Thematische Bibliographien / Study and teaching (Higher)

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Auswahl der wissenschaftlichen Literatur zum Thema „Study and teaching (Higher)“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Study and teaching (Higher)"

Yuan, Huanwei, und Aijun Li. „Study on intercultural teaching of English teaches in higher vocational colleges“. SHS Web of Conferences 159 (2023): 01009. http://dx.doi.org/10.1051/shsconf/202315901009.

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Intercultural education is one important aspect of foreign language teachings nowadays. The ultimate goal of learning a foreign language is to improve intercultural communication abilities and realize cultural communication with foreigners. English teaching in higher vocational college hasn’t payed enough attention on intercultural education. Teachers are lacking in cognition, knowledge and practice of intercultural teaching. Based on the current situation of intercultural English teaching in higher vocational education, the paper proposes that English teachers should strengthen the cognition of intercultural teaching, improve their cultural knowledge and practise more in intercultural teaching.

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PETRE, Gianina. „TRAINING HIGHER EDUCATION STUDENTS FOR TEACHING IN VIRTUAL CLASSES. A CASE STUDY IN AN ASIAN CONTEXT“. JOURNAL PLUS EDUCATION 31, Nr. 2/2022 (01.11.2022): 238–50. http://dx.doi.org/10.24250/jpe/2/2022/gp.

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During the COVID-19 pandemic, teachers from higher education faced challenges on how to adequately adjust their teaching from a face-to-face to an online format to train future teachers properly. The study aimed to illustrate participants' experiences regarding their training during virtual courses in an international Asian HE institution. The applied methodology was qualitative, with a case study as a research design, intending to understand participants' experiences and adjust the training model for virtual classes in a particular Asian context. The participants were MA and Ph.D. in education students enrolled in the Instructional Models class, delivered online. Data collection consisted of (a) a focus-group discussion (with five participants) lasting for one hour and a half; (b) document analysis (15 students' journals); (c) video records for five micro-teaching; (d) one study group that lasted for 60 minutes organized to reflect on the 14 micro-teaching lessons. After thematic coding of data, the results revealed participants' empowering experiences during training, with challenges and success in conducting micro-teachings for virtual classes. The participants recommended including more micro-teaching sessions to master the teaching strategies demonstrated and introducing basic training in using technology for those who did not have technological skills. With empowering but still challenging teaching experiences, for further studies, the recommendation is to apply the training model in an online context, for both pre-service and in-service teachers, from different levels of education.

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Molina, Gloria Milagros Torres, Míriam Liliana Flores Coronado, Carlos Fabian Falcon, July Rivera-Zamudio und Luis Alberto Núñez Lira. „Digital teaching skills: comparative study in higher education“. Revista Tempos e Espaços em Educação 14, Nr. 33 (25.04.2021): e15527. http://dx.doi.org/10.20952/revtee.v14i33.15527.

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Research entitled Comparative study of the teacher's digital competencies since the perception of students from four Senati locations, Lima-2020 was intended to establish the significant differences in digital competences between teachers of the different senati headquarters, located in Lima Metropolitana and Callao; the work followed the quantitative methodology, descriptive, comparative and explanatory level; the population was 4440 students with a random sample stratified of 354; the instrument was subjected to the reliability and validity of both content and construct. The main results established that at least two population means are different, as indicated by the p value (0,000) and F (11,819). Lima Cercado's headquarters were also shown to perform better compared to the other headquarters.

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Dr. E. Manohar, Dr E. Manohar. „Competence Based Teaching in Higher Education for Academic Excellence a Conceptual Study“. International Journal of Scientific Research 2, Nr. 11 (01.06.2012): 335–37. http://dx.doi.org/10.15373/22778179/nov2013/106.

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SOUZA, Solange de, und Adriana Kroenke HEIN. „TEACHING WOMEN IN HIGHER EDUCATION“. RCMOS - Revista Científica Multidisciplinar O Saber 1, Nr. 3 (22.01.2024): 165–77. http://dx.doi.org/10.51473/rcmos.v1i3.2021.47.

