Artykuły w czasopismach na temat „Learning advisers”
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Zhang, Ting, i Michael S. North. "What Goes Down When Advice Goes Up: Younger Advisers Underestimate Their Impact". Personality and Social Psychology Bulletin 46, nr 10 (3.03.2020): 1444–60. http://dx.doi.org/10.1177/0146167220905221.
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Common wisdom suggests that older is wiser. Consequently, people rarely give advice to older individuals—even when they are relatively more expert—leading to missed learning opportunities. Across six studies ( N = 3,445), we explore the psychology of advisers when they are younger (reverse advising), the same age (peer advising), or older (traditional advising) than their advisees. Study 1 shows that advisers avoid reverse-advising interactions because they perceive that their relative youth makes them less effective. However, when compared to advisees’ actual perceptions, reverse advisers are misguided, as they underestimate their effectiveness when giving general life advice (Study 2a–2b) as well as tactical advice (Studies 3–4). This misperception is in part driven by advisers’ beliefs about their own competence and others’ receptivity. Finally, we demonstrate an intervention that mitigates advisers’ misguided beliefs (Study 5). Contrary to advisers’ own perceptions and popular belief, these findings illustrate that being relatively young can also mean being an impactful adviser.
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Chibsa, Banje Asefa, Tesfaye Sura Ayana i Ahmed Mahmud Hussein. "AN ASSESSMENT OF THE PRACTICES AND CHALLENGES OF ACADEMIC ADVISING AT MADDA WALABU UNIVERSITY". International Journal of Research -GRANTHAALAYAH 7, nr 10 (14.06.2020): 205–20. http://dx.doi.org/10.29121/granthaalayah.v7.i10.2019.388.
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Academic advising is of paramount importance to students in higher learning institutions on setting their personal life, academic and career goals, that academic advisors shall fulfil. Based the Senate Legislation of Madda Walabu University, instructors are often assigned to shoulder the responsibility of academic advising, but it is rarely seen when they provide the service. This enquiry tries to assess the Practices and Challenges of Academic Advising services provided at Madda Walabu University. To this end, the study used both qualitative and quantitative approach of Descriptive survey type in nature. Interview and Questionnaire were the data collection instruments used to gather the primary data from the participants of this study. Accordingly, 107(25%) systematically selected 3rd year University students of 2016 academic year filled the 21 closed- ended item questionnaire, and eleven(11) randomly selected instructors (Directors, Teachers, and Department heads ) from Eleven departments of the four randomly selected colleges were interviewed to get the necessary data for this study. The result obtained from the students’ questionnaire and the interview result of the study show that academic advising is such a marginalized academic practice that received little or no attention at Madda Walabu University. It was revealed that advisees neither make regular contact with their advisors nor are the advisors themselves willing to devote their time and academic potentials for the betterment of their learners’ advice. Most of the lecturers do not have the essentials skills in academic advising nor do they know how to help students exploit the available resources to achieve academic results. A wide–gap between advisors and advisees, poor motivation on part of the advisees seeking advising services, advisees’ lack of self–confidence and inability to approach positively to their advisers, the unwillingness of advisers to offer advice services, lack of sufficient know-how and insufficient incentives given for advisors were the commonest challenges identified. Recommendations have also been forwarded to the concerned bodies for the betterment of the service provided in the University.
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Loads, Daphne. "Effective Learning Advisers’ perceptions of their role in supporting lifelong learning". Teaching in Higher Education 12, nr 2 (kwiecień 2007): 235–45. http://dx.doi.org/10.1080/13562510701192016.
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O’Neil, Judy. "A study of the role of learning advisers in action learning". Employee Counselling Today 8, nr 6 (listopad 1996): 39–44. http://dx.doi.org/10.1108/13665629610150162.
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Woodhams, Jay M. "“What we do and don’t do”". Australian Review of Applied Linguistics 43, nr 1 (13.01.2020): 52–78. http://dx.doi.org/10.1075/aral.18063.woo.
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Abstract Academic language and learning advisers are employed by many Australasian universities to help students develop their academic literacies, that is, the knowledge and skills needed to be successful at university both within and beyond disciplinary contexts. At the Academic Skills and Learning Centre of the Australian National University, a team of Learning Advisers spend a third of their time consulting students individually, often about a piece of writing to be submitted for assessment. There is much concern in the literature about the pedagogical effectiveness of the one-to-one session, yet little that examines it and its discourses as sites of identity genesis. This study examines Advisers’ post-consultation notes, and through a community of practice approach to workplace discourse finds that discussion of “what we do and don’t do” is the nexus at which Advisers negotiate the discourses of their organization, define boundaries around their work, and develop their professional identities.
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Vera, Ma Shiela T., i Silvia C. Ambag. "Homeroom adviser’s role on school family involvement in Senior High School in Manila". RSF Conference Series: Business, Management and Social Sciences 1, nr 2 (29.08.2021): 21–29. http://dx.doi.org/10.31098/bmss.v1i2.257.
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Teachers play an important role in bridging the gap between school and home. The success of pupils is defined by their relationship to the educational process. Parent participation can improve the conduct, participation, and accomplishment of pupils. School and community partnerships can also serve to enhance, support, and even transform learners and individual partners to increase the quality, resources efficiency and goal alignment of the program. In this case, Republic Act No. 9155, school leaders should have authority, accountability, and responsibility in the school and community. The purpose of this descriptive study was to evaluate the roles of homeroom advisers in school-family involvement. The study polled 375 parents in grade 12 from a selected Senior High School in Manila's District VI. Its specific goal was to investigate the extent to which homeroom advisers play a role in school-family engagement as perceived by parent respondents for families to participate in school planning, leadership, and volunteering. The overall mean result of the evaluation on the degree to which homeroom advisers influence school-family engagement is involved. Among the indicators of respondent's assessment on the extent of Homeroom Advisers' Role on school-family involvement, the highest is Information to families to assist their children's learning, and the lowest indicator is Opportunities for families in school planning, leadership, and volunteer activities. There is a recommendation of the study that the homeroom adviser's manual should indicate the involvement of parents in school, planning, leadership and voluntary activities to improve their commitment to high-quality education.
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Trivedi, Viswanath Umashanker, i Amin Mawani. "Impact of Tax Advisers and Corrupt Tax Auditors on Taxpayer Compliance". Canadian Tax Journal/Revue fiscale canadienne 68, nr 3 (październik 2020): 801–32. http://dx.doi.org/10.32721/ctj.2020.68.3.trivedi.
