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1
Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.
Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance
References:
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Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907
Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10.
Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10.
Armytage, P. (2018). Review of the Victorian Institute of Teaching.
Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017.
Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016
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Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53.
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Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010.
Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81.
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Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31.
Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932
Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant.
Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya.
Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53
Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief.
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Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595
Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242.
Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119
Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016.
Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504.
Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837.
Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6.
Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492
Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221.
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Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719
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Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.
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Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (November 1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.
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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on research into the development of practical reasoning of teachers.
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Kang, Youngdon. "Effective Teaching and Learning Design and Case Studies Using Flipped Learning." Journal of Humanities and Social sciences 21 12, no. 5 (October 31, 2021): 1689–98. http://dx.doi.org/10.22143/hss21.12.5.119.
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Norman, Heidi. "Exploring Effective Teaching Strategies: Simulation Case Studies and Indigenous Studies at the University Level." Australian Journal of Indigenous Education 33 (2004): 15–21. http://dx.doi.org/10.1017/s1326011100600820.
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AbstractThis paper explores teaching strategies for communicating complex issues and ideas to a diverse group of students, with different educational and vocational interests, that encourage them to develop critical thinking, and explores pedagogies appropriate to the multidisciplinary field of Aboriginal studies. These issues will be investigated through discussion of a successful simulation case study, including the setting up, resourcing, conducting and debriefing. The simulated case study was an assessed component of the new elective subject, Reconciliation Studies, offered at the University of Technology Sydney. In 2003 students participated in a role-play based on events in relation to the development of the Hindmarsh Island Bridge. Students were assigned roles as stakeholders where they researched and then role-played, through their assigned characters, the multilayered and complex dimensions of this recent dispute. Students were required to reflect critically on the cultural, economic, legal and political issues that were pertinent to their stakeholder and explore the underlying racial, ethical and moral grounds for their particular standpoint. I argue that teaching strategies such as these can contribute to locating Indigenous Australian perspectives and experiences as critical within the professional profiles and practice skills of Australian university graduates.
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Hyland, Theresa. "Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies." TESL Canada Journal 27, no. 2 (May 19, 2010): 51. http://dx.doi.org/10.18806/tesl.v27i2.1055.
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Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada’s (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences.
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Wong, Christina, and Lisa Purdy. "Teaching Professionalism: Comparing Written and Video Case-Studies." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110207. http://dx.doi.org/10.1177/23821205211020740.
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Purpose: Professionalism is a difficult concept to teach to healthcare professionals. Case-studies in written and video format have demonstrated to be effective teaching tools to improve a student’s knowledge, but little is known about their impact on student behaviour. The purpose of this research study was to investigate and compare the impact of the 2 teaching tools on a student’s behaviour during a simulation. Method: A 3-stage mixed method study was conducted with senior Medical Laboratory Science (MLS) undergraduate students. All students were randomly divided into a Written Group or Video Group to attend a mandatory professionalism workshop focused on bullying and gossip. Twenty-six students completed the voluntary assignment and 21 students participated in the voluntary group simulations. Thematic analysis was performed on the assignments and simulation. Frequencies of themes were calculated. A Group Simulation Assessment Rubric was used to score simulations and calculate an adjusted group performance average (AGPA). Results: The assignment demonstrates that students from both groups obtained a theoretical understanding of how to resolve gossip and bullying. From the Written Group and Video Group, 70%/18% of students discouraged/resolved gossiping and 80%/63% prevented bullying. The mean AGPA for the Written Group and Video Group was 5.4 and 4.9 respectively ( t(5) = 1.5, P = .2). Discussion: Students can successfully apply knowledge they have gained in written and video case-studies focused on the professionalism topics of bullying and gossip to a hypothetical situation. However, a discrepancy in their actions was found during the simulations. The data from the study suggests that written and video case-studies do not have different impacts on a student’s behaviour.
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Barclay, Lizbeth, Stephanie A. Herlich, and Sharon Zell Sacks. "Effective Teaching Strategies: Case Studies from the Alphabetic Braille and Contracted Braille Study." Journal of Visual Impairment & Blindness 104, no. 12 (December 2010): 753–64. http://dx.doi.org/10.1177/0145482x1010401204.
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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.
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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development.
It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts.
The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided.
The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.
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Welty, Christopher, and Arief Setiawan. "Digital Immersion − case studies in virtual reality." SHS Web of Conferences 64 (2019): 01007. http://dx.doi.org/10.1051/shsconf/20196401007.
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Digital tools have transformed the ways we generate designs, pushing the boundaries in formal explorations, as well as the ways we represent them. In this vein, the impacts of the digital revolution affect both design practice and design education. We would like to investigate these impacts on our teaching of design studios, focusing on the virtual reality. Our premise is that the use of first-person immersion in a virtual environment is a means for experiencing space. We are interested in ways in which the abilities of virtual reality to simulate ranges of sensorial information could inform design processes. This paper will report in our research in our teaching that speculated about the values and application of these techniques. This paper aims to discuss our learning processes and experiences as well as to reflect on possibilities of digital means effective design pedagogy.
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Patra, Dr Swarna M., Dr Karthik Shastry, and . "Effective Teaching for Millennial Learner." Journal of Engineering Education Transformations 35, no. 4 (April 1, 2022): 129–36. http://dx.doi.org/10.16920/jeet/2022/v35i4/22112.
