Coping with New Teaching Approaches and Materials

2014 ◽  
Author(s):  
Kristjan Seferaj
Keyword(s):  
Teaching Approaches

Teaching Approaches that Help Build Resilience to Extremism Among Young People: Research Brief

2011 ◽  
Author(s):  
Joe Bonnell ◽  
Phil Copestake ◽  
David Kerr ◽  
Rowena Passy ◽  
Chris Reed ◽  
...  
Keyword(s):  
Young People ◽  
Teaching Approaches

Entrepreneurial Mindset

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Nusa FAIN ◽  
Michel ROD ◽  
Erik BOHEMIA
Keyword(s):  
Influencing Factors ◽  
Future Study ◽  
Engineering Students ◽  
Initial Study ◽  
Longitudinal Survey ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Design Students ◽  
Commerce Students ◽  
Case Based

This paper explores the influence of teaching approaches on entrepreneurial mindset of commerce, design and engineering students across 3 universities. The research presented in this paper is an initial study within a larger project looking into building ‘entrepreneurial mindsets’ of students, and how this might be influenced by their disciplinary studies. The longitudinal survey will measure the entrepreneurial mindset of students at the start of a course and at the end. Three different approaches to teaching the courses were employed – lecture and case based, blended online and class based and fully project-based course. The entrepreneurial mindset growth was surprisingly strongest within the engineering cohort, but was closely followed by the commerce students, whereas the design students were slightly more conservative in their assessments. Future study will focus on establishing what other influencing factors beyond the teaching approaches may relate to the observed change.

Challenges of Academic Assessment in the Community or Region Where I Work

2017 ◽  
Vol 8 (1) ◽  
pp. 60
Author(s):  
Phd.Can Elsa Vula
Keyword(s):  
Empirical Research ◽  
Foreign Languages ◽  
Teaching Approaches ◽  
Academic Assessment ◽  
Community Or ◽  
Work Related ◽  
Theoretical Part ◽  
Reliable Assessment ◽  
Teachers And Students ◽  
Speaking Skill

Challenges of assessment might come up from different reasons or circumstances which generate huge obstacles and dissatisfactions for teachers and students in the same time. Meanwhile, teachers of foreign languages see them as barriers or complications due to an effective and reliable assessment. Firstly, this paper elaborates on theoretical part of assessment, as a crucial tool to measure students’ performance of speaking, as a significant English skill, and then it is presented the elaboration of challenge and its sub-challenges during my work as an English assistant at my tutorial classes on a specific course such as “Integrated English Skill III”, particularly focusing on speaking skill. After it, there is an expansion of others’ research done on this issue, supported by different teaching approaches, and relying on others’ work related to such issue. And at the end of this paper it can be found the summary and recommendations, which wereconducted from the empirical research.

Thinking in Action and Beyond

2018 ◽  
Author(s):  
Terezinha Nunes
Keyword(s):  
Hard Of Hearing ◽  
Inverse Relation ◽  
Teaching Approaches ◽  
Multiplicative Reasoning ◽  
Mathematical Concepts ◽  
Logical Organization ◽  
The World ◽  
Mathematical Problems ◽  
Addition And Subtraction ◽  
Learning By Imitation

Before children learn to use language, they learn about the world in action and by imitation. This learning provides the basis for language acquisition. Learning by imitation and thinking in action continue to be significant throughout life. Mathematical concepts are grounded in children’s schemas of action, which are action patterns that represent a logical organization that can be applied to different objects. This chapter describes some of the conditions that allow deaf or hard-of-hearing (DHH) children to learn by imitation and use schemas of action successfully to solve mathematical problems. Three examples of concepts that can be taught by observation and thinking in action are presented: the inverse relation between addition and subtraction, the concepts necessary for learning to write numbers, and multiplicative reasoning. There is sufficient knowledge for the use of teaching approaches that can prevent DHH children from falling behind before they start school.

scholarly journals Future themes of mathematics education research: an international survey before and during the pandemic

2021 ◽  
Vol 107 (1) ◽  
pp. 1-24
Author(s):  
Arthur Bakker ◽  
Jinfa Cai ◽  
Linda Zenger
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teacher Professional Development ◽  
Mathematics Education Research ◽  
International Survey ◽  
Teaching Approaches ◽  
Education Teacher ◽  
Development Technology ◽  
Teacher Professional ◽  
Research In Mathematics Education

AbstractBefore the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.

scholarly journals Use of empathy in psychiatric practice: Constructivist grounded theory study

BJPsych Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 26-33 ◽  
Author(s):  
James Ross ◽  
Chris Watling
Keyword(s):  
Grounded Theory ◽  
Mental Disorders ◽  
Major Elements ◽  
Qualitative Theory ◽  
Constructivist Grounded Theory ◽  
Psychiatric Practice ◽  
Teaching Approaches ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Iterative Coding

BackgroundPsychiatry has faced significant criticism for overreliance on the Diagnostic and Statistical Manual of Mental Disorders (DSM) and medications with purported disregard for empathetic, humanistic interventions.AimsTo develop an empirically based qualitative theory explaining how psychiatrists use empathy in day-to-day practice, to inform practice and teaching approaches.MethodThis study used constructivist grounded theory methodology to ask (a) ‘How do psychiatrists understand and use empathetic engagement in the day-to-day practice of psychiatry?’ and (b) ‘How do psychiatrists learn and teach the skills of empathetic engagement?’ The authors interviewed 17 academic psychiatrists and 4 residents and developed a theory by iterative coding of the collected data.ResultsThis constructivist grounded theory of empathetic engagement in psychiatric practice considered three major elements: relational empathy, transactional empathy and instrumental empathy. As one moves from relational empathy through transactional empathy to instrumental empathy, the actions of the psychiatrist become more deliberate and interventional.ConclusionsParticipants were described by empathy-based interventions which are presented in a theory of ‘empathetic engagement’. This is in contrast to a paradigm that sees psychiatry as purely based on neurobiological interventions, with psychotherapy and interpersonal interventions as completely separate activities from day-to-day psychiatric practice.

Sign in / Sign up

Export Citation Format

Share Document