Relevant bibliographies by topics / MBA teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'MBA teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "MBA teachers"

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Bodily, Samuel E. "Teachers' Forum: Teaching MBA Quantitative Business Analysis with Cases." Interfaces 26, no. 6 (December 1996): 132–38. http://dx.doi.org/10.1287/inte.26.6.132.

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Xie, Qing, and Jie Chen. "The English Communication and Learning Needs of Master of Business Administration Students and Curriculum Development at a Chinese University." SAGE Open 9, no. 1 (January 2019): 215824401983595. http://dx.doi.org/10.1177/2158244019835951.

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This study investigates the communication and learning needs of Master of Business Administration (MBA) business English students and their perceptions of effective curriculum design. The research instruments are two-stage surveys of 99 MBA students from a public university in China. The results of the study show that English is not extensively used in the workplaces of MBA business English students, and that the majority of them use Chinese. Most English usage occurs in foreign businesses. The most difficult skills for MBA business English learners are found to be oral communication and listening comprehension. However, there are still very strong needs for further improvement in English communication. For the MBA business English courses, oral communication activities, especially with expatriate teachers, are particularly needed. The MBA business English courses should connect with real-world practice and be relevant to job and business needs. This study has significant implications for MBA business English curriculum reform in both Chinese and international contexts.
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Jones, Stephanie. "Delivering MBA Programs in Emerging Markets." International Journal of Web-Based Learning and Teaching Technologies 8, no. 3 (July 2013): 42–59. http://dx.doi.org/10.4018/ijwltt.2013070104.

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Increasingly, Western-style MBA programs are being delivered in emerging markets, as the developed countries become more and more saturated with MBAs and related offerings. This article, based on the global experience of the author in teaching and assessing MBA modules including thesis and dissertation research and writing, suggests approaches to coping with the special challenges faced in new markets for MBA delivery worldwide. The differences with typical experiences in the West are cultural, linguistic, behavioral and relate to learning styles, economic backgrounds, use of technology, and relationships with administrators, teachers and fellow-students. This article is based on the author’s experiences of MBA course delivery in China, the Arab World, Africa, Iran, Malaysia and Indonesia, Vietnam, Eastern Europe, former Russian states such as Kazakhstan, and South America, such as Peru and Suriname. Examples of specific MBA teaching and assessment challenges are provided, with possible solutions and approaches for coping.
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Powell, Stephen G. "The Teachers’ Forum: Teaching the Art of Modeling to MBA Students." Interfaces 25, no. 3 (June 1995): 88–94. http://dx.doi.org/10.1287/inte.25.3.88.

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Dutta, Nirankush, Anil Bhat, Kumar Sankar Bhattacharya, and Jayashree Mahesh. "Attracting Students to the Classroom With Innovative Pedagogies." South Asian Journal of Business and Management Cases 8, no. 3 (August 9, 2019): 241–50. http://dx.doi.org/10.1177/2277977919860275.

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One of the significant challenges of teaching Master’s in Business Administration (MBA) courses lies in the dynamic nature of the programme itself where the only constant is the change. Hence, the main pedagogical aim in such a programme is teaching students how to continuously learn, unlearn and relearn in a lifelong fashion. There are multiple factors that hinder the learning outcomes of many offered courses in an MBA programme. At Birla Institute of Technology and Sciences (BITS) Pilani, the challenge is enhanced somewhat as the student population pursuing an MBA degree is mostly from an engineering background. Moreover, the institutional regulations do not disqualify students from appearing in any evaluation based on their attendance in the class. Thus, teachers have to incorporate an innovative approach to their teaching style for attracting students to the classrooms.
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Kowalski, Ewa. "MBA Teaching Challenges in a Changing Political and Economic Environment: A Case Study of MBA Teachers and Students in Poland." Journal of Teaching in International Business 19, no. 3 (August 2008): 274–92. http://dx.doi.org/10.1080/08975930802194847.

