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Papadourakis, George M. "Special Issue: Producing the Rounded and Innovative Graduate – Case Studies of Effective Programmes." Industry and Higher Education 26, no. 4 (August 2012): 273–78. http://dx.doi.org/10.5367/ihe.2012.0111.
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This special issue of Industry and Higher Education is devoted to a selection of papers on the theme ‘Producing the rounded and innovative graduate – case studies of successful programmes’. The papers, reviewed and revised for publication, were presented at the Seventh International Conference on New Horizons in Industry, Business and Education held on the island of Chios, Greece, in August 2011. This introductory paper provides an overview of the conference, summarizes the most important presentations and offers some reflections on the conference outcomes. The key objective of NHIBE 2011 was to identify the impact of new technologies on education, industry and business. Special attention was given to innovative approaches and experiences developed in education in an effort to adapt teaching methods to the new technological era; and a special session was dedicated to graduate students. There was also a Workshop on PIT (Project/Internship Instruction Type) – ‘Views of the Project/Internship Instruction Type’ – organized by Professor Nuno Escudeiro. The major subject streams at the conference were: Education Strategies, New Educational Methods, Industry and Education, Science and Education, Entrepreneurship, Corporate Finance and Governance, and Business Strategies. This introductory paper to this issue of Industry and Higher Education focuses on Education Strategies, New Educational Methods, Industry and Education, Science and Education, Entrepreneurship and the PIT Workshop.
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Darrow, A. A., and N. Cohen. "The Effect of Programmed Pitch Practice and Private Instruction on the Vocal Reproduction Accuracy of Children with Hearing Impairments: Two Case Studies." Music Therapy Perspectives 9, no. 1 (January 1, 1991): 61–65. http://dx.doi.org/10.1093/mtp/9.1.61.
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Grigas, Vincas. "Bibliotekininko edukatoriaus ugdymo galimybės: Lietuvos atvejis." Informacijos mokslai 58 (January 1, 2011): 74–93. http://dx.doi.org/10.15388/im.2011.0.3121.
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Straipsnyje aptariamos galimybės rengti bibliotekininką edukatorių, kuris galėtų ugdyti informacinio raštingumo gebėjimus. Pagrindinis dėmesys skiriamas bibliotekininko edukatoriaus ugdymo studijų metu analizei. Siekta įvertinti, kiek profesionalius bibliotekininkus rengiančiose Informologijos (Klaipėdos universitetas), Bibliotekininkystės ir informacijos (Vilniaus universitetas) bei Bibliotekos informacijos išteklių valdymo (Šiaulių valstybinė kolegija) studijų programose ugdomi gebėjimai atitinka bibliotekininkui edukatoriui būdingą gebėjimų visumą. Studijų programos analizuotos remiantis Instruktuojančių bibliotekininkų ir koordinatorių kvalifikacinių įgūdžių standartais. Tyrimo duomenų analizei naudota faktorių analizė. Tyrimo duomenys leidžia daryti išvadą, kad Informologijos, Bibliotekininkystės ir informacijos bei Bibliotekos informacinių išteklių valdymo studijų programos atitinka daugelį standartuose numatytų kriterijų, tačiau šių studijų programų atitikties standartams vidurkiai skiriasi. Labiausiai standartus atitinka Vilniaus universiteto studijų programa.Pagrindiniai žodžiai: bibliotekininkas edukatorius, informacinis raštingumas, profesiniai standartai, faktorių analizė, bibliotekininkystė, studijų programų analizė.Education Opportunities for Librarian as Educator: the Case of LithuaniaVincas Grigas Summary The article discusses whether the study programmes aimed at preparing professional librarians produce the entirety of competencies necessary for librarians as educators. The research aims to evaluate how the study curricula such as informology (Klaipėda University), library information resources management (Šiauliai State College), library and information studies (Vilnius University) are relevant to the professional standards of librarians as educators. For the research were used the standards for Proficiencies for Instruction librarians and coordinators prepared by the Association of College and Research Libraries. For data analysis factor analysis was used. The research proved that the Standards for Proficiencies for Instruction Librarians and Coordinators and factor analysis may be an appropriate method for the assessment of the study programmes designed for preparing future professional librarians, i.e., in evaluating whether the competencies developed under the study programme correspond to the entirety of the competencies peculiar to librarians as educators. The study findings suggest that study programmes such as informology, Library and information science, and library information resources management meet most of the standards criteria. The Vilnius University study programme meets them best.Keywords: librarian as educator; information literacy; instruction; professional standards; factor analysis; librarianship; study programmes analysis.
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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (October 22, 2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.
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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.
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Yashkina, Victoria. "LIFE LONG ENGLISH LANGUAGE LEARNING AND ITS ROLE IN FORMING MULTILINGUAL MIND: EUROPEAN EXPERIENCE." English and American Studies 1, no. 17 (December 22, 2020): 63–67. http://dx.doi.org/10.15421/382011.
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In the focus of attention in the article are challenges of multilingual education reflected through the prism of prominent European multilingual universities’ experience. Crucial issue considered is whether they aim to develop a multilingual and multicultural competence in all students or a considerable part of the student population, or whether they allow students to follow a monolingual programme in the context of a multilingual university environment. The higher demand for international mobility among students and staff is one more incentive to adapt the educational programme at least in part and open it to other target groups, supported by a more heterogeneous staff. It is common knowledge that many European universities have parallel programmes in English and native languages, which aim at separate student groups. At the same time there are those which integrate programmes and expect their students to follow at least part of their studies in both languages. The main difficulty for the latter is the case of how to prepare a shift in language of instruction. This is the problem all universities with different languages at undergraduate and master’s level have to face, and there is no easy solution. One step towards lessening tension is the «early start direction»: a renovation in views to primary school education. As far as the academy itself is concerned, the increasingly dominant role of English in research makes it necessary to add English as a language of instruction. Without English as a lingua franca there would be much less communication and mutual understanding amongst Europeans today.
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Velasco Tovar, Ender Orlando. "Application of the PEE Model to essay composition in an IELTS preparation class." Colombian Applied Linguistics Journal 17, no. 1 (January 21, 2015): 98. http://dx.doi.org/10.14483/udistrital.jour.calj.2015.1.a07.
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Based on two case studies, this study investigates the application of the Point, Explanation, Example (PEE) model to essay composition in a multi-lingual IELTS preparation class. This model was incorporated into an eight-week programme of instruction to ESL adults in London, England. Students preparing for the IELTS exam were asked to write pre and post instruction essays on a given topic within 40 minutes. Employing the IELTS band descriptors (IELTS, 2013b) and analyses of coherence and cohesion in line with Systemic Functional Linguistic concepts (Halliday and Matthiessen, 2004; McCarthy, 1991), samples of students’ writing were analysed. Data from students’ pre and post instruction interviews was also gathered and analysed. The findings of this study suggest that the PEE model is to some extent effective in improving the essay composition performance of IELTS students, in particular in the area of cohesion and coherence. Students find the PEE model useful in regard to the clarity and structure that the model seems to add to their essays.
