to develop appropriate educational programs.
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Marshall, E. Anne, and Kathryn Butler. School-to-Work Transitions in Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.27.
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For emerging adults, embarking on a career is both exciting and daunting—social changes and globalization have yielded increasing opportunities together with increasing challenges. Planning and flexibility are essential for success. In this chapter, the authors examine how these changes have impacted educational and work transitions, beginning with a broad snapshot of workforce participation, followed by a discussion of globalization effects and labor market shifts. Relational and family influences are seen to be influential in the context of work and career decisions. They identify several issues of particular significance to emerging adults, such as rapid societal change, cultural influences, work expectations, and increasing demands for knowledge and skills. New pathways to work are described, along with the transitions experienced among special populations such as the economically disadvantaged, immigrants, and international students. Current research illuminates these opportunities and challenges and emphasizes the need for culturally appropriate and meaningful transition supports.
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Trevarthen, Colwyn, Aline-Wendy Dunlop, and Jonathan Delafield-Butt. The spirit of the child inspires learning in the community: How can we balance this promise with the politics and practice of education? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0017.
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Our contributors offer inspiring stories—from a psychology of early childhood and teaching experience that appreciates the spiritual values that young children affirm in shared enjoyment of life. We confirm that every child has motives of an affectionate learner, seeking companions for an active and imaginative life. Each boy and girl, with their individual characters and interests, wants to take part in the ‘common sense’ world of a community with its treasured moral and artistic values, sharing joy in the discovery of a natural and meaningful world. They do not just need to be taught how to use material possessions, and how to obey social and cultural rules. We seek principles for early education and care to support responsive teachers in the years before formal school begins. Scotland’s kindergarten tradition and its contemporary policies for transition to school offer a distinguished history of curriculum reformation, following the spirit of the child.
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Bell, Derrick. Silent Covenants. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195172720.001.0001.
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When the landmark Supreme Court case of Brown vs. Board of Education was handed down in 1954, many civil rights advocates believed that the decision, which declared public school segregation unconstitutional, would become the Holy Grail of racial justice. Fifty years later, despite its legal irrelevance and the racially separate and educationally ineffective state of public schooling for most black children, Brown is still viewed by many as the perfect precedent. Here, Derrick Bell shatters the shining image of this celebrated ruling. He notes that, despite the onerous burdens of segregation, many black schools functioned well and racial bigotry had not rendered blacks a damaged race. He maintains that, given what we now know about the pervasive nature of racism, the Court should have determined instead to rigorously enforce the "equal" component of the "separate but equal" standard. Racial policy, Bell maintains, is made through silent covenants--unspoken convergences of interest and involuntary sacrifices of rights--that ensure that policies conform to priorities set by policy-makers. Blacks and whites are the fortuitous winners or losers in these unspoken agreements. The experience with Brown, Bell urges, should teach us that meaningful progress in the quest for racial justice requires more than the assertion of harms. Strategies must recognize and utilize the interest-convergence factors that strongly influence racial policy decisions. In Silent Covenants, Bell condenses more than four decades of thought and action into a powerful and eye-opening book.
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Burazin, Luka, Kenneth Einar Himma, and Corrado Roversi, eds. Law as an Artifact. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821977.001.0001.
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In this volume leading scholars from both the continental and analytic schools examine how their respective theoretical positions relate to the artifactual nature of law. It offers a complete analysis of what the claim that law—and its units: legal systems, legal norms, and particular legal institutions—is an artifact, in fact, ontologically entails and what consequences, if any, this claim has for philosophical accounts of law. Examining the artifactual nature of law draws attention to the role that intention, function, and action play in the ontological structure of law, and how these attributes interact with rules. It puts the role of author and authorship at the center of its analysis of legal ontology, and widens the scope that functional analysis can legitimately have in legal theory, emphasizing how the content of law depends on how it is used. Furthermore, the appeal to artifacts brings to the fore questions about the significance of concepts for the existence of law, and makes available new tools for legal interpretation. The notion of artifactuality offers a starting point from which to approach the basic dilemma of whether it is meaningful to search for essential, necessary, and sufficient features of law, a question that in current legal theory is put when deciding what kind of enterprise legal theory is from a methodological point of view, namely whether it is descriptive or prescriptive. This volume unearths insights and observations of value to all those looking to deepen their understanding of how the law is understood and experienced.
