Articles de revues : « Syllabi »

1

Richmond, Aaron S., Robin K. Morgan, Jeanne M. Slattery, Nathanael G. Mitchell et Anna Grace Cooper. « Project Syllabus : An Exploratory Study of Learner-Centered Syllabi ». Teaching of Psychology 46, n^o 1 (16 décembre 2018) : 6–15. http://dx.doi.org/10.1177/0098628318816129.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

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

2

Strimel, Morgan, et Jason Northrup. « Syllabus Statements : A Point of Visibility for Disability Services ». Journal of Postsecondary Student Success 2, n^o 1 (27 octobre 2022) : 54–68. http://dx.doi.org/10.33009/fsop_jpss130566.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Course syllabi are an important point of visibility for higher education disability services offices, lending importance to the presence and accuracy of disability and accommodations statements within them. The present study is a content analysis of course syllabi from a large Northern Virginia university from the Fall 2020 semester. Researchers collected syllabi from publicly available webpages—including department websites—resulting in a sample size of 61 syllabi with 58 disability/accommodation statements available for analysis. Researchers analyzed and coded syllabi for the presence of an accurate name and contact information for the institution’s disability services office, the accuracy of procedures for establishing accommodations, and the usage of the office’s pre-written disability/accommodation syllabus statement. Of the 58 syllabus statements, only 39.7% included completely accurate information related to disability services and accommodation-related procedures. Further, none of the syllabi in the sample used the syllabus statement(s) made publicly available by the university’s disability services office. The authors outline action items for disability services professionals and other campus stakeholders to leverage syllabi as a key point of visibility for disability services and ensure that students are provided with clear, concise, and accurate information necessary to establish accommodations entitled to them under federal law.

3

Gin, Logan E., Rachel A. Scott, Leilani D. Pfeiffer, Yi Zheng, Katelyn M. Cooper et Sara E. Brownell. « It’s in the syllabus … or is it ? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution ». Advances in Physiology Education 45, n^o 2 (1 juin 2021) : 224–40. http://dx.doi.org/10.1152/advan.00119.2020.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Syllabi are usually required by institutions of higher education and often are the first exposure that students have to a particular course. Instructors can use syllabi as a mechanism to convey important information to students. Moreover, a syllabus can be considered a tool to create inclusive biology courses by transmitting information to all students equitably. In this study, we examined 75 biology course syllabi collected from a research-intensive institution to examine what content instructors include. We reviewed the syllabi to determine the presence or absence of elements and assessed to what extent there were differences in the presence or absence of certain syllabus elements based on course level and course size. We found that instructors are most likely to include content about course expectations and least likely to include content about creating positive classroom climate on their course syllabi. Despite university requirements, many instructors did not include the university-mandated criteria and they did not include elements that could increase how inclusive students perceive the course to be. However, instructors more often included inclusive content when it was required by the university. We also found that students enrolled in upper level courses and small enrollment courses are provided with less content on their syllabi, which we would then interpret as a less inclusive syllabus. We discuss the implications of how these results may differentially impact students in these courses and how the syllabus can be a tool for creating more inclusive college biology courses.

4

Farrow, Ben, Tom Leathem et Amna Salman. « Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses : An Initial Investigation ». International Journal of Contemporary Education 5, n^o 1 (15 décembre 2021) : 34. http://dx.doi.org/10.11114/ijce.v5i1.5403.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whether these perceptions translate to student grades. This study used action research to better understand the impact of a learner-centered syllabus vs. a teacher-centered syllabus in an undergraduate construction management program. Student perception, faculty perception and student grades were measured between the learner-centered class and the teacher-centered class. The data was collected from four different classes, split among two courses, and taught by two faculty over the spring 2020 semester. Results suggested that the learner-centered syllabi appeared to motivate student engagement as well as impact both, the first impressions of the instructor and teacher-student relationship. However, it showed no difference in student grades.

5

Smith, Randolph A. « Preventing Lost Syllabi ». Teaching of Psychology 20, n^o 2 (avril 1993) : 113. http://dx.doi.org/10.1207/s15328023top2002_13.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

6

Rich, Paul J. « Syllabi ». Latin American Policy 1, n^o 1 (juin 2010) : 165–97. http://dx.doi.org/10.1111/j.2041-7373.2010.00014_1.x.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

7

Rich, Paul J. « Syllabi ». Review of Policy Research 27, n^o 3 (mai 2010) : 345–77. http://dx.doi.org/10.1111/j.1541-1338.2010.00458_1.x.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

8

Rich, Paul J. « Syllabi ». Digest of Middle East Studies 19, n^o 1 (mars 2010) : 171–203. http://dx.doi.org/10.1111/j.1949-3606.2010.00029_1.x.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

9

Rich, Paul J. « Syllabi ». Policy Studies Journal 38, n^o 2 (mai 2010) : 355–87. http://dx.doi.org/10.1111/j.1541-0072.2010.00365_1.x.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

10

Rich, Paul J. « Syllabi ». Politics & ; Policy 38, n^o 3 (8 juin 2010) : 611–43. http://dx.doi.org/10.1111/j.1747-1346.2010.00252_1.x.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

11

Fréchet, Nadjim, Justin Savoie et Yannick Dufresne. « Analysis of Text-Analysis Syllabi : Building a Text-Analysis Syllabus Using Scaling ». PS : Political Science & ; Politics 53, n^o 2 (29 novembre 2019) : 338–43. http://dx.doi.org/10.1017/s1049096519001732.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

ABSTRACTIn the last decade, text-analytic methods have become a fundamental element of a political researcher’s toolkit. Today, text analysis is taught in most major universities; many have entire courses dedicated to the topic. This article offers a systematic review of 45 syllabi of text-analysis courses around the world. From these syllabi, we extracted data that allowed us to rank canonical sources and discuss the variety of software used in teaching. Furthermore, we argue that our empirical method for building a text-analysis syllabus could easily be extended to syllabi for other courses. For instance, scholars can use our technique to introduce their graduate students to the field of systematic reviews while improving the quality of their syllabi.

