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Thematische Bibliographien / Syllabus

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Auswahl der wissenschaftlichen Literatur zum Thema „Syllabus“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 11. März 2023

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Zeitschriftenartikel zum Thema "Syllabus"

1

Mamun, Md Abdullah Al. „A Content Analysis of the English Language Development Courses in Bangladeshi University English Departments“. Journal of Education and Learning 8, Nr. 6 (17.11.2019): 180. http://dx.doi.org/10.5539/jel.v8n6p180.

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Syllabus, as one of the most important tools of teaching-learning, must contain necessary contents. A clearly designed, well-presented syllabus with the contents following the best practices in the field is a prerequisite for effective teaching. To analyze the contents of the syllabi of English language development courses of Bangladeshi university English departments, this study prepared a checklist of an ideal syllabus following the relevant literature and theories. The study has found that the contents in those syllabuses are presented in a haphazard way. They cannot the meet most of the criteria of an ideal syllabus in terms of contents. Most of them have only some learning topics or items as contents; and names of some books as materials. Regarding the other aspects like goals and objectives, assessment, rubric, teaching-learning methodologies, types of useful materials etc., the syllabuses present a very poor scenario. In the presentation and organisation, a linear fashion is found seemingly without any grading.

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Sodhi, Ritu, und Jitendra Choudhary. „Text Analyzing Tool for Simplifying the Syllabus Creation Process“. International Journal of Information and Education Technology 13, Nr. 2 (2023): 409–16. http://dx.doi.org/10.18178/ijiet.2023.13.2.1820.

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In curriculum development, syllabus creation is an important activity. The need for a syllabus repository and data extraction is essential for creating a new syllabus. Faculties do this job manually by adding topics from their intelligence as well as analyzing syllabuses of the same course available on the search engine. Because it is a time-consuming job, this research aims to propose and implement a text-analyzing tool. The methodology is used, first to create a syllabus repository of computer science courses, do data extraction & normalization, analyzes the contents of different syllabuses, and suggests the contents to the faculties. This tool is experimented on the sample for creating the syllabus of C Programming. The result of the tool is that it suggests the topics that can be included in the syllabus to the faculties. The time and effort required to create a syllabus are reduced by using this tool. In the future weightage to the syllabuses can be given for classification that will give more accurate results while analyzing syllabuses. This tool can be improved by using machine learning algorithms for creating syllabus repositories and data extraction. Semantic comparison can give more accurate results by creating a specific model for computer terminologies.

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Bandan, Aldo Prabowo, und Ratna Dewanti. „DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)“. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, Nr. 2 (31.12.2019): 93–103. http://dx.doi.org/10.21009/ijlecr.052.11.

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ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to provide language learners a set of language qualification to master. The data sources to analyze existing English reading syllabuses were taken from five different universities in Indonesia. The result of sub RQ 1 found that the ICT competences are mostly integrated in teaching methods, and assessments. For the ICT tools in the existing syllabus mostly used computer, laptop, LCD, word and presentation software. UNESCO competence in the existing syllabus mostly integrated implicitly and explicitly in technology literacy. Learning processes mostly appear in the existing syllabus were identifying, discussing, and analyzing. Sub RQ 2 found the integration of ICT into syllabus component can be applied by infusing the ICT indicator into the syllabus components, and the integration of CEFR into learning materials to see the levels of the students. Sub RQ 3 found designing ICT competences-integrated syllabuses of reading courses used process-oriented for the type of syllabus. The components of syllabus that integrated in reading syllabuses were course description, learning outcomes, learning objective, materials, teaching method, assessments, and resources. Keywords: ICT competences, English reading syllabuses, CEFR for languages.

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Richmond, Aaron S., Robin K. Morgan, Jeanne M. Slattery, Nathanael G. Mitchell und Anna Grace Cooper. „Project Syllabus: An Exploratory Study of Learner-Centered Syllabi“. Teaching of Psychology 46, Nr. 1 (16.12.2018): 6–15. http://dx.doi.org/10.1177/0098628318816129.

