Facilitating Transformative Learning for Community Development: Experiences from Zimbabwe

The success of the learning objectives is determined by many factors including the teacher factor in implementing the teaching and learning process, because teachers can directly influence, foster and improve the intelligence and skills of learners. To overcome the above problems and to achieve the goal of education maximally, the role of teachers is very important and it is expected that teachers have a good method of teaching and able to choose the right method of learning and One of the appropriate learning model on learning Indonesian is the method of pembelajaran tanya jawab.Permasalahan which wanted to be studied in this research is: Whether through the use of question and answer learning method can improve learning outcomes Indonesian learner Class IV SDN 35 Sungai Limau The purpose of this action research is to improve the learning outcomes of Indonesia through the use of question and answer learning methods in participants educated SDN 35 Sungai Limau. This study used a classroom action research of two rounds. Each round consists of four stages: planning, execution, observation, reflection. The target of this research is students of Class IV SDN 35 Sungai Limau. The data obtained are quantitative and qualitative data. From the analysis of question and answer learning method has positive impact in improving learners 'learning result which is marked by the improvement of students' learning mastery in every cycle, that is Pre cycle (58.14%), cycle I (72.09% ), cycle II (97.67%). The conclusion of this research is the method of question and answer learning has a positive influence, that is can improve learners' learning outcomes that are indicated by the average answers of learners that states that learners are interested and interested in the method of question and answer learning so that they become motivated to learn. Keywords : Indonesian Language, Learning Methods Q & A

Achievement or not the purpose of learning is determined by many factors such as teachers in implementing the process of teaching and learning, because teachers can directly influence, foster and improve students' intelligence and skills. To overcome the above problems and to achieve the goal of education maximally, the role of teachers is very important and expected teachers to have a good method of teaching and able to choose the appropriate learning methods and in accordance with the concepts of subjects to be delivered. One of the proper learning model in science learning is Snowball Throwing learning model. Problems to be studied in this research are: Is it through the use of Snowball Throwing learning model to improve the results of science fantasy Class IV SDN 29 Sungai Limau? The purpose of this action research is to improve the learning outcomes of IPA Class IV SDN 29 Sungai Limau through the Snowball Throwing learning model. This study used a classroom action research of two rounds. Each round consists of four stages: planning, execution, observation, reflection. Target of this research is student of Class IV SDN 29 Sungai Limau. The data obtained are quantitative and qualitative data. From the analysis result of IPA learning model has positive impact in improving student learning outcomes marked by the improvement of students' learning mastery in every cycle, that is cycle I 52.63%, and cycle II 94.37%. The conclusion of this research is the Snowball Throwing learning model has a positive influence, that is to improve student learning outcomes which is indicated by the average of students' answers stating that students are interested and interested in the learning model of Snowball Throwing so that they become motivated to learn. Keywords : Science, Snowball Throwing learning mode

ABSTRACTObjectivesThe aim of this study is to evaluate the integrated transformative learning theory and quantitative measurement model developed by Stuckey and colleagues in 2013.MethodsThe Transformative Leaning Survey (TLS) was administered as a cross‐sectional web survey to 467 respondents recruited from a variety of sources. The questionnaire includes four transformative learning outcome measures (acting differently, deeper self‐awareness, holding more open perspectives, experiencing a deep shift in worldview) and 14 transformative learning process measures in three domains (extra‐rational, rational, social critique).ResultsThe majority of respondents were female (73.7 percent), white (70.7 percent), with a graduate degree (57.2 percent), and professional employment (56.1 percent); the median age was 35–44. Reliabilities (alpha) of TLS scales ranged from 0.68 to 0.91 (median = 0.78). Multivariate regression identified two rational process factors (Action, Disorienting Dilemma) and two social critique process factors (Empowerment, Unveiling Oppression) that had significant (p < 0.05) positive independent associations with multiple transformative learning outcome measures; no extra‐rational process measures were significant.ConclusionsThis study replicates, validates, and extends the development of the Transformative Leaning Survey and advances transformative learning theory by identifying drivers of transformative learning outcomes. Further quantitative, qualitative, and mixed method research on transformative learning is needed.

