Relevant bibliographies by topics / Instructors' beliefs

Academic literature on the topic 'Instructors' beliefs'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Instructors' beliefs"

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Diab, Rula L. "Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study." TESL Canada Journal 23, no. 1 (October 1, 2005): 28. http://dx.doi.org/10.18806/tesl.v23i1.76.

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The purpose of this study was to investigate ESL instructors' feedback techniques and the rationales behind these techniques, to explore ESL students' beliefs about the relative effectiveness of various types of feedback, and to compare students' beliefs with those of their instructors. A university-level ESL instructor and two of her students participated in this case study. Data were collected by think-aloud protocols and semistructured interviews, and results revealed four major categories: (a) types of feedback the instructor emphasized, (b) the instructor's beliefs about teaching writing, (c) students' beliefs about learning to write, and (d) students' views on the effectiveness of teachers' feedback strategies. Because some of the instructor's beliefs seemed to conflict with her students' views, it was concluded that teachers should make an effort to explore their students' beliefs about writing, feedback, and error correction and to try to bridge any gap between their own and their students' expectations.
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Barnes, M. Elizabeth, and Sara E. Brownell. "Practices and Perspectives of College Instructors on Addressing Religious Beliefs When Teaching Evolution." CBE—Life Sciences Education 15, no. 2 (June 2016): ar18. http://dx.doi.org/10.1187/cbe.15-11-0243.

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Evolution is a core concept of biology, and yet many college biology students do not accept evolution because of their religious beliefs. However, we do not currently know how instructors perceive their role in helping students accept evolution or how they address the perceived conflict between religion and evolution when they teach evolution. This study explores instructor practices and beliefs related to mitigating students’ perceived conflict between religion and evolution. Interviews with 32 instructors revealed that many instructors do not believe it is their goal to help students accept evolution and that most instructors do not address the perceived conflict between religion and evolution. Instructors cited many barriers to discussing religion in the context of evolution in their classes, most notably the instructors’ own personal beliefs that religion and evolution may be incompatible. These data are exploratory and are intended to stimulate a series of questions about how we as college biology instructors teach evolution.
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Hasan, Zahir. "The Influence of Self-Efficacy Beliefs of University English Instructors on their Pedagogy." Indonesian Journal of EFL and Linguistics 7, no. 2 (November 24, 2022): 215. http://dx.doi.org/10.21462/ijefl.v7i2.486.

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This research study examines teaching beliefs of English-language instructors in Japan, and how their pedagogy is influenced by those beliefs. An Interpretative Phenomenological Analysis (IPA) research design was used. Seven English-language instructors employed full-time in universities in Tokyo prefecture of Japan participated in this study. Social Cognitive Theory was used as the theoretical framework. It was observed that each instructor’s beliefs interacted in a complex manner within the higher education system in Japan, which impacted instructors’ teaching practices. This study demonstrated that language instructors’ self-efficacy (LTSE) beliefs are intrinsically related to their pedagogy. It revealed a complex relationship between what instructors think and what they may do in class. Findings of this study suggest that English Language instructors’ beliefs are key to their decision-making. In addition, the findings will provide valuable implications for ways to better understand the impact that personal beliefs of instructors have on curriculum and learning. Finally, it has implications for professional education programs for teachers and brings attention to potential research directions for scholars.
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Hasan, Zahir. "Exploring the Influence of Beliefs of Instructors on Adoption of Technology in Teaching." Indonesian Journal of EFL and Linguistics 6, no. 2 (November 15, 2021): 369. http://dx.doi.org/10.21462/ijefl.v6i2.381.

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The implementation of Emergency Remote Teaching (ERT) due to Covid-19 pandemic resulted in classes being taught online. This research study examines computer-mediated instruction as it is influenced by beliefs of English-language instructors, and how those instructors make sense of their beliefs regarding computer-mediated online instruction tools. An Interpretative Phenomenological Analysis (IPA) research design was used. English-language instructors employed full-time in universities in Tokyo participated in this study. It appeared that each instructor’s beliefs interacted in a complex manner to technology which impacted instructors’ teaching practices related to the use of computer-mediated instruction. It revealed a multifaceted relationship between what instructors’ think and what they do in class in relation to computer-mediated tasks. Findings of this study suggest that English language instructors are navigating competently, yet cautiously in the digital age. This study suggests technology integration into the English language curriculum will require a greater collaborative effort by relevant stakeholders in recognizing instructors’ beliefs as vital to technology acceptance
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Jaya Negara, Gede Agus. "KARAKTER PANCA PANDAWA DALAM EPOS MAHABARATA SEBAGAI PEDOMAN MENJADI PENYULUH AGAMA HINDU YANG BERKARAKTER." Maha Widya Duta : Jurnal Penerangan Agama, Pariwisata Budaya, dan Ilmu Komunikasi 6, no. 1 (April 30, 2022): 69. http://dx.doi.org/10.55115/duta.v6i1.2019.