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Using two experiments, this study examines taxpayers' decisions on how much income to report in the presence of tax auditors and post-reporting tax advisers, respectively. In the first experiment, we examine taxpayers' compliance in the presence and absence of corrupt auditors. In the second experiment, we examine taxpayers' compliance in the presence of corrupt tax auditors and compare it with their compliance in the presence of tax advisers retained by the taxpayers upon being audited. The bribes sought by corrupt auditors from audited taxpayers are expressed in the form of a percentage of taxes and penalties payable. The sequence of events in the first experiment is as follows: (1) the taxpayer decides what percentage of income to report to the tax authority; (2) the taxpayer finds out whether or not he or she is audited; and (3) the taxpayer pays any unpaid taxes and penalties if audited by a non-corrupt auditor, or decides whether to pay a bribe if the auditor is corrupt. In the second experiment, step 3 is replaced by the taxpayer having to decide whether to bribe the corrupt tax auditor without hiring a tax adviser, or to retain a (dispute resolution) tax adviser in the absence of a corrupt tax auditor to contest the penalties and underreporting of income. Participants' learning from earlier rounds of the experiment can affect their reporting choice in subsequent rounds. The results of our first experiment show that overall taxpayer compliance is reduced in the mere presence of a corrupt tax auditor, even when bribe-seeking may offer no net after-tax monetary benefits to the taxpayers. This demonstrates the corrosive effects of corrupt auditors. Taxpayer compliance declines even further when taxpayers receive net monetary benefits from bribing the corrupt auditor. The second experiment examines whether the involvement of a professional tax adviser increases or decreases the percentage of income reported compared to the baseline compliance in the presence of a corrupt tax auditor. If the tax adviser serves as a gatekeeper and moral authority, the percentage of income reported by the taxpayer client could increase in the presence of a tax adviser. However, if the tax adviser effectively serves to simply override the tax penalties imposed on the taxpayer, the percentage of income reported by the taxpayer client could decrease. Our experimental results show that in the absence of corrupt auditors, tax advisers are better at improving taxpayer compliance compared to the baseline compliance in the presence of a collusively corrupt tax auditor. This suggests that tax advisers do serve as moral gatekeepers for the tax system.
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Mozzon-McPherson, Marina. "Supporting independent learning environments: An analysis of structures and roles of language learning advisers". System 35, nr 1 (marzec 2007): 66–92. http://dx.doi.org/10.1016/j.system.2006.10.008.
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Gielen, Patricia M., Aimée Hoeve i Loek F. M. Nieuwenhuis. "Learning Entrepreneurs: Learning and Innovation in Small Companies". European Educational Research Journal 2, nr 1 (marzec 2003): 90–106. http://dx.doi.org/10.2304/eerj.2003.2.1.13.
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This article concerns agricultural entrepreneurs involved in organising their learning so as to develop innovative and learning enterprises. In hi-tech sectors, such as Dutch agriculture, this learning and innovative capacity is particularly essential for economic survival. Reviewing the literature, we conclude that innovation can be seen as informal learning processes, in which social networks play an important role. Workers learn by sharing knowledge in the working team and employers learn by creating networks of colleagues and advisers. The results of two research projects suggest that interactive learning and innovation should be analysed from a perspective of uncertainty. Learning skills for interactive innovation, as part of the entrepreneurial craft, should comprise the capability of selecting impulses and combining newly selected impulses with existing skills and routines. Paradoxically, they need new impulses from weak, unknown networks to be continuously innovative. Innovative learning involves balancing the chaos of uncertainty with the old grooves of experience. Knowing how to escape this paradox forms the core competence of innovative entrepreneurship.
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Schattman, Rachel E., Marjorie Kaplan, Hannah M. Aitken i Jennifer Helminski. "Climate change curricula for adult audiences in agriculture and forestry: A review". Journal of Adult and Continuing Education 25, nr 1 (maj 2019): 131–51. http://dx.doi.org/10.1177/1477971419840670.
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Agricultural and forestry advisers and other technical service providers play an important role in supporting farmers and foresters to adapt to climate change. However, not all agricultural and forestry advisers are comfortable talking about climate change with land managers. While there is a demonstrated interest related to climate-related professional development, few examples of curricula developed with the express purpose of serving this audience and a systematic review of these curricula has not been conducted. To address this gap, we reviewed 12 curricula which were developed and implemented between 2001 and 2017. The goal of this review is to apply the lessons learned from a range of climate change-focused curricula to new, regionally or sector-specific educational programs targeting both agricultural advisers and innovative farmers. Our findings suggest that developers of future educational programs consider the following: (a) the specific needs of their audience, including topical interests and learning needs; (b) the use of interdisciplinary teams for curricula development; (c) trade-offs associated with inclusivity and depth of course content; and (d) the advantages of project-based education approaches suited for adult learning audiences. By applying these concepts to future curricula, these curricula are likely to have the greatest level of impact.
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Reddrop, Alan, i Gido Mapunda. "Family businesses: seekers of advice". Journal of Family Business Management 5, nr 1 (13.04.2015): 90–115. http://dx.doi.org/10.1108/jfbm-08-2014-0018.
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Purpose – The purpose of this paper is to increase understanding of the often questioned willingness of family businesses (FBs) to seek external advice on challenges they face. Design/methodology/approach – Mixed methods were employed gaining 140 responses to a survey of FB CEOs on their use of advice, followed by 51 semi-structured interviews of FB owners, managers and advisers. It drew upon institutional theory and those concerning both trust and organisational knowledge creation; also upon experiential knowledge gained in advising FBs. Findings – Cost was found to deter use of professional advice, also unawareness of where it was to be found. Dissatisfaction with many advisers’ “soft” skills was prevalent. Clients took as given advisers’ technical knowledge; empathy and listening skills being the discriminants of successful practice. Effective means of skills creation were identified but seen to be obtained fortuitously, not systematically. The professional institutions of accountants, the most frequently used professional advisers, require tertiary institutions seeking their accreditation to develop their students’ “generic skills”, including “the ability to listen effectively”: conditions not being complied with. However, advice-seeking is found to be greater than assumed because of an unexpected resort to peers, often through networking. Widespread peers’ recommendations of professional advisers impart instantaneous “vicarious” trust, found to be more common than the “slow maturing” kind posited by previous researchers. Originality/value – This paper offers a rarely recorded FB client perspective on their use of external advice. It extends understanding of the trust upon which they rely. It discloses how some achieve a mutual learning that expands understanding of organisational knowledge creation. It describes a route, “shadowing”, through which professional advisers have achieved outstanding performance.
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Navarro Coy, Marta. "Language advisers and their role in self-access centres". Journal of English Studies 4 (29.05.2004): 155. http://dx.doi.org/10.18172/jes.93.
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The main objective of this paper is to contribute to the research in a field which to date has not received the attention it deserves: the figure of language advisers and the role they play as facilitators of learning in the context of a selfaccess centre. In spite of not being abundant, the literature on the topic offers some information as to the characteristics of good language advisers including features related to the academic and professional requirements as well as to personal traits. Based on this data a questionnaire was designed with the aim of gaining insight into how advisers themselves perceive the roles they play as well as detecting the strengths and weaknesses of the work they carry out in self-access centres. The results that may be obtained from the application of this questionnaires can prove an extremely valuable feedback for institutions and people in charge of these centres in order to establish whether there is a need for comprehensive training so as to create a centre made up of fully qualified professionals.