In this collaborative action research study a researcher explored how a janitorial business curriculum and mentorship fostered transformative leadership and transformative learning in immigrant women. The purpose of the study was to empower immigrant women to find employment and nurture their economic independence. The collaborative action inquiry led to an understanding of how these immigrant women transformed in the process of co-constructing a janitorial work skills curriculum. The findings describe how learning experiences, curriculum, and mentoring activities empowered these women and brought a deep change in their learning and self-leadership capacity. The author presents a new understanding that developing adult learning programs in collaboration with the adults can create real-life changes. In this instance, there were changes in the participants thought about themselves, which empowered them to make improvements to benefit themselves, their families, and society. A convincing link was found between transformative leadership and transformative learning --Leaf ii.

This paper examines the major sources of water supply and their challenges in the pastoral areas of Karrayu. To achieve this objective, mixed method research including qualitative and quantitative methods, has been used. Multistage stratified sampling was used to identify 120 sample respondents from 3pastoral and agro-pastoral kebeles along Awash National Park and Metahara Estate Farm in Fentale Woreda. Semi-structured interview, focus group discussion, deep personal interview and field observation together with GPS readings of geospatial data were employed to collect primary data supplemented by secondary data sources. The collected data were analyzed using descriptive statistics. Arc GIS 9.1 and ERDAS software were used to depict the spatial distribution of water point of the study area. The study identified natural/earthen ponds, traditional ponds, modern ponds, cistern, boreholes, irrigation canals, salty pipe-waters and river water points as major sources of water supply. The finding also indicated lack of water development schemes, which is below the other pastoral areas in Oromia region. The fluoride ion concentration of water from the Awash River was found 2.2mg/l, which is higher than WHO standard (1.5mg/l) while its turbidity is 569.25 that is 113.85 and 81.32times greater that the WHO and National Standards, respectively. The depth of boreholes ranges from 41 to 113m that were not fenced and hence affected by effects of degradation and high siltation. About 85.5%, 77.5%, 65%, 60% and 56.7% of the local community perceived such challenges that led to severe water scarcity as existence of estate farms and Awash National Park, climate change and frequent drought, conflict on water points, population growth, and mismanagement of water sources. This calls for holistic role of different stakeholders to be integrated to devise proper interventions mechanisms to access the local community with sustainable water supply system thereby sustain livelihood of the pastoral and agro pastoral community of Karrayu.

This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and interests of non-mainstream students and urban students whose representation in this study was limited; (b) investigation of topics where students expressed low interests topics; and (c) development and design of authentic communities of practice in the science classroom.

There is an increasing use of and rapid advancements in technologies in education. In particular, there is a take-up of advanced calculators (graphing calculators and calculators with computer algebra system [CAS]) in senior secondary high-stakes examinations. Each year, tens of thousands of students in Australia, Singapore, and other regions, use advanced calculators in mathematics examinations that directly affect their entry into tertiary education. Thus, it was pertinent to investigate the ways in which students use these technologies when learning mathematics, and the factors that influenced them. This study was built upon a bricolage of theories from various fields such as mathematics education, educational technology, learning theories, learning styles, and gender studies. From a review of the literature in the different fields, it was hypothesised that factors such as students’ gender, beliefs about and attitudes toward mathematics and technology, approaches to studying mathematics, and learning preferences, influence their ways of using technology. A mixed methods research design was used, consisting of two parts: a quantitative large scale online survey of 964 Singaporean and 176 Victorian senior secondary mathematics students, and a qualitative small scale study of nine students in a Singaporean school. There were several main results found in this study: (i) How students interact with advanced calculators was influenced by their beliefs about and attitudes toward mathematics and their approaches to studying mathematics. Students’ ways of knowing and learning mathematics best explained their ways of interacting with the calculator. (ii) Students' learning preferences were situated, and the use of advanced calculators was associated with visual and kinesthetic modes and a preference to work cooperatively. (iii) There were regional differences (in favour of Victorian students) in how students use the advanced calculators and their attitudes toward calculators. (iv) There were gender differences (in favour of males) in students' attitudes toward mathematics and advanced calculators, and how they used the calculators. Although there were more student factors with gender differences in the Singaporean than the Victorian data, the effect sizes were larger in the Victorian sample. The findings have implications for mathematics teaching practice, in that deep understanding, intrinsic interest, beliefs about the creative, inter-connectedness and contextual aspects of mathematics are associated with using calculators as a partner and collaborator for learning. Additionally, students tend to employ visual and kinaesthetic modes when learning how to use the calculators. Students were also found to have a preference for working on the calculator cooperatively with friends. Therefore, teachers can employ methods such as encouraging students to try out the calculator keys and to work cooperatively in groups when learning how to use the calculators. Another significant contribution of this study was in the use of Facebook to recruit participants. More research can be done on the participation and response rates associated with this recruitment method. Further research can also be conducted to translate the implications of the study into practical classroom strategies and to investigate longitudinally the dynamic interplay between these factors and students’ interactions with the advanced calculators.