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Recent research suggests that designing a syllabus using learner-centered principles may increase students’ perceptions of their instructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and student motivation. Typically, a learner-centered syllabus is one that presents a positive tone at the point of a student’s first contact with a course and describes collaborative opportunities, repeated opportunities for formative assessment, and a sense of ownership of the learning experience. In the present study, we assessed the learner-centeredness of 109 syllabi sampled from Project Syllabus. Analyses revealed these syllabi to be disproportionately learner-centered on almost all of the factors assessed. In addition, there were moderate to strong associations among learner-centered factors, syllabus length, and use of images in syllabi. Finally, results indicate that syllabi from Project Syllabus have become increasingly more learner-centered over a 19-year period. Implications for a model of learner-centeredness are discussed, including how learner-centered syllabi impact a student’s perceptions of teacher effectiveness and strategies for assessing learner-centeredness.

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Syarifah Syifa und Darmahusni. „DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF WRITING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SYLLABUSES)“. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, Nr. 2 (31.12.2019): 116–23. http://dx.doi.org/10.21009/ijlecr.052.13.

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The development of Information and Communication Technology (ICT) has greatly affected the field of education. ICT allow for a higher quality lessons through collaboration with teachers in planning and preparing resources. ICT also develop some writing skills: spelling, grammar, punctuation, editing and re-drafting. ICTs appear as a strategy to improve learners’ difficulties and provide students’ growth in the writing skills. Therefore, this research aims to design ICT competences – integrated writing syllabuses for English Language Education Study Program (ELESP) by analyzing the existing writing syllabuses from five universities in Indonesia. The analysis involved the ICT Competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The researcher employed Design and Development Research (DDR) as a research design and qualitative research as the research method. The used stages of DDR in this study are conducted need analysis; stating the objectives, developing the preliminary syllabus, evaluate the preliminary syllabus and revising a syllabus prototype. The data sources of this research are 14 existing syllabuses of writing courses of undergraduate English Language Education Study Program. The result of the research revealed that the ICT competences are mostly integrated in the component of Teaching Method and Media in the syllabuses. The highest level of ICT competences applied in the existing syllabus is Knowledge Deepening level. Although, the integration or infusion of ICT competences were explicit and implicit mentioned in the syllabuses of writing subjects. The research then provide the procedure of ICT integration and the design the ICT competences integrated – writing syllabuses; Basic Writing, Professional Writing, Creative Writing, and Academic Writing. The proposed syllabus implemented the skill-based syllabus. Keywords: ICT Competences, Writing Skills, Syllabus Design, DDR, ICT UNESCO Framework

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orva, Abo, Sow miya, Sow miya und Naga rajan. „Student Syllabus Tracker“. International Academic Journal of Science and Engineering 9, Nr. 2 (16.07.2022): 05–10. http://dx.doi.org/10.9756/iajse/v9i2/iajse0907.

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Syllabus are crucial tools that aid university teachers in explaining to students the goal and course direction. Syllabi creation and storage using conventional methods can get tiresome and time-consuming. At a sizable private institution, the Center for Teaching and Learning has created a tool to speed up the process of creating, modifying, and saving syllabi. The designer and developer will introduce and demonstrate the recently developed tool during the roundtable session, facilitate a discussion about how the tool can be used to enhance communication between teachers, students, and departments, and then give the attendees the opportunity to use the tool. Easy to view the students syllabus detail. Identify the particular set of the syllabus of the students. It is easy for each subject faculty. Serve as the framework for the selected course materials, course details, and method of instructions. University teaching and learning is always accessed through syllabi. Using this analogy as a foundation, this paper introduces Open Syllabus, a model-based REACT JS, NODE JS, MANGO DB approach to course outlines for online courses. The resources (files, citations, assignments, etc.), activities (quiz, forum, etc.), and course information (description, objectives, etc.) are all organized in Open Syllabus in a way that gives instructors direction, students navigational clarity, and export/import capabilities for sharing content across platforms.

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Johnson, Claire. „Best Practices in Syllabus Writing: Contents of a Learner-Centered Syllabus“. Journal of Chiropractic Education 20, Nr. 2 (01.01.2006): 139–44. http://dx.doi.org/10.7899/1042-5055-20.2.139.

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This article presents an overview of syllabus structure for faculty members and administrators who would like to develop and evaluate their syllabi. A brief overview about syllabus contents and a checklist is provided.

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Fadhilah Hamid, Syifa, und Siti Drivoka Sulistyaningrum. „DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF SPEAKING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)“. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, Nr. 1 (30.06.2019): 1–13. http://dx.doi.org/10.21009/ijlecr.051.01.