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Abstract : Learning is a holistic process that involves several key components based on two-way interaction and transfer of knowledge between the learner and surroundings. Given the developments in technology and pandemic situation, finding the right mix of traditional and new learning styles is paramount. Traditional teaching and learning process have failed to create the necessary connect among the millennial learners. Therefore, a judicial use of traditional teaching techniques with the relevant technology will make for an effective tool in converting the millennial student into an active learner. Active learning approach is the first step in making learning an organic process. This approach will not only foster exchange of ideas among peers through discussions, case studies and role plays, but also cater to individual learning styles. The outcome of employing such an approach will promote higher order thinking skills, engaging in deep learning, and facilitate better transfer of knowledge. As there is no standard protocol to follow in technical higher education teaching, this concept paper is the first step in incorporating learner centric teaching that can bring better congruity and consistency in specific higher education fields. Keywords : Active learning; Blended learning; Experiential learning; Information communication technology; Millennial learner
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Sok, Saran, Foster Gondwe, and Liang Wei. "Implementation of Teaching Practicum for Primary School Teachers: China, Cambodia and Malawi Case Studies." African Journal of Teacher Education 11, no. 1 (July 19, 2022): 190–217. http://dx.doi.org/10.21083/ajote.v11i1.6892.
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This paper reports findings of a qualitative study that compared the implementation of teaching practicum for primary school teachers in China, Cambodia and Malawi. The study used semi-structured interviews and document analysis. Data sources included policy documents, interviews and literature. The systems theory was employed to make explicit the implementation of teaching practicum, including processes and challenges. Findings show different approaches of teaching practicum in the three countries determined by different environmental expectations, all emphasizing providing student teachers with diverse learning experiences. The study also sheds light on some of the challenges of teaching practicum. These findings underpin the importance of local school authorities in ensuring effective teaching practicum.
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O'Shannassy, Tim, Sharon Kemp, and Chris Booth. "Case studies in MBA strategic management curriculum development from Australian universities." Journal of Management & Organization 16, no. 3 (July 2010): 467–80. http://dx.doi.org/10.1017/s1833367200002091.
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AbstractIn recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.
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O'Shannassy, Tim, Sharon Kemp, and Chris Booth. "Case studies in MBA strategic management curriculum development from Australian universities." Journal of Management & Organization 16, no. 3 (July 2010): 467–80. http://dx.doi.org/10.5172/jmo.16.3.467.
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AbstractIn recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.
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Lemanek, Kamil. "An Unlikely Source of (Absurd and Effective) Case Studies for Introductory Informal Logic." Informal Logic 40, no. 3 (August 29, 2020): 475–87. http://dx.doi.org/10.22329/il.v40i30.6294.
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This short work presents a popular fringe theory as a source of case studies for use in teaching informal logic in an introductory course. It puts forward ancient astronaut theory as the candidate source, together with a characterization of why it fits the bill. The televised material associated with that theory is well suited to being used as case studies given that they are easy to follow, contain a surprising number of arguments and fallacies, and keep students reliably engaged. The paper includes an overview of the forms of argumentation and fallacies that these cases may be used to teach, along with a sketch of how to best implement them in the classroom.
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Yang, Hsing-Chen. "Teaching LGBT+ Health and Gender Education to Future Doctors: Implementation of Case-Based Teaching." International Journal of Environmental Research and Public Health 18, no. 16 (August 10, 2021): 8429. http://dx.doi.org/10.3390/ijerph18168429.
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Improving the education of medical students and physicians can address the disparities in LGBT+ (lesbian, gay, bisexual, transgender, and others) health care. This study explored how teachers used case-based teaching to teach medical students about gender and LGBT+ health care and discussed the implementation and effectiveness of case-based teaching from the perspective of the teachers and students. This study employed the case study method and collected data through semi-structured interviews. This study used two gender courses in clinical psychiatric education as case studies. Two teachers and 19 medical students were recruited as participants. The findings of this study were as follows: (1) effective cases links theory to clinical practice and competency learning; (2) experience sharing by LGBT+ is highly effective; (3) discussions promote the effectiveness of case-based teaching; and (4) the challenges of case-based teaching included time limitations, the multiplexity of the cases, and multilevel learning. This study also found that using narrative cases is a form of narrative pedagogy, which can help students to integrate medicine, gender, and LGBT+ competency education. A successful narrative case–based teaching strategy involves teachers integrating knowledge related to gender, guiding students through the cases to understand the importance of these cases, and reflecting on the medical profession to make improvements. However, teachers face challenges in this approach, such as changes in the school’s teaching culture and a lack of institutional support.
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Casotti, Giovanni, John T. Beneski, and Maureen T. Knabb. "Teaching physiology online: successful use of case studies in a graduate course." Advances in Physiology Education 37, no. 1 (March 2013): 65–69. http://dx.doi.org/10.1152/advan.00159.2012.
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To address the need for greater flexibility in access to higher education, an online graduate course in physiology using case studies was developed and offered in summer 2012. Topics in both animal and human physiology were organized as modules that contained a case study with questions, a prerecorded online lecture, and three research journal articles. We followed best practices for teaching and learning in distance education, including the preparation of materials before the course starting date, a discussion board for responding to pre- and postcase discussion questions, and prompt reply to student queries. For exams, students generated their own questions based on new cases and developed their own case study for the final project. Although only 20% of students had previously taken an online course, all students stated that they would recommend this course to others. Postcase assessment indicated that students found the cases interesting, informative, and presented at the appropriate level. Most students said that the online course took them more time but that they learned more content and used the primary literature more than in a traditional class. Our results indicate that a well-organized physiology course using a case study format is a very effective model for online learning.
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Preston, Debra S. "Exploring The Use Of Case Study Analysis In Consultant Skill Training." Journal of Business Case Studies (JBCS) 2, no. 1 (July 6, 2011): 29. http://dx.doi.org/10.19030/jbcs.v2i1.4877.