12

Maurino, Paula San Millan. « Syllabi as Cybergenre ». Journal of Educational Technology Systems 34, n^o 2 (décembre 2005) : 223–40. http://dx.doi.org/10.2190/4l0m-l64m-jjra-jchj.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Modern communication technologies continue to spawn new and transformed genres, but in the digital realm, distinctions between form, content, and medium are blurred. Confounding this issue is the fact that genres are usually specific to a particular discourse community of users with learned social and cultural expectations. In the domain of higher education, genres such as lesson plans, reading lists, and tests revolve around the creation of a course syllabus, itself a genre. As a preliminary analysis, a case study of selected syllabi from State University of New York at Farmingdale was conducted. Print syllabi for traditional classes, digital syllabi for traditional classes, and digital syllabi for online classes at the State University of New York at Farmingdale were examined using the genre theory of <content, form functionality> and a 5W1H (who, what, when, where, why, and how) communications framework. The research questions posed were: What are the similarities and differences between print syllabi genres for traditional classes, digital syllabi genres for traditional classes, and digital syllabi genres for online classes? What are some of the factors that account for the degree of uniformity in syllabi genre? Study results indicate that syllabi genres do evolve into replicated variant cybergenres with enhanced functionality, but that this does not always happen. There can be barriers to this evolution. One of those barriers is software. Other barriers may include social, cultural, power, and political issues. It also showed that closer knit communities such as full-time faculty produced more consistent, uniform syllabi genres than isolated adjuncts.

13

Jonáková, Stanislava, Mária Šikolová et Magdalena Veselá. « Aspects Influencing ESP Syllabus Design in Lifelong Military Education ». International Journal of Learning, Teaching and Educational Research 21, n^o 4 (30 avril 2022) : 63–79. http://dx.doi.org/10.26803/ijlter.21.4.4.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

This paper aims to identify and compare aspects affecting English language syllabus design at military language centres in six NATO countries. Close attention is devoted to course syllabi for Level 1 (Survival; approximately corresponding to the Common European Framework of Reference for Languages (CEFR) Level A2) and Level 2 (Functional; approximately corresponding to CEFR Level B1). The descriptive quantitative research, conducted in 2019, concentrated on determining which stakeholders participated in creating the English language syllabi presently in use and which critical aspects of syllabus design the creators considered in the process of their compilation. The findings reveal that active teacher participation is one of the most prominent characteristics of the entire syllabus design process in all of the institutions examined, which results from the specific nature of the courses focused on preparing learners for final English examinations in a military context. Integrated syllabi, which are product-oriented and teacher-led, are another defining characteristic typical for both levels in all institutions. The syllabi in the countries studied are designed similarly, considering such crucial aspects as the learners’ entrance level, previous syllabus, exit requirements, and the type and length of courses. The study offers new insight into the organisational structure of courses at the elementary level, and an increase in the number of lessons in courses for Level 1 organised within the Czech army is strongly proposed.

14

Tondoprasetyo, Antonius Cahyono. « Translation Process of Core Values, Vision, and Mission into The Prescribed Curriculum ». Beyond Words 10, n^o 1 (mai 2022) : 49–69. http://dx.doi.org/10.33508/bw.v10i1.3126.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The case study is intended to describe how Core Values, Vision, and Mission of English Education Department in Widya Mandala Catholic University’s Graduate School (Magister Pendidikan Bahasa Inggris or “MPBI”) are translated into the syllabi (prescribed curriculum) using the Value Sharing Model as the framework and Actor Network Theory (ANT) to explain the process within this framework. The research questions are: first, do the course syllabi reflect the Vision, Mission and Core Values of MPBI? And second, how the vision, mission and core values are translated into the prescribed curriculum (syllabi)? This study was conducted by analyzing the syllabi using document analysis parameters and triangulated by conducting interviews to some lecturers and students in MPBI-19. The results are: first, the syllabi were reflecting the core values, vision and mission statements. Second, there are four ways to deliver values. Third, syllabus should be seen as a part of a curriculum not as a separated unit of course. Fourth, all courses are crystallized in Teaching Practice course (in practical term) and Thesis Writing (in theoretical form). The suggestions were: first, using a generalized format of syllabus to help lecturers state their values explicitly. Second, there are opportunities to research further the same topic in the scope of enacted curriculum. And third, lecturers should maintain their internalization processes.

