Gotowe bibliografie tematyczne / Sudy and teaching (Higher)

Gotowa bibliografia na temat „Sudy and teaching (Higher)”

Autor: Grafiati

Data publikacji: 25 lipca 2024

Data aktualizacji: 31 lipca 2024

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Artykuły w czasopismach na temat "Sudy and teaching (Higher)"

Harris, Victor William, i Heidi Harris. "Toward a Start-to-Finish Cross-Disciplinary Instructional Model for National and International Higher Education". World Journal of Education 10, nr 2 (20.04.2020): 141. http://dx.doi.org/10.5430/wje.v10n2p141.

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Using their cross-disciplinary review of Ideas that Work in College Teaching, the authors explore the pedagogical commonalities of fifteen higher education instructors from SUNY Potsdam (State University of New York at Potsdam) in an attempt to reveal the secrets of teaching success across thirteen academic disciplines—math, computer science, geology, modern languages, political science, philosophy, history, biology, psychology, sociology, physics, and art. While the specific instructional disciplines varied considerably in the content that was both studied and presented, the authors found that the principles of effective teaching were quite similar across each of these disciplines. The insights shared by these fifteen accomplished instructors provide pedagogical wisdom that all teachers can learn from regardless of context or developmental age and stage of student capability and competence. Common goals and principles associated with effective teaching in higher education are highlighted using specific examples from individual authors where appropriate. A new model of instruction is then introduced: Attention, Interact, Apply, Invite – Fact, Think, Feel, Do (AIAI-FTFD), as a potential start-to-finish approach to effective teaching in higher education. Implications for use of the model in both national and international higher education contexts are discussed.

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Yachmenyk, Maryna, Olesia Kornus, Oksana Braslavska i Inna Rozhi. "FEATURES OF SOFT SKILLS FORMATION IN HIGHER EDUCATION STUDENTS IN THE CONDITIONS OF THE HIGHER EDUCATION PEDAGOGICAL INSTITUTION". Collection of Scientific Papers of Uman State Pedagogical University, nr 2 (29.06.2022): 16–25. http://dx.doi.org/10.31499/2307-4906.2.2022.262819.

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The article analyzes and summarizes Ukrainian and international scientific experience about soft skills, which are non-technical, non-material, specific personality skills, which in combination with hard skills, ensure the successful self-realization of higher education applicants in their future professional activities. A survey of employers of the specialty Secondary education in subject specializations was conducted and the need for higher education applicants to acquire such soft skills as critical thinking skills, effective oral and written communication, ability to work in a team, self-motivation, creativity, moral tolerance, stress resistance, pedagogical leadership, etc., and the need to update and improve the quality of training for higher education applicants in pedagogical institutions of higher education. Within the framework of a scientific study, taking into account the professional standard “Teacher of an institution of general secondary education”, an attempt was made to identify ways to form soft skills for higher education applicants in the implementation of educational and professional programs of the specialty Secondary education in subject specializations at the Sumy State Pedagogical University, in particular, the study of the cycle of general and vocational training, practical training, final certification, non-formal education, building an individual educational trajectory, etc. The forms and methods of teaching are considered – seminars and laboratory classes, trainings, independent work; essays, project activities, abstracts, discussions, presentations, which is of particular importance in the era of online learning. Theoretical and practical developments of scientific research that are structured on the basis of analysis, generalization, and empirical methods will contribute to the modernization of educational and professional programs, the improvement of the internal system for ensuring the quality of higher education. Keywords: soft skills; educational program; teacher, students; employers; forms and methods of teaching; professional activities; higher education institution.

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Liuta, O., S. Lieonov, A. Artyukhov, M. Sushko-Bezdenezhnykh i O. Dluhopolskyi. "Student survey as a tool for quality assurance in higher education: the case of Ukrainian university". Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, nr 4 (2021): 158–64. http://dx.doi.org/10.33271/nvngu/2021-4/158.

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Purpose. To determine the level of students interest in internal quality assurance, particularly in passing the survey and changing the teaching quality level and improving teachers pedagogical skills. Methodology. For the data collection, a questionnaire was used which included closed-end questions on the quality of teaching and open questions in terms of comments and recommendations of higher education students on the quality of teaching and several questions concerning the share of classes in the discipline attended by the students, ECTS scores, received by students from the relevant disciplines and the average score for the entire period of study. Findings. Sumy State University (SSU) introduced an online survey of students as the main consumers of educational services regarding the quality of teaching disciplines. Over the last 3 academic years, there has been an increase in the number of teachers whose activities are evaluated by students. There has been an increase in the number of teachers who, according to students, show excellence in teaching, which is a positive trend. If in the 20172018 academic year the number of such teachers in SSU was 57people, then in the 20192020 academic year, it increased by 35% to 77 people. Quality level Above average was determined for 120 teachers in the 20172018 academic year, and in the 20192020 academic year, their number increased by 30% and amounted to 156 people. It is noteworthy that in the 20192020 academic year compared to 20172018, there is a reduction in the number of teachers from 71 to 66 people (7%), who demonstrated the level of teaching Low. Originality. Survey of students on the quality of teaching educational components, on the one hand, allows monitoring students satisfaction with methods used by the teacher in training and communicating with students, and on the other hand, it is a method to control the institutions authority over the educational service quality and the HEIs mission implementation. It also indicates an increase in students interest in participating in higher educations internal quality assurance. An important factor influencing the positive dynamics of the teaching quality level is that each semester teachers receive a detailed analysis of students answers with a visual display for each questionnaire, as well as their comments and suggestions for teaching the relevant discipline through the information service Personal teachers office based on the results of the survey. Practical value. According to the analysis results of the received information, managerial decisions can be developed and implemented to improve the content and practice of educational components implementation, improving the professional skills of research and teaching staff, advancement of best pedagogical practices.