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Powell, Stephen G. "The Teachers' Forum: From Intelligent Consumer to Active Modeler, Two MBA Success Stories." Interfaces 27, no. 3 (June 1997): 88–98. http://dx.doi.org/10.1287/inte.27.3.88.

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Lather, Anu Singh, Puja Khatri, and Shilpa Jain. "Students’ Commitment to Attend Classes in Management Higher Education: A Comparative Study of Working Executives and Non Working Students Pursuing Full Time Post Graduate Management Programme." Global Journal of Educational Studies 1, no. 1 (June 15, 2015): 1. http://dx.doi.org/10.5296/gjes.v1i1.7454.

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<p>The purpose of the present study is to identify the commitment of students to attend classes amongst postgraduate management students (male vs. female, working professionals vs. non working MBA students). The paper attempts to apply the concept of commitment to students in the business higher education. For this the Meyer and Allen’s (1991) Three Component Model of Commitment was adapted to measure student’s commitment to attend classes and finally the commitment of students was mapped who are working executives and non working students perusing full time post graduate management studies. The study was conducted on 371 MBA students out of which 171 were working professionals and 200 were non working MBA students. The male/female composition of the sample was 223/148 respectively. A commitment to attend class questionnaire was administered on the participants measuring three type of commitment i.e. Normative Commitment, Affective Commitment and Continuance Commitment. The results of the study show that working professional MBA students significantly differs from non working MBA students on Continuance Commitment where Non working MBA students are significantly higher than working professionals. The interaction results of male/female with working/ non working students comparison shows that the Male non working MBA students are higher on Normative Commitment as compared to the Male working professionals, while the Female non working MBA students are lower than the Female working professionals on Normative Commitment.</p><p><strong>Research limitations/implications</strong> – Why a student is coming to the class will determine his attention and learning in the class. If he/she is attending classes just to abide by norms (Normative Commitment), or coming to class because not attending the same will generate negative results or the student has nothing else to do (Continuance Commitment), then effective learning will not take place. The teachers can identify the type of commitment students are using and can try to convert this into Affective Commitment by new learning methods. The study is conducted in Metro city; differences may even be prominent if extended to three tier and two tier cities.</p>
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Dam, Ynte K. van. "Cooking up a Course: Teaching sustainable marketing at MBA." Central European Review of Economics and Management 3, no. 3 (July 5, 2019): 169–98. http://dx.doi.org/10.29015/cerem.827.

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Aim: To explore how a critical course on mainstream marketing and business theory can shift the perception of sustainability as an extrinsic goal to sustainability as an intrinsic boundary condition to business.Design/Method: An introductory course is designed in which a system approach is introduced by assessing the purported marketing purposes of the firm relative to an increasing range of manifest and latent stakeholders. Key elements of the course are received elements of MBA programs to illustrate that education for sustainability does not mean teaching new topics, but means a new way to teach old topics.Finding: It is shown that the course meets the requirements and recommendations that were derived from theory on teaching sustainability in higher education. Though the topics and theories covered are central to a mainstream MBA program, the way they are presented and questioned promotes learning critical thinking by doing.The long term effects of this approach cannot yet be tested, and require longitudinal research among participants and teachers of the consecutive coursesOriginality: The course aims at training critical reflection of established theories from a sustainability perspective. Being presented as the foundation of an MBA program sustainability is offered as a boundary condition for corporate management.
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Yoganandan, G., and V. Vetriselvan. "Personality traits of (in) effective teachers as identified by Indian MBA students: A qualitative study." Asian Journal of Management 8, no. 3 (2017): 403. http://dx.doi.org/10.5958/2321-5763.2017.00064.6.

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Dissertations / Theses on the topic "MBA teachers"

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Holt, Dale M., and kimg@deakin edu au. "MBA EXPERIENCE BY DISTANCE EDUCATION: AN ETHNOGRAPHIC STUDY OF A PROFESSIONAL DEVELOPMENT PROGRAM." Deakin University, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.095402.