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ICT implementation has been broadly used in all sectors of human‘s life including education. One of the ICT implementations in education is integrating ICT into curriculum, syllabus or course outline. Meanwhile, speaking has become a skill that utmost significance to acquire. Thus, this study aims at designing ICT competences integrated – speaking syllabuses for English Language Education Study Program (ELESP) by analyzing the existing speaking syllabuses from various universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The study applied Design and Development Research (DDR) as the research design and qualitative as the research method. The stages of DDR in this study are Need Analysis; Describe the Objectives, Design and Develop the Syllabus, Evaluate the Prototypical Syllabus, Design Revision. The result of the study revealed that the ICT competences are mostly integrated in the component of Teaching Method or Classroom Activities and Learning Media in the syllabuses. The most applied level of ICT competences in the existing syllabuses is Knowledge Deepening level. However, the integration or infusions of ICT competences were explicitly or implicitly mentioned in the syllabuses of speaking subject. The study provides procedure of ICT integration and the design of ICT competences integrated – speaking syllabuses; General Speaking, Professional Speaking and Academic Speaking. The proposed syllabuses implemented the skill based syllabus and functional – notional syllabus design.

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Tuanany, Nur Laila. „PENGEMBANGAN SILABUS PEMBELAJARAN BAHASA INGGRIS BERWAWASAN EKOWISATA PADA KAMPUNG INGGRIS BERBASIS WISATA NEGERI SAWAI MALUKU TENGAH“. Lingue : Jurnal Bahasa, Budaya, dan Sastra 4, Nr. 1 (25.07.2022): 1. http://dx.doi.org/10.33477/lingue.v4i1.3064.

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This study aims to develop a syllabus of English language learning with an ecotourism perspective in a Tourism-Based English Village in Sawai, North Seram District, Central Maluku Regency. The development research carried out is intended to find out the learning syllabus used in tourism-based English villages in Sawai at this time, obtain data and conclusions about the syllabus used, compile and develop a syllabus that emphasizes the concept of ecotourism according to the needs of students in Kampung Inggris Sawai, obtaining the validity of test results from material, syllabus and curriculum experts, obtaining field test results on the syllabus that has been developed, and obtaining the feasibility results of the syllabus. The method used in this study is Research and Development (R&D). The syllabus development model uses procedures developed by Yalden, namely needs analysis, description of goals, selection of syllabus type development, making proto syllabus, making learning syllabuses, as well as evaluations that include validation from experts and trial stages. The syllabus that has been developed covers topics related to the concept of ecotourism in Sawai, namely environment, Asinahu River, Enjoy Your Stay, Weather and Season, Marine Tourism, Beach Watersport, Transportation, The Beauty of Ora, The Love Pond of Bubara Fish, The Hatupia Cliff, Natural Resources, Festivals in Sawai, Ecotourism, and Local Wisdom. Keywords: English Syllabus, Ecotourism, Sawai, Development

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Khilda Shopia und Ifan Iskandar. „DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM“. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, Nr. 1 (30.06.2019): 56–65. http://dx.doi.org/10.21009/ijlecr.051.06.

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The needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, evaluation and revision. Eight existing syllabuses of Practical Key Teaching Competence were analyzed. They are the syllabuses of Lesson Course Planning, Teaching Practicum and Classroom Management from some Universities in Indonesia. The findings showed that most of the existing syllabuses were not completely ICT competences integrated. ICT competences appeared only in learning outcomes, course learning outcomes, indicator, materials, teaching method, media of learning and assessment but not in basic information, course description, policy, grading and reference. The dominant level of ICT competences applied in the existing syllabuses was Technology Literacy. Then, it was found eleven steps of procedure to design syllabuses of Practical Key Teaching Competence integrated ICT competences. The prototype syllabuses integrated ICT competences were designed. The entire components of the designed syllabus infused ICT competences except Time Allocation. The proposed syllabuses implemented types of integrated syllabus for Lesson Course Planning and Classroom Management. Then, task based syllabus was used for Teaching Practicum that integrated by ICT. Keyword : ICT- Competences, Practical key teaching Competence Syllabuses, EPG, UNESCO ICT Competences Framework for Teacher

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Dissertationen zum Thema "Syllabus"

1

Parana, Jeanne Marie Feder. „Lexical syllabus“. reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24503.

