scholarly journals Helping Teacher Educators in Institutions of Higher Learning to Prepare Prospective and Practicing Teachers to Teach Mathematics to Young Children

2018 ◽  
pp. 135-154
Author(s):  
Herbert P. Ginsburg
Keyword(s):  
Young Children ◽  
Teacher Educators ◽  
Higher Learning ◽  
Practicing Teachers ◽  
Institutions Of Higher Learning

scholarly journals Rethinking Policies, Procedures, and Practices Surrounding Language Learning and Learners

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Robert Griffin ◽  
David Chiesa
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Higher Learning ◽  
Multicultural Society ◽  
Spheres Of Influence ◽  
Institutions Of Higher Learning ◽  
Take Back ◽  
Common Thread ◽  
K 12

The summer 2021 issue of GATESOL Journal is replete with research-based insights and strategies for supporting multilingual learners in varied teaching contexts. The five articles in this issue address ways to better equip multilingual learners for success in an increasingly diverse and multicultural society. One common thread throughout the issue is the rethinking of policies, procedures, and practices that surround language learning and learners. As the Delta variant of SARS-CoV-2 is on the rise and the future of K–12 and higher education continues to remain uncertain, we sincerely hope this issue of GATESOL Journal provides our wide conglomerate of readers—from K–12 mainstream and ESOL teachers to researchers and teacher educators in and outside of Georgia institutions of higher learning to state policymakers—ideas they can take back with them to their respective spheres of influence to make a lasting difference in how we do language teaching and learning in Georgia and beyond.

scholarly journals The Influence of Cross-Cultural Experiences & Location on Teachers’ Perceptions of Cultural Competence

2016 ◽  
Vol 16 (3) ◽  
pp. 57-71 ◽  
Author(s):  
Solange Lopes-Murphy ◽  
Christopher Murphy
Keyword(s):  
Cultural Competence ◽  
Teacher Educators ◽  
Linguistic Diversity ◽  
Cross Cultural ◽  
Higher Learning ◽  
Independent Effect ◽  
Teachers Perceptions ◽  
Institutions Of Higher Learning ◽  
Cultural Experiences ◽  
Academic Settings

The increasing cultural and linguistic diversity in academic settings necessitates greater cultural competence on the part of teachers, which in turn necessitates a greater understanding of both the level of cultural competence among teachers and the experiences that enhance cultural competence. Teacher educators and pre- and in-service teachers from two geographic regions in the U.S. completed a cultural competence survey, and their responses were used to construct a cultural competence score. Cultural competence scores were higher in the East location than in the Midwest location, and scores of participants were positively related to the extent of three cross-cultural experiences (speaking a foreign language, having been abroad, and having friends from other cultures). ANCOVA revealed an independent effect for teacher group and cross-cultural experiences, but not for location. The results of this study highlight the the need to improve teacher training in cultural competence and the importance to institutions of higher learning of understanding the cross-cultural experiences typical of the regions from where they draw their students.

scholarly journals The Shifts to Online Learning: Think Piece: Assumptions, Implications and Possibilities for Quality Education in Teacher Education

2021 ◽  
Vol 36 ◽  
Author(s):  
Sirkka Tshiningayamwe ◽  
Ntha Silo ◽  
Crispen Dirwai
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Higher Learning ◽  
Quality Education ◽  
Online Teaching And Learning ◽  
Institutions Of Higher Learning ◽  
The World ◽  
Ict Infrastructure

With the advent of coronavirus disease (COVID-19) which has spread to the majority of countries across the world, the World Health Organisation (WHO) declared a global pandemic on 11 March 2020. Governments all over the world, including in southern Africa, introduced measures such as the banning of large gatherings,closure of borders, schools and institutions of higher learning to curb the spread of COVID-19. To ensure ongoing teaching and learning, institutions of higher learning made resolutions to transition to remote/online teaching and learning. While online education has long preceded the pandemic, the spiraling of COVID-19 all over the world resulted in the upscaling of online teaching and learning in higher education institutions. Mandatory online teaching and learning was a relatively new practice to most lecturers and students in southern Africa. Drawing on two case stories from Botswana and Namibia, this paper offers a think piece on the shifts to online learning, considering assumptions, implications and possibilities for quality learning in teacher education, through a reflection by teacher educators of environment and sustainability courses. The assumptions in online learning were that students and teacher educators had the capacity and infrastructure for remote/online teaching and learning. This paper thus opens up opportunities for institutions of higher learning to scale up their Information Communication Technology (ICT) infrastructure and support for both students and teacher educators for online teaching and learning which have the potential to improve on quality education during times of crisis. Keywords: Online teaching and learning, ICT infrastructure, Education for SustainableDevelopment (ESD), quality education