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Chyrva, Andrij, Оlena Statsenko i Тetiana Kyrychenko. "Modern State in Higher Education Internationalization at Global and Local Levels (by the Example of SSU, SNAU, SSPU. Ukraine)". Revista Romaneasca pentru Educatie Multidimensionala 13, nr 3 (13.08.2021): 508–29. http://dx.doi.org/10.18662/rrem/13.3/464.

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The article aims to reveal modern state of higher education internationalization (HEI) at global and local levels. Synthesis of conceptual approaches to studying HEI allowed to concretize the meaning of HEI at modern stage in a global and institutional levels. Renovated notion has been proposed as “complete internationalization”. It is interpreted as engagement, devotion and commitment of both all education management levels and teaching stuff to multifaceted process of intentional long-lasting infusion and integration of international dimensions with comparative constituent into all functions and missions of higher education and active designing of policies, plans, programs, strategies and approaches for promotion of internationality in higher education. Due to theoretical method of conceptual and comparative analysis of research and strategic documents and the latest scientific publications on issues of global internationalization of higher education, analysis of foreign and local experience, conceptual approaches to studying HEI were depicted modern internationalization forms at global level. Interviews initiated with heads of international affairs offices enabled us to find out HEI state at local level. Questionnaires with international students, focused on likes and dislikes concerning infrastructure, teaching methods, communication with local students, future plans helped to identify the level of students’ satisfaction and attractiveness of Sumy universities. Main priorities of stakeholders are defined. Recommendations concerning further possible development of higher education internationalization are given.

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Oyetunde, Oyewale, i Oyediran Oyedele. "EFFECT OF COMMUNITY –BASED PARTICIPATORY APPROACH ON RURAL COMMUNITIES ENVIRONMENTAL KNOWLEDGE, ATTITUDE AND PRACTICES IN OYO STATE, NIGERIA". Journal of Poverty, Investment and Development 7, nr 1 (19.03.2022): 12–32. http://dx.doi.org/10.47604/jpid.1491.

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Purpose: This study, examined the effect of a Community-Based Participatory Approach (CBPA) on environmental knowledge, attitude and practices of rural communities’ inhabitants in Oyo State, Nigeria. It was embarked upon to reveal the desirability of involving people at the community level in the environmental management as a means of enhancing their environmental knowledge, attitudes and practices. It is well documented that inhabitants of rural communities often exhibit low knowledge of and poor attitude towards the environment, a situation that diminishes quality of human life. Methodology: The pretest-posttest, control group, quasi-experimental design with 2x2x2 factorial matrix was adopted. Four local government areas were purposively selected. Two rural communities were then selected from each local government areas, using stratified random sampling technique. Forty (40) members of Community Development Associations (CDAs) who reside in selected rural communities and whose age ranges between 25-55years were purposively selected from designed rural communities in four (04) local government areas of Oyo State. The participants were randomly assigned to CBPA (experimental) and direct teaching method (control) groups. Treatment lasted eight weeks. Findings: Treatment had a significant main effect on participants’ environmental knowledge (F(1.126) = 88.04; ŋ2 = 0.98) but none on attitude and practices. Participants in the CBPA group had a higher posttest environmental score ( = 23.58) than their counterparts in the control group ( = 10.57). Participants with high level education had slightly higher environmental attitude ( = 60.48) than those with low-level education ( = 59.34). There was no significant main effect of gender on participants’ environmental knowledge, attitude and practices. Level of education was not significant on participants’ environmental knowledge, attitude and practices. The two-way interaction effects of treatment and gender on participants’ environmental knowledge, attitude and practices were not significant. The three-way interaction effect of treatment, gender and level of education was significant on participants’ environmental attitude (F(1.126) = 4.44; ŋ2 = 0.03). Higher attitude score was recorded for low-level education males ( = 62.72) compared with their high-level education counterparts ( = 62.00) while high-level education females had higher attitude ( = 65.09) than low-level education females ( = 64.73). Based on the findings of the study, it is recommended that more health personnel should be recruited in the rural communities to monitor environmental sanitation with an enhanced communal effort in solving environmental problems. Unique Contribution to Theory, Practice and Policy: The sudy provides empirical evidence on the impact of the Community-Based Paricipatory Approach on the people of rural communities towards maintenance and sustainance of healthy environment.