The current research aims to determine the effects of blended learning environment on students' academic achievement and attitudes. Mixed-method research was employed in this research. The study group was 32 student from the 5th graders. In this study, for the collection of quantitative data, achievement test and attitude scale were used. Semi-structured interview form was used for qualitative data collection. On one factor, for repeated measure, two factor ANOVA is used in the analysis of quantitative data. Descriptive analysis method was used for qualitative data. According to the findings of the study, the experimental group students to whom blended learning method was applied were more successful in science and technology course then the students in control group who were trained in accordance with the traditional learning method. Considering the interviews with the students, they stated that they learned better with blended learning and understood well. It was observed that there was a positive increase of the experimental group students’ attitudes about blended learning towards to science and technology course compared to the control group students’. These results of the research have been interpreted as blended learning method was a positive factor on student’s academic achievement and their attitudes towards to course

The overall aim of this thesis is to understand the relationship between technological learning and networking for small and medium enterprises (SMEs) engaged in manufacturing in Zimbabwe. This understanding is vital in order to facilitate a more purposeful mainstreaming of manufacturing SMEs into the national economy. The implications of the relationship between technological learning and networking are noted in the analyses, conclusions drawn and recommendations made for the strengthening of the development of manufacturing SMEs in the country. A combination of quantitative and qualitative methods are used to analyse largely primary data collected principally but not exclusively from Harare. The quantitative data are analysed by applying progressive statistical analysis which involves the use of scatterplot, linear correlation coefficient, Chi-square test and regression analysis. Case study analysis which focuses on four firms with varying characteristics is used to develop an in-depth understanding of the association between technological learning and networking. The research findings generally lend support to the hypothesis that 'small and medium scale light engineering firms that are strongly networked have a greater level of technological leaming than poorly networked firms'. However, there are also qualifiers to this broad hypothesis, of which two are paramount. Firstly, in order to learn from networks a firm must know how to learn. Secondly, while customer networks are consistently of high significance to firms, the same cannot be said of networks involving enterprise support organisations (ESOs). These qualifiers have important policy implications for the type of support that is offered to SMEs in Zimbabwe.

Developing a mixed methods research design can be challenging. Researchers must choose the appropriate quantitative and qualitative approaches necessary to answer the research question and design their mixed methods project using those approaches. There are many ways combine these approaches and there are no rigid formulas for designing a mixed methods project. This article describes types, advantages, disadvantages of mixed methods research methodology. The purpose of the article is to simplify the process of mixed methods research to enable the nursing researchers have a better understanding of steps in the research process and considering a mixed method research. Understanding the steps in the research process may benefit the nurses to implement the research in their day today practice. As Mixed methods research methodologies are popularly used in nursing research, it is essential that nurses understand the different approaches in mixed methods. The basic types of mixed methodology will, therefore, be discussed in this article.

