Suchergebnisse

This essay discusses the creation, conceptual framework, and pedagogical approaches to the course Arts Approaches to Conflict, offered in the Department of Political Science at Agnes Scott College, and arts-based approaches to teaching intersectional conflict analysis.

The paper argues that it is necessary to teach social scientists `data analysis' rather than `statistics'. Instruction in statistical principles needs to be closely integrated with the use of appropriate software packages and secondary data sets. It is also suggested that a discussion of interval level techniques such as correlation and regression should precede the introduction of the supposedly simpler technique of cross tabulation. The merits of intensive short course module teaching are also briefly examined.

AbstractOver the past 20 years, root cause analysis (RCA) has become one of the most widely used retrospective methods for detecting safety hazards in medicine and healthcare. Despite its wide use in management practice and growing popularity in academic research, there is currently a dearth of coverage of RCA in popular healthcare management textbooks and pedagogical publications. This paper addresses this gap by presenting innovative instructional materials and recommendations for teaching RCA in healthcare management. Using an episode of Grey's Anatomy TV show, this experiential learning exercise takes students through the steps of RCA and makes use of a range of RCA tools, including high‐level flowchart, fishbone diagram, "five whys", corrective action plan, and others. The exercise, which was classroom tested and received positive student feedback, can be adapted to a range of healthcare management classes. Because RCA can have widespread, lifesaving consequences, healthcare management courses can significantly benefit from integrating this exercise into classroom pedagogies.

Lifecycle assessment (LCA) is a valuable tool in teaching green engineering and has been used to assess biofuels, including ethanol. An undergraduate engineering course at Duke University has integrated LCA with other interactive teaching techniques to enhance awareness and to inform engineering decision making related to societal issues, such as energy sources and environmental quality. The course also includes a three-part studio beginning with application of thermodynamics, moving to team projects, and ending with a "green" innovation proposal by each student. Students who participated in this interactive series were able to apply LCA to venues beyond biofuels (e.g., computing and brick making). They were also able to consider societal and geopolitical aspects of complex issues, such as comparing benefits to costs and risks associated with increased production of ethanol on decreased food production and environmental impacts.

The current study aimed to analyze prevailing notions and understanding of Madrassahs' heads, teachers, and students about on-going teaching practices of Sustainable Development Values (SDVs). It was done by analyzing the expectation and prevalence of teaching practices of SDVs. Diversified methods' approach was considered best appropriate, using an amalgamation of two methods known as qualitative and quantitative approaches. The population was all administrators, teachers, and students enrolled in Shahadat-ul-Alia and Shahadat-ul-Almia of the Madrassahs of the Punjab, Pakistan. The multistage sampling technique was used for the selection of the respondents. Three instruments were used: first and second instruments were self-developed questionnaires, consisting of 17 items both for teachers and students used to collect quantitative data. The third instrument which was a viable method known as interview schedule was used to gather qualitative data to triangulate the results obtained from the quantitative data. Moreover, it has been deducted from the given study that heads of departments, mentors, and learners of the Madrassahs consist of unanimous views that the expectations for teaching SDVs are significantly greater than the prevailing teaching practices of SDVs. It leads to the conclusion that there is a more need for teaching Sustainable Development Values to the Madrassah students.

Esta pesquisa investiga e analisa a estrutura e recursos de planos de aula sobre sistema circulatório, disponíveis no Portal do Professor – Ministério da Educação. Foram coletados no Portal todos os planos de aula que citavam o sistema circulatório (141 planos), e selecionados apenas os que e desenvolviam o conteúdo (15 planos) para a análise da problematização, recursos didáticos e avaliação. A análise e discussão da estrutura dos planos foi alicerçada em duas propostas de metodologia de organização, denominadas: Três Momentos Pedagógicos e Modelo Instrucional BSCS 5E. Os resultados indicam que: a problematização predomina como atividades e questionamentos sobre conhecimentos prévios na introdução da unidade ou assunto; os recursos de Tecnologias Digitais e Informação e Comunicação são frequentes, especialmente os vídeos; o processo avaliativo é pouco enfatizado e sem detalhamento ou indicado ao final sob forma de lista de questões. Os planos utilizam alguns elementos das metodologias analisadas, mas são organizações próprias decorrentes da prática docente. Identificar e compreender o que é valorizado pelos professores na construção do plano de aula cria possibilidades para ampliar as discussões e a aplicação de propostas que contribuem para as práticas docentes com reflexos no processo de ensino e aprendizagem.

