Subject Index
2022; Emerald Publishing Limited; Linguagem: Inglês
10.1108/s2055-364120220000042015
ISSN2055-365X
Tópico(s)Educational Methods and Teacher Development
ResumoCitation (2022), "Subject Index", Sengupta, E. and Blessinger, P. (Ed.) Innovative Approaches in Pedagogy for Higher Education Classrooms (Innovations in Higher Education Teaching and Learning, Vol. 42), Emerald Publishing Limited, Bingley, pp. 165-173. https://doi.org/10.1108/S2055-364120220000042015 Publisher: Emerald Publishing Limited Copyright © 2022 Emerald Publishing Limited INDEX Note: Page numbers followed by “n” indicate notes. Abstract conceptualization, 22 Academic, 4–5, 7–8, 28, 91, 102–103, 105, 112, 146 contexts, 104–105 discourse, 104–105 practice development, 86 skills, 19 staff and researchers, 88 stress, 123 Academic language and literacy (ALL), 103, 116 Academic Language Classroom International Foundation Programme AL, 105 AVIL, 112–114 best of both traditions, 110–111 “best of both traditions” in AVIL, 114–115 “best of both traditions” innovate integrated all approach, 116–117 comparative analysis of benefits and limitations of EAP and AL pedagogy in FEAP, 106–107 context of innovations in teaching and learning in IFP, 103–104 critiquing study skills approach to writing and literacy, 107 EAP & subject collaboration on teaching writing, 111 EAP, 102–103, 104 EAP pedagogic principles and purpose, 104–105 FEAP course development, 111–112 genre switching in AL, 109–110 inception of AL, 105–106 innovations in AVIL, 115–116 pedagogic model of AL, 106 significance of EAP, 107–108 Academic Literacies (AL), 102, 105 comparative analysis of benefits and limitations of EAP and AL pedagogy, 106–107 genre switching in, 109–110 inception of, 105–106 pedagogic model of, 106 “Academic literacy support”, 102 Academic performance anxiety, 123 MT and, 126–128 Academic Vocabulary in Literacy (AVIL), 112–114 innovations in, 115–116 Academic Word List, 112 Academic writing, 86, 88, 90, 103, 106, 117 “Achievement Orientation”, 125 Active experimentation, 22 Active learning, 7, 12–13, 15–16, 68, 69, 71, 75 pedagogies, 15 picture postcards for, 71–72 Adult English language (AEL), 5–6, 25–27, 26 HQPBL teams in AEL classroom, 37 learners implementing HQPBL activities, 39 real world research for AEL learners, 32–33 Alliance, 143 American Institutes for Research (AIR), 28 Analysis, 7, 18, 56, 67, 68, 70, 76, 108, 115, 131 skills, 69–71 Analytical skills, 75 Archival skills, 7, 69 Archives, 69 Argumentation, 107 Artificial intelligence (AI), 138, 142 Assessment, 16 Assessment, 6, 13, 16, 62, 97, 122, 130, 145, 147 Awareness awareness-raising through transformative pedagogic modeling, 109 bringing students on board and creating, 131–132 self-awareness, 129 Behavior, 13, 43, 58, 116, 126–127 Best of both traditions model, 8, 103, 110–111 in AVIL, 114–115 innovate integrated all approach, 116–117 “Best of both worlds” approach, 7 British Association of Lecturers of EAP (BALEAP), 104 Buck Institute for Education (BIE), 30 Business, 17–18, 113, 127, 132, 147 Business process management model (BPM model), 17 “Career Development Learning”, 129 CareerEDGE model, 129 Case study method, 5–7, 13, 16–17, 56, 86, 138 Case-based Learning (CBL), 17 Center for Adult English Language Acquisition (CAELA), 26 Center for Applied Linguistics (CAL), 28 Challenge, 6, 13, 30, 51, 122, 125, 144 Class activities, 146 Class time, 146 Co-construction, 50–51 of disciplinary socialization, 115–116 Co-construction of pedagogical knowledge, 42 co-reflection, 51 limitations of individual reflection, 47 LS as innovative strategy for, 42, 50 mechanics of, 51 space for, 6 student teachers engagement in, 43 Co-reflection, 49–50 Collaboration, 7, 17, 30, 47, 111 for AEL learners, 35, 43 collaborations between university and industry, 143 between combinations of academia, government and industry, 143 component of HQPBL, 37 between local government, industry and higher education, 