Добірка наукової літератури з теми "Student teaching Victoria Case studies"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Student teaching Victoria Case studies".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Student teaching Victoria Case studies"
1
Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.
Повний текст джерелаАнотація:
Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
2
Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
Повний текст джерелаАнотація:
ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.
Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance
References:
Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609
Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907
Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10.
Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10.
Armytage, P. (2018). Review of the Victorian Institute of Teaching.
Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017.
Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016
Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification.
Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145.
Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000
Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32.
Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248
Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53.
Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479.
Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia.
John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49).
Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307.
Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010.
Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81.
Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35.
Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012
Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi.
Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281
McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics.
Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31.
Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932
Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant.
Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya.
Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53
Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief.
Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS.
OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee.
Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I. What teachers and school leaders say about their jobs. TALIS, 2, 1–7.
Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595
Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242.
Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119
Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016.
Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504.
Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837.
Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6.
Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492
Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221.
Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118.
Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang.
ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005
Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719
Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector.
Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60.
Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171.
Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project.
Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.
3
Murdoch, Lydia, and Susan Zlotnick. "Leaving Victorian Studies Behind: The Case of Vassar College." Global Nineteenth-Century Studies 1, no. 1 (June 1, 2022): 53–62. http://dx.doi.org/10.3828/gncs.2022.9.
Повний текст джерелаАнотація:
Much of the recent reflection on nineteenth-century global studies has focused on research, graduate program(me)s, or upper-level courses. This essay recounts the transformation of the Program in Victorian Studies at Vassar College, one of the few institutions in North America offering an undergraduate degree in Victorian Studies, into a global nineteenth-century studies program. The new multidisciplinary program prioritizes teaching at the 100-level in order to prepare students to take a global perspective into advanced courses. Its introductory team-taught course, ‘Revolution, Evolution, and the Global Nineteenth Century’, is the place where the Vassar faculty work out both the practical and theoretical challenges of teaching ‘the global’, such as how to incorporate non-Anglophone materials as well as science and technology into a global curriculum. The course - and the program more broadly - constitute a serious effort to decolonize the study of the nineteenth century at the undergraduate level.
4
Curry, Kristal. "Beyond MIVCA: How Social Studies Student Teachers Negotiate the National Council for the Social Studies' (NCSS) Curriculum Guidelines for Powerful Teaching and Learning." Social Studies Research and Practice 5, no. 1 (March 1, 2010): 24–44. http://dx.doi.org/10.1108/ssrp-01-2010-b0004.
Повний текст джерелаАнотація:
This paper presents case studies of three student teachers negotiating the demands of the National Council of the Social Studies' (NCSS) five characteristics of powerful teaching and learning (meaningful, integrative, value-based, challenging, and active instruction) while engaged in the context-specific tasks of student teaching. For these three student teachers, the context of both their teaching and beliefs about teaching combined to help them focus on two of the five characteristics more deeply than the others. These case studies suggest that social studies pre-service teachers can constructively use their student teaching semester to focus on developing strengths in those characteristics most appropriate to their beliefs about teaching and their teaching contexts, and that social studies methods courses can aid in this process by helping student teachers to reflect on these factors prior to their student teaching semester.
5
Murphey, Tim. "Singing well-becoming: Student musical therapy case studies." Studies in Second Language Learning and Teaching 4, no. 2 (January 1, 2014): 205–35. http://dx.doi.org/10.14746/ssllt.2014.4.2.4.
Повний текст джерелаАнотація:
Much research supports the everyday therapeutic and deeper socialneurophysiological influence of singing songs alone and in groups (Austin, 2008; Cozolino, 2013; Sacks, 2007). This study looks at what happens when Japanese students teach short English affirmation songlet-routines to others out of the classroom (clandestine folk music therapy). I investigate 155 student-conducted musical case studies from 7 semester-long classes (18 to 29 students per class) over a 4-year period. The assignments, their in-class training, and their results are introduced, with examples directly from their case studies. Each class published their own booklet of case studies (a class publication, available to readers online for research replication and modeling). Results show that most primary participants enjoyed spreading these positive songlets as they became “well-becoming agents of change” in their own social networks. “Well-becoming” emphasizes an agentive action or activity that creates better well-being in others, an action such as the sharing or teaching of a songlet. The qualitative data reveals a number of types of well-becoming such as social and familial bonding, meaning-making, teaching-rushes, and experiencing embodied cognition. The project also stimulated wider network dissemination of these well-becoming possibilities and pedagogical insights.