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Yanishevska, Kateryna D., Tetiana V. Ivakhniuk, Hanna Y. Budko i Yurii V. Smiianov. "EXPERIMENTAL MODEL OF AN INTEGRATED APPROACH TO THE TRAINING OF LEGAL AND HEALTH CARE PROFESSIONALS ON ISSUES OF INFECTION WITH ESPECIALLY DANGEROUS INFECTIOUS DISEASES". Wiadomości Lekarskie 74, nr 5 (2021): 1109–13. http://dx.doi.org/10.36740/wlek202105111.

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The aim: Developing integration training (educational) programs for medical and legal students, interns, masters, doctors Material and methods: When performing the work, on a set of search and analytical methods: analytical, bibliographic, systemic, informational, statistical; interdisciplinary interactive teaching methods for students of Sumy State University. Results: The results of the integrated training course are the formation of a new style of interdisciplinary relations between participants of the educational process and practical medicine and jurisprudence; new educational environment; classes with multi – and transdisciplinary experts-consultants; development of personal attitudes, future professional contacts, and practical skills. Conclusions: The introduction of new teaching methods using an interdisciplinary integrated approach increases the level of education quality (35.8% higher than the initial result) and conduct applied research in the field of public health, jurisprudence.

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Кущ, Ярослав, i В’ячеслав Оліцький. "YOSYP ROZHNOVSKYІ: A BIOGRAPHICAL DOSSIER". КОНСЕНСУС, nr 2 (2024): 163–71. http://dx.doi.org/10.31110/consensus/2024-02/163-171.

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The article, based on archival sources, highlights the biography of the edcuator, one of the first leaders of the Sumy State Pedagogical University named after A. S. Makarenko, Yosyp Rozhnovskyi. The goal of the article is to provide a comprehensive coverage of the biography of Y. Rozhnovskyі, a manager and teacher, and to identify promising areas for further research. The scientific novelty of this article lies in the fact that the biography of Y. Rozhnovskyі became the object of a separate scientific study for the first time. Particular attention is focused on the “Sumy period” of Y. Rozhnovskyіʼs life (1925, 1933–1941), when he headed the Sumy Higher Three-Year Pedagogical Courses (early July 1925), Sumy Pedagogical College (July – October 1925), worked as a lecturer at the Sumy Pedagogical Institute (September 1933 – July 1934) and taught at the Sumy Machine-Building College (September 1937 – September 1941), the horizontal connections of the studied figure in the field of pedagogical education of the USSR of the 1920s – 1930s are revealed. The portrait photo of Y. Rozhnovskyі is published for the first time. The methodological basis of the study is based on the biographical method, using the principles of scientific objectivism, historicism, and consistency using general scientific methods of synthesis, analysis, and generalization. Conclusions: The analysis of the available source base allowed us to cover the life and activities of Y. Rozhnovskyi until September 1941. The pedagogical and managerial activities in the “Sumy period” (1925, 1933–1941) are analyzed in detail. In the general context of the biography, the period of his work as the head of the Sumy Pedagogical College and teaching at the Sumy Pedagogical Institute is highlighted.

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Zbaravska, Lesia, Olha Chaikovska, Ruslana Semenyshena i Viktor Duhanets. "Interdisciplinary approach to teaching physics to students majoring in agrarian engineering and agronomy". Independent Journal of Management & Production 10, nr 7 (1.05.2019): 645. http://dx.doi.org/10.14807/ijmp.v10i7.912.

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This study reports on interdisciplinary approach to teaching physics to the students majoring in agrarian and mechanical engineering. Physics plays a crucial role in mastering major disciplines by students of technical universities. Ukrainian higher education provides primarily mono-disciplinary approach to teaching academic and major subjects, so called teaching isolated disciplines. The interdisciplinary aspect of teaching physics corresponds to the requirements of modern society to educate competitive and qualified specialists in agricultural and engineering spheres. The study aims at defining the essence of interdisciplinary links between physics and major subjects, at specifying the peculiarities of job-focused physics tasks, at demonstrating the necessity of implementation the professional context in the process of studying. The paper investigates this issue by analyzing, comparing, systematizing the pedagogical literature.The study is based on monitoring and pedagogical experiment that proved the insufficient level of professional orientation of physics course. Pedagogical experiment was carried (out from 2014 to 2017). The students of State Agrarian and Engineering University in Podilya, Tavriyskiy State Agrarian University majoring in Agrarian Engineering and Agronomy and the students of Sumy National Agrarian University majoring in Agricultural mechanization took part in the survey. The sample involved 150 students. The study demonstrated such advantages of interdisciplinary approach to teaching physics through occupation-based task scenarios as student engagement and highly qualified specialists, subject interaction. The results of the experiment showed the insufficient level of professional competence of physics course. The material in this article, he patterns of physics course tasks accompanied by illustrations for students of mechanical engineering and agrarian departments, in particular, can be used in educational process.

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Yachmenyk, Maryna. "Media Education of Future Native Language Teachers: Experience of Germany and Ukraine". Comparative Professional Pedagogy 4, nr 2 (1.06.2014): 110–15. http://dx.doi.org/10.2478/rpp-2014-0028.