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Fisher, Douglas, Diana Fox i Keith Wood. "The identification of specific reading difficulties: A survey of practice and policy in Scottish local authority psychological services". Educational and Child Psychology 16, nr 1 (1999): 49–53. http://dx.doi.org/10.53841/bpsecp.1999.16.1.49.
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Traditional discrepancy definitions of specific learning difficulties have come under severe criticism over the last 20 years leaving local authorities and their professional advisers in an invidious and uncertain position as to how these should be assessed. The results of a survey of practice in 27 local authority psychological services in Scotland indicates that there would appear to be no coherent policy on assessment of specific learning difficulties across, and seemingly within, Scottish local authorities.
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Bailly, Sophie, Maud Ciekanski i Eglantine Guély-Costa. "Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment". EuroCALL Review 21, nr 1 (16.03.2013): 35. http://dx.doi.org/10.4995/eurocall.2013.10161.
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<p>This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others.</p><p>Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration.</p>
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Kuzhabekova, Aliya, i Aizhan Temerbayeva. "The role of conferences in doctoral student socialization". Studies in Graduate and Postdoctoral Education 9, nr 2 (5.11.2018): 181–96. http://dx.doi.org/10.1108/sgpe-d-18-00012.
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PurposeThe purpose of this paper is to explore the role scholarly conferences play in professional socialization of doctoral students.Design/methodology/approachUsing data from 20 interviews on conference experiences of student attendees of a North American conference in social sciences, as well as on the conference experiences of students from various disciplines at a private research intensive university in the USA, the authors explored how research identity of doctoral students change over time as result of participation in conferences, how the process of socialization is shaped by advisers and peers and how the experiences vary depending on the characteristics of the participants.FindingsThe authors found that conferences play an important role in socialization, and the effect from conference attendance increases with the number of conferences attended. The study also showed that students undergo several stages in the process of their socialization, throughout which they develop greater agency and independence as scholars, as well as a more positive image of themselves as researchers, and become more strategic in their behavior. The results also point to the key role of adviser and peers in the process of socialization, whereby the former can provide direction and orientation, while the latter may offer support and opportunities for mutual learning or future collaboration. The authors also found a notable difference in the support provided by advisers between teaching and research-oriented universities.Originality/valueThe paper applies doctoral student socialization theory to the analysis of informal doctoral experiences outside the program of study.
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Poe, Retta E. "A Decision Tree for Psychology Majors: Supplying Questions as Well as Answers". Teaching of Psychology 15, nr 4 (grudzień 1988): 210–13. http://dx.doi.org/10.1207/s15328023top1504_13.
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This article describes the development of a psychology careers decision tree. Especially in departments with heavy advising loads, using a psychology careers decision tree can be an effective time-management technique for advisers. In addition, students who use the decision tree may benefit by learning more about their career options and by acquiring better question-asking skills.
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Bychkova, N. V., V. V. Volkov i E. V. Synkova. "Using Forms of Mutual Training of Students at Drawing and Painting Classes". Prepodavatel XXI vek, nr 3, 2020 (2020): 221–30. http://dx.doi.org/10.31862/2073-9613-2020-3-221-230.
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The artical is devoted to the current psychological and pedagogical problem of searching for effective forms of mutual training of students in drawing and painting. The problem requires theoretical justification and practical development. It considers the theoretical foundations of the organization of mutual learning of students, as well as describes a psychological and pedagogical experiment to identify the effectiveness of using in various forms of mutual learning in the process of studying the discipline “Drawing and Painting” by students. The following effective forms of mutual learning are offered: a joint individual form, a joint and consistent form, a joint and interacting form. In addition, the importance of the use of electronic learning tools such as: interactive animation, electronic presentations, interactive technological instructions is indicated. Along with the theoretical justification of the possibilities and necessity of using the above forms of mutual learning of students in the classroom, the article suggests specific practical methods of organizing training assistance by students advisers. As part of providing training assistance by students advisers positive impact of presentations, demonstration of presentations, interactive animation was indicated. During the practical classes they used the developed interactive technological instructions. The effectiveness of the considered publication of forms and methods of mutual learning of students is presented in the description of psychological and pedagogical experiment. The results of this experiment are expressed in diagrams and theoretical conclusions. At the same time, the stages of the experiment are described in detail: diagnostic, ascertaining, forming, control and evaluation, indicating the criteria for analyzing the creative work of students. The main criteria are presented such as: literacy of compositional construction; constructional drawing; a coloristic solution; transmission of tonal relations; creation of an artistic image by picturesque means. The effectiveness of the application of these forms of mutual learning of students is justified in describing the test and evaluation stage of the experiment and the conclusions of psychological and pedagogical research.
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Chanock, Kate. "What academic language and learning advisers bring to the scholarship of teaching and learning: problems and possibilities for dialogue with the disciplines". Higher Education Research & Development 26, nr 3 (wrzesień 2007): 269–80. http://dx.doi.org/10.1080/07294360701494294.
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Lunneborg, Patricia W. "Assessing Students' Career Needs at a Large State University". Teaching of Psychology 13, nr 4 (grudzień 1986): 189–92. http://dx.doi.org/10.1207/s15328023top1304_4.
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The results of this needs assessment indicate that not enough, students used our departmental career advising program. Comparing our results with those at Creighton University underscored the necessity to increase student usage of all our sources of information (e.g., consulting with peer advisers and attending departmental presentations), as well as their usage of all types of information (e.g., finding out about career opportunities outside of human services and learning how to write a resumé). This article offers practical strategies to promote greater use of both sources and types of information.
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Lipset, Michael, i Linda F. Nathan. "When school goes home: Reimagining the educator’s role". Phi Delta Kappan 103, nr 3 (listopad 2021): 39–42. http://dx.doi.org/10.1177/00317217211058523.
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The High School for Recording Arts in St. Paul, Minnesota, serves students who’ve had trouble in more traditional schools. Yet, during the COVID-19 pandemic, the school was able to maintain, and even exceed, its prepandemic metrics of achievement. Michael Lipset and Linda Nathan attribute this success to the school’s unique staffing structure. Instead of having content teachers attempt to meet the wide array of student needs on their own, the school takes a team-based approach, with traditional certified teachers serving as content advisers who manage student learning and other team members (many of whom have similar backgrounds as the students) addressing students’ personal needs. All faculty, no matter their specific role, are called facilitators of learning, but they focus on different ways of engaging students.
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Filstad, Cathrine. "Learning and knowledge as interrelations between CoPs and NoPs". Learning Organization 21, nr 2 (8.04.2014): 70–82. http://dx.doi.org/10.1108/tlo-11-2012-0077.