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The existence of different views or beliefs will be difficult to avoid friction or conflict. Conflict of belief is a dynamic that occurs in people's lives in Indonesia. Religious instructors are very risky and important jobs in improving the quality of religious life in accordance with their beliefs and beliefs as well as increasing religious harmony in their respective fostered areas so that no more problems arise due to differences in views based on religion. An instructor must have a good character like the character of the Panca Pandavas in the Mahabharata epic, this character can be guided by Hindu religious instructors in carrying out their duties and functions. The epic Mahabharata is one of the stories contained in Itihasa about the journey of the Kuru people with the core story being in the conflict between the Panca Pandavas and the Kauravas. The Panca Pandavas themselves are children born from the incarnation of the gods with almost perfect characteristics. It is this trait that must be imitated by Hindu religious educators in order to become instructors who have characters such as wise characters, firm in their views, honest, brave, loyal, gentle, polite, patient, confident, obedient, steadfast, smart and thorough.
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Elgoudman, Khatmeh Suleiman, and Kamariah Yunus. "ENGLISH LITERATURE INSTRUCTORS’ BELIEFS AND ACTUAL PRACTICES OF INTEGRATING WEB APPLICATIONS IN HA’IL UNIVERSITY." International Journal of Humanities, Philosophy and Language 2, no. 8 (December 5, 2019): 28–50. http://dx.doi.org/10.35631/ijhpl.28003.

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This study purports to explore differences and similarities between literature instructors’ beliefs and actual practices of integrating Web applications in literature courses in Ha'il University. This study was designed as a descriptive case-study triangulating several data collection methods such as semi-structured interviews and observation. The data of the interviews and observation were analysed in themes. The results showed that a majority of instructors’ beliefs aligned well with their practices about integrating Web applications with teaching literature while one participant’s beliefs conflicted with her teaching practices. Result also supported the argument that instructor belief plays an important role in instructional decision making in the teaching practice while sometimes differed with their classroom practice. Results also revealed that the actual Web applications usage found in the four cases demonstrated positive result for the integration of Web applications. This provides evidence to support previous research results about the benefits that Web applications have in possibly connecting informal learning to the formal learning environment. On the other hand, although four individual instructors’ actual use of Web applications differed from case to case, they all believed that there were many benefits as well as challenges when integrating Web applications in literature courses. Furthermore, the results demonstrated an increasing usage trend among the four individual participants based on the estimated percentage of Web applications usage in their literature courses. Nonetheless, four participants in this study seemed to only bring out a few aspects of Web applications’ potential. To make the best of Web applications, more research is needed in identifying best practices of various Web applications in teaching literature and explaining complicated instructors' beliefs about the effectiveness of Web applications in teaching literature.
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Guadu, Zelalem Berhanu, and Emily Joy Boersma. "EFL Instructors’ Beliefs and Practices of Formative Assessment in Teaching Writing." Journal of Language Teaching and Research 9, no. 1 (January 1, 2018): 42. http://dx.doi.org/10.17507/jltr.0901.06.

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The purpose of this study was twofold: firstly to assess EFL instructors’ beliefs and practices of formative assessment in teaching writing, and secondly to determine the relationship between their beliefs and practices of formative assessment. Utilizing a mixed methods approach and an explanatory design, both qualitative and quantitative data were gathered and analyzed. The data were generated from 25 EFL instructors teaching writing skills via a five point Likert scale questionnaire and semi-structured interview as well as students’ assessment papers. The Data from the close-ended questionnaire were analyzed through descriptive and inferential statistics whereas those from open-ended questionnaire, interview and students’ papers were analyzed through description and thematic categorization. The findings showed that writing skills teachers have a positive belief toward the importance of formative assessment, and they practice it at medium level. Moreover, the statistical analysis showed a positive, moderate and significant correlation between instructors’ beliefs and their practices (r (23) =.569, p<0.01). Nevertheless, the triangulation made with the qualitative data revealed instructors’ beliefs and their actual practices are incongruent.
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Elshawa, Niveen R. M., Ain Nadzimah Abdullah, and Sabariah Md Rashid. "Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms." International Journal of Education and Literacy Studies 5, no. 2 (April 30, 2017): 29. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.29.