15

Wiseman, P. Eric, Joseph Hoffman, Susan Day et Terry Clements. « A Syllabus-based Review of Collegiate Arboriculture Course Content in the United States ». Arboriculture & ; Urban Forestry 37, n^o 2 (1 mars 2011) : 51–59. http://dx.doi.org/10.48044/jauf.2011.008.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The professional skills and expertise demanded of practicing arborists are greater than at any time in the past, and many employers and educators believe that higher education plays a role in educating future professionals in this field. Although recent surveys have identified major instructional topics that are critically important for future arborists, no assessment of whether these topics are being taught in college and university programs is available. The following paper is a syllabus-level assessment of 68 arboriculture courses being taught at U.S. institutions of higher education. The most common instructional topics observed in syllabi of arboriculture courses at both two- and four-year institutions were pruning (85%), disorders (81%), physiology/biology (79%), risks/hazards (79%), and soils/nutrition (75%). Tree planting and tree selection, topics identified by educators and public sector employers in previous studies as among the most important instructional areas, were found only in 74% and 62% of course syllabi, respectively. Safety was mentioned in only 53% of syllabi. Syllabus content was similar at two-year and four-year institutions, although tree identification and arborist certification were mentioned more frequently in two-year institution syllabi. Trends in arboriculture education and implications for employers and professionals are discussed.

16

Somé-Guiébré, Esther. « EFL Syllabus Design : Challenges of Implementation in Burkina Faso ». International Education Studies 11, n^o 6 (29 mai 2018) : 73. http://dx.doi.org/10.5539/ies.v11n6p73.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The widespread use of English in the social, political, economic, and international business spheres compels non-English speaking countries to revise their English language curricula to meet the needs of the global economy. In Burkina Faso, educational policy makers have revised the English as a foreign language (EFL) syllabi from middle to high school with the expectation of helping students achieve communicative competence. However, the delayed implementation of these new syllabi unveils a discomfort from the perspective of both teachers and teacher supervisors. This paper provides a critique of the syllabi of quatrième (4ème) – the US equivalent of 8th grades. It draws from document analysis and stakeholder interviews to highlight the discrepancies between the theory of the vision and the reality of the practice and assess the extent to which the syllabus promotes or hinders communicative competence. The overreaching argument is that despite tremendous efforts invested in the conception of syllabi, these tools hardly help implement communicative language teaching (CLT) in their classrooms.

17

Johnson, Claire. « Best Practices in Syllabus Writing : Contents of a Learner-Centered Syllabus ». Journal of Chiropractic Education 20, n^o 2 (1 janvier 2006) : 139–44. http://dx.doi.org/10.7899/1042-5055-20.2.139.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

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

18

orva, Abo, Sow miya, Sow miya et Naga rajan. « Student Syllabus Tracker ». International Academic Journal of Science and Engineering 9, n^o 2 (16 juillet 2022) : 05–10. http://dx.doi.org/10.9756/iajse/v9i2/iajse0907.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

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

19

Govorov, Anton, Karina Babayanc, Marina Govorova, Svetlana Derkunskaya, Anastasiia Chernysheva, Sergey Koryakov et Valeriya Artamonova. « ALGORITHMS FOR EXAMINATION AND VERIFICATION OF WORK PROGRAMS OF DISCIPLINES FOR USE IN INFORMATION SYSTEMS ». Vestnik of Astrakhan State Technical University. Series : Management, computer science and informatics 2021, n^o 3 (30 juillet 2021) : 143–56. http://dx.doi.org/10.24143/2072-9502-2021-3-143-156.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The article considers a syllabus as a core component of the educational program and an essential tool for describing an academic course for both a teacher and a student. Nowadays, there is gradual automation of document flow in educational institutions, including educa-tional and methodological documentation. It is required to develop the university's information system and the algorithm itself for the formal and content-wise review to automate the syllabus validation and verification process. The syllabus review process at St. Petersburg State University, RANEPA, and HSE was considered in the study. Therefore, a universal algorithm applicable to information systems has been designed. Since March 2021, ITMO University has been widely using “Educational Program Maker” web service to manage educational program elements. The developed system utilizes educational analytics methods which are widely used in online education for student behavior patterns evaluation and education results improvement. The proposed algorithm is implemented for syllabi development and review. Introduction of the module for the syllabi creation in a standardized and unified format allows to describe the prerequisites and post requisites of academic courses and link various educational activities with learning outcomes, making it possible to reveal the course content. Introducing the verification modules made it possible to automate the process of syllabi approvement

20

Jeffery, Keven M., Kathryn M. Houk, Jordan M. Nielsen et Jenny M. Wong-Welch. « Digging in the Mines : Mining Course Syllabi in Search of the Library ». Evidence Based Library and Information Practice 12, n^o 1 (15 mars 2017) : 72. http://dx.doi.org/10.18438/b8gp81.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Abstract Objective - The purpose of this study was to analyze a syllabus collection at a large, public university to identify how the university’s library was represented within the syllabi. Specifically, this study was conducted to see which library spaces, resources, and people were included in course syllabi and to identify possible opportunities for library engagement. Methods - A text analysis software called QDA Miner was used to search using keywords and analyze 1,226 syllabi across eight colleges at both the undergraduate and graduate levels from the Fall 2014 semester. Results - Of the 1,226 syllabi analyzed, 665 did not mention the library’s services, spaces, or resources nor did they mention projects requiring research. Of the remaining 561, the text analysis revealed that the highest relevant keyword matches were related to Citation Management (286), Resource Intensive Projects (262), and Library Spaces (251). Relationships between categories were mapped using Sorensen’s coefficient of similarity. Library Space and Library Resources (coefficient =.500) and Library Space and Library Services (coefficient-=.457) were most likely to appear in the same syllabi, with Citation Management and Resource Intensive Projects (coefficient=.445) the next most likely to co-occur. Conclusion - The text analysis proved to be effective at identifying how and where the library was mentioned in course syllabi. This study revealed instructional and research engagement opportunities for the library’s liaisons, and it revealed the ways in which the library’s space was presented to students. Additionally, the faculty’s research expectations for students in their disciplines were better understood.

