Creating an Award and Incentive System that Promotes High-Quality Teaching in a Highly Research Focused Business School

The literature on drawing provides a justification for using drawing in the teaching of philosophy. The aim of the essay is to show how drawing as a pedagogy, though unusual in philosophy, fulfills high-quality teaching desiderata: make it personal, go beyond the text, allow students to show and explain their work, and unify the work of the course. I explain these four desiderata and how students complete drawing exercises to develop understanding, generate insights, and make philosophic discoveries. I begin by explaining and justifying the pedagogical desiderata. I discuss the literature on drawing-to-learn and concept mapping and apply its insights to teaching philosophy. Finally, I describe my exercises on color theory, two-point perspective exercises, my modifications to concept mapping, and the use of summative drawings.

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Grand Duchess Elizaveta Feodorovna as a patron of music education

Диалог со временем ◽

10.21267/aquilo.2021.76.76.019 ◽

2021 ◽

pp. 409-420

Author(s):

А.В. Громова

Keyword(s):

Music Education ◽

Quality Teaching ◽

Practical Application ◽

High Quality ◽

Performance Arts ◽

Stage Performance ◽

And Performance

Статья посвящена покровительству Великой княгини Елизаветы Федоровны музыкальному образованию на примере двух основных московских училищ музыкального направления. Рассматриваются различные аспекты попечительства в целях качественного обеспечения учебного процесса, помощи «недостаточным учащимся», поощрения наиболее талантливых учеников, создания условий для широкого практического применения учащимися полученных знаний в лучших творческих коллективах России. Также уделено внимание содействию Великой княгини возникновению в России новых музыкальных и театральных направлений при участии преподавателей и выпускников Музыкально-драматического и Синодального училищ. The article is devoted to Grand Duchess Elizaveta Feodorovna’s activities as a patron of music education in Russia, focusing on the two main Moscow schools specializing in music as a case study. The author analyzes various aspects of her patronage aimed at providing high-quality teaching, assisting poor pupils, and encouraging the most talented ones, creating a wide basis for practical application of knowledge acquired by graduates in the best on-stage performance groups of Russia. Attention is also paid to the Grand Duchess’s effort to encourage new trends in Russian musical and performance arts through the contribution of the two Schools’ teachers and graduates.

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881 Delivering Consultant-Led Teaching During A Global Pandemic

British Journal of Surgery ◽

10.1093/bjs/znab259.879 ◽

2021 ◽

Vol 108 (Supplement_6) ◽

Author(s):

A Connelly ◽

T Ton

Keyword(s):

Course Delivery ◽

Quality Teaching ◽

High Quality ◽

Teaching Programme ◽

Starting Time ◽

Large Lecture ◽

Global Pandemic ◽

Natural Break ◽

Lecture Theatre ◽

Virtual Element

Abstract Aim Providing high quality teaching has become increasingly difficult as social distancing and disrupted schedules caused by the COVID-19 pandemic make large in-person gatherings impractical. Yet the need and demand for this has only increased. We sought to use an innovative virtual + in-person format to facilitate delivery. Method We designed a 6-session ENT teaching programme for GP trainees over 3 evenings. Each session was consultant-led, delivered in-person in a large lecture theatre, and simultaneously broadcast on Microsoft Teams. The in-person element was intended to permit practical demonstrations, e.g., of the Dix-Hallpike test, to supplement presenter’s videos. Attendees could attend in-person or virtually. Sessions were timed to allow staff from the nearby hospital to join immediately after work. Results All attendees attended virtually. And all felt that the video demonstrations were sufficient, and that in-person replication was unnecessary. Course delivery was rated ‘very good’ or ‘excellent’ by 88% (n = 17), and the course overall was rated similarly by 94%. Several comments suggested that in future we focus on virtual delivery by shifting the starting time later to “allow a natural break after work”. Conclusions The COVID-19 pandemic has altered many aspects of our lives, and teaching delivery is not immune to this. The overwhelming preference for virtual attendance amongst our cohort suggests that many doctors are comfortable with, and even enthusiastic for, this change, and that teaching can still be effective. Future iterations of this course will likely emphasise the virtual element and record the sessions to allow for time-shifted viewing.

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Toward an Inclusive Teacher Education Program

Journal of Teaching and Learning ◽

10.22329/jtl.v3i2.100 ◽

2006 ◽

Vol 3 (2) ◽

Author(s):

Nan Kurz ◽

Peter V. Paul

Keyword(s):

Teacher Education ◽

Social Justice ◽

Novice Teachers ◽

Education Program ◽

Teacher Education Program ◽

Well Being ◽

Quality Teaching ◽

Good Teacher ◽

Subjective Well Being ◽

High Quality

Although definitions of high quality teaching vary considerably, a good teacher capitalizes on the strengths of every student. Yet, novice teachers struggle to identify all students’ abilities. Many teachers describe inclusion practices as just another obstacle encountered in the classroom. Scholars seek to identify ways of changing this burden of inclusion mindset to a welcoming/enriching notion aligned with social justice agendas. In this paper, we discuss the need for pre-service teachers to enter the classroom with the disposition to focus on individual strengths and to understand how the diversity of students’ abilities and backgrounds contributes to the subjective well-being of the student population.

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Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education

Sustainability ◽

10.3390/su12010028 ◽

2019 ◽

Vol 12 (1) ◽

pp. 28 ◽

Cited By ~ 5

Author(s):

Yi-Chen Lai ◽

Li-Hsun Peng

Keyword(s):

Sustainable Development ◽

Design Education ◽

Teaching Effectiveness ◽

Education For Sustainable Development ◽

Quality Education ◽

Learning Ability ◽

Quality Teaching ◽

High Quality ◽

The Sustainable Development ◽

High Quality Education

Education for sustainable development (ESD) is regarded as a key element of high-quality education. Hence, the United Nations proposed the Sustainable Development Goals (SDGs) in 2015, in an attempt to achieve the harmony and shared prosperity between humans and the Earth, and advocate for fair and high-quality education. With the aim of exploring “high-quality sustainable teaching”, this study intends to probe into the idea and meaning of the high-quality design education for sustainable development and elaborate on the teaching effectiveness and sustainable teaching activities by the teachers of higher design education. According to the research results, the effectiveness of high-quality teaching is introduced in seven categories, as follows: (1) Faith in sustainability in teaching, (2) the trend of talent demand, (3) the teaching value of sustainability, (4) curriculum mapping, (5) teaching approach, (6) teaching evaluation, (7) the sustainable management of teaching development. The factors of high-quality teaching include: The teacher has passion for teaching, the teacher pays attention to the student’s independent learning ability, the teacher intrigues student’s interest in learning, the teacher places emphasis on furnishing the student with professionalism and confidence, the teacher highlights learning through doing to increase the student’s competitiveness in the job fair, the teacher reviews teaching effectiveness and makes progress in pursuing the value of high-quality ESD.

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