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Abstract The achievements of media education in higher education of Germany have been highlighted. The notions of media education that exist in scientific literature have been outlined. Media education has been defined as a direction in pedagogy (media pedagogy) aimed at an individual’s media-culture formation in society, as well as a process of development and self-development by means of media materials and mass media. The main goal of media education is to enhance general, professional, communicative and creative competences. The main national programs of media education implementation into educational process of Ukraine and Germany are the following: “New Media in Education”, “Media-pedagogical manifest”, “Concept of Introduction of Media Education in Ukraine”. The process of media pedagogy implementation in future native language teachers’ professional training in Germany is developing in three directions: integrated, special and optional. In particular, the attention has been focused on using methods of media education in higher philological schools (methods of creative writing - creative linguistic project of German language teaching; portfolio as a method of students’ media literacy (media competence) formation; methods of presenting a term paper in a form of television project; creating video libraries for teachers and students). The ways of implementing German experience in future philology teachers’ professional training at Sumy State Pedagogical University named after A.S. Makarenko have been considered. The activity of students’ scientific circle “Media Culture of Philology Teacher” has been characterized.

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Zelinska-Liubchenko, Kateryna, Ludmyla Moroz i Larisa Stakhova. "Speech therapy workshop in the masters’ training system of specialty 016 Special education (Speech therapy)." Actual problems of the correctional education (pedagogical sciences) 19 (29.06.2022): 102–11. http://dx.doi.org/10.32626/2413-2578.2022-19.102-111.

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The peculiarities of the selective educational component teaching “Speech Therapy Workshop” at Sumy State Pedagogical University named after A.S. Makarenko for students of the second (master’s) higher education level are highlighted in the article. It is noted that the educational component is marked by its practical orientation. As this discipline studying result, students must have the following skills: analyzing speech disorders; determining the content, speech therapy choice of methods and techniques for various speech disorders in children and adults; choosing the appropriate sequence of actions and performing them productively; carrying out corrective work with persons with different ages speech disorders. It should also be noted that the new generation of special education specialists must implement modern models of end-to-end development, engage in research, research, innovation and practical activities, which is also possible as the studying result of the educational component “Speech Therapy Workshop”. In addition to theoretical training, students improve their skills in overcoming various speech disorders and have the opportunity to practice a number of classes on the basis of the Scientific and Practical Center of Speech Therapy Sumy State Pedagogical University named after A.S. Makarenko, which specializes in providing speech therapy to all ages people with various psychophysical development disorders. This significantly enhances the effect of the theoretical material mastering. Master’s students have the opportunity to observe the consultations, diagnostics and classes of the center’s specialists, as well as to fully participate in the work. The working advantages in the center are that you can observe the work with people with different speech disorders diagnoses, as well as improving skills in working with different ages people. It is noted that the educational component “Speech Therapy Workshop” is extremely useful. Especially for undergraduate students who have entered the master’s program under the “cross-entry” system

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Rozprawy doktorskie na temat "Sudy and teaching (Higher)"

Quinn, Lynn. "Teaching in higher education". Routledge, 2014. http://hdl.handle.net/10962/66557.

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publisher version
As Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.

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Grandi, Suzete. "A constituição do sujeito na formação científica do profissional fisioterapeuta". reponame:Repositório Institucional da UCS, 2010. https://repositorio.ucs.br/handle/11338/511.