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Boatenreiter, Maryana Ruth. „"Did you Read the Syllabus?" Twitter Did: Public Syllabi and Activist Writing Pedagogy“. Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564500466476402.

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Turk, Cathy Christine. „Syllabus for Advanced Placement Biology“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2203/.

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The purpose of this syllabus is to provide a working copy to those teachers of the advanced placement biology course taught at the high school level. Reference materials used were the Texas Education Agency ( TEA ) approved Campbell text Biology and the College Board's, Advanced Placement Biology Laboratory Manual. The syllabus is divided into major topics with outlined notes and includes laboratory exercises as recommended by the College Board. The AP biology course is intended to be equivalent to college biology. College freshman biology courses can differ among colleges and among teachers within the same college. This syllabus is intended to serve as an aid to AP teachers, to cover the topics and experiments as set out by the College Board, and to the high school student, the necessary material to successfully complete the AP examination while providing freshman biology equivalence.

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Sardo, Claudia Estima. „An EFL student-generated syllabus“. reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157786.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
Made available in DSpace on 2016-01-08T18:04:13Z (GMT). No. of bitstreams: 1 95701.pdf: 2994303 bytes, checksum: d8e166a784bc3aa673478453bde9c7cd (MD5) Previous issue date: 1993
Na área de estudos da aquisição de uma segunda língua, os pesquisadores têm discutido a respeito dos insumos linguísticos sob duas pespectivas: do tipo e seu efeito na aprendizagem. Quanto ao tipo de insumos, a literatura tem abordado, entre outros aspectos, o discurso do professor, a fala modificada, o maternales, livros texto e matérias de ensino autênticos. A relação entre insumos que são gerados espontaneamente pelos alunos. O objetivo deste estudo é observar o insumo gerado por um grupo de alunos quando aprende inglês através do método comunitário. Os dados indicam que os alunos deram pouca atenção à expansão do vocabulário e à análise gramatical de estruturas. O método mostrou-se estimulante para a aprendizagem e os resultados mostram que o grupo estava pronto para assumir as suas próprias responsabilidades na criação dos insumos necessários para a aprendizagem.

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Decroo, Kenneth Louis. „Creating a student accessible online syllabus“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1737.

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This project addresses how to create an online syllabus that is accessible to students and parents, that empowers students to take responsibility for their own learning while enhancing school/home communication, and serves as a graphic representation of what students have accomplished. Web quests are used as the principle means of instructional delivery to engage middle school students in problem-based projects that address real life situations using rigorous and relevant curricula. Elements of an online syllabus and the content of the course it supports are examined. The role, an online syllabus plays in fulfilling the goals of techno-constructivism, the move from a top down, broadcast model toa decentralized, constructivism model of instructional delivery is addressed.

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Jensen, Michael J. „Special operations aerial mobility vehicle training syllabus“. Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/38957.

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Approved for public release; distribution is unlimited.Approved for public release; distribution is unlimited.
This project extends research initiated by Major Dave Kenney into Special Operations Forces use of light-sport aircraft to gain an operational advantage over known and potential adversaries. Major Kenneys December 2012 masters thesis concluded that Special Operations Air Mobility Vehicles (SOAMV) enabled a proven doctrine for sustainable circumvention of anti-access and area-denial technologies. This conclusion sparked intense interest across USSOCOM and created demand for a feasible SOAMV program. This project represents a first step toward establishing a SOAMV program for USSOCOM by researching and developing a safe, effective, and efficient training protocol for training SOAMV fliers. If a full-scale program is not immediately required, building an established protocol will precisely define the cost and time required to build a SOAMV-capable force if needed. This syllabus project blends USSOCOM training standards with existing proven programs (Federal Aviation Administration Regulations) and adds military Tactics, Techniques, and procedures.

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Preston, E. Lynn. „Syllabus Outline for Genetics Lecture and Laboratory“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2241/.

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This work is intended to be used as a teaching tool in conjunction with the text cited. It is written in outline format, highlighting the major concepts of each pertinent chapter. In this format, the concepts can be expanded upon at the discretion of the instructor. This work is to be used as a guide for lecture. The basic concepts contained in the outline are in such a format as to be able to work in more information regarding the subject matter if needed. The instructor can work from this outline as a starting point. Major topics in the chapters are highlighted, making lecture notes for the instructor easier to do.