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Language assessment can be a valuable tool for providing information regarding language teaching. Given the importance of assessment that has undergone much change, there are important issues that warrant investigation, particularly those related to language instructors. Understanding the assessment beliefs of ESL instructors, especially at the tertiary level, is important since it can help improve the quality of assessment practices as well. Therefore, this study investigated English language instructors’ assessment beliefs in the Malaysian context. This study adopted a cross-sectional research design. The survey method was utilized to collect data from six Malaysian universities using a purposive sampling strategy. English language instructors (n=83) were selected via purposive sampling for the study. Findings of the study revealed that English language instructors believed that the purpose of assessment was to improve teaching and learning. Regarding the assessment beliefs that are related to the assessment purposes, analyses of data showed that the items that received the highest percentage of agreement were diagnosing strength and weaknesses in students, providing information about students’ progress and providing feedback to students as they learn, respectively. Although they reported using both formal and informal assessment of their students’ work, English language instructors relied heavily on paper and pencil assessment while giving more weightage on formative assessment. The majority of English language instructors reported employing marking schemes for the courses they taught, carrying out sample marking and providing feedback. Finally, English language instructors reported using different types of assessments for every language skill taught in their language unit/center. The findings highlight the fact that English instructors should be more empowered in their role as the assessors of students. Their knowledge about what, how, when to assess should be developed through long professional development courses; one-shot workshops or seminars would not be enough to improve instructors’ assessment literacy.
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Conatser, Phillip, Martin Block, and Bruce Gansneder. "Aquatic Instructors’ Beliefs Toward Inclusion: The Theory of Planned Behavior." Adapted Physical Activity Quarterly 19, no. 2 (April 2002): 172–87. http://dx.doi.org/10.1123/apaq.19.2.172.

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The purpose was to (a) examine aquatic instructors’ beliefs (female, n = 82; male, n = 29) about teaching swimming to individuals with disabilities in inclusive settings and (b) test the theory of planned behavior model (Ajzen, 1985, 1988, 2001). Aquatic instructors from 25 states representing 122 cities across the U.S. participated in this study. The instrument, named Aquatic Instructors’ Beliefs Toward Inclusion (AIBTI), was an extended version of the Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities— Swim (Conatser, Block, & Lepore, 2000). A correlated t test showed aquatic instructors’ beliefs (attitudes toward the behavior, normative beliefs, perceived behavioral control, intention, behavior) were significantly more favorable toward teaching aquatics to individuals with mild disabilities than individuals with severe disabilities. Stepwise multiple regression showed perceived behavioral control and attitude significantly predicted intention, and intention predicted instructors’ inclusive behavior for both disability groups. Further, results indicated the theory of planned behavior predicts aquatic instructors’ behavior better than the theory of reasoned action.
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Warren, Jeffrey M., Camille L. Goins, Leslie A. Locklear, Dana L. Unger, Tiffany M. Locklear, Gerald Neal, Claudia Nickolson, and Gretchen G. Robinson. "Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution." Journal of Effective Teaching in Higher Education 3, no. 2 (December 15, 2020): 76–91. http://dx.doi.org/10.36021/jethe.v3i2.124.

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The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students do not value higher education, and academic advisors should take on a more expansive role. Participants minimized the role they play in promoting student success. Based on these findings, the authors suggest that universities develop strategic plans to address inequitable policies and practices. Furthermore, instructors must challenge beliefs that are detrimental to culturally responsive instruction. A discussion of the findings and implications for culturally responsive instruction in higher education, particularly at minority serving institutions, are included.
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Dissertations / Theses on the topic "Instructors' beliefs"

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Lambert, Clement. "An exploration of Jamaican college reading instructors' reading beliefs and practices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29059.pdf.

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Rupnow, Rachel Lynn. "Examining Connections among Instruction, Conceptual Metaphors, and Beliefs of Instructors and Students." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/92012.

