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Inspired by the Citizens Initiative Review Process in Oregon, Healthy Democracy, and the Living Voters Guide, this paper proposes that undergraduate educators should teach, practice, and perform deliberative democracy in the classroom. This paper will identify deliberation as a tool for resolving difficulties in current democratic practices and propose a specific classroom activity to teach deliberative skills. The sample undergraduate activity involves student research, local political leaders coming to speak and answer questions, and in-class deliberations. Using survey data collected from the students/participants, it was found that the activity had positive learning outcomes for students. Students reported feeling more knowledgeable and informed about the democratic process the ballot measure on which students deliberated (Missouri's Proposition E from the 2012 election). Results also suggest that this activity allowed for students to learn about and gain confidence in argumentation, advocacy, deliberation, and democracy.

Teaching materials are one of the important components needed in the learning process. With the appropriate teaching materials, it is hoped that it can help the smooth running of learning activities. Science is a compulsory subject for elementary school students. Science contains all things related to nature. Teaching materials that have been used in learning activities are teaching materials made by the government. The purpose of this study was to determine the needs of students for context-based teaching materials and creativity to improve the scientific literacy of elementary school students. The research subjects were students from several elementary schools in Peukan Bada District, 25 students were used as the source of interview data. Data were collected using interviews and open questionnaires for students. The research data were analyzed descriptively qualitatively. Based on the research data, it can be concluded that it is necessary to develop context-based teaching materials and creativity. Context and creativity-based teaching materials were chosen because they can facilitate students to learn, both with educators and independently. Context-based teaching materials and creativity are teaching materials that are packaged in a comprehensive and schematic manner. This study is also part of a study on the development of teaching materials on the topic of human and animal organism.

This book's introduction to foreign policy analysis focuses on decision makers and decision making. Each chapter is organised around puzzles and questions to which undergraduates can relate. The book emphasizes the importance of individuals in foreign policy decision making, while also placing decision makers within their context.

ABSTRACTTeaching quantitative subjects such as operations management (OM) can be quite challenging. In this article, we present a novel approach that uses simplified concept maps for teaching OM. This application of concept maps was investigated to determine if it helps students to answer questions and to solve OM problems more effectively. Our study used a controlled experimental design with students divided into two groups, one taught using concept maps and another group taught using traditional techniques. Student learning was measured with pre‐ and posttests consisting of both multiple‐choice and constructed‐response items. The performance of the two groups was compared using an independent samples t‐test and analysis of covariance to control for the covariate "pretest." The results indicate that use of simplified concept mapping significantly improved student learning of OM course material. We therefore recommend its adoption as an active‐learning pedagogical technique that can lead to positive change in the OM classroom.

In this article, we outline a course wherein the instructors teach students how to conduct rigorous qualitative research. We discuss the four major distinct, but overlapping, phases of the course: conceptual/theoretical, technical, applied, and emergent scholar. Students write several qualitative reports, called qualitative notebooks, which involve data that they collect (via three different types of interviews), analyze (using nine qualitative analysis techniques via qualitative software), and interpret. Each notebook is edited by the instructors to help them improve the quality of subsequent notebook reports. Finally, we advocate asking students who have previously taken this course to team-teach future courses. We hope that our exemplar for teaching and learning qualitative research will be useful for teachers and students alike.

In this article, we present results of a study on informal learning about teaching among novice university professors at one university in Spain. The study identified teaching competencies developed through informal learning, strategies of informal learning used, and organizational factors that might foster or hinder the acquisition of teaching competencies. We gathered data through 18 individual interviews with novice university faculty, two focus groups with university professors, a document analysis and a focus group of experts. We conducted content analysis of the transcripts of the interviews and focus groups, as well as the documents obtained. The results showed that the competencies most often acquired from informal learning are interpersonal skills, methodologies, planning and content mastery. They are primarily acquired through strategies such as peer interaction and experimentation in practice. The main support for informal learning is the organizational climate, while the main barriers are organizational culture and training policy. The research contributes to understand the phenomenon of informal learning about teaching by novice professors, which is a topic not covered widely at the level of Higher Education.

Scholars proclaim the potential for genuine dialogue to reduce conflict and promote more harmonious interpersonal interactions. Despite dialogue's usefulness, little guidance has been given regarding helping students to improve their likelihood of reaping the benefits of genuine dialogue. Focus groups were conducted with students of theatrical improvization (improv) courses to learn what kinds of dialogic skills they acquire from their improv experience. Thematic analysis was used to learn what improv students were learning that demonstrated consistency with characteristics of dialogue. Analysis revealed that their training in improv fostered: Imagination and Innovation, Vulnerability, and Immediacy of Presence. The analysis considers the dialogic quality least effectively articulated among participants—empathy—and explores the relevance of the findings for promoting dialogue through classroom inquiry.