140 types, 111, 114 Collaborative working, 47–48 Collective learning, 46–47, 51 Commitment, 56, 124, 130, 147 Communities of practice, 93, 107 Complex process, 12, 14 Complexity theory, 12–13 Concrete experience, 22 Confidence, 38, 124–127 AEL learners, 38 creative, 56 interpersonal, 127 writing, 97 “Confidence in Abilities”, 126 Contemporary theories of MT, 122 Context, 15–16, 18, 22, 30, 62, 68, 103–105, 115, 142 Control, 51, 124–125, 127 emotional, 125 life, 125 life control, 124 self-control skills, 123 Control, Commitment, Confidence and Challenge of MT (4Cs of MT), 124–125 Cooperative teamwork, 14 COVI D-19 pandemic, 63, 90, 92, 123, 142 Creative learning opportunity, co-creation of, 17–18 Creativity, 5, 12, 14, 17, 61–63 Credit-bearing modules, 146 Critical analysis, 131 “Critical research framework”, 106 Critical sociocultural theory, 106 Critical thinking, 6–7, 17, 26, 32, 56, 68–69, 69–71, 104, 122 Cultural objects, 69 Culture shift, 129 Curriculum, 11 custom, 6 customized, 56 design, 8 element, 130 entrepreneurship, 63 HE with effective support strategies in, 122 quality of, 63 quantity of, 63 sport tourism, 5 Stanford curriculum, 62 tools, 122 types, 109 Cybernetics, 142 “Deficit” students, 110 Design-thinking, 6, 59, 61, 62, 64 “Disciple-specific and embedded writing instruction”, 111 Disciplinary differences, 104–105 Disruptive technologies, 8, 142, 148 Dissertation doctoral, 26 UG and Masters, 93 work, 90 Diversification, 102 Document analysis, 69 Dubai, 56, 59, 61 “Duty of care” perspective, 122 Education, Research and Development Institute (ERDI), 144 Education(al) adult, 6, 28 art, 68 coronavirus pandemic impact on, 60 English-medium higher, 102 entrepreneurial, 138–141 evaluation, 86 impacts, 56 MT in, 124, 131 paradigm shift in, 4 syntegrative, 141–143 teacher, 43 Effective communication, 142 Effective time-management, 123 Effectiveness of entrepreneurial education initiative, 149 eLearning, 142 Emiratization, 58 “Emotional Control”, 125 Emotional intelligence, 128 Employability, 122, 128–130 MT and, 128–129 Employability Development Profile (EDP), 129 English as Second Language (ESL), 26, 105 case for using PBL in, 27–28 English for Academic Purposes (EAP), 7, 102–103, 104, 146 comparative analysis of benefits and limitations of EAP and AL pedagogy, 106–107 EAP & subject collaboration on teaching writing, 111 pedagogic principles and purpose, 104–105 significance of, 107–108 English for Specific Purposes (ESP), 104 English Language Centre, 147 English Language Learner (ELL), 5–6, 26–27 English Language Proficiency (ELP), 28 English Language Proficiency Standards, 28–29 English language skill levels, 28–29 English Medium Instruction (EMI), 143 English skills, 115 English Speakers of Other Languages (ESOL), 26 English-medium higher education, 102 Entrepreneur Community, 138 Entrepreneurial, 6, 8, 56, 59, 137–138, 145 competencies, 149 education, 138–141 finance and marketing, 56 learning, 8 mindset, 56, 59 Stanford Center for Professional Development, 64 Entrepreneurship, 58, 138 curriculum, 63 education, 6, 138–139 innovation and, 61 literature, 56–57 methodology, 56–57 problem, 57–58 results, 60–64 skills, 141 solution, 59–60 teaching about, 143 technology, 59 Ephemera, 74 Evaluation educational, 86 higher-order cognitive skills, 17 self, 49 skills, 68 of success, 149 of teaching through LS, 45 Evaluative student feedback, 93–97 Evidence-based model of MT, 124 Evidence-based practice, 131 Experiential learning, 13, 21–22, 49 active learning, 15–16 authentic and practical experience, 17–18 higher education teaching and learning, 13–15 innovative teaching and learning context, 16 reflective portfolio, 19–21 Extracurricular societies, 92 Faculty feedback, 62–64 FEAP Plus course, 111, 112 Financial imperative, 122 Flexibility, 139 Flipped classroom, 145–146 Fluency, 28–29 activities, 115 developing, 29 higher level expectations in, 29 in vocabulary, 33 Fluency development (FD), 113 “Form-focused” approach, 107 “Formative transculturation”, 116 Foundation English for Academic Purposes (FEAP), 103 comparative analysis of benefits and limitations of EAP and AL pedagogy in, 106–107 course development, 111–112 Further Education (FE), 42 “Generation snowflake”, 131 Generation Y, 58 Generation Z, 58 Genre switching in AL, 109–110 “Genre-based literacy” approach, 108 Gibbs Reflective Cycle, 47 “Goal orientation”, 125 Government censorship, 58 in driving forward industry/academic collaborations, 143 initiative to encourage entrepreneurial education, 149 Gulf Cooperation Council (GCC), 58 High-quality PBL (HQPBL), 30 AEL learners implementing HQPBL activities, 39 criteria, 31–32, 35–39 integration with AEL learners’ language acquisition, 30 teams in AEL classroom, 37 Higher education (HE), 12, 42, 64, 86, 122 complexity, 14 MT in, 122–126 practice-based research in, 105 strategies for improving MT in, 129 teaching and learning, 13–15 Higher education institutions (HEIs), 86 Historical objects, 69 Historical records, 68 Holistic development, 22 “Ideal psychological profile”, 132 Impact, 8, 13–14, 42, 56, 63, 97–98, 121, 123, 149 of academic stress, 123 of active learning, 13 of coronavirus pandemic on education and educational technology, 60 of education on individuals, 56 of entrepreneurial education initiative, 149 on future job opportunities, 20 of intense collaborative working, 42 pedagogical principles, 150 students’ learning experiences, 15 on teaching and learning interactions, 14 of writing retreats, 97 In-person learning, 71 Inclusive approach, 87 Inclusive practice, 88 Incubation, 56 Industry academia with, 56, 64 “industry-themed” schools, 145 mentors, 147 partners, 148 university–industry partnerships, 138–149 Industry 4. 0, 138, 142 Industry-themed schools, 144–145 “Inner strength”, 126 Innovation, 5, 12, 56, 138 in AVIL, 115–116 and Entrepreneurship Education Program, 56 in HE teaching and learning, 15 in teaching and learning in IFP, 103–104 Innovative methods in teaching, 5 Innovative pedagogical approach, 13 Innovative teaching, 4–5 and learning context, 16 Intelligent manufacturing, 138 Intended Learning Outcome (ILO), 107 Interactive lecture, 68 Interdisciplinarity, 70 International Foundation Programme (IFP), 102 innovations in teaching and learning in, 103–104 Internationalizing higher education, 102 “Interpersonal Confidence”, 126 Interpersonal skills, 19 Interpretative bias, 132 Interpretive manner, 51 Intertextuality, 107 Interviews, 42, 46 Intrapersonal skills, 19 “JoHari Window”, 129 Keele University, 86, 89 Keele’s innovation, 90–92 Know-Want-Learn approach (K-WL approach), 31 Knowledge, 12–13, 26, 31 with a K-W-L organizer, 39 construction, 49 pedagogical, 42, 45–46 phases, 13–14 to real work environment, 4 students acquired knowledge, 56 theoretical, 18, 20, 43 Labor, 58, 140 Language learning techniques, 147 skill proficiencies, level four to five, 29 Language-focused learning (LFL), 113 Leadership campus, 144 cross-cultural, 141 and decision-making, 21 senior, 130 skills, 144 “SMART”, 144 Learning, 4, 12, 106 (see also Project-based learning (PBL)) disabilities, 96 dynamics, 14 innovations in, 103–104 online, 94 time in, 96 Learning aides to facilitate language learning process, 31–32 Learning development, 7, 86 student-facing, 90 Learning environment, 13 “Learning Orientation”, 125 Lesson evaluation, 44 Lesson observation, 44 Lesson planning, 44 Lesson Study (LS), 42–45 Life control, 124 “Life Control”, 125 Listening, 27 Literacy critiquing study skills approach to and, 107 visual, 68–71 Living and Learning in Britain (LLIB), 113 “Made in China 2025”, 138 Management skills, International perspective, Discipline-specific knowledge, and adaptability in Industry (MIDI), 142–143 Material culture, 73 Material objects, 68 Meaning making, 14 Meaning-focused input (MFI), 112 Meaning-focused output (MFO), 113 Measure, 30, 125 of achievement, 126 of MT, 127 Mental sensitivity, 