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Purpose – The purpose of the study is to investigate the characteristics and interrelations between informal communities of practice and formal networks of practice and its consequences for learning and new knowledge at work. Design/methodology/approach – A case study was conducted in a Norwegian bank using qualitative explorative studies and in-depth interviews with financial advisers and their leaders. Findings – The findings demonstrate that in the absence of integration efforts via a network of practice, multiple communities of practice to ensure knowledge flow is not enough. By the same token, it is possible for new knowledge to be accepted where a community of practice functions cohesively in a singular form in close interrelation with network of practices, but only when both communities of practice and network of practices are supported by a participatory leader. Research limitations/implications – The total of 30 in-depth interviews might call for further studies. Also, studying a Norway bank alliance does not account for cultural differences between countries. Originality/value – To the author's knowledge there are no studies that investigate the interrelations between informal communities of practice and formal network of practices.
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Hui, Yan Keung, Lam For Kwok i Horace Ho Shing Ip. "Employability: Smart learning in extracurricular activities for developing college graduates' competencies". Australasian Journal of Educational Technology 37, nr 2 (10.05.2021): 171–88. http://dx.doi.org/10.14742/ajet.6734.
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Nowadays, employers expect college graduates (or simply “graduates”) to be for ready in taking up challenges when they enter into their careers. Most competencies that employers are looking for cannot be learned but can be developed by participating in extracurricular activities. However, planning on participation in extracurricular activities is difficult, given the lack of measurement standards together with their unstructured and non-systematic nature. To provide a smarter way for activity organisers, advisers and students to plan for extracurricular activities, our university has launched the central repository on student development activities system and codified the information about participation in extracurricular activities in a quantified and systematic way. This paper has collected data from three consecutive years from the system, the employers' feedback data and the academic performance data of placement students in the Department of Computer Science. Participation level, with logarithm transformation, had a positive and significant relationship with academic performance. Moreover, the competency developed by most students had a positive relationship with job performance in the placement year of 2019/2020. In this article, we discuss contributions, limitations and future directions.
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Bohlmann, Julia. "Building Bridges: The Effective Learning Adviser as Trans-cultural and Cross-Disciplinary Communicator". Journal of Academic Writing 10, nr 1 (18.12.2020): 180–87. http://dx.doi.org/10.18552/joaw.v10i1.618.
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Out of 31,060 students currently enrolled at the University of Glasgow, about 25% are classed as international, reflecting a nationwide trend. In response to this situation, researchers and practitioners have stressed the need to improve the way universities accommodate multicultural student bodies. At the University of Glasgow, such efforts manifest in an expansion and diversification of the department facilitating student learning development: The Learning Enhancement and Academic Development Service (LEADS). LEADS is home to two Effective Learning Advisers (ELAs) who work with international students from all subject disciplines. Their work entails the creation and delivery of academic writing classes, the development of electronic resources and one-to-one tutorials. Due to the diversity of the international student cohort in terms of educational, cultural and subject backgrounds, a significant proportion of the international ELAs’ day-to-day job is to explain generic academic writing conventions pertinent to the UK Higher Education context to those coming from other educational cultures. Their role then is that of multicultural and cross-disciplinary communicators. This article outlines and reflects on the professional practice of the international ELAs and seeks to stimulate discussion around appropriate and effective practices of teaching academic writing to students from a multiplicity of backgrounds and disciplines.
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Uhlik, Kim S., i Pamela E. Jones. "Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications". NACADA Journal 28, nr 2 (1.09.2008): 44–57. http://dx.doi.org/10.12930/0271-9517-28.2.44.
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The influence of students' learning styles has been increasingly recognized as an integral component of effective higher education; therefore, application of learning styles to academic advising is equally relevant. As academic advisors address student learning styles in the hope of promoting greater student success, the contribution of advisors' own learning styles has received little attention. In addition to establishing a critical baseline, analyzing the learning style profiles of 30 academic advisors reveals that, although composite advisor learning style scores show substantial congruence with an a priori model, the disparity between any two individual advisor's contrasting styles was as much as 90%, leaving only a 10% learning style compatibility on which to base the advising process. Relative Emphasis: research, practice, theory
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Nakidien, Toyer, Yusuf Sayed i Osman Sadeck. "Unpacking the efficacy of a continuous professional development programme to support teachers to use assessment in no-fee schools". Journal of Education, nr 87 (25.07.2022): 1–23. http://dx.doi.org/10.17159/2520-9868/i87a03.
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Since the first democratic elections in 1994, South Africa's education system has undergone four curriculum revisions. In each of these iterations, the teachers who were among the first in line to implement change were the Foundation Phase (FP) teachers. However, since then, the low numeracy and literacy levels of primary school learners have been of increasing concern. In this context, in 2017, a series of continuous professional development (CPD) workshops were run with 18 Grade 3 FP teachers from five no-fee primary schools in the Cape Winelands to enhance their use of assessment to improve teaching and learning. This professional development model comprised six monthly workshops, in which the teachers were introduced to various assessment for learning (AfL) techniques and strategies. Each workshop was subsequently supplemented with a classroom support visit by one of the workshop presenters. A few months after the conclusion of the workshops and support visits, the participating teachers, subject advisers, management, and district officials were interviewed about programme efficacy. What emerged was that although all stakeholders saw value in this CPD initiative, the subject advisers and teachers felt that they had particularly benefitted from the programme in terms of the training received, the training model, materials, and follow-up support visits. However, despite the teachers' enthusiasm, there was a varied level of implementation of AfL practices in classrooms-shaped by the context in which the schools were located and their internal dynamics. Affecting the efficacy of the programme-and thus having implications for sustainability-were extraneous factors such as programme timing, competing priorities, and school dynamics. This suggests that for any such CPD programme to succeed, the various factors that could inhibit programme success need to be noted and circumvented.
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Winarti, Lilik Endah. "UPAYA MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN MELALUI BIMBINGAN BERKELANJUTAN DI SD NEGERI 1 PURWODADI". INVENTA 3, nr 1 (21.03.2019): 96–104. http://dx.doi.org/10.36456/inventa.3.1.a1811.
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Some teachers at Purwodadi 1 Elementary School adopted another person's Learning Implementation Plan. This researcher knows when conducting academic supervision (supervision of class visits) to the target schools. These problems have a big influence on the implementation of the learning process. Under these circumstances, researchers as school advisers strive to provide ongoing guidance to teachers in compiling a Learning Implementation Plan in full in accordance with the demands on process standards and assessment standards that are part of the national education standard.
Based on the research conducted, the following results can be obtained: (1) Continuous guidance can increase the motivation of the teacher in compiling a Learning Implementation Plan completely. The teacher shows the seriousness in understanding and compiling the Learning Implementation Plan especially after getting guidance on the development / preparation of the Learning Implementation Plan from the researcher. This information researchers obtained from the results of observations when conducting interviews and guidance development / preparation of Learning Implementation Plans to teachers; and (2) Continuous guidance can improve teacher competence in preparing Learning Implementation Plans. It can be proven from the observation / observation that shows that there is an increase in teacher competency in compiling the Learning Implementation Plan from cycle to cycle. In the first cycle the average value of the components of the Learning Implementation Plan was 69% and in the second cycle 83%. So, there was a 14% increase from the first cycle
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McFarlane, A. C., i Richard Williams. "Mental Health Services Required after Disasters: Learning from the Lasting Effects of Disasters". Depression Research and Treatment 2012 (2012): 1–13. http://dx.doi.org/10.1155/2012/970194.
