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The heart of teaching learning philosophy is the concept of nurturing students and teaching them in a way that creates passion and enthusiasm in them for a lifelong learning. According to Duke (1990) education is a practice of artful action where teaching learning process is considered as design and knowledge is considered as colours. Teaching learning process should be flexible that gives opportunity to the learners to think critically and learn things according to their own curiosity and interest. Therefore, teachers must use a variety of strategies so that to make the teaching learning experience an exciting one. Moreover, learning environment should be such that promotes diversity and a positive learning environment. In this paper, the author has attempted to describe teaching learning philosophy from multidimensional perspectives, as being a teacher as well as being a student. In the end, she has shared her views on what fosters enabling Teaching Learning Environment.

In this teaching tip, we—a literacy professor and two K–12 teachers—encourage a rethinking of the baseline writing assessment by sharing our experiences with "The Paper Selfie," an activity that juxtaposes the arts and young people's personal writing. By centering students' identities, their hopes, beliefs, dreams, and realities, alongside images they create to depict themselves, The Paper Selfie can serve a role in enabling young people to see themselves in their learning as we gather important data to guide our writing instruction. As such, this teaching tip provides an example of how a baseline writing assessment can be informative and meaningful. [ABSTRACT FROM AUTHOR]

Children naturally love to learn, but might not like to be taught in certain ways. Teachers' improper ways of teaching might make a child shut down his or her willingness to learn, which is called "not-learning". Not-learning does not refer to an incapability to learn, but is rather a choice a child intentionally or unintentionally makes to resist learning. This paper explains how not-learning is a major obstacle for children's development and argues that teachers should be responsible for avoiding not-learning. This paper also discusses how teachers can use culturally relevant teaching to avert not-learning and help children have effective learning experience.

Purpose: An innovative technology called consciousness-based education (CBE) is being introduced in schools worldwide. The approach includes both an experiential and an intellectual component. However, research studies exploring learning in CBE are rare. The purpose of the paper is to explore how organizational learning takes place in schools, which adopt CBE in addition to their ordinary curriculum. Moreover, the ambition of the approach regarding quality is examined. Methodology/approach: A multiple-case study has been carried out. Four schools using CBE have been studied: a private school in Fairfield, Iowa, USA; a governmentally funded free school in Skelmersdale, United Kingdom; an independent school in Melbourne, Australia, and a primary school in Lelystad, the Netherlands. In total, 26 in-depth interviews have been performed, mainly with teachers and students but also with principals and experts in the CBE pedagogy. In addition, three focus-group interviews with primary school pupils were conducted and observation during classes was included. The data were analyzed by the constant comparative technique from the grounded theory approach. Findings: Categories characterizing organizational learning in the CBE schools have been identified. These findings are related to theories of the learning organization, resulting in a framework depicting different components of learning. Research limitation/implication: The study provides a framework illustrating organizational learning in schools that utilize CBE which affords an overview of the technology and can serve as a vantage point for further research. Since this is a qualitative case study, the effectiveness of the CBE approach and its impact on learning outcomes were not assessed, and the possibilities to generalize the findings are limited. Originality/value: CBE has not previously been studied from an organizational learning perspective.

In the 2009-2010 academic year, ten new degrees have begun to be taught at the UPM (Universidad Politecnica Madrid), which is the first group of degrees that this university will offer within the framework of the EHEA (European Higher Education Area). One of these new degrees is the Building Engineering Degree, which was implemented in September 2009 in the EUATM (Escuela Arquitectura Tecnica Madrid). It is the heir to the former Arquitecto Tecnico Degree that will become extinct as the new degree is successively implemented. This paper unveils the strategy that the EUATM management board has designed and is developing, so that the complex process that involves the incorporation of Universidad Politecnica Madrid into the model of "Bologna", takes place smoothly and with guaranteed success. (Contains 6 figures.)

This paper presents a bibliometric systematic review on model-based learning analytics (MbLA), which enable coupling between teachers and intelligent systems to support the learning process. This is achieved through systems that make their models of student learning and instruction transparent to teachers. We use bibliometric network analysis and topic modelling to explore the synergies between the related research groups and the main research topics considered in the 42 reviewed papers. Network analysis depicts an early stage community, made up of several research groups, mainly from the fields of learning analytics and intelligent tutoring systems, which have had little explicit and implicit collaboration but do share a common core literature. Th resulting topics from the topic modelling can be grouped into the ones related to teacher practices, such as awareness and reflection, learning orchestration, or assessment frameworks, and the ones related to the technology used to open up the models to teachers, such as dashboards or adaptive learning architectures. Moreover, results show that research in MbLA has taken an individualistic approach to student learning and instruction, neglecting social aspects and elements of collaborative learning. To advance research in MbLA, future research should focus on hybrid teacher–AI approaches that foster the partnership between teachers and technology to support the learning process, involve teachers in the development cycle from an early stage, and follow an interdisciplinary approach. [ABSTRACT FROM AUTHOR]

The article presents a description of the combination of research essay and writing assignment strategies applied by the teacher to his composition class. The purpose of the strategies was to lessen the burden experience by the student of doing a research traditional paper, as well as to emphasize the importance of learning an academic research. The teacher called his scheme as creative research story composition, in which he asked his students to create a short story with the same style. Five steps are offered in making the assignment. These include summarizing, paraphrasing and paying attention to the titles of the stories. The story ends with the question of the teacher about the theme of the particular story they made.