6
Carr, Amanda, Gwen Gilmore, and Marcelle Cacciattolo. "Case writing for collaborative practice in education studies." Qualitative Research Journal 15, no. 2 (May 5, 2015): 121–34. http://dx.doi.org/10.1108/qrj-01-2015-0005.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to discuss that in 2012, a small group of teaching staff in a new diploma of Education Studies program came together to critically reflect on teaching approaches that either hindered or encouraged learners to thrive in the transition environment in higher education (HE). Design/methodology/approach – This paper reports on the use of case writing as a methodological tool for engaging in reflexive inquiry in a HE cross-faculty setting; it also adds a further dimension to the work of (Burridge et al., 2010). The team used a systematic coding activity, known as “threading,” to unpack over-arching themes that were embedded in each other’s narratives. Findings – Throughout the two years of the project, 12 cases were presented on key critical teaching moments that the researchers had experienced. The themes varied and included topics like student reflections on why they found learning challenging, teachers’ mixed emotions about failing students, difficulties for teachers in having to persuade students to read academic texts, teacher/student confrontations and student resilience amidst challenges linked to their personal and student lives. Social implications – A central theme to emerge from the research was that complexities arise for teachers when they are faced with learners who are apparently not suited to the career pathway they have signed up for. Originality/value – Through using a collaborative practitioner research framework, enunciating concerns were raised and different interpretations of the same incident were shared. The paper concludes that case writing can assist academics to be more informed of teaching approaches that lead to successful learning outcomes.
7
Corney, Graham. "Case Studies in Student Geography Teachers' Conceptions of Teaching Environmental Issues." International Research in Geographical and Environmental Education 9, no. 4 (August 2000): 305–26. http://dx.doi.org/10.1080/10382040008667663.
Повний текст джерела
8
Dębicka, Anna, and Karolina Olejniczak. "Entrepreneurial Pedagogy: An Example of Using Student-Developed Case Studies." Horyzonty Wychowania 19, no. 51 (September 26, 2020): 43–55. http://dx.doi.org/10.35765/hw.1892.
Повний текст джерелаАнотація:
RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy.
THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies.
THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented.
RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them. In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students. The results of the analysis permit concluding that student-developed case studies can be commonly used and allow developing a wide range of students entrepreneurial skills.
9
Laditka, Sarah B., and Margaret M. Houck. "‘Student-Developed Case Studies: An Experiential Approach for Teaching Ethics in Management’." Journal of Business Ethics 64, no. 2 (March 2006): 157–67. http://dx.doi.org/10.1007/s10551-005-0276-3.
Повний текст джерела
10
TREJO-PECH, CARLOS J. O., and SUSAN WHITE. "THE USE OF CASE STUDIES IN UNDERGRADUATE BUSINESS ADMINISTRATION." Revista de Administração de Empresas 57, no. 4 (August 2017): 342–56. http://dx.doi.org/10.1590/s0034-759020170405.
Повний текст джерелаАнотація:
ABSTRACT We develop constructs to evaluate the factors influencing the degree of students' acceptance of cases. In our proposed framework, student acceptance is affected by the case selection, intensity of faculty use, training, course type and level, level of instructor expertise, teaching atmosphere, and the faculty's beliefs about the usefulness of the case method. Our sample includes faculty teaching quantitative or qualitative courses across several disciplines in undergraduate business administration. Responses to a survey are analyzed using factor analysis and regression. The quantitative analysis is complemented by interviews with a subset of expert faculty using a two-round modified Delphi technique. This study may be limited by the fact that it measured faculty perceptions of the degree of students' acceptance of cases, rather than student acceptance directly. Future research might survey students or use students' courses evaluations to validate or contradict our results.
Дисертації з теми "Student teaching Victoria Case studies"
1
Derksen, Harold Kenneth. "The role of oral language in the practicum classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27130.pdf.
