scholarly journals The Influence Of Globalization On Rethinking Of Teaching Methods In The USA

2019 ◽  
Author(s):  
Ksenia A. Aleinikova
Keyword(s):  
Teaching Methods ◽  
The Usa

The role of demographic factors of international students on teaching preferences

2016 ◽  
Vol 10 (1) ◽  
pp. 53-71
Author(s):  
Pramila Rao
Keyword(s):  
International Students ◽  
Teaching Methods ◽  
Age Groups ◽  
Demographic Factors ◽  
Demographic Variables ◽  
Eastern Region ◽  
Content Type ◽  
The Usa ◽  
Teaching Preferences ◽  
One Way Anova

Purpose This empirical research was conducted in a medium-sized private university located in the north-eastern region of the USA. The purpose of this paper was to understand whether demographic attributes (age, gender, country of origin and years of stay in the USA) of international students will predict any preferences for specific teaching methods. This study was conducted with international students from October 2012 through May 2013 (fall and spring semesters). Design/methodology/approach This research paper provides hypotheses to explore whether there is any relationship between demographic factors and preferences for various teaching methods. This study analyzes the results using both Pearson’s correlations and one-way ANOVA to reject or accept the hypotheses. Findings The results demonstrated that there were no significant correlations between the demographic variables of international students and teaching methods. However, the one-way ANOVA analyses suggested that there are differences among age groups and their preferences for group projects, years of studying in the USA and their preferences for classroom discussions, and gender and their preferences for textbook assignments. Practical implications This study suggests that scholars provide orientation or training on the host country’s pedagogies so that international students can assimilate better into their academic communities. Originality/value This pioneering paper examines the role between demographic variables of international students and teaching pedagogies. This specific concept has not been examined in this literature before. This understanding could contribute to a richer understanding of this population of students.

scholarly journals Technologies of Adult Education: Northern-American Experience

2019 ◽  
Vol 9 (3) ◽  
pp. 44-50
Author(s):  
Olena Terenko
Keyword(s):  
Educational Technology ◽  
Adult Education ◽  
Teaching Methods ◽  
Round Table ◽  
Learning Goals ◽  
Learning Technology ◽  
Joint Activities ◽  
Life Problems ◽  
Coaching Training ◽  
The Usa

Abstract Factors that influence motivation are split into external and internal. Key peculiarities of adult who learns are found out. A person who studies can trace connection between educational needs and solution of everyday life problems. Basic terms of learning efficiency are: self-orientation and independence. The main principles of adult education are systematized. They are the following: necessity to know, consciousness, willingness to learn, focus on learning, intrinsic motivation, self-orientation, relying on experience, situational, practice-orientation, motivation. The concept “educational technology” is analysed. Educational technology is systematic targeted approach to learning that combines specific teaching methods, educational technology, and takes into account psychological part of the learning process – relationship between learners and those who teach; systemic ways of activities of those who teach and those who study for the effective achievement of learning goals. Principles of educational technology usage are outlined. They are: individualization, creativity, self-motivation, cooperation, activity. The gist of interactive technology is found out. Interactive learning technology is based on the interaction between participiants of training; organization of joint activities based on dialogic teaching methods; a way of organizing learning of adults considering the needs, interests, personal and professional experience. Basic forms and methods of adult’s interactive teaching in the USA are: conversation, discussion, collective solving of creative situations, the method of “round table”, project method, playing techniques, mentorship, coaching – training in small groups, storytelling, method of narrative.

scholarly journals DEVELOPMENT OF AN ALTERNATIVE EDUCATION IN THE USA

2021 ◽  
pp. 62-65
Author(s):  
Iryna Kozubovska ◽  
Vitaliia Palkush ◽  
Oksana Tovkanets
Keyword(s):  
United States ◽  
Alternative Education ◽  
Teaching Methods ◽  
Compulsory Education ◽  
Modern Society ◽  
The United States ◽  
Theoretical Research ◽  
Educational Alternatives ◽  
The Usa ◽  
Pedagogical Approaches