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Macaro, Ernesto, Mustafa Akincioglu, and Julie Dearden. "English Medium Instruction in Universities: A Collaborative Experiment in Turkey." Studies in English Language Teaching 4, no. 1 (January 27, 2016): 51. http://dx.doi.org/10.22158/selt.v4n1p51.
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<p><em>We report on a study exploring the level of success of collaboration in lesson planning between English language specialists and content teachers in Turkish universities where academic subjects are being taught through the medium of English. Although some previous research exists on collaboration of this kind at the secondary education level, and there is some reference to it in Content and Language Integrated Learning in Europe, no research to date has explored the potential for collaboration between specialists at the tertiary level. Using pre- and post intervention interviews with nine “collaborating pairs” of teachers using a “collaborative planning tool” we additionally explored content teachers’ beliefs about their students’ language competence, their conceptualization of language as a medium for understanding content, and their knowledge and beliefs about the preparatory English programme. Our findings on the whole suggest that collaboration of this sort can be highly beneficial and we provide case studies of both successful and less successful aspects of the intervention.</em><strong><em></em></strong></p>
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Toth, Jeanette. "Stakeholder beliefs in English-medium instruction for young learners in Sweden." Apples - Journal of Applied Language Studies 12, no. 2 (July 8, 2018): 37–54. http://dx.doi.org/10.17011/apples/urn.201809214208.
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While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English-Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as fieldnotes and photographs from classroom observations. Thematic analysis of the data revealed the belief among staff that learners acquired English naturally by being ‘forced’ to use it in English-medium subjects taught by native speakers of English. The use of Swedish among students in these subjects was generally seen as a potential scaffold when communicative difficulties arose, as students who were more proficient in English could translate and provide their classmates with explanations of difficult concepts in Swedish. However, staff and students nonetheless voiced concerns about students’ content learning as well as about limited development of subject-specific language in Swedish, which could have implications for their future Swedish-medium studies. Meanwhile, although multilingual students’ mother tongues were valued by the students themselves, participants did not acknowledge them as legitimate learning resources for use in the mainstream classroom, where only English and Swedish were allowed to be used in interaction.
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ABDİOĞLU, Mevlüde, Ceyhun ÖZKAL, and Ayşegül DALOĞLU. "Designing an EAP Course for Undergraduate Engineering Students." Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42, no. 3 (December 30, 2022): 2393–429. http://dx.doi.org/10.17152/gefad.976649.
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This case study specifies the academic English needs of English Medium Instruction (EMI) Electrical and Electronics Engineering (EEE) students in a state university in Turkey. Curriculum design process of the project rested on Nation and Macalister’s (2010) framework. 33 students, five instructors in EEE department, and a language instructor took part in the need analysis (NA) stage. The data collection tools included checklists, questionnaires, and semi-structured interviews. The quantitative data gathered through the student and instructor questionnaires were analysed through SPSS Statistics v.22 software package programme. Codes, categories, and themes were generated to interpret the qualitative data. Based on the findings of the NA and environment analysis, we offered curriculum renewal for the English I-II courses by taking students’ learning needs and environmental constraints into account. The resulting data revealed that the existing English for General Purposes (EGP) course failed to satisfy both students and instructors. An English for Academic Purposes (EAP) course geared towards motivating students towards using English in their departmental courses and future work/studies was suggested. The results of the NA as well as the chosen principles were the main drivers and determinants of the goals, content, format, and proposed assessment procedures of the new course.
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Holi Ali, Holi Ibrahim. "Impact of EMI on Omani Engineering Students’ Academic Performance." Arab World English Journal 12, no. 1 (March 15, 2021): 309–24. http://dx.doi.org/10.24093/awej/vol12no1.21.
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Using English to teach and learn academic subjects in higher education (HE) across the globe is increasing in popularity. The overarching aim of this study is to examine the impact of English-medium instruction (EMI) on Omani engineering students’ academic performance and their studies in an English-medium engineering programme in Oman. This paper reports on findings from a larger project that was intended to investigate Omani engineering students’ experience of learning through the medium of English in one of the Colleges of Technology in Oman. The study adopted a qualitative interpretative approach with a case study strategy and a purposive sampling technique to look into the impact of EMI on Omani engineering students’ academic performance and their studies. The sample included 12 Omani engineering and 8 engineering instructors who were interviewed along with five classroom observations. The data were collected and generated through semi-structured interviews and classroom observations. They were analysed manually, inductively and thematically using Braun and Clarke’s model (2006). The findings showed that EMI had both positive and negative impacts on the students’ academic performance and their studies.
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Miller, Rebecca K. "Social media, authentic learning and embedded librarianship: a case study of dietetics students." Journal of Information Literacy 6, no. 2 (November 5, 2012): 97. http://dx.doi.org/10.11645/6.2.1718.
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Recent studies and reports indicate that social media tools have changed the way that people access and disseminate information. Social information, or information that is communicated and made accessible through social media networks and tools, represents a growing collection of information used by consumers, researchers and even healthcare practitioners. Undergraduate students preparing to enter the healthcare field need to understand how to use social information to reach consumers and share scholarship with other healthcare professionals. Using the dietetics curriculum at Virginia Tech in Blacksburg, VA, as a case study, this paper describes how a liaison librarian highlighted particular areas of the curriculum that she could support through information literacy instruction and embedded librarianship. By collaborating with a faculty member and using objectives from both the Association of College & Research Libraries’ Information Literacy Standards for Science and Engineering/Technology and the Accreditation Council of Education in Nutrition and Dietetics’ 2008 Foundation Knowledge and Competencies-Dietitian Education, she developed an authentic learning experience for students in the programme. Formal and informal assessments indicated that the entire project met a significant need in the dietetics curriculum and successfully engaged students by having them negotiate the social web in an authentic learning environment. This article is based on a paper presented at LILAC 2012.
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ATONON, Theophile Kwame. "THE PLACE OF CODE-SWITCHING AS A MEDIUM OF INSTRUCTION IN LANGUAGE CLASSROOM IN GHANA: A CASE STUDY." FRANCISOLA 2, no. 2 (December 31, 2017): 163. http://dx.doi.org/10.17509/francisola.v2i2.9408.