21

Osman, Wan Hurani, Sabariah Abd. Rahim, Anna Lynn Abu Bakar et Nor Dawirah Rahman. « REVISITING ENGLISH LEARNERS' ACADEMIC WRITING NEEDS ». International Journal of Education, Psychology and Counseling 6, n^o 41 (31 juillet 2021) : 172–82. http://dx.doi.org/10.35631/ijepc.641013.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Unlike Malaysian schools that use syllabi issued by the Education Ministry, Malaysia's public universities have full autonomy of their syllabi. English language courses and curricula in public universities are usually based on the needs of stakeholders; government, community, academicians, learners, and also parents (Avci, Ring, and Mitchelli, 2015). Traditionally, most English language courses focus on learners’ proficiency and aim to equip learners with general, social, academic, and employment language skills. In this century, there is a need to keep up with the learners’ latest needs and requirements which are closely related to technology and globalisation. This present quantitative study attempts to tap into the current needs, perceptions, and views related to academic writing in English of one of the stakeholders in a public university in Malaysia. A group of learners in a public university was given a questionnaire that contained questions related to academic writing and the English language at the undergraduate level. The findings of this study will help syllabus designers first identify the value and importance of the existing syllabi and then, if necessary, craft the syllabus based on the current needs and views of one of the university’s stakeholders.

22

Collier, Irwin L. « Syllabi and Examinations ». History of Political Economy 50, n^o 3 (1 septembre 2018) : 587–95. http://dx.doi.org/10.1215/00182702-7023530.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

23

Spjut, Lina. « En läroplansanalys om samstämmighet inom Lgr11 ». Educare - vetenskapliga skrifter, n^o 3 (24 mai 2021) : 102–29. http://dx.doi.org/10.24834/educare.2021.3.5.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

This article investigates in what way the Swedish compulsory school curriculum (Lgr11) addresses knowledge regarding Swedish national minorities. The aim is to study alignment within Lgr11 through a case of the theme national minorities. Research questions target alignment within syllabi and alignment between syllabi and the aim and guidelines in the curricula. Theories of alignment and curriculum theory formed the theory and methodology for the analysis, foregrounding similarities and differences in how Swedish national minorities are addressed in Lgr11. Results show numerous inconsistencies. Learning goals in curriculum and syllabus content are, for instance, not aligned, and differences exist within the syllabus between aim (syfte), central content (centralt innehåll) and the lower set measurable demands (kunskapskrav). This is problematic since earlier research demonstrated that measurable demands have out-conquered teaching content. These challenges for teacher’s interpretation of curricula and syllabus can affect the teaching content.

24

Ridley, Dennis, et Felipe Llaugel. « Entrepreneurial Finance Revising the Finance 101 Course ». Journal of Entrepreneurship and Business Innovation 9, n^o 2 (13 juillet 2022) : 1. http://dx.doi.org/10.5296/jebi.v9i2.20001.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

A summary review of the business finance course syllabi of eight institutions is presented. Then one other typical syllabus for the financial management of the firm was examined in detail. A review of the CDR model (Capitalism, Democracy and Rule of law) and its implications are explored in consideration of the finance courses. Traditional business education pedagogy is analyzed as well as the information theory of finance to put in context the need of some improvement. Information theory is introduced as a measure of uncertainty, because it is more dynamic and general than variance in the data. The syllabi tend to overlook the need for an understanding of capital and all its sources, collaboration for research and development, and entrepreneurship. The objective of the paper is to make suggestions for modifying current syllabi to correct these shortcomings. A brief explanation of the CDR model and the effect in the gross domestic product is presented in the appendix.

25

Sujana, I. Made, Untung Waluyo, Eka Fitriana et Dew Suryani. « Outcome-Based Syllabus Designs for the Teaching of English to Students of Medicine Faculty, University of Mataram, Indonesia ». Journal of English Language Teaching and Applied Linguistics 4, n^o 3 (7 juillet 2022) : 35–45. http://dx.doi.org/10.32996/jeltal.2022.4.3.4.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The results of needs analysis from Competency Standards of Indonesian Medical Doctors (SKDI) and the Profile of Faculty of Medicine, the University of Mataram, Lombok Indonesia, show that English has a strong position for students at this Faculty. English is needed for study preparation, graduation requirements, apprenticeship in a hospital, a job competition, and professional development. However, the high demand for English is not supported by well-designed language programs. This article is a part of a three-year project aiming at redesigning language programs based on the gaps between necessities (TSA) and current levels of English. It employs R & D approach. From the analysis, seven syllabi are designed to fulfill various demands, i.e., short-term, mid-term, and long-term goals. These goals produce various kinds of syllabus such as General Academic Reading, Academic Reading, TOEFL Preparation Course (Listening, SWE, and Reading), English for Communication, and English for Presentation. Those syllabi are realized by employing different approaches to syllabus design, depending on the goals and characteristics of the courses. The study yields a number of approaches to cater to students’ needs, i.e., Structural-Based (for TOEFL – SWE section), Skill-Based (for Reading and Listening on TOEFL), Genre-Based (General Academic Reading and English for Presentation), and Content-Based (for academic English), and Topic-based. Syllabi (for English for Communication). This study signifies that different purposes of language learning need different approaches to syllabus design.

