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Active learning in criminal justice

The benefits of student investigation of wrongful convictions in a higher education setting

Jill Dealey

Advocates of active learning in higher education applaud the use of approaches that encourage student involvement in research and inquiry and state that it is the most effective means of enabling a move away from more traditional (and now less

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Shih-Hsiung Liu

information ( Rogoff 1990 ; Vygotsky 1978 ). Teacher education students who undertake dialogue-based learning for education-related topics may potentially develop a more profound understanding than students who do not. Dialogue-based peer learning (DBPL

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Anxiety and learning

Cultural polarisation in social science courses

Jose Leonardo Santos

confusion, then terror, then tears. Something about these issues triggered her. I felt bad. Later, I wondered how emotional responses influence learning. If this student was so shaken by the class topic, could she have truly absorbed lessons about

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Bonnie Urciuoli

Service learning and other engaged scholarship programmes ideally operate in an academic framework to enhance student understanding of citizenship and community engagement. In reality, given the constraints on institutional budgets, such programmes are likely to be underfunded and academically understaffed. Structured as choices on an institutional menu, programmes are routinely touted as transformative though what they transform may be indeterminate. The ways in which such programmes are presented encourage students to interpret transformation as personal experience, valued to the extent that students can do good in the world by acting as agents of progress, solving problems for people imagined to need their expertise, ideally in exotic settings as unlike students' routine lives as possible, while students develop skills and connections useful in their post-college careers. This construction of engaged scholarship readily lends itself to institutional promotional language but can undermine students' effective action in actual projects.

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Hanna Schissler

The globalizing world with its entanglements and multiple interactions, shifting notions of place and time, unifying as well as fragmenting tendencies, new forms of boundary drawing, and old and new lines of conflict, influences our lives and public awareness in the “information age.” As far as education is concerned, this situation demands a critical stock taking and new reference frames for understanding this globalizing world, which on the one hand provides great new opportunities and on the other hand generates enormous risks. It requires teachers to offer guidance and teaching materials to provide young people with orientation. Rapidly shifting contexts demand new abilities to act and to maneuver. Collectives and individuals are equally impacted by the uneven processes that are customarily summarized as “globalization.” To understand what is happening in this complex world is crucial. From the perspective of old or insuffi cient reference frames, the world will seem erratic, unpredictable, and arbitrary. Schools as the transmitters of knowledge and as socializing agencies play a crucial role in preparing young people for this world of multiple modernities and development. It is their responsibility to provide orientation and guidance. How well they do this depends on any number of factors, and not least on the quality of educational materials. Such materials, however, are frequently more than simply educational media. They are sources via which the societies in which they are produced and put to use may be understood.

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Girls’ Work in a Rural Intercultural Setting

Formative Experiences and Identity in Peasant Childhood

Ana Padawer

’s participation in agrarian work in the daily social construction of contrasting identities. Specifically, I explore the meaning of work for girls as learning that builds their identities as peasants in the contemporary world. Regulatory definitions of children

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Jessica Prioletta

In 2001, in an effort to reform preschool and elementary education, the Québec Ministry of Education implemented the Québec Education Program (QEP), which mandates play in early learning. In 2015, I carried out a study to investigate how this

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Annabel Erulkar and Girmay Medhin

, Powering Up Biruh Tesfa was the name given to a new initiative to expand the project in Addis Ababa, Ethiopia’s capital, focusing attention on measuring learning and health outcomes. The project was expanded to 17 of Addis Ababa’s 116 woredas (districts

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Becoming a global citizen?

Developing community-facing learning in the social sciences

Jane Booth

volunteering, placement activity and study abroad, is attractive for higher education institutions. Indeed, the QAA and HEA argue for ‘place-based learning’ where ‘students work in collaboration with local communities, public sector bodies, businesses and

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Heather Fitzsimmons Frey

: Ashgate . Neelands , Jonothan , and Bethany Nelson . 2013 . “ Drama, Community and Achievement: Together I’m Someone. ” Pp. 15 – 29 in How Drama Activates Learning: Contemporary Research and Practice , ed. Michael Anderson and Julie Dunn