126 Mental toughness (MT), 122 and academic performance, 126–128 bringing students on board and creating awareness, 131–132 creating local “champions”, 130–131 factor model, 132 in HE, 122–126 MT and employability, 128–129 requirement, 129–130 strategies for improving MT in HE, 129 top level commitment, 130 Meta-reflections, 19 intrapersonal and interpersonal dimension, 21 professional dimension, 20–21 scientific and academic dimension, 19–20 Middle East, 59 Middle East and North Africa region (MENA region), 59 Millenials (see Generation Y) Mini lesson, 29 Mobile devices, 58 Modern education environment, 122 “Movement” of active learning in HE, 12 MTQ48, 129 National Education Association (NEA), 31 Nationalization efforts, 58 “New Literacy Studies”, 105 Non-surveillance approach, 87 Normative approach, 108 “One size fits all” approach, 108 Online learning resources, 94 Online teaching, 4 “Outer Orientation”, 126 Part-time jobs, 123 Pedagogic approaches, 102 Pedagogic model of AL, 106 Pedagogical knowledge, 42, 45–46 co-reflection and professional development, 49–50 collaborative working, 47–48 collective learning, 46–47 Lesson Study, 43–45 limitations, 50–51 teacher training, 42–43 theory-practice divide, 49 Pedagogical research, 69 Pedagogy, 12 AL, 106–107 case study, 16 case-based pedagogy, 17 EAP, 104 innovative, 4, 5 writing, 109, 111 Peer Review Guidelines, 108 Persistence, 124 Personality trait, 124 Photographs, 69 Picture postcards, 68 for active learning, 71–72 benefits, 69 Positionality, 107 Positivity, 125–126 Post class activities, 146 Post-university, 123 Postcards, 68–71 examples, 72–75 imagery, 75 tips for using postcards in classroom, 75–76 worksheet for music and ethnocentrism in, 81 worksheet for music and gender roles in, 80 Postgraduate certificate in education (PGCE), 42 Postgraduate writing, 91 Postgraduate-taught students (PGT students), 86 Practice-based research in higher education, 105 Praxis, 49 Pre class activities, 146 Present, Participate, Practice (PPP), 108 Primary sources, 68 Printing, 71 Problem solving, 14 Problem-based approach of Entrepreneur College, 148 Problem-based learning, 146–147 Problem-solving, 6 Professional (see also Curriculum) dimension, 20–21 ethos, 4 knowledge, 42 opportunities in sports, 20 practice, 104 skills, 5, 42 Professional development, 49–50 “Professional development plan”, 147 Professional skills, 19 Program design, 142 Project management, 37 Project Management Institute (PMI), 37 Project-based learning (PBL), 26 AEL learners implementing HQPBL activities, 39 English language skill levels, 28–29 in ESL programs, 27–28 foundation, 30 HQPBL integration with AEL learners’ language acquisition, 30 HQPBL teams in AEL classroom, 37 learning aides to facilitate language learning process, 31–32 level four to five language skill proficiencies, 29 in practice, 26–27 real world research for AEL learners, 32–33 student and teacher roles in, 27 tools for building vocabulary, 33–34 Project-based learning, 147 Psycho-education approach, 131 Psychological well-being, 122 “Psychologically safe” environment, 128 Public-facing websites, 89 Reading, 27, 29–30, 34, 116 materials, 33 as performance-related activities, 43 skills, 39, 103 Real life contexts, 17 Real-world situation, 28 Reflection, 45 Reflection-in-action, 50 Reflection-on-action, 45 Reflective observation, 22 Reflective portfolio, 19 meta-reflections, 19–21 Remote learning, 71 Research Guide, 32 Research lesson, 43 Research methods, 69 Resilience, 124, 126, 131, 139 Resourcefulness, 123 Retreat format and usefulness, 94–97 “Risk Orientation”, 125 Scaffolding techniques, 116, 147 Scientific skills, 5, 19 “Self-awareness”, 129 Self-confidence, 128 Self-control skills, 123 Self-efficacy, 127–128 Self-employment, 58 Self-esteem, 128 Skill levels, 28–29, 39 Social activities, 123 Social interaction, 138 Social learning, 106–107 Speaking, 13, 27, 39, 95, 105, 108, 111 Sport tourism curriculum, 5, 11 Staff