26

Brodsky, Meryl. « Understanding Data Literacy Requirements for Assignments : A Business School Syllabus Study ». International Journal of Librarianship 2, n^o 1 (25 juillet 2017) : 3. http://dx.doi.org/10.23974/ijol.2017.vol2.1.25.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Syllabus studies have been used to inform librarians’ work in collection development, instruction and information literacy. Syllabi also provide an opportunity to understand course requirements for data literacy. In this study, syllabi from Eastern Michigan University’s College of Business were analyzed to determine which courses require data literacy for the completion of assignments or projects. The author tested several hypotheses to identify where data literacy instruction would be most needed:Data use in online and hybrid class assignments is greater than for in-person class assignmentsGraduate students have greater data requirements than undergraduate studentsDifferent business school disciplines have different data needs (i.e., marketing has more, accounting has less)Though this was not a scientific study, analyzing syllabi and assignments can reveal both stated and implied data literacy competencies. Surfacing these competencies and making them explicit gives the librarian and the teaching faculty the opportunity to co-design relevant teaching and learning activities. Since data literacy instruction is a new initiative at the Eastern Michigan University Library, the author also used this study to bring attention to this capacity.

27

Lyons, Alyssa P. « Hashtag Syllabus ». Contexts 18, n^o 4 (novembre 2019) : 16–21. http://dx.doi.org/10.1177/1536504219883847.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The hashtag syllabus is a crowd-sourced body of work that can, in some cases, challenge the knowledge construction of the academy. Hashtag syllabi have the opportunity to reshape how knowledge is produced, whose knowledge is affirmed, and what knowledge people are exposed to.

28

Alwadai, Mesfer Ahmed Mesfer, et Ali Albashir Mohammed Alhaj. « Investigating the Role of the Islamic Culture Course Syllabi in Infusing Islamic Tolerant Moral Values among University students : Staff Members' Perspectives at King Khalid University ». Technium Social Sciences Journal 40 (8 février 2023) : 71–83. http://dx.doi.org/10.47577/tssj.v40i1.8426.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The present research aspires to scrutinize the role of the Islamic culture course syllabi in infusing Islamic tolerant moral values among university students from the perspectives of staff members at King Khalid University. Also, the study pointed to probing the degree to which the Islamic culture course syllabi infuse Islamic tolerant moral values among university students. The quantitative and qualitative research methods with the survey method were taken by the two researchers. Moreover, the two researchers developed an opinion poll of fifteen items based on a five-point Likert Scale that was analyzed quantitatively by applying descriptive data. The two researchers chose a random stratified sample from different campuses of King Khalid University in Abha, Algraa, Alomhalah, Dhahran Aljanoub, and to mention a few). The purposive sample of the study consists of hundred staff members. The results revealed that the general average of the role played by the Islamic culture course syllabi in infusing Islamic tolerant moral values among university students from the perspectives of staff members at King Khalid University came to a high degree with an arithmetic average of (4.17). Also, the findings demonstrated that the content of the Islamic culture syllabus better’s university students’ moral and intellectual capacity and prevents them from extremism, and ideological conflicts. The study recommends the requirement to carry out further investigations on the role of Islamic culture course syllabi courses on other variables such as character internationalization and advancement of work ethics among students.

29

Peelen, Mary. « Ecstatic Syllabi : Four Poems ». Journal of Humanistic Mathematics 9, n^o 1 (janvier 2019) : 360–64. http://dx.doi.org/10.5642/jhummath.201901.23.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

30

Webb, Teiry D. « Asian studies syllabi online ». College & ; Research Libraries News 58, n^o 8 (1 septembre 1997) : 530. http://dx.doi.org/10.5860/crln.58.8.530.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

31

Murphy, P. D. « Graduate and Undergraduate Syllabi ». Interdisciplinary Studies in Literature and Environment 3, n^o 1 (1 juillet 1996) : 183–94. http://dx.doi.org/10.1093/isle/3.1.183.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

32

Ronchetti, Marco, et Joseph Sant. « Towards automatic syllabi matching ». ACM SIGCSE Bulletin 41, n^o 3 (25 août 2009) : 379. http://dx.doi.org/10.1145/1595496.1563021.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

33

Pebdani, Roxanna N., Terri K. Ferguson-Lucas, Shengli Dong et Spalatin N. Oire. « Examining the Status of Supervision Education in Rehabilitation Counsellor Training ». Australian Journal of Rehabilitation Counselling 22, n^o 1 (18 mars 2016) : 51–56. http://dx.doi.org/10.1017/jrc.2016.2.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes.

34

You, Di, Ana Ruiz et Judith Warchal. « The Presentation of Ethics in Undergraduate Psychology Syllabi ». Teaching of Psychology 45, n^o 4 (3 septembre 2018) : 346–50. http://dx.doi.org/10.1177/0098628318796921.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

To identify where ethics is presented to undergraduate psychology students, this study reviewed a national sample of 706 syllabi for required mandatory psychology courses. The results indicated that 6 syllabi were designated as ethics courses and 65 syllabi did not mention ethics at all. Even though 641 syllabi mentioned ethics, the most frequent listing was under course policies, usually as a standard statement (e.g., academic honesty and plagiarism) required by many institutions. Our recommendation is that ethics should be intentionally included in the learning goals/objectives/outcomes with a corresponding assessment (assignments) in all syllabi in addition to policy statements.