This article is an investigation into G. E. M. Anscombe's suggestion that there can be cases where belief takes a personal object, through an examination of the role that the activity of teaching plays in Anscombe's discussion. By contrasting various kinds of "teachers" that feature in her discussion, it is argued that the best way of understanding the idea of believing someone personally is to situate the relevant encounter within the social, conversational framework of "engaged reasoning". Key features of this framework are highlighted, and are used to characterise the distinctive kind of teaching and learning germane to Anscombe's suggestion. (Contains 31 notes.)

Purpose: The purpose of this paper is to investigate whether principals can have an impact on organizational learning (OL). The authors use a cultural perspective, based both in the emerging literature from positive psychology and the relatively well-developed research tradition in studying the nature and impacts of OL to address four questions: (first), is principal's cognitive trust in teachers' professional capacities related to knowledge sharing/OL among teachers?; (second), is principal's trust in teachers' professional capacities related to teachers' reports of being in a caring school setting (relational trust)?; (third), is principal caring related to knowledge sharing/OL among teachers?; and (fourth), is principal trust particularly important in school contexts with low income students? Design/Methodology/Approach: An existing database that includes principal and teacher surveys in 116 schools in the USA provides the basis for examining the four questions. Optimized scaling techniques were used to develop measures of principal trust in teachers' professional capacities, teachers' perception of principal caring, an indicator of academic support for students that includes a social justice of equity emphasis, and capacity for OL. The demographic characteristics of the student body and school size were used as possible moderating variables. The data were subject to both regression and path analysis. Findings: Principal trust was directly related to teachers' perceptions of principal caring, and indirectly related to OL. The measure of academic support for students had the strongest direct effect on OL. While the percentage of non-white students and school size had some relationship to OL, they do not change the overall results. The model, which supports the role that principals play in fostering both equity and OL is sustained when the authors examine student achievement. Research Limitations/ Implications: The limitations of the study stem largely from the nature of the sample and measures, which are confined to 116 schools in the USA, and a secondary analysis of a cross-sectional survey database. Because understanding the dynamics of a relationship-based/positive leadership perspective require detailed qualitative studies and longitudinal data, the results are presented as suggestive of issues that should be studied further. Originality/Value: Both trust and OL have been extensively studied both in education and other settings. However, few studies have simultaneously examined leadership, different types of trust and OL and none have done so in the context of positive psychology. The contribution of this analysis is thus empirical (extending the boundaries of what is known using concepts that are familiar) and theoretical (beginning the development of a theory of positive leadership that incorporates multiple factors associated with healthy and productive school environments).

Purpose: The purpose of this paper is to explore the nature of trust in a school community related to the leadership response to crisis. Design/Methodology/Approach: This study was a multiple-source qualitative study of a single case of a PreK-12 international school called The Learning School. Findings: The findings revealed the nature of how leadership influences and is influenced by context and community. These led to a discussion about two shifts, the focus on self to focus on others and the collective community, and a shift from a focus on self-preservation and protection to learning and growing together as a community. Communication, decision making, and collaboration in the community played a significant role in the community learning and growing from the crisis. Research Limitations/Implications: The study was limited by the nature of the topic, crisis in schools. The nature of crisis limits the ability to engage in inquiry before the crisis, and the inquiry was limited to the specific case that occurred in a unique context. The author proposes future cross-case research to develop an understanding of school and leader responses to crisis varies across individuals and contexts, and culture. Originality/Value: While there is a growing literature about trust, it is difficult to study schools in crisis due to the limitations of the topic and sensitivity of issues of crisis in schools. This study gives insight into the dynamics of leadership and trust in a school in crisis.

This paper explores three different ways in which workers experience and react to managerial attempts to mould and shape their identities. It provides illustrations of three theoretically-derived identity modalities: "dramaturgical selves"; "conformist selves"; and "resistant selves". The paper shows how the relationship between personal and collective identities is at the heart of these modalities, and how they are formed as a reaction to management attempts to narrow, maintain or widen the gap between personal and collective identities at work.

The article, along with teacher-tested advice for ways to implement portfolio assessment, describes the types of portfolios teachers can use in their classroom. Teachers and students are provided with a documented chronology of the learning that is taking place by a portfolio assessment. Students, by periodically reviewing their portfolios, become enlightened about their progress and empowered when they can see for themselves the progression of their learning. With the guidance of their teacher, this knowledge enables students to set and work toward future learning goals.