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Analyzing practical business situations presented in case studies is increasingly common in professional training programs. Case study analysis can be an effective teaching method for developing business consultation skills. Presented in this article are the findings in recent professional literature related to using case studies in business education programs for consultation skill training.
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Frank, Andrea I., Andrew Flynn, Nick Hacking, and Christopher Silver. "More Than Open Space! The Case for Green Infrastructure Teaching in Planning Curricula." Urban Planning 6, no. 1 (January 26, 2021): 63–74. http://dx.doi.org/10.17645/up.v6i1.3518.
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Since the mid-1990s, the concept of Green Infrastructure (GI) has been gaining traction in fields such as ecology and forestry, (landscape) architecture, environmental and hydrological engineering, public health as well as urban and regional planning. Definitions and aims ascribed to GI vary. Yet, agreement broadly exists on GI’s ability to contribute to sustainability by means of supporting, for example, biodiversity, human and animal health, and storm water management as well as mitigating urban heat island effects. Given an acknowledged role of planners in delivering sustainable cities and towns, professional bodies have highlighted the need for spatial planners to understand and implement GI. This raises questions of what sort of GI knowledge planners may require and moreover by whom and how GI knowledge and competencies may be conveyed? Examining knowledge and skills needs vis-à-vis GI education opportunities indicates a provision reliant primarily on continued professional education and limited ad hoc opportunities in Higher Education. The resulting knowledge base appears fragmented with limited theoretical foundations leading the authors to argue that a systematic inclusion of green infrastructure knowledges in initial planning education is needed to promote and aid effective GI implementation.
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Andrée, Peter, Dayna Chapman, Louisa Hawkins, Cathleen Kneen, Wanda Martin, Christina Muehlberger, Connie Nelson, et al. "Building Effective Relationships for Community-Engaged Scholarship in Canadian Food Studies." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 1, no. 1 (May 14, 2014): 27. http://dx.doi.org/10.15353/cfs-rcea.v1i1.19.
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How can community-engaged scholars best undertake grounded, policy-relevant, food systems research and teaching in ways that support the capacity of—and meaningfully build on—the experiences of civil society organizations working on these issues in Canada? This paper analyzes four case studies in the context of a research project that brings together members of the Canadian Association for Food Studies and Food Secure Canada. One case was led by Region of Waterloo Public Health and faculty from the University of Waterloo; a second by the Food Security Research Network at Lakehead University in Thunder Bay and the North Superior Workforce Planning Board; a third by the national student organization Meal Exchange and Ryerson University in Toronto; and a fourth by the BC Food Systems Network. We argue that the answer to the question above lies in establishing respectful relationships and recognizing the different cultures involved, and we offer five methodological insights for building effective relationships in practice. The first is the need to disaggregate the concept of ‘community’ in order to acknowledge the distinct needs and assets of the diverse organizations and populations involved. Our second and third insights are linked: Establish the relationship around a shared vision, and <em>then</em> negotiate mutually-beneficial teaching or research projects. Fourth, practitioners should approach community-campus engagement through the framework of contextual fluidity, which includes seeing the relationships and the vision at the heart of the work, while remaining open to shifts and new opportunities. Finally, adopting community capacity building practices helps practitioners realize their shared vision.
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Edenborn, Sherie, and Melissa Bell. "Integrating Biology Into Social Work Education Using Interdisciplinary Character-Driven Case Studies." Journal of Baccalaureate Social Work 19, no. 1 (January 1, 2014): 97–114. http://dx.doi.org/10.18084/basw.19.1.x66560jx77t16723.
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An understanding of biology is necessary for effective social work practice. However, the traditional approach to teaching biology to social work students often fails to address and promote self-efficacy. This article demonstrates the relevance of biological knowledge to social work practice and connects biology education to the curriculum standards of the Council on Social Work Education's Educational Policy and Accreditation Standards. It presents an innovative and interdisciplinary approach to teaching biology content to social work students using a theme-based, character-driven case study that (a) relates the challenges of individuals to the dynamics of their families, (b) presents biological knowledge as a necessary tool to solve complex, real-world problems, and (c) requires students to explore the personal and social dimensions of problems. Furthermore, we suggest that implementing the case study using a red thread model, which links information and ideas from multiple classes in biology and social work, can increase students’ interest in and retention of biology material.
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Lehn, Alexander, Dharsha Navaratnam, Megan Broughton, Vince Cheah, Alison Fenton, Karl Harm, Diana Owen, and Paul Pun. "Functional neurological disorders: effective teaching for health professionals." BMJ Neurology Open 2, no. 1 (June 2020): e000065. http://dx.doi.org/10.1136/bmjno-2020-000065.
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ObjectivesTo provide an outline for the delivery of an educational course or lecture about functional neurological disorders (FND) that is directed towards health professionals with varying clinical knowledge and to highlight the educational efficacy that can be derived from a well-designed educational platform.MethodThrough multidisciplinary collaboration, a course designed to develop the skills for diagnosis and management of FND was created. Elements essential to the delivery of education are: (A) knowledge creation; (B) facilitating multidisciplinary cross-pollination; (C) listening to patients’ experiences; (D) communication skills practice; (E) case studies; (F) discipline specific mentoring; (G) establishing and addressing participant learning goals and (H) developing collegial and referral networks. Changes in participants’ knowledge and clinical practice were assessed via anonymous questionnaires before and after the course.ResultsDramatically improved knowledge and confidence in assessment and management of people with FND has been found both immediately following the course as well as on 6-month follow-up.ConclusionIt is possible to make real change in the understanding and management of medical and allied health clinicians working with people with FND with a low-cost intervention. Also, the development of educational networks and multidisciplinary collaboration can lead to the creation of therapeutic platforms for the diagnosis, management and advocacy of this patient group.
