A Case Study on the Teaching Experiences of Forest Interpreters

2018 ◽  
Vol 18 (9) ◽  
pp. 689-706
Author(s):  
Dong-kuk Hwang ◽  
Keyword(s):  
Teaching Experiences

A Qualitative Case study on the Teaching Experiences of Biotechnology-related Curriculum Linked Extracurricular Program Management

2020 ◽  
Vol 42 (5) ◽  
pp. 729-758
Author(s):  
Ji Sue Lee ◽  
Hee Ho Park ◽  
Kwang Suk Lim ◽  
Hee Jae Lee ◽  
Suk-Jin Ha
Keyword(s):  
Qualitative Case Study ◽  
Program Management ◽  
Teaching Experiences

scholarly journals Developing Digital Literacies by Bridging Skills and Pedagogy: Case Study from a Centre for Enhancing Learning through Technology (CELT)

2015 ◽  
Author(s):  
Heather Conboy ◽  
Sukhtinder Kaur ◽  
Julie Lowe ◽  
Ian Pettit ◽  
Rob Weale
Keyword(s):  
Student Learning ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Effective Practices ◽  
Digital Literacies ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Enhance Student Learning

In 2011 the Centre for Enhancing Learning through Technology (CELT) was established at De Montfort University (DMU). The aim of the Centre is to work with staff and students to transform their learning and teaching experiences through the situated use of technologies (CELT, 2013). This case study offers an overview of the ways in which the CELT seeks to realise its vision in relation to the use of digital technologies for enhancing teaching and learning. In particular it seeks to ‘bridge the gap’ between digital ‘know how’ and the effective pedagogic implementation of digital technology as part of a curriculum. Key elements of the CELT strategy, and its ‘on the ground’ approaches to catalysing engagement and driving innovation in the use of digital technologies for teaching and learning will be detailed. This will include a series of examples of staff developmental projects that have sought to enhance student learning through the use of digital technologies. It is hoped that the case study will be of value in terms of highlighting effective practices and broader strategic approaches that may inform other practitioners who are interested in the use digital technologies for enhancing teaching and learning.

scholarly journals Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

2014 ◽  
Vol 13 (4) ◽  
pp. 641-652 ◽  
Author(s):  
H. E. Chrispeels ◽  
M. L. Klosterman ◽  
J. B. Martin ◽  
S. R. Lundy ◽  
J. M. Watkins ◽  
...  
Keyword(s):  
Service Learning ◽  
Secondary Students ◽  
Peer Teaching ◽  
Learning Program ◽  
Final Exam ◽  
Teaching Experiences ◽  
Course Content ◽  
Science Major ◽  
Positive Effect

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole­cular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students.

Preservice music teachers’ self-efficacy and concerns before and during student teaching

2021 ◽  
pp. 025576142199078
Author(s):  
Bradley J Regier
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Music Teachers ◽  
Developmental Process ◽  
Contextual Factors ◽  
Teaching Experiences ◽  
Student Impact

The purpose of this study was to investigate the experiences and contextual factors that influenced preservice music teachers’ self-efficacy and concerns from pre-student teaching to student teaching. Data were collected for this case study through an open-response questionnaire about participants’ ( N = 4) efficacious teaching experiences, 10 weekly e-journal reflections written during pre-student teaching ( n = 5 weeks) and student teaching placements ( n = 5 weeks at 1 placement), interviews ( n = 4), and my own researcher journal ( n = 31 entries). Preservice teachers’ self-efficacy and concerns were most impacted by teaching experiences in familiar settings. Results indicated that participants made more comments about student-impact and self-survival concerns during student teaching than pre-student teaching. Further investigation revealed that participants consistently expressed concerns for classroom management during pre-student teaching and student teaching placements. Finding ways to expedite the developmental process could reduce the amount of time that preservice teachers focus on early contextual factors and instead identify ways to improve students’ music and academic performance.

