Action Learning in Higher Education : Towards a Conceptual-Compatibility Framework
The purpose of this research article is to further the discussion on implementing action learning technique in a university setup. The action learning is an experiential learning method intended for personal development, group and team development and leadership development. The research article presents a theoretical discourse is to develop a framework for implementing action learning technique in higher educational institutions. The researcher tries identifying dimensions which either inhibit or allow the use of action learning. The researcher uses a discursive analysis framework by reviewing several papers on action learning research. In an attempt to establish a structural model compatible to the higher educational framework, the author has identified three dimensions which formulate the compatibility framework which are: (i) action learning practices, (ii) individual influences and group behavior, and (iii) higher educational needs. In order to implement an action learning project these three dimensions play an important role in the successful achievement of learning goals.
Creative teachers and creative teaching strategies
The purpose of this study is to explore the factors that influence creative teaching and to find out what effective strategies are used by three award-winning teachers in the learning area of Integrated Activities. As creative thinking is crucial for the knowledge economy, it is essential that education serves its purpose in improving this important aspect. The methods used for data collection include in-depth interview, focus group interview, classroom observation and content analysis. Three teachers with a GreaTeach Creative Instruction Award for creative teaching in the Integrated Activities field were selected as subjects. Results were acquired by analysing the interview content, the teaching plans, teachers’ reflection and the classroom observation videotapes. The study found that: the factors influencing creative teaching in Integrative Activities are (a) personality traits: persistence, willingness to develop, acceptance of new experiences, self-confidence, sense of humour, curiosity, depth of ideas, imagination, etc.; (b) family factors: open and tolerant ways of teaching children, creative performance of parents, etc.; (c) experiences of growth and education: self-created games and stories, brainstorming between classmates, etc.; (d) beliefs in teaching, hard work, motivation and (e) the administrative side of school organization. Among these factors, beliefs in teaching, hard work and motivation are the main aspects. The effective teaching strategies used by the awarded teachers are: student-centred activities, a connection between teaching contents and real life, management of skills in class, open-ended questions, an encouragement of creative thinking and use of technology and multimedia. Integrated Activities are closely connected to life experience and a basis for the development of creative thinking within education.
On the validity of area-based income measures to proxy household income
BackgroundThis paper assesses the agreement between household-level income data and an area-based income measure, and whether or not discrepancies create meaningful differences when applied in regression equations estimating total household prescription drug expenditures.MethodsUsing administrative data files for the population of BC, Canada, we calculate income deciles from both area-based census data and Canada Revenue Agency validated household-level data. These deciles are then compared for misclassification. Spearman's correlation, kappa coefficients and weighted kappa coefficients are all calculated. We then assess the validity of using the area-based income measure as a proxy for household income in regression equations explaining socio-economic inequalities in total prescription drug expenditures.ResultsThe variability between household-level income and area-based income is large. Only 37% of households are classified by area-based measures to be within one decile of the classification based on household-level incomes. Statistical evidence of the disagreement between income measures also indicates substantial misclassification, with Spearman's correlations, kappa coefficients and weighted kappa coefficients all indicating little agreement. The regression results show that the size of the coefficients changes considerably when area-based measures are used instead of household-level measures, and that use of area-based measures smooths out important variation across the income distribution.ConclusionThese results suggest that, in some contexts, the choice of area-based versus household-level income can drive conclusions in an important way. Access to reliable household-level income/socio-economic data such as the tax-validated data used in this study would unambiguously improve health research and therefore the evidence on which health and social policy would ideally rest.