Повний текст джерела
2
Liptak, Kathryn Allen. "Learning to teach-teaching to learn: a case study of a student teacher." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39988.
Повний текст джерелаАнотація:
There is a great deal of controversy over the role that the student teaching experience plays in the preparation and development of teachers. In order to increase our understanding of the practice of student teaching, case study methodology was utilized in this study to develop a holistic description of the practice of student teaching from the student teacher’s perspective. The study identified and described the internal and external factors which influence the practice of student teaching for a student teacher learning to teach. This study facilitates our understanding of the practice of student teaching and the complex interactions that occur among the individuals involved (e.g., the student teacher, the cooperating teacher, the university supervisor, etc.); the settings (e.g., the public school, the public school classroom, the university classroom, etc.); and the formal university program. The findings from this study suggest that autonomy, reflection, and formal university coursework are key components of learning to teach.
Further research which examines specific teacher education programs and specific components of those programs, in relation to the student teaching experience is necessary if we are to continue to increase our understanding of the practice of student teaching and improve teacher education.Ed. D.
3
Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM Fields." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404530/.
Повний текст джерелаАнотація:
The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.
4
Au, Kit-oi Eliza, and 區潔愛. "A study on student teachers' conceptions of teaching: analysis based on metaphors and reflection." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956257.
Повний текст джерела
5
Chan, Yuk-fai Ronald, and 陳玉輝. "Building a collaborative culture in teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960698.
Повний текст джерела
6
Rauschenbach, James Walter. "Case studies of effective physical education specialists : relationships among curricular values, teaching strategies, and student involvement /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120908921.
Повний текст джерела
7
Darling, Susan L. "Six case studies : a comparative and contextual study of student writers and a writing program." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1355251.
Повний текст джерелаАнотація:
This study examines the writing progress of six students over a period of five years and the effectiveness of the writing program each student experienced. Writing samples, standardized test scores, writing prompts, student surveys, and interviews with students and teachers combine to illuminate the strengths and weaknesses in the writing program.Quantitative data is derived from student surveys which illuminate the frequency student instruction in the best practices in writing instruction, in addition to the data collected from student standardized test scores. Qualitative data is disaggregated from student writing samples, writing prompts, and interviews, which demonstrate student knowledge of writing processes, and clarifies student experiences in writing instruction.The combination and examination of this data provides a clear picture of the students' five-year writing programs. In depth analysis this data illuminate strengths and weaknesses in the writing program experienced by the students. This paper also provides suggestions for improving writing instruction utilizing the best practices in writing instruction.Department of English
8
Milton, Josephine. "'Speak in English!' : the language use of student teachers teaching English in Maltese primary schools : case studies." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/14576/.
Повний текст джерелаАнотація:
The National Minimum Curriculum recommends that English lessons should be taught in English, with some code-switching if necessary for the pupils to understand. Maltese and English are the official languages of Malta and both are used in primary education. The aim of this study was to explore the actual use of Maltese and English by student teachers during English lessons. This was done through the use of case studies of three participants: Anne, Suzanne and Lisa. I was interested in how the student teachers used English and why and when they drew on Maltese during their lessons. Through the process of data collection, coding and analysis I became more aware of the possible pedagogic use of Maltese that was involved in the teaching and learning process. I came to the conclusion that both languages were being used to mediate learning and to negotiate meaning and understanding in Maltese primary school classrooms. I also realised that the choice of using Maltese or English in the classroom depended on the identity of the user, as constructed through lived experiences, knowledge about language, and beliefs about language use and teaching as well as the social, cultural, educational and linguistic context. In the classrooms I observed, Maltese was drawn on frequently to ensure understanding and learning, for procedural issues, to address classroom management issues and at times to establish a friendly atmosphere during English lessons. Thus, I came to question the 'English-only' immersion policy in view of the use of Maltese as an additional pedagogical resource in the classroom.
9
Tang, Choi-ping, and 鄧彩萍. "Family factors affecting immigrant student language achievement: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960418.
