Learning to learn and teach together: Faculty members’ perspectives on the applications of the five-pillar model within an internationalized context
MetadataShow full item record
This research examines the fit between an institutional learning and teaching framework and the design and delivery of an internationalized graduate-level educational leadership program from the perspective of faculty members. The goal of this research study is to gather faculty perspectives on how the five key pillars of an institutional learning and teaching model were incorporated into the design and delivery of the educational leadership program to Chinese school administrators. This study employs photo-narrative methodology to assist faculty members in expressing their beliefs, opinions, and experiences about designing and teaching in the international program. Other complementary data-gathering methods, including focus groups, graphic recording, and free-writing sessions, are used. Themes are explored that help link the five-pillar model to faculty members’ teaching practices and to their reflections on the benefits of applying the learning and teaching model to an internationalized program context. Recommendations related to faculty development are highlighted.
DescriptionPart II: Faculty Perspectives
Showing items related by title, author, creator and subject.
Engaging Students in Life-Changing Learning: Royal Roads University's Learning and Teaching Model in Practice - Revised Edition Grundy, Stephen L.; Hamilton, Doug; Veletsianos, George; Agger-Gupta, Niels; Márquez, Pedro; Forssman, Vivian; Legault, Myriam (Royal Roads University, 2016-06-01)While numerous institutions across the globe are currently developing institutional educational frameworks to improve student outcomes, experiences, and success, scholars have long lamented mismatches between theory and ...
Engaging students in life-changing learning: Royal Roads University's learning and teaching model in practice - revised edition Grundy, Stephen L.; Hamilton, Doug; Veletsianos, George; Agger-Gupta, Niels; Márquez, Pedro; Forssman, Vivian; Legault, Miriam (Royal Roads University, 2016)While numerous institutions across the globe are currently developing institutional educational frameworks to improve student outcomes, experiences, and success, scholars have long lamented mismatches between theory and ...
Assessment in inquiry-based learning: the rationale and design of a handbook for teaching and assessing key learning facets Zumach, Kimberly (Electronic version published by Vancouver Island University, 2016)In this project, inquiry-based learning was examined in conjunction with the new British Columbia curriculum. The new curriculum emphasizes the importance of three core competencies that transcend the boundaries of traditional ...