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Os processos de formação científica do profissional Fisioterapeuta envolvem além do conhecimento científico, compreendido nos currículos, práticas profissionais que, juntamente com as configurações dos serviços, marcam a constituição de sujeitos. Neste sentido, os modos de ser dos futuros profissionais são influenciados pela organização curricular do seu curso de formação, neste caso, da Fisioterapia. Pelo fato do trabalho em saúde se aproximar de questões que envolvem a existência humana, objetiva-se com este estudo mostrar as condições e as possibilidades de determinação, bem como as implicações entre a constituição do sujeito e a formação profissional nas dimensões científica e não científica do profissional Fisioterapeuta. Coerente com este objetivo, a constituição do sujeito define o âmbito do problema de pesquisa a ser examinado, nas áreas da educação e da saúde. Este estudo tem como apoio teórico o pensamento de Michel Foucault, especialmente as obras A História da Sexualidade e A Hermenêutica do Sujeito, sendo complementado por contribuições de especialistas na área da saúde, entre os quais, Sílvio Paulo Botomé e Rubens Rebelatto. O método empregado consistiu em levantar, identificar e analisar algumas determinações na formação do sujeito que dependem do tipo de formação científica. Para isto o trabalho teve como referência a experiência do ensino do Curso de Fisioterapia da Universidade de Caxias do Sul e da Clínica de Fisioterapia desta mesma universidade, sendo ainda complementado por entrevistas com alunos, professores e profissionais da área. A dissertação compreende, além da introdução e conclusão, três capítulos, sendo o primeiro intitulado A Constituição do Sujeito e a formação profissional, o segundo, A Constituição do sujeito na formação científica profissional em Fisioterapia e o terceiro, A Constituição do Sujeito na integração ensino-serviço aprendizado. A relevância desta dissertação reside na sua contribuição para avaliar e qualificar os serviços, bem como os cursos de graduação, neste caso de Fisioterapia, mas também para e os demais cursos da área da saúde, tanto da Universidade de Caxias do Sul, quanto de outras instituições. Igualmente deduz-se destes estudos a relevância social presente nas atividades dos profissionais da área da saúde.
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The processes of scientific formation of the professionals in Physiotherapy involve, besides the scientific knowledge comprised in the curriculums, professional practice which, along with the service settings, marks the constitution of subjects. In this sense, the modes of being of the future professionals are influenced by the organization of the curriculum of their formation course, in this case, Physiotherapy. As the health work address issues that involve the human existence, the objective of this study is to show the conditions and possibilities of determination, as well as the implications of the constitution of the subject and the professional formation in the scientific and nonscientific dimensions of professionals in Physiotherapy. Coherent with this objective, the constitution of the subject defines the scope of the research problem to be examined in the areas of Education and Health. This study is supported by the thinking of Michel Foucault, especially the works "The History of Sexuality" and "The Hermeneutics of the Subject", and it is also complemented by contributions from experts in Healthcare, as Silvio Paulo Botomé and Rubens Rebelatto, among others. The method employed consisted of raising, identifying and analyzing some determinations in the formation of the subject that depend on the type of scientific formation. In order to do this, the work took into consideration the teaching experience at the Course of Physiotherapy of the University of Caxias do Sul and the Clinic of Physiotherapy at the same university and it is further complemented by interviews with students, teachers and professionals in the field. The dissertation includes, besides the introduction and conclusion, three chapters. The first is entitled The Constitution of the Subject and the professional formation, the second, The Constitution of the subject in professional scientific formation in Physiotherapy and the third, The Constitution of the Subject in the learning / teachingservice integration. The relevance of this dissertation lies in its contribution to assess and qualify the services as well as the graduation courses, in this case Physiotherapy, but also for other courses of the healthcare field, both from the University of Caxias do Sul, and other institutions. It is equally inferred from these studies the social relevance present in the activities of healthcare professionals.

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Gray, Carole. "Teaching styles in higher art education". Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.

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The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.

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Volmer, Abby. "Co-teaching as a Clinical Model of Student Teaching| Perceptions of Preparedness for First Year Teaching". Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877174.

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College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching.

The purpose of this study is two-fold: (1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the coteaching model of student teaching and (2) assess the model’s effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows:

Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model’s ability to prepare student teachers for their first year of teaching?

The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience.

The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson & Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model’s barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher.

On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.

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Sparrow, Heather. "Teaching excellence : an illusive goal in higher education teaching and learning". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/582.

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In the last decades of the 20th Century, and through the first decade of the 21st Century, both the natural world and human society have experienced dramatic change. Contemporary society world-wide has high expectations of the contribution that universities can make in helping people learn to live with change, to lead change, to manage change, and to support improvement in all spheres of life. The global community seeks ‘excellence’ across all higher education roles: community engagement and leadership, research and innovation, and teaching and learning. However, universities are not always regarded as effective in fulfilling the needs of students, business or communities well. This portfolio takes excellence in teaching and learning as its central theme. It presents a framework of seven lenses, through which the concept of excellence is analyzed and evaluated; and provides a series of eight papers, reporting on six research projects that investigate different aspects of teaching excellence. The portfolio includes selected examples from a body of work that was undertaken across a ten-year period, within a single university. All the projects were conducted as authentic workplace activities, guided by two primary intentions. Firstly to develop better understandings of the local context, so as to support enhanced decision-making about improving teaching and learning; and secondly, to make positive and practical changes that actively improve the quality of experience and outcomes for all stakeholders. A variety of research techniques have been used across different studies, however, the overall approach is qualitative, with a focus on rich data collection, analysis and interpretation that respects diverse voices and perspectives. The research approach aims to achieve mutual benefits for participants, researchers, the institution and the wider teaching and learning community. As is appropriate to workplace research, collaboration with administrators and executive leaders, teaching colleagues, research partners and students is a key feature of every study, with the doctoral candidate taking different roles and responsibilities within project teams. In simplistic terms ‘teaching excellence’ typically implies agreement from a range of stakeholders that the university has relevant, strong programs; good resources and facilities; positive learning and employment environments; competent, highly effective teachers and learners; and perhaps most significantly that it achieves positive desirable outcomes. However, excellence is a problematic and contested concept. Stakeholders have quite different priorities, values and expectations. The needs and preferences of students, employers, the disciplines and professions, academics, and communities, can often act in direct opposition. This can create significant difficulties in defining purpose and goals, and agreeing appropriate investment and resource levels, teaching approaches, and student outcomes. Our knowledge and understanding of effective strategies for teaching, learning and assessment has expanded greatly in recent times; however, universities face many challenges in creating, sustaining and demonstrating teaching excellence. The projects in this portfolio do not offer neat and easy solutions, however they provide extremely valuable evidence: firstly as new knowledge to support local improvement; and secondly to contribute rich, deep insight to affirm, extend and challenge scholarship of teaching and learning in the wider academic community.

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Wyke, Rebecca Martha C. "Teaching creativity and innovation in higher education". Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592900.

