Bibliografie tematiche / Multicultural education – study and teaching (higher)

Letteratura scientifica selezionata sul tema "Multicultural education – study and teaching (higher)"

Autore: Grafiati

Pubblicato: 26 luglio 2024

Ultima modifica: 27 luglio 2024

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Articoli di riviste sul tema "Multicultural education – study and teaching (higher)"

Pratiwi, Hardiyanti, Siti Irene Astuti Dwiningrum, Agus Riwanda e Sona Minasyan. "Insights into Multicultural Competence of Early Childhood Teacher Candidates in Indonesian Islamic Higher Education". EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan 22, n. 1 (30 aprile 2024): 79–96. http://dx.doi.org/10.32729/edukasi.v22i1.1813.

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This study investigates multicultural attitudes among 168 ECE teacher candidates from four state Islamic universities in Indonesia, using a quantitative descriptive design and the Multicultural Attitudes Survey for Teachers. Results indicate a high average multicultural attitude score of 74.12, with candidates demonstrating confidence in managing multicultural classrooms and promoting cultural pride among children. However, their attitudes are primarily based on personal interactions rather than formal coursework. Interviews with 27 respondents further explore multicultural education practices during teaching practicum, revealing a need for improved collaboration with parents and greater emphasis on multicultural education in both teacher education and ECE curricula. Practical implications include integrating multicultural education into teacher education programs, fostering experiential learning for attitude development, and expanding multicultural education coverage in ECE curricula to enhance children's multicultural awareness.

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Nurbatra, Laela Hikmah, e Masyhud Masyhud. "Infusing Culturally Responsive Teaching in Higher Education: Insights for Multicultural Education in Indonesia". Journal of Innovation in Educational and Cultural Research 3, n. 4 (7 novembre 2022): 722–30. http://dx.doi.org/10.46843/jiecr.v3i4.321.

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The present research examines how teachers implement Culturally Responsive Teaching (CRT) as part of multicultural education in a higher education institution. The urgency of the current research lies in the fact that teachers of the 21st century need to equip students with the necessary skills and knowledge to survive in this interconnected world. However, it was evidenced that one of the challenges in implementing multicultural education is the lack of teachers' skills to be culturally responsive. Accordingly, it is essential to highlight the implementation of Culturally Responsive Teaching in the Indonesian setting. In doing so, a qualitative case study is employed to answer the research questions. The current research involves six multicultural classroom teachers as research participants with different characteristics. To gain a depth understanding of the teachers' attitudes, the researchers employed semi-structured interviews and observation as data collection techniques. Using thematic data analysis, the results indicated nine practices that reflect the implementation of Culturally Responsive Teaching in the higher education context. The nine practices are: giving more freedom to students in selecting the familiar topic, emphasizing preserving local wisdom, celebrating different perspectives in the discussion, allowing gaining and checking students' understanding, talking personally outside the class, focusing more on positive rather than negative, being a role model, being patient, and sharing the experience.

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Harrison, Louis, Russell L. Carson e Joe Burden. "Physical Education Teachers’ Cultural Competency". Journal of Teaching in Physical Education 29, n. 2 (aprile 2010): 184–98. http://dx.doi.org/10.1123/jtpe.29.2.184.

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The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers’ cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus those in more racially homogenous schools. One hundred and ninety physical education teachers from two states in the southeastern U.S. completed a demographic questionnaire and the Multicultural Teaching Competency Scale (MTCS) (Spanierman et al., 2006). The MTCS consists of two subscales; multicultural teaching knowledge (MTK), and multicultural teaching skills (MTS). MANCOVA analyses indicated significant differences with TOC scoring higher in both MTK and MTS than White teachers. Results also indicated that White teachers in city school settings scored significantly higher in MTK than those from more rural school. Results and implications for teacher preparation and professional development are discussed.