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The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds. The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies. Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined. On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of participants studied are seen to be heterogeneous in relation to the above factors characterising professional development The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.
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Simões, Elaine Cristina. "Investigação de esgotamento físico e emocional (burnout) entre professores usuários de um hospital público do município de São Paulo." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/6/6132/tde-11112014-125235/.

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Este estudo teve por objetivo avaliar aspectos da saúde e do trabalho de professores da rede pública da cidade de São Paulo, usuários do Hospital do Servidor Público Municipal. A síndrome de burnout, ou síndrome de esgotamento profissional, foi considerada como risco ocupacional nessa categoria. Não encontramos outros estudos utilizando instrumento para avaliação de burnout em professores do município. Participaram da pesquisa 76 docentes com indicação de tratamento psicológico. A investigação consistiu na aplicação de inventários para avaliação de burnout: Maslach Burnout Inventory (MBI) e Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo (CESQT); aplicação de questionário sociodemográfico e ocupacional e entrevista semiestruturada. Foram realizadas análises estatísticas sendo encontrada associação entre o número de alunos atendidos e a situação funcional e também associação entre o sentimento de realização profissional e: acústica, ruído, poeira, limpeza da sala de aula, número de alunos atendidos, incômodo com os alunos, incômodo com os pais e duração da licença médica. 33,96 por cento dos medicamentos em uso regular estavam relacionados à síndrome metabólica e 30,82 por cento a transtornos psiquiátricos. A avaliação dos participantes de que seus problemas de saúde tinham relação com o trabalho mostrou associação com: ter sofrido agressão dentro da escola; conhecer outras vítimas de agressão; duração da licença médica; e número de alunos atendidos. 51,32 por cento referiram ter sofrido agressão dentro da escola no último ano. 78,95 por cento relataram agressão sofrida por outras pessoas (sendo 81,67 por cento outros professores) no mesmo período. A apuração do MBI apontou nível alto de burnout em pelo menos uma escala em 76,31 por cento da amostra. A apuração do CESQT apontou burnout em 85,52 por cento dos participantes. Os resultados dos testes psicológicos apresentaram concordância (p<0,001). O MBI mostrou associação com 19 variáveis sociodemográficas e o CESQT com 11 delas, indicando que aspectos do contexto de trabalho estão relacionados ao burnout apurado por meio dos inventários. Consideramos que a democratização do ensino e a proposta da aprendizagem em ciclos transformaram o modelo educacional, trazendo benefícios, porém seriam necessários mais investimentos, bem como a adequação de 6 aspectos como: número de alunos atendidos diariamente, educação continuada dos profissionais e estímulos ao apoio mútuo entre professores, coordenadores pedagógicos e diretores de escola.
This study aimed at evaluating aspects of health and work of public school teachers from the city of São Paulo, users of the Hospital do Servidor Público Municipal (Municipal Public Servant Hospital). Burnout syndrome was considered as an occupational risk in this category. We did not find other studies using instrument for assessing burnout in teachers of the municipality. 76 teachers with indication for psychological treatment participated in the survey. The investigation consisted of the application of inventories for assessment of burnout: Maslach Burnout Inventory (MBI) and Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo (CESQT); application of socio-demographic and occupational questionnaire and semi-structured interviews. Statistical analyzes were performed and association was found between the number of students served and the functional condition and also association between feeling of job satisfaction and: acoustic, noise, dust, classroom cleanliness, number of students served, annoyance by students, annoyance by parents, and duration of sick leave. 33.96 per cent of the drugs in regular use were related to metabolic syndrome and 30.82 per cent to psychiatric disorders. The participants\' assessment that their health problems were related to work was associated with: having suffered physical aggression within the school; knowledge of other victims of aggression; duration of sick leave; and number of students served. 51.32 per cent reported having experienced physical aggression within the school in the last year. 78.95 per cent reported physical aggression suffered by other persons (being 81.67 per cent other teachers) in the same period. The calculation of the MBI showed high level of burnout in at least one scale in 76.31 per cent of the sample. The calculation of the CESQT pointed burnout in 85.52 per cent of the participants. The results of the psychological tests agreed to each other (p <0.001). The MBI was associated with 19 socio-demographic variables and the CESQT with 11 of them, suggesting that aspects of the workplace are related to burnout according to the inventories. We considered that the democratization of education and the proposal of learning cycles have transformed the educational model, bringing benefits, but more investments are needed, as well as the adequacy of aspects as: number of students served daily, continuing professional education and 8 incentives to mutual support between teachers, pedagogical coordinators and school principals.
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McMullen, Matthew R. "Identification and Selection of Teachers Equipped to Guide Students in Spiritual Formation in Mennonite Schools." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460469569.