Повний текст джерела
10
Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
Повний текст джерелаКниги з теми "Student teaching Victoria Case studies"
1
Stories of student teaching: A case approach to the student teaching experience. Upper Saddle River, N.J: Merrill, 1998.
Знайти повний текст джерела
2
W, Parkay Forrest, ed. Case studies for teacher decision making. New York: Random House, 1989.
Знайти повний текст джерела
3
Understanding student teaching: Case studies of experiences and suggestions for survival. Lanham, Md: University Press of America, 1999.
Знайти повний текст джерела
4
Knowles, J. Gary. Through preservice teachers' eyes: Exploring field experiences through narrative and inquiry. New York: Merrill, 1994.
Знайти повний текст джерела
5
P, Sharma O. Psycho-socio characteristics of prospective teachers: A study of S.C. pupil-teachers. Jodhpur: Books Treasure, 1994.
Знайти повний текст джерела
6
R, Yarling James, ed. Student teaching casebook for supervising teachers and teaching interns. New York: Merrill, 1994.
Знайти повний текст джерела
7
Developing preservice problem-solving skills through case studies. Lanham: Rowman & Littlefield Education, 2010.
Знайти повний текст джерела
8
1950-, Crosling Glenda M., and Webb Graham 1950-, eds. Supporting student learning: Case studies, experience & practice from higher education. London: Kogan Page, 2002.
Знайти повний текст джерела
9
Martyn, Hammersley, ed. Case studies in classroom research: A reader. Milton Keynes, England: Open University Press, 1986.
Знайти повний текст джерела
10
Will the real teacher please stand up?: Teaching stories for more effective education. Austin, Tex: Inreach Pub., 1994.
Знайти повний текст джерелаЧастини книг з теми "Student teaching Victoria Case studies"
1
Chapman, Judith, Sue Cahill, and Roger Holdsworth. "Student Action Teams, Values Education and Quality Teaching and Learning—Case Study from the Manningham Cluster, Victoria." In Values Education and Quality Teaching, 27–43. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_3.
Повний текст джерела
2
Yeo, Lloyd, Sazryna Lee Samsudin, Cherie Heng, Ezal bin Sani, and Teddy Y. H. Sim. "A Case Study on the Incorporation of Museum and Artifact-Based Fieldtrips in the Teaching of Ancient Singapore History: Teacher Reflections and Student Learning." In Studies in Singapore Education: Research, Innovation & Practice, 221–43. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8233-2_11.
Повний текст джерела
3
Ylimaki, Rose M., and Lynnette A. Brunderman. "Strength-Based Approaches to Meeting Culturally Diverse Student Needs." In Evidence-Based School Development in Changing Demographic Contexts, 81–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_7.
Повний текст джерелаАнотація:
AbstractA strengths-based approach to education is essential for successful school development in culturally diverse schools. Chapter 7 reflects that education lies in the pedagogical relations and provocations into the self-realizations and growth of young people. In this arena, provocation refers to intentions to provoke thoughts, ideas, and actions that help students to learn and grow. A provocation should be grounded in the child’s cultural background strengths. We explicitly worked with school teams to recognize the equal value of different cultures in their students’ ethnic and linguistic backgrounds and to lead in culturally responsive ways with regards to pedagogy, curriculum, data-analysis, education and community engagement. We drew on research to include positive perspectives of parents and families, communication of high expectations, learning within the context of culture, student-centered and culturally mediated instruction, reshaping the curriculum, and teacher as facilitator. Thus, culturally relevant teaching requires teachers to embrace diversity, build on strengths, and recognize that students learn in a variety of ways. It is the job of the leader to help teachers gain an understanding of those cultures, and how to incorporate that into their classrooms. Sample activities and case studies expand the concepts.
4
Buckley, Carina, and Maria Kukhareva. "Making Inspiration Mainstream: Innovative Pedagogies for the Real World." In Applied Pedagogies for Higher Education, 269–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_12.