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Baral, Madan Prasad. "Multiculturalism in English Education Curriculum of Higher Education in Nepal". English Language Teaching Perspectives 8, n. 1-2 (30 agosto 2023): 97–109. http://dx.doi.org/10.3126/eltp.v8i1-2.57863.

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Multicultural education is transformative, emancipatory, and justice-oriented. As multiculturalism is the defining characteristic of Nepali society and the basic identity of Nepal, the relevancy of multicultural education can hardly be exaggerated. The Constitution of Nepal, 2015 has also acknowledged unity in diversity as the basic feature of the country. So, multiculturalism needs to be incorporated into Nepal’s educational system and teacher education programme. In this context, this study aims to explore multiculturalism in teacher education curriculum of Tribhuvan University and outlines the basic features of multiculturalism and assesses the present teacher education curriculum of English Education in B. Ed under Tribhuvan University in terms of multiculturalism. Analysing the different components of English Education Courses of B. Ed in English Education, it is concluded that multiculturalism is adequately addressed in objectives and content of reading courses while other English education courses address multiculturalism in terms of evaluation and teaching strategies not in content and objectives.

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Badrkhani, Parisa. "Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education". Education and Urban Society 52, n. 2 (7 luglio 2019): 234–56. http://dx.doi.org/10.1177/0013124519859649.

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There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the emotional empathy, empathy training, culturally proportional curriculum, and the structured rules for the multicultural classroom. One of them argued that holding conferences regarding the diversity is very useful, and the other one proposed that holding involuntary service, sport, and community programs for both the immigrant and the local students is considerable to make the students closer and establish the sense of peace among them.

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Benediktsson, Artem Ingmar, Anna Katarzyna Wozniczka, Anh Dao Katrín Tran e Hanna Ragnarsdóttir. "Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter?" Nordic Journal of Comparative and International Education (NJCIE) 3, n. 2 (28 maggio 2019): 37–54. http://dx.doi.org/10.7577/njcie.2850.

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The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigrant students’ well-being and generally contribute to their sense of belonging in the universities (e.g. Gay, 2018; Nieto, 2010). The participants of the study are 41 immigrant university students who participated in focus group and individual interviews. The findings show that despite the fact that culturally responsive teaching as an established teaching method is still an uncommon phenomenon in Icelandic universities, the students’ experiences are highly positive, even when culturally responsive teaching is applied unsystematically by some teachers. Furthermore, the findings reveal that the students especially valued an atmosphere of care, trust and power-sharing in the classroom. The study makes a significant contribution to understanding immigrant students’ experiences of the education process in Icelandic universities that currently emphasise the importance of multicultural education and pay special attention to providing equal rights to education to everyone regardless of their origin. Furthermore, the study is relevant from a comparative perspective and contributes to the general discussion about immigrant students in higher education in Europe.

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Bygrave, Constance, Ozen Asik-Dizdar e Guneet Kaur Saini. "From homogeneity to heterogeneity: the multicultural future of higher education". On the Horizon 22, n. 3 (27 agosto 2014): 199–209. http://dx.doi.org/10.1108/oth-05-2014-0016.

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Purpose – The purpose of this paper is to provide insights for educators when adapting their pedagogy to suit the increasingly diverse international student body. Design/methodology/approach – Archival analysis was conducted at three levels: students’ teaching style preference; epistemology of the students’ home culture; and national sociocultural dimensions. Findings – The study elucidates the importance of recognizing heterogeneity rather than homogeneity of the increasingly international student body. It extends understanding of sociocultural underpinnings of different student learning styles and encourages educators to increase their cultural empathy to adapt their pedagogy. Originality/value – This paper helps forge the way to a truly global learning environment. Understanding, adapting to and celebrating the differences among international students helps to create more inclusive learning about our global community.

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Atmowidjoyo, Sutardjo, Mugiyono Mugiyono e Nahuda Nahuda. "The Development of Multicultural Based Islamic Education Curriculum in General Higher Education". Ilomata International Journal of Social Science 3, n. 2 (30 aprile 2022): 207–15. http://dx.doi.org/10.52728/ijss.v3i2.467.