writing retreats, 86 Stakeholders, 8, 18, 47, 130, 142, 143, 148 Stanford university, 6, 56–57, 59–60 Startup, 56 StartX, 60 Status Check Tool, 35, 37 Strategies, 8, 90, 121, 129 Stress, 15, 123–124, 126, 131 Student engagement, 45, 108, 111 Student teacher, 42, 44, 47, 50 Student-centered learning, 4, 15, 62, 95, 108, 113, 145 Students, 13–14 bringing students on board and creating awareness, 131–132 motivation, 147 motivation, 147–148 psychological vulnerability, 122 stories, 61 student-facing learning development, 90 Study skills, 86, 103 critiquing study skills approach to writing and literacy, 107 Subject collaboration on teaching writing, 111 Superior psychological skills, 124 “Syntegration”, 142 Syntegrative Education (SE), 8, 138, 141–143 Systems theory, 142 Systems-based approach, 132 Teacher training, 6, 42–43, 52 Teaching, 4, 12 context of innovations in teaching and learning in IFP, 103–104 dynamics, 14 EAP & subject collaboration on teaching writing, 111 higher education teaching and learning, 13–15 innovations in, 103–104 innovative teaching and learning context, 16 online teaching, 4 staff, 12, 14 subject collaboration on teaching, 111 teaching about Entrepreneurship, 143 Teaching Development Fund, 149 Team-based learning, 95 Technology-enhanced teaching, 145 Theory-practice divide, 6, 49 Time complaints, 146 Timekeeper/taskmaster, 97 Tourist gaze, 74 Traditional Mental Health First Aid approaches, 130 Transferable skills, 58, 107, 117, 128, 139 Transformative causality process, 14 Transformative learning, 5, 13, 15 Transnational Education (TNE), 143 UK-sector provision, 89–90 Undergraduate students (UG students), 86 Undergraduate writing, 86 United Arab Emirates (UAE), 6, 55–56 United Nations (UN), 142 University career, 181 Covid-19 pandemic and, 90 Keele University, 7, 86 pathway program, 103–104 professor, 50 Stanford University, 6, 56, 59 University of Edinburgh, 7 university–industry partnerships, 138–149 work with peers from across, 91 University of Liverpool, 143–144 Upskilling, 139, 148 Virtual learning environments (VLE), 145 Virtual Reality (VR), 142 Visual literacy, 68–71 “Vocabprofiler” software, 113 Vocabulary Chart, 26, 35 Volkswagen Mobility Challenge, 61 Writing, 27 behavior, 106 critiquing study skills approach to and, 107 development, 87 high-order concerns of, 107 partnerships, 88 pedagogy, 109, 111 subject collaboration on teaching, 111 Writing retreats, 86–87 benefits of, 87–89 evaluative student feedback, 93–97 formats, 92 Keele’s innovation, 90–92 social aspect of, 88 UK-sector provision, 89–90 Xi’an Jiaotong–Liverpool University (XJTLU), 138, 141 XJTLU Entrepreneur College, 138, 143–147 XJTLU Entrepreneurial Campus entrepreneurial education, 138–141 reflections, 148–149 syntegrative education, 141–143 XJTLU Learning Mall, 148 XJTLU Version 2. 0, 138 Book Chapters Prelims Part I: Active Engagement Chapter 1: Introduction to Innovative Approaches in Pedagogy for Higher Education Classrooms Chapter 2: Innovative Teaching and Creative Learning in a Sport Tourism Curriculum: A Portuguese Case of Experiential Learning Chapter 3: Project-Based Learning in the Adult English Language Classroom Chapter 4: Lesson Study and Teacher Training: Engaging in the Co-construction of Pedagogical Knowledge Chapter 5: Initiating Innovation: The Case of Entrepreneurship Education in the United Arab Emirates Chapter 6: Active Images: Teaching Students Critical Thinking and Analysis Skills with Picture Postcards Part II: Innovative Approaches Chapter 7: Retreat Forwards: Student-facing Writing Retreats Chapter 8: Innovations in the Academic Language Classroom of an International Foundation Programme Chapter 9: Strategies for Developing Mental Toughness in Higher Education and Measuring the Impact Chapter 10: The XJTLU Entrepreneurial Campus: A New Paradigm of University–Industry Partnerships About the Authors Name Index Subject Index
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