Book chapters on the topic "Meaningful school experiences"
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Vanblaere, Bénédicte, and Geert Devos. "Learning in Collaboration: Exploring Processes and Outcomes." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_10.
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AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.
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Savvani, Stamatia. "Meaningfully Engaging EFL Students in the Digital School." In Fostering Meaningful Learning Experiences Through Student Engagement. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch005.
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Technology is an integral part of our daily and professional lives and is gradually and steadily being introduced into state schools. As for the Greek context, the Digital School project was initiated in 2010 in state schools; digital platforms and materials were made available to teachers and students for the teaching of English. This study follows a mixed-methods approach and employs questionnaires and semi-structured interviews to explore English language teachers' beliefs and practices regarding the use of technology in state schools. The research focuses on how teachers use technology to maximise student engagement. The findings show a tendency from educators to embrace technology despite certain shortcomings found regarding the resources available, content- and technology-wise. Drawing from interview findings and teachers' practices, this chapter proposes educational practices that could be employed to foster student engagement and meaningfully integrate technology in English language classes.
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Akyol, Tugce, and Havva Erdem. "Behavioral Engagement of Elementary School Students in Turkey." In Fostering Meaningful Learning Experiences Through Student Engagement. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch006.
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This study aims to evaluate the behavioral engagement levels of elementary school students in Turkey and to determine the factors affecting the behavioral engagement levels of students in line with the views of elementary school teachers. Participants of the quantitative stage are selected by the random sampling method, from 50 students each from 1st, 2nd, 3rd, and 4th grades and 200 in total that attend to an elementary school in Turkey's inner Aegean region directed by the Ministry of Education. The participants of the study concerning the qualitative stage were 10 elementary school teachers. It was determined that elementary school students have a medium behavioral engagement level, and the gender variable is effective on engagement levels. It has been determined that elementary school teachers have awareness about engagement indicators and teachers think that the interaction they establish with students and the methods they use in the lessons affect the engagement.
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Amir, Nazir. "Fostering Creativity and Joy of Learning Amongst Students in a Singapore Classroom Through Fun Design-and-Make STEM Projects." In Fostering Meaningful Learning Experiences Through Student Engagement. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch003.
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This chapter describes a classroom-based research of how the author makes an attempt to foster joy and creativity amongst his class of 38 students, averaging 13 years of age, who are in an academically low achieving group in a secondary school in Singapore. For this purpose, the author developed a simple candy floss kit project to teach science to them in science lessons, as well as guiding them to showcase their creativity through variations of the kit in design and technology lessons. An instrument was designed to capture the students' views towards the use of the project as a vehicle for them to showcase their creativity. This instrument infused elements from Guilford's and Torrance's frameworks for creativity (fluency, flexibility, originality, and elaboration) and indicators of product creativity (novelty, resolution, and style) through Besemer's Creative Product Analysis Model. Findings highlight that the students enjoyed doing the project and found it as a useful vehicle to showcase their creative use of science in the design-and-make process.
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Gergen, Kenneth J., and Scherto R. Gill. "Relational Approaches to School Evaluation." In Beyond the Tyranny of Testing. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.003.0007.
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School inspection based on the standardized measurement of student test performance is among the significant causes of teachers’ stress and school leaders’ frustration. To truly understand how a school provides meaningful educational experiences, it is imperative to involve the reflection of all stakeholders. Viable alternatives from a relational standpoint are now emerging, and demonstrate how school evaluation in the form of collective and mutually supportive inquiry can enrich understanding of school functioning and stimulate effective change. Among the many relevant practices, the authors focus on two relationally sensitive approaches to replace the traditional models of school inspection: first, a community-based whole-school evaluation drawing on the perspectives of teachers, parents, students, and school governors, and then and an integral evaluation practice combining the evaluative concerns of the school community and policy makers. These practices demonstrate the value of including multiple voices in the school evaluation process, thus empowering and engaging the wider community in improving schools.
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Kolano, Lan Quach, and Cherese Childers-McKee. "Designing Authentic Field-Based Experiences with Immigrant Students through One University and Urban School Partnership." In Professional Development Schools and Transformative Partnerships. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6367-1.ch007.
