scholarly journals Analysis of USAID/Georgia Supported Basic Education Program First Cycle Implementation

2022 ◽  
Vol 11 (2) ◽  
pp. 275-284
Author(s):  
Maia Akhvlediani ◽  
Nato Kobuladze ◽  
Sophio Moralishvili
Keyword(s):  
Basic Education ◽  
School Curriculum ◽  
Teacher Preparation Programs ◽  
School Reforms ◽  
Preparation Programs ◽  
Student Centered ◽  
Student Centered Learning ◽  
New School ◽  
Effectiveness Of Training ◽  
The University

The article highlights Akaki Tsereteli State University's involvement and participation in wide school reforms to establish student-centered education in Georgia. School educational reform cannot proceed and succeed without the direct involvement of the universities which carry out teacher preparation programs. Unequivocally, there should be close cooperation and collaboration between these two institutions to reach the desirable and targeted outcomes. The purpose of the article was to present the results of the survey, which was intended to assess the effectiveness of training conducted by the university trainers during the first phase of the new school reform in Georgia which focused on achieving student-centered learning. The selected trainers from the eight partnering universities were supposed to cover 2075 schools throughout Georgia (373 schools in Imereti Region) to train leader teachers and help the institution to develop new instructional methods, more specifically, to develop a school curriculum based on constructivist educational principles and apply it into practice. The survey findings assisted Pedagogical faculty in identifying existing curriculum gaps and discrepancies and taking measures to bridge them by modifying and supplementing them with the necessary content.

TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES

2021 ◽  
Author(s):  
Antti Rissanen ◽  
◽  
Kalle Saastamoinen ◽  
Keyword(s):  
Student Evaluation ◽  
Learning By Doing ◽  
National Defense ◽  
Military Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology Students ◽  
Technical Students ◽  
Master Level ◽  
The University

The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teachers’ observations from current and previous course implementations. Results in this study described the outcome from the first run of the revised curriculum. We collected data from students’ course reports and the university’s standard student evaluation of teaching (SET). According to the SET, the course 2 which was practically oriented course, where groups worked on more significant projects gained higher value among students. In conclusion, we recommend that teachers continue using student-centered learning methodologies to technical students as much as possible. Theoretically underscored courses should also contain more practical examples. Keywords: distance education, flipped learning, learning by doing, research methodology, student-centered learning

Teaching a ‘Managing Innovation and Technology' Course

2016 ◽  
Vol 6 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

scholarly journals Radical Togetherness: African-American Literature and Abolition Pedagogy at Parchman and Beyond

Humanities ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 49
Author(s):  
Patrick Elliot Alexander
Keyword(s):  
African American ◽  
American Literature ◽  
Learning Environments ◽  
African American Literature ◽  
Student Centered ◽  
Student Centered Learning ◽  
Conception Of Teaching ◽  
Prison Studies ◽  
The University ◽  
Educational Deprivation

This article makes the case that the student-centered learning paradigm that I have aimed to establish at Parchman/Mississippi State Penitentiary as a member of a college-in-prison program represents a prison abolition pedagogy that builds on Martin Luther King and Angela Y. Davis’s coalitional models of abolition work. Drawing from Davis’s abolition-framed conception of teaching in jails and prisons as expressed in her autobiography and her critical prison studies text Are Prisons Obsolete?, I argue that the learning environments that I create collaboratively with students at Parchman similarly respond to incarcerated students’ institution-specific concerns and African-American literary interests in ways that lessen, if only temporarily, the social isolation and educational deprivation that they routinely experience in Mississippi’s plantation-style state penitentiary. Moreover, I am interested in the far-reaching implications of what I have theorized elsewhere as “abolition pedagogy”—a way of teaching that exposes and opposes the educational deprivation, under-resourced and understaffed learning environments, and overtly militarized classrooms that precede and accompany too many incarcerations. As such, this article also focuses on my experience of teaching about imprisonment in African-American literature courses at the University of Mississippi at the same time that I have taught classes at Parchman that honor the African-American literary interests of imprisoned students there.

scholarly journals The Use of Clinical PBL in Primary Care in Undergraduate Medical Schools

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Gustavo Salata Romão ◽  
Reinaldo Bulgarelli Bestetti ◽  
Lucélio Bernardes Couto
Keyword(s):  
Medical Students ◽  
Knowledge Retention ◽  
Student Centered ◽  
Student Centered Learning ◽  
Critical Reasoning ◽  
Five Dimensions ◽  
Unified Health System ◽  
Effective Option ◽  
The University

Abstract: Introduction: Problem-based learning (PBL) is a collaborative student-centered learning method for small groups, based on the mobilization of previous knowledge and on critical reasoning for problem solving. Although it has been used predominantly in the classroom, when applied in clinical studies, PBL can increase the intrinsic motivation and long-term knowledge retention. In addition, Clinical PBL represents a more effective option to learn from practice considering the students’ overload in clinical clerkships in the Unified Health System (UHS). This study aimed to assess the students’ perception of a Clinical PBL model implemented in Primary Health Care (PHC) clerkships during the first four years of the Medical Course at the University of Ribeirão Preto (UNAERP) in 2017. Method: The primary outcome was assessed by the DREEM (Dundee Ready Educational Environment Measure) tool, which contains 50 items distributed in five dimensions. The questionnaire was applied to 374 medical students, corresponding to 78% of the total number of medical students from the first to the fourth year. Results: For most of the evaluated items, the students’ perceptions were “positive”, including the dimensions “Perception of Teachers”, “Perception of Academic Results” and “Perception of the General Environment”. For the dimensions “Perception of Learning” and “Perception of Social Relationships” the evaluation was “more positive than negative”. The DREEM total score was 124.31, corresponding to 62.15% of the maximum score, which indicates a perception that is “more positive than negative” regarding the Clinical PBL. The internal consistency given by Cronbach’s alpha was 0.92. Conclusion: The use of Clinical PBL in PHC qualifies learning from practice, is well accepted by medical students and offers a useful option to the students’ overload in the clinical clerkship during the first four years of the Medical School.

scholarly journals Citizenship Education: The Perceptions of Social Studies Omani Student Teachers

2013 ◽  
Vol 7 (4) ◽  
pp. 446
Author(s):  
Saif N. AlMaamari ◽  
Ian Menter
Keyword(s):  
Social Studies ◽  
Student Teachers ◽  
Citizenship Education ◽  
School Curriculum ◽  
Teacher Preparation Programs ◽  
Practical Training ◽  
Preparation Programs ◽  
The Social ◽  
Wide Range ◽  
Analytic Induction

The purpose of this study was to investigate the perceptions of Omani student-teachers of social studies major about citizenship and citizenship education. Interviews were used to achieve this purpose. Ten students participated in the study: 5 females and 5 males. Data were analyzed qualitatively using analytic induction and interpretive analytic framework. Qualitative results show a wide range of interesting views on citizenship that highlighted the influence of the social, cultural and political context in shaping the meaning of citizenship and citizenship education. The results from interviews can be classified into five categories: (a) Citizenship is a multi-faceted concept; (b) Citizenship education is a crucial area in the school curriculum; (c) social studies is still the main approach of introducing citizenship education; (d) citizenship education is an area which is missing in teacher preparation programs and (e) Citizenship education is practiced to an extent in practical training programs. 

scholarly journals Memperkuat Islam Moderat Melalui Metode Pembelajaran Demokrasi di Madrasah Ibtidaiyah

2021 ◽  
Vol 20 (2) ◽  
pp. 181-194
Author(s):  
Roihan Imamul M ◽  
Ujon Sujono ◽  
Yuri A Fathallah
Keyword(s):  
Learning Styles ◽  
Social Life ◽  
School Curriculum ◽  
School Level ◽  
Literature Study ◽  
Remote Communication ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers And Students ◽  
Democratic Learning