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A principal goal of higher education is to prepare students for the real-world challenges they will encounter upon graduation in their everyday life, in their work and in society. While discipline specific content knowledge is an important component of a college education, a 2010 survey of employers conducted for the Association of American Colleges and Universities reflected the changing expectations of employers for recent college graduates. Approximately ninety percent of employers surveyed said college graduates entering the workplace need a broader set of skills than in the past in order to meet increasingly complex workplace challenges. Among the top four workplace skills in demand are creativity and innovation.

This study employs a qualitative phenomenological approach to examine a particular curricular program designed to impart creativity and to promote the generation of new ideas that lead to innovation. Through the use of student surveys and in-depth interviews with students and faculty who have participated in the program, the study offers a synthesized description of the student experience of the curriculum and the pedagogies used in the program. The study identifies the key benefits of the program for students; offers guidance on what kind of pedagogical approaches are necessary for faculty to successfully implement this kind of program; and addresses the challenges involved in advancing a curriculum for creativity and innovation that utilizes unconventional pedagogies.

What seems clear from the student experience is that the curricular program is effective in imparting the knowledge and skills to practice creativity and innovation. Also evident is that the constructivist learning environment and the pedagogies employed in teaching the program, including hands-on and collective learning, critical thinking and problem-based learning, and formative assessment, contribute to a feeling of confidence in the mastery of the skills and results in deep learning by the students. Through the experience, students are empowered with a creative capacity and an ability to innovate, as well as with skills in communication, collaboration, critical thinking and problem-solving. These are abilities that will prepare students for the complexities of rapidly changing world.

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Burwell, Kim. "Instrumental teaching and learning In Higher Education". Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523523.

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The nature of lesson interactions in instrumental teaching and learning in Higher Education is investigated in this thesis through the micro-analysis of a small scale case study. The case, nested within a larger research project undertaken in a university music department, draws upon video observations of two individual clarinet lessons, undertaken by undergraduate students with an expert teacher, along with interviews with the three participants. Collaborative lesson activity is analysed in terms of performance, verbal and nonverbal behaviours, and contextualised with reference to the epistemology of skill and apprenticeship. The foregrounded lesson interactions are also contextualised by the background consideration of social, cultural and institutional frameworks. The rich description of lesson interactions, enhanced by the use of descriptive statistics in the analysis of subunit behaviours, serves to highlight issues characteristic of the setting, including multimodal approaches to the cultivation of performance skill, demonstration and imitation, and the nature of the teacher-student relationship. Ways of understanding the collaborative procedures of instrumental teaching and learning are proposed, and implications for researchers and institutions of Higher Education considered.

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McMurtry, Kim. "Effective Teaching Practices in Online Higher Education". NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.

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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education? The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes. Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content. These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.

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Shuster, David R. "Teaching Hope| The Influence of College Faculty Teaching Practices on Undergraduate Student Success". Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936358.

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Within the framework of hope defined by Snyder et al. (1991) as being comprised of agency and pathways thinking in the context of goal achievement, this study investigated the potential of faculty hopeful teaching practices to positively influence college student hope and success. Hope functions in student success frameworks as a factor that contributes to improved academic outcomes including test scores, GPA, persistence, and graduation. It has state and trait-like qualities that may be influenced during a student’s time on campus, particularly through interaction with faculty. Hope has been previously shown to correlate with improved outcomes across multiple life-domains relevant for post-graduation and lifelong success, achievement, and happiness.

Using a quantitative, self-report survey methodology, student perceptions of the frequency of hopeful faculty teaching behaviors were collected from a convenience sample of undergraduate students (N=236) via the Hopeful Teaching Practices Inventory (HTPI), an instrument developed specifically for this study. Factor analysis resulted in the HTPI structure consisting of three distinct scales representing faculty caring, hope, and feedback practices as suggested by Snyder (2005), all with α reliability scores > .84.

The frequency of the teaching practices measured by these scales were moderately correlated to student hope, and significantly related when controlling for background characteristics. The HTPI scale scores, and particularly the scale representing Snyder et al.’s (1991) conceptualization of hope, predicted student success when controlling for background characteristics. Student hope was also found to be a significant predictor of student success, confirming prior research on the positive benefits of hope. Several interactions with student and professor background characteristics were also observed, yielding further insight into how student-faculty interactions based in hopeful teaching may individually influence student hope and success outcomes.

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Mumpower, Lee F. "College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers". Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.

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The purpose of the study was to examine what teaching methods new college teachers received and which ones they believed were important. New college faculty were asked questions on teaching methods to determine which, if any, were made available to them before they entered college teaching. The research questions under study were: (1) What type(s) of methodological preparation do/does higher education faculty receive? (2) What methodological preparation would be beneficial to new higher education faculty? (3) How do new higher education faculty learn methodological preparation? (4) What strategies could be developed to assist new higher education faculty in the development of instructional skills? (5) Are there differences between faculty who teach at institutions classified according to the Carnegie Classifications (1987) regarding the importance of methodological preparation and the amount of training received? The conclusions of the study were that new faculty were not prepared for the overall duties of the career as college teacher, except for being knowledgeable in their subject area. New college faculty also indicated a large difference between what they should know prior to beginning their college teaching and what they actually know. There were differences between faculty at two year colleges and at four year colleges, both in what was perceived as important to know and in the amount of training received. The recommendations of the study were that training programs for new college faculty should prepare these faculty in more than content; that as more non-traditional students return to college, faculty need to know more about how adults learn, different student learning styles, and how to increase student motivation; colleges should include training mechanisms for new faculty, such as how to teach, developing mentoring relationships, or creating internships; and orientation programs should be set up for newly hired faculty.

