Suchergebnisse

The Universitat Politècnica de Catalunya, UPC-BarcelonaTech (UPC), is currently doing significant steps towards the gender mainstreaming in teaching. Indeed, some years ago some teachers already started individually to introduce gender dimension in their teaching, but it is not until the pilot project named Gender Dimension in Teaching, when a cooperative approach was adopted to reach such mainstreaming in all Bachelor and Master degrees at UPC. Within this project a group of 35 lecturers worked during one semester focusing on the four pillars of teaching (i.e. contents, classroom management, methodology and assessment), which were revised from a gender perspective. Within each pillar, gender issues were identified according to the experienced perception of the project participants. However, uncertainties aroused concerning the reliability of such a perception. Indeed, teachers' perception might be influenced by stereotypes and prejudices that could alter the identification of gender issues. Hence, it became obvious that more reliable data concerning students' perceptions was needed. In order to assess this issue, a survey design, test and improvement process was carried out [1]. The first consensual version of the survey was answered by 548 students, 30% of which are women, from 3 Bachelor and 4 Master STEM degrees. The percentage of women was similar to that of the UPC students' community (27,2% in 2018-2019) but significantly higher than 20,70%, what corresponds to the women's proportion in the 7 studied degrees. This first comparison already makes evident the different degree of awareness related to gender issues, where women capture more biases than men. Indeed, these differences have been found in most of the survey's answers related to the students' observations on attitudes and facts in the frame of UPC degrees. Within the survey, different aspects such as teacher's gendered attitudes, gendered roles in the teamwork and male and female referents are analysed. Surprising results are found, such as the fact that 76% of students have frequently detected one of the following issues: different treatment by the teacher, use of sexist language, use of stereotyped images or a biased assessment. Also, the results regarding referents are interesting, showing a significant gender bias in both the number and type of referents. Indeed, despite the number of male referents is low (54%), the number of female referents is really scarce (24%) and, to our opinion, devoted actions to provide female referents are required. Moreover, women have more referents in the personal circle whereas men have more internationally known and actual referents. All these aspects have been analysed for each of the participant degrees providing valuable information to define degree specific actions to improve gender mainstreaming in teaching. Moreover, the detailed data analysis has allowed to identify the correct wording of the key questions and the type of available answers in order to build a new survey to assess students' perception all along UPC experience. ; This work has been carried out within the framework of the Gender Dimension in Teaching project, at UPC-BarcelonaTech, and GEECCO project that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No. 741128. The views and opinions expressed herein are those of the authors and do not necessarily reflect the official point of view of the UPC-BarcelonaTech nor the European Commission. ; Peer Reviewed ; Postprint (published version)

The quality of education in Indonesia is still far from being expected. It is different from Taiwan. The government and people realize that a strong commitment to build and develop a national education system is a key determinant of the success of the state to maintain students' achievement. The purpose of this study is to respond the correlation of teacher teaching experience (TTE) and instructional delivery on teacher's competence (TCC), classroom curriculum (CC), and personal competencies (PC) by examining teachers in the primary schools from Taiwan and Indonesia. This study explores the differences between Taiwan and Indonesia cohort in TCC, CC, PC and correlation between TTE and TCC, CC, PC to bring learners` achievement. The results shown that the TCC, CC, PC are different from Taiwan and Indonesia. Then, TEE is statistically significant on TCC, CC, and PC. The techno teaching of each country is compiled by the ministry of education, and then the primary school is given the authority to develop techno teaching or students' achievement in accordance with the conditions of each region and students' demand in Indonesia which includes a teacher's competencies that are supported to succeed the education especially in primary school.

Introduction, justifying the rational of the research. Teaching health promotion (HP) to health professionals is essential for the comprehensive care of the health-disease process in individuals and collectivities. It is argued that the Universities beyond further support with the educational aid, could promote the health of their students.Objective. To explore the teaching of different health courses at a brazilian university and to reflect on teaching as a possibility for undergraduate students promote their own health.Methodology. Preliminary exploratory qualitative study structured from the documental analysis of the pedagogical political project (PPP) and the courses of eight disciplines of a brazilian university.Results. Health promotion appears heterogeneously in the eight pedagogical political projects. The courses approaches the subject from the perspective of the national health system and/or primary care takes place between the second and the fourth semester of disciplines for the possibility of interprofissional education.Discussion and conclusion of the results. Health promotion teaching opens possibilities for articulation between the courses, according to international recommendations on HP, and invites to extrapolating from teaching to personal care.

Content analysis is a valuable research tool for social scientists that unfortunately can prove challenging to teach to undergraduate students. Published classroom exercises designed to teach content analysis have thus far been predominantly envisioned as lengthy projects for upper-level courses. A brief and engaging exercise may be more beneficial for introductory social science courses in which less time can be allotted to any one topic, such as content analysis. With this in mind, this article presents a highly engaging and temporally compact classroom exercise designed to teach introductory social science students about content analysis. In the exercise, students are guided through a content analysis of the music in Harry Potter films. An evaluation study suggests that the exercise improves students' understanding of content analysis and that students find it both highly helpful and enjoyable.

