Instructional Changes During 70 years After Liberation

2017 ◽  
Vol 23 (3) ◽  
pp. 61-86
Author(s):  
Hoseung Byun ◽  
Hyungjung Cho ◽  
Keol Lim
Keyword(s):  
Instructional Changes

scholarly journals Instructional Changes Adopted for an Engineering Course: Cluster Analysis on Academic Failure

2016 ◽  
Vol 7 ◽  
Author(s):  
José A. Álvarez-Bermejo ◽  
Luis J. Belmonte-Ureña ◽  
África Martos-Martínez ◽  
Ana B. Barragán-Martín ◽  
María M. Simón-Márquez
Keyword(s):  
Cluster Analysis ◽  
Academic Failure ◽  
Instructional Changes

Professional Development: Teachers' Communication and Collaboration Keys to Student Achievement

1995 ◽  
Vol 1 (6) ◽  
pp. 454-458
Author(s):  
Helene J. Sherman ◽  
Thomas Jaeger
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Educational Reform ◽  
Mathematics Teaching ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Professional Satisfaction ◽  
Evaluation Standards ◽  
Instructional Changes

The curriculum and evaluation standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) have served as both stimuli for, and responses to, numerous formal and informal programs, conferences, and conversations calling for educational reform and improvement in mathematics teaching. After all the plans are drawn and all the objectives are written, however, reform is most likely to occur and make a lasting difference when teachers are aware of the need for improvement, have a voice in planning it, and derive a real sense of professional satisfaction from implementing the instructional changes.

How the Principles of Green Chemistry Changed the Way Organic Chemistry Labs Are Taught at the University of Detroit Mercy

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Matthew J. Mio
Keyword(s):  
Organic Chemistry ◽  
Green Chemistry ◽  
Learning Outcomes ◽  
Chemistry Laboratory ◽  
Atom Economy ◽  
Laboratory Courses ◽  
Instructional Changes ◽  
Organic Chemistry Laboratory ◽  
The University ◽  
The Way

Abstract Many logistic and instructional changes followed the incorporation of the 12 principles of green chemistry into organic chemistry laboratory courses at the University of Detroit Mercy. Over the last decade, institutional limitations have been turned into green chemical strengths in many areas, including integration of atom economy metrics into learning outcomes, replacing overly toxic equipment and reagents, and modifying matters of reaction scale and type.

scholarly journals Scaffolding Critical Reflectivity in Graduate Students

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Stephanie Dodman ◽  
Nancy Holincheck ◽  
Becky Fox
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Ongoing Research ◽  
Faculty Positions ◽  
Core Courses ◽  
Instructional Changes ◽  
Sociopolitical Influences

This presentation details findings from a study in the Advanced Studies in Teaching and Learning (ASTL) program. We studied the development of critical reflectivity in our graduate students over the span of five courses. Critical reflection is the act of analyzing and challenging one's assumptions and predispositions. This act is often very difficult for students who have been socialized to consider their experiences at face value and not necessarily analyze the broader sociopolitical influences on, and consequences of, their actions and experiences (Brookfield, 1990). To foster critical reflection in students, ASTL's core courses actively engage students in formal inquiry. Faculty also explicitly teach students about critical reflection by introducing them to a three-tier model of inquiry that is continually returned to throughout their core coursework. We framed reflection as a tangible construct and a skill to be developed; this framing aided students in establishing critical reflection as a habit of mind. To examine the development of critical reflection, faculty collected and analyzed formal writings of students. While conducting the study, the analysis also drove instructional changes. This ongoing research by faculty positions critical reflection as an endeavor undertaken by all, not just students. By systematically analyzing students' reflective writings, faculty found themselves engaging in critical reflection about their own practice.

scholarly journals Instructional changes instigated by university faculty during the COVID-19 pandemic: the effect of individual, course and institutional factors

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Jihyun Lee ◽  
Insung Jung
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Use ◽  
Online Teaching ◽  
Institutional Factors ◽  
Functional Improvement ◽  
Instructional Change ◽  
Media Synchronicity ◽  
Quality Of Higher Education ◽  
Instructional Changes

AbstractThe purpose of this study was to investigate instructional changes made by faculty for emergency online teaching necessitated by the COVID-19 pandemic, and hence to explore key factors related to those changes from an ecological systems perspective. Data on various individual, course, and institutional factors and instructional change variables were collected from 201 educators at higher education institutions. Results revealed that the level of instructional changes made by faculty was on average between substituting their existing course for an online one with some functional improvement (augmentation-level 3) and critical course redesign (modification-level 4), but that educators did not reach the level of the creation of new tasks which were previously inconceivable (redefinition-level 5). The biggest instructional change was found to be in teaching behaviors, followed by technology use, with only small changes in beliefs about online teaching. Factors that most highly correlated with instructional change were individual educators’ technology acceptance and innovation propensity, media synchronicity of the course, and the fidelity of institutional support. Recommendations are provided to aid strategic coping by universities facing a major crisis, with insights that may ultimately improve the quality of higher education in non-crisis contexts.

Sign in / Sign up

Export Citation Format

Share Document