The article discusses the students' reluctance to revise their written essays, which they consider as an extra work or a perfunctory task to only satisfy their teachers. Writing teachers contend that revision is the key to learning how to write well. In workshops, teachers give opportunities to students to critique the written essays of their peers and self-assess their own written essays. Some writing teachers who support the reluctance of students commonly complain that they do not have enough time or energy to read several drafts for each assignment.

Identifies and discusses several reasons why the proliferation of standards for early childhood education is harmful to children and teachers: Pressure on children and teachers, narrowing of experience, accountability as punishment, teacher deprofessionalization, performance over learning, individual devaluation, corporate mentality. (Contains 34 references.) (PKP)

Asserts that the way schools organize instructional practice often inhibits teaching and student learning. Offers suggests for improving the organization of instruction. (PKP)

In the past decade, research on learning trajectories has progressed from an agenda for research on student learning to include an agenda for research on teaching. In this paper, we use a design experiment to examine a professional development program created to support teacher learning of one learning trajectory. Using a re-interpretation of Ball and colleagues' mathematics knowledge for teaching framework, we conducted a retrospective analysis to examine how a purposefully selected sample of three teachers used their knowledge to participate in discussions of the professional learning tasks designed to support teacher learning of the trajectory. Findings indicate that professional learning tasks focusing on pedagogical content knowledge present in learning trajectories also allow for teacher learning of subject matter knowledge; this learning is mediated by teachers' prior mathematics knowledge for teaching. We conclude with considerations for researchers and professional developers seeking to support teachers in learning about learning trajectories.

Lecturers who use the 'one-minute paper' generally praise it as a learning tool, for the teacher as well as the students. This article surveys the literature on this widely applicable technique and presents new evidence on students' opinions of it and the extent of its use in the classroom. The benefits for both students and teachers appear sizeable for such a modest amount of time and effort, and students generally perceive the one-minute paper favourably. However, the one-minute paper can be easily employed to excess, reflected in quickly declining response rates over the course of two lecture series. Survey evidence suggests that the one-minute paper is perhaps not used especially extensively in UK and US higher education, largely due to lack of knowledge of its existence and the perception that it would be too time-consuming to analyse the responses. [ABSTRACT FROM AUTHOR]

This article is based on the 2022 Earle F. Zeigler Lecture Award that I presented in Atlanta, Georgia. For this paper, I reflect upon my career as a qualitative sport management researcher, with a specific focus on the mistakes I have made. I have two objectives with this paper. One objective is to advocate for continued learning about and rethinking how we conduct qualitative research. The second objective is to highlight ways in which we, as a field, can improve our qualitative research literacy. In the paper, I discuss eight learnings on the topics of ontologies and epistemologies, research designs, themes, pseudonyms, rigor, generalizability, positionality, and the publisher SAGE. In learning from my mistakes, we can be better consumers, producers, and evaluators of qualitative research. [ABSTRACT FROM AUTHOR]

It seems uncontroversial to claim that museums are unique places of interest with the potential to inspire learners, yet what this means and how it is managed are complex questions. Museum educators' work is currently shaped by accountability requirements typically expressed as visitor targets. Centralised teaching and learning initiatives are presented as "good practice". In opposition to these factors, the action research inquiry discussed here set out to enable the participants to research and reflect upon the challenges of their individual contexts, and to develop ideas for practice that were "bespoke". Deliberation on particular predicaments raised important issues, such as the relationship between schools and museums; the educational value of museums to schools; and the distinctive nature of museum pedagogy. A group of museum educators began with the question: "How can we support teachers in integrating learning in a museum, with the school curriculum, to help raise pupil attainment"? The paper tells the story of the project and includes reflections on the use of action research as a method of personal professional development and organisational problem-solving. (Contains 4 notes.)

German philosopher Martin Heidegger stirred educators when in 1951 he claimed teaching is more difficult than learning because teachers must "learn to let learn". However in the main he left the aphorism unexplained as part of a brief four-paragraph, less than two-page set of observations concerning the relationship of teaching to learning; and concluded at the end of those observations that to become a teacher is an "exalted matter". This paper investigates both of Heidegger's claims, interpreting letting learn in the context of Heidegger's larger philosophical project, and suggesting why in light of that project to become a teacher is an exalted concern. The methodology guiding the inquiry is largely hermeneutic, the purpose of the essay to interpret teaching from a Heideggerian perspective: its nature and general method.

Although constructivist discussions in the classroom are often treated as if they were all of the same kind, in this paper I argue that there are subtle but important distinctions that need to be made. An analysis of these distinctions shows that there is a continuum of different constructivist discussions. At one extreme are teacher-directed discussions where students are led to construct the "correct" understanding of a pre-decided conclusion; at the other extreme are unstructured discussions where students are free to construct any understanding. While there are many positions on the continuum, the middle ground is occupied by discussions that find a balance between teacher-control and student-independence, and between having set-answers and a free-for-all. I argue that the Community of Inquiry is a useful conception of constructivist discussions in this middle ground.