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In an effort to create a meaningful clinical experience for undergraduate pre-service teachers, this chapter explores how authentic interactions with English Language Learners (ELLs) within university-school partnerships work to foster pre-service teachers' feelings of multicultural efficacy. Qualitative data were collected through reflective journals, case study projects, and archival data. Analysis of data from participants' reactions to the clinical experience suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students' stories and lived experiences on shaping teacher beliefs. The data suggests that establishing a partner school with strong leadership that embraces diversity and supports ELLs and creating structured field experience in which participants engage in mentoring/tutoring relationships with ELLs is critical to this process. Implications for teacher educators and teacher education programs are discussed.
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Kolano, Lan Quach, and Cherese Childers-McKee. "Designing Authentic Field-Based Experiences with Immigrant Students through One University and Urban School Partnership." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch018.
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In an effort to create a meaningful clinical experience for undergraduate pre-service teachers, this chapter explores how authentic interactions with English Language Learners (ELLs) within university-school partnerships work to foster pre-service teachers' feelings of multicultural efficacy. Qualitative data were collected through reflective journals, case study projects, and archival data. Analysis of data from participants' reactions to the clinical experience suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students' stories and lived experiences on shaping teacher beliefs. The data suggests that establishing a partner school with strong leadership that embraces diversity and supports ELLs and creating structured field experience in which participants engage in mentoring/tutoring relationships with ELLs is critical to this process. Implications for teacher educators and teacher education programs are discussed.
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Hale, Jane V., and Patricia A. Robey. "It All Begins With Relationships." In Creating Caring and Supportive Educational Environments for Meaningful Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5748-7.ch002.
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Understanding choice theory provides a foundation for developing relationships and is the central component of the Glasser quality school model. Choice theory is William Glasser's explanation of human behavior and motivation. It is based on the premise that we all have five basic needs: love and belonging, power and achievement, the freedom to be independent and make choices, the joy in having fun, and basic needs of survival and safety. In a quality school, the goal of administrators, teachers, counselors, staff, and support personnel is to create an environment in which everyone in the system, especially the students, gets his or her needs met in responsible, respectful ways. In this chapter, the Glasser quality school criteria is explained in addition to the behavioral habits that help build relationships and the behavioral habits that break down relationships. Stories that highlight the experiences of administrators, teachers, and counselors who put Glasser's concepts into action are included to illuminate the essence of the Glasser quality school model.
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Harvey, Miles, Jose Lopez, Marisa Wickham, Adrianna G. Deuel, and Cameron Savage. "Integrating Video Games and Scholastic Esports Into Preservice Teacher Experiences." In Advances in Game-Based Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7069-2.ch004.
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This four-year study explored a multiple case study about how four preservice teachers spent an entire school year with students, developed their teacher identity, designed lessons, played games, and coached scholastic esports. What started out as a culturally responsive gesture to include video games and competitive esports into the classroom turned out to be what both the middle school students and the teacher candidates needed to push their learning experiences forward in meaningful ways. Teacher candidates gained valuable experiences from the integration of video games and scholastic esports through a wide variety of teaching strategies. Teaching candidates answered five questions about their experiences using video games and esports in the classroom. Five major themes were identified through the reflexive thematic analysis: developing relationships, understanding games and scholastic esports, teaching in new ways, perspectives and attitudes about games and scholastic esports, and the integration of games and scholastic esports.
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Sanford, Kathy, and Liz Merkel. "Emergent/See." In Interactive Media Use and Youth. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-206-2.ch007.
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In the fall of 2006 the authors’ ethnographic research study began in a response to increasing social concern regarding adolescent (dis)engagement in school literacy practices. The authors began data collection in a grade 9/10 Information Technology (IT) class wherein students were in the process of creating their own videogames as a way to learn programming. Through observations and interviews with students, teachers and parents, they have begun to consider how knowledge developed through creating video games informs the way young people see and engage in the world. They introduce emergence theory to illuminate how their understandings and skills can be used to provide more meaningful learning experiences in formal learning/school experiences. This chapter will demonstrate how these students were engaged in a powerful, emergent learning experience, and one that is very different to the traditional Eurocentric schooling approach, one often not recognized or understood as credible learning.
Conference papers on the topic "Meaningful school experiences"
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Dettori, Lucia, Ronald I. Greenberg, Steven McGee, and Dale Reed. "The impact of meaningful high school computer science experiences in the Chicago Public Schools." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296505.