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Throughout the formation of Brazilian society, it is known that women were delegated to conditions of subordination and servitude in relation to men, and their performance was restricted to domestic and maternal activities. But with the Industrial Revolution, and especially from the 1920s, women, in addition to gaining greater rights to study, began to occupy roles in child teaching. This picture changed over the years and the female gender was also present in higher education. With this background, the general objective of this paper aims to understand the condition of female teachers in higher education in an attempt to assimilate the main points of challenges and overcoming to be faced. To this end, exploratory and quantitative research was used, through the study of theoretical framework and the application of online questionnaires, which enabled a better understanding of the points related to female performance in Brazilian university teaching.

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Sultana, Naveed, Muhammad Imran Yousuf, Muhammad Naseer Ud Din und Sajid Rehman. „The Higher The Quality Of Teaching The Higher The Quality Of Education“. Contemporary Issues in Education Research (CIER) 2, Nr. 3 (10.01.2011): 59. http://dx.doi.org/10.19030/cier.v2i3.1088.

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The higher education plays as leadership role in the system of education. Quality education can ensure security, welfare and prosperity of a nation. The key factors influencing the quality of higher education is the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime, administrative policies, financing, evaluation and good governance. The main objectives of the study were (1) To evaluate the indicators of good teaching. (2) To examine the institutional policies for valuing the teaching. (3) To examine the contribution of teaching towards professional development of teachers. (4) To find out institutional efforts for enhancing the professional development of teachers. For study purposes five federal universities of Islamabad were taken and their faculties were included in the population. Twenty teachers of each university were taken as the sample of the study. This sample was selected with the help of the students from each department. As students are considered tougher evaluators of the teachers so the selection of the good teachers was completed on the basis of the five common competencies such as competencies related to subject and subject area teaching, competencies related to teaching and learning, competencies in research work and competencies related to professional behaviour .This survey type study was conducted through a questionnaire. The study concluded that good teaching does not pay any benefit to teachers except self-satisfaction and also finding that the requirements for quality teaching are not available in universities. The present study recommends the higher quality of teaching may be ranked and recognized at local, national and international level.

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Kothawade, Dr Pravin Laxman. „Correlative Study of Teaching Effectiveness & Job Satisfaction of Higher Secondary School Teachers“. Indian Journal of Applied Research 4, Nr. 7 (01.10.2011): 116–18. http://dx.doi.org/10.15373/2249555x/july2014/35.

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Erdem, Aksoy. „Using electronic-collaborative mentoring in higher education-bettering elt student teaching practice processes“. i-manager’s Journal on English Language Teaching 12, Nr. 3 (2022): 61. http://dx.doi.org/10.26634/jelt.12.3.18675.

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This study aims to improve English Language Teaching (ELT) student teachers' teaching practice process with comprehensive and diverse feedback from four different mentors (two national and two international) and to help them better prepare lesson plans and micro-teaching considering intercultural perspectives. Non-parametric tests were used to analyze quantitative data gathered from the scores of five lesson plans and micro-teachings. Qualitative data were obtained from the written feedback to lesson plans, oral feedback to micro teachings and interviews, and analyzed by content analysis. Results showed that mentees' lesson plan and micro teaching scores increased significantly over the semester and this was especially notable in mentees' first three lesson plans and micro teaching. All participants favoured the study activities and suggested that e-co mentoring should be implemented together with face-to-face mentoring in some periods.

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Muzhikova, A. V. „STUDY OF THE INTERACTIVE TEACHING EFFECTIVENESS IN HIGHER MATHEMATICS“. Tomsk State Pedagogical University Bulletin, Nr. 7 (2018): 174–81. http://dx.doi.org/10.23951/1609-624x-2018-7-174-181.

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Roberts, Emilee, und Elisabetta Vitolini-Mroski. „Higher Education and Higher Inequality“. Αρετή (Arete): Journal of Excellence in Global Leadership 2, Nr. 1 (16.05.2024): 125–34. http://dx.doi.org/10.59319/arete.v2i1.843.