This paper aims to promote the implementation of the concept of strengthening moderate Islam through democratic learning in Islamic elementary schools. The ease of internet access and remote communication, as the effect of globalization in the field of technology, can be used to gain any information needed, including the Islamic knowledge that can be freely learned without teachers. A literature study was employed to describe the data related to the internalization of moderate Islam and democratic learning. The findings demonstrate that moderate Islam (tawasuth) is a life principle that upholds justice in social life. The values of moderate Islam can be internalized in the school curriculum as a reinforcement starting from the elementary school level through implementing democratic learning. This application can be carried out through various methods such as discussion, question and answer, group work, and simulation. The implementation of democratic learning encourages communicative relationships between teachers and students, fosters friendship, and enhances the value of ‘ukhuwah’ (good relations). Furthermore, these methods emphasize student-centered learning. This study also illustrates that democratic learning provides a wide array of opportunities for students to creatively and critically express their ideas and thoughts in their own learning styles.

scholarly journals (144) ePortfolios: A Philosophy for Improving Education in Horticulture

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1044B-1044
Author(s):  
Michael E. Reinert ◽  
Dan T. Stearns
Keyword(s):  
Career Planning ◽  
Computer Applications ◽  
Project Work ◽  
Program Outcomes ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Work ◽  
Academic Communities ◽  
Digital Format ◽  
The University

ePortfolios are gaining popularity in academic communities worldwide. Purposes of ePortfolios include: converting student work from paper to digital format, thereby allowing it to be centrally organized, searchable, and transportable throughout their academic lives and careers; promoting student centered learning and reflection; improving advising; and career planning and resume building. Pennsylvania State University is investing in the use of ePortfolios in course work throughout the university system. To facilitate these efforts, the university provides all students and faculty with 500 MB of hosted web space to create and share their portfolios. One of the courses using ePortfolios is Horticulture 120, Computer Applications for Landscape Contracting, in the Landscape Contracting program. Outcomes of implementing ePortfolios include increased availability of student work to potential employers, enhanced recruiting through displays of student work, and enabled reflection on completed work. Students showed improved quality in project work because their projects would be publicly available through the Internet to potential employers, faculty, family, and other students.

Learner Engagement in Teacher Education

2019 ◽  
Author(s):  
Kay K. Seo ◽  
Scott Gibbons
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Learning Process ◽  
Learning Experience ◽  
Teacher Preparation Programs ◽  
Education Students ◽  
Learner Engagement ◽  
Preparation Programs ◽  
Student Centered ◽  
Enriched Environments

In teacher education, learner engagement is an important instructional consideration. When students are physically, cognitively, and socially involved in the learning process, they can achieve high levels of productivity and develop a meaningful learning experience. In addition, learner engagement is closely associated with student retention and degree completion. To engage education students more meaningfully in the learning process, it is important to teach them in student-centered, technology-enriched environments. Education students should also become more engaged with the community and with other educators in order to build upon their pedagogy. Furthermore, it is important to offer them professional experiences, including student teaching practicum and teacher preparation programs, so that they can transform those experiences into their own teaching practices.

Teaching a ‘Managing Innovation and Technology' Course

2020 ◽  
pp. 1075-1093
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

Research on the Student-centered Learning in Mass Media Reading Course

2017 ◽  
Vol 7 (3) ◽  
pp. 227
Author(s):  
Xue Zheng
Keyword(s):  
Mass Media ◽  
Course Design ◽  
Classroom Performance ◽  
Student Centered ◽  
Student Centered Learning ◽  
English Reading ◽  
New Information ◽  
Teachers And Students ◽  
Push Forward ◽  
The University

With China’s impressive development in all fields, the need for all-round talents is becoming increasingly eminent. The society and our country demand that university students should not only be an expert in their own specialization, but also they be able to communicate cross cultures. Mass Media Reading course, as an integral part of the university English courses, is designed to serve that purpose. Through this course, students are supposed to broaden their minds and push forward the frontiers of knowledge by learning the culturally-loaded information embedded in the foreign news. They are also expected to sharpen their minds by exchanges of ideas and by comparing different perspectives. They are to hone their skills in English reading, speaking and translation through this course. The current course design is not successful in fulfilling all the purposes, and previous classroom performance shows the students are reluctant to receive new information and know the outside world through newspaper reading which they think is beyond their reach. However, studies and papers analyzing this issue are lacking. Therefore, research on how to improve students’ enthusiasm and motivation in this course should be conducted. This paper tries to shed some light on the modes of student-centered learning that arouse students’ interest in and enthusiasm for this course. Hopefully, this will be helpful to the teachers and students learning this course.

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