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Dabamona, Samsudin Arifin. "“I Then Called My Father Straight Away to Ask”: Educational School Trips and Cultural Identity." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-1.
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The authenticity and promotion of cultural immersion developed in cultural places has been seen to provide meaningful experiences and, at the same time, present unique aspects of cultural identity to student visitors. Conducting research in the Cultural Museum of Cenderawasih University and Abar village in Papua, Indonesia, this paper highlights how native Papuan students make meaning within a cultural context and identify their own identities based on an educational school trip. Moreover, the paper underlines students’ responses on cultural issues and threats resulted from their reflective experience.
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Anauate, Carla. "Remediation in ADHD." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.1.
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This paper discusses techniques of remediation used in a practical study case of an ADHD child. The major focus of this process is to enhance the development of underdeveloped functions and its main objective is to create, together with the patient, effective work methods, which would be meaningful to the child and would a part of his or her experiences in life. The paper considers the case of a 7.year.old boy suspected of having ADHD and provides his pre.and post.neuropsychological evaluation data. The 6.month intervention process brought some significant results as the evaluation showed the development of several superior mental functions and the initial hypothesis of ADHD was refuted. Thus, the remediation process which involved an adult that respected the level of the child’s development and included meaningful activities within an affective impact enhanced the child’s development.
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Francis, Krista, Michele Jacobsen, and Sharon Friesen. "The Use of Graphics to Communicate Findings of Longitudinal Data in Design-Based Research." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2240.
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Visuals and graphics have been used for communicating complex ideas since 1786 when William Playfair first invented the line graph and bar chart. Graphs and charts are useful for interpretation and making sense of data. For instance, John Snow’s scatter plot helped pinpoint the source of a cholera outbreak in London in 1854 and also changed understandings of how germs were spread. While popular in the field of information graphics, rarely are graphs beyond the bar chart found in educational research articles. When present, the graphs do not necessarily enhance the findings of the data. Nor do educational research methods textbooks promote or instruct how to create visual representations to aid with interpretation and communication of findings. This paper attempts to address this void by sharing our processes for creating meaningful visual graphs for communicating multi-dimensional statistical findings more effectively. A working hypothesis was that carefully crafted visual graphics would convey our longitudinal research findings more effectively to broader audiences than existing forms. Three visuals were constructed from survey data three-year longitudinal design based research study of teacher and student learning in a one-to-one laptop school. The study focused on learning designs that changed and improved student learning experiences and outcomes by adopting inquiry approaches to teaching that incorporate meaningful uses of technology. In field tests, our audiences found the visuals were useful for interpreting the findings. More and more frequently, academics are required to communicate their findings to broader audiences. A well-designed and well-constructed graph(ic) can provide a means for effective communication of complex, multi-dimensional statistical data. Such effective communication is beneficial for both an academic audience as well as for broader audiences. The authors presented this paper that was previously published in JITE: Research
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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.
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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***
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Wendt, Lauren, Eugene Du Toit, and Helen Naug. "‘Face-to Face vs. Flipped’: A Comparative Study on Academic Outcomes and Learning Preferences in First Year Allied Health Students Undertaking Anatomy and Physiology." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13017.
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A mixed-mode or ‘‘flipped’’ model of learning focusses on supporting a high level of student engagement, student motivation, and the transferability of specific course content. A blend of online resources and face-to-face (F2F) learning facilitates meaningful interaction between peers, while building a capacity for self-directed and lifelong learning. Within the School of Medical Science, Anatomy and Physiology (A&amp;P) content was ‘flipped’ for delivery at a new campus to align with the traditional F2F offering. Lectures were delivered online, while tutorials and practicums were F2F.. Collaborative learning opportunities utilizing active learning pedagogies was appealing and was integrated during the re-alignment of A&amp;P which was delivered to a cohort of allied health students undertaking their first year of their program. This study assessed how this type of learning was received by students (from the same program) undertaking the same course in an on-campus F2F delivery. Students completed surveys relating to their experiences in learning activities applied in: lectures, tutorials and practicums. In addition, academic outcomes (theoretical and practical) across the two modalities were also evaluated. Overall, students undertaking the mixed-mode delivery performed significantly better in theoretical assessments, while performance in practical assessments was comparable between both deliveries. Student preferences to learning and teaching activities was mixed, however all students highly valued the use of “mini-quizzes” in lectures, tutorials and practicums.