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In this study, I will examine the beliefs and conceptual understanding of instructors and students from two abstract algebra classes. This research takes the form of a case study in which I answer four research questions, each addressing a relationship between instruction and beliefs or conceptual understanding. Specifically, these research questions are: 1. What beliefs do the instructors have about math, teaching, and learning and what relationship exists between these beliefs and instructional practice? 2. What is the relationship between instructional practice and students' beliefs about math, teaching, and learning? 3. What conceptual metaphors do the professors use to describe isomorphisms and homomorphisms and what relationship exists between these metaphors and the mathematical content in instruction? 4. What is the relationship between the mathematical content in instruction and conceptual metaphors the students use to describe isomorphisms and homomorphisms? In terms of beliefs, the instructors articulated considered positions on the nature of math, math learning, and math teaching. These beliefs were clearly reflected in their overall approaches to teaching. However, their instruction shifted in practice over the course of the semester. Students' beliefs seemed to shift slightly as a result of the ways their instructors taught. However, their core beliefs about math seemed unchanged and some lessons students took away were similar in the two classes. In terms of conceptual understanding, the instructors provided many conceptual metaphors that related to how they understood isomorphism. They struggled more to provide an image for homomorphism, which requires thinking about a more complicated mathematical object. Their understandings of isomorphism and homomorphism were largely reflected in their instruction with some notable differences. Students took away similar understandings of isomorphism to the instructors, but did not all take away the same level of structural understanding of homomorphism. In short, relationships between instructors' beliefs and instruction and between instructors' conceptual understanding and instruction were evident. However, certain elements were not made as clear as they perhaps intended. Relationships between instruction and students' beliefs and between instruction and students' conceptual understanding were also evident. However, relationships between instruction and beliefs were subtler than between instruction and conceptual understanding.
Doctor of Philosophy
In this study, I will examine the beliefs and conceptual understanding of instructors and students from two abstract algebra classes. I address four relationships: between instructors’ beliefs and instruction, between instruction and students’ beliefs, between instructors’ conceptual understanding and instruction, and between instruction and students’ conceptual understanding. Relationships between instructors’ beliefs and instruction and between instructors’ conceptual understanding and instruction were evident. However, certain elements were not made as clear as they perhaps intended. Relationships between instruction and students’ beliefs and between instruction and students’ conceptual understanding were also evident. However, relationships between instruction and beliefs were subtler than between instruction and conceptual understanding.
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HONGSA-NGIAM, Anusak, and anusakhongsa@yahoo com. "AN INVESTIGATION OF PHYSICS INSTRUCTORS' BELIEFS AND STUDENTS' BELIEFS, GOALS AND MOTIVATION FOR STUDYING PHYSICS IN THAI RAJABHAT UNIVERSITIES." Edith Cowan University. Community Services, Education And Social Sciences: School Of Education, 2007. http://adt.ecu.edu.au/adt-public/adt-ECU2007.0011.html.

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Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities. A questionnaire was administered to instructors who teach introductory physics courses in Rajabhats throughout Thailand at the beginning of second semester in 2002. Questionnaires were administered to first year students who enrolled in introductory physics courses at two Rajabhat universities in the south of Thailand at the beginning and the end of that semester. Four case studies were conducted with instructors and students at the two Rajabhats during the semester.
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Ferguson, Angela. "Student Beliefs about their Foreign Language Instructors: A Look at the Native Speaker/Non-Native Speaker Issue." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1124%5F1%5Fm.pdf&type=application/pdf.

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Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/35.

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Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities. A questionnaire was administered to instructors who teach introductory physics courses in Rajabhats throughout Thailand at the beginning of second semester in 2002. Questionnaires were administered to first year students who enrolled in introductory physics courses at two Rajabhat universities in the south of Thailand at the beginning and the end of that semester. Four case studies were conducted with instructors and students at the two Rajabhats during the semester.
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Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat Universities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0011.html.

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McLaughlin, Alison. "Adult cognitive development over the lifespan, conditions and consequences of higher education instructors' beliefs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60398.pdf.

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Offerdahl, Erika Gudrun. "The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194216.

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The objectives of this study were to (1) characterize the nature of biochemistry faculty members' "instructor thinking" with regard to teaching upper-level, large-lecture biochemistry courses, (2) identify factors associated with changes in instructor thinking, and (3) investigate the relationship between instructor thinking and teaching practice. For the purposes of this study, "instructor thinking" was defined as an instructor's thoughts about (1) teaching, including the role of instructors, student engagement, instructional strategies, and assessment and (2) students and learning, including personal experiences with learning, student roles and capabilities, and student learning. Instructor thinking of three university faculty members was investigated over the course of two semesters. Semi-structured in-depth interviews, faculty members' reflective journals, e-mail, course documents and investigator observations and field notes served as qualitative data sources. Descriptive and interpretive data coding methods were applied to the data and emergent themes were reported in three individual case studies depicting instructor thinking. A cross-case analysis of the three cases was conducted and revealed factors associated with changes in instructor thinking: pedagogical dissatisfaction, creation of productive spaces for reflection by a knowledgeable other, and experimentation with assessment strategies. These factors opened the door for new lines of instructor self-inquiry and introspection about teaching and, in some cases, created new prospects for change in teaching practice.
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Xiao, Ting. "Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821489.