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Książki na temat "Sudy and teaching (Higher)"

Lindkvist, Julia. Att bygga kunskapsstaden: En studie av högskolornas framväxt i Stockholm 1850-1960. Stockholm: Avdelningen för teknik- och vetenskapshistoria, Kungliga Tekniska högskolan, 2008.

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Graham, Gibbs, i Open University. Institute of Educational Technology., red. Teaching in higher education. Milton Keynes: Open University, 1998.

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Andy, Northedge, i Open University. Institute of Educational Technology., red. Teaching in higher education. Milton Keynes: Open University, 1998.

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Gregory, Marshall. Teaching Excellence in Higher Education. Redaktor Melissa Valiska Gregory. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137373762.

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Mande, Wilson Muyinda. Effective teaching in higher education. Entebbe, Uganda: Nkumba University, 2001.

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Dominic, Upton, i Trapp Annie, red. Teaching psychology in higher education. Malden, MA: Wiley-Blackwell, 2010.

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Gregory, Melissa Valiska, red. Teaching excellence in higher education. New York, USA: Palgrave Macmillan, 2013.

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Narula, Manjula. Effective teaching in higher education. New Delhi: Commonwealth Publishers, 2000.

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Brown, Susan C. Teaching inclusively in higher education. Charlotte, N.C: Information Age Pub. Inc., 2010.

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C, Brown Susan, i Fallon Moira A, red. Teaching inclusively in higher education. Charlotte, N.C: Information Age Pub. Inc., 2010.

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Części książek na temat "Sudy and teaching (Higher)"

Barnett, Ronald. "Teaching". W The Philosophy of Higher Education, 109–19. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003102939-13.

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Roberts, Jay W. "Uncertainty in Higher Education". W Risky Teaching, 16–35. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003029809-3.

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Thelin, John R. "Teaching and Learning". W American Higher Education, 64–91. Wyd. 2. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003319641-4.

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MacPherson, Seonaigh, i Patricia Rockman. "Higher Education". W Mindfulness-Based Teaching and Learning, 77–98. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003182467-9.

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Woodruff, Gayle, Kate Martin i Mary Katherine O’brien. "Internationalizing Teaching and Learning". W Internationalizing Higher Education, 63–86. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-980-7_5.

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Mehrotra, Chandra M., i Lawrence McGahey. "Online teaching." W Evidence-based teaching for higher education., 59–76. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13745-004.

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Themistocleous, Marinos. "Teaching blockchain". W Supporting Higher Education 4.0 with Blockchain, 150–65. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003318736-7.

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Schiefelbein, Ernesto, i Paulina Schiefelbein. "Improve Teaching Methods or Perish". W Higher Education Dynamics, 167–77. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3383-4_10.

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Martínez, Glenn, i Elena Foulis. "CLA in Higher Education Contexts". W Heritage Language Teaching, 212–27. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003148227-15.

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Christensen, Turid Nørlund. "Teaching Co-Creation". W Co-Creation in Higher Education, 205–23. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-119-3_12.

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Streszczenia konferencji na temat "Sudy and teaching (Higher)"

Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.

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Kuzmina, Svitlana Anatoliivna, Sue Fan Foo, Olha Vasylivna Matviienko i Tamara Volodymyrivna Glazunova. "Advancing Internationalization Agenda Amidst the War in Ukraine: Kindness and Trauma-Informed Teaching Project in Teacher Education". W Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16252.

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The paper aims to describe and analyze graduate students' collaborative online learning project between Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia [VSPU] Ukraine, and Worcester State University [WSU], Massachusetts, USA, as one of the outcomes of the internationalization agenda in Ukraine. Since the war in Ukraine and the increased acts of violence in the U.S. require immediate action, the “Kindness and Trauma-Informed Teaching” project is essential. Based on a one-semester interaction for the case study, research, and project work, it is a novel practice at both educational institutions. Graduate students engaged in asynchronous and synchronous activities utilizing Zoom, Google Classroom, and Google Documents. The project was carried out under the auspices of Education USA, the American Council in Ukraine, and SUNY COIL Foundation in the USA. The findings highlight the significance of such partnerships and persuade that this project promotes further collaborative research in teacher education.

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Hitch, Leslie, i Beth-Anne Sullivan. "Higher ed 101 - teaching techies higher ed culture". W the 34th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1181216.1181249.

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Mardar, Sorina mihaela, i Adriana Risnoveanu. "INTERACTIVE TEACHING - A BASIS FOR HIGHER EDUCATION TEACHING". W eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-104.