Повний текст джерелаАнотація:
Abstract Innovative pedagogies represent a flexible, student-centred approach to learning by focusing on authentic, situated, real world tasks, which are complex and non-linear. When contextualised with learning development, this type of real world learning allows for engagement that goes beyond the individual, beyond the curriculum and beyond the classroom. This ‘beyondness’ of learning allows for alternative ways of seeing through the cross-pollination of disciplinary approaches, interactivity outside the subject group and flexibility in teaching spaces. The model presented makes explicit a learning community that exists beyond the immediate experience of the student. All three case studies present a means by which the student can negotiate their role and construct knowledge alongside others, in complex, dynamic and situated learning environments that value student-centred, emancipatory practices.
5
Vieri, Marco, Daniele Sarri, Sofia Matilde Luglio, and Carolina Perna. "Didattica immersiva nell’Ingegneria Agraria. Un caso d’uso nel Laboratorio di Agricoltura Digitale e di Alta Tecnologia." In Studi e saggi, 103–8. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-646-9.13.
Повний текст джерелаАнотація:
The chapter describes experiences of 360° videos use by the Agrismart Lab Group of the University of Florence. The Agrismart Lab Group focuses on the technological transfer of information obtained during the research phase to provide the greatest possible diffusion and dissemination of discoveries regarding the technological-digital revolution in the agricultural sector. Dissemination, applications, and teaching are the main outcomes of our research activities, and we have fully utilized the SEPA360 project's resources. In particular, the student will be able to see smart farming examples both in the field and in the immersive teaching lab having clearer theoretical notions by 360° viewers. Two case studies (tractor 4.0 and Agrobot) are included in the interactive videos, which are utilized both for learning and verification.
6
Archer, Melenie, Dawn A. Morley, and Jean-Baptiste R. G. Souppez. "Real World Learning and Authentic Assessment." In Applied Pedagogies for Higher Education, 323–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_14.
Повний текст джерелаАнотація:
Abstract Archer, Morley and Souppez critique the value of building authentic assessment to reflect better a real world learning approach that prepares students more explicitly for employment after graduation. The two case studies within this chapter are drawn from the different disciplines of festival and event management and yacht design; both aim to prepare students for their respective industries from the onset of their degree programmes. The case studies present how the use of well-managed pedagogic strategies, such as peer review and assessment, reflective practice and the use of formative feedback, can prepare students successfully for authentic and high-risk summative assessments. The authors argue for a learning and teaching approach that emphasises sequential, real world assessment that focuses on student longitudinal development.
7
Maag Merki, Katharina, Urs Grob, Beat Rechsteiner, Andrea Wullschleger, Nathanael Schori, and Ariane Rickenbacher. "Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data." In Accountability and Educational Improvement, 257–301. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_12.
Повний текст джерелаАнотація:
AbstractPrevious research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
8
Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
Повний текст джерелаАнотація:
The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
9
Block, Martin E. "Teaching A Student with A Severe Disability." In Case Studies in Adapted Physical Education, 146–50. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-34.
Повний текст джерела
10
Finn, Peter. "Democratising teaching: student votes and module case studies." In Ideas for Active Learning. University of Sussex Library, 2022. http://dx.doi.org/10.20919/opxr1032/22.
Повний текст джерелаТези доповідей конференцій з теми "Student teaching Victoria Case studies"
1
Partridge, Helen, and Gillian Hallam. "New Pathways to Learning: The Team Teaching Approach. A Library and Information Science Case Study." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2851.
Повний текст джерелаАнотація:
The Queensland University of Technology (QUT) challenges its teachers to provide innovative and dynamic learning environments that foster excellence in student learning. This paper discusses how the Faculty of Information Technology is using collaborative teaching and learning strategies to meet this challenge. The paper explores how team teaching and learning is being implemented within the Graduate Diploma in Library and Information Studies. The core unit ITN336 Information Resources is used as a case study. The paper discusses the practical implications of incorporating team teaching into a unit’s curriculum and how it impacts on the teaching and learning process. Student attitudes towards team teaching are explored. The paper concludes by discussing how team teaching is not just a technique that can be applied to divide the labour within a unit, rather it is a creative and thoughtful mechanism for fostering a dynamic student-centred learning environment.