This article is devoted to the problem of alternative education. In modern society we observe really great changes in many fields: policy, economy, communication, international contacts etc. In such conditions the system of education can’t be the same as it was during the last two or three centuries. In response to the establishment of standardized and compulsory education alternative education grew up. The aim of the study is to investigate the development and to reveal the peculiarities of alternative education in the USA. Theoretical research methods have been used in this study: analysis of scientific sources for the: systematisation and generalisation of available data; defining of the essence of basic concepts; identification of the current state of the problem. The results of investigation give possibility to state that alternative school is an establishment with a curriculum and teaching methods that are unusual, nontraditional. Alternative pedagogical approaches may include different structures, as in the open classroom, different teacher-student relationship, as in the free schools and different curricula and teaching methods, as in the Waldorf and Montessori schools. Synonyms for the alternative in this context include non-traditional, non-conventional, non-standardized. In modern times the legal right to provide educational alternatives has become established in many countries. Among them such country as the United States is worth to be mentioned. In the USA a variety of educational alternatives exist at the elementary, secondary and some other levels in four categories: school choice, independent schools, home-based education or home-schooling, self-education. Some schools are based on the pedagogical approaches different from the mainstream pedagogy, while other schools are for gifted students, children with special needs, vulnerable children etc. Alternative schools appeared in the United States more than three centuries ago. They provide special educational conditions for the personal development of each pupil.

Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods

2021 ◽  
pp. 136216882199218
Author(s):  
Pamela M. Wesely ◽  
Reuben Vyn ◽  
Diane Neubauer
Keyword(s):  
Teacher Beliefs ◽  
Teaching Methods ◽  
Language Teachers ◽  
World Language ◽  
Comprehensible Input ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
The Usa ◽  
Instructional Decision ◽  
The Relationship

World language teachers have historically relied on the notion of teaching methods to inform elements of design and procedure in their instructional practice. Teacher beliefs about teaching methods, however, have been shown to be significantly influenced by their context, including their institution and their learners. This phenomenon has led some scholars to identify a postmethod condition, where teachers prioritize making responsive, principled decisions about instruction based on their context. This qualitative study investigated the patterns and realities of the postmethod condition in practice through the lens of teacher beliefs about teaching methods, focusing on ten secondary-level world language teachers of French and Spanish in the USA. Data sources included a survey about teaching methods, in-depth interviews, and classroom observations. Data analysis included descriptive statistics, multiple phases of coding, and integrating analysis of the three sources. Findings indicated that teachers in this group largely identified as adhering to one main teaching approach, with eight of the ten self-identifying as using primarily comprehensible input and/or TPRS (Teaching Proficiency through Reading and Storytelling) methods. However, through investigating their beliefs about grammar and accuracy; the four skills of reading, writing, listening, and speaking; the importance of input and output; and instructional flow, we found that the teachers examined and reexamined their teaching methods regularly, largely due to the influences of their learners and their institution. The relationship between the teachers’ beliefs and practices was mediated by context-driven instructional decision-making, indicating the presence of a postmethod condition.

The Efficiency of Economic Education

2006 ◽  
pp. 108-117
Author(s):  
A. Porokhovsky
Keyword(s):  
Training Program ◽  
Teaching Methods ◽  
Modern Society ◽  
Economic Education ◽  
Main Topic ◽  
The Usa ◽  
Contemporary Technology ◽  
Economic Training ◽  
Main Factor

The main topic of the article is the global problem of the role of economic education in modern society. On the basis of the USA and EU countries experience the author demonstrates different ways of increasing the efficiency of economic training - program modification, changing of teaching methods, using contemporary technology and teacher positions as the main factor.

Call in Spanish the Consumers' View

ReCALL ◽  
1990 ◽  
Vol 2 (2) ◽  
pp. 10-12
Author(s):  
Stephen M Hart
Keyword(s):  
Teaching Methods ◽  
Student Assessment ◽  
Computer Software ◽  
Associate Professor ◽  
Assessment System ◽  
Student Response ◽  
Teaching Staff ◽  
Similar System ◽  
Teaching Aids ◽  
The Usa

In any language-teaching institution the teaching staff can legitimately be seen as consumers of the various teaching aids which are commercially available, ranging from the staple diet of books, set texts, secondary reading, to video material, slides, computer software, etc. Another way of interpreting the principle of consumership is that the students are the ultimate beneficiaries of the materials we use in our teaching. The extent to which our students benefit from our teaching is largely dependent on the materials that we have at our disposal. ‘Bad materials = bad teaching’ is a rather simplistic way of looking at this issue, but one which has a lot to commend itself in my view. Would we change our teaching methods if our students made constructive criticism? In a recent temporary teaching post I held as Visiting Associate Professor at the University of Kentucky, I was struck by the importance given across the board in the USA to official student surveys carried out by the college administration based on the professors' performance, the results of which can be crucial in the securement of tenure. The attitude in the UK (at least in the universities) is totally at odds with this particular sense of consumership, and one can imagine the degree of resistance that a plan to introduce a similar system of student assessment of lecturers might meet in this country, most obviously because students are not consumers in this country in quite the same sense that they are in the USA. Although the student assessment system itself clearly has its pitfalls there are some positive things to be gained from surveys of this kind, in that they can be very informative about student response to courses, teaching methods, etc., and can lead the way to improved teacher-student relations.