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The development of Islamic Religious Education curriculum in Indonesian Public Universities is a necessity, because the nation which is undergoing changes in this era of democratization requires a framework of thinking and proper implementation for students. This is especially so when it is associated with the multiculturalism of this nation, both culture, ethnicity, language, and religion. The purpose of this research is mainly to get answers about how to develop a curriculum for Islamic religious education in public universities based on multiculturalism. Then this study also aims to obtain data on the implementation and development of teaching materials for Islamic religious education in public universities. The methods used in this research include: survey, exposed facto method, phenomenology related to developments that have been carried out by public universities and evaluating them. Thus, the qualitative and explanatory approaches are interrelated with each other. The results of this study are in the form of descriptions of Islamic religious education materials in public universities that have been developed over the last 3 years. In addition, the main material for PAI can be stated as a benchmark for MKDU in Indonesian universities.

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Chang, Yong-Sock. "Developing Multicultural Art Education Curriculum for Teaching Non-Art Major Students". Journal of Field-based Lesson Studies 3, n. 1 (31 gennaio 2022): 73–104. http://dx.doi.org/10.22768/jfls.2022.3.1.73.

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South Korea is becoming more of a multicultural society due to the increase of trade, the influx of foreign labourers, the increase of international marriages, and globalization. The term, “multiculturalism” has become a familiar term in South Korean. Multicultural education is promoted by many South Korean scholars and educators as an effective means by which to solve the many issues now occurring from the social, cultural and ethnic diversity in South Korea. My research and approach to the issues of diversity, is relevant to multiculturalism, most of the research focusing on the K-12 levels in education (elementary, middle, and high school). There are few multicultural art education programs for college students or adults in South Korea. The programs in existence are commonly used to introduce foreign cultures by using traditional art making and study, such as mask making, traditional clothing design, and doll making. Multicultural art education could be expanded into higher education curriculum to include university students and continuing education for non-traditional adult students, to cover and realize more fully the goals of multicultural education. The aim of this paper is to introduce multicultural art education lessons implemented by two international art instructors working at a university located in the United States who have implemented their multicultural art education program for more than two years. The art classes in this program are designed for non-art major students and are one of the more popular courses offered at the university. Even though the lessons in this paper are made for a particular social setting and purpose, by sharing the art lessons taught in the program, I have hope that the South Korean multicultural art education program will expand the scope of their curriculum so the goals of multiculturalism meet the needs of the diversity in the country

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Simagn, Debela Tezera, Yilfashewa Seyoum, Dawit Negassa e Garkebo Basha. "Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education". Journal of Curriculum and Teaching 13, n. 2 (8 maggio 2024): 159. http://dx.doi.org/10.5430/jct.v13n2p159.

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This study aimed to investigate academic staff commitment to implementing curriculum from multicultural perspectives in Eastern Ethiopian higher education. This problem is instigated by the long-term ignored area or multicultural issues in teaching and learning process in higher education in Ethiopia which, in turn, has become a basis of the increase of plentiful difficulties. To achieve the intended objective, a descriptive design was employed. The data were collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the commitment of academic staff was low and there was no gender difference in implementing curriculum. Based on the findings, it is concluded that if academic staff had been committed and used culturally responsive pedagogy, the implementation of a multicultural curriculum would have been ensured. Therefore, based on these findings implications were made for future research and suggested addressing and alleviating salient problems.

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Tesi sul tema "Multicultural education – study and teaching (higher)"

Bhebhe, Lindelihle. "Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology". Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2804.