2
Anderson, Kevin R., and Clifford M. Stover. "Pragmatic Approach to Teaching Introduction to Machine Design." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23004.
Повний текст джерелаАнотація:
Abstract This paper presents examples of teaching Mechanical Design using a pragmatic approach. The pedagogy used herein embeds real-world experience and projects into the curriculum by taking representative case studies from industry and creating course projects. The approach focuses on using sanity checks using free-body diagrams and hand-calculations, materials specification and proliferate used of commercial off the shelf parts supplier catalog data. Case studies from course projects are presented demonstrating the above skill set reinforcement. The assessment of the student work is presented as it is related to the ABET learning outcomes of the mechanical design curriculum track.
3
Jewels, Tony, Carmen de Pablos Heredero, and Marilyn Campbell. "Does Technology Impact on Teaching Styles or Do Teaching Styles Impact on Technology in the Delivery of Higher Education?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2792.
Повний текст джерелаАнотація:
Although there are many teaching styles in higher education, they can usually be reduced to two: the traditional, on campus attendance, lecturing, student-passive style and the newer, distance education, self-paced, student-active style. It is the contention of this paper, illustrated by two case studies of one Spanish and one Australian university, that the differences in technology seem to have evolved due to these different teaching styles. On the other hand, both institutions seem to be in the same stage of technological implementation, although the technological product appears different. A discussion is provided to consider the interaction effects in practice, teaching styles and institutional adoption stage on web based technologies in these two universities.
4
Condoor, Sridhar S., and Heath Doty. "Teaching Consumer Product Design to Engineering Students." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69197.
Повний текст джерелаАнотація:
Consumer product design blends engineering and industrial design principles, and marketing strategies to bring functional, aesthetic products to market. While competitions motivate a diverse set of students to churn out products/ventures, a systematic approach for tackling consumer product design tasks and case studies that demonstrate the approach greatly benefit a number of students by focusing their design efforts. The paper elaborates such an approach using a case study highlighting the thought process. The case study involves the design of an innovative keychain. While the case study was primarily mechanical engineering in scope addressed by a student team of mechanical engineers, the approach outlined in the paper is generic and can be applied to product designs involving other disciplines.
5
Partridge, Helen, and Gillian Hallam. "Technology and the Human Dimension: Using Web-Based Technology to Develop and Record Generic Capabilities. A Library and Information Studies Case Study." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2659.
Повний текст джерелаАнотація:
The Queensland University of Technology (QUT) is committed to ensuring that its students are not only discipline savvy but also skilled in generic capabilities. To facilitate the development of generic capabilities within its educational programs QUT has supported a project, which involved the creation of a web based tool known as the Student Capability Profile (SCP). The SCP aims to be a dynamic and flexible vehicle for documenting individual student’s personal development and growth within the broad spectrum of workplace skills. The SCP will be an invaluable tool, especially in the recruitment process, as it will allow students to inform potential employers of their achievement and growth within generic capabilities. This paper will explore a case study of how the system is being used in teaching generic capabilities such as teamwork and communication skills within library and information studies. The paper discusses the practical implications of using technology to facilitate student development of generic capabilities and how it impacts on the teaching and learning process.
6
Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.
Повний текст джерелаАнотація:
Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
7
Mahabir, Amrita, Dinesh Soodeen, and Natalie Persadie. "EXAMINING THE PROCESSES OF NEW PRODUCT DEVELOPMENT AND INNOVATION: THE K. C. CONFECTIONERY CASE IN TRINIDAD AND TOBAGO." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/jwqn1339.
Повний текст джерелаАнотація:
Teaching case studies are a great way to implement active learning tactics. Writers describe case studies as complex examples, giving insight into the context of a problem and illustrating the main point. It provides student-centred activities based on topics that demonstrate theoretical concepts in an applied setting. This paper is concerned with exploring and promoting the teaching of new product development (NPD) and innovation using case studies in one of the universities in Trinidad and Tobago (T&T). The aim of this paper is to create the first local teaching case study, accompanied by an instructor’s manual. The outcome is a six-page case study, validated by undergraduate and postgraduate students, which examined the NPD and innovation processes at K. C. Confectionery Limited (KCC), a T&T based food and beverage manufacturing company.