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Arkhipenka, Volha. "A narrative exploration of MA TESOL participants' professional development." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html.

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This thesis documents my exploration of professional development of four experienced English language teachers of diverse background taking the MA TESOL programme at the University of Manchester. Having considered professional development to be about change construed broadly to professional identity and teacher beliefs, I explored it through a series of individual in-depth interviews held throughout the programme. The majority of the interviews focused on the teachers' ongoing life and development and allowed the teachers space to make meaning of what they were going through and how they were developing as they engaged in the programme. On the basis of the interviews, stories about the teachers and their year were constructed. Within the stories, I synthesized what I had learned about the teachers' experience and highlighted the changes that I could see had happened to their professional identity and teacher beliefs. The stories provide a vivid example of professional development of experienced English language teachers through a master's degree. They also bring to the fore the significance of future-directed thoughts for how teachers develop professionally, which is rarely acknowledged in the existing literature. I further use the stories as a ground to conceptualize professional development of the four teachers to account for the important role their thoughts about the future played in it. Using the concepts of imagined identity and antenarrative, which I borrow from the literature, I describe it as an iterative pursuit of an ever-evolving imagined identity, or identities, and antenarrative, or antenarratives. Finally, I examine the cases using the conceptualization as a lens and offer some further insights about professional development in TESOL.
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Clayford, Mario. "A comparative study of burnout among teachers in a Youth Juvenile Rehabilitation center, an Ex model C school, and Public schools." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6429_1298885789.

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This study examined three schools
namely a Public, Ex model C, and a Youth juvenile rehabilitation school. A non-experimental survey design was used for this study. The sample consisted of 47 educators across the three types of schools. Data was collected by means of two instruments: a demographic questionnaire, and the Maslach Burnout Inventory (MBI) consisting of three subscales namely
Emotional Exhaustion, Depersonalization, and Diminished Personal Accomplishment. It was hypothesised that due to the stressful nature of work in disadvantaged and resource lacking schools, as well as the unstable and unsafe environment in certain schools, burnout among educators in Public and Youth juvenile rehabilitation schools will have a higher prevalence rate than educators in Ex model C schools. The study also aimed to identify which various educator demographic variables correlate with high burnout levels. Correlational results of the study found no significant relationships between the three subscales of the MBI and certain educator demographic variables across the three types of schools. The results of an Analysis of Variance (ANOVA) test revealed a borderline non-significant difference in the Emotional Exhaustion subscale between the Youth juvenile rehabilitation school and Public schools. Post Hoc comparison tests suggested Public school educators in the sample had the highest levels of burnout in terms of Emotional Exhaustion across the three types of schools, while educators in the Youth juvenile rehabilitation schools showed the lowest levels of burnout in terms of Emotional exhaustion. The results of the present study were discussed from the perspective of the Conservation of Resources theory, suggesting resource depletion as a central facet to burnout and how prolonged stress leads to burnout. Future qualitative studies exploring the etiology of burnout was thus recommended.