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Background: This case study focuses on gender inequality in a higher education setting. It involves both human resources and leadership management situations. By participating in this study, students will be able to do the following: critically examine a gender inequality case study; recommend a solution or outcome regarding a case of gender inequality in a global setting; and justify and defend their decision-making skills in uncertain and complex ethical situations and gender inequality. This case study is best suited for undergraduate students in a human resource, ethical leadership, or social change theory course. In addition, this case study is also appropriate for business professionals in the human resource field. Objectives and Learning Outcomes: Learning outcomes include: 1) Critically examine a gender inequality case study; 2) Recommend a solution or outcome regarding a case of gender inequality in a global setting; 3) Justify and defend their decision-making skills in uncertain and complex ethical situations and gender inequality; 4) Research examples of gender inequality in the workplace. Some information has deliberately been excluded from the case study to promote further research and discussion to give students an opportunity to give an end to the story. Teaching Notes: Teaching notes are available with this case study.

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Dissertationen zum Thema "Study and teaching (Higher)"

Free, Loretta Dianna. „Improving academic literacy at higher education“. Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/839.

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This study is a deliberation on students who advance from high school to a higher education institution, without demonstrating the attributes required on admission. They are granted formal access, despite being underprepared for tertiary studies. One of the qualities that they noticible lack is academic literacy. In the course of this investigation, academics had to relate what their perceptions were of the academic literacy of their students at higher education level. Initially, being literate meant the ability to read and write, but the term literacy has assumed a more varied form. The term multi-literacies is employed now, as there are several forms of literacy. These include, Information Technology, Technology, pictorial and numerical literacies, to name a few. Academic literacy constitutes more than one literacy, namely, operational or functional literacy, cultural literacy and critical literacy. These literacies are elaborated on and the role of language proficiency, together with the inter-relatedness between students' linguistic competence and their cognitive ability are discussed in depth. Alternatives are examined to assess how this problem of the lack of academic literacy can be circumvented and what mechanisms can be put in place in order that students can be assisted in their pursuit of academic literacy.

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Burns, Heather L. „Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy“. PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/942.

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Postsecondary teaching and learning must be reoriented to equip learners with the knowledge, skills, and values they will need for creating a more sustainable world. This action research study examined the effects of implementing the Bums model of sustainability pedagogy in university courses taught by the researcher. This model is comprised of five key dimensions: (1 )Content; (2)Perspectives; (3)Process; (4)Context; and (5)Design. The Burns model of sustainability pedagogy seeks to: (1) increase learners' systemic understanding of complex sustainability issues (Content); (2) provide learners with opportunities to think critically about dominant paradigms, practices and power relationships and consider complex ecological and social issues from diverse perspectives (Perspectives); (3) enhance learners' civic responsibility and intentions to work toward sustainability through active participation and experience (Process); (4) increase learners' understanding of and connection with the geographical place and the community in which they live (Context); and (5) utilize an ecological course design to create transformative learning (Design). This pedagogical model reflects education as sustainability, a transformative learning process through which learners' values and perspectives change so that they are able to embrace sustainability and take action for change. Findings revealed that through the use of sustainability themes, students came to understand sustainability Content concretely, personally, and multidimensionally. Students understood multiple Perspectives and power relationships through experiential learning, through relationships with one another, by hopeful examples, and by learning to think critically. Due to a participatory and experiential learning Process, students expressed intentions to buy locally and to act directly for sustainable change. Through a focus on Context, students experienced stronger connections to their local community. A self-reflective teaching process and relational learning was important to the Design of a transformational learning process. The results show that the Burns model of sustainability pedagogy can be adapted to university courses in various disciplines. This study contributes to the field of sustainability education by providing an example ofan effective model for teaching sustainability at the university level. In order to prepare diverse learners for leadership roles in a sustainable world, attention must be focused on integrating transformative sustainability pedagogy throughout postsecondary education.

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Santos, Trigo Luz Manuel. „College students' methods for solving mathematical problems as a result of instruction based on problem solving“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31100.