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RÉSUMÉ. Dans le cas des langues en contact, l’emploi d’alternance codique par des enseignants et des apprenants devient un objet de discussion dans des institutions scolaires. L’objectif de ce travail est d’examiner le phénomène d’alternance codique en classe de français langue étrangère pour évaluer son influence sur l’enseignement/apprentissage du français langue étrangère dans le contexte ghanéen. Les données sont recueillis à travers l’observation des cours de français et les résultats sont analysés et représentés graphiquement. Les résultats ont montrés que l’alternance de code en classe de français langue étrangère promeut la communication et facilite l’interaction entre les enseignants et les apprenants. L’attention est prêtée au cas où le français est introduit pour la première fois en classe afin de faire ressortir des problèmes que font face les apprenants. L’alternance codique est donc important pour l’enseignement/ apprentissage du français langue étrangère et doit être inclus dans des programmes d’études de français au Ghana. Mots-clés : alternance de code, interaction, langue étrangère, phénomène sociolinguistique, situation bilingue. ABSTRACT. In regard to languages coming into contact, the use of code-switching on the part of language facilitators and the learners has become an issue of discussion especially in the school setting. This paper sets out to examine critically the code switching phenomenon to ascertain its effects and necessity on the teaching and learning of French as a foreign language in Ghana. Data was collected through classroom observation while lectures were going on and the result was analyzed and represented in table form. The findings show that language switching in a classroom helps and supports the learning environment and makes it conducive for those involved. A careful consideration of code switching is done mostly at the level where the French language is introduced for the first time. The outcome of this paper suggests that code switching is important to the teaching and learning of French language and it must be adopted in our curriculum of studies. Keywords: bilingual situation, code switching, foreign language, interaction, sociolinguistic phenomenon
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Subekti, Adaninggar Septi. "University English Teachers’ Challenges in Handling Unmotivated Learners: A Case Study." Langkawi: Journal of The Association for Arabic and English 6, no. 2 (December 26, 2020): 100. http://dx.doi.org/10.31332/lkw.v0i0.1926.
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This exploratory case study investigated three university teachers’ views about their students’ unmotivation, the combination of amotivation and demotivation, in General English (GE) classes and explored challenges these teachers faced as written in their reflections during six semesters, from the second semester of the 2016/2017 academic year to the first semester of 2019/2020. The study used secondary document analysis with the teachers’ reflections analyzed using thematic analysis per the purposes of the study. The study found that teachers generally perceived many of their students to be unmotivated. It could be seen from their passive, reticent, and not attentive behaviours in class. They also reported the widespread phenomenon of absenteeism among learners. These teachers faced complex challenges in dealing with unmotivated students. These challenges were attributed to various intertwining factors within the instruction such as unreliable assessment, fun, yet not very meaningful class activities, and learners’ low proficiency level, as well as GE programme's position that seemed to be second-prioritized in learners' respective departments' curriculum. Though this case study may be unique in its context, a certain extent of replication in other contexts is possible. Suggested future studies include a more thorough investigation about the quality of assessment in English for non-English department’s students’ classes as well as a large-scale survey about absenteeism phenomenon in GE classes among non-English major students.
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Mvundura, Emmaculate, and Paul Svongoro. "The significance of tasks in second language learning: The case of Africa University in Zimbabwe." Journal of Social, Humanity, and Education 1, no. 4 (August 25, 2021): 297–307. http://dx.doi.org/10.35912/jshe.v1i4.779.
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Abstract Purpose: This study utilised the case study approach for an in-depth understanding of the practices of teaching English as a Second Language (ESL) at Africa University (AU), Zimbabwe. The study aimed to provide a description of unique and typical ESL experiences in a particular African context. Research Methodology: The study investigated 60 participants who were prospective undergraduate students enrolled in the ESL programme and were separated into two groups. Each group consisted of 30 participants who received task-based instruction hinged on reading, writing, listening, and speaking. Result: An analysis of the learners' performance revealed that tasks facilitate the learning of ESL by exposing learners to different problem-solving scenarios that required higher-order cognitive skills. Limitations: This study was based on the ESL classroom at AU, which enrols students from African countries. A similar study could be conducted with students from more diverse backgrounds to establish if the results of this study could be corroborated or refuted. Similar studies could also be conducted in other second language contexts where English is not the target language. Contribution: The results of this study are important for the discipline of ESL as they support existing knowledge that tasks allow learners to communicate using the correct grammatical structures in a given relevant context.
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Mattson, Timothy G. "The Efficiency of Linda for General Purpose Scientific Programming." Scientific Programming 3, no. 1 (1994): 61–71. http://dx.doi.org/10.1155/1994/401086.
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Linda (Linda is a registered trademark of Scientific Computing Associates, Inc.) is a programming language for coordinating the execution and interaction of processes. When combined with a language for computation (such as C or Fortran), the resulting hybrid language can be used to write portable programs for parallel and distributed multiple instruction multiple data (MIMD) computers. The Linda programming model is based on operations that read, write, and erase a virtual shared memory. It is easy to use, and lets the programmer code in a very expressive, uncoupled programming style. These benefits, however, are of little value unless Linda programs execute efficiently. The goal of this article is to demonstrate that Linda programs are efficient making Linda an effective general purpose tool for programming MIMD parallel computers. Two arguments for Linda's efficiency are given; the first is based on Linda's implementation and the second on a range of case studies spanning a complete set of parallel algorithm classes.
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Kneepkens, C. H. "The Donatus minor between Via antiqua and Via moderna." Latin Grammars in Transition, 1200 - 1600 44, no. 2-3 (December 31, 2017): 355–90. http://dx.doi.org/10.1075/hl.00013.kne.
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Abstract In the 15th and early 16th centuries, educational life at the universities of Western and Central Europe was dominated by serious doctrinal conflicts between several schools of thought (the Antiqui/Reales vs the Moderni/Nominales), the Wegestreit. This clash not only had serious consequences for instruction in philosophy and theology, but was also felt in the grammar courses of the BA programme. Remarkably, we find the old elementary grammar primer, the Donatus minor, as a prescribed textbook in several Arts faculties. This essay examines the impact of the so-called Wegestreit on university grammar instruction with special reference to late 15th- and early 16th-cent. commentaries on the Donatus minor. After a concise sketch of the philosophical and logical roots of the Wegestreit, I present the development of the conflicting approaches to language and grammar in the 14th century that underlay the divergent opinions of the 15th-century masters.The third section deals with the position of the Donatus minor as a textbook for the undergraduate grammar courses of the Arts faculties. The remainder of this essay falls into two sections. First, a discussion of the different ways the Antiqui and Moderni analyse and explain some theoretical and the related practical aspects of syntactic relations in the last decades of the 15th cent. This part is followed by two case studies of the analyses, explanations and applications of these syntactic phenomena in the commentaries on the Donatus minor of the Realist/Thomist, Magnus Hundt (1449–1519) of Leipzig, and the Modernist Florentius Diel (fl.1490–1509) of Mainz.
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Wilks, Jeff, and Donna Pendergast. "Skills for life: First aid and cardiopulmonary resuscitation in schools." Health Education Journal 76, no. 8 (September 8, 2017): 1009–23. http://dx.doi.org/10.1177/0017896917728096.