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Disasters test civil administrations’ and health services’ capacity to act in a flexible but well-coordinated manner because each disaster is unique and poses unusual challenges. The health services required differ markedly according to the nature of the disaster and the geographical spread of those affected. Epidemiology has shown that services need to be equipped to deal with major depressive disorder and grief, not just posttraumatic stress disorder, and not only for victims of the disaster itself but also the emergency service workers. The challenge is for specialist advisers to respect and understand the existing health care and support networks of those affected while also recognizing their limitations. In the initial aftermath of these events, a great deal of effort goes into the development of early support systems but the longer term needs of these populations are often underestimated. These services need to be structured, taking into account the pre-existing psychiatric morbidity within the community. Disasters are an opportunity for improving services for patients with posttraumatic psychopathology in general but can later be utilized for improving services for victims of more common traumas in modern society, such as accidents and interpersonal violence.
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Yasmin, Fakhra, Shengbing Li, Yan Zhang, Petra Poulova i Ahsan Akbar. "Unveiling the International Students’ Perspective of Service Quality in Chinese Higher Education Institutions". Sustainability 13, nr 11 (26.05.2021): 6008. http://dx.doi.org/10.3390/su13116008.
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Foreign students’ satisfaction with the service quality of Chinese universities is essential for the sustainable internationalization of China’s higher education system. The present study employs a survey research method to bring in the foreign students’ perspective of the various aspects of service quality in seven key Chinese universities. Accordingly, 618 valid questionnaires were analyzed using descriptive statistics, principal component analysis (PCA), and analysis of variance (ANOVA). The study findings posit that, although foreign students affirm that teachers are supportive and well qualified, they have concerns about the English proficiency of instructors. Likewise, foreign students were not satisfied with the frequency of formal research meetings with their advisers and the assistance with research techniques and relevant literature sources. Overall, female foreign students were less satisfied than their male counterparts. Moreover, foreign students reported higher satisfaction from teaching services and learning resources, moderate satisfaction from advisory services, and meager satisfaction from the administrative and support services of their respective Chinese institutions. Besides, we found significant differences between sample Chinese universities on various constructs of service quality. Likewise, arts and social sciences students were less satisfied with the service quality of the institution as compared to their natural sciences and engineering counterparts. The policy implications of this research for various stakeholders are discussed.
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Kelley, Bruce. "Significant Learning, Significant Advising". NACADA Journal 28, nr 1 (1.03.2008): 19–28. http://dx.doi.org/10.12930/0271-9517-28.1.19.
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The acknowledgment that advisees are learners and advisors are teachers may be the most powerful philosophical change in advising in 30 years. This article builds generally on the growing momentum to view academic advising as an extension of student learning, and specifically as an expansion of “Advising as Learning” in which Hemwall and Trachte (2005) argued that “learning as an organizing paradigm has profound implications” (p. 75). I develop this idea by applying Fink's (2003) learning paradigm to advising. The synergy in this paradigm can be harnessed to create advising that causes change in the advisee. Fink's method for developing opportunities for significant learning requires forethought and careful design when applied to the academic advising process. Relative Emphasis: theory, practice, research
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Astutiningsih, Sri Eka. "Marginalisasi Perempuan Dalam Dunia Pendidikan". Musãwa Jurnal Studi Gender dan Islam 6, nr 1 (31.01.2008): 37. http://dx.doi.org/10.14421/musawa.2008.61.37-55.
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Women have experienced gender inequalities in many aspects of human life, including in education. Education which is ideally accessible equally for everyone, in fact, has been discriminative against women. There are many factors that bring about women marginalization in the field of education including: 1) a strong patriarchal culture; 2) gender biased curriculum, text books, and teaching and learning process; 3) curriculum evaluator, educational advisers, and teachers who does not have gender sensitivity. The most fundamental factor has been male dominated and oriented society. In order to develop more gender equal educational system, therefore, there is a need to restructure the gender biased,curriculum and develop an inclusive gender teaching and learning process. In the process of teaching and learning teachers have to encourage both male and female students to have critical knowledge, behavior, and awareness, emphasize the importance of gender equality, and avoid using gender biased language. There are three significant aspects included in the development of gender equality in curriculum: teacher, student, and the produced knowledge. Gender inequality that results in women marginalization in education, thus, should be eliminated. AU have to work hard hand in hand to be able to create gender equality in education.
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Kuper, Ayelet, Victoria A. Boyd, Paula Veinot, Tarek Abdelhalim, Mary Jane Bell, Zac Feilchenfeld, Umberin Najeeb i in. "A Dialogic Approach to Teaching Person-Centered Care in Graduate Medical Education". Journal of Graduate Medical Education 11, nr 4 (1.08.2019): 460–67. http://dx.doi.org/10.4300/jgme-d-19-00085.1.
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ABSTRACT Background Training future physicians to provide compassionate, equitable, person-centered care remains a challenge for medical educators. Dialogues offer an opportunity to extend person-centered education into clinical care. In contrast to discussions, dialogues encourage the sharing of authority, expertise, and perspectives to promote new ways of understanding oneself and the world. The best methods for implementing dialogic teaching in graduate medical education have not been identified. Objective We developed and implemented a co-constructed faculty development program to promote dialogic teaching and learning in graduate medical education. Methods Beginning in April 2017, we co-constructed, with a pilot working group (PWG) of physician teachers, ways to prepare for and implement dialogic teaching in clinical settings. We kept detailed implementation notes and interviewed PWG members. Data were iteratively co-analyzed using a qualitative description approach within a constructivist paradigm. Ongoing analysis informed iterative changes to the faculty development program and dialogic education model. Patient and learner advisers provided practical guidance. Results The concepts and practice of dialogic teaching resonated with PWG members. However, they indicated that dialogic teaching was easier to learn about than to implement, citing insufficient time, lack of space, and other structural issues as barriers. Patient and learner advisers provided insights that deepened design, implementation, and eventual evaluation of the education model by sharing experiences related to person-centered care. Conclusions While PWG members found that the faculty development program supported the implementation of dialogic teaching, successfully enabling this approach requires expertise, willingness, and support to teach knowledge and skills not traditionally included in medical curricula.
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Mérida Serrano, Rosario, María de los Ángeles Olivares García i Elena González Alfaya. "University-School Collaborative Networks: A Strategy to Improve the Professional Skills of Future Teachers". Education Research International 2012 (2012): 1–12. http://dx.doi.org/10.1155/2012/325419.