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Schulz, Leslie. „Anatomy and Physiology Syllabus for Community Colleges“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2500/.

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This syllabus includes both lecture notes and laboratory activities for a two-semester anatomy and physiology community college course. The syllabus is based on a 16-week semester that is comprised of a three-hour lecture section and a one-hour laboratory class each week. Both the lecture course and laboratory are necessary to fulfill the requirement for anatomy and physiology. Laboratory activities coincide with lectures to enhance understanding of each topic by providing visual and hands-on experiments for the concepts learned in the lecture. Laboratory quizzes will be given each week to help students maintain a working knowledge of the material learned in the laboratory. This course is appropriate for the typical anatomy and physiology student and should benefit both students who plan to major in biology and also those who are non-biology majors. Because subject matter in anatomy and physiology is quite difficult, the importance of attendance and good study skills is stressed.

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Bell, Jacqueline Susan. „Syllabus interpretations : understanding the construction and implementation of locally agreed syllabuses for religious education through case studies“. Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247118.

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Levy, Andrea S. „Secondary mathematics teacher education : a methods course syllabus /“. Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7636.

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Bücher zum Thema "Syllabus"

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Northern Examinations and Assessment Board. Syllabuses for 1998: GCSE syllabus summaries. Manchester: NEAB, 1997.

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National Genealogical Society. Conference in the States. Syllabus. Nashville, Tenn: NGS, 1996.

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Club, Ladies Monday. Syllabus. [Edinburgh]: [Ladies Monday Club], 2002.

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Northampton Festival of Music and Drama. Syllabus. Northampton: Northampton Festival of Music and Drama, 1989.

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Music, Royal Conservatory of. Syllabus. 2. Aufl. Mississauga, Ont: F. Harris Music, 1997.

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Society, Edinburgh Cine. Syllabus. Edinburgh: Edinburgh Cine Society, 1990.

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Foundation, Edexcel. GCSE syllabus. Mansfield: Edexcel, 1998.

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Barnes, Mike. The syllabus. Toronto, Ont: Porcupine's Quill, 2002.

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Foundation, Edexcel. GCSE syllabus. Mansfield: Edexcel, 1999.

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Vlavianos-Arvanitis, Agni. Bio-syllabus. Athens, Greece: Biopolitics International Organisation, 1992.

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Buchteile zum Thema "Syllabus"

1

Bollhöfer, Matthias, und Volker Mehrmann. „Empfohlener Syllabus“. In Numerische Mathematik, 273–74. Wiesbaden: Vieweg+Teubner Verlag, 2004. http://dx.doi.org/10.1007/978-3-322-80242-2_18.

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Davis, Philip J., Reuben Hersh und Elena Anne Marchisotto. „Sample Syllabus“. In The Companion Guide to the Mathematical Experience, 75–86. Boston, MA: Birkhäuser Boston, 1995. http://dx.doi.org/10.1007/978-1-4612-4280-2_11.

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de Souza, Paulo Ney, und Jorge-Nuno Silva. „The Syllabus“. In Berkeley Problems in Mathematics, 523–24. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4684-9294-1_17.

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Stazicker, Anne, und Nancy Woods. „Syllabus design“. In Teaching International Foundation Year, 20–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003253624-2.

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Bellucci, Francesco. „The Syllabus“. In Peirce’s Speculative Grammar, 215–83. 1 [edition]. | New York : Routledge, 2017. | Series: Routledge studies in American philosophy ; 11: Routledge, 2017. http://dx.doi.org/10.4324/9781315211008-8.

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Helfen, Andreas, und Harald Becher. „EACVI Core Syllabus“. In Kursbuch Kontrastechokardiografie, 297–303. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-49566-7_8.

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Rocha, Samuel D. „Syllabus as Essay“. In The Syllabus as Curriculum, 151–53. New York, NY : Routledge, 2020. | Series: Studies in curriculum theory series: Routledge, 2020. http://dx.doi.org/10.4324/9780429027901-15.

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Rocha, Samuel D. „Syllabus as Outline“. In The Syllabus as Curriculum, 183–87. New York, NY : Routledge, 2020. | Series: Studies in curriculum theory series: Routledge, 2020. http://dx.doi.org/10.4324/9780429027901-21.