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Objective: This review considers initiatives in various countries to include mandatory first aid and cardiopulmonary resuscitation (CPR) training in schools, key educational considerations and the supporting empirical evidence, in particular the relevance of first aid and CPR training to broader educational goals of student capability, resilience and self-efficacy. Method: Policy documents and reports from international first aid service providers (e.g. British Red Cross) were identified from websites while a parallel search of key bibliographical databases provided relevant papers on teaching first aid and CPR to school children in a range of countries. Results: Systematic reviews all show evidence to support the provision of first aid and CPR training courses and programmes in schools, with interventions effective in improving first aid knowledge and skills both post-training and in some studies up to 12 months afterwards. Important factors include ensuring the content is relevant and practical for the target group and offering an opportunity for young people to explore and discuss helping behaviour in emergency situations. Conclusion: Age-appropriate first aid and CPR instruction should be integrated into the school curriculum beginning in the primary years and developed/refreshed annually. Topics covered should include calling for help, bleeding, choking, burns, unconsciousness and resuscitation – all within the broader context of being confident and willing to help others. With the right training and support, schoolteachers can effectively deliver first aid instruction to their students. Future research should concentrate on gaps in evidence-based practice, especially measurements to demonstrate the effectiveness of first aid training, in order to advance the case for mandatory first aid education in schools.
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Pritchard, Michael W., Amy Robinson, Sharon R. Lewis, Suse V. Gibson, Antony Chuter, Robert Copeland, Euan Lawson, and Andrew F. Smith. "Perioperative exercise programmes to promote physical activity in the medium to long term: systematic review and qualitative research." Health and Social Care Delivery Research 10, no. 21 (July 2022): 1–182. http://dx.doi.org/10.3310/nzpn0787.
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Background In England, more than 4 million hospital admissions lead to surgery each year. The perioperative encounter (from initial presentation in primary care to postoperative return to function) offers potential for substantial health gains in the wider sense and over the longer term. Objectives The aim was to identify, examine and set in context a range of interventions applied perioperatively to facilitate physical activity in the medium to long term. Data sources The following databases were searched – Cochrane Central Register of Controlled Trials, MEDLINE, the Cumulative Index to Nursing and Allied Health Literature, EMBASE, PsycINFO and SPORTDiscus in October 2020. Clinical trials databases were also searched, and backward and forward citation searches were conducted. Review methods We undertook a systematic review; ran database searches in October 2020; extracted data; conducted risk-of-bias assessments of studies; and used Grading of Recommendations Assessment, Development and Evaluation assessments. We conducted focus groups and interviews with people running services designed to promote physical activity, to understand the practical and contextual factors that make such interventions ‘work’. Although the two streams of work were conducted independently, we considered overlapping themes from their findings. Results In the review, we found 51 randomised controlled trials and two quasi-randomised trials; nine non-randomised studies formed a supplementary data set. Studies included 8604 adults who had undergone (or were undergoing) surgery, and compared 67 interventions facilitating physical activity. Most interventions were started postoperatively and included multiple components, grouped as follows: education and advice, behavioural mechanisms and physical activity instruction. Outcomes were often measured using different tools; pooling of data was not always feasible. Compared with usual care, interventions may have slightly increased the amount of physical activity, engagement in physical activity and health-related quality of life at the study’s end (moderate-certainty evidence). We found low-certainty evidence of an increase in physical fitness and a reduction in pain, although effects generally favoured interventions. Few studies reported adherence and adverse events; certainty of these findings was very low. Although infrequently reported, participants generally provided positive feedback. For the case studies, we conducted two online focus groups and two individual interviews between November 2020 and January 2021, with nine participants from eight services of physical activity programmes. Conceptual and practical aspects included how the promotion of physical activity can be framed around the individual to recruit and retain patients; how services benefit from committed and compassionate staff; how enthusiasts, data collection and evidence play key roles; and how digital delivery could work as part of a blended approach, but inequalities in access must be considered. Limitations Outcome measures in the review varied and, despite a large data set, not all studies could be pooled. This also limited the exploration of differences between interventions; components of interventions often overlapped between studies, and we could not always determine what ‘usual care’ involved. The case study exploration was limited by COVID-19 restrictions; we were unable to visit sites and observe practice, and the range of services in the focus groups was also limited. Conclusions Evidence from the review indicates that interventions delivered in the perioperative setting, aimed at enhancing physical activity in the longer term, may have overall benefit. The qualitative analysis complemented these findings and indicated that interventions should be focused around the individual, delivered locally and compassionately, and promoted by a patient’s full clinical team. There is a need to develop a core outcome set for similar studies to allow quantitative synthesis. Future work should also investigate the experiences of patients in different contexts, such as different communities, and with different surgical indications. Study registration This study is registered as PROSPERO CRD42019139008. Funding This project was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme and will be published in full in Health and Social Care Delivery Research; Vol. 10, No. 21. See the NIHR Journals Library website for further project information.
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Ali, Clement Ayarebilla. "Visually impaired student-teachers’ knowledge and use of basic assistive technology tools for mathematics." African Educational Research Journal 9, no. 4 (December 13, 2021): 945–55. http://dx.doi.org/10.30918/aerj.94.21.151.
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Studies show that assistive technology tools have provided opportunities for the visually impaired in some developed countries to pursue mathematics programmes and foster inclusive education. However, their counterparts in developing countries sparingly participate in any mathematical activity due to low knowledge and use of these tools. The main purpose of this study was to expose student-teachers with visual impairments to basic assistive technology tools. The knowledge and use of the tools helped to convert, convey and interpret basic mathematical equations. The design was a case study involving five student-teachers who were admitted to the Department of Basic Education, University of Education, Winneba to pursue a Post Diploma in Mathematics programme. A semi-structured interview guide was used to collect the data whose items contained tools for general administration, additional support, STEM, mathematics instruction, polynomials and assessment. These served as the cases of the study and data analysis. The analysis was undertaken in two stages. The first stage explored their knowledge and use of the assistive technology tools. The second stage analysed transcriptions of statements. The two stages helped to corroborate the findings. To ensure the validity and reliability of the findings, the interview guide was validated by post-graduate students of the Department of Special Education and Basic Education. The findings showed that the student-teachers had little knowledge and use of the basic assistive technology tools. However, they were still desirous to learn and use the basic assistive technology tools for mathematics teaching and learning. It was therefore recommended that stakeholders make available and accessible common basic assistive technology tools to schools, and restructure the mathematics curriculum to suit the integration of assistive technology tools.
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Ahmad Fuad, Nurul Sofia, Nabilah Abdullah, and Shireena Basree Abdul Rahman. "The Teaching of Science and Mathematics in English in Malaysia: Teachers’ views on the implementation of two national initiatives." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 211–16. http://dx.doi.org/10.21834/ebpj.v5isi3.2554.
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The Education Ministry has introduced two initiatives - English in the Teaching of Mathematics and Science (ETeMS) and Dual Language Programme (DLP) - to enhance mathematics and science learning using English as the medium of instruction. Numerous discontentment on ETeMS were reported but were not addressed before the DLP introduction in 2016. This qualitative research narrates teachers’ views on both ETeMS and DLP, focusing on the coordinators’ and implementers’ challenges. Eleven mathematics and science school teachers have participated in this case study. Findings reveal that student-, resource- and teacher-related factors remained key reasons impeding effective learning of the two subjects. Keywords: national policy; teaching and learning; science and mathematics; English. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2554
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Hadibarata, Tony. "TEACHING GREEN ENGINEERING PRINCIPLES AND APPLICATION THROUGH ACTIVE LEARNING." IJIET (International Journal of Indonesian Education and Teaching) 3, no. 2 (July 19, 2019): 194–203. http://dx.doi.org/10.24071/ijiet.v3i2.1746.