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Kowalski, Ewa. "Understanding teaching in Polish MBA programs : a case study of perspectives of Polish academic teachers." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94522&T=F.

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Abdul-Kareem, Ricardo Sabuur. "An ethnographic study of an ESL pre-MBA case study classroom: The process of conceptualizing and defining authenticity by learners and instructors." 1999. https://scholarworks.umass.edu/dissertations/AAI9932280.

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This study is an inquiry into the second language learning process of non-native English speaking adults who are preparing to enter graduate business programs in the U.S. or other English speaking countries. Specifically, I examine the process of negotiation of authenticity in communication by learners and the instructor. I begin with an initial understanding that authenticity does not reside in materials or tasks, but in how learners and instructors negotiate it (Gee, 1990). I explore and develop a broad definition of authenticity as being a perception structured and influenced by learner's needs, the instructor's perception of the target skills and needs of the participants, and the learners' own construction or negotiation of what they perceive to be appropriate in the target discourse. The site of this study was the ESL Business Case Discussion Class offered at Harvard Summer School. Using ethnography of communication research as a guide for research methodology, I used participant observation, note-taking, videotaping, and interviewing as sources of gathering data over three years (1990–1992). There were seven conclusions of this study: Authenticity manifests itself and is negotiated over phases, there is a gradual process or development of communication skills, development of language skills seems to reach a plateau, reflection time enhances learning and acquisition, learners construct and accept multiple identities, tensions stimulate negotiation of learning and conceptualization of authenticity, and scaffolding generally facilitates, but can hinder the carrying out of authentic communication. Implications of the conclusions are that understanding the process of negotiating authenticity will allow teacher educators to inform teachers on ways to improve teaching and increase learning and acquisition by structuring the learning environment to facilitate it. The ‘preparation’ case study class gives students the opportunity to create an authentic learning environment in which they explore all of the things that might assist them or get in the way of their success in the ‘real event’. This kind of scaffolded or sheltered content class is important, but it does not take away the responsibility of the ‘real case study instructors’ to scaffold second language learners.
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"Women and education in Cajamarca, Peru." Tulane University, 1992.

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This thesis examines women's education in Cajamarca, Peru and documents the personal experiences of those women who initiated and experienced the change in this field. On November 15, 1934, Law Number 7983 created the first normal school for women in Cajamarca The social and economic impact of this institution was tremendous not only locally for the city and department of Cajamarca, but regionally for northern Peru. Young women came from many cities in northern Peru to study in Cajamarca. Many of these women returned to their communities and pursued careers in education A recorded history of Santa Teresita Normal School and the women responsible for it serves as a testimony of the positive cultural change still being realized in Cajamarca, Peru. The history of this institution and the lives of the women affected by it are integral for understanding the role of women in the history of Peru
acase@tulane.edu
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Meiling, Liu, and 劉美玲. "The Study on the Relationship Between Advancement Learning and Professional Progress -- Teachers in Elementary School of Taichung City to Take M.A degree As a Case." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/11586222623305340448.

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"The effects of background music on children while they play." Tulane University, 1992.

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This study addressed the effects of background music on preschool children during block play. Music was manipulated to examine its observed effects on children's movement and dramatic play, as well as on the occurrence of group play. The tempo in the background music was manipulated to produce equal and counterbalanced days of slow, fast, and no background music While significant differences in the active/quiet qualities of play themes relative to music conditions were expected, no differences were noted. This is possibly due to the low frequency of identifiable play themes and to the redundancy of themes that were identified. It was noted, however, that the emergence of active versus quiet themes coincided with the tempo of music on the day the theme emerged. (Abstract shortened with permission of author.)
acase@tulane.edu
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Books on the topic "MBA teachers"

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Maslevich, Tat'yana. Business process management: from theory to practice. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1037144.