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.
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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Jurčec, Lana, Tajana Ljubin Golub, and Majda Rijavec. "TEACHERS' WELLBEING: THE ROLE OF CALLING ORIENTATION, JOB CRAFTING AND WORK MEANINGFULNESS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact035.
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"People who consider their work as a calling find it fulfilling, purposeful, and socially useful, thus leading to higher levels of well-being. Since work is a central part of the identity of people with calling orientation and represents one of the most important domains of their lives, we assume that they are more prone to craft their job. They tend to make the physical and cognitive changes in the task or relational boundaries of their work in order to make it more meaningful. Both experiencing work as a calling and job crafting are found to be associated with numerous positive outcomes such as increased job satisfaction, psychological well-being and sense of meaning. This study adds to literature by exploring simultaneously the role of both calling orientation and job crafting in primary teacher’s wellbeing. The aim of the study was to explore the relationship between teachers calling orientation, job crafting, work meaningfulness and well-being. In light of the literature on work meaningfulness and psychological well-being, a serial mediation model was proposed with job crafting and work meaningfulness mediating the relationship between teacher calling orientation and teacher flourishing. The sample consisted of 349 primary school teachers (95% female) from public schools in northern western region of Croatia. They have on average 22 years of teaching experience (ranged from 0-43 years). Self-report measures of calling orientation (Work-Life Questionnaire), job crafting (Job Crafting Scale), work meaning (Work Meaningfulness scale) and flourishing (Flourishing Scale) were used. The findings revealed that the job crafting via increasing structural job resources mediated the relationship between calling orientation and work meaningfulness. Furthermore, the results supported the proposed serial mediation between calling orientation and flourishing via increasing structural job resources and increasing work meaningfulness. Based on these findings, several practical implications can be noted. First, interventions aimed at helping teacher view their job as a calling should be promoted in schools. Second, teachers should be encouraged to cultivate job crafting as it is an important path to meaningfulness in work context and overall psychological wellbeing. This is specially the case for increasing structural job resources, such as autonomy and variety at work."
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Tokarskaya, Liydmila V., Anastasia S. Kolchurina, Maria A. Lavrova, and Valeria V. Lapteva. "Study of pregnant women’s emotional state." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.13.
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The article discusses how the emotional state of pregnant women is influenced by their previous experience of pregnancy. The study relies on the following methods: ‘Test of Pregnant Woman’s Relations’ by I.V Dobryakova; ‘Self. Assessment of Emotional States’ by A. Wessman and D. Ricks; “Self. Estimate” by T. Dembo and S. Ya. Rubinshtein (modified by P. V. Yanshin); “Test of Meaningful Life Orientations” by D. Krambo and L. Makholikh (adapted by D. A. Leontyev). The study has shown that in the presence of complications and pathologies — in the form of a history of miscarriage — the emotional sphere of a woman will be characterized by emotional instability, increased anxiety and low self.esteem. Emotional instability is typical of pregnancy in general and it often is accompanied by dependence on others, distrustfulness, fatigue, vulnerability, impressionability combined with excitement, anxiety, and some fear.
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Bottjer-Wilson, Daniela, and Barbara C. Bruno. "Place Matters! Fostering place-based geoscience teaching at the University of Hawai‘i at Mānoa." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9237.
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Drawing on the importance of place has been shown to be a powerful tool in education. This paper explores place-based teaching (PBT) in geoscience courses at the University of Hawai‘i at Mānoa’s School of Ocean and Earth Science and Technology, where faculty and student demographics sharply differ. Despite these differences, survey results from geoscience faculty (n=59) and students (n=83) revealed a strong consensus: 78% of students and 83% of faculty reported that PBT is an important and effective practice to reach all students. Most faculty (91%) indicated that they currently incorporate at least some PBT practices in their geoscience classes and would like to incorporate additional ones in the future. However, many faculty expressed concern about lack of knowledge or resources, particularly regarding PBT strategies that require a high level of cultural competency. We therefore propose a three-layered PBT framework, where faculty can start with more accessible PBT strategies (the base layer) and progress upwards as their cultural competency deepens. Through providing geoscience resources and professional development opportunities, we can empower faculty to include more diverse and culturally meaningful practices as their experience and knowledge deepens.