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Active learning refers any approach to instruction in which all students are required to involve in the learning process. The purpose of the manuscript is to evaluate the application of active learning in teaching Green Engineering Principles and Applications as a compulsory course in environmental engineering department curriculum, Curtin University Malaysia. Green engineering can be defined as an approach of the design, process, product and commercialization that following environmentally conscious attitude, principles and values combined with multi-disciplinary engineering science that to minimize pollutant and promote local and global sustainability. Green engineering encompasses the conceptualization and implementation of reducing environmental impacts, maximize energy efficiency and develop the greener processes and product that bring environmental and economic benefit. A simple approach that combining the classical lecture-presentation and active engagement of the students with the course materials through case studies, problem solving and discussion has been developed. In conclusion, introducing the active learning to the students on solving any problems improve the students ability in achieving the course outcome and thus the programme outcome of the Department of Environmental Engineering, Curtin University Malaysia.DOI:doi.org/10.24071/ijiet.2019.030207
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Bose, Sutapa. "A Learning Design for Deep Learning for a Distance Teacher Education Programme." Journal of Learning for Development 8, no. 2 (July 19, 2021): 269–82. http://dx.doi.org/10.56059/jl4d.v8i2.477.
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Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.
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Ismailov, Murod, Thomas K. F. Chiu, Julie Dearden, Yukiko Yamamoto, and Nigora Djalilova. "Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy." Sustainability 13, no. 22 (November 16, 2021): 12642. http://dx.doi.org/10.3390/su132212642.
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As many universities in non-Anglophone countries have committed to internationalising their academic programmes, more content courses in Arts and Sciences are being taught in English. When content courses are taught in English in a country where English is not the first language, this is called English Medium Instruction (EMI). Using specific country cases, previous studies have confirmed that an EMI course can pose many challenges to the learning of course content by students. To date, there have been few attempts to examine these challenges through a large-scale qualitative prism, which would be useful for gaining new insights in order to inform policy as well as classroom interventions. In this systematic thematic synthesis we have aimed to identify the obstacles to implementing learner-centred pedagogy in EMI tertiary programmes, focusing on student perspectives. The Critical Appraisal Skills Programme (CASP) and Consolidated Criteria for Reporting Qualitative Studies (COREQ) were used to appraise and synthesise 40 empirical articles. The articles included 1769 participants in 20 non-Anglophone countries and jurisdictions. The participants were both local and international non-native English-speaking students enrolled in EMI courses. The synthesis yielded 46 descriptive themes stratified into six analytical domains. The suggested domains are meta/linguistic, instructional, meta/cognitive, socio-cultural, affective, and institutional obstacles. They suggest that students in different regions faced quite similar challenges in their EMI courses. The challenges consist of inadequate use of English by students and lecturers, and a lack of student-centred pedagogy, particularly in teacher–student and student–student interactions. The findings of most learner-centred EMI studies revealed that the main challenges came from English comprehension (the first three suggested domains); fewer studies included factors related to the learning environment (the last three domains). This review can inform university administrators, teaching staff and researchers engaged in internationalising higher education and aid in designing appropriate EMI programmes that offer better learner-centred educational experiences.
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Noe, Jennifer. "Case studies and pervasive instruction." Reference Services Review 43, no. 4 (November 9, 2015): 706–21. http://dx.doi.org/10.1108/rsr-04-2015-0023.
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Purpose – The purpose of this paper is to explore whether journalism education techniques can be adapted for use in the information literacy classroom as a means of teaching the ethical use of information. Design – The author uses personal experience as a journalist and graduate of journalism education programs to examine the similarities between journalism pedagogy and information literacy and whether any aspect of journalism pedagogy is transferrable to the information literacy classroom. Findings – Journalism educators deliver a potent anti-plagiarism message using case studies and “war stories” from the newsroom delivered through the pervasive instruction method or stand-alone ethics class. Using case studies from a variety of different disciplines in information literacy classes could help students make a stronger connection between honest writing in all subjects. However, until information literacy is taught more widely in libraries as semester-long classes, it would be difficult to use journalism’s pervasive method of instruction. The same holds true with the stand-alone class, which does not appear to be used as a part of information literacy education. Originality/value – Given the many commonalities between journalism pedagogy and information literacy, there have been very few attempts to see whether it would be efficacious to adapt journalism education’s methodology to the information literacy classroom.
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Bertone, Santina, and Gerard Griffin. "Immigrant Female Workers and Australian Trade Unions." Articles 50, no. 1 (April 12, 2005): 117–46. http://dx.doi.org/10.7202/050994ar.
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One of the main goals of employment equity programmes is to increase the occupational mobility of women so that they may enter non traditional jobs. Although on-the-job training has always been considered a major tool for increasing occupational mobility, it has received very little consideration in employment equity programmes. This article identifies the major aspects of women's participation in on-the-job training programmes and proposes ways to bridge the gap between these programmes and employment equity. The first section of the article examines the current situation of women in the labour market. According to the most recent statistics, occupational segregation as well as the wage gap between males and females are still quite significant. Studies of employment equity programmes show that progress has, in general, been slow. Among the reasons given for these results are a lack of integration of employment equity programmes and employers' human resource management strategies, particularly as regards on-the-job training. In the second section we examine data depicting different aspects of women workers' participation in on-the-job training. The data originate from a wide variety of sources and show that women are disadvantaged relative to men along several dimensions, including: participation rates; duration and intensity of training; and financing. Explanations for these discrepancies are discussed in the following two sections which deal respectively with access to and outcomes of on-the-job training for women workers. An initial factor that may explain the lower participation rate of women is the fact that employers tend to offer on-the-job training to workers in qualified jobs. In this context, women's jobs are usually considered as less qualified and studies show that there is an under-investment in human capital in jobs such as clerical work where women are concentrated. Another factor that comes into play is the relation between on-the-job training and an employee's real or anticipated stability in the enterprise. Although women's periods of absence from the labour market for family reasons are much shorter now than before, they are still perceived as less attached to their jobs. It has been shown, for instance, that women with young children are less likely to be offered training by their employers. Another characteristic of women's jobs that negatively affects their participation in training is the fact that they are over-represented in areas of marginal employment such as part-time work. Employers tend to offer less training to these employees because they are considered less motivated and less productive. Finally, the positive relation that has been shown to exist between size of firm and the incidence of training may equally have an adverse impact since women are over-represented in small and mediumsized firms. Even if employers modify their practices in order to give women access to training for non-traditional jobs, some barriers can still limit positive outcomes. These barriers may exist during or after training. For instance, for reasons arising from education or the traditional nature of their job experience, women are less familiar with basic technical skills. Studies have shown that the chances of women remaining in and successfully completing these programmes are improved if, prior to training, they receive some technical or scientific instruction in areas such as refresher mathematics or technical vocabulary. Positive attitudes and awareness on the part of trainers are also important factors in avoiding discouragement and withdrawal from the programme by women workers. Finally, once training is over, occupational mobility may not necessarily follow for various reasons such as bias of supervisors against women entrants in non traditional jobs or a lack of seniority. The analysis presented in this article proposes a comprehensive framework for studying women's participation in on-the-job training programmes. One of the main features of the analysis is to demonstrate the interactions between a large number of variables. The next step is to improve our knowledge of this situation through use of a more comprehensive statistical data base, and through case studies. Given the fact that hiring has considerably slowed down for cyclical as well as structural reasons, promotions into non-traditional jobs will probably become the main avenue for employment equity, hence the importance of on-the-job training for women workers.