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This study investigates the effects of implementing mathematical problem solving instruction in a regular calculus course taught at the college level. Principles associated with this research are: i) mathematics is developed as a response to finding solutions to mathematical problems, ii) attention to the processes involved in solving mathematical problems helps students understand and develop mathematics, and iii) mathematics is learned in an active environment which involves the use of guesses, conjectures, examples, counterexamples, and cognitive and metacognitive strategies. Classroom activities included use of nonroutine problems, small group discussions, and cognitive and metacognitive strategies during instruction. Prior to the main study, in an extensive pilot study the means for gathering data were developed, including a student questionnaire, several assignments, two written tests, student task-based interviews, an interview with the instructor, and class observations. The analysis in the study utilized ideas from Schoenfeld (1985) in which categories, such as mathematical resources, cognitive and metacognitive strategies, and belief systems, are considered useful in analyzing the students' processes for solving problems. A model proposed by Perkins and Simmons (1988) involving four frames of knowledge (content, problem solving, epistemic, and inquiry) is used to analyze students' difficulties in learning mathematics. Results show that the students recognized the importance of reflecting on the processes involved while solving mathematical problems. There are indications suggesting that the students showed a disposition to participate in discussions that involve nonroutine mathematical problems. The students' work in the assignments reflected increasing awareness of the use of problem solving strategies as the course developed. Analysis of the students' task-based interviews suggests that the students' first attempts to solve a problem involved identifying familiar terms in the problem and making some calculations often without having a clear understanding of the problem. The lack of success led the students to reexamine the statement of the problem more carefully and seek more organized approaches. The students often spent much time exploring only one strategy and experienced difficulties in using alternatives. However, hints from the interviewer (including metacognitive questions) helped the students to consider other possibilities. Although the students recognized that it was important to check the solution of a problem, they mainly focused on whether there was an error in their calculations rather than reflecting on the sense of the solution. These results lead to the conclusion that it takes time for students to conceptualize problem solving strategies and use them on their own when asked to solve mathematical problems. The instructor planned to implement various learning activities in which the content could be introduced via problem solving. These activities required the students to participate and to spend significant time working on problems. Some students were initially reluctant to spend extra time reflecting on the problems and were more interested in receiving rules that they could use in examinations. Furthermore, student expectations, evaluation policies, and curriculum rigidity limited the implementation. Therefore, it is necessary to overcome some of the students' conceptualizations of what learning mathematics entails and to propose alternatives for the evaluation of their work that are more consistent with problem solving instruction. It is recommended that problem solving instruction include the participation or coordinated involvement of all course instructors, as the selection of problems for class discussions and for assignments is a task requiring time and discussion with colleagues. Periodic discussions of course directions are necessary to make and evaluate decisions that best fit the development of the course.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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VerPlanck, Menchen Katherine. „Investigations of Student Understanding of Sound Propogation and Resonance“. Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/MenchenKV2005.pdf.

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Eckersley, Michael D. „Explicit heuristic training as a variable in design problem-solving“. Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/438704.

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Purpose of the Investigation. The purpose of this investigation was to determine whether a treatment of design-related heuristics would affect the judged value of student design products. Procedures. Subjects consisted of 38 foundation-level design students at Ball State University, Muncie, Indiana. Following five weeks of basic design instruction, a pretest, constructed to measure design problem-solving performance in relation to two problem-types (a Baseline Problem and a Conceptual Problem), was issued to two groups. Thereafter, a treatment of design-related heuristics was administered to one group; the other group served as a control. After a period of four weeks, in which both groups worked an identical series of problems, a post-test was issued.Evaluation of pre-test and post-test designs was performed by five designer/educators using a Design Evaluation Rating Scale, an instrument used to quantify judgments regarding six discrete evaluative criteria (i.e., General Impression, Completion, Figural Originality, Conceptual Originality, Aesthetic Value, and Functionalness). Two null hypotheses were tested which maintained that no significant interaction effects would occur for either the Baseline Problem or the Conceptual Problem between factors of (a) time-of-test (pre-test, post-test) and (b) group (experimental, control) for seven dependent variables (i.e., Overall Score, General Impression, Completion, Figural Originality, Conceptual Originality, Aesthetic Value, Functionalness). The .05 level of confidence was set as the critical level for rejection of hypotheses. Inter-rater reliability was computed, and found to be high for three of the four test problems.Results and'Conclusions1. Null Hypothesis Number one was rejected, suggesting that the heuristics treatment aided the experimental group in their performance on the Baseline Problem. Null Hypothesis Number Two was not rejected, suggesting that the treatment failed to aid the experimental group in their performance on the Conceptual Problem.2. Problem structure apparently affected the design problem-solving behavior and performance of the foundation-level design students, suggesting that highly complex or abstract problems are best reserved for more advanced design courses.3. A measured construct of "design value" can be operationally defined and expert judgments thereby quantified to validly measure the real-world value of design products

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Sze, Pui-shan Carol, und 史佩珊. „An investigation of the effectiveness of three presentation methods onvocabulary retention by post-secondary five diploma students and theiruse of memory strategies in L2 vocabulary acquisition“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944929.