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Montpetit, Colin, and Lovaye Kajiura. "14. Two Approaches to Case-Based Teaching in Science: Tales From Two Professors." Collected Essays on Learning and Teaching 5 (June 19, 2012): 80. http://dx.doi.org/10.22329/celt.v5i0.3427.
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Case-based teaching and learning strategies can offer instructors effective pedagogical tools to scaffold student learning through activities designed to fulfill teaching objectives and desired student learning outcomes. In science disciplines, programs strive to impart knowledge in addition to providing students environments through which they can learn through collaboration. Case-based studies can effectively expose students to the process of science and encourage them to work through facts, analyze data, formulate solutions, draw conclusions, and predict consequences. Despite the versatility of case studies as teaching and learning tools, many factors influence their implementation in a given teaching environment. Inasmuch, the manner in which they are used is typically dependent upon specific teaching and learning objectives and the historical context of the course (e.g., student enrolment, year of instruction, lecture vs. lab vs. tutorial settings). In this article, we discuss two novel approaches for case-based teaching and learning in Biology as a means to convey lecture content, encourage students to apply fundamental concepts taught in lectures, while exposing them to the process of science in a dynamic environment.
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Papadourakis, George M. "Special Issue: Producing the Rounded and Innovative Graduate – Case Studies of Effective Programmes." Industry and Higher Education 26, no. 4 (August 2012): 273–78. http://dx.doi.org/10.5367/ihe.2012.0111.
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This special issue of Industry and Higher Education is devoted to a selection of papers on the theme ‘Producing the rounded and innovative graduate – case studies of successful programmes’. The papers, reviewed and revised for publication, were presented at the Seventh International Conference on New Horizons in Industry, Business and Education held on the island of Chios, Greece, in August 2011. This introductory paper provides an overview of the conference, summarizes the most important presentations and offers some reflections on the conference outcomes. The key objective of NHIBE 2011 was to identify the impact of new technologies on education, industry and business. Special attention was given to innovative approaches and experiences developed in education in an effort to adapt teaching methods to the new technological era; and a special session was dedicated to graduate students. There was also a Workshop on PIT (Project/Internship Instruction Type) – ‘Views of the Project/Internship Instruction Type’ – organized by Professor Nuno Escudeiro. The major subject streams at the conference were: Education Strategies, New Educational Methods, Industry and Education, Science and Education, Entrepreneurship, Corporate Finance and Governance, and Business Strategies. This introductory paper to this issue of Industry and Higher Education focuses on Education Strategies, New Educational Methods, Industry and Education, Science and Education, Entrepreneurship and the PIT Workshop.
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Dębicka, Anna, and Karolina Olejniczak. "Entrepreneurial Pedagogy: An Example of Using Student-Developed Case Studies." Horyzonty Wychowania 19, no. 51 (September 26, 2020): 43–55. http://dx.doi.org/10.35765/hw.1892.
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RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy.
THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies.
THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented.
RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them. In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students. The results of the analysis permit concluding that student-developed case studies can be commonly used and allow developing a wide range of students entrepreneurial skills.
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Vovk Korže, Ana. "INNOVATIVE APPROACH TO EDUCATION ON CURRENT ENVIRONMENTAL PROBLEMS: SOME CASE STUDIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (March 25, 2013): 35–40. http://dx.doi.org/10.48127/gu-nse/13.10.35.
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For effective education on current environmental problems in Slovenia two educa-tional polygons were established with the help of the Ministry of Education. The mission of the first educational polygon for ecoremediation is to educate the youth about the adapta-tion to climate change. The focus is on green technologies and natural systems. The polygon for self-learning is intended for teaching practically all generations, not just schoolchildren, how to raise the awareness of their own self-sufficient supply. The emphasis is on protection of soil and organic matter in sustaining life in the soil. Key words: adaptation to climate change, ecoremediation, environmental problems, learn-ing by doing, self-sufficient supply.
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Riley, Gerard. "Prompting Strategies for those with a Severe Mental Handicap: A Comparison of Procedures Using only Response Prompts with a Procedure Combining Stimulus and Response Prompts." Behavioural and Cognitive Psychotherapy 18, no. 3 (July 1990): 193–206. http://dx.doi.org/10.1017/s0141347300009691.
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Prompts are assessed in terms of their ability to convey an understanding of the task to those with a severe mental handicap. On this basis, it is suggested that the most effective strategy for teaching manipulative tasks to this group may be one which combines stimulus and response prompts. Two case studies compared this procedure with two procedures which used response prompts only. The combined procedure was more effective in both studies. The studies also demonstrated the applicability of stimulus prompts to teaching the motor, as well as the visual, components of manipulative tasks.
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Rahmani, Mokhtaria. "Critical reading as an impediment for effective synthesis: Case of master 2 students." Global Journal of Foreign Language Teaching 11, no. 3 (August 13, 2021): 204–15. http://dx.doi.org/10.18844/gjflt.v11i3.5777.