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Rocha, Samuel D. „Syllabus as Correspondence“. In The Syllabus as Curriculum, 88–91. New York, NY : Routledge, 2020. | Series: Studies in curriculum theory series: Routledge, 2020. http://dx.doi.org/10.4324/9780429027901-9.

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Marshall, Eugene, und Susanne Sreedhar. „Sample Syllabus Modules“. In A New Modern Philosophy, 708–13. 1 [edition]. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351052269-34.

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Konferenzberichte zum Thema "Syllabus"

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Svētiņa, Karīna, und Sanita Litiņa. „Syllabus and Learning Outcomes: A Case Study of Medical College Students’ And Lectures’ Experience“. In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.23.

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Syllabus is an important document for higher education institutions. It is a normative requirement for the assessment of the quality and facilitates understanding between teachers and students on the course and requirements. An important section of syllabi is the learning outcomes that characterise what students need to be able to demonstrate after completing the course. The aim of this research is to find out to what extent students read syllabi, to find out students’ opinions about the learning outcomes to be achieved specified in the syllabus, as well as to analyse how lecturers introduce students to the content of the syllabus. The research consists of three stages: 1) compilation of statistics and analysis on the number of readings of syllabi; 2) analysis of students’ self-assessment of the learning outcomes to be achieved; 3) survey of lecturers on the process of the introduction of syllabi. In the results, it was concluded that in the 2nd academic year there are more students who have read the syllabi than in the 1st and 3rd academic year. It was discovered that 64% of students agree with the statement that the lecturer introduces the requirements of the study course and 56.5% of students agree that at the end of the study course they have achieved the learning outcomes specified in the syllabus. The results of lecturers’ surveys indicate that the vast majority 78.8.5% are convinced that only a few read the syllabi, 41.2% use the presentation, 5.9% create a separate report to introduce students to the syllabus and learning outcomes and 60.6% devote around 10 minutes to it. According to the obtained results, it would be necessary to encourage lecturers to devote more time when introducing students to the syllabus and to inform the lecturers about the feedback on the reading statistics of their syllabi.

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Kasik, Dave. „Syllabus“. In ACM SIGGRAPH 2007 courses. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1281500.1281562.

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Van Goch, Merel M., Christel Lutz und Livia M. Untaru. „Developing a shared syllabus template as a living document of inclusive practices in a teaching and learning community“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12967.

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Inclusive teaching and learning is central to our educational mission. In this project, we used a whole-institution approach to make our institution’s inclusive objectives concrete and specific. We aimed to develop ways to capture our own community’s goals and objectives in a ‘living document’, a syllabus template in which insights from educational literature on diversity and inclusion are presented alongside the voices and practices of members of our own community of practice (CoP). We created the syllabus template by using the literature to list elements of inclusive design, inclusive delivery, inclusive assessment, and learning-focused syllabi, then identifying examples of those elements in syllabi of local experienced practitioners, and deepening the good practices in interviews with the experienced practitioners. The final syllabus template presents authentic practices from local syllabi, with explanations of the relevance of those examples and reference to educational literature, links to teaching tools, and contact-information for individual colleagues. The shared syllabus template deliberately situates academic development within the practice of the local CoP. We found that even the most experienced practitioners find it challenging to work on inclusive practices, which is all the more reason to stimulate a collaborative approach.

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Barbosa, Alayde A., und Mary I. Abercrombie. „A GRAPHIC SYLLABUS“. In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-322652.

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Yu, Xiaoyan, Manas Tungare, Weiguo Fan, Manuel Perez-Quinones, Edward A. Fox, William Cameron, GuoFang Teng und Lillian Cassel. „Automatic syllabus classification“. In the 2007 conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1255175.1255265.

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Sekiya, Takayuki, Yoshitatsu Matsuda und Kazunori Yamaguchi. „Improvements of a Hybrid Syllabus Search Tool by Syllabus-related Heuristics“. In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962619.

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Ismail, Rekan, und Nawsha Ghaleb. „12th International Conference on Educational Studies and Applied Linguistics“. In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.02.