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Chapko, Nancy. "An investigation of the beliefs of MATC South Campus software instructors concerning flexible format classes." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004chapkon.pdf.

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Books on the topic "Instructors' beliefs"

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What Catholics believe and do, or, Simple instructions concerning the church's faith and practice. New York: [s.n.], 1986.

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Values and Beliefs in Organisations Instructor's Manual. Pearson Education, Limited, 2000.

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University, Global. We Believe: Instructor's Guide. Global University, 2022.

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Darring, Reggie. Get Past Limiting Beliefs: Step-By-Step Instructions to Destroy Your Limiting Beliefs. Independently Published, 2022.

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Ruch, Willibald, Arnold B. Bakker, Louis Tay, and Fabian Gander, eds. Handbook of Positive Psychology Assessment. Hogrefe Publishing, 2022. http://dx.doi.org/10.1027/00619-000.

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This volume gives a state-of-the-art overview of assessment in the field of positive psychology, including a comprehensive survey of current theories, approaches, issues, and assessment instruments. In four sections, leading experts look at different conceptualizations of well-being and discuss specific traits, states, and behaviors. New directions in positive psychology are also explored, including measuring primal world beliefs, imagination, self-transcendent experiences, and nostalgia. Each chapter provides an introductory background to the positive psychology topic reviews the most relevant assessment instruments, and discusses the specific assessment-related challenges. Recommendations for selecting assessment tools are included for specific settings, such as school, relationships, health and clinical settings, leisure, and interventions. This book is a must for positive psychology researchers, instructors, students, and practitioners wanting to select the right positive psychology instrument for the right situation.
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Pitts, Edward L. Faith vs Beliefs - Phase III: Faith is God-given Instructions. Kingdom United Media Publishing, 2022.

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Stock, Kathleen. Conclusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198798347.003.0008.

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In this book, a central aim has been to defend what many have taken to be an indefensible view: extreme actual intentionalism about fictional content. This book has the aim of demonstrating that extreme intentionalism should be taken seriously. Meanwhile, if the ideas about fictional content presented here are right, then, as the book has shown, a number of interesting consequences follow for other matters, among them, that a theory of fiction as a set of instructions to imagine certain things is provided with additional motivation. This account also furnishes a neat explanation of how testimony-in-fiction can provide the reader with justified beliefs, and a plausible explanation of what has come to be known as ‘imaginative resistance’. Propositional imagining is revealed to be a flexible action which can be directed at various valuable ends, and which is neither inevitably constrained as belief is, nor inevitably radically unconstrained. A theory of supposition has also been provided.
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The Forever Letter: Writing What We Believe For Those We Love. Llewellyn Publications, 2017.

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I Cant Believe Im Chain Knitting Stepbystep Instructions For Lisa Gentrys New Knitting Technique 12 Projects Included. Leisure Arts, 2008.

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Strong, S. I. 6. Step four in the IRAC method: the conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198811152.003.0006.

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This chapter guides the law student to the fourth step in the IRAC method of legal essay writing: identification of the conclusion of the argument. Students often overlook the need to have a conclusion in their law essays and exams, or believe that their conclusion must be the same as that identified by the instructor. This chapter explains what ‘conclusion’ means under the IRAC system, outlines the need for a conclusion in legal writing and provides a fast and easy technique that can be used to facilitate the process of writing a conclusion to any essay or exam. The chapter also includes tips on writing legal essays and exams, as well as a worked example.
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Book chapters on the topic "Instructors' beliefs"

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El-Ali, Leena. "Sexual Misconduct: What the Qur’an Tells Us about Pre-Marital vs Extra-Marital Sex." In Sustainable Development Goals Series, 249–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83582-8_19.

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AbstractIn the Qur’an, sex outside marriage is a topic addressed to men and women equally, although society has come down much harder on women in this regard. A distinction is made between pre-marital and extra-marital sex (adultery), yet we hear almost nothing about that, with the two typically collapsed into a single category in the public discourse. While four witnesses are required to prove illicit sex of any kind, a mere expression of remorse is sufficient for the accused to be left alone per Qur’anic dictate. Where remorse is absent, the Qur’an takes a harder line against extra-marital sex and instructs “flogging”, an act of (limited) public shaming undertaken with harmless instruments, per the historical record, rather than the commonly held belief that its intention was corporal harm. How could it be otherwise, anyway, since women are prescribed the same number of “lashes” as men despite the physical differences between the two? As for stoning, it is not mentioned anywhere in the Qur’an.
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Haugan, Siri, Eivind Kværnø, Johnny Sandaker, Jonas Langset Hustad, and Gunnar Orn Thordarson. "Playful Learning with VR-SIMI Model: The Use of 360-Video as a Learning Tool for Nursing Students in a Psychiatric Simulation Setting." In How Can we Use Simulation to Improve Competencies in Nursing?, 103–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_9.