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As a rule, interactive teaching is regarded as a characteristic of teaching acts practiced in the undergraduate system. When teaching children or teenagers, teachers need to more actively involve their learners in the teaching process itself. Reforming and redesigning the higher educational system bring in the limelight the teacher-student interaction even in the university's auditorium. The arguments in favor of the above-mentioned idea could be numerous: v The reality of the knowledge-based society in which future graduates are to function; v Students should develop transverse competence which could entail critical and creative thinking, debating skills, personal and professional autonomy, and team working skills. v The university campus encompasses debating and exchanging ideas. v Nowadays, knowledge teaching does not entail an end-product any more, but building it on an 'interest area' basis manner. v Learning through projects at the level of the higher education. v Increasing responsibility of the higher education towards its beneficiaries providing mass access to higher education and training future experts. Starting with these premises, the given paper will focus on the need of promoting interactive teaching at the level of the higher education, on the benefits and concrete means of implementing it. At the same time, in the present paper we are willing to focus on the perception of our students of the interactive teaching employed at "The Psycho - Pedagogical Study Program of Teachers' Certification", implying that future teacher graduates of the course will be further using interactive teaching methods in the military environment.

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Raviolo, Paolo. "Online higher education teaching practices". W the 10th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3306500.3306548.

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Herta, Christian, Benjamin Voigt, Patrick Baumann, Klaus Strohmenger, Christoph Jansen, Oliver Fischer, Gefei Zhang i Peter Hufnagel. "Deep Teaching: Materials for Teaching Machine and Deep Learning". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9177.

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Machine learning (ML) is considered to be hard because it is relatively complicated in comparison to other topics of computer science. The reason is that machine learning is based heavily on mathematics and abstract concepts. This results in an entry barrier for students: Most students want to avoid such difficult topics in elective courses or self-study. In the project Deep.Teaching we address these issues: We motivate by selected applications and support courses as well as self-study by giving practical exercises for different topics in machine learning. The teaching material, provided as jupyter notebooks, consists of theoretical and programming sections. For didactical reasons, we designed programming exercises such that the students have to deeply understand the concepts and principles before they can start to implement a solution. We provide all necessary boilerplate code such that the students can primarily focus on the educational objectives of the exercises. We used different ways to give feedback for self-study: obscured solutions for mathematical results, software tests with assert statements, and graphical illustrations of sample solutions. All of the material is published under a permissive license. Developing jupyter notebooks collaboratively for educational purposes poses some problems. We address these issues and provide solutions/best practices.

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Zehetmeier, Daniela, Axel Böttcher, Kathrin Schlierkamp i Veronika Thurner. "Teaching Abstraction". W HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2770.

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Many technical disciplines require abstraction skills, such as the ability to deduce general rules and principles from sets of examples. These skills are the basis for creating solutions that address a whole class of similar problems, rather than merely focusing a single specific instance. Experience shows that many freshmen students are ill equipped with these skills. Therefore, we developed an intervention that systematically teaches abstraction skills to students, and applied our approach to a cohort of freshmen students in computer science.

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Hurtado, Nuria, Elisa Guerrero, Elena Romero i Francisco Rubio. "TOWARDS BILINGUAL TEACHING IN HIGHER EDUCATION". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2214.

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Lane, Diarmaid. "‘Centering’ Teaching Excellence in Higher Education". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9408.

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This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable. An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students. This had a subsequent negative effect on several levels. The paper concludes by describing the merits of academics ‘centering’ themselves between the corporate university and the needs of students in striving for ‘teaching excellence’.

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Caetano, Nidia, i Carlos Felgueiras. "Teaching sustainable development in higher education". W TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3434780.3436717.

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Raporty organizacyjne na temat "Sudy and teaching (Higher)"

Marnet, Oliver. Reflections on Teaching in Higher Education. Bristol, UK: The Economics Network, luty 2007. http://dx.doi.org/10.53593/n185a.

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Tofaris, Elizabeth, Tristan McCowan i Rebecca Schendel. Reforming Higher Education Teaching Practices in Africa. REAL Centre, University of Cambridge and The Impact Initiative, marzec 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii348.

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Cook, Steve, i Duncan Watson. A pedagogically-driven approach to teaching higher-powered unit root testing. The Economics Network, marzec 2023. http://dx.doi.org/10.53593/n3591a.

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KLIMENKO, I. M., i O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, kwiecień 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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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.283.

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Galdames Calderón, Marisol. Protocol for Systematic Review: Revisiting Challenge-Based Learning - Teaching Practices in Higher Education. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, maj 2024. http://dx.doi.org/10.37766/inplasy2024.5.0140.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, maj 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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Batagova, Ludmila Khazretovna. Teaching History at Higher Educational Establishments as a Factor in the Formation of Russian Identity. DOI СODE, 2021. http://dx.doi.org/10.18411/doicode-2022.035.

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Pylypenko, Olha S., Tetiana H. Kramarenko i Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], lipiec 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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Gunness, Sandhya, Rubina D. Rampersad i Tomal K. Chadeea. Technology-Enabled Learning at the Four Public Higher Education Institutions of Mauritius. Commonwealth of Learning (COL), maj 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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