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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018.
This research is an investigation into how Graphic Design, a visual communication subject is taught and learnt at Cape Peninsula University of Technology in light of the dynamics that cultural semiotics present. There is a need to equip students with the cultural awareness to design communication that is sensitive to the varying needs of their consuming audiences. By its very nature, visual communication is vulnerable to an unintended array of misinterpretations because of the audiences’ differing semiotic backgrounds. The pedagogic duty of academy is to equip communication students in this case Graphic Design students with adequate tools to facilitate the understanding of their audiences, the communicative purpose of their designs is compromised. Vygotsky’s (1978) learning theory is therefore applied to examine the role of culture in the teaching and learning of culturally diverse students. Concepts from JoAnn Phillion’s (2002) Narrative Multiculturalism are also used to understand how the narratives collected from the respondent students, lecturers and an industry expert in this study offered guidelines for the effective teaching of Graphic Design. To investigate the teaching and learning of Graphic Design holistically the research employed a mini-ethnographic case study method. Data for this research were obtained through participant observations, semi-structured informal interviews of participants narratives and document analysis. The findings point to a lack of a cohesive and coordinated approach to teaching and learning, which in turn reflects a lack of sensitivity to cultural diversity in the Graphic Design department at the Cape Peninsula University of Technology. This is evidenced in the unreformed curriculum and a culturally unbalanced staff complement. Industry’s lethargic participation also seems to have done nothing to ensure the standardisation of the curriculum to align with industry demands nor guide the career paths of students. As a result, the gap in these areas may leave some historically vulnerable students feeling excluded and despondent about both their academic and career prospects.

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Ngan, Kirsten Nadia. "English Language Teaching and Curricula in the People's Republic of China". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4800.

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Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.

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Koo, Bonhee. "Developing the English interactional competence of junior college students in Korea". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1449.

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Brunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.

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Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.

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Huber, Jeanine L. "The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.

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Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language choice, Ll or TL, among instructors. Over a ten week period, six languages were observed and audiotaped on five separate occasions. The study asked the following questions: 1) If Ll (English) is used in university-level foreign language classrooms, what is the ratio of Ll to TL?; 2) For what purposes is the Ll used?; 3) What are teachers' and students' perceptions and attitudes regarding use of the Ll in the foreign language classroom? A categorization grid was created to answer the second research question. A student questionnaire and teacher interview were administered to answer the third research question. The results were analyzed using descriptive statistics. It was found that three out of the six languages used the Ll an average of 10% or less of the time, while the remaining three languages used the Ll for an average of 13% or more of the time. In regard to the second research question, four out of the six languages used the Ll most frequently for the purposes of language analysis and vocabulary translation. This investigation has attempted to explore and discuss practices within some foreign language classrooms at the university-level and to create greater awareness of those practices.

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Ruhl, Janice Elisabeth. "American Deaf Students in ENNL Classes: A Case Study". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4920.

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Many deaf students who seek post secondary education need some sort of developmental education in reading and writing to ensure success in college. These students often end up in college preparatory or remedial classes that are designed for native speakers of English. For many of the deaf students entering college, English is a second language or a first language that they have failed to achieve fluency in. This study describes the experience of two deaf students enrolled in English as a Non-Native Language classes for the first time at an Oregon community college. The Office of Students with Disabilities and the ENNL department cooperated in this trial to determine whether the ENNL program is an appropriate place for American deaf students needing developmental education in English. Observations, interviews and writing sample analysis were used to provide a multi-layered description of the experience from several perspectives. The deaf students were found to display similar errors in their writing samples as traditional ENNL students at the same level and benefited from instruction geared to non-native speakers of English. The rehabilitation counselor and ENNL instructors agreed that placement of the deaf students in ENNL classes is appropriate and the program continues in fall term. The deaf students of this study stated that they were better served by ENNL classes than by Developmental Education Classes. Curriculum and methodology used in ENNL classes were found to meet the educational needs of the deaf students, and only minor modifications were made to accommodate the students. The experience from these classes has convinced the ENNL department to continue accepting deaf students to the program and enrollment of deaf students in ENNL classes is expected to increase.

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Kirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication". Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.

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Waber, Zachary J. "Exploring Motivation and Practice: A Needs Analysis of a University Intensive English Language Classroom". Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1527886986771787.

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Delay, Vincent Ray. "Improving and enhancing art education and multicultural education using technology as a vehicle". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1778.