35

Liu, Zhencong, et Wei Wang. « A Comparison of the Chinese and American Graduate Syllabi in Regard to Their Content and Style ». Theory and Practice in Language Studies 6, n^o 6 (7 juin 2016) : 1207. http://dx.doi.org/10.17507/tpls.0606.10.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

This paper aims to compare the Chinese and American syllabi for graduates in regard to their content and style. 36 syllabi of various majors in different universities were collected and compared. It was found that in both Chinese and American syllabi there are 12 common components, including, the heading, overview, course objectives, target students, prerequisites, textbook and reading list, course requirements, homework, course grading, lecture schedule, teaching method and evaluation. The special components for American syllabi are academic integrity and office hour. As for style, American syllabi are more demanding in reading than their counterparts. Their teaching methods are more flexible and interactive. Their homework is assigned in higher quantity and quality. Their assessments are various and are evenly distributed through the whole semester while Chinese syllabi depend more on the final exams.

36

ALZABOOT, Sumaiah Eid. « ANALYZING THE REALITY OF CREATIVE THINKING SKILLS IN THE BASIC LEARNING STAGE IN JORDAN ». International Journal of Humanities and Educational Research 03, n^o 04 (1 août 2021) : 180–93. http://dx.doi.org/10.47832/2757-5403.4-3.16.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The research aimed to analyze the reality of creative thinking skills in the curriculum of the basic learning stage in Jordan.The research sample wasintentionally chosen according to the method of non-probability samples (non-random), by choosing the study units included in the syllabus of the Arabic language for the sixth and seventh grades of the basic learning stage in Jordan. The curriculum consists of (33) study units, sothe content analysis method was adopted as one of the qualitative curriculum methods, in analyzing the reality of creative thinking skills used in the Arabic language syllabi for the sixth and seventh grades of basic learning in Jordan,quantitatively and qualitatively. The most significant results were: Thereality of an analysis of creative thinking skills comesat a low level. The Arabic language syllabi referred to creative thinking skills (530) times, (53%). This confirms is a low percentage for the average level. In light of the results, the researcher recommended: that the authors of the Arabic language syllabi for the basic education stage focus on creative thinking skills. That would contribute to enabling the teacher to use them through teaching strategies. The Arabic language curriculum still lacks creative thinking skills.

37

Boss, Katherine, et Emily Drabinski. « Evidence-based instruction integration : a syllabus analysis project ». Reference Services Review 42, n^o 2 (3 juin 2014) : 263–76. http://dx.doi.org/10.1108/rsr-07-2013-0038.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Purpose – The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum. Design/methodology/approach – A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measures: the per cent agreement method and Krippendorff’s alpha. Findings – The results revealed strategic opportunities for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met through more tailored instruction focused on information access skills. Originality/value – The reported research study provides a method for evaluating holistic information literacy outcomes in course syllabi, an improvement on prior syllabus analysis projects. Additionally, the reliability of the data means that the study design may be replicated in a variety of institutional contexts.

38

Konečnik Kotnik, Eva, Mojca Ilc Klun, Tatjana Resnik Planinc et Karmen Kolnik. « What kind of syllabus do Slovenian geography teachers in primary school want ? » Dela, n^o 50 (6 mars 2019) : 45–80. http://dx.doi.org/10.4312/dela.50.45-80.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The objective of this paper is to present part of the research results on Slovenian geography syllabi, which began in an online chat room in the framework of the Meeting of Slovenian Geographers in Maribor in September 2017. Afterwards, it expanded beyond the set framework and continued until April 2018 via the online group ‘Geolista’, in which geography teachers are included. The aim of the research was to determine what kind of syllabi geography teachers in Slovenia want for geography lessons at the primary and secondary levels of education. This paper presents the opinions of the respondents about the basic conceptual orientation of the syllabus for primary school, as well as about its foundation and scope. The respondents evaluated the adequacy of the existing elements of the syllabus and provided suggestions for supplementing/transforming it. The 122 respondents evaluated the existing concept of the geography syllabus for primary school as good, but at the same time, they expressed a wish for a more issue-oriented syllabus. The majority favours a more general and, above all, shorter syllabus for geography lessons in primary school, accompanied by a handbook on how to execute it. A crucial message is that any modernisation of the syllabus should be undertaken in a timely and systematic manner, with sufficient participation of all stakeholders.

39

Force, Donald C., et Jane Zhang. « Knowledge discovery from within ». Records Management Journal 26, n^o 3 (21 novembre 2016) : 259–78. http://dx.doi.org/10.1108/rmj-11-2015-0034.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Purpose The purpose of this paper is to report the findings of a research project that analyzed records management (RM) and electronic records management (ERM) course syllabi from North American archival studies’ programs. By identifying the convergences and divergences of the topics and literature found within the syllabi, the authors sought to understand the relationship between the two courses and gain insight about how these courses continue to serve as an integral component of archival studies education. Design/methodology/approach The paper is based on a qualitative analysis of 23 RM and 12 ERM course syllabi from 26 academic institutions from North America. The research examined three different aspects of the syllabi: textbooks, required articles and weekly topics. The syllabi were analyzed as separate data sets (RM syllabi and ERM syllabi), which was followed by a comparative analysis of the two types of syllabi. Findings The findings of this study reveal that RM, ERM and (to a lesser extent) DA (digital archives) knowledge as represented in archival education converges in some course contents but diverges in others. Archival educators should pay close attention to overlapping areas so that the courses can better complement each other and advance knowledge representation within archival studies. Research limitations/implications This study only considered graduate-level programs in the USA and Canada. The study did not include syllabi or instructional guides from associate-level programs or professional organizations such as the International Certification of Records Managers or Association of Records Managers and Administrators (ARMA) International. Practical implications The results of this study lead the authors to present two different approaches for how RM and ERM knowledge may be incorporated into archival curriculum. Originality/value This is the first research project to analyze RM and ERM syllabi with regards to the enhancement of records and information management education and archival curriculum development.