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Minor changes and improvements have been made to syllabi in the universities in Erbil-Kurdistan over the years. Hence, this research aims to bring to light the need for student-centered syllabus in Erbil- Kurdistan. It further aims to find out the degree to which the syllabi of syntax class are student-centered, assess the items mentioned in the syntax syllabi, and identify the frequency range of the existing student-centered factors. Additionally, it identifies the items in the syllabi that need to be modified towards a more student-centered format. Document review is adopted as a quantitative research tool for collecting data. 15 syllabi of syntax class have been collected in 8 public and private universities in Erbil-Kurdistan. To assess the learner-centeredness of the collected syllabi, the researchers adapted Cullen and Harris’ (2009) rubric in accordance to the syllabi in the universities in Kurdistan. The results show that syllabi of syntax class in the public and private universities in Erbil-Kurdistan are teacher-centered to a high degree. Moreover, the findings also show that the syllabi of syntax class would sound more student-centered if teachers start working on certain elements in their syllabi, such as accessibility of teacher, learning rationale, teacher’s role, student’s role, grades, feedback mechanisms, and revision/redoing. The results will benefit all the teachers in Erbil-Kurdistan and show them a clear picture of the state of their syllabi in terms of student-centeredness and encourage them to work on certain aspects in their syllabi to design a more student-centered syllabus.

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„XML-BASED COURSE SYLLABI - An Electronic Implementation of the CDIO Syllabus“. In International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001848401600165.

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Belyaeva, E. G., und V. Yu Petrova. „SYLLABUS AS A TEAMBUILDING TOOL FOR TEACHERS“. In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/41.

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The aim of this small-scale research is to explore the team-building potential of writing a syllabus that can make communication and interaction between university teachers and students more open and transparent. The results of the study support the hypothesis about the role of the syllabus in the formation of a university teacher team, illustrating it with a case of creating the syllabus “English for Academic Purposes” at St Petersburg State University.

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Sugimoto, Kazuhide, Kentaro Noguchi, Chikatoshi Yamada und Takahiro Yonamine. „Development of Syllabus Feature Extraction System“. In 2013 International Conference on Information, Business and Education Technology (ICIBET-2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icibet.2013.44.

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Berichte der Organisationen zum Thema "Syllabus"

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Scarlett, Harry. Nuclear Fundamentals Orientation Module 1 Syllabus. Office of Scientific and Technical Information (OSTI), Oktober 2022. http://dx.doi.org/10.2172/1891808.

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Jensen, Michael J. Special Operations Aerial Mobility Vehicle Training Syllabus. Fort Belvoir, VA: Defense Technical Information Center, Dezember 2013. http://dx.doi.org/10.21236/ada620484.

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Scarlett, Harry. Nuclear Fundamentals Orientation (NFO) Module 2 Syllabus. Office of Scientific and Technical Information (OSTI), Oktober 2022. http://dx.doi.org/10.2172/1891809.

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Scarlett, Harry. Nuclear Fundamentals Orientation (NFO) Module 3 Syllabus. Office of Scientific and Technical Information (OSTI), Oktober 2022. http://dx.doi.org/10.2172/1891810.

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McAnulty, Michael D. Evaluation of a Flight Surgeon Course Syllabus Change. Fort Belvoir, VA: Defense Technical Information Center, Mai 1986. http://dx.doi.org/10.21236/ada168824.

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BARYSHNIKOV, M. P., und A. M. BARYSHNIKOVA. ON TEACHING THE BASICS OF ACADEMIC COMMUNICATION IN A NEW FORMAT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-7-15.

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The article is devoted to the problem of teaching academic communication to future engineers. The authors consider the possibilities of teaching the “Basics of Academic Communication” to future engineers in new formats in order to form competencies listed in the syllabus. It is essential to use not only traditional teaching methods, but also innovative, interactive teaching methods, to use tasks in new formats aimed at developing students’ skills to shape their own knowledge, working in groups. The authors describe the system of work that develops the ability to communicate effectively and present the results of research and project activities at various public events, not only in Russian, but also in a foreign language.

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Mendivil de la Ossa, José Alberto, und Lina María Gómez Duque. Exploración de tórax, sistema cardiovascular y pulmones. Ediciones Universidad Cooperativa de Colombia, Dezember 2021. http://dx.doi.org/10.16925/gcgp.45.