Given the extent of violence in South Africa, it is not surprising that its schools are also venues where various forms of violence are common. Since 1994, in the pursuit of ending violence in schools, attention has been given to ending corporal punishment and reducing other forms of violence; most of these efforts have emphasized retributive discipline methods. This research adopted a restorative approach to violence in one high school, with a focus on grade nine learners in 2019 who could be entering grade 10 in 2020. An action research approach and a mixed methods research design were employed. Quantitative data from learners was collected via questionnaires, and this was supplemented by focus group discussions and interviews with learners, teacher, and other stakeholders. The main finding was that restorative interventions, such as peacemaking circles, together with transformative learning - covering both the curriculum and pedagogy- contributed to building a culture of peace in this high school.

In migrant communities, parents and children not only represent two diverse generations, but two different languages and cultures. As migrants who still carry memories of their homeland and culture close to their hearts, many are tied linguistically, culturally, and emotionally to their native country and culture. Language maintenance in migrant families assists parents and their children not only to communicate but to also understand cultural values better, which are crucial to their identity and worldview. Although research on community languages has flourished since Michael Clyne’s pioneering work on community language maintenance in the 1960s, there is limited understanding of the role of migrant families in maintaining and transmitting a community language and its influence on identity in Australia. Specific research on Rioplatense Spanish language maintenance and Argentinean identity within the Argentinean community has remained largely unexamined in the contemporary global landscape. In particular, we lack research on how and why first and second generation Argentineans maintain the Spanish language, but more specifically, Rioplatense Spanish and the consequences this has for their experience of Argentinean identity. This thesis addresses this knowledge gap for Australia and elsewhere by examining and discussing the following four themes. First, the central role of the family (as opposed to governments) in conceptualising and implementing language maintenance and identity practices. Second, the influence of familial (endogamous and exogamous unions, extended family, siblings, and language strategies) and extra-familial factors (social networks, travel, language status, and institutions) in augmenting the development and maintenance of community language literacy skills and identity. Third, how linguistic strategies and attitudes are dynamic and play a role in the process of language learning and maintenance, and last, the role and consumption of media (print, audio, audio-visual, and digital communication technologies), and technology in community language maintenance and identity. This thesis analyses the results of a two-step study, drawing upon data derived from mixed-methods research. First, a community-based survey of first and second generation Argentineans from Australia’s three largest cities — Sydney, Melbourne, and Brisbane — examined respondents’ use and maintenance of the Spanish language and the influence this has on their experience of Argentinean identity. Second, semi-structured interviews with first and second generation Argentineans were conducted to verify and triangulate survey findings and develop insights derived from the survey data. The analyses of the survey and interview data in this thesis provide insights into how the attitudes and actions of first generation Argentineans since the 1970s have influenced intergenerational ethnolinguistic vitality in Spanish language maintenance. This thesis illuminates our understanding by demonstrating how Argentineans in contemporary Australia maintain and transmit the Spanish language, their dialect Castellano Rioplatense [Rioplatense Spanish], and the implications this has for their experience of Argentinean identity. It also demonstrates that although the Argentinean community pertains to the broader Latin American community in Australia, they signal their uniqueness via their use of Rioplatense Spanish. The principal finding of this thesis is that despite Australia’s dominant monolingual landscape, first and second generation Argentineans continue to transmit and maintain Spanish, but more specifically, Rioplatense Spanish. Moreover, their use of Rioplatense Spanish allows them to maintain a distinct Argentinean identity in a multicultural context that otherwise publicly renders them as ‘Latin Americans.’ This thesis identifies four key elements in community language maintenance and identity. First, the family is the most salient factor in language maintenance and transmission. Second, the heterogeneity of the Argentinean community compared to other Latin American communities in Australia is reflected by their distinct use of Rioplatense Spanish, which maintains and ameliorates ethnolinguistic vitality, framing their Argentinean identity. Third, positive language attitudes within families further aids in the transference and maintenance of Rioplatense Spanish in various domains, at both micro and macro levels. Fourth, the consumption of media and digital communication technologies influences how the community language is used and experienced. This is achieved by individuals participating in diverse spaces that use and sustain not only the Spanish language, but more specifically, Rioplatense Spanish, and Argentinean identity. Hence, the use and maintenance of Spanish creates a sense of an imagined community, with individuals sensing that they mentally belong ‘here’ in Australia and ‘there’ in Argentina. The findings of this thesis have implications for promoting intergenerational language and identity within families, communities, pedagogical programming, educational and linguistic policies to facilitate language maintenance and identity opportunities.