The Role of Moral Education on the Dress Code in the Higher Learning Institution

Sains Insani ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 10-14
Author(s):  
Ira Meilita Ibrahim ◽  
Taufik A. Latif ◽  
Afi Roshezry Abu Bakar ◽  
Muthualagan Thangavelu
Keyword(s):  
Moral Education ◽  
Private University ◽  
Public University ◽  
Higher Learning ◽  
Private Institutions ◽  
Dress Code ◽  
Institutions Of Higher Learning ◽  
The World ◽  
Definition Of

The advancement of European dress to the rest of the world was linked to the definition of civilization as “a stage of social development considered to be more advanced” and “polite and good-mannered”. The widespread of their fashion style in the 19th and 20th centuries influenced the way the rest of the world attire. The fashion trend and dressing style thus change the purpose of dressing through time. The dressing style in campuses especially in private institutions of higher learning is under particular scrutiny, as it is often said to be inappropriate for a learning environment. This study looked at the importance of moral education, and its role in implementing the dress code for students among university students especially between two types of university i.e. public university and private university. It looked on the dressing style of students, both male and female, and the factors that lead to their dressing pattern which is common among students. This study also advocated the students’ understanding of the content of dress codes in their learning institution and the role played by moral education in regard to dress code. The overall study highlighted students’ perception towards the implementation of the dress code and punishment in their learning institution. The methodologies used to carry out this study are questionnaires and interviews. This study will therefore ascertain the important of dress code among students at higher learning institution and the role of moral education in cultivating values in order to dress properly or decently. Key Words: moral education, dress code, higher learning institution, civilization.

A JOURNEY TO MEASURE STUDENT COMMUNITY ENGAGEMENT BENEFITS: EVIDENCE FROM AUSTRALIA

2019 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Ellen Chung ◽  
Hamish B Coates
Keyword(s):  
Community Engagement ◽  
Undergraduate Students ◽  
Factor Loading ◽  
Higher Learning ◽  
Four Dimensions ◽  
Student Community ◽  
Institutions Of Higher Learning ◽  
Final Questionnaire ◽  
Civic Skills ◽  
Career Skills

Community engagement is a phenomenon that has received increasing attention among institutions of higher learning in recent years, and students engaging with communities are generally seen as beneficial. Given this, surprisingly little is known about this form of engagement in Australian higher education, let alone methods to measure its benefits on students. This study discussed the development of the Student Community Engagement Benefits Questionnaire (SCEBS), a questionnaire that measures the perceptions of community engagement benefits among undergraduate students in Australia. The final questionnaire has 32 items allocated to four benefit scales: (1) Career skills, (2) Diversity skills, (3) Interpersonal skills, (4) Civic skills. Most benefit items had a factor loading of atleast 0.40 with its own scale. The results of the factor analysis revealed that the four scales accounted for 53% of the total variance. The alpha reliability coefficient for the four scales ranged from 0.79 to 0.91. Based on these findings, the Student Community Engagement Benefits Scale (SCEBS) is a valid and reliable instrument that can be used in the field of education. Undergraduate students also reported statistically significant changes in the four dimensions after participating in community engagement activities.