Particularizing the Tensions Between Canonical and Bodily Discourses

2018 ◽  
Vol 50 (2) ◽  
pp. 239-261 ◽  
Author(s):  
Jeanne Dyches
Keyword(s):  
African American ◽  
British Literature ◽  
Culturally Responsive ◽  
White Male ◽  
Literacy Teachers ◽  
Teaching Experiences ◽  
Culturally Responsive Practices ◽  
Specific Teaching ◽  
American Teacher

This case study tells the story of Geneva Wilson, an African American teacher of British literature. The study positions the entirely White male curriculum and Geneva’s Black female body as texts that embody oppositional dominant and nondominant Discourses. Findings reveal a contentious relationship between the categorical canonicity Geneva experienced, and was required to teach, and her body. Intertextual frictions complicated the culturally responsive practices she felt efficacious in actualizing. Geneva mitigated Discoursal incongruences by performing a secondary dominant Discourse and designing subversively culturally responsive experiences for her students. The study highlights the need to nuance and particularize the effects of canonicity and to situate investigations of White male curricula relative to literacy teachers’ storied existences and contextually specific teaching experiences.

Tackling Diversity and Promoting Inclusivity

2019 ◽  
pp. 13-33
Author(s):  
Josh McCarthy
Keyword(s):  
Flipped Classroom ◽  
First Year ◽  
Teaching Experiences ◽  
First Year Students ◽  
Learning And Teaching ◽  
Diverse Student ◽  
Student Cohorts ◽  
Insight Into

This chapter evaluates a flipped classroom model for teaching culturally and disciplinary diverse student cohorts, and analyzes the benefits and limitations of such a format when compared to traditional techniques. From 2015 to 2017, 388 first year students took part in the case study. Within three iterations of the same course, flipped and traditional tutorials were utilized. Participating students and staff evaluated the tutorial models, providing insight into both learning and teaching experiences. The findings of the study disseminate the benefits afforded by each model and provide insight into the varying attitudes of different demographics within contemporary student cohorts at university.

The Evolution of Clinical Practice

2017 ◽  
pp. 1-33 ◽  
Author(s):  
Megan Guise ◽  
Krystal Thiessen ◽  
Amy Robbins ◽  
Mireille Habib ◽  
Nancy Stauch ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Secondary Students ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Teaching Model ◽  
Traditional Model ◽  
Teaching Experiences ◽  
Post Baccalaureate ◽  
Different Levels

In this chapter, the authors examine the implementation of the co-teaching model within the clinical experience of a post-baccalaureate teacher credential program, examining the different levels of understanding and buy-in to the co-teaching model. Implementing mixed methodologies, the authors look specifically at the co-teaching experiences of three science co-teaching pairs. Although pairs highlighted within this case study predominantly aligned more with a traditional model of student teaching, each pair had at least one moment of co-teaching, which either provided a better learning environment for the secondary students and/or professional development for both the pre-service and in-service teacher. In the discussion and implications section of the chapter, the authors explore why co-teaching occurred in these specific contexts and how a teacher education program might better support its co-teaching pairs in their understanding and implementation of co-teaching.

scholarly journals A Case Study of Using Edmodo to Enhance Computer Science Learning for Engineering Students

2020 ◽  
Vol 15 (03) ◽  
pp. 62
Author(s):  
Imane Ryane ◽  
Nour-eddine El faddouli
Keyword(s):  
Higher Education ◽  
Operating Systems ◽  
Science Learning ◽  
Engineering Students ◽  
Assembly Language ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Learning Content ◽  
Assembly Language Programming

Edmodo is becoming increasingly used in higher education. It helps teachers to easily share learning content with students, and communicate with them better. Several studies demonstrate its effectiveness in improving students’ results and satisfaction with the learning process. In this paper, we describe our experience using Edmodo for courses in computer sciences designed for engineering students. We tested Edmodo in three courses delivered in a blended learning mode: the assembly language programming, the operating systems, and the PHP language programming. The learning scenario adopted for these courses was already presented in our previous work on the pedagogy of integration. Results show that the use of Edmodo within the pedagogy of integration enhances both learning and teaching experiences.

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