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This paper presents an experiment in teaching innovation developed at the University of Cordoba's Faculty of Education (Spain), in the second year of the Infant Education Teacher Training course, within the subject of general didactics. The innovative approach taken focused on setting up a collaborative network between infants' schools and the university. Taking Project Work as the central axis, a learning network has been built with the participation of sixteen Infant Education teachers, three hundred twenty children from this stage, seven university teachers, eighty-five trainee teachers, and two Infant Education advisers from a continuing professional development centre for teachers. The theoretical foundations that support this experiment are described along with their different stages, evaluating the benefits of each of them in facilitating the acquisition of professional competences among university students.
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Shekhovtsova, D. N., i E. O. Izvekova. "Improving the effectiveness of student learning with the help of electronic textbooks". Transport Technician: Education and Practice 2, nr 2 (21.06.2021): 163–70. http://dx.doi.org/10.46684/2687-1033.2021.2.163-170.
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Changes in education contribute to its modernization and renewal. Along with new forms, methods and means of enriching the educational process, the well-known teaching methods using electronic textbooks also hold a positive trend. In the Tomsk Technical School of Railway Transport — branch of the Siberian Transport University electronic textbooks are widely used. The tendency of their application and implementation in educational activities, both with full-time and distance learning, gives good results. Because they use an electronic textbook created for everyone requirements. A plus is the fact that the electronic textbook is developed on the basis of the copyright material of the subject teacher, taking into account intrasubject and intersubject communications. Such development gives a number of advantages over the traditional print publication and allows to achieve higher levels of learning in comparison with traditional forms of training.For students of all specialties, the electronic textbook is an indispensable assistant in the development of disciplines, and for graduates of the specialty “Information Systems” such a textbook is also a good test of their knowledge, skills and competencies. Students of this specialty develop and create electronic textbooks for a technical school under the guidance of scientific advisers and subject teachers, from whom it was requested to present the training course in a multimedia form. as an example, we consider the features of the development, creation, implementation of an electronic textbook on the subject “Astronomy” in the educational process.
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Makuwira, Jonathan. "Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program". Australian Journal of Indigenous Education 37, nr 1 (2008): 48–55. http://dx.doi.org/10.1017/s1326011100016082.
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AbstractThis research examined different ways in which tutors of mathematics approach their tutoring among Indigenous students enrolled in the Tertiary Entry Program (TEP) at Central Queensland University's Indigenous Learning, Spirituality and Research Centre. The study sought to establish whether or not there were any differences between Indigenous and non-Indigenous tutors' approaches to tutoring and, document challenges and opportunities in tutoring mathematics to Indigenous students. Using qualitative data obtained from interviews, the study raised more questions than answers. The results reflect tutors' own teaching orientations. This is particularly clear when all of the tutors who participated in this study were NOT mathematics trained teachers but had either taken interest in the subject as a result of doing a mathematics-related subject such as engineering and science. Overall, there was consensus that establishing rapport between the students and Learning Advisers was crucial. Knowing who the students are and, vice versa, was also considered fundamental. For some, it was an acknowledgment that both the tutor and the student were on a discovery journey. The majority of the tutors prefer a process where a mathematical concept was explained first, followed by an application of real life situations.
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Dolata, Mateusz, i Gerhard Schwabe. "Tuning in to More Interactivity – Learning from IT Support for Advisory Service Encounters". i-com 16, nr 1 (1.04.2017): 23–33. http://dx.doi.org/10.1515/icom-2016-0042.
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AbstractAdvisory service encounters change their character from expertise provision to interactive problem solving, thus increasingly relying on mutual and intensive interaction between the advisor and the advisee: they turn into interactive advisory service encounters. Simultaneously, modern collaborative IT finds its way into service encounters as a method to engineer, enrich, and standardize them. An IT system equipped with interactive features may enhance the encounter’s interactivity, but it may also limit it by capturing participants’ attention. This study explores the influence of IT on the interactivity in advisory service encounters. It arrives at the conclusion that an extensive tuning in precedes a phase of enhanced interactivity in IT-supported advisory service encounters.
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Hine, Alison, Sandra Gollin, Anita Ozols, Frank Hill i Michele Scoufis. "Embedding Information Literacy in a University Subject through Collaborative Partnerships". Psychology Learning & Teaching 2, nr 2 (czerwiec 2002): 102–7. http://dx.doi.org/10.2304/plat.2002.2.2.102.
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Curricula designed to develop tomorrow's professionals recognise that information literacy will be developed and implemented to ever increasing degrees. The current challenge to tertiary education is to embed information literacy in authentic meaningful practice in academic tasks at all levels. An innovative and multifaceted approach to the development of information literacy has been implemented at an Australian tertiary institution. The approach which involved collaboration among the university's academic teaching staff, professional developers, academic learning skills advisers and librarians aims to empower students from a variety of backgrounds to confidently utilise a range of information literacy strategies. Scaffolded academic tasks afforded students the opportunity of acquiring skills in information gathering, recognising relevance, critical thinking and reflection. The project contributed to the development of independent, confident, critical thinking students who were able to meaningfully evaluate and utilise information in a variety of contexts.
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Kulikauskienė, Roma. "PROJECT MANAGEMENT IN UPPER-SECONDARY SCHOOL". ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, nr 1 (5.03.2009): 36–41. http://dx.doi.org/10.48127/spvk-epmq/09.1.36.
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The present school feels lack of qualified and competent staff. The success of school activities de-pends on the competence of teachers as they are responsible for the quality of students’ qualification. Due to the absence of any structure of activities, a teacher plays different roles including the development of indi-vidual curricula and improvement of school activities. They also work as advisers on the learning process and professional career, the evaluators of internal audit, launch projects, participate in international events etc. The project concentrates and involves school community, helps teachers with increasing their quali-fications and implementing ideas in practice. On the other hand, projects assists in providing possibilities of receiving additional financial support and dealing with complex educational problems. An important point is that projects actively involve teachers. Key words: project management, school activities, school community, upper-secondary school.
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Arrieta, Gilbert S., John Remwil Valeria i Von Ryan Belen. "Counseling Challenges in the New Normal : Inputs for Quality Guidance and Counseling Program". Counsellia: Jurnal Bimbingan dan Konseling 11, nr 1 (21.05.2021): 71. http://dx.doi.org/10.25273/counsellia.v11i1.8802.
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<p>With no face-to-face classes until a vaccine is available, schools have to adjust and learning must continue in different modalities. In the Philippines, online learning delivery is the primary mode of learning with many private schools adapting it. Learning continuity plan was created and the Department of Education set the most essential learning competencies for school year 2020-2021. Since education is a holistic approach, the mental and emotional well-being of the students must also be given significant attention. Counseling, a strong support in the welfare of the students, is needed to address the different concerns of the students. However, guidance counselors see a lot of challenges in providing counseling to students in an online environment. They have doubts in being truly present with the students. Potential mental and emotional health issues have been identified and preparations were made that will make the guidance and counseling services more felt and reliable despite being in an online modality. This study aims to find out the challenges that the guidance counselors encountered in providing counseling service to students. It also aims to identify the issues and concerns experienced by the students in online learning and the interventions provided by the guidance counselors in handling them. It found out that mental health issues, feeling of isolation, voluminous requirements and unstable internet connection were the concerns of the students. In addressing them, they provided individual and group counseling, communicated with the parents, collaborated more closely with the class advisers, teachers, and academic heads, strengthened the homeroom and guidance period, and held mental health activities. From the experiences, their realizations and new gained insights will be used as bases in enhancing the guidance and counseling program for school year 2021-2022.</p>
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Skoyles, Alison, i Erin Bloxsidge. "Have You Voted? Teaching OSCOLA with Mentimeter". Legal Information Management 17, nr 4 (grudzień 2017): 232–38. http://dx.doi.org/10.1017/s1472669617000457.
