The awareness of the last 20 years about embodied cognition is directing multidisciplinary attention to the musical domain and impacting psychological research approaches from the 4E (embodied, ...embedded, enactive, and extended) cognition. Based on previous research regarding musical teaching and learning conceptions of 30 young guitar apprentices of advanced level in three learning cultures: Western classical, jazz, and flamenco of oral tradition, two participants of flamenco with polarised profiles of learning (reproductive and transformative) were selected as instrumental cases for a prospective
design. Discourse and practice of the two flamenco guitarists were analysed in-depth to describe bodily issues and verbal discourse on the learning practice in their natural contexts. Qualitative analysis is performed on the posture, gestures, verbal discourse, and musical practice of the participants through the System for the Analysis of Music Teaching and Learning Practices (SAPIL). The results are organised attending: (a) the
mind through differential postures and gestures of flamenco participants that showed a fusion among verbal, body language, and musical discourse with respect to the musical literacy cultures; (b) the
mind and a detailed description of circumstances and relationships of the two flamenco participants, and how music is embedded in their way of life, family and social context, and therefore transcends musical activity itself; (c) the
mind, regarding the active processes that make differences between the reproductive and the transformative flamenco apprentices, then tentative relationship are observed in the discourse of each apprentice and the way in which they practice; finally, (d) the
mind through the bodily, technical and symbolic tools they use during learning. Flamenco culture of oral tradition made use of listening, and temporary external representations instead of notational, but also the body played a central role in a holistic rhythm processing through multimodality, such as singing, playing, and dancing. Conclusions point out the embodied mind as a result of the culture of learning reflected through the body and the gesture in instrumental learning.
•Observed mainstream government teachers openly discriminate against less capable students.•Observed NGO teachers behave inclusively towards all types of students.•Government teachers in the study do ...not appear open to adopting the NGO culture of learning.•Additional teacher training is recommended to work against existing biases.
School culture is known to be important for positive student outcomes. This study examines the unique situation in which two distinct cultures of learning—propagated by government and NGO teachers—coexist in the same learning environments in Delhi, India. Based on data from four government schools, observed government-teacher classrooms tended to exhibit discrimination against supposed non-learners, a focus on discipline and rote learning, and inefficient time use. Observed NGO-teacher classrooms featured inclusive, creative teaching styles and more efficient time use. Government teachers were not observed to adopt NGO-specific behaviors, while NGO teachers appeared to be limited by the government school environment.
Organizations thrive on the innovative behavior of their personnel, but the specific factors that influence such behavior are not widely established, especially in the Thai context. An examination of ...the literature reveals that the knowledge management (KM) process, which has its basis in the process of knowledge creation known as the SECI process, serves to promote innovative behavior and is a key driver of competitive advantage within innovative organizations. This research study sought to determine which factors account for success in innovation, and to establish an assessment system to evaluate employee innovation. The study sample comprised 500 employees from companies operating in the technology sector. Confirmatory factor analysis (CFA) was carried out, and an eight-factor model was formulated on the basis of the available data. The eight factors in the model were determined to have a significant influence on the success of innovative behavior observed in Thai companies. The relevant factors comprised Sharing of knowledge (SK), Self-efficacy (SE), Problem solving skills (PS), Collaboration ability (CA), Culture of innovation (CI), Organizational support (OS), Culture of learning (CL), and Executive leadership (EL). Within the organizational context, the findings reveal the statistically significant contribution of Sharing of knowledge, Culture of innovation, Organizational support, and Self-efficacy in the promotion of innovative behavior. The study results may prove helpful for organizations wishing to assess the innovative capabilities of their staff, while the success factors may be implemented within organizations through the practical application of an assessment system. Also, by filling a research gap in the literature review, this work will be beneficial to academics and researchers in order to better promote innovative behavior. Doi: 10.28991/HIJ-2023-04-01-012 Full Text: PDF
Willingness to communicate in a second or foreign language (L2 WTC) is an important individual difference variable that influences the target language learning process. To cultivate students’ ...communicative competence for sustainable development and help them become active citizens of the global world, language teachers and educators need to understand L2 WTC and find ways to promote it. The present study explores the effects of teachers and teaching styles (TTS) on L2 WTC of Chinese learners of English, through a comparison of a group of 148 students in mainland China and 73 Chinese students abroad. Respondents filled out online questionnaires concerning their attitudes and perceptions of TTS and self-reported L2 WTC inside and outside classrooms. Eight of them also participated in interviews. Results revealed significant differences in TTS between the two groups and a generally low WTC among them. TTS were linked more strongly to L2 WTC in the group in mainland China. The differences are attributed to the discrepancy in social expectations, culture of learning and the opportunity to use English outside the classroom while abroad. This study may provide insights into English language teaching pedagogy from the perspective of English as a pluricentric language.
Despite the continuous efforts of educationists and policy-makers to customise the existing culture of learning according to universal standards, the verity of Indian classrooms at the primary level ...has been less convincing, particularly in second-language learning and teaching. The central objective of this article is to analyse and correlate the superficially scattered factors which play a significant role in determining the culture of learning for English as a second language in India. The article examines the status of English among Indian languages and the pertinent reasons which make English the most sought-after medium of instruction in the entire nation. Another factor evaluated is the changing identity of English in India. Further, this article examines the impact of status and identity of English on the English language teachers and the pedagogical activities happening inside classrooms.
Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers' perceptions of its appropriateness for writing instruction. It is ...essential to understand teachers' perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors' perceptions of the appropriateness of peer assessment for English as a Foreign Language writing in China, where peer assessment has been increasingly discussed and researched but only occasionally used in teaching. The current study scrutinised the reasons behind its limited use via in-depth exploratory interviews with 25 writing tutors with different teaching backgrounds. The interview data showed tutors' limited knowledge of peer assessment and unanimous hesitation in using it. The former was explained by insufficient instruction and training in peer assessment. The latter relates to the incompatibility of peer assessment with the examinations-oriented education system, learners' low English language proficiency and learning motivation, and the conflict of peer assessment with the entrenched teacher-driven learning culture. Suggestions are made about training and engaging teachers to effectively use peer assessment in instruction.
The goal of physician peer review has been to assess and improve the quality of care by individual physicians. Unfortunately, this enshrined piece of medical practice suffers from deep flaws that ...hamper the achievement of assessment and improvement. This institution is in serious need of disruption, both for the safety of patients and for the wellness of practicing physicians. This commentary describes the inherent flaws of physician practice review and how physicians and health care organizations can address them.
The main objective of this study is to analyze the culture of learning and innovation in the Ceará Network of Business Incubators (RIC) incubation environment, which can contribute to foster ...innovation in business incubators. To achieve this goal, seven incubators were analyzed, in addition to the network itself. Qualitative research of a descriptive and exploratory nature performed data collection via semi-structured interviews with open questions, following a pre-set script. After that, the interviews were analyzed with content analysis technique and adaptations for Core Analysis of the Meaning. Regarding results, it was possible to understand that the service portfolio offered to business incubators is often through the Ceará Network of Incubators, with resources coming from development lines, and the support of the incubators to incubated companies is not enough to satisfy the demands that the incubation environment needs. Five of the researched incubators are technology-based, and only four of those have adequate laboratory infrastructure for R&D activities and partnerships with researchers and stricto sensu graduate programs, which favor the culture of learning and innovation. We conclude, then, that the incubation environment does not often present proper infrastructure for the culture of learning and innovation to happen.
O objetivo deste trabalho é analisar a cultura do aprendizado e da inovação no ambiente das incubadoras da Rede de Incubadoras do Ceará (RIC), que podem contribuir para fomentar a inovação nas empresas incubadas. Buscando alcançar o objetivo proposto, foram analisadas sete incubadoras associadas à RIC, além da própria Rede. A pesquisa qualitativa de cunho descritiva e exploratória teve como instrumento de coleta de dados entrevistas semiestruturadas com perguntas abertas, por meio de um roteiro preestabelecido, que, posteriormente, foram analisadas com a técnica de análise de conteúdo e com adaptações para Análise de Núcleo de Sentidos (ANS). Dos resultados, foi possível perceber que o portfólio de serviços ofertados às empresas incubadas quase sempre é através da Rede de Incubadoras do Ceará (RIC), com recursos provenientes de linhas de fomento, e que o apoio da mantenedora às incubadoras não é suficiente para atender as demandas que o ambiente de incubação necessita. Das incubadoras pesquisadas, cinco são de base tecnológica, e destas apenas quatro possuem uma infraestrutura de laboratórios adequada para as atividades de P&D e parcerias com pesquisadores e programas de pós-graduação strictu sensu, o que favorece a cultura de aprendizado e inovação. Conclui-se, então, que nem sempre o ambiente das incubadoras dispõe de uma infraestrutura adequada para que a cultura do aprendizado e inovação aconteça.
This paper offers an insiders’ perspective on the large-scale, system-wide educational change undertaken in Ontario, Canada from 2003 to the present. The authors, Ministry and school system leaders ...intimately involved in this change process, explore how Ontario has come to be internationally recognized as an equitable, high-achieving, and continuously improving jurisdiction (Brochu et al. in Second report from the 2009 programme for international student assessment. Council of Ministers of Education, Canada, Toronto,
2011
; Mourshed et al. in How the world’s most improved school systems keep getting better. McKinsey & Company, New York,
2010
; OECD in Strong performers and successful reformers in education: lessons from PISA for the United States. OECD, Paris,
2010
). The narrative of improvement in Ontario presented here was developed out of systematic interviews with Ministry and School Board leaders’ experiences of the literacy improvement strategy, and informed by document and data analyses. It addresses the historical and political context of Ontario’s change efforts, the shifting understanding of teaching and learning in the province, the essential respect for the professionalism of educators, the structures that facilitated the change, and concludes with key characterizations of the present culture of education in Ontario. While the paper focuses on the elementary literacy strategy, its wider objective is to outline the collaborative approach to shifting pedagogical practice that has opened the ceiling for what a public education system is capable of achieving by fostering local ownership of change while raising the floor by setting high standards for literacy achievement for all students.
English as Foreign Language (EFL) in East Asia involves major sociocultural issues. Modern, Western-based methodologies such as Communicative Language Learning (CLL, Communicative Language Teaching, ...CLT in this paper) and its further development Task-Based Language Learning and Teaching (TBLLT, Ellis, 2003), feature principles which can conflict with some of the fundamental values of Confucian Heritage Cultures (CHC) education and hinder their adoption in Korea, Taiwan, Japan, Singapore, Hong-Kong and Vietnam. This article introduces a sociocultural, ethnographic perspective on EFL in East Asia which contextualizes language teaching in its broader educational and cultural environment. Teacher-centeredness, book and writing focuses, memorization strategies within a grammar-translation approach are in contradiction with modern language teaching methodologies’ focuses on learner-centeredness and teachers’ facilitating roles, student participation and interactions, communication competence and learner autonomy. The text advocates for a mean between Western and Eastern learning cultures through a context-based, culturally-sensitive approach and introduces classroom’s strategies for the implementation of CLL and TBLLT in China and East Asia.
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