40

Lakić, Igor, et Branka Živković. « Assessment of FL Syllabi at Three Montenegrin Universities ». Language for Specific Purposes – Trends and Perspectives XIII, n^o 42 (octobre 2022) : 45–57. http://dx.doi.org/10.31902/fll.42.2022.4.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

One of the aims of the Erasmus+ ReFLAME project is to update the present foreign language (FL) syllabi at the non-philological departments at the three Montenegrin universities – the University of Montenegro (UoM), Mediterranean University (MedUni) and the University of Donja Gorica (UDG). To this end, the first task was to collect and assess all the first and second FL syllabi at the three Montenegrin universities. The analysis included examining the FL syllabi to provide the data regarding, among other things, the number of the syllabi collected, the faculties they are taught at, the foreign languages being taught, the number of general FL courses as opposed to FL for specific purposes courses, as well as the information on the textbooks and literature used. The results of the analysis of 226 FL syllabi, corresponding to 181 courses offered at 30 faculties at the three universities, show that the vast majority of these are taught at UoM (195), whereas 24 are taught at MedUni and 7 at UDG respectively. At UoM, 137 FL syllabi cover English, while 58 are related to other languages – Italian (14), German (14), Russian (14) and French (16). All of the overall 31 syllabi at MedUni and UDG pertain to English. A slightly higher number of the syllabi cover FL for specific purposes courses (113) compared to general FL courses (111), and only two pertain to FL for academic purposes courses. Most of the FL syllabi do not mention any exit level to be achieved, and thus are not in line with the Montenegrin Law on Higher Education (which stipulates a C1 exit level according to the CEFR). In terms of the textbooks and literature used, all the general FL courses are well equipped with appropriate textbooks. Nonetheless, there is a notable lack of adequate textbooks for FL for specific purposes courses in particular academic fields. This result was considered when making a decision on which LSP textbooks should be produced as part of the project. The overall findings of the FL syllabi analysis will also be of great use in the development stage of the project in which one of the tasks will deal explicitly with updating the current FL syllabi.

41

McNamara, Scott, Kylie Wilson et Lauren Lieberman. « The Syllabus Is a Living Document : An Examination of Introductory Adapted Physical Education Syllabi ». Physical Educator 79, n^o 2 (14 juin 2022) : 117–41. http://dx.doi.org/10.18666/tpe-2022-v79-i2-10607.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Physical education college preparation programs continue to require only one adapted physical education (APE) course. Due to the importance of the one APE course often provided to preservice physical education, this study investigated the status of introductory APE courses across the United States. A content analysis of the course descriptions and objectives was completed on 30 syllabi from introductory APE courses, and descriptive information from the syllabi was collected. The most common topics covered included intellectual disability (n = 21), physical disability (n = 21), and assessment (n = 20). The content analysis revealed four area of emphasis: (1) disability characteristics, (2) teaching strategies, (3) advocating for individuals with disabilities, and (4) history and legislation. Further research needs to determine faculty’s rationale behind the content they choose to cover and the effectiveness of physical education teacher training programs in preparing future physical educators to teach students with disabilities.

42

Hogan, John D., Farangis Goshtasbpour, Marcy R. Laufer et Erinn Haswell. « Teaching the History of Psychology : What's Hot and What's Not ». Teaching of Psychology 25, n^o 3 (juillet 1998) : 206–8. http://dx.doi.org/10.1207/s15328023top2503_12.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

We conducted a survey of the history of psychology course and received 357 undergraduate syllabi. Despite wide variation in the syllabi, several trends emerged. For instance, most instructors depend heavily on textbooks to organize their courses, and three textbooks accounted for more than 60% of book choices. Newer areas of historical interest did not appear in the course syllabi to any substantial degree.

43

Bleizgienė, Ramunė. « The Dissemination of Žemaitė’s Literary Fiction in the Education System in 1905–1914 ». Literatūra 62, n^o 1 (28 décembre 2020) : 45–72. http://dx.doi.org/10.15388/litera.2020.1.4.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The article describes the syllabi of Lithuanian language subject for public and private schools prepared in 1905-1914 for the developing modern Lithuanian education system with the aim to determine the extent of representation of Žemaitė’s literary fiction. Referring to previous works by V. Pupšys, V. Pukienė, M. Karčiauskienė, A. Piročkinas and analysis of their sources, 9 syllabi of Lithuanian language and their recommended textbooks have been described in this article. The analysis has shown that Žemaitė first established herself in the Lithuanian education system as the author of the textbook Rinkinėlis vaikams, first published in 1904 and intended for primary schools. Žemaitė emerges as the author of short stories and a co-author of dramas for the first time in 1912 in the syllabus published by J. Kairiūkštis. The attention allocated to her and the list of her works is the same as for the majority of other fiction authors of the time. In 1912 M. Biržiška’s project of the Lithuanian language syllabus Žemaitė is referred to as one of the four women prose writers of the end of the 19th century among G. Petkevičaitė-Bitė, Šatrijos Ragana, and Lazdynų Pelėda.