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Zheng, Yongyan, und 郑咏滟. „Vocabulary knowledge development of Chinese learners of English in China: a longitudinal multiple-case study ofeight university students“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45548250.

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Odell, Jessica L. „Student Understanding of Conservation of Energy and Mass in Introductory University Science Courses“. Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/OdellJL2005.pdf.

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Bertz, Michael. „Situated learning methodologies and assessment in civil engineering structures education“. Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/21484.

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Stewart, Mary Louise. „Teaching expository writing a process approach /“. Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627693.

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Bücher zum Thema "Study and teaching (Higher)"

1936-, Jackson Bruce, Beatie Bruce A und American Folklore Society, Hrsg. Teaching folklore. Buffalo, N.Y: Documentary Research, 1989.

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Klaus, Stierstorfer, und Volkmann Laurenz, Hrsg. Teaching postmodernism, postmodern teaching. Tübingen: Stauffenburg, 2004.

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Scottish Qualifications Authority. Higher: English. Edinburgh: Leckie & Leckie, 2006.

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Jeffrey, Lewins, Hrsg. Teaching thermodynamics. New York: Plenum Press, 1985.

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1946-, Aris Mary, und Perry Irene S. 1948-, Hrsg. The effective teaching of history. London: Longman, 1993.

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Kerr, John A. Higher history: Grade booster. Edinburgh: Leckie & Leckie Ltd., 2006.

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United Nations. Dept. of Technical Cooperation for Development., Hrsg. Teaching demography. New York: Dept. of Technical Co-operation for Development, United Nations, 1985.

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Curriculum, Scottish Consultative Council on the. Drama starter pack: [higher]. Dundee: SCCC, 1998.

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P, Burn R., Appleby John und Maher Philip, Hrsg. Teaching undergraduate mathematics. London: Imperial College Press, 1998.

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Wahl, Mark. Mathematical mystery tour: Higher-thinking math task. Tuscon, Ariz: Zephyr Press, 1988.

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Buchteile zum Thema "Study and teaching (Higher)"

Gurung, Regan A. R., und Lee I. McCann. „How should students study?“ In Evidence-based teaching for higher education., 99–116. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13745-006.

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Horrod, Sarah. „Guiding Approaches and Study Design“. In Learning and Teaching in Higher Education, 37–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28038-2_2.

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Kelemen, Jozef, und Peter Mikulecký. „Changing philosophy of teaching artificial intelligence a case study“. In Artificial Intelligence in Higher Education, 71–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/3-540-52952-7_9.

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Alanis, Macedonio. „Emergency Remote Teaching: A Case Study“. In Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education, 41–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21569-8_4.

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Liu, Hai-mei, und Yuan Zhang. „Study of Computer Teaching in Higher Vocational Colleges“. In Lecture Notes in Electrical Engineering, 49–54. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4850-0_7.

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Matta, Himanshu. „Anytime Learning vs Classroom Teaching: A Comparative Perception Study“. In Role of ICT in Higher Education, 141–51. Chapters are selected papers from the International Conference on the Role of ICT in Higher Education: Trends, Problems and Prospects, held at the Institute of Information Technology & Management, Delhi, India, on 14th-15th February 2020.: Apple Academic Press, 2020. http://dx.doi.org/10.1201/9781003130864-13.

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Shnai, Iuliia. „The Flipped Classroom: A Case Study Over Five Years“. In Digital Teaching and Learning in Higher Education, 29–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-00801-6_2.

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Li, Yan. „Blended Learning in English for Tourism: A Case Study“. In Exploring Learning & Teaching in Higher Education, 331–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55352-3_15.

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Waller, Karena L., und Michael Prosser. „The Rapidly Changing Teaching and Research Landscape: The Future of SoTL and the Teaching-Research Nexus“. In Rethinking Higher Education, 27–41. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8951-3_3.

