scholarly journals Unfolding teaching practices in higher education courses: Cases from school leadership programs

2022 ◽  
Vol 112 ◽  
pp. 101919
Author(s):  
Ruth Jensen ◽  
Eli Ottesen
Keyword(s):  
Higher Education ◽  
School Leadership ◽  
Teaching Practices ◽  
Leadership Programs ◽  
Education Courses

Social-Scientific Research Competency

2019 ◽  
Vol 35 (5) ◽  
pp. 737-750 ◽  
Author(s):  
Christopher Gess ◽  
Christoph Geiger ◽  
Matthias Ziegler
Keyword(s):  
Higher Education ◽  
Test Scores ◽  
Research Performance ◽  
Scientific Research ◽  
Research Education ◽  
Crystallized Intelligence ◽  
Research Competency ◽  
Social Scientific Research ◽  
Social Scientific ◽  
Education Courses

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

The Influence of the Established Links between University Courses on the Quality of Teaching

2018 ◽  
Vol 8 (2) ◽  
pp. 35-48
Author(s):  
Jiří Rybička ◽  
Petra Čačková
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
The Other ◽  
Coherent System ◽  
University Courses ◽  
Quality Of Teaching ◽  
Education Courses ◽  
Initial Knowledge

One of the tools to determine the recommended order of the courses to be taught is to set the prerequisites, that is, the conditions that have to be fulfilled before commencing the study of the course. The recommended sequence of courses is to follow logical links between their logical units, as the basic aim is to provide students with a coherent system according to the Comenius' principle of continuity. Declared continuity may, on the other hand, create organizational complications when passing through the study, as failure to complete one course may result in a whole sequence of forced deviations from the recommended curriculum and ultimately in the extension of the study period. This empirical study deals with the quantitative evaluation of the influence of the level of initial knowledge given by the previous study on the overall results in a certain follow-up course. In this evaluation, data were obtained that may slightly change the approach to determining prerequisites for higher education courses.

scholarly journals Multi-Class Assessment Based on Random Forests

2021 ◽  
Vol 11 (3) ◽  
pp. 92
Author(s):  
Mehdi Berriri ◽  
Sofiane Djema ◽  
Gaëtan Rey ◽  
Christel Dartigues-Pallez
Keyword(s):  
Higher Education ◽  
Machine Learning ◽  
Random Forests ◽  
Learning Algorithm ◽  
Teaching Staff ◽  
Machine Learning Algorithm ◽  
Process Data ◽  
Training Courses ◽  
Education Courses

Today, many students are moving towards higher education courses that do not suit them and end up failing. The purpose of this study is to help provide counselors with better knowledge so that they can offer future students courses corresponding to their profile. The second objective is to allow the teaching staff to propose training courses adapted to students by anticipating their possible difficulties. This is possible thanks to a machine learning algorithm called Random Forest, allowing for the classification of the students depending on their results. We had to process data, generate models using our algorithm, and cross the results obtained to have a better final prediction. We tested our method on different use cases, from two classes to five classes. These sets of classes represent the different intervals with an average ranging from 0 to 20. Thus, an accuracy of 75% was achieved with a set of five classes and up to 85% for sets of two and three classes.

scholarly journals Globally-Minded Leadership: A New Approach for Leading Schools in Diverse Democracies

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
School Leadership ◽  
Theory Approach ◽  
Leadership Programs ◽  
Global Migration ◽  
Leadership Attributes ◽  
Educational Leadership Programs ◽  
Technological Advances ◽  
Leading Schools ◽  
Critical Competencies ◽  
Depth Interviews

Global migration, global markets, and technological advances have connected the world at an unprecedented scale and have diversified the communities with which people engage and the schools in which educators teach. This study explores the school leadership attributes that facilitate the learning of critical competencies needed to thrive in a diverse, interconnected world. Using agrounded theory approach to analyze in-depth interviews with eleven practicing school principals, ten globally minded leadership practices emerged from the data. These fell under the constructs of setting the direction, developing people, redesigning the organization, and situating glocally. Findings hold implications for how educational leadership programs and professional development providers can utilize this emerging framework to cultivate globally minded leaders.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Corpus linguistics and its aplications in higher education

2010 ◽  
pp. 51 ◽  
Author(s):  
Miguel Fuster Márquez ◽  
Begoña Clavel Arroitia
Keyword(s):  
Higher Education ◽  
Corpus Linguistics ◽  
Teaching Practices ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Data Driven ◽  
Future Success ◽  
Different Types ◽  
Theoretical Linguistics ◽  
Relevant Factors

The aim of this paper is to review and analyse relevant factors related to the implementation of corpus linguistics (CL) in higher education. First we set out to describe underlying principles of CL and its developments in relation to theoretical linguistics and its applications in modern teaching practices. Then we attempt to establish how different types of corpora have contributed to the development of direct and indirect approaches in language teaching. We single out Data Driven Learning (DDL) due to its relevance in applied linguistics literature, and examine in detail advantages and drawbacks. Finally, we outline problems concerning the implementation of CL in the classroom since awareness of the limitations of CL is vital for its future success.

scholarly journals Field-based Learning in Higher Education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Heather N. Fedesco ◽  
Drew Cavin ◽  
Regina Henares
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Qualitative Research ◽  
Natural Sciences ◽  
Traditional Classroom ◽  
Academic Literature ◽  
Individual Interviews ◽  
Social Sciences And Humanities ◽  
Qualitative Research Design ◽  
Education Courses

Field-based learning in higher education is lacking both in practice at colleges and in research within the academic literature. This study aims to address these deficits by exploring the benefits of, and suggesting strategies for, executing field study in higher education across a variety of courses. We report the results of a qualitative research design that included the observation of five courses within the natural sciences, social sciences, and humanities. Approximately eight students per observed course were interviewed three times during their course to assess perceptions of the class, their peers and instructor, the field experiences, and their motivation throughout the course. In total, 130 individual interviews were conducted with 45 students. Results revealed that field-based learning enhances the degree of relatedness students feel with their classmates and instructors, they have a greater degree of intrinsic motivation in the course, and these experiences facilitate learning in ways that may not be replicated in the traditional classroom. In addition, we created a typology of field-based learning, which includes eight different trips that could be employed in higher education courses. We also identified general strategies to improve the execution of these trips.

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