scholarly journals ЛІНГВІСТИЧНА ШКОЛА ДОКТОРА ФІЛОЛОГІЧНИХ НАУК, ПРОФЕСОРА С. І. ДОРОШЕНКА

2019 ◽  
pp. 26-43
Author(s):  
Н. М. Чернушенко
Keyword(s):  
High School ◽  
Graduate Students ◽  
Teaching Methods ◽  
Positive Charge ◽  
Golden Gate ◽  
Post Graduate ◽  
The Usa

The article is dedicated to the 95th anniversary of doctor of philological sciences, professor, honored scientist and technician of Ukraine, Sergiy Doroshenko (Kharkiv State Pedagogic University named after Grygoriy Skovoroda), contains the information about linguistic school of the prominent teacher and philologist, the main points of his and his students’ research in the field of linguistics and linguodidactics at the end of ХХ – beginning of ХХІ century. The paper gives an overview of the dissertation researches of post-graduate students of the outstanding linguist, where the main findings in the branches of linguistics and linguodidactics are briefly represented..Sergiy Ivanovich is a prominent Ukrainian scholar, who has dedicated more than 65 years of his life to scientific and pedagogical activity at high school. His works on contemporary Ukrainian language, culture and teaching methods are well-known across Ukraine and abroad. His scientific students and followers work in different regions of Ukraine, Europe, and the USA. Through his tireless work, love to life, good temper our Teacher warmed the hearts of all who talked to him, generously gave his knowledge to colleagues and students, opened the golden gate into the wonderful world of linguistics. He has always radiated a positive charge, sparkles of humor, and pearls of language treasures.

scholarly journals Philosophical and cultural basis of the main methods of legal education in the USA

2017 ◽  
Vol 15 (4) ◽  
pp. 53-67
Author(s):  
Jacek Srokosz
Keyword(s):  
Problem Solving ◽  
Teaching Methods ◽  
Cultural Context ◽  
Legal Education ◽  
Legal Culture ◽  
Socratic Method ◽  
Philosophical Background ◽  
The Usa ◽  
Characteristic Features

The article aims to provide an overview of the most popular law teaching methods in the USA (Langdell’s Case Study together with Socratic Method, Clinical Legal Education, and Problem Solving Method) with reference to the cultural context and philosophical background. First, the characteristic features of the American legal culture with regard to teaching law and ideological grounds of the American legal education are presented. Then the methods are discussed together with the context in which they were developed and the arguments for implementing them.

scholarly journals The Educational Efficacy of Humane Teaching Methods: A Systematic Review of the Evidence

Animals ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 114
Author(s):  
Miriam A. Zemanova ◽  
Andrew Knight
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Web Of Science ◽  
Learning Outcome ◽  
Wide Spread ◽  
Search Terms ◽  
Educational Efficacy ◽  
The Usa ◽  
Animal Use ◽  
Specific Search

Humane alternatives to harmful educational animal use include ethically-sourced cadavers, models, mannequins, mechanical simulators, videos, computer and virtual reality simulations, and supervised clinical and surgical experiences. In many life and health sciences courses, however, traditional animal use persists, often due to uncertainty about the educational efficacy of humane alternatives. The most recent comprehensive reviews assessing learning outcomes of humane teaching methods, in comparison to harmful animal use, were published more than 10 years ago. Therefore, we aimed to collate and analyse the combined evidence from recent and older studies about the efficacy of humane teaching methods. Using specific search terms, we systematically searched the Web of Science, SCOPUS, and EMBASE databases for relevant educational studies. We extracted information on publication years, the country in which the study was conducted, field, humane teaching methods, form of learning outcome assessment, and the learning outcome of the humane teaching methods, in comparison with harmful animal use. We found 50 relevant studies published from 1968–2020, primarily stemming from the USA, UK, and Canada. Humane teaching methods produced learning outcomes superior (30%), equivalent (60%), or inferior (10%) to those produced by traditional harmful animal use. In conclusion, a wide-spread implementation of humane teaching methods would not only preserve learning outcomes, but may in fact be beneficial for animals, students, educators, and institutions.

Sign in / Sign up

Export Citation Format

Share Document