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Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.

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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.

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Libri sul tema "Multicultural education – study and teaching (higher)"

Klein, Ana Maria. Raising multicultural awareness in higher education. Lanham: University Press of America, 2005.

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Miriam, Fabien, a cura di. Perspectives on multicultural education. Livonia, MI: Madonna College, 1989.

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International Conference on Decolonising Our University (2011 George Town, Pulau Pinang, Malaysia). Multicultural knowledge and the university. Mapusa: Multiversity and Citizens International, Penang, 2014.

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1937-, Ball Howard, Berkowitz Stephen D e Mzamane Mbulelo 1948-, a cura di. Multicultural education in colleges and universities: A transdisciplinary approach. Mahwah, N.J: L. Erlbaum Associates, 1998.

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1951-, Chávez Rudolfo Chávez, e O'Donnell James 1951-, a cura di. Speaking the unpleasant: The politics of (non)engagement in the multicultural education terrain. Albany: State University of New York Press, 1998.

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Tanaka, Gregory Kazuo. The intercultural campus: Transcending culture & power in American higher education. New York: P. Lang, 2003.

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Schroeder, Christopher L. Diverse by design: Literacy education within multicultural institutions. Logan, Utah: Utah State University Press, 2011.

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Singapore), SEAMEO RELC International Seminar (35th 2000. Language curriculum and instruction in multicultural societies. Singapore: SEAMEO Regional Language Centre, 2001.

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1946-, Kelly Michael, Elliott Imelda 1954- e Fant Lars, a cura di. Third level, third space: Intercultural communication and language in European higher education. Bern: P. Lang, 2001.

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Kathryn, Geismar, e Nicoleau Guitele, a cura di. Teaching for change: Addressing issues of difference in the college classroom. Cambridge, MA: Harvard Educational Review, 1993.

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Capitoli di libri sul tema "Multicultural education – study and teaching (higher)"

Gurung, Regan A. R., e Lee I. McCann. "How should students study?" In Evidence-based teaching for higher education., 99–116. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13745-006.

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Horrod, Sarah. "Guiding Approaches and Study Design". In Learning and Teaching in Higher Education, 37–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28038-2_2.

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Kelemen, Jozef, e Peter Mikulecký. "Changing philosophy of teaching artificial intelligence a case study". In Artificial Intelligence in Higher Education, 71–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/3-540-52952-7_9.

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Smith, Lois. "One Size Fits All? Faculty Professional Development Workshops in a Multicultural Context". In Learning and Teaching Across Cultures in Higher Education, 158–76. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590427_9.

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Waller, Karena L., e Michael Prosser. "The Rapidly Changing Teaching and Research Landscape: The Future of SoTL and the Teaching-Research Nexus". In Rethinking Higher Education, 27–41. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8951-3_3.

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AbstractThe scholarship of teaching and learning (SoTL) as a scholarly field of study has been rapidly developing since Ernest Boyer published Scholarship Reconsidered: Priorities of the professoriate in 1990. In that Boyer drew the distinction between four scholarships—Discovery, Integration, Application, and Teaching & Learning (Boyer in Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching, 1990). In this chapter, we aim to introduce readers to SoTL by: briefly reviewing these four scholarships; illustrating how SoTL may be differentiated from the other forms of scholarship, and its relationship with the teaching-research nexus; commenting on the sorts of inquiry problems, questions and issues common to SoTL; and finally, commenting on the range of methodologies adopted in such inquiries. Fundamental to the discussion will be the idea that SoTL is a research informed, evidence based, critical yet collegial reflection on teaching and learning practice with the aim of improving practice within the aligned disciplines and professions. Most often SoTL-based research projects are conducted by discipline-based staff inquiring into and reflecting on their own practice to improve their teaching and students’ learning.Since Boyer’s publication, numerous scholarly societies, conferences, journals, and other forms of scholarly communication have evolved. A recent thematic review of the SoTL literature will be used as the basis for highlighting how the communication of SoTL inquiries, and their findings are being, and can be, fostered.

