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151.
Shoshanah B. D. Goldberg-Miller 《Journal of Arts Management, Law & Society》2018,48(3):170-190
I examine Toronto's interest in the policy learning process regarding possible solutions to development pressure downtown though understanding policies from San Francisco, Seattle, and Vancouver. Grounded by the analysis of creative city interventions and incorporating a theoretical framework of policy adaptation, the investigation is informed by interviews with fifty-one multi-sector stakeholders, historical and archival materials, and policy documents. Return to urban living and the creative cities movement challenge city centers in preserving creative and cultural businesses and organizations. Emergent data themes include: (1) research and strategic planning; (2) stakeholder partnerships; and (3) economic development incorporating economic benefit and social good. 相似文献
152.
Ringa Raudla Aleksandrs Cepilovs Vytautas Kuokštis Rainer Kattel 《Journal of Comparative Policy Analysis》2018,20(3):288-303
The experience of a major crisis is often expected to lead to policy learning but the empirical evidence about this is limited. The goal of the paper is to explore comparatively whether the crisis of 2008–2010 has led to fiscal policy learning by civil servants in the three Baltic countries. Despite some differences in the crisis experience, the finance ministry officials in all three countries have identified the same lesson from the crisis: fiscal policy should be counter-cyclical and help to stabilize the economy. The paper also discusses how various factors have influenced policy learning, including the acknowledgment of failure, blame shifting, and analytical tractability. 相似文献
153.
Educational approaches that enable students to actively and directly participate in “real-world” projects are increasingly recognized as valuable pedagogical tools and, as such, being incorporated into university curriculums worldwide. Though not traditionally associated with political science courses, project-based international service learning presents a tremendous opportunity to bring classroom concepts and theories to life, provide an active approach to addressing international challenges, and assist students in the development of the hands-on, problem-solving, team-based, critical-thinking skills that are increasingly important to employers across all sectors. This article seeks to encourage political science faculty to incorporate international service learning—and/or project-based approaches—into their educational offerings. Through examination of the course Global Synthesis in Liberal Arts and Engineering Studies at California Polytechnic State University, we have identified multiple factors that can help promote successful execution of project-based international service learning as a pedagogical tool, and provide additional suggestions for faculty interested in adopting specific aspects of these educational approaches, and/or in doing so closer to home. 相似文献
154.
While data analysis and the related skills of data management and data visualization are important skills for undergraduates in the field of political science, the process of learning these skills can also be used to develop critical thinking, encourage active and collaborative learning, and to apply knowledge gained in the classroom. Drawing on our experiences using data work in upper-level courses in International Relations and American Politics, we discuss how data work and quantitative analysis can be incorporated into subject-based (i.e., nonmethods specific) courses, and how it can also enhance critical reasoning skills. An evaluation of this approach using direct and indirect assessment is included. 相似文献
155.
《Asian Politics & Policy》2017,9(3):479-492
In third world countries like Indonesia, higher education is expected to contribute to the development of applied sciences that tackle pressing problems. Adaptation to and mitigation of climate change are such fields. Applied sciences work better in problem solving when approached in an interdisciplinary way. Winarto and Stigter have decades of experience in applied agricultural sciences but from different main fields: anthropology and physics/(micro)meteorology/(micro)climatology. They provide a welcome complementarity in their dialogue‐based interactions with farmers on how climate change has necessitated livelihood/resilience changes for them. They developed and established climatological services for farmers, consisting of seven initial climate services for agriculture, bringing farmers closer to their ecosystems that are currently threatened by climate change. They established what they call “agrometeorological learning,” which is about changes of beliefs, attitudes, behaviors, and goals of farmers due to new meteorological and climatologic knowledge they acquire, which considerably help increase farmers resiliencies. 相似文献
156.
Stephen Colbran Anthony Gilding Samuel Colbran Manuel Jose Oyson Nauman Saeed 《The Law teacher》2017,51(1):69-97
This article describes, evaluates and reflects upon student creation of cloud-based digital flashcards as an authentic formative and summative assessment task designed for the deep learning of constitutional law. The usefulness of digital flashcards in online legal education is explored. The undergraduate law student participants in the study responded differently to the assessment task depending upon the constitutional law topic they were assigned, the perceived relevance of constructing digital flashcards to professional practice and how they reacted to this creative task. Building digital flashcards provides a potentially powerful authentic assessment task for the study of constitutional law provided it is designed to support semester long creation, validation and sharing of digital flashcards that students perceive as professionally relevant and educationally useful. Student recommendations for designing an assessment task involving the creation of digital flashcards are evaluated. 相似文献
157.
This article presents a semiotic analysis of the student perception of learning outcomes in British higher education. It centres on three annotated images in Frank Furedi’s article “The Unhappiness Principles”, published in Times Higher Education in 2012. Drawing upon Peircean semiosis and iconicity, it provides a rhetoric-infused interpretation of the word–image complementarity exhibited in student participants’ written commentaries on the three images. This leads to a dialectical view of formative and summative assessment, in which process and product create each other through the same continuum of learning and teaching. In highlighting intellectualism as central to the ethnography of university life, this article argues that learner autonomy and the potential for transformation is deemed essential to the student experience in higher education. 相似文献
158.
Mat Hardy 《Journal of Political Science Education》2017,13(4):464-482
This article discusses the use of collaborative online technology in the teaching of international relations and politics. Using a case study from Australia, it finds low levels of online innovation in these discipline areas that correlate with broader examinations of technology use in higher education teaching. Themes of time poverty, technical competence, and lack of career reward are frequently cited as barriers to trying new approaches. The data indicate that at present the most common outcome of any aspiration for IR/politics staff considering innovation is that the effort required to incorporate collaborative online learning is not repaid. These findings are meaningful, since the current lack of innovation and the perceptions of staff regarding support for such approaches are at odds with the marketplace pressures staff and their institutions are under. Based upon the data collected and the wider literature on technology adoption, this article proposes a “Technology-Assisted Teaching Adoption Model” (TATAM) that attempts to encapsulate the innovation judgements made by academic staff and the steadily diminishing incentives they feel towards changing their online teaching methods. 相似文献
159.
Within the teaching of political theory, an assumption is emerging that Reacting to the Past simulations are an effective tool because they encourage greater student engagement with ideas and history. While previous studies have assessed the advantages of simulations in other political science subfields or offered anecdotal evidence of their effectiveness in political theory courses, less attention has been paid to the empirical assessment of simulations in political theory. This study uses data — in the form of presimulation and postsimulation surveys, as well as focus groups — collected from two political theory courses in order to gauge levels of student engagement inside and outside of the classroom. We ask if students’ levels of engagement increase during the simulation in their political theory courses. We also explore the mechanisms involved in driving higher levels of student engagement during the simulation. We conclude by arguing that it is the liminal nature of the Reacting to the Past simulations that most likely explains increased levels of student engagement. 相似文献
160.
Nicholas Clark Gretchen Van Dyke Peter Loedel John Scherpereel Andreas Sobisch 《Journal of Political Science Education》2017,13(2):152-170
While the effects of simulation-based courses on the knowledge of participating students may be marginal in relation to standard lecture and discussion-based courses, this article argues that the greatest leverage is gained by increasing participating students’ level of interest in the subject of study and in politics more broadly. Participants tend to become increasingly absorbed in their roles and in the politics of the institutions at the center of the simulation. To better consider this possibility, we conducted a survey of students participating in the 2015 Mid-Atlantic European Union Simulation and of appropriate control populations. The survey results indeed suggest that, much more than simply acquiring knowledge about the EU, the simulation experience serves to generate more robust interest in the subject of study. 相似文献