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Writing an appropriate research paper requires evidently the mastery of effective synthesis. This paper intends to highlight students’ hindrances in producing a sound synthesis, particularly weak critical reading and proposes equally outlets for a sturdy comprehension. The motivation is linked with the slenderness of studies addressing critical reading/effective synthesis binary. This will have pedagogical implications regarding the teaching of synthesis. The researchers used purposive sampling with master two didactic students (39 students). Self-assessment of the teaching strategy, corpus analysis, and an eight-item student questionnaire were used. The findings indicated that the major problems surrounding the internalisation of good synthesis were related to the different operations required for critical reading. The paper put into evidence the necessity of integrating the subject of academic writing into the syllabi of Master didactic students, the design of adequate critical reading tasks, and urged equally the necessity of more condensed practice, both in-class and off-class. Keywords: Critical reading, effective synthesis, paraphrasing, shortness of instruction, master 2 students.
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Angolia, Mark, and Leslie R Pagliari. "Point-and-Click Pedagogy: Is it Effective for Teaching Information Technology?" Journal of Information Technology Education: Research 15 (2016): 457–78. http://dx.doi.org/10.28945/3546.
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This paper assesses the effectiveness of the adoption of curriculum content developed and supported by a global academic university-industry alliance sponsored by one of the world’s largest information technology software providers. Academic alliances promote practical and future-oriented education while providing access to proprietary software and technology. Specifically, this paper addresses a lack of quantitative analysis to substantiate the perceived benefits of using information technology “point-and-click” instructional pedagogy to teach fundamental business processes and concepts. The analysis of over 800 test questions from 229 students allowed inferences regarding the utilization of self-directed “point-and-click” driven case studies employed to teach software applications of business processes needed for supply chain management. Correlation studies and analysis of variance investigated data collected from 10 individual course sections over a two-and-one-half-year period in a four-year public university. The data showed statistically significant positive correlations between the pedagogy and conceptual learning. Further, the research provided evidence that the methodology is equally effective for teaching information technology applications using either face-to-face or distance education delivery methods.
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Hughes, Janette, and Laura Morrison. "Teaching Critical Visual Literacies through #Selfies." Jeunesse: Young People, Texts, Cultures 10, no. 2 (December 2018): 9–41. http://dx.doi.org/10.3138/jeunesse.10.2.9.
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This qualitative, ethnographic case study investigated the use of selfies in the development of middle school students’ critical visual literacy skills in the digital age. The data collected included the students’ selfies and the video/ photo recordings of the students during their selfie creation and analysis processes. Data was coded thematically (Charmaz) and analyzed using critical visual methods discussed in Rose’s An Introduction to the Interpretation of Visual Materials and also using visual narrative analysis (Riessman), with a focus on creative production, community sharing, and critical deconstruction. Findings from the study indicate that a lesson on selfies can encourage reflection, critical thinking, and effective communication—twenty-first-century skills and competencies.
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Wu, Ze’ang, and Chuanmao Tian. "A Design of Translation Exercise in the Teaching of E-C/C-E Translation at the Undergraduate Level." IRA International Journal of Education and Multidisciplinary Studies 9, no. 3 (December 29, 2017): 30. http://dx.doi.org/10.21013/jems.v9.n3.p2.
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Through the literature review, interviews, case studies, classroom observation and questionnaires, this paper summarizes the present situations of translation teaching in China, studies the design of translation exercises in the teaching of E-C/C-E Translation at the undergraduate level, analyzes the relationship between written translation teaching and learning, finds out more effective translation exercises and teaching methods for both students and teachers, in order to enhance students’ interest in translating by themselves, improve their translation ability and level, and cultivate more professional translators for China.
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Leng, Nicholas R. C., Alexandre G. Copello, and Antoine Sayegh. "Learning After Brain Injury by the Method of Vanishing Cues: A Case Study." Behavioural Psychotherapy 19, no. 2 (April 1991): 173–81. http://dx.doi.org/10.1017/s0141347300012209.
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Memory disorders feature amongst the most common complaints following brain injury. Theories of recovery and data derived from cognitive rehabilitation studies indicate that restoration of function is not a realistic goal, but recent work suggests that memory disordered patients often retain residual learning capabilities that can be utilized in teaching them certain kinds of information of practical use. This paper describes encouraging results obtained in teaching a patient computer related information by the method of vanishing cues. The patient learned more rapidly with this method than with anticipation learning, he showed evidence of good retention and, in contrast to earlier studies, he showed some evidence of generalization. However, the method may not be effective for all patients.
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Carlin, Joel. "A Case-Study Approach to Teaching Population Management & Conservation." American Biology Teacher 81, no. 9 (November 2019): 638–43. http://dx.doi.org/10.1525/abt.2019.81.9.638.
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Conservation employers have long valued the in-depth, highly technical training provided by graduate and undergraduate environmental science curricula. However, employers also highly value communication and critical-thinking skills beyond research science, especially the ability to make management decisions within sociopolitical, financial, and ecological contexts. I developed and implemented a budgeted management plan assignment in lower- and upper-level courses in biology and environmental studies programs at an undergraduate liberal arts college. Students must develop specific, assessable conservation objectives to manage a population within a budget that limits available money, time, and sociopolitical will. Students must conduct extensive scientific literature reviews, then decide which of 89 actions will be most cost-effective. Instructors and students responded positively to the assignment, particularly noting difficulty, realism, and interdisciplinarity as defining features, especially in comparison to more traditional field lab reports. The resulting writing assignment involves little class time and instructor supervision, can be customized for both advanced undergraduate and secondary education curricula, and involves high critical-thinking skills in all four cognitive dimensions of learning as described by Anderson and Krathwohl (2001).