44

Bleizgienė, Ramunė. « The Dissemination of Žemaitė’s Literary Fiction in the Education System in 1905–1914 ». Literatūra 62, n^o 1 (28 décembre 2020) : 45–72. http://dx.doi.org/10.15388/litera.2020.1.4.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

The article describes the syllabi of Lithuanian language subject for public and private schools prepared in 1905-1914 for the developing modern Lithuanian education system with the aim to determine the extent of representation of Žemaitė’s literary fiction. Referring to previous works by V. Pupšys, V. Pukienė, M. Karčiauskienė, A. Piročkinas and analysis of their sources, 9 syllabi of Lithuanian language and their recommended textbooks have been described in this article. The analysis has shown that Žemaitė first established herself in the Lithuanian education system as the author of the textbook Rinkinėlis vaikams, first published in 1904 and intended for primary schools. Žemaitė emerges as the author of short stories and a co-author of dramas for the first time in 1912 in the syllabus published by J. Kairiūkštis. The attention allocated to her and the list of her works is the same as for the majority of other fiction authors of the time. In 1912 M. Biržiška’s project of the Lithuanian language syllabus Žemaitė is referred to as one of the four women prose writers of the end of the 19th century among G. Petkevičaitė-Bitė, Šatrijos Ragana, and Lazdynų Pelėda.

45

Hsu, Wei-Ling, Yi-Sian Chen, Yan-Chyuan Shiau, Hsin-Lung Liu et Tian-Yow Chern. « Curriculum Design in Construction Engineering Departments for Colleges in Taiwan ». Education Sciences 9, n^o 1 (24 mars 2019) : 65. http://dx.doi.org/10.3390/educsci9010065.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Science, technology, engineering, and mathematics (STEM) education has become a new trend in international education curriculum reform. This study analyzed the teaching of seven subjects and performance indicators by collecting data from literature of diversified fields, proficiency training courses, and syllabi of construction management curricula provided by Taiwanese higher education institutions. Research incorporated both qualitative and quantitative methods. Qualitative approaches comprised a literature review and in-depth interview with experts; the quantitative approach was the fuzzy Delphi method, which was used to identify the syllabus constructs of major subjects and rate their performance indicators of secondary subjects. Interpretive structural modelling helped construct a systemic structure and relationships among different types of subjects to analyze curriculum frameworks and systematize teaching models. This study can be referenced to design syllabi for systemic courses in departments of construction engineering and management to educate future construction engineers at higher education institutions.

46

Kenyeres, Miriam, Ion Albulescu et Irina Pop-Păcurar. « Exploring the Development of Procedural Knowledge and Related Competencies Through Study of Biology in Middle and High Schools in Romania ». Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 67, n^o 2 (5 décembre 2022) : 107–38. http://dx.doi.org/10.24193/subbpsyped.2022.2.06.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

"The current educational paradigm implemented worldwide is the development of competence comprising knowledge, skills, and attitudes. This research aims to investigate the acquisition of procedural knowledge and competencies targeting this type of knowledge through the study of Biology in middle and high schools in Romania. The paper first provides a brief overview of the history and existent usage of the concepts of competence and procedural knowledge. Moreover, it describes the Romanian educational system from a diachronic perspective. Following this, a careful analysis of middle and high school Biology syllabi is conducted. Particularly, development of procedural knowledge and competencies targeting procedural knowledge in these documents is examined critically. The results of this analysis indicate that, even though syllabi mention competence and procedural knowledge, they need more concrete activity guidance and assessment to train them. Finally, an online survey targeting high school ninth-graders and first-year university students is applied and analyzed. The survey assesses the implementation of instruction based on procedural knowledge. The results reveal the need for more logistics (laboratories and instruments) provision in schools and for carrying out practical activities. A need for reconsidering Biology syllabi, educational investment, and teacher preparation is necessary to succeed in developing procedural knowledge and competencies associated with this, through the study of Biology. Keywords: procedural knowledge, competencies, curriculum, Biology syllabus, practical activity, competency-based education, middle school, high school. "

47

Nagel, Stuart. « SYLLABI FOR PROGRAM EVALUATION COURSES ». Review of Policy Research 4, n^o 3 (février 1985) : 571–72. http://dx.doi.org/10.1111/j.1541-1338.1985.tb00258.x.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

48

Cummings, Jack A., Curtis J. Bonk et F. Robert Jacobs. « Twenty-first century college syllabi ». Internet and Higher Education 5, n^o 1 (janvier 2002) : 1–19. http://dx.doi.org/10.1016/s1096-7516(01)00077-x.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

49

McDonald, Jeanette, Gillian Siddall, Deena Mandell et Sandy Hughes. « 19. Two Sides of the Same Coin : Student-Faculty Perspectives of the Course Syllabus ». Collected Essays on Learning and Teaching 3 (13 juin 2011) : 112. http://dx.doi.org/10.22329/celt.v3i0.3249.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Résumé :

Course syllabi play an important role in teaching, learning, and course design. They serve multiple functions and audiences and represent the end product of a scholarly process. In the following article, select findings from a mixed methods study examining how faculty and students conceptualize course syllabi are presented, specifically the design implications of what faculty include in their syllabi and those items students perceive to be most important and attend to most often throughout the course.

50

조현용(趙顯龍). « A Study of Comparing Syllabi and Proposing Function Syllabus for Korean Language Materials ». Society for Korean Language & ; Literary Research 35, n^o 2 (juin 2007) : 377–404. http://dx.doi.org/10.15822/skllr.2007.35.2.377.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Articles de revues sur le sujet « Syllabi »

Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres