Team Teaching Approach on Academic Performance of Students in Faculty of Education

2021 ◽  
Vol 2 (2) ◽  
pp. 58-63
Author(s):  
Shehu Haruna Muza
Keyword(s):  
Academic Performance ◽  
Team Teaching ◽  
Teaching Approach ◽  
Faculty Of Education

Supporting new online instructors and engaging remote learners during COVID-19: a distributed team teaching approach

2021 ◽  
pp. 1-21
Author(s):  
Vanessa P. Dennen ◽  
Lauren M. Bagdy ◽  
Ömer Arslan ◽  
Hajeen Choi ◽  
Zhichun Liu
Keyword(s):  
Team Teaching ◽  
Teaching Approach ◽  
Online Instructors ◽  
Distributed Team

scholarly journals Collaborative Teaching

2020 ◽  
Vol 5 (2) ◽  
pp. 167-170
Author(s):  
Wan Nurhasyimah Wan Mohd Apandi ◽  
◽  
Mohd Daud Abdul Rahim ◽  
Keyword(s):  
Teaching Methods ◽  
Team Teaching ◽  
Time Management ◽  
Collaborative Teaching ◽  
Teaching Approach ◽  
Team Members ◽  
Definition Of

Collaborative teaching methods is related with Pedagogy theory in academician achievement as team members (Armstrong (1977); cited in David Nunan (1992)). The definition of collaborative teaching approach is known as team teaching in classrooms practices, with a group of creative thinkers to brainstorm about ideas or other creative problems. This practice should be done continuously to be effective. However, there are some challenges that educator will face when practicing collaborative teaching in classroom. The challenges include clash of teaching hours, misconducting time management for students, percentage of rubric assessment, and confusion in terms of differing opinion from educators. Collaborative teaching also known as team teaching is an approach to educate students with two or more teachers in the classroom for a same subject (Robinson et al., 1995).

In-service education–modern arithmetic and good pedagogy

1965 ◽  
Vol 12 (1) ◽  
pp. 59-64
Author(s):  
Allan W. Gurley ◽  
Randall C. Hicks ◽  
Jurelle G. Lott ◽  
M. Louise Reeves
Keyword(s):  
Team Teaching ◽  
Grade Level ◽  
Experimental Studies ◽  
Faculty Members ◽  
Teaching Approach ◽  
Service Program ◽  
University Of Georgia ◽  
Teaching Aids ◽  
Written Materials

This is a report of a systemwide in-service program which utilized three University of Georgia faculty members in a team-teaching approach. Used in the program were lectures, questions and discussions, professional books, students' textbooks and accompanying teachers' manuals, films, filmstrips, programmed materials, recent experimental studies and research, various teaching aids and devices, consultants and specialists, and a wide variety of written materials especially prepared to meet the needs of the individuals and the grade level groups.

An in-service mathematics education program for intermediate grade teachers

1961 ◽  
Vol 8 (2) ◽  
pp. 65-68
Author(s):  
W. Robert Houston ◽  
Claude C. Boyd ◽  
M. Vere DeVault
Keyword(s):  
Mathematics Education ◽  
Education Program ◽  
Team Teaching ◽  
Educational Opportunities ◽  
Teaching Approach ◽  
Service Program ◽  
Inservice Education ◽  
Service Programs ◽  
Continued Education ◽  
Written Materials

The extensive concern for promoting the continued education of teachers beyond the four-year college program promises to place increasingly greater demands on inservice education. Although many schools are engaged in in-service education of one kind or another, few schools have reported attempts to evaluate the effectiveness of these programs. Research in the effectiveness of various kinds of in-service programs is needed if efforts to improve understandings of teachers are to be efficient and effective in the improvement of educational opportunities for boys and girls. This is a report of the evaluation of an in-service program which utilized a team-teaching approach and the use of television, lectures, question discus. ions, and written materials.

scholarly journals Investigating the Effect of Team-teaching Approach on ESP Students’ English Proficiency; Evidence from Students’ Attitudes

2017 ◽  
Vol 6 (5) ◽  
pp. 41 ◽  
Author(s):  
Mohammadhossein Besharati ◽  
Golnar Mazdayasna
Keyword(s):  
Team Teaching ◽  
Engineering Students ◽  
English Proficiency ◽  
Traditional Approach ◽  
Electrical Engineering ◽  
Descriptive Analysis ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Students ◽  
Students Attitudes

The current study was an attempt to investigate EFL students’ attitudes regarding team-teaching approach. In addition, it explored to what extent the team-teaching approach was effective in terms of enhancing Electrical Engineering Students' English proficiency in an English for Specific Academic Purpose (ESAP) program. To this end, 60 university students studying Electrical Engineering at the faculty of Engineering in Yazd University enrolled in the ESP course participated in this study. Prior to the instruction, the students were randomly divided into two groups as control and experimental. The experimental group was instructed based on the team-teaching approach while the control group was taught based on the traditional approach. The data was gathered through a pretest, posttest, and a questionnaire. The analysis of data via independent sample t-test and descriptive analysis revealed that most of the students had a positive attitude toward utilizing team-teaching approach. Furthermore, the findings indicated that Electrical Engineering students who were taught through team teaching approach performed better than those taught by a single instructor.   

scholarly journals SCHOOL ADMINISTRATORS’ WORKING EXPERIENCE AND STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN BAUCHI, DUTSE AND GOMBE STATES

2021 ◽  
Vol 5 (3) ◽  
pp. 1-8
Author(s):  
BARAKATU ABDULLAHI
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Educational Administration ◽  
School Administrators ◽  
Interval Data ◽  
Unique Contribution ◽  
Senior Secondary Schools ◽  
Faculty Of Education ◽  
Measurement And Evaluation ◽  
Senior Secondary

Purpose: This study investigated the School administrators’ working experience and students’ academic performance in senior secondary schools in Bauchi, Dutse and Gombe states of Nigeria. Methodology: The study adopted the descriptive research designed of the correlation type. Thirty (30) senior secondary schools administrators were selected and used as the respondents to this study, ten school administrators from each state. The instruments used to collect relevant data were school administrators’ working experience check list and a self-designed questionnaire developed by the researcher, it was titled School Administrators’ Working Experience and Students’ Academic Performance (SAWESAP). The questionnaire was validated by two experts, one in the area of educational administration and planning, one in the measurement and evaluation both from Faculty of Education, Federal University, Kashere, Gombe State. Their suggestions and recommendations were incorporated into the final version and the reliability coefficient index of 0.73 was obtained after test-re-test with two weeks interval. Data collected were analysed using Statistical Package for Social Science (SPSS). One hypothesis was formulated and tested. Pearson Product Moment Correlation (r) Coefficient analysis procedure was used to test the hypothesis at 0.05 significant levels. Findings: The results of the analysis showed that, there was significant positive correlation between school administrators’ working experiences and students’ academic performance. Unique Contribution to Practice and Policy: Based on the findings, it was recommended among others that, school administrators’ experience will be considered when it comes to placement and promotion of school administrators that would enable them perform maximally in managing and handling human and material resources.                                                                              

scholarly journals Factores personales-institucionales que impactan el rendimiento académico en un posgrado en educación

2018 ◽  
pp. 4-32
Author(s):  
Mario José Martín Pavón ◽  
Dora Esperanza Sevilla Santo ◽  
Cristina Jenaro Río
Keyword(s):  
Academic Performance ◽  
Well Being ◽  
Self Esteem ◽  
Influential Factors ◽  
Team Work ◽  
Institutional Factors ◽  
Research Experience ◽  
Factors Affecting ◽  
Faculty Of Education ◽  
Research Students

La presente investigación tuvo como objetivo identificar los factores personales e institucionales que determinan el rendimiento académico de los estudiantes de la Maestría en Investigación Educativa, ofertada por la Facultad de Educación de la Universidad Autónoma de Yucatán, México. El estudio se desarrolló bajo el paradigma cuantitativo. Los participantes pertenecen a las cohortes 2004-2014, y fueron clasificados en estudiantes de alto o bajo rendimiento. La información se recolectó con un cuestionario estructurado que indagó sobre: conocimientos previos, antecedentes académicos, habilidad para trabajar en equipo, expectativas del programa, motivación, autoestima, bienestar psicológico, procesos académicos-administrativos y desempeño del asesor y tutor. El análisis de la información incluyó procesos comparativos, estudio de relaciones, análisis de regresión y análisis discriminante. El estudio reportó que la experiencia en investigación, los hábitos de estudio y la autoestima son los factores que más influyen en el rendimiento académico de los estudiantes del programa.Personal and institutional factors affecting academic performance in a postgraduate program in educationSummaryThe present research aims to identify the personal and institutional factors that determine the academic performance Master in Educational Research students, offered by the Faculty of Education of the Autonomous University of Yucatan, Mexico. The study was developed under the quantitative paradigm. Participants belong to the 2004-2014 cohorts, and were classified as high or low performing students. The information was collected with a structured questionnaire that inquired about: previous knowledge, academic background, team-work skills, program expectations, motivation, self-esteem, psychological well-being, academic-administrative processes and consultant and tutor performance. The analysis of the information included comparative processes, relationship study, and regression and discriminant analyses. The study reported that research experience, study habits, and self-esteem were the most influential factors in the academic performance of students in the program.Recibido: 19 de junio de 2017Aceptado: 09 enero de 2018

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