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The textbook examines the theoretical foundations of business process management of a modern enterprise, presents a practical approach to the identification, classification of processes and implementation of process management, which can be applied in practice in the activities of organizations in the context of innovation and digital transformation of business. At the end of the chapters, there are questions, test and practical tasks for the purpose of self-control on the development of the material. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is recommended for use by teachers, undergraduate and graduate students and students of MBA programs studying in economic disciplines, management and management activities, as well as specialists of economic, consulting, innovation, and planning departments of enterprises.
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O-rgyan-ʼjigs-med-chos-kyi-dbaṅ-po. The words of my perfect teacher. San Francisco, CA: HarperCollins Publishers, 1994.

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O-rgyan-ʼjigs-med-chos-kyi-dbaṅ-po. The words of my perfect teacher. 2nd ed. Boston: Shambhala, 1998.

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O-rgyan-ʼjigs-med-chos-kyi-dbaṅ-po. The words of my perfect teacher. 2nd ed. Walnut Creek, CA: AltaMira Press, 1998.

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Kruglov, I︠U︡riĭ Georgievich. 50 let Moskovskomu gosudarstvennomu otkrytomu pedagogicheskomu universitetu imeni M.A. Sholokhova. Moskva: Alʹfa, 2001.

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Dorje, Garab. The golden letters: The three statements of Garab Dorje, the first teacher of Dzogchen, together with a commentary by. Ithaca, New York: Snow Lion Publications, 1996.

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Dorje, Garab. The golden letters: The three statements of Garab Dorje, the first teacher of Dzogchen, together with a commentary by. Ithaca, New York: Snow Lion Publications, 1996.

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Voronina, Larisa. International standards on auditing: theory and practice. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1037951.

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The textbook is designed for a detailed study of the system of International standards of auditing (ISA). The illuminated structure of the system of MSA and standards, disassembled terminology and application of standards. Considered in detail the content of all ISAS, introduced in territory of the Russian Federation from February 12, 2019. (order of the Ministry of Finance of Russia from 09.01.2019 No. 2H). The content of the textbook and generated the results of its study of the professional competencies match the requirements of the Federal state educational standard of higher education of the latest generation and the national professional standard "the Auditor". For students, bachelors, undergraduates, postgraduates and teachers of economic universities and faculties, students of the program of preparation for the qualification exam for obtaining the certificate of the auditor, a professional accountant and also auditors, accountants, economists, lawyers and heads of organisations or improving qualification.
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Behrendt, Ethel Leonore. Vom Versagen des Rechtsstaats gegenüber den Frauen, oder, Wie Michaela Kohlhaas das Fragezeichen rechtfertigte: Die Dokumentation von M.A. Behrendt "Michaela Kohlhaas 1981?", fortgeschrieben, dokumentiert und beendet 1991. München: Behrendt Meta-Verlag, 1991.

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Farley, Robin. Mia dances back to school! New York: HarperFestival, 2013.

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Book chapters on the topic "MBA teachers"

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Crane, Rebecca. "How do we resource and support ourselves as MBP teachers?" In Essential Resources for Mindfulness Teachers, 119–24. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429317880-21.

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Juuti, Kalle, Jari Lavonen, and Veijo Meisalo. "Phenomenographical Approach to Design for a Hypertext Teacher’s Guide to MBL." In Science Education Research in the Knowledge-Based Society, 333–41. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_35.

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Walters, Kyla. "Fighting and Defeating the Charter School Agenda." In Labor in the Time of Trump, 226–44. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501746598.003.0013.