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AbstractThe scholarship of teaching and learning (SoTL) as a scholarly field of study has been rapidly developing since Ernest Boyer published Scholarship Reconsidered: Priorities of the professoriate in 1990. In that Boyer drew the distinction between four scholarships—Discovery, Integration, Application, and Teaching & Learning (Boyer in Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching, 1990). In this chapter, we aim to introduce readers to SoTL by: briefly reviewing these four scholarships; illustrating how SoTL may be differentiated from the other forms of scholarship, and its relationship with the teaching-research nexus; commenting on the sorts of inquiry problems, questions and issues common to SoTL; and finally, commenting on the range of methodologies adopted in such inquiries. Fundamental to the discussion will be the idea that SoTL is a research informed, evidence based, critical yet collegial reflection on teaching and learning practice with the aim of improving practice within the aligned disciplines and professions. Most often SoTL-based research projects are conducted by discipline-based staff inquiring into and reflecting on their own practice to improve their teaching and students’ learning.Since Boyer’s publication, numerous scholarly societies, conferences, journals, and other forms of scholarly communication have evolved. A recent thematic review of the SoTL literature will be used as the basis for highlighting how the communication of SoTL inquiries, and their findings are being, and can be, fostered.

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Gonzalez-DeHass, Alyssa R., und Patricia P. Willems. „Case-Study Instruction in Educational Psychology: Implications for Teacher Preparation“. In Exploring Learning & Teaching in Higher Education, 99–122. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55352-3_4.

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Konferenzberichte zum Thema "Study and teaching (Higher)"

Hernández Dávila, Erika Yurizan, Ernesto Rodríguez Luna und Lilia Ruiz Ruiz. „Case study for teaching Tropical Ecology“. In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17377.

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This study evaluates the effectiveness of employing case studies as a dynamic pedagogical tool in postgraduate Tropical Ecology education. Through qualitative analysis of student engagements and outcomes associated with the Uxpanapa case study in Veracruz (Mexico), we investigate how this approach influences students' critical thinking, problem-solving skills, and participation in ecological debates. Our findings indicate that case studies significantly enhance students' understanding of complex ecological issues and their ability to make informed professional judgments. These insights have profound implications for pedagogical practices in Tropical Ecology, suggesting a shift towards more experiential and problem-based learning methodologies. The evaluated case study model has charted new learning trajectories for students, enhancing their critical and creative thinking skills within ecology.

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Zhu, Min. „Study on Effective Teaching of Higher Education“. In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.3.

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Wu, Jianfeng, und Yanqin Yan. „Study of Humanity Teaching Model in Higher Vocational School Chinese Teaching“. In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.417.

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Zhao, Ruoheng. „A Study on Cross-cultural Teaching of Higher Vocational English Teaching“. In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.23.

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Alejandra Sorto, M. „The statistical performance in a comparative study between central American teachers“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08606.

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The statistical performance on an instrument used to compare teachers’ knowledge in two Central American countries is examined. The hypothesis is that there are differences in the performance of statistics items given that one country has a higher allocation of resources for education and higher level of teacher preparation in statistics. A total of 250 third and seventh grade teachers, and primary pre-service teachers were surveyed from randomly selected schools in both countries. Results show that there are significant differences between countries for items measuring graphical comprehension and between seventh grade teachers and others for an item measuring statistical concepts in the context of teaching.

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Pascual-Fuster, Bartolomé. „Recruitment policies in Spanish universities, a case study: Teaching and research quality“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9450.

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This article analyzes research and teaching quality of the faculty members of the Department of Business Economics of “Universitat de les Illes Balears” (UIB) depending on the origin of their Doctor degree (local or external). This department changed the recruitment policy, from the traditional policy of hiring the own doctorate students to the policy of hiring doctorate students from other universities. Faculty members with an external Doctor degree were recruited mainly in the Spanish Job Market, most of them obtained the Doctor degree in a high-quality doctorate program, and were focused on research. Taking into account several control variables, such as age and specialization area, we obtain that faculty members with external Doctor degree show statistically significant better research quality indicators, and present no significant differences in teaching quality indicators than faculty members with a UIB Doctor degree. Therefore, we conclude that the recruitment policy of the department increased research quality without hurting teaching quality. This represents an indirect analysis of the relationship between research and teaching quality, showing a strategy to improve one without hurting the other. However, when we analyze the direct relationship between research and teaching quality we obtain some weak evidence of a negative relationship.