This doctoral thesis describes the findings of a study which utilized a sociocultural perspective to explore the teaching expertise of three EFL tenth standard teachers employed in Marathi-medium government-sponsored schools in India. A synopsis of the literature on expertise is offered which spans several decades across several domains, including teaching. However, two distinct positions emerge from an analysis of the literature on teaching expertise, namely 'expertise as a state' and 'expertise as a process'. Given the relevance of the Secondary School Certificate (SSC) examination as a life-changing examination for tenth standard students, this study underscores the need for research which focuses on EFL teaching expertise in India where EFL teachers prepare students for high-stakes examinations. This study aims to shed light on EFL teacher expertise and highlights how teaching expertise is context and culture bound, given the specific sociocultural context within which teachers operate. The three participants in this research study are 10th standard EFL teachers who teach English as a third language in the secondary schools of the Pune community of Maharashtra, India. The qualitative research paradigm utilizes the tools of ethnography and case study methodology. The data sources include in-depth audio-recorded, semi-structured interviews with 10th standard teachers and video recordings of the teachers' lessons. Audio-recorded, semi-structured interviews were also conducted with school principals, B.Ed. college teacher trainers, 10th standard students and their parents. Other artifacts collected for this study include 10th standard teachers' lesson plans, teacher evaluation forms, syllabus, coursebook, general information survey results and researcher notes. A significant finding of the research is that tenth standard EFL teaching expertise evolves over time and supports Berliner's notion of adaptive expertise (Berliner, 2001). Secondly, the results indicate that EFL teacher expertise is dependent on the formation of the key construct namely, deep pedagogical content knowledge (PCK) which is a requirement of teaching expertise (Killen, 2009; Shulman, 1987). Thirdly, the research data support a dialectical view of human learning and development. Thus, the teachers' awareness of best teaching practices is modified through their interactions with their students, their communities of practice (Wenger, 1998) and the sociocultural context (Vygotsky, 1978) in which they live and work resulting in an ongoing transformation in the nature of their teaching practice and their professional identities as expert EFL teachers. ; published_or_final_version ; Education ; Doctoral ; Doctor of Education

Abstract The development of competency in narrative composition is acknowledged to be a complex process of central importance in the educational enterprise. Recent work suggests that growth in story knowledge is largely dependent on finding a fit among three elements: culturally influenced story schemas, children's developmental constraints, and instruction programs. The aim of this study was to examine an instruction program carried out with five 4-year-olds and designed to facilitate growth along an identified developmental pathway through socially situated cognitive scaffolding. The framework emphasized the coordination of prior knowledge with understandings gained in the instruction context. We chose a microgenetic method of analysis in order to look beyond outcomes and examine the actual process of instruction, exposing general trends in the data and providing insight into which instructional conditions lead to which specific changes in individuals' performance. The microgenetic method not only revealed the program's successes and shortcomings but also uncovered unanticipated strategies of participants, offering insight into issues related to the ways in which narrative knowledge builds. Our findings support the notion that learning does not occur in a straightforward, linear fashion but rather follows an irregular course, dropping off when, for example, task demands exceed processing capacity and surging forward when conceptually appropriate scaffolding is provided.(Psychology, Education)

This study was conducted to show how two ELT textbooks accommodate gender in their contents and if there is any types of gender bias in the textbooks. The method of this study was descriptive qualitative method which was used to describe a phenomenon and its characteristics. The data was collected by using content analysis that was supported by descriptive quantitative data. The content analysis was conducted to analyze written text and photographs in the two EFL textbooks published by The Ministry of Education And Culture of the Republic of Indonesia and Erlangga publisher. The analysis was based on five categories, namely, visibility, firstness, masculine/feminine generic construction, occupation, and activities related to gender. The findings of study showed that gender biases still exist in both textbooks. The types of bias found were stereotyping, linguistic bias, imbalance and selectivity, cosmetic bias, and fragmentation and isolation. The latest types was only found in Pathway To English 1. The result of this study was expected to help the materials designer, author, teacher, and students to have a better understanding about gender representation of the book currently used in Lombok, and to be more aware of gender bias issues in ELT textbook.