8
Saade, Raafat, Dennis Kira, and Dani Dogmoch. "Towards a Student Advisory System for E-learning." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3075.
Повний текст джерелаАнотація:
Web-based courses are being introduced by higher education institutions at an increasing rate, such that a systematic shift from face-to-face teaching to web-based teaching has become evident. This enthusiasm in web-based education is primarily driven by cost savings and bottom line net profits to institutions. However, research work in the field still has a long way to demonstrate the effectiveness and benefits of web-based learning in general and more specifically, which student can benefit most. Regardless of all the benefits reported, difficulties are still encountered by students, professors, and institutions alike. In fact, many studies show that the web environment for learning is not appropriate for everyone. Therefore, the primary question should be “who is appropriate to take web-based courses?” This of course is in the context of success as it relates to enhanced learning experience and improved performance. Considering the reported benefits and difficulties, this paper identifies seven factors characterizing student success in a web-based learning environment. In addition, we use those factors within a decision support advisory system to help screen students for their appropriateness to take a web-based course. The system was used with few students and this paper reports on one case. The advisory system identifies unfavorable conditions for success to the student and suggests remedial activities to enhance the student’s success.
9
Devarapalli, Ratna, and Vijaya Lakshmi Velivelli. "The Ergonomics Edge for Small Enterprises – Case Studies from the State of Telangana, India." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002665.
Повний текст джерелаАнотація:
Terms like Ergonomic Fit, Ergonomic design, ergonomically correct / incorrect, etc have become synonymous with the term ‘Ergonomics’ and anyone interested increasing output / productivity without compromising on comfort. These terms have become a common phrase when talking about the design of tools and equipment or any design for that matter. But the word ‘Ergonomics’ has a great mystic around it because off its link with Engineering and industry especially when it comes to small industries. There are still a lot of apprehensions and doubts with the application of ergonomics at the small / medium enterprises. Hence there is need to understand and explain what constitutes good ergonomic design and how to understand what is "ergonomically in correct product" and choose products / changes which are not very expensive / involve major cost incurring for the small and medium enterprises. Four key physical risk factors associated with complaints of discomfort in the work environment such as: awkward postures, biomechanical stresses, repetition and force and environmental factors. For which the key is to eliminate the risk by providing a well-designed environment and affordable costs. It can also be mentioned as the process of adapting a space to meet human requirements which involves the study of how the human body functions in order to design spaces, furniture and devices which reduce fatigue and discomfort to improve operability and productivity along with affordability. While an increased emphasis on this concept, research data generated both corporate and at educational research centres over the past few years has shown that minor / minimum changes can amount to major benefits. With this objective, The department of Resource Management and Consumer Science (RMCS), College of Community Science (previously Home Science) has been teaching and conducting student research in the area of Ergonomics in various small enterprises in Telangana, India and this paper explains and highlights the importance of minor, small ergonomic cost effective interventions like extension of a handle, adding a sheath to the handle, increasing the height of the seating / workplace, improving the lighting, ensuring good ventilation have received good response from the users. This paper gives the details of all such research interventions done with the small and medium enterprises like weaving, metal and basketry works, classroom furniture etc, in the last 15years by the PG and PhD students and how the cost effective ergonomic edge was obtained or can be obtained and further demystify ergonomics for all.
10
Kushnazarov, Mansurbek, Crystal Jing Luo, and Nicole Kwan Yee Lai. "The effect of an online active learning-based course on approaches to teaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13050.
Повний текст джерелаАнотація:
The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.
Звіти організацій з теми "Student teaching Victoria Case studies"
1
Chainey, Jennie, Debbie Wong, Elizabeth Cassity, and Hilary Hollingsworth. Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-679-6.
Повний текст джерелаАнотація:
This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case study data, and key lessons learned about these that could be applied to other contexts and programs. These processes include: design, implementation, and analysis and reporting.
2
Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.
Повний текст джерелаАнотація:
Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
3
Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.
Повний текст джерелаАнотація:
Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
4
DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Повний текст джерелаАнотація:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.