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AbstractEducational institutions can elevate student perspective and activation so that playful learning is formed by looking for new teaching possibilities. Didactical methods need to provide a safe environment where students can focus on interpersonal interactions with patients while being aware of how their own emotions can influence their situational awareness and decisions. The authors believe that relevant scenarios in a 360-degree video format will be beneficial for nursing students, specifically in preparation for the clinical setting. The potential of 360-degree video in virtual reality (VR) gives the instructor flexibility to create systematic, experiential learning and shapes emotional learning in collaboration with students. 360-Degree video can be seen as a playful way to learn in new situations. Playfulness of this kind can affect teachers and students motivation, as well as the opportunity to promote learning. This field lacks studies exploring the use of 360-degree videos in psychiatric simulation settings. This chapter will provide knowledge about the practical use of 360-degree video in VR, insight into technical potential, as well as challenges. Background information on why this method is suitable for promoting nursing students’ competence in mental health work will be presented. Another function of this chapter is to give an introduction and inspire exploration of 360-degree video in VR in professional education, with particular focus on how this can be used as a tool for nursing students in psychiatric simulation settings, like the VR-SIMI model, which is discussed later in the chapter.
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Andrews, Sharon K., Lisa Lacher, and Todd W. Dunnavant. "Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement." In eLearning Engagement in a Transformative Social Learning Environment, 92–113. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6956-6.ch005.

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The philosophical beliefs of instructors directly impact how a course is designed, the extent to which each instructor's belief systems may impact the course experience, and the beliefs that may underlie instructional design and engagement systems throughout the instructional process. The focus of this discussion evolves around the philosophical belief systems of three higher education instructors at different points in their career trajectory, from adjunct instructor to full professor, that focuses upon an analysis of philosophical beliefs associated with the teaching and learning process, that leads into the potential impact upon one's elearning instructional decisions and styles of instructional engagement that may support a better understanding of styles of transformative social learning environments within the higher education elearning instructional environment.
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Salar, Hurşit Cem. "Instructor Readiness for Open and Distance Learning in Turkey." In Measurement Methodologies to Assess the Effectiveness of Global Online Learning, 220–58. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8661-7.ch009.

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The main purpose of this study is to examine the readiness of the instructors at universities in Turkey to open and distance learning (ODL) in terms of the ODL factors (distance teaching, technology, communication, and time) regarding competencies (knowledge-skills and attitudes-beliefs) and resources. A multiple case study design was employed, and 36 instructors from four different universities participated. Qualitative data were gathered through personal interviews and analyzed with descriptive analysis. Overall, the results indicate that the instructors in this research have competencies for all the ODL factors. Also, a majority of instructors has given their positive beliefs about ODL, but they all noted their concerns such as lack of interaction with the students and conveying university culture and lifestyle as the disadvantages of ODL. The study has revealed that almost every instructor has enough resources to give distance courses, whereas the problem is with lack of time for updating course content and self-development.
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Shen, Min, Chew Fong Peng, Yap Teng Teng, and Fan Hua. "Chinese ESL Instructors' Beliefs and Practices of Intercultural Education in a Ubiquitous Environment." In Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education, 68–88. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8852-9.ch004.

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Primarily motivated by the practical question of whether it is feasible to identify the barriers that English instructors would face while cultivating students' intercultural communicative competence (ICC) in a ubiquitous learning (u-learning) environment, the study outlined in this chapter examined English instructors' online teaching experience in terms of their beliefs and pedagogical practice. A mixed-method research design was adopted to collect data from a survey among 110 English as a second language (ESL) instructors in Chinese universities and interviews with five of them. The findings indicated significant tension between Chinese ESL instructors' disposition towards effective intercultural education in a u-learning environment and their deeply held pedagogical conviction that teaching ICC requires face-to-face interactions. The authors, therefore, suggest that Chinese ESL instructors should be equipped with alternative teaching beliefs toward more innovative educational approaches.
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Li, Jiahang. "Social Media and Foreign Language Teacher Education." In Preparing Foreign Language Teachers for Next-Generation Education, 261–77. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0483-2.ch014.