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Sarbeng, Isaac Baafi. "Staff Training and Development Interventions and Teaching Performance: Application of Structural Equation Modeling." International Journal of Human Resource Studies 3, no. 4 (December 8, 2013): 159. http://dx.doi.org/10.5296/ijhrs.v3i4.4705.
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Staff training and development is an essential programme necessary for improving staff performance. The study sought to assess staff training and development programmes and performance of teaching staff at the various departments of the University of Cape Coast. A cross-sectional survey of 193 Faculty members, selected through a simple sampling technique, was conducted to assess whether the trained faculty of UCC were performing their task up to expectation. The study revealed that although the training programmes are not perceived as fair enough, it has positively affected staff professional knowledge, intellectual planning, class attendance and assessment. The respondents also believe that there has been improvement in their instructional delivery due to the training programmes of UCC. It is therefore recommended for management of the University to provide equal opportunity for staff in terms of training through a quota system. The study further recommends for wide communication of the modalities for selection of faculty for further studies.
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Shankar, K. Padmini. "Implementing task-based teacher training: Narratives from language classrooms." Journal of Modern Languages 31, no. 2 (December 31, 2021): 25–45. http://dx.doi.org/10.22452/jml.vol31no2.2.
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This paper aims to document the impact of task-based teacher training on the classroom teaching of two native-speaker English Teaching Assistants (ETAs). The data are drawn from a 30-hour teacher training course offered to the ETAs who taught in two different government schools in Hyderabad, India, as part of the United States India Education Foundation’s Fulbright Fellowship Programme. The training offered to the ETAs consisted of eight modules: teaching vocabulary and grammar, developing listening, speaking, reading and writing and classroom management and lesson planning. Training was offered through tasks, responses to prompts, and case studies. It also included analysis of critical moments that emerged from the everyday teaching of the ETAs. Constructs such as teacher decision-making (Borg, 2006), critical reflection (East, 2014) and pre-service teacher mentoring (Gardiner 2017) have been used to build the theoretical support for the study. A Challenge-Input-Implementation (CII) model is developed to interpret and analyze the data. The data are gathered from three tools: a) reflective journals of ETAs which recorded pertinent issues that emerged from their everyday teaching and possible solutions to these; b) trainer’s field notes that identified critical areas from lesson observation and post-observation conferences; and c) cognitive information sheet which documents ETAs perceptions of how their learning from the training impacted their teaching and what they would like to explore further in their future teaching careers. Findings revealed areas where trainees needed more support (e.g., class control), as well as the strengths that they have developed in instruction delivery (e.g., the ability to make the class interactive).
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Khori, Ahmad. "The Construction of The Teacher Against Student Religious Education in Improving The Discipline of Learning." Ijtimā'iyya: Journal of Muslim Society Research 4, no. 1 (March 29, 2019): 28–45. http://dx.doi.org/10.24090/ijtimaiyya.v4i1.2234.
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Al-Islam Tsanawiya boarding and junior high school are the educational institution that prepare its students to enroll higher education. It needs integrity and good educational environment for student to develop their creativity in involving social live, possessing ability to compete and becoming good citizenship for the nation’s future. Therefore, it is the requirements for teacher to have professional attitude and creativity as educator in improving school environment in general and teaching and learning process at classroom environment. For it is from the creative teacher having sense to seek and to find out new information the creative students will be raised. The role of school principal as motivator, supervisor and facilitator gives an enormous effect in supporting and developing the ability of the teacher to improve their services in learning and teaching process to develop learning achievement. This research uncovers the development of Islamic studies teacher in improving students’ learning discipline as the effort to improve students achievement reflected by the development of professional ability of the teacher. The purpose of this research is to grab the picture of how the development of MTs and SMP students’ discipline is carried out by the Islamic studies teacher in Bandung. This research employs case study approach; the objects of the research are viewed as a single unit. The data are collected by observation, interviews, documentary studies and purposive sample. The finding shows that the principle roles, the Islamic studies teacher as trainer, facilitator, motivator, supervisor in implementing curriculum through creativity development have the enormous effect in developing students’ achievements. It can be realistically noticed that the implementation of Islamic studies teacher development in developing students’ learning discipline in Tsanawiya boarding and junior high school in Bandung shows the improvement in teaching services through facilities and infrastructures improvement, and the quantity of prospective students improvement. The enhancement of welfare likely affects the improvement of the qualities of graduation and the acceptance of the input and outcome. The benefit of this research is this; to develop students’ achievement, it is needed the optimum development of teacher professionals in programmed and integrated way by educational stakeholder, principal, and professional organization. The writer recommends the study of technical instructions, teacher group of the same subject cluster in intensive way to produce professionals that can provide the optimum learning and teaching process for students
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Mok, Ida Ah Chee. "From the Confucian Tradition to the Digital Era: The Case of Mathematics Teaching in Hong Kong." International Journal of Chinese Education 8, no. 1 (June 7, 2019): 73–94. http://dx.doi.org/10.1163/22125868-12340106.
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Abstract Recent years have witnessed an increase in research focused on studying on perspectives of Chinese mathematics instructions. The sustained interest is partly due to the outstanding performances of Chinese students in international studies such as the Trends in International Mathematics and Science Study (TIMSS) (Mullis, et al., 2012) and the Programme for International Student Assessment (PISA) (Organization for Economic Co-operation and Development (OECD), 2010); and partly due to the shared interest in comparative studies of instructional practice across different cultural systems. What have we learned about in mathematics classrooms from international studies? Findings of international studies suggest that how the teacher used the tasks so that the cognitive demand of the learning tasks could be sustained is very important. Despite the good performances of Hong Kong students in international studies, there is a gap between traditional classroom practice and the long established goals for promoting generic capacity in mathematics learning; most of the traditional learning tasks in Hong Kong classrooms are apparently routine and serving a demonstrative purpose as a result of the highly competitive systems. Based on triangulation of the findings of the analysis of the mathematics lessons at different levels, the study shown some robust features in the traditional mathematics teaching practice in Hong Kong classrooms in contrast to some innovative scenarios in a special mathematics lesson. Finally, the author re-examines the robust features in the context of curriculum reforms and the cultural context of Confucian tradition.
