scholarly journals University versus the Academy

Journal ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 62-68
Author(s):  
Margarita Karamihova ◽  
Svetlana V Antova
Keyword(s):  
Teaching Methods ◽  
Teaching Experience ◽  
Bulgarian Academy ◽  
Research Results ◽  
Exchange Program ◽  
Academic Exchange ◽  
Research And Teaching ◽  
Scientific Results ◽  
University Lecturers ◽  
Academy Of Sciences

The article focuses on a conceptual difference between the institutes of the Bulgarian Academy of Sciences and Bulgarian Universities. University lecturers must be internationally recognizable with their research results and constantly master modern teaching methods and technologies. Scientists in the academy make efforts to follow the scientific tendencies, but have virtually no opportunity to go beyond academic forums and to socialize their scientific results. In the example of research and teaching of Ethnology, the lack of opportunity for young scientists from the academy to be prepared for teaching at different university degrees isconsidered. The positive and negative aspects of the Erasmus academic exchange program (as an opportunity for getting some fractional lecturing experience) is discussed in the terms of teaching experience. We also present the first and only project, held few years ago in Bulgaria, aiming to prepare young scientists from the Academy to teach Ethnology at a university.

Problems of Science and Its Effectiveness

2011 ◽  
pp. 151-157 ◽  
Author(s):  
A. Varshavsky
Keyword(s):  
Higher Education ◽  
Public Management ◽  
External Factors ◽  
Education Sector ◽  
Russian Science ◽  
Russian Academy Of Sciences ◽  
Scientific Results ◽  
Academy Of Sciences ◽  
Academic Sector

The article considers current problems of Russia´s science. Special attention is paid to external factors that negatively influence its effectiveness including considerable lag in public management sector. The issues of opposing higher education sector to the Russian Academy of Sciences (RAS) are also discussed. A number of indicators of the Russian science and its academic sector effectiveness are presented. The expediency of comparing scientific results with R&D expenditures is shown. The problems connected with using bibliometric methods are discussed. Special attention is paid to the necessity of preserving and further developing Russian science including RAS.

META- ANALYSIS OF THE USE MOVIE TRAILER IN EFL CLASSROOM

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Umi Halimatus Saidah ◽  
Aang Fatihul Islam
Keyword(s):  
Teaching Methods ◽  
Meta Analysis ◽  
Basic Data ◽  
English Learning ◽  
Research Results ◽  
Use Of Technology ◽  
Support Tools ◽  
To Come

The scenes in the trailer shown are all sorts of interesting and prominent scenesto attract the attention of potential viewers and be able to describe the entire contents of the movie without giving too much information. The trailer was created to promote theatrical release of the movie and the movie trailer was a clip containing all the parts of the advertised movie, shown before other movie screenings in the cinema, and aimed for the audience to come to watch. The best way to teach English is to use interesting material, appropriate teaching methods, the use of technology that can be one of the important and effective support tools. Meta-analysis is essentially a synthesis of a topic taken from several research reports. Based on the synthesis is drawn conclusions about the topic under study. This research uses some similar research results as basic data in conducting studies and conclusions. From the same five studies, it is concluded that Movie Trailer is effective as a learning medium because it can improve understanding in English learning.

The impact of reflective writing paper on non-English major learners’ autonomy in the context of Vietnam

2013 ◽  
Vol 17 (1-2) ◽  
pp. 104-128
Author(s):  
Phan Thi Tuyet Van
Keyword(s):  
Teaching Methods ◽  
Reflective Writing ◽  
Research Results ◽  
English Major ◽  
Study Process ◽  
The Impact ◽  
Process Journal

The article aims to investigate the impact of the reflective writing paper on non- English major learners’ learning autonomy in a Vietnamese context. The data was collected by means of questionnaire, competence tests and interviews. The participants did two reflective writing papers as an intervention during the research. The research results show the possibilities for teachers to modify their teaching methods through analysis of feedback from the subjects. The findings showed that most participants appreciated the role of the reflective writing paper and they were aware of the significance of learning autonomy in their study process. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 104-128 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8102

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Beyond Broudy’s Triad—Infusing University Students with the Love of Poetry

2017 ◽  
Vol 10 (4) ◽  
pp. 65
Author(s):  
Mounir Ben Zid
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Teaching Methods ◽  
Teaching Experience ◽  
Class Session ◽  
New Learning ◽  
Major Shift ◽  
Teaching Learning ◽  
Esl Learners

In spite of the diverse schools of thought providing guidance for poetry teachers—such as the didactic, heuristic, or phyletic approaches—this myriad of teaching modes has failed to generate adequate student appreciation for poetry courses. The reason for this is teachers’ tendency to cling to the idea that one must choose a particular approach and find out the correct or fixed meaning. This study includes a recommendation for a major shift in teaching poetry that transforms each class session into a new learning rather than a teaching experience—one in which the instructor’s role is to inspire a passion and love for poetry in ESL learners. This teaching-learning style requires that teachers change from being omniscient sages to participants, co-explorers, and learners—a move from teaching methods to learning styles and a shift from encouraging the love of teachers to inspiring the love of poetry in university students.

scholarly journals Reviewer Acknowledgements for Journal of Mathematics Research, Vol. 9, No. 2

2017 ◽  
Vol 9 (2) ◽  
pp. 155
Author(s):  
Sophia Wang
Keyword(s):  
United Arab Emirates ◽  
Medical Center ◽  
State University ◽  
National Academy Of Sciences ◽  
Bulgarian Academy ◽  
University Of Houston ◽  
Institute Of Technology ◽  
Mathematics Research ◽  
Academy Of Sciences

Journal of Mathematics Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.Many authors, regardless of whether Journal of Mathematics Research publishes their work, appreciate the helpful feedback provided by the reviewers.Reviewers for Volume 9, Number 2  Alberto Simoes, University of Beira Interior, PortugalAli Berkol, Space and Defense Technologies & Baskent University, TurkeyArman Aghili, University of Guilan, IranCecilia Maria Fernandes Fonseca, Polytechnic of Guarda, PortugalGane Sam Lo, Universite Gaston Berger de Saint-Louis, SenegalMarek Brabec, Academy of Sciences of the Czech Republic, Czech RepublicMaria Alessandra Ragusa, University of Catania, ItalyMohammad Sajid, Qassim University, Saudi ArabiaMohd Hafiz, Universiti Sains Malaysia, , MalaysiaN. V. Ramana Murty, Andhra Loyola College, IndiaOlivier Heubo-Kwegna, Saginaw Valley State University, USAOmur Deveci, Kafkas University, TurkeyÖzgür Ege, Celal Bayar University, TurkeyPeng Zhang, State University of New York at Stony Brook, USAPhilip Philipoff, Bulgarian Academy of Sciences, BulgariaRovshan Bandaliyev, National Academy of Sciences of Azerbaijan, AzerbaijanSanjib Kumar Datta, University of Kalyani, IndiaSelcuk Koyuncu, University of North Georgia, USASergiy Koshkin, University of Houston Downtown, USAShenghua Ni, Vanderbilt University Medical Center, USAVishnu Narayan Mishra, Sardar Vallabhbhai National Institute of Technology, IndiaWaleed Al-Rawashdeh, Montana Tech, USAYifan Wang, University of Houston, USAYoussef Ei Foutayeni, Modeling and Simulation Laboratory Lams Hassan II University, MoroccoYoussef El-Khatib, United Arab Emirates University, United Arab EmiratesZoubir Dahmani, University of Mostaganem, Algeria Sophia WangOn behalf of,The Editorial Board of Journal of Mathematics ResearchCanadian Center of Science and Education

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