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This chapter will focus on examining how instructors who are preparing foreign language teachers, both pre-service and in-service, integrate social media in their teaching practices to gain more insights on what beliefs these instructors hold and what differences and similarities between their beliefs and actual teaching practices about social media integration in foreign language teacher education. The chapter will first provide a literature review about the general beliefs that instructors held on the integration of social media and foreign language teacher education. Next, promising examples of the integration of social media in foreign language teacher education will be provided. Last but not least, affordances and challenges of the integration of social media and foreign language teacher education will be discussed, followed by implications and future directions.
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Crawford, Caroline M. "Instructor Immediacy and Authenticity." In Creating Teacher Immediacy in Online Learning Environments, 15–36. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9995-3.ch002.

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Online instructors necessitate the implementation of immediacy and authenticity on a continuous basis within an instructional endeavor. Towards more fully understanding the immediacy and authenticity of an instructor's efforts, aspects related to interactive activities, instructor's philosophical beliefs systems, and understanding cognitive vulnerability within an online instructional environment are vitally important to learner success. Further, while developing a community of practice supports the instructor's efforts to engage learners more fully within the instructional success capable within an online instructional environment, while also focusing upon enhancing the talent pool within the course environment. A talent-propelled instructional environment supports the learners while also enhancing the instructor's viability and strength of positive instructional experience.
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Gibbons, Damiana, and Theresa A. Redmond. "Investigating Cultural Models of Technology and Literacy Integration in Pre-Service Teacher Education." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, 75–90. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch005.

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This chapter reports research from a larger study that investigates the complexities of preparing digital native students to become digital native teachers in a teacher education program at a large, southern university. Specifically, this chapter examines faculty instructors’ beliefs regarding technology and literacy integration in a required pre-service teacher education course. The authors address the challenges of teaching and learning in the twenty-first century with particular attention to issues of multiliteracies and technology integration in pre-service preparation. Using New Literacy Studies and discourse analysis, the authors analyze instructors’ discourse finding a culture of pedagogical beliefs that embodies an expansion of what media, technology, and literacy integration means in pre-service teacher education settings in the twenty-first century.
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Morge, Shelby. "Addressing Teachers´ Culturally Responsive Teaching Beliefs through Course Activities." In Theory and Practice: An Interface or A Great Divide?, 392–97. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.74.

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Making data-based decisions about course content is a difficult process for teacher educators. This difficulty is amplified when considering complex issues focused on diversity. In order to understand and address pre- and in-service teachers’ culturally responsive teaching beliefs, the Culturally Responsive Teaching Outcome Expectancy Scale (Siwatu, 2007) was administered during graduate and undergraduate courses in mathematics education at two southeastern US universities. From the survey results instructors identified items with high and low means (on a 100 point scale). The lowest items provided a basis for constructing future course activities. In this paper we share the expectancy scale results and course activities that were implemented. We also discuss opportunities for improving the culturally relevant practices and activities in our courses in order to ensure the transferto classroom practice.
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Vallera, Farah L., and Bashir Sadat. "Using Design Thinking Practices to Create Technology-Driven Adult Professional Development Programs." In Research Anthology on Adult Education and the Development of Lifelong Learners, 1086–100. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch054.

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Instructors are encouraged to train their students to be creative, critical thinkers, and innovative future leaders; unfortunately, most have not been trained in the same way as they are expected to teach. Instructors need to learn how to inspire innovation and 21st century skills by practicing and teaching those skills themselves. One way to do that is by learning the design thinking process, incorporating it into instruction, and using it to develop students' knowledge, skills, and attitudes/beliefs (KSABs) in similar ways. Understanding and employing the design thinking process and combining those tools with relevant and authentic instructional technologies can prepare instructors to develop the skills of tomorrow's workforce, innovators, and future leaders. This chapter discusses the importance of training teachers to use the design thinking process while using the design thinking process to instruct them. Best practices and examples of such professional development are offered.
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Conference papers on the topic "Instructors' beliefs"

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Heller, Patricia, Kenneth Heller, Charles R. Henderson, H. Vincent Kuo, and Edit Yerushalmi. "Instructors’ Beliefs and Values about Learning Problem Solving." In 2001 Physics Education Research Conference. American Association of Physics Teachers, 2001. http://dx.doi.org/10.1119/perc.2001.pr.005.

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Galantomos, Ioannis. "Surveying Greek language instructors’ beliefs about metaphor teaching." In 8th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2017/08/0009/000311.

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Hall, Simin, Catherine T. Amelink, Samuel Conn, and Eugene Brown. "Online Course Design Informed by Students’ Epistemic Beliefs: A Case Study of a Thermodynamics Course." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37228.

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Online offerings of abstract engineering courses such as thermodynamics provide a medium to present course material using pedagogy that employs problem-based learning (PBL). This shift requires a student-centered approach to course design and delivery that addresses several key elements in the educational setting, including students’ self-efficacy as it relates to problem-solving and students’ epistemic beliefs as they relate to interacting with peers, instructors, and instruction. This paper reports results from a mixed-method study that collected data useful in design of an online course focused on teaching problem solving skills among students. The data were collected through qualitative and quantitative methods used to determine how students approach problem solving, the role of instructor in facilitating problem solving, and the role of peers and students’ use of technology as it relates to accomplishing course work related to problem solving. Results reveal that students are confident in their problem-solving skills but rely primarily on the instructor to show them how to solve problems. Analysis and discussion focus on how to change the manner in which the content of the course is designed and presented to improve students’ self-efficacy in problem solving and students’ epistemic beliefs through active engagement with materials and collaboration with peers and instructor.
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Shen, Min, Chew Fong Peng, Yap Teng Teng, Fan Hua, and Nurul Ain Chua. "Impact of Instructors’ Content Knowledge on Their Online Intercultural English Teaching Instructional Beliefs." In 2022 4th International Conference on Computer Science and Technologies in Education (CSTE). IEEE, 2022. http://dx.doi.org/10.1109/cste55932.2022.00016.

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Henderson, Charles R., Kenneth Heller, Patricia Heller, H. Vincent Kuo, and Edit Yerushalmi. "Students Learning Problem Solving in Introductory Physics - Forming an Initial Hypothesis of Instructors' Beliefs." In 2002 Physics Education Research Conference. American Association of Physics Teachers, 2002. http://dx.doi.org/10.1119/perc.2002.pr.005.

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Kuo, H. Vincent, Kenneth Heller, Patricia Heller, Charles R. Henderson, and Edit Yerushalmi. "Teaching Students Problem Solving in Introductory Physics: Forming an Initial Hypothesis of Instructors' Beliefs." In 2002 Physics Education Research Conference. American Association of Physics Teachers, 2002. http://dx.doi.org/10.1119/perc.2002.pr.009.

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McLaren Turner, Claudine. "Latent Variables Associated With the Beliefs and Teaching Practices of Postsecondary Instructors Who Teach Introductory Physics." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692615.

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Hassad, Rossi. "Perceived usefulness of the introductory statistics course as a correlate of student engagement in statistics." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17312.

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Some non-academic factors, particularly perceived usefulness, are salient determinants of student success, and engagement in a discipline. This study explored the association between college students’ ratings of the usefulness of an introductory statistics course, their beliefs about where statistics will be most useful, and their intentions to take another statistics course. A cross-sectional study of 106 students was conducted. The mean rating for usefulness was 4.7 (out of 7), with no significant difference by gender and age. Sixty-four percent reported that they would consider taking another statistics course, and that subgroup rated the course as more useful (p = .01). Thirty-five percent reported that statistics would be most useful for graduate school, 32% research, 14% their job, and 19% were undecided. The “undecided” students rated statistics as less useful (p = .001). Instructors should emphasize practical examples of the use of data in real-world problem-solving and decision-making. Qualitative research methods could help to elucidate these findings.
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Venables, Anne, and Grace Tan. "Thinking and Behaving Scientifically in Computer Science: When Failure is an Option!" In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3048.

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In a Finnish study of four different academic disciplines, Ylijoki (2000) found that in Computer Science there was a disparity between the conceptions held by undergraduate students and staff about their discipline; students viewed it as being far more pragmatic and results focused than did their instructors. Not surprisingly, here at our Australian university where the undergraduate Computer Science program emphasizes programming and problem solving skills, the authors had noticed a similar inconsistency between staff and student beliefs. This paper reports on an effort to realign these conceptions and broaden student experience using an assessment task. Centered on solutions to the popular ‘Sudoku’ puzzle (Sudoku, 2005), the task was designed and introduced into an Intelligent Systems course, a final year elective of a Computer Science degree. The goal was to expose students to some of the ‘pure’ rather than applied aspects of the Computer Science discipline (Becher & Trowler, 2001), by using assessment to encourage experimental learning (Kolb & Fry, 1975). The assessment specification instructed students to design and conduct several ‘in silica’ Computer Science experiments to solve and/or create Sudoku puzzles. Importantly, students were asked to keep a Research Diary documenting their thoughts, attempts, backtracking and progresses as they attempted the assignment. Most unique from a student’s perspective was that ‘failure’ to solve the given problem by experimentation was a viable option; their efforts would be rewarded given they conducted themselves ‘scientifically’ in their attempt.
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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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