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Ter-Vardanyan, Zhenya. "The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIs)". In Teaching Language and Content in Multicultural and Multilingual Classrooms, 157–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56615-9_7.

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Matta, Himanshu. "Anytime Learning vs Classroom Teaching: A Comparative Perception Study". In Role of ICT in Higher Education, 141–51. Chapters are selected papers from the International Conference on the Role of ICT in Higher Education: Trends, Problems and Prospects, held at the Institute of Information Technology & Management, Delhi, India, on 14th-15th February 2020.: Apple Academic Press, 2020. http://dx.doi.org/10.1201/9781003130864-13.

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Chan, Yuen Fook, Gurnam Kaur Sidhu e Lai Fong Lee. "Active Learning in Higher Education: A Case Study". In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings, 519–26. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_47.

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Shnai, Iuliia. "The Flipped Classroom: A Case Study Over Five Years". In Digital Teaching and Learning in Higher Education, 29–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-00801-6_2.

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Li, Yan. "Blended Learning in English for Tourism: A Case Study". In Exploring Learning & Teaching in Higher Education, 331–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55352-3_15.

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Atti di convegni sul tema "Multicultural education – study and teaching (higher)"

Ahmed, Aicha Abdallah Mohamed. "Cultural Competence in the Eyes of Health Cluster Faculty Members at Qatar University: Perception and Application-a Mixed Methods study". In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0229.

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Background: Globalization impacts several aspects of life including education. Medical education in Qatar is progressing and developing by the effort of multicultural teams that ensure the emergence of future healthcare providers that are patient-centered, well educated and well knowledgeable. Although having this multicultural teaching can be beneficial in some area, it can represent a challenge. This study aims to investigate the perception of Medical colleges’ faculty members at Qatar University (QU) about the impact of this diversity on the health education in specific and Qatar’s cultures and values in general. Methods: A mixed-methods design was followed, where two types of data were collected in a parallel manner; quantitative and qualitative data. A survey link (Quantitative) was sent to the health clusters faculty members at QU. The questions in the survey were based on a validated tool known as ‘’Multicultural Teaching Competence Scale’’. A focus group was conducted with the faculty members to access in depth their perception. Results: The total score of Multicultural Teaching Competence of all the participants was between 39 and 77 (The maximum in the tool is 80 and the minimum is 16), which is divided into total score of Multicultural Teaching Competence Skill of all the participants, where the higher score was 48 and the lowest score was 19 (The maximum is 60 and the minimum is 10), and total score of Multicultural Teaching knowledge, where the higher score was 30 and the lowest was 9 (The maximum is 36 and the minimum 9). The focus group was transcribed and divided into themes based on the interview with faculty members. Conclusion: In conclusion, both the qualitative and quantitative data showed a positive behavior toward the multicultural teaching. Therefore, this study shows that the faculty members in health cluster colleges at Qatar University are generally knowledgeable and skilled in relation to the multicultural teaching

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Harmer, Sandra Pia, e Michael Alfred Anton. "Using service learning to foster diversity competency of pre-service chemistry teachers at the University of Vienna". In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17164.

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In order to feel better prepared for the challenges of teaching chemistry in multicultural and multilingual classrooms, the Institute of Chemistry Education (IDC) at the University of Vienna has launched a teacher training course in which pre-service teachers get the opportunity to engage in service learning at the UniClub. The UniClub is a programme offering learning support for pupils at upper secondary level with refugee and/or migration experience. The results of the qualitative evaluation study show that the course covers topics unique within the chemistry teacher training programme and provides insights into culturally and language sensitive teaching. It raises pre-service teachers’ awareness for the needs of multilingual and multicultural learners and leads to a more reflective use of language in the chemistry classroom. The results also show that, although the course is an important step towards the development of diversity competency, the pre-service teachers still do not feel fully prepared.

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Fu, Jun, e Sue Jacobs. "Perception of Expectation States and Teaching Diversity in Higher Education: Insights from a Qualitative Study". In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2020. http://dx.doi.org/10.4087/cvur8489.

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There are many benefits from fostering interaction among students of diverse backgrounds in classrooms. To enhance students’ potential psycho-social and intellectual development, instructors need to do more than foster group interaction. They need to encourage and teach skills for diverse students to be able to genuinely communicate their differences in knowledge, perspectives, and expectation states. An expectation state is defined as an anticipation of the quality of group members’ future task performances and is shaped by socially ascribed characteristics. Researchers who based their studies on Expectation States Theory found ample evidence that expectation states exert multi-level effects on social dynamics, competence beliefs, and outcome perceptions between individuals with different cultural, ethnic, or socio-economic backgrounds. The present study was a qualitative exploration into the perception of expectation states and teaching of diversity in faculty at two higher-education institutions in the south-central United States. The sample consisted of ten faculty members. The methods employed comprised a combination of qualitative techniques. The focus was to identify how and where the themes of expectation states arose in the teaching and learning of diversity, what the attitudes were toward these themes and topics, and how these attitudes informed faculty’s pedagogy. A thematic analysis of the data collected revealed four main themes: 1) considering broader contextual factors to understand potential challenges in group learning involving diverse learners, 2) recognizing expectation states stemming from socially ascribed attributes, 3) striving to break presumed or preconceived expectations, and 4) incorporating experiential learning strategies towards effective diversity education. The implications of these findings for diversity training and multicultural education are discussed.

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Williams, Titus. "DEALING WITH MULTICULTURALISM AND SOCIAL JUSTICE IN DIVERS SOCIAL SCIENCE CLASSROOMS: PERCEPTIONS AND EXPERIENCES OF INTERMEDIATE PHASE STUDENT TEACHERS". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end014.

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"This qualitative study reflects the perceptions and experiences of intermediate phase student teachers in dealing with multiculturalism and social justice in diverse classrooms. The content of Social Science as a subject in the intermediate phase, respond to many societal challenges currently associated with issues such as urban and rural settlement, pandemics, climate change, poverty, racism, etc. -these contents as portrayed in some subject themes, fulfils a role in enhancing social cohesion and tolerance for one another. In an age in which diversity, multiculturalism and social justice are increasingly prominent features of higher education and society, researchers are tirelessly exploring numerous ways to meet the educational needs of diverse populations. Social Science as a subject in the intermediate schooling phase of South Africa deals with the interrelationship of humans and their environment and can thus play an integral role to meet the needs of diverse populations. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students from the same race, in their final year, specializing in Social Science teaching. The results of the study indicate that student teachers find the teaching of Social Science in a multicultural classroom very challenging, irrespective of their race, culture, or socio-background. The study therefore recommends regular exposure to diverse learners through mandatory teaching practice at multicultural schools, appropriate training and development throughout the students’ teacher training with supported policies and integration of social justice into the curriculum content."

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Herget, Katrin, e Noemí Pérez. "Analysis of the speech act of request in the foreign language classroom". In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9097.

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Nowadays, teaching languages for specific purposes, in particular in the field of entrepreneurship, has to focus on pragmatic and intercultural aspects in response to a multicultural professional reality that comprises different areas of knowledge. Our study aims at analyzing the speech act of making a request in German and Spanish by Portuguese native speakers, i.e. BA students of Languages and Business Relations at University of Aveiro. For this study, two different types of tests were performed: the Discourse Completion Task (DCT) and the Rating Assessment Test. The data provided by the answers given to these two surveys will help the teacher to understand the pragmatic difficulties students have when making a request in these two foreign languages. The information obtained will help the teacher to focus on aspects that are really problematic from the pragmatic point of view, and at the same time, to find and implement strategies and activities that help students improve their pragmatic awareness and overcome difficulties that may arise in intercultural communication. Hence, the objective is to contribute to an adequate development of the students' pragmatic and intercultural communicative competence.