South Africa’s Institutions of Higher Learning

2014 ◽  
Vol 31 (3) ◽  
pp. 50-69
Author(s):  
Muhammed Haron
Keyword(s):  
Social Science ◽  
Religious Studies ◽  
Higher Learning ◽  
Honors Program ◽  
Islamic Studies ◽  
Institutions Of Higher Learning ◽  
The Social ◽  
Regional Universities ◽  
Muslim Communities ◽  
Insight Into

As a discipline, “Islamic studies” has attracted serious attention by a number of institutions of higher learning in predominantly nonMuslim societies. While southern Africa’s communities witnessed the inclusion of “Islam” as a subject in the faculties of theology at various regional universities as well as Christian seminaries, Muslim communities have clamored for the appointment of Muslim staff at universities to teach courses on Islam. On the whole, these educational developments bode well for the teaching and studying of Islam regionally, even though the purpose and objectives for doing so differ radically from one institution to the other. This essay first seeks to offer a brief insight into the teaching of “Islam” as a subject in theological/oriental/religious studies programs; it thereafter reflects upon “Islamic studies” as a social science discipline that has been included in the social science and humanities syllabus. It focuses on the BA Honors program to show the themes chosen for these programs and how scholars redesigned and changed these programs to meet modern needs. Apart from using “social change” as its theoretical framework, it also brings en passantinto view the insider/outsider binary that further frames the debates regarding the teaching and studying of Islam at these institutions in southern Africa generally and South Africa in particular. 

John W. Boyer, The University of Chicago: A History (Chicago: University of Chicago Press, 2015), 676pp. ISBN: 9780226242514

2017 ◽  
Author(s):  
Roger L. Geiger
Keyword(s):  
Higher Learning ◽  
University Of Chicago ◽  
Democratic Institution ◽  
American Universities ◽  
American Higher Education ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
History Of The University ◽  
The University ◽  
University Of Chicago Press

This chapter reviews the book The University of Chicago: A History (2015), by John W. Boyer. Founded in 1892, the University of Chicago is one of the world’s great institutions of higher learning. However, its past is also littered with myths, especially locally. Furthermore, the university has in significant ways been out of sync with the trends that have shaped other American universities. These issues and much else are examined by Boyer in the first modern history of the University of Chicago. Aside from rectifying myth, Boyer places the university in the broader history of American universities. He suggests that the early University of Chicago, in its combination of openness and quality, may have been the most democratic institution in American higher education. He also examines the reforms that overcame the chronic weaknesses that had plagued the university.

Native Approaches to Decolonising Education in Institutions of Higher Learning

2000 ◽  
Vol 28 (2) ◽  
pp. 28-34 ◽  
Author(s):  
Polly Walke
Keyword(s):  
Higher Education ◽  
Indigenous Peoples ◽  
Higher Learning ◽  
Native Peoples ◽  
Institutions Of Higher Learning ◽  
The World

A growing number of Native scholars are involved in decolonising higher education through a range of processes designed to create space for Indigenous realities and Indigenous ways of managing knowledge. Basing their educational approaches on Indigenous ontologies and epistemologies, they are developing Indigenist approaches within higher education. Ward Churchill (1996:509), Cherokee scholar, explains that an Indigenist scholar is one who:Takes the rights of indigenous peoples as the highest priority …who draws on the traditions – the bodies of knowledge and corresponding codes of value – evolved over many thousands of years by native peoples the world over.

Some Thoughts on the Socratic Method

1984 ◽  
Vol 43 ◽  
pp. 6-7 ◽  
Author(s):  
Ethan M. Fishman
Keyword(s):  
Political Philosophy ◽  
Higher Learning ◽  
Political Scientist ◽  
Socratic Method ◽  
Teaching Techniques ◽  
Institutions Of Higher Learning ◽  
Question And Answer ◽  
History Of ◽  
Pedagogic Tool ◽  
The University

The Socratic method was the major pedagogic tool at the first great Western university, Plato's Academy, and continues to be respected, at least in theory, by teachers at our institutions of higher learning. Yet today many of Plato's heirs in the university community seem to hold several perhaps innocent but nonetheless serious misconceptions concerning the Socratic technique. As a political scientist interested in the history of political philosophy, I have developed some thoughts on this subject in response to repeated inquiries by colleagues and students alike.One popular inaccuracy describes the Socratic method as an openended question and answer process. Actually, the Socratic approach has a singular purpose, namely the search for truth, and it is this explicit goal rather than an informal procedure of give and take which distinguishes the Socratic method from other teaching techniques.

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