This paper describes new opportunities for teaching qualitative research methods to undergraduates using software as a tool. The author recounts her own experiences and challenges using one such program, QSR NVivo. The account includes students' reflections on how technology advances the analysis process. Strengths and weaknesses of the software and presented and discussed.

We reflect on the design and first iteration of an asynchronous online university English course focused on fan fiction, with a particular focus on the anticipated challenges of negotiating affect and analysis in the classroom and the structure of the course.

The aim of this work is to review a specific learning analytics method - sentiment analysis - in the field of Higher Education, showing how it is employed to monitor student satisfaction on different platforms, and to propose an architecture of Sentiment Analysis for Higher Education purposes, which trace and unify what emerges from the literature review. First, a literature review is carried out, which proves the widespread and increasing interest of the communities, of both scholars and practitioners, in the use of sentiment analysis in the field of Higher Education. The analysis, focused on three different e-learning domains, identifies weaknesses and gaps, and in particular the lack of a unifying approach which is able to deal with the different domains. Secondly, a prototype architecture – LADEL (Learning Analytics Dashboard for E-Learning) - is introduced, which is able to deal with the different e-learning domains. Some preliminary experiments are carried out, highlighting some limitations and open issues, as stimulus to continue the development of the platform.

Contents: Preface: Teaching benefit-cost analysis -- Part I: The big picture -- 1. Decision rules / William K. Bellinger -- 2. Triangles and all that / Arnold C. Harberger -- 3. Defining the baseline / Charles Griffiths and Chris Dockins -- 4. The concept of standing in benefit-cost analysis / Richard O. Zerbe -- 5. Partial equilibrium versus general equilibrium evaluations or small versus large projects / Per-Olov Johansson and Bengt Kristrom -- 6. BCA and US regulatory review: finding a market failure / Susan E. Dudley -- 7. The essentials: a short course for young professionals / Gelsomina Catalano and Massimo Florio -- Part II: Challenging concepts and examples -- 8. Valuing statistical lives / Lisa A. Robinson -- 9. The arithmetic of efficiency--or the value of marginal analysis / John Mendeloff -- 10. Treatment of employing and disemploying workers / David Greenberg -- 11. Uncertainty and risk / Nicholas Treich -- 12. On defining and valuing the benefits of health policy interventions / David Salkever -- 13. Harmful addiction / David Weimer -- 14. Supplementing benefit-cost analysis: models for transport and land use decisions / Emile Quinet -- 15. Evaluating knowledge projects and r&d infrastructures with an example / Massimo Florio and Chiara Pancotti -- 16. Cost estimation in education: the ingredients method / Clive Belfield, A. Brooks Bowden and Henry M. Levin -- 17. Distributional accounting in benefit-cost analysis / Kerry Krutilla -- 18. Case studies in the classroom: lessons learned / Stuart Shapiro -- 19. Simulation: incorporating uncertainty / Scott Farrow -- Index.

Anders als im Falle quantitativer Verfahren gibt es fast keine Literatur zur Sekundäranalyse qualitativer Daten. In der qualitativen Sozialforschung existiert weder eine etablierte Kultur, die die Durchführung von Sekundäranalysen ermutigt, noch findet sich ein ausreichender Korpus an Literatur, der interessierten Forschenden helfen könnte, die Vorteile und Probleme, die mir der Sekundäranalyse von Daten verbunden sind, hinreichend zu verstehen. Wohin sollen sich also Studierende und junge Forscherinnen und Forscher mit ihrem Wunsch nach Unterstützung und Training wenden? In diesem Beitrag zeigen wir, wie ESDS Qualidata versucht, sowohl die Nutzung von archivierten Daten als auch methodologische Debatten einer breiteren Fachöffentlichkeit nahezubringen. Wir präsentieren dafür einen Überblick über die vorhandene Literatur und über existierende Schulungsmaßnahmen zur Sekundäranalyse qualitativer Daten und beschreiben verschiedene Ansätze, die bei uns für den Support und für Schulungen zum Einsatz kommen. Abschließend befassen wir uns mit dem Erstellen von Lehrmaterial (Datensätze, Nutzungsanleitungen, Kommentare und Übungen), das Lehrenden und Lernenden helfen soll, sekundäranalytische Verfahren in ihre tägliche Forschungspraxis und -kultur einzubeziehen.

The purpose of this paper is the bibliometric analysis of the journals indexed in SciELO in the area of teaching and learning English as a second language. The journals searched were: How, Profile, and Colombian Applied Linguistics Journal. The search for information made it possible to compare different bibliometric indicators. Although it is true that the results of this research show that scientific production in the field is abundant, varied in terms of thematic lines, and collaborative, it is only reported in three journals indexed in SciELO; however, other research that reports on the scientific production on the teaching of English as a second language, all the scientific production published in journals indexed in SciELO is made invisible. Since most of the publications in the journals studied are by Latin American authors, it is evident that in other productions the region's research in the field is being ignored.