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AbstractThis article details a small project undertaken by Information Skills Advisers at London South Bank University to increase student engagement in lecture theatre settings through the use of a web-based audience response system (ARS), Mentimeter. Supporting the School of Law, librarians delivered an interactive OSCOLA referencing session to a large capacity lecture theatre. A previous session was redesigned to increase student engagement and active learning utilising interactive quiz questions which students answered using mobile devices. The majority of feedback from students and staff who participated in this pilot project was positive and showed an increase in student engagement. This article is based on the presentation, ‘Have You Voted?: Teaching OSCOLA with Mentimeter’ delivered at the BIALL Annual Conference 2017. It will examine the process of adapting a lecture to include interactive content using an ARS, and will discuss the outcomes of the pilot session and explore benefits and challenges inherent in using technology of this type in a large classroom.
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Bramhall, Mike D., i Chris Short. "Education for Professional Engineering Practice". Industry and Higher Education 28, nr 3 (czerwiec 2014): 193–99. http://dx.doi.org/10.5367/ihe.2014.0203.
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This paper reports on a funded collaborative large-scale curriculum innovation and enhancement project undertaken as part of a UK National Higher Education Science, Technology Engineering and Mathematics (STEM) programme. Its aim was to develop undergraduate curricula to teach appropriate skills for professional engineering practice more effectively. Sheffield Hallam University (SHU) led the project with Loughborough and London South Bank Universities as partners. Project advisers included Imperial College London and Coventry University. The four collaborative project objectives were to: develop an approach to interdisciplinary cross-year integration and professional team practice, project management, learning, teaching and assessment; develop cross-year student support systems to aid the above; develop the assessment of professional skills; and evaluate and disseminate the project outcomes to the wider STEM community. The activity allowed partners to trial and test a rounded implementation in each institution involving academic taught material, practical laboratory-based project work, together with an appropriate support structure for operation across a range of undergraduate courses.
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Akinyemi, Adeola Folasade, i Vuyisile Nkonki. "Partnership in Communities of Practice Towards Teachers’ Professional Development". Academic Journal of Interdisciplinary Studies 9, nr 6 (19.11.2020): 34. http://dx.doi.org/10.36941/ajis-2020-0109.
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This study examined how partnership with international agencies, non-governmental organisations and experts from higher institutions of learning assist teachers’ in communities of learning towards their professional development. Mixed methods and concurrent triangulation research designs were adopted for this study. Seventy-nine respondents which comprises of principals, teachers, head of departments, cluster leaders, subject advisers and education district officials were purposively selected. Semi-structured questionnaire which has both open- and closed- ended questions as well as semi-structured interview which has both structured and unstructured interviews were the research instruments used to elicit information from the respondents. Quantitative data were analysed descriptively while quantitative data were analysed thematically from emerging themes. Findings revealed that greater percentage of high schools that participated in the study do not engage in partnership with international agencies, non-governmental organizations and experts from higher institutions in their communities of practice. However, few schools indicated that they enjoyed partnership from these organizations which had helped their teachers towards their professional development. Based on these findings, this study recommends that high school should try to engage in partnership programs especially with universities that are near to their school location to organise trainings, workshops and seminars for their teachers to serve as support measures for their professional development.
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Janno, Jelizaveta, i Ott Koppel. "Managing Human Factors Related Risks. The Advanced Training Model in Dangerous Goods Transport on Roads". International Journal of Engineering Pedagogy (iJEP) 8, nr 4 (20.06.2018): 70. http://dx.doi.org/10.3991/ijep.v8i4.8150.
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This paper studies the methodological essence of dangerous goods (DG) training courses for drivers and dangerous goods safety advisers (DGSA). The aim of the research is to advance existing teacher-centered course model in Estonia with learner-centered methods that best suit specific objectives and meet expected learning outcomes, as well as to improve DG training model with the integrated use of interactive teaching methods.
The paper presents a qualitative development research strategy based on studies regarding ADR regulations training courses in Estonia as well as on the analysis of teaching methods applied in the professional training of adults. The data is collected in two steps: firstly by implementing questionnaires for consignors/ consignees, freight forwarders carrier companies and drivers, secondly during in-depth interviews/ focus group meeting with DG regulations training companies’ providers. Implementing methodology of qualitative comparison analysis (QCA) combination of best suitable teaching methods is identified. After following in-depth interviews and performing a focus group, these combinations are further used as input for developing existing course model with integrated use of blended learning alternatives, where digital media meets with traditional classroom meth-ods. Results of this research contribute coming up with interactive methodological approach within ADR regulations training courses that meet the best trainees’ expectations and fulfills the risk management aim.
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Gecolea, Peejay. "Utilization of Sagip Pangarap Intervention Program (SPIP) as a Flexible Learning Strategy for Students-at-Risk of Dropping-Out". JPAIR Institutional Research 13, nr 1 (11.10.2019): 47–62. http://dx.doi.org/10.7719/irj.v13i1.782.
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Sagip Pangarap Intervention Program (SPIP) is intended for students at risk of dropping out. The validated handbook provides a clear view and guides for the users as to how this program will be implemented and monitored. It aimed to determine the effectiveness of the SPIP manual in the attendance and class participation of the students at risk of dropping out; a mixed-method research design was utilized. The participants were the 15 Grade 8 students of Calamba Bayside Integrated School enrolled during the SY 2018-2019; these students were considered SARDOs after thorough monitoring and evaluation of advisers and grade-level key teachers. The participants were chosen through purposive sampling. Results showed that there is a decrease (89. 88%) in the number of absences incurred by the SARDOs after the implementation of the intervention program. It also revealed that in terms of class participation, the results of the interview conducted to the selected teachers and parents implied that the program helped the students to regularly come to school and improve their class participation since it provides different options, strategies, approaches, and opportunities for the students regarding their schooling. Since the use of this intervention program is proven effective, it is recommended that SPIP be used by teachers to help students in improving their performance in terms of attendance and class participation.
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Trinova, Zulvia, Remiswal Remiswal, Nini Nini i Alfurqan Alfurqan. "Lecturers’ Work Performance of Islamic Education". FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman 7, nr 1 (30.06.2021): 31–48. http://dx.doi.org/10.24952/fitrah.v7i1.3632.