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Alsalim, Monirah Saad, Ayda A. Al-Eidan, and Alaa Jaber Zeyab. "Exploring the Degree of Awareness of Teachers Regarding the Use of Multimodality and Its Influence on Online Teaching: A Case Study of Online Teaching before and during COVID-19 in Kuwait." International Journal of Education 14, no. 1 (March 6, 2022): 48. http://dx.doi.org/10.5296/ije.v14i1.19345.
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Teaching and learning took place differently before and during the COVID-19 pandemic. The pandemic changed the way people lead their lives – switching from traditional teaching (face-to-face) in a public setting to online teaching due to social distancing. The teaching system was forced to accommodate distance learning during COVID-19 to complete academic studies. As a result, some Gulf countries found it difficult to implement distance learning and blended learning due to a lack of infrastructure and other challenges and difficulties. In online teaching, to adequately meet the individual needs of students, effective communication and cooperation between the teacher and the student is required. Thus, this research seeks to determine the differences in teaching and learning during COVID-19. The major aim is to determine how teaching and learning occurred before COVID-19 and how effective they were during COVID-19. This paper studies teachers' use of multimodality in teaching and their perceptions, knowledge, and experiences before and during COVID-19. It also explores the implications and impact of using multimodality in teaching in line with technology before and during COVID-19. Additionally, it investigates the opinion of the teachers regarding their students' interpretation and interaction with multimodality.
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Hingorani, Kamal, Chetan S. Sankar, and Scott W. Kramer. "Teaching Project Management through an Information Technology-Based Method." Project Management Journal 29, no. 1 (March 1998): 10–21. http://dx.doi.org/10.1177/875697289802900105.
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New information technology-based teaching methods are essential to bring the issues faced by a project manager to the classrooms electronically. This paper describes implementation of a method to achieve this objective and compares its learning effectiveness with lectures and written case study methods. The major findings were that the information technology-based method was more effective compared to written case studies and lectures in developing higher-level cognitive skills and triggering interest in learning about project management. This research shows that information technology-based methods need to be deployed in order to impart higher-level cognitive skills to potential project managers.
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Bristol, Terry. "Teaching Politics to Nurses." Politics and the Life Sciences 5, no. 1 (August 1986): 92–102. http://dx.doi.org/10.1017/s0730938400001672.
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Nurses, as other life science students, have been prejudiced against politics, imagining that it only contaminates techno-scientific enterprises. However, the new, professional nurse is aware of the need for political understanding and political skills. The transformation of the socio-economic status of the health care industry from a social service to a business provides an excellent opportunity for introducing the nursing student to political thought in a positive conjunction with practical analysis.To generate a credible metapolitical framework, I embrace rather than avoid the current problems about the nature of the subject matter of politics. An aggressive, philosophically informed attack on the myth of autonomous, objective science opens the student's intellectual map of reality, and lays the groundwork for a proposed (paradoxical) complementarity of the two traditional models: politics as a science and politics as a humanity. This uncomfortable, middle ground position, abandoning any global Rationalism, again makes historical and contemporary case studies a relevant—in fact essential—part of political education. This is an effective approach to introducing the nursing student, whose education is dominated by classical, rationalistic, scientific images, to political studies.
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Wright, Courtney A., and Ann P. Kaiser. "Teaching Parents Enhanced Milieu Teaching With Words and Signs Using the Teach-Model-Coach-Review Model." Topics in Early Childhood Special Education 36, no. 4 (August 1, 2016): 192–204. http://dx.doi.org/10.1177/0271121415621027.
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Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents’ delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of young children with Down syndrome was evaluated. Implementation of parent training was completed with high fidelity. In addition, there was a functional relation between the implementation of the parent training and parents’ use of the specific EMT intervention strategies. The findings of this study replicate and extend previous studies suggesting systematic teaching and coaching can be effective in improving parent use of naturalistic communication strategies.
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Gilbert, Casey, R. G. Easterly III, J. C. Bunch, Sebastian Galindo, and Jason Dossett. "Characteristics of effective instruction and student engagement: A case study of two exemplary Florida agriculture teachers." Advancements in Agricultural Development 4, no. 1 (January 18, 2023): 5–16. http://dx.doi.org/10.37433/aad.v4i1.273.
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Student disengagement has been an ongoing problem for educators in the United States. Engaging students is critical to ensuring students see the value of their education. The purpose of this exemplar case study was to understand how effective teaching impacts student engagement of high school agriculture students in Florida. Two Florida agriculture teachers, identified as exemplary agriculture teachers, and 22 students served as participants. Three methods of data collection were involved in this study: teacher interviews, student focus groups, and teacher observations. The top five characteristics of effective teaching described by Rosenshine and Furst (1971) were used as a priori themes for the data analysis. These characteristics were clarity, variety, enthusiasm, business and/or task-oriented behaviors, and student opportunity to learn criterion material. The teachers used all five of the characteristics to engage students. Students reported high levels of engagement and positive feelings about class. Further studies should be conducted to replicate the study with a larger group of exemplary agriculture teachers. The study recommends that teacher educators considering teaching pre-service teachers how to demonstrate the characteristics of effective instruction to impact engagement. We recommend agriculture teachers consider reflecting on their use of the characteristics of effective instruction.
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Braber, Natalie. "Linking Teaching and Research Through Scholarship Projects: A Case Study." Journal of University Teaching and Learning Practice 8, no. 2 (April 1, 2011): 54–63. http://dx.doi.org/10.53761/1.8.2.5.