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This chapter examines the dynamics behind a high-profile campaign led by the Massachusetts Teachers Association (MTA). In 2016, right-wing forces sought to expand charter schools through a ballot initiative. Initially, all signs suggested that the charter expansion would easily pass. The MTA mobilized, and the ballot measure was defeated in a landslide. This chapter identifies several mechanisms that contributed to the teachers' success. Most important, the MTA committed to fighting. Together with the National Association for the Advancement of Colored People (NAACP), Jobs with Justice, and others, this grassroots coalition defeated Wall Street's money and showed the power of social justice organizing. Fifteen months later, in spring 2018, a string of strikes in red states showed that educators in many places have both the inclination and the capacity to fight, even where teacher strikes are prohibited.
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Liepiņa, Laima, and Līga Enģele. "Mūzikas terapija grupā vispārējās izglītības skolotājiem izdegšanas pazīmju mazināšanai." In Mūzikas terapija II : pētniecība, pieredze, prakse, atmiņas: zinātnisko rakstu krājums, 133–49. LiePA, 2021. http://dx.doi.org/10.37384/mt.2021.133.

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The study was conducted to determine the effectiveness of music therapy techniques and interventions in reducing the signs of burnout in general education teachers. The study involved 62 general education teachers, of whom 32 formed an experimental group and 30 formed a control group. MBI - Maslach Burnout Inventory was used to evaluate and evaluate the study participants. The participants of the experimental group received 10 music therapy group sessions, the aim of them was to reduce the signs of burnout. The results show that study participants who underwent music therapy showed lower levels of signs of burnout than study participants who did not receive music therapy.
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Tirado-Morueta, Ramón, J. Ignacio Aguaded-Gomez, and Ángel Hernando-Gómez. "Adoption of B-Learning at Universities in Spain." In Educational Technology Use and Design for Improved Learning Opportunities, 286–310. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6102-8.ch016.

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This chapter presents the results of research whose main aims are a) to identify the rates of adoption of b-learning through the use of LMS in universities in Spain and b) to check the influence of external and internal factors on teachers in the use of b-learning. A sample was taken of 495 teachers at 4 universities using an ad-hoc questionnaire tested for construct validity. Multiple Correspondence Analysis (MCA) and Structural Equation Modeling (SEM) were used to examine the data. The results fitted Rogers' Innovation Adoption Model (1995) and corroborated the indirect influence of the environment, the direct influence of self-efficacy and measures to encourage the use of LMS in teaching, as well as certifying the predominance of a range of traditional teaching styles over models of student-based activity.
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Hrich, Najoua, Mohamed Lazaar, and Mohamed Khaldi. "Assessment Process-Reflection on Pedagogical Practices and Integration of Technologies in Education." In Advances in Early Childhood and K-12 Education, 42–65. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7057-9.ch003.

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Although research shows that the integration of information and communication technologies (ICT) into education (ICTE) can help to renew teachers' teaching practices, they do not necessarily do so automatically and spontaneously. The process of development and implementation of ICT in education should include a fundamental reflection on pedagogical approaches in order to understand their place in teaching and learning practice. The ICT should be used for the service of the pedagogy. In this optic, the idea developed in this chapter is to present the micro-macro assessment (MMA) approach based on a reflection on the main pedagogical approaches which influenced pedagogical practices at the end of the 20th and the beginning of the 21st century objectives-based approach and competencies-based approach. The MMA approach for assessment is adopted in a diagnosis e-learning system and experimented with learners of middle school education. The experience has given positive and promising results in the improvement of teaching and learning practices.
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Grey, Simon, David Grey, Neil Andrew Gordon, and Jon Purdy. "Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour." In Learning and Performance Assessment, 224–35. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch011.

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This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.
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Golemon, Larry Abbott. "Opening the Gates." In Clergy Education in America, 155–99. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780195314670.003.0006.