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Many problems were found in the field related to lecturers. Lecturers who are supposed to be disciplined come to class to teach, but some come late to class and end class early before the time runs out. There are lecturers who come and fill out the attendance list at the picket and go straight to class to teach, but there are also those who are not in class to teach because they have other purposes. Some senior lecturers ask their juniors or teaching assistants to teach classes. Some lecturers conduct proposal seminars, comprehensive examinations or conduct counseling for students as academic advisers, or provide student thesis guidance. In the learning process, the approach taken to students sometimes does not have a positive effect on them, the learning methods used are also less varied. The purpose of this study was to obtain an overview and contribution given by the work situation and achievement motivation to lecturer performance. This research is descriptive quantitative. The main data were obtained from observations, questionnaires, interviews, and documentation. Sources of data in this study are lecturers of the Department of Islamic Religious Education and several students. Researchers performed qualitative data analysis by means of data reduction, categorization, and data verification, so that it can be concluded from the data obtained. Based on the results and discussion, it can be concluded that the work situation and individual achievement motivation affect the work performance of the lecturers of the Islamic Education Department, Tarbiyah and Teacher Training Department, UIN Imam Bonjol Padang. The learning approaches used are expository, inquiry, emotional, PAKEM approach and andragogy. The learning method applied is multi-method in the form of active learning. The media used are lecturers of Islamic Religious Education, both printed media in the form of discussion papers and electronic media.
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Ristianti, Dina Hajja, Beni Azwar, Irwan Fathurrochman i Nurjannah Nurjannah. "Collaboration of Academic Advisor with Counseling Laboratories and its effect on the Students’ Learning Readiness". AL-ISHLAH: Jurnal Pendidikan 14, nr 1 (26.04.2022): 833–40. http://dx.doi.org/10.35445/alishlah.v14i1.1193.
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The academic advisor and college counselling laboratories have an essential role in giving services to students. One of the assumptions is that these services can impact student learning readiness. This study aims to see how the relationship between Academic Advisors and the counselling labour impairs students' preparedness for learning. This research is quantitative research with a sample size of 297 people from seventeen studies programs for the 2019/2020 school year, where the sample is taken at random (random sampling). Instrument to measure the synergy and readiness to learn using a closed questionnaire Likert scale model. The data validation and data reliability are carried out through statistical analysis apps in the 21st version. The results showed that the correlation coefficient obtained between the variables of Academic Advisory and counselling laboratories and the variable of student learning readiness was 0.851, which was included in the fairly high or strong category. So it can be concluded that there is a synergy between Academic Advisors and counselling laboratories in providing services to students and also impacts student learning readiness.
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Zenda, Rekai. "Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools". Information and Learning Science 118, nr 3/4 (13.03.2017): 170–84. http://dx.doi.org/10.1108/ils-03-2017-0014.
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Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.
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Mozzon-McPherson, Marina. "Defining the field: the use of discourse analysis as a reflective tool in the professional development of language learning advisers as practitioners and researchers". Language Learning Journal 41, nr 2 (lipiec 2013): 219–30. http://dx.doi.org/10.1080/09571736.2013.790135.
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Asrina, Nurdin Arsyad i Fajar Arwadi. "Effectiveness of Cooperative Learning with Advisor Group Strategy in 7th Grade Mathematics Classroom". ARRUS Journal of Mathematics and Applied Science 1, nr 1 (6.09.2021): 8–16. http://dx.doi.org/10.35877/mathscience554.
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This study aims to determine the Effectiveness of the Cooperative Learning Model with Group Advisory Strategy in Mathematics Learning of the Grade VII SMP. This research is pre-experiment with techniques sampling is cluster random sampling. Data collection was carried out using observation sheets of implementation of learning, test results of learning (pretest and posttest), observation sheets of student activities, and student questionnaire responses. The data analysis technique used is descriptive and inferential statistical analysis. The results of descriptive statistical analysis showed: (1) The average score of learning outcomes after learning reaches 80.04 with standard deviation of 8.79, (2) the posttest results show that classical completeness is achieved 91% (3) The average percentage of student activity is 89% (4) the average percentage of students who gave positive response 89%. The results of inferential statistical analysis showed : (1) The average value of students taught using cooperative learning models with the Advisor Group Strategy is greater than completeness, which is 70, and (2) The proportion of classical completeness of learning outcomes after the application of the cooperative learning model with Group Advisors Strategy achieve classical completeness. From the results of this research it can be concluded that cooperative learning models with the Group Advisory Strategy are effectively used in students of grade VII.
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Grossi, Vittoria, i Laura Gurney. "‘Is it ever enough?’ Exploring academic language and learning advisory identities through small stories". Discourse Studies 22, nr 1 (6.11.2019): 32–47. http://dx.doi.org/10.1177/1461445619887540.
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Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions are academic language and learning (ALL) advisors. In this article, we explore the identity negotiation of a novice ALL advisor through a positioning lens, focusing on small stories conveyed during an interview. We highlight the ways in which she constructs identities vis-à-vis interactions with students and within the ideological and institutional structures of the contemporary university. This article contributes an important new perspective to existing depictions of ALL advisors as a marginalised group of professionals, making space for the study of advisory agency alongside structural analyses. While continuing to negotiate structural challenges, we argue that the participant’s sense of agency needs to be garnered to strengthen group identity and allow for professionals to transition to the role.
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Ganapathi Subramanian, Sriram, Matthew E. Taylor, Kate Larson i Mark Crowley. "Multi-Agent Advisor Q-Learning". Journal of Artificial Intelligence Research 74 (5.05.2022): 1–74. http://dx.doi.org/10.1613/jair.1.13445.
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In the last decade, there have been significant advances in multi-agent reinforcement learning (MARL) but there are still numerous challenges, such as high sample complexity and slow convergence to stable policies, that need to be overcome before wide-spread deployment is possible. However, many real-world environments already, in practice, deploy sub-optimal or heuristic approaches for generating policies. An interesting question that arises is how to best use such approaches as advisors to help improve reinforcement learning in multi-agent domains. In this paper, we provide a principled framework for incorporating action recommendations from online suboptimal advisors in multi-agent settings. We describe the problem of ADvising Multiple Intelligent Reinforcement Agents (ADMIRAL) in nonrestrictive general-sum stochastic game environments and present two novel Q-learning based algorithms: ADMIRAL - Decision Making (ADMIRAL-DM) and ADMIRAL - Advisor Evaluation (ADMIRAL-AE), which allow us to improve learning by appropriately incorporating advice from an advisor (ADMIRAL-DM), and evaluate the effectiveness of an advisor (ADMIRAL-AE). We analyze the algorithms theoretically and provide fixed point guarantees regarding their learning in general-sum stochastic games. Furthermore, extensive experiments illustrate that these algorithms: can be used in a variety of environments, have performances that compare favourably to other related baselines, can scale to large state-action spaces, and are robust to poor advice from advisors.