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Zhu, Min. "Study on Effective Teaching of Higher Education". In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.3.

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Hernández Dávila, Erika Yurizan, Ernesto Rodríguez Luna e Lilia Ruiz Ruiz. "Case study for teaching Tropical Ecology". In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17377.

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This study evaluates the effectiveness of employing case studies as a dynamic pedagogical tool in postgraduate Tropical Ecology education. Through qualitative analysis of student engagements and outcomes associated with the Uxpanapa case study in Veracruz (Mexico), we investigate how this approach influences students' critical thinking, problem-solving skills, and participation in ecological debates. Our findings indicate that case studies significantly enhance students' understanding of complex ecological issues and their ability to make informed professional judgments. These insights have profound implications for pedagogical practices in Tropical Ecology, suggesting a shift towards more experiential and problem-based learning methodologies. The evaluated case study model has charted new learning trajectories for students, enhancing their critical and creative thinking skills within ecology.

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Palmer, June, Rantsie Kgothule, Gregg Alexander e Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS". In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.

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Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.

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Gao, Yanan, e Hongfei Liu. "An Empirical Study on Teaching Strategies of Chinese Classifiers under Multicultural Background". In 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.75.

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Svyridiuk, Olha, Svitlana Shumaieva e Vitalii Svyrydiuk. "Multicultural Education: Ukrainian Challenges". In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/62.

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Ukraine is a multinational and multicultural country. Though Ukrainian scientists have studied the issue of multicultural education from different aspects, nevertheless, there is no special or ideal model of multicultural education. That is why we decided to monitor the students’ multicultural education state at secondary schools of Ukraine. In order to identify the state of multicultural education in Ukrainian schools we conducted an empirical study in schools of Cherkasy region among primary, secondary and senior level students. The main method was determined as questionnaire, which is provided for clarification of issues of national-patriotic and multicultural orientation. Accordingly, questionnaires that combined quantitative and qualitative data collection were offered to the 4th, 6th and 11th grade students in some schools in Uman and Uman district, covering 296 respondents. Thus, the monitoring of the state of multicultural education in Ukrainian school education has shown that the problem of multicultural upbringing of children and young people is addressed at the government level, relevant research is conducted, some aspects of multiculturalism are observed in educational programs of some subjects, but the level of multicultural education of students should be higher.

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Rapporti di organizzazioni sul tema "Multicultural education – study and teaching (higher)"

Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, maggio 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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KLIMENKO, I. M., e O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, aprile 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.

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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko e Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4466.

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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.

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Gunness, Sandhya, Rubina D. Rampersad e Tomal K. Chadeea. Technology-Enabled Learning at the Four Public Higher Education Institutions of Mauritius. Commonwealth of Learning (COL), maggio 2023. http://dx.doi.org/10.56059/11599/5359.

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This document reports on the findings of a baseline survey conducted at the four public higher education institutions (HEIs) in Mauritius (University of Mauritius, Open University of Mauritius, University of Technology, Mauritius, and Université des Mascareignes). It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the four HEIs. Finds of the study presents the need for appropriate policy and their regular revision, capacity building of both students and teachers to take advantages of the capabilities of technologies in teaching and learning, and address the academics skepticism about TEL through appropriate and tangible interventions to mainstream integration of technology in higher education.

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Kramarenko, T. H., O. S. Pylypenko e O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.

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Pylypenko, Olha S., Tetiana H. Kramarenko e Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], luglio 2020. http://dx.doi.org/10.31812/123456789/3898.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.

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KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, aprile 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.

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Kramarenko, Tetiana H., Olha S. Pylypenko e Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], febbraio 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.

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Dabrowski, Anna, Maya Conway, Yung Nietschke, Amy Berry e Chaula Pradhika. COVID-19 Education Response Mapping Study: Building resilience in the Philippines: Readiness, response, and recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-704-5.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.

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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina e Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], luglio 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.

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