Sultan Qaboos University (SQU) has been the sole English Language Teaching (ELT) research enterprise in the Sultanate of Oman through the Master of Education (M.Ed.) in Curriculum and Methods of Teaching English degree program it launched in the early 1990s. Eighty-two theses have been completed so far about topics pertinent to ELT in the Sultanate of Oman. However, a review of those theses has shown that the discussion of these topics lacks a critical dimension that can advance Omani ELT at the micro and macro levels. This critical qualitative study, therefore, sets out to make a case for new directions in ELT research at the M.Ed. in ELT program at SQU. The discussion should lead to better understanding of the multiple ELT problems in the Sultanate of Oman and have implications for other similar contexts.

Cover -- Teaching Civics -- Table of Contents -- Preface to the English Edition -- Part I - Foundations -- 1 The Civics Teacher: Pro and Professional -- 1.1 The profession of teaching -- 1.2 Principles for teaching civics -- 2 Responsible Citizens: The Goals of Civic Education -- 2.1 Civic education as general education -- 2.2 Skills in civic education -- 2.3 Competencies -- 2.4 Standards -- 2.5 Cognitive structure and complexity -- 2.6 The Beutelsbach Consensus -- 2.7 May civics teachers express their political views in the classroom? Should they? -- 3 Youth and Politics -- 3.1 Developmental stages -- 3.2 Political socialization -- 3.3 Interest in politics -- 3.4 Understanding politics - Dealing with conflict -- 3.5 Trajectories of civic education and socialization -- 3.6 Misunderstanding as an essential part of civic learning -- 3.7 Implications: what does this mean for teachers? -- 3.8 Research on high school students' notions of political concepts -- 4 Learning Democracy -- 4.1 Democracy in school life -- 4.2 Democracy in the classroom -- 4.3 Intersubjective recognition at school -- 4.4 Democratic education -- Part II - Teaching Civics: Principles and Methods -- 5 The Conflict-Based Approach -- 5.1 What is a conflict? -- 5.2 Dealing with conflict -- 5.3 The method: conflict analysis -- Summary -- 6 The Problem-Based Approach -- 6.1 What is a problem? -- 6.2 Working on problems -- 6.3 The method: problem studies -- Summary -- 7 The Action-Based Approach -- 7.1 What is action? -- 7.2 Dimensions of action -- 7.3 Methods: projects, citizens' initiatives -- Summary -- 8 Case Teaching -- 8.1 What is a case? -- 8.2 Individual cases and universality -- 8.3 The methods: case analyses, case studies -- Summary -- 9 The Future-Based Approach -- 9.1 What is the future? -- 9.2 The future and sustainability.

Purpose– The purpose of this paper is to describe and analyse a teaching strategy designed to increase the awareness of trainee teachers and educate them with regard to sustainable consumption.Design/methodology/approach– Ninety-four subjects (trainee teachers) were assessed on their knowledge of the environmental impacts of consumerism, their attitudes to sustainable consumption and their behavioural intentions before (pre-test) and after (post-test) the teaching intervention took place.Findings– Statistical analysis of the results obtained revealed that subjects increased their knowledge of the social and environmental impacts of consumerism, became more aware of the need to take action in this regard, and developed behaviours oriented towards a sustainable model of consumption.Research limitations/implications– The proper application of an educational strategy of this nature requires more time than that actually assigned to the teaching intervention itself. This obstacle was overcome by using the time envisaged by the European Space for Higher Education, but the outcome could not be monitored.Practical implications– A reduction of individual and collective consumption in universities.Originality/value– The study demonstrates the possibilities of an educational strategy that when applied to trainee teachers in higher education promotes sustainable consumption.

This Article addresses the paradox that change is nothing new for those who teach aspiring lawyers how to effectively engage in the reality of the complex public policy arena. It rejects the notion that money buys results, and success is merely a matter of quick-fix influence peddling and personal relationships. Instead, to teach students how to provide public policy analysis, advice, and advocacy, teachers must help them understand and be prepared for a relentlessly dynamic, continuously evolving professional ecosystem where the very object of the work is to either advance or forestall legal change, often involving issues contested on multiple fronts and levels of government, over the long term where outcomes are constantly challenged and rarely, if ever, permanent. The players, institutions, venues, techniques, procedural rules, and compliance requirements are in a perpetual state of flux, usually operating under the light of public scrutiny and often in headlines. Pursuing the question of what the law or rule should be is challenging work at the intersection of law, government administration and regulation, politics, business, science, technology, and the public interest. For lawyers who have an appetite for change and who can tolerate a degree of fluidity, uncertainty, and the need to adapt to new circumstances, public policy is an exciting, honorable, and meaningful way to put the investment of time, effort, and money in one's legal education to good use in a worthwhile career of making a difference. The need to rethink and adapt how to teach public policy to law students after Trump or any administration change is not in itself new. However, the fundamental nature and degree of the recent tectonic shifts in the landscape of rules and norms governing the public policy process are unprecedented, and profoundly so. This Article identifies the need for teachers to bridge the gap between conventional wisdom and contemporary academic literature about the nature of the public policy process in the United States. ...