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Many lecturers find that teaching and research compete for their time. However, teaching and research can be linked closely together, and there are many ways of linking the two. This article will consider how research can be incorporated into teaching through a case study in Linguistics at Nottingham Trent University (in the United Kingdom), where undergraduate students are invited to participate on a research project. This project aims to foster and strengthen the links between teaching and research in the undergraduate curriculum to enhance the student learning experience (both for the students involved in the project and the wider student community). Allowing students to become involved in academic research before their final year can influence teaching and learning practice by encouraging students to look beyond lectures and seminars at the work which is carried out by their own lecturers. In order for learning to be most effective, it must be seen as relevant to the real world and by inviting students onto active research projects will show them how academic research is relevant to, and involved with, the wider world outside academia. By enthusing students with the actual potential of their studies, will increase learning and allow us to link research and teaching actively for all students.
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Moroz, Tetiana, and Olha Demianenko. "INTERCULTURAL COMMUNICATIVE COMPETENCE OF UNIVERSITY STUDENTS." Scientific Journal of Polonia University 53, no. 4 (November 15, 2022): 67–74. http://dx.doi.org/10.23856/5308.
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The article focuses on applying intercultural awareness in English language teaching for university students. Teaching a foreign language cannot be separated from teaching about other cultures. The use of English as a tool for intercultural communication plays an important role in acquiring knowledge on other countries and their culture. In such aspect teaching English cannot be separated from teaching about other cultures. Effective ways of acquiring intercultural competence are solving practical problems, dealing with case studies and using authentic materials. Most case studies require students to answer open-ended questions or develop a solution to an open-ended problem with potential solutions. Good training can help understand intercultural differences in the areas like decision making, communication style, management style, leadership and meetings. The acquired skills will allow them to interact in an appropriate way when working with people who have different cultural backgrounds. The role of the teacher is to facilitate and monitor their work and possibly correct mistakes made by students. Effective communication requires more than mastering grammar and vocabulary of a language. It is the process that requires also knowledge of culture. Culture becomes an important part of the language teaching process. Having knowledge in intercultural competence is the key to successful professional activity for future specialists.
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Lam Thi, Ngoc Dieu, and Khang Duy Nguyen. "ENGLISH FOREIGN LANGUAGE TEACHERS’ PERCEPTIONS ON UTILIZING SONGS FOR TEACHING ENGLISH LISTENING SKILLS TO YOUNG LEARNERS A CASE STUDY IN TRA VINH PROVINCE, VIETNAM." TRA VINH UNIVERSITY JOURNAL OF SCIENCE; ISSN: 2815-6072; E-ISSN: 2815-6099 11, no. 47 (June 29, 2022): 39–46. http://dx.doi.org/10.35382/tvujs.1.47.2022.922.
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Within English teaching and learning facilities in most schools and English language centers in Vietnam, using songs is considered to be one of the most effective techniques for improving young learners’ communicativecompetencies in English. Although many studies have discussed the technique, few studies have mentioned teachers’ perceptions regarding the employment of songs in teaching listening to young learners in the context of Vietnam. To investigate teachers’ perceptions of using songs in teaching listening to young learners, this study was conducted with a mixed-method approach using questionnaires and semi-structured interviews with 55 teachers from an English language center in Tra Vinh Province. The results indicated positive perceptions from teachers about utilizing songs in teaching listening to young learners. The teachers tended to enjoy integreating songs in their teaching listening activities. From the findings, the paper concludes by suggesting more research within the state school context specifically targeting teaching listening skills for othergrades using songs.
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Von Wangenheim, Christiane Gresse, Nathalia Cruz Alves, Pedro Eurico Rodrigues, and Jean Carlo Hauck. "Teaching Computing in a Multidisciplinary Way in Social Studies Classes in School – A Case Study." International Journal of Computer Science Education in Schools 1, no. 2 (May 11, 2017): 3. http://dx.doi.org/10.21585/ijcses.v1i2.9.
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In order to be well-educated citizens in the 21st century, children need to learn computing in school. However, implementing computing education in schools faces several practical problems, such as lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating computing education within other subjects in the curriculum. The present study proposes an instructional unit for computing education in social studies classes, with students learning basic computing concepts by programming history related games using Scratch. The instructional unit is developed following an instructional design approach and is applied and evaluated through a case study in four classes (5th and 7th grade) with a total of 105 students at a school in (omitted for submission). Results provide a first indication that the instructional unit enables the learning of basic computing concepts (specifically programming) in an efficient, effective and entertaining way increasing also the interest and motivation of students to learn computing.
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Marks, Susan Unok, and Russell Gersten. "Engagement and Disengagement between Special and General Educators: An Application of Miles and Huberman's Cross-Case Analysis." Learning Disability Quarterly 21, no. 1 (February 1998): 34–56. http://dx.doi.org/10.2307/1511371.
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This article reports on a cross-case analysis using Miles and Huberman's framework to examine and describe issues related to teacher engagement and disengagement with receiving “coaching,” or expert consultation, on effective teaching strategies. Results were gleaned from two research studies that implemented a coaching model and a series of earlier data analyses. The focus of the current analysis was to identify factors that led to high levels of impact on teaching as well as high levels of engagement on the part of general education teachers working with special educators.
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Enríquez Raído, Vanessa. "Teacher motivation and emotions vis-à-vis students’ positive perceptions of effective teaching and learning." Translation, Cognition & Behavior 1, no. 2 (September 27, 2018): 361–90. http://dx.doi.org/10.1075/tcb.00016.enr.
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Abstract Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is certainly true for research focused on teachers, teachers’ motivation, and related emotions. Unlike in translation studies, however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as associated with students’ positive perceptions of effective teaching and learning. A self-case study involving the reflexive analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students’ perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and teacher professional development.