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Esta guía de práctica de los cursos en Semiología del Paciente Sano y Semiología Clínica se desarrolló con base en los textos guía para el syllabus de estos cursos del programa de Medicina, que corresponden a los textos "Manual Seidel de exploración física" [1] y "Semiología médica Cediel" [2]. La guía comprende los aspectos básicos de la semiotecnia y la interpretación de los hallazgos semiológicos del examen del tórax, sistema cardiovascular y pulmones, siguiendo este orden: 1) evaluación de la morfología por inspección y palpación del tórax; 2) evaluación del sistema cardiovascular, a través de los signos clínicos que informan sobre la precarga, la poscarga y el compartimento cardiaco, y 3) evaluación de la fisiología de pulmones y sistema respiratorio a través de la inspección, palpación, percusión, auscultación y signos indirectos de sus alteraciones.

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Mendivil de la Ossa, José Alberto, und Lina María Gómez Duque. Exploración del sistema neurológico. Ediciones Universidad Cooperativa de Colombia, Dezember 2021. http://dx.doi.org/10.16925/gcgp.50.

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Esta guía de práctica de los cursos en Semiología del Paciente Sano y Semiología Clínica se desarrolló con base en los textos guía para el syllabus de estos cursos del programa de Medicina, que corresponden a los textos Manual Seidel de exploración física [1] y Semiología médica Cediel. La guía comprende los aspectos básicos de la semiotecnia y la interpretación de los hallazgos semiológicos del examen del sistema neurológico central y periférico, siguiendo este orden: 1) evaluación del estado de alerta, orientación y las funciones mentales superiores; 2) exploración de las funciones de pares craneales; 3) evaluación de la fuerza muscular periférica; 4) exploración de los reflejos abdominocutáneos, musculotendinosos y patológicos; 5) evaluación de la sensibilidad superficial, profunda y cortical; 6) evaluación de la coordinación y metrías, y 7) valoración de la marcha y el equilibrio.

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Mendivil de la Ossa, José Alberto, und Lina María Gómez Duque. Exploración de cabeza, cara, cuello y órganos de los sentidos. Ediciones Universidad Cooperativa de Colombia, Dezember 2021. http://dx.doi.org/10.16925/gcgp.43.

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Esta guía de práctica de los cursos Semiología del Paciente Sano y Semiología Clínica se desarrolló con base en los textos guía de sus correspondientes syllabus en el programa de Medicina, que corresponde a los textos "Manual Seidel de exploración física" [1] y "Cediel: semiología médica" [2]. La guía comprende los aspectos básicos de la semiotecnia y la interpretación de los hallazgos semiológicos del examen de cabeza, cara, cuello y órganos de los sentidos, siguiendo este orden: 1) exploración de la cabeza, cara y cuello a través de inspección, palpación y auscultación; 2) ojos (campimetría, agudeza visual con la cartilla de Snellen y fondo de ojo); 3) nariz (rinoscopia anterior directa y evaluación de los senos paranasales); 4) boca y orofaringe (exploración de la cavidad oral y orofaringe) y 5) oídos (exploración del pabellón auricular, conducto auditivo externo y tímpano con otoscopia directa, además de evaluación de la agudeza auditiva).

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Mendivil de la Ossa, José Alberto, und Lina María Gómez Duque. Exploración del abdomen. Ediciones Universidad Cooperativa de Colombia, Dezember 2021. http://dx.doi.org/10.16925/gcgp.48.

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Esta guía de práctica de los cursos en Semiología del Paciente Sano y Semiología Clínica se desarrolló con base en los textos guía para el syllabus de estos cursos del programa de Medicina, que corresponden a los textos Manual Seidel de exploración física [1] y Semiología médica Cediel. La guía comprende los aspectos básicos de la semiotecnia y la interpretación de los hallazgos semiológicos del examen del abdomen, siguiendo este orden: 1) evaluar el aspecto superficial del abdomen, describiendo sus hallazgos y correlacionando con las anomalías que pueden generar esos cambios evidentes a la inspección; 2) explorar los hallazgos a la auscultación que informan sobre alteraciones en el sistema gastrointestinal o vascular; 3) interpretar lo encontrado a la percusión del abdomen y correlacionarlo con lo encontrado en el resto de la exploración física de este, y 4) describir los hallazgos a la palpación superficial y profunda del abdomen.

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