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The fifth chapter explores how theological education was opened to women, African Americans, and working class whites. Congregationalist Mary Lyon founded Mt. Holyoke Female Seminary (1837) to provide a rigorous education built on the liberal arts, theology, personal discipline, and domestic work—all designed to produce independent women for missions. Other women, like Methodist Lucy Rider, founded religious training schools for women in their denominations. For African Americans, pioneers like AME Bishop Daniel Payne, who revived Wilberforce University (1856), developed a blend of liberal arts and theological education. W. E. B. Dubois fought for this model as the way to educate “the talented tenth” needed for racial uplift. The other model, pioneered by Samuel Armstrong at the Hampton Institute (VA) and Booker T. Washington at Tuskegee (Alabama), combined a religious training school with industrial work so that black pastors and teachers could be self-supporting. Finally, Bible colleges, like that of Dwight Moody, opened theological studies to working people with only a basic education. Emma Dryer brought practical, normal school approaches to the beginnings of the Moody Bible Institute (MBI) in Chicago. Under Dr. R. A. Torrey, MBI combined a literal reading of Scripture with experiential holiness, spiritual healing, end-times prophecy, and practical business methods—all of which marked the future fundamentalist movement.
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Brown, Candy Gunther. "Mindfulness in Education." In Debating Yoga and Mindfulness in Public Schools, 188–208. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0010.

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Chapter 9 assesses MindUP, Mindful Schools, and Calmer Choice as representative examples of mindfulness-based programs (MBPs) with a mission of weaving “secular mindfulness” into the fabric of public-school curricula and school culture. Public-school MBPs foreground neuroscience, while avoiding religious-sounding terms such as “Buddhism” or “meditation.” Many MBPs were developed by Buddhists or Buddhist sympathizers and/or reflect Buddhist-derived assumptions, values, and world views. Controversies, notably a legal challenge to Calmer Choice in 2016, center on complaints of religious coercion. Certain Christians, Buddhists, and meditators note barriers to “opting out” of school programs and/or complain that mandatory mindfulness violates conscience. Because MBP leaders envision mindfulness as more than a curriculum—a way of life—training and certification often require public-school teachers to commit to personal practice, participation in retreats (often led by Buddhists at Buddhist centers), and supervision by guiding teachers (many of them Buddhist meditators). Guidelines for “ensuring secularity” advise subtracting religious language, gestures, and objects, without questioning assumptions undergirding the “core practice.” The chapter argues that secular framing paradoxically increases the potential of public-school MBPs to instill beliefs, values, and practices widely associated with religion.
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Peregoy, Richard P. "A Kaleidoscopic Approach to Teaching Ethical Dimensions of Leadership." In Handbook of Research on Teaching Ethics in Business and Management Education, 372–86. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-510-6.ch022.

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A kaleidoscopic teaching method using a variety of media challenges the course facilitator to lead, guide, and offer insight so that listeners interpret and become the learners and purveyors of action. The teacher is not the focal point of the course; rather, the learner is directly, immediately, and continually self-challenged to discover a personal path of ethics that allows for good and effective leadership. The idea is not to be extensively detailed in the readings but to allow basic concepts to unfold and discussions to excite the expectations of the audience serving in part as a “chorus.” Brief overviews are used to incite active discussion based in part upon questions and examples that arise from the life experiences of the participants. Additionally, the lecturettes offer insights from different cultural and ethical perspectives in an attempt to avoid moral relativism and to help develop critical multiplism of ethical behavior in leadership and followership. Students are also given suggestions for further reading in matters of specific interest. Integrative assignments provide a personal cap to each session. The films are shown in their entirety. Questions on key points of ethical behavior are expressed before the film and discussed in small groups thereafter. In this sense, the work is that of “edutainment” as a part of the educational process. Materials in this chapter are based on teaching this course to Master of Business Administration (MBA) students.
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Conference papers on the topic "MBA teachers"

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Meela, Pannida, and Chokchai Yuenyong. "The study of grade 7 mental model about properties of gas in science learning through model based inquiry (MBI)." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094026.

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Niedderer, Hans, and Horst Schecker. "Laboratory tasks with MBL and MBS for prospective high school teachers." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53117.

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Reports on the topic "MBA teachers"

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Addiego, Emily. The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.985.

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