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Oh, Eunjoo. "Case Studies of Team Project Based Instruction." International Journal of u- and e- Service, Science and Technology 8, no. 9 (September 30, 2015): 231–40. http://dx.doi.org/10.14257/ijunesst.2015.8.9.24.
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Steinberg, Reece Axl. "Case Studies, Cuts, and Critical Information Literacy." Journal of Contemporary Issues in Education 15, no. 1 (June 28, 2020): 51–64. http://dx.doi.org/10.20355/jcie29414.
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Post-secondary institutions are responding to cuts in government funding by prioritizing skills-building directly related to employment. Conservative governments ignore employers’ call for transferable skills in new graduates, and use funding cuts to pressure educational institutions’ focus. Librarians face the challenging task of offering instruction in both specific technical skills and transferable thinking skills in a limited time period. Critical information literacy is increasingly included as part of instruction in post-secondary libraries, in addition to technical use of library resources.
Case studies in library classes or workshops fit within required guidelines for career-focused learning and practical skills-building while providing opportunities for students to engage in analysis of information. Cases lend themselves well to progressive, learner-focused, and flexible modes of instruction. This paper includes practical examples of library instruction using case studies, and reasons to consider them a radical, relevant tool in post-secondary library teaching.
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Webber, Lynne S., Janet Owens, Judith L. Charfton, and Mavis M. Kershaw. "Case studies in learning disability: Implications for instruction." Australian Journal of Learning Disabilities 7, no. 4 (December 2002): 28–33. http://dx.doi.org/10.1080/19404150209546714.
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Genesee, Fred, and Kathryn Lindholm-Leary. "Two case studies of content-based language education." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 3–33. http://dx.doi.org/10.1075/jicb.1.1.02gen.
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This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outcomes; and the relationship between age of first exposure to the second language and outcomes in that language. Two outstanding major issues are discussed at some length; namely, the suitability of these programs for at-risk learners and the need for a coherent model of how best to integrate language and content instruction to maximize second language proficiency without detracting from academic achievement. Suggestions for future directions are provided.
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Karalis, Elina, and Gaery Barbery. "The Common Barriers and Facilitators for a Healthcare Organization Becoming a High Reliability Organization." Asia Pacific Journal of Health Management 13, no. 3 (December 16, 2018): i05. http://dx.doi.org/10.24083/apjhm.v13i3.119.
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Background: Implementing high reliability organization principles can enhance quality and safety in healthcare. Evidence-based instructions on how to effectively change the organizational culture in healthcare setting are required.
Objectives: A systematic review investigating methods, facilitators, and barriers to assist healthcare organizations in becoming a high reliability organization.
Method: Literature searches were performed in PubMed, MEDLINE, CINAHL-Complete, EMBASE, and Scopus for articles published between January 2012 and October 2017. The included articles were case reports, case studies, and protocol development studies on implementing high reliability organization principles. The articles were appraised using a modified Critical Appraisal Skills Programme tool. Thematic synthesis was conducted using manual coding.
Results: Of the 14 eligible articles nine were case studies, four were case reports, and one was a framework development report. The study populations varied from whole healthcare systems to a single department of a hospital. The most common methods were supportive leadership, staff education, and analysing the safety events and sharing the knowledge. Cost was one of the barriers. Remuneration came in reduction of safety events and costs avoided.
Conclusion Implementing high reliability organization principles in healthcare settings is slow and challenging, but doing so improves quality, resilience, and safety, thus increasing productivity.
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Lee, John Chi-Kin. "School-Based Teacher Development and Instructional Improvement in University—School Partnership Projects: Case Studies from Hong Kong." Global Studies of Childhood 2, no. 1 (January 1, 2012): 57–69. http://dx.doi.org/10.2304/gsch.2012.2.1.57.
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This article draws upon the experiences of a five-year government-funded university–school partnership project known as the Partnership for Improvement of Learning and Teaching (PILT) (2004–09), aimed at supporting teachers through improving their teaching quality and enhancing their professional growth in key learning areas – particularly mathematics, education and personal, social and humanities education – and initial experience of another completed project, the School Improvement Project for Early Childhood Education (SIP-ECE). The article first describes the rationale and operation of the PILT and SIP-ECE, respectively, and then explores the application of a 4-P (problem clarification, planning, programme action and progress evaluation) action learning approach to the improvement of subject teaching practice. This is followed, through case studies, by an exploration of teachers' own perceptions and university partners' perceptions of professional development and instructional improvement through the project. The final part of the article refers to Western concepts of professional development and university–school partnership, and suggests ways forward for school-based teacher development and instructional improvement in Hong Kong.
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Dogan, Ibrahim, and Omur Akdemir. "Computer assisted instruction in special education three case studies." Journal of Higher Education and Science 5, no. 2 (2015): 165. http://dx.doi.org/10.5961/jhes.2015.119.
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Song, Yang. "English language ideologies and students’ perception of international English-Medium-Instruction (EMI) Master's programmes: A Chinese case study." English Today 35, no. 3 (October 29, 2018): 22–28. http://dx.doi.org/10.1017/s0266078418000408.
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To be engaged in the economic, political and technological processes of globalization, higher education institutions around the world have included internationalization as part of their long-term mission, and China is no exception. The number of international students on campus is a well-recognized index of the universities’ internationalized status. According to the Ministry of Education (MOE) of the People's Republic of China, in 2016 there were 442,773 international students studying in China, 209,966 of whom were enrolled in degree programmes in Chinese higher education institutions, and 63,867 (47.42%) studied as postgraduate students (MOE, 2017).
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Stevenson, Clinton. "A Case Study of Food Safety Training Delivery Methods in Dairy Processing Plants." Food Protection Trends 43, no. 1 (January 2023): 23–32. http://dx.doi.org/10.4315/fpt-22-017.
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Computer-based and supervisor-led trainings are the most common approaches to training employees on food safety across the food industry. This study was conducted to evaluate the effect of training format on changes in food safety knowledge, intentions, and compliance. Individualized and group trainings were developed using behaviorism and constructivism learning theories on four food safety topics. The training programs were implemented at 66 dairy processing plants. Pre- and posttest evaluations were received from 793 employees at 22 dairy plants using a validated evaluation method. Data were collected in the form of 14 pre- and posttraining supervisor audits and employee surveys. Group trainings that involved direct instruction and social learning methods were more effective for increasing knowledge than were individual trainings utilizing programmed instruction. The change in noncompliance associated with receiving training was not significantly different, however, possibly due to the limitations of the study such as the small sample size. Regressions also revealed that knowledge was a significant positive predictor of compliance, whereas intention was not.
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Engen, Thor Ola. "Literacy instruction and integration: the case of Norway." Intercultural Education 21, no. 2 (April 2010): 169–81. http://dx.doi.org/10.1080/14675981003696305.