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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.
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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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Bollettin, Paride. "Teaching Environmental Anthropology in Brazil and Latvia." Teaching Anthropology 9, no. 2 (April 16, 2020): 66–77. http://dx.doi.org/10.22582/ta.v9i2.539.
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This paper describes two courses dedicated to Environmental Anthropology offered respectively at the Federal University of Bahia in Brazil and the Riga Stradins University in Latvia. The courses were organised in parallel modules, enabling the promotion of similar programs in the two. The aim of this paper is to present the discussions following each topic covered by the course and the case studies chosen by enrolled students for their final works in Brazil and Latvia. The final discussion highlights how, despite the differences between the two countries, the effective engagement of students promoted the emergence of their direct participation in the course development and new ways of situating themselves in their environments
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Wang, Fan, Yanli Wang, and Xia Hu. "Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 130. http://dx.doi.org/10.3991/ijet.v12i09.7493.
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Currently, students in higher vocational schools in China are passive in classrooms and depend too much on cellular phones. Thus, structural readjustment of the teaching organization is urgently needed. Increasing proportions of gamifying teaching and experiencing teaching is an effective way to solve this problem. However, only a few studies have discussed the gamification of teaching reform in colleges. To improve the effectiveness of teaching and increase the participation of students in classrooms, the teaching reform idea and scheme of gamifying teaching and experiencing teaching were discussed in a course entitled Layout and Management of Distribution Center. The teaching reform aims to integrate comprehensive gamifying into the teaching of an entire curriculum. Specifically, small games are designed in each class during the early period to help the students learn the corresponding knowledge in games. A game-driven model of curriculum design was proposed and applied in teaching reform practice of Shijiazhuang Posts and Telecommunications Technical College. Results demonstrated that gamification of teaching reform achieves outstanding effects. Students participate in classroom activities positively, and all evaluation indexes improve year by year. Results confirm that teachers need to pay attention to systemization, gamification, and immersion of teaching design, and ensure the attractiveness and acceptability of the teaching method.
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Tran, Trung, Hung Anh Phan, Hong Van Le, and Hung Thanh Nguyen. "ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (July 31, 2020): 19. http://dx.doi.org/10.3991/ijet.v15i14.14015.
Full textAbstract:
Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.
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Sy, Michael Palapal, Vikki Park, Shobhana Nagraj, Alison Power, and Chulani Herath. "Emergency remote teaching for interprofessional education during COVID-19: student experiences." British Journal of Midwifery 30, no. 1 (January 2, 2022): 47–55. http://dx.doi.org/10.12968/bjom.2022.30.1.47.
Full textAbstract:
This is the third in a series of articles exploring experiences of engaging with interprofessional education during the COVID-19 pandemic. This article focuses on experiences of emergency remote teaching from the student perspective, considering the enablers and barriers to effective learning and taking into account the logistical, technological and theoretical considerations for facilitating an authentic learning experience in line with professional standards. A global perspective of interprofessional education during lockdown is provided through case studies, providing an opportunity to benchmark against examples of best practice to ensure online interprofessional education is successful in preparing students to work within a multiprofessional, multi-agency team to provide high-quality care through effective team working.
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Wang, Xinli, and Yan Bai. "Introducing Penetration Test with Case Study and Course Project in Cybersecurity Education." Journal of The Colloquium for Information Systems Security Education 9, no. 1 (March 8, 2022): 6. http://dx.doi.org/10.53735/cisse.v9i1.148.
Full textAbstract:
Teaching college students ethical hacking skills is considered a necessary component of a computer security curriculum and an effective method for teaching defensive techniques. However, there is a shortage of textbooks and technical papers that describe the teaching materials and implementation of penetration testing techniques for hands-on exercises. In our teaching practice, we have been using case studies and course projects as a means to help students learn the fundamental concepts of, primary techniques and commonly used tools for penetration testing. We think this is a beneficiary complement of a cybersecurity course that is taught in a defensive approach. Through these activities, students have gained hands-on experience and developed their ethical hacking skills. Feedback from them is positive and student learning outcomes are promising. In this paper, we describe the principles of developing and implementing case studies and course projects along with associated considerations for specified educational objectives when introducing penetration test. An example case study and course project that we have been using in our courses are described to introduce the major design ideas and activities to complete them. Experience, lessons and the feedback from students are discussed. Our results will provide a good point of reference for those educators who teach a cybersecurity course at a college or university and would like to offer an introduction to ethical hacking. This work can also be a reference for a college that wants to integrate
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Zhang, Yuan, and Lu Zuo. "College English Teaching Status and Individualized Teaching Design in The Context of Mobile Learning." International Journal of Emerging Technologies in Learning (iJET) 14, no. 12 (June 27, 2019): 85. http://dx.doi.org/10.3991/ijet.v14i12.10704.
Full textAbstract:
This paper aims to optimize the design of individualized classroom teaching for mobile English learning in colleges, and find a scientific and effective English teaching mode and strategy for mobile learning. For this purpose, the application and evolution of mobile learning in English teaching was investigated, and the concept and theoretical bases of mobile learning were introduced in details. Through literature review, questionnaire survey and face-to-face interview, the status of mobile English learning among college students was analysed qualitatively and quantitatively from three dimensions, namely, the mobile device, learning resource and learning attitude. Then, several strategies for individualized teaching reform were presented through status analysis. Finally, the application of individualized mobile English learning was demonstrated through case studies on public platforms like Weibo and WeChat. The research findings shed new light on the individualized English learning among college students and lay a scientific basis for the application of mobile learning in college English education.