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, M.F., Goulão. „Self-Regulation: Develop Study Skills in Online Higher Education“. In International Conference on Research in Education, Teaching and Learning. acavent, 2018. http://dx.doi.org/10.33422/icetl.2018.11.76.

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Rahman, Haji, und Mehtab Hameed. „Teaching and Learning with Smartphone: Qualitative Explorative Study from Pakistan“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8015.

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This paper investigates the perceptions of teachers and students about using smartphone for teaching and learning practices in private sector universities of Islamabad through cross-sectional based qualitative explorative study. Focus group interviews were conducted from teachers and students through self-selection sampling technique. Current study is guided by Grounded Theory for which semi-structured questionnaire was adopted and modified. The results suggested two categories of teachers, Realistic and Idealistic. Realist teachers believe that they have to follow and act according to principles of reality that prevailes on ground. Idealist teachers believe that their job is to enlarge the intellectual capacity of students with focus on cognitive development rather vocational training. To sum up, integration of modern technologies like smartphone in higher education stimulates to adopt creative and innovative ways for teaching and learning practices because of its bilateral, media-rich and knowledge sharing nature thus necessary for gaining competitive advantage. Few restrictions were faced by researchers. The study is limited to city of Islamabad only. A practical implication of this study along with few recommendations for future research is also given. Keywords:Teaching; learning; smartphone; perceptions; private universities.

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Estepa, Antonio. „The training of primary school teachers in stochastics and in stochastic education in Europe“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08406.

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In this paper we analyse the available resources, potential difficulties and principles in the training of primary school teachers in stochastics and stochastic education and then present a proposal for a syllabus to train primary school teachers in this field that takes into account the restrictions and aims of the European Higher Education Area.

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Xiao, Xiaowen, und Yu Zhao. „Study on Bilingual Teaching of Franchising Law in China“. In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.19.

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Berichte der Organisationen zum Thema "Study and teaching (Higher)"

KLIMENKO, I. M., und O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.

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Pylypenko, Olha S., Tetiana H. Kramarenko und Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3898.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.

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Kramarenko, Tetiana H., Olha S. Pylypenko und Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.

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Gunness, Sandhya, Rubina D. Rampersad und Tomal K. Chadeea. Technology-Enabled Learning at the Four Public Higher Education Institutions of Mauritius. Commonwealth of Learning (COL), Mai 2023. http://dx.doi.org/10.56059/11599/5359.

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This document reports on the findings of a baseline survey conducted at the four public higher education institutions (HEIs) in Mauritius (University of Mauritius, Open University of Mauritius, University of Technology, Mauritius, and Université des Mascareignes). It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the four HEIs. Finds of the study presents the need for appropriate policy and their regular revision, capacity building of both students and teachers to take advantages of the capabilities of technologies in teaching and learning, and address the academics skepticism about TEL through appropriate and tangible interventions to mainstream integration of technology in higher education.

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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina und Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.

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Santiago, Ana, Alejandro Ganimian und Mariana Alfonso. Calling Their Bluff: Expressed and Revealed Preferences of Top College Graduates Entering Teaching in Argentina. Inter-American Development Bank, September 2013. http://dx.doi.org/10.18235/0011502.

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Many school systems today are trying to attract top college graduates into teaching, but little is known about what dissuades this target group from entering the profession. This study randomly assigned applicants for a highly-selective alternative pathway into teaching in Argentina either to a survey about their motivations for applying to the program or to surveys that revealed information about their future pay or working conditions. The study finds that applicants who received information about pay or working conditions were much more likely to report that they intended to drop out of the selection process, but were no more likely to actually drop out. This can be explained by the temporary salience effects of the informational prompts. Applicants with higher undergraduate grade point averages and/or scores in the selection process, however, were both more likely to report that they will drop out and to actually do so.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, Mai 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Schipper, Youdi, und Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), Dezember 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.

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Kramarenko, T. H., O. S. Pylypenko und O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.

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KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.

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