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Francès, Robert. "Tonal Principles as Teaching Principles in Music." Music Perception 2, no. 3 (1985): 389–96. http://dx.doi.org/10.2307/40285306.
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Numerous experiments have demonstrated the effects of acculturation to a tonal scale system among Western listeners. Programmed instruction methods for the teaching of music can take advantage of this acculturation. Here I report several studies demonstrating the effectiveness of such programs. Both nonmusicians and musicians benefitted from training, although the greatest improvement was among students with some initial capacity. Interestingly, training with tonal materials led to improved test performance with both tonal and atonal items.
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O’Malley, Chasity, Julie Doll, Catherine Taylor, Marian Leal, Scott Van Hoy, and Elizabeth Granier. "Case Studies in The Instruction of Human Anatomy and Physiology." HAPS Educator 23, no. 3 (December 2019): 506–15. http://dx.doi.org/10.21692/haps.2019.023.
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Shi, Ling, and Alister Cumming. "Teachers' conceptions of second language writing instruction: Five case studies." Journal of Second Language Writing 4, no. 2 (May 1995): 87–111. http://dx.doi.org/10.1016/1060-3743(95)90002-0.
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Atkinson, Timothy. "The “Reverse Case Study:” Enhancing Creativity in Case-Based Instruction in Leadership Studies." Journal of Leadership Education 13, no. 3 (July 1, 2014): 118–28. http://dx.doi.org/10.12806/v13/i3/a3.
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Spencer, Sonia M. "Case Study: The Relative Effectiveness of Programmed Instruction in the Teaching of Chemical Concepts: A Case Study of Schools in Ibadan." Educational and Training Technology International 26, no. 3 (August 1989): 241–47. http://dx.doi.org/10.1080/1355800890260309.
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Mohd Ghazali, Nazli Anum. "The influence of a business ethics course on ethical judgments of Malaysian accountants." Journal of Asia Business Studies 9, no. 2 (May 5, 2015): 147–61. http://dx.doi.org/10.1108/jabs-06-2014-0042.
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Purpose – The purpose of this paper is to examine the influence of ethics instruction received during tertiary education on ethical judgments of Malaysian accountants. Design/methodology/approach – Data were obtained through questionnaire survey and analyzed using regression analysis. Findings – A total of 221 respondents representing a 88.4 per cent response rate completed the questionnaire. The regression results show that ethics instruction received during tertiary education have a significant impact on both legal and illegal business scenarios. Accountants also judged an illegal questionable scenario stricter than a legal questionable scenario. Research limitations/implications – The questionnaires were distributed to those firms which participated in the internship programme. Although the firms which participated were of varying sizes, care still needs to be taken in interpreting the results, as representativeness remains an issue in studies of small sample size. Practical implications – The findings appear to suggest that ethics is an important factor influencing ethical judgments. Hence, the subject should be taught at least at the tertiary level so as to inculcate ethical values early in younger generation. An ethically imbued workforce can be expected to make sound and equitable corporate decisions. Originality/value – The study offers preliminary insight into the benefit of introducing the business ethics course in the undergraduate accounting programme at public universities in Malaysia.
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Kan, Çiğdem. "What Is Efficient Social Studies Instruction?" International Journal of Education and Literacy Studies 9, no. 3 (August 1, 2021): 110. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.110.
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Effective social studies instruction should intend to train young individuals who are interested, are capable of participating in the learning process, are capable of utilizing technology, have a good memory, look forward to the future with confidence, and transfer the knowledge they acquire at school to daily life. The aim of the present research is to determine the problems experienced in the instruction of social studies course based on teacher views and the means for an efficient social studies instruction. Thus, the case study method, a qualitative research design, was employed in the present study. Semi-structured interviews were conducted with 20 teachers, employed in five middle schools in Elazığ province urban center, during the 2016-2017 academic year, and the data were analyzed with descriptive analysis. Thus, it was determined that the inadequacy of course hours and the redundancy and complexity of the topics were the main problems experienced in social studies courses and these were identified as the factors that led to the lack of student interest. According to the views of the teachers, efficient social studies instruction requires a focus on current issues, requires employment of available technologies, and should allow the individuals to transfer content knowledge to life. It is concluded that an efficient social studies instruction would be possible through the transfer of knowledge to real-life situations, the employment of technological tools, active student participation, the simplification and the elimination the discontinuities between textbook content.
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Balzotti, Jon, and Derek Hansen. "Playable Case Studies: A New Educational Genre for Technical Writing Instruction." Technical Communication Quarterly 28, no. 4 (May 23, 2019): 407–21. http://dx.doi.org/10.1080/10572252.2019.1613562.
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Dorn, Elizabeth M. "Case Method Instruction in the Business Writing Classroom." Business Communication Quarterly 62, no. 1 (March 1999): 41–60. http://dx.doi.org/10.1177/108056999906200104.
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An effective pedagogy narrows or closes the gap between what is taught in pre- professional communications programs and what is expected on the job. Case studies are often an important element in such pedagogy. But an analysis of cases recently published in Business Communication Quarterly and a survey of 25 employees who consider writing important to successful performance at work show that we may be giving our students instruction they will rarely use. The BCQ cases typically require students to respond to exceptional rhetorical situations when in reality the rhetorical situations writers usually face require more mundane and standardized types of discourse.
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Lacy, Meagan. "Sources: Letting Go of Legacy Services: Library Case Studies." Reference & User Services Quarterly 54, no. 4 (June 19, 2015): 72. http://dx.doi.org/10.5860/rusq.54n4.72c.
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Drawing on the organizational theories of noted business thinker and management consultant Peter Drucker, the editors of this volume have gathered together case studies and interviews that illustrate his concept of planned abandonment at work in libraries. Defined as the systematic evaluation of products and services, planned abandonment in libraries means examining reference, instruction, and collection development and abandoning those services that are no longer relevant in the present context. The editors argue that this strategy is the hallmark of innovative organizations and the key to libraries' future longevity.
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Angulo, Antonieta. "Digital Media Instruction in Architecture Education." Open House International 32, no. 2 (June 1, 2007): 65–73. http://dx.doi.org/10.1108/ohi-02-2007-b0008.
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The aim of this paper is to provide a structured collection of case studies organized around the core discussion of how to address the subject of digital media in schools of design in general and architecture in particular. By means of these case studies it will be possible to understand the trajectory that we have followed in the Department of Architecture at Texas A&M University, having as main goal the incorporation of digital media instruction in design curricula and to assess whether our instructional methods and strategies are in tune with our present understanding of the role of digital media in design. The case studies have been organized following three main contextual themes, namely: shaping our understanding of the role of digital media in design, incorporating digital media in the design studio, and adapting to the availability of new technology. The paper includes the identification of critical issues, among them: polarization between traditional and digital media, solutions for continuous learning and update, and pervasive accessibility of digital means. The paper states conclusions and identifies the opportunities and challenges that we foresee in the near future based on the implementation of multidisciplinary integration and the development of multimodal and media-rich design environments.