In the process of learning, is often found a tendency to minimize the participation of students in the class. The dominance of the teacher in the learning process leads to the tendency of students become more passive. In the implementation, assessing the learning process of the subject of Social Sciences is boredom because of its monotonous and expository presentation so that students are less enthusiastic, resulting of less interesting in the subjects. Having observed this classroom situation, it is necessary to think about ways of presenting and learning atmospheres. The suitable learning process of social sciences subject for students is that the learning community based model. This learning focuses on the processes and interactions in the social context. Interaction and social process should be a concern in achieving the learning objectives.Learning community based model is a concept of the creation of learning communities in schools, the learning process between teachers and teachers, teachers and students, students with students, and even among the school communities with the community outside the school, so that the student achievement can be improved. This design of this study was based on the classroom action research at the Junior High School, SMP Negeri 2 Banda Aceh. The study found that the learning community based model has improved student learning outcomes in both first and the second cycles. Thus, the learning community based model was found to be a suitable way of improving students’ achievement in learning the subject of social sciences at the SMP Negeri 2, Banda Aceh.

This study explores the nature of learning that transforms established frames of reference for those who engage in it. It also explores the nature of pedagogy that is likely to foster this transformative learning. It is based on the explorations of the teacher-researcher as she reflects on the learning experiences of some of her students and on her own teaching practice. The teacher-researcher's reflections emanate from her experiences teaching high school English to Years 10 and 11 students within a co-educational school in Sydney. Through engaging in hermeneutic phenomenological research, the teacher-researcher explores the types of learning contexts and pedagogical approaches that may be effective in fostering transformative learning. The literature review highlights the fact that explorations of the nature of transformative learning and transformative pedagogy have occurred almost exclusively within the domain of adult education and many researchers have expressed the view that this is a uniquely adult phenomenon. In exploring the transformative learning experiences of students between the ages of fifteen and seventeen, this study calls into question the view that only adults may experience transformative learning. It also raises awareness about the significance of transformative pedagogy in a high school context. The study highlights a number of pedagogical practices that are potentially transformative and concludes that transformative learning is most effectively fostered through relational forms of knowing emerging in dialogical learning contexts. Critical reflection is seen as being central to transformative learning and the importance of both affective and cognitive dimensions in the process of critical reflection is emphasised. Within a high school English context, the value of introducing students to a range of texts that may expose them to alternative ways of seeing is highlighted. The study demonstrates that integral to transformative pedagogy is the importance of providing students with both challenging learning experiences and with scaffolds designed to equip them to meet these challenges. The personally transformative nature of engaging in teacher-research is also highlighted and this is seen to have implications for models of staff professional development within schools. Reference is made to the limitations of the study, including those associated with being a teacher-researcher. As with other phenomenological studies, the findings do not purport to have direct and specific relevance to other contexts, although they may prove interesting to others interested in fostering transformative learning through transformative pedagogy.

Transformative learning is educational theory and practice that aims to transform learners, frame of references influencing thoughts, acts, communication and behaviours of learners. Jack Mezirow, an educationalist and sociologist, developed this theory and practice in 1990 and, thereafter, transformative learning has been applied worldwide in educational institutes. It becomes well-known soon after being cited in The Lancet in an article titled “Health professionals for a new century: transforming education to strenghthen health systems in an interdependent world” in 2010. However, the articledoes not provide sufficient detail theory and practices of transformative learning for medical education. Moreover, evidence supporting transformative learning in medical education is of limit, particularly in Thailand,s context. This article addresses the concern by discussing 1) a principle of transformative learning, 2) transformative learning in medical teaching, and 3) examples of application of transformative learning in medical school. Key words: Transformative learning, Medical education, Thailand, Literature review