scholarly journals The Impact of Teaching Approaches on Students’ Mathematical Proficiency in Sweden

2010 ◽  
Vol 5 (2) ◽  
pp. 61-78
Author(s):  
Joakim Samuelsson
Keyword(s):  
Teaching Approaches ◽  
Mathematical Proficiency ◽  
The Impact

Transitioning to IFRS in Australian Classrooms: Impact on Teaching Approaches

2012 ◽  
Vol 28 (2) ◽  
pp. 263-275 ◽  
Author(s):  
Beverley Jackling ◽  
Paul A. de Lange ◽  
Riccardo Natoli
Keyword(s):  
Financial Reporting ◽  
Initial Period ◽  
Academic Community ◽  
Lessons Learned ◽  
Teaching Approaches ◽  
Missed Opportunities ◽  
Financial Reporting Standards ◽  
Accounting Faculty ◽  
Australian Experience ◽  
The Impact

ABSTRACT: This paper outlines the impact that transition to International Financial Reporting Standards (IFRS) had in Australia with reference to the teaching approaches across university accounting classrooms. The discussion begins with a short history of past rules governing accounting in Australia, followed by a review of the transition to IFRS in Australia. An assessment of the ways in which the Australian accounting academic community incorporated the adoption of IFRS into their curriculum is also provided. The review suggests that despite an initial period of foreboding from accounting educators, the transition to IFRS involved minimal changes in teaching approaches. We argue that there were missed opportunities to revise the curriculum, particularly at the introductory level, by adopting a framework-based teaching approach in line with the principles-based IFRS. The paper concludes with some observations about lessons learned from the Australian experience as a guide for accounting faculty in other parts of the world who are about to embark on the transition to IFRS.

scholarly journals Observation manuals as lenses to classroom teaching: Pitfalls and possibilities

2017 ◽  
Vol 17 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Kirsti Klette ◽  
Marte Blikstad-Balas
Keyword(s):  
Teaching And Learning ◽  
Classroom Teaching ◽  
Common Language ◽  
Local Production ◽  
Teaching Approaches ◽  
Subject Specific ◽  
Observation Instruments ◽  
Recent Developments ◽  
The Impact

The aim of this paper is to discuss the role of coding and observation manuals in classroom studies. While observation manuals have been a part of the methodological toolkit for measuring various aspects of instruction for decades, the field has also been suffering from ‘paradigm wars’, fragmentation and local production of instruments. Common frameworks for investigating teaching are needed, including observation instruments for teaching that are both generic and subject specific. Such common tools for research developed within an integrated methodological design could help researchers make progress in aggregating knowledge about the impact of different teaching approaches across settings and subjects. This article serves as one such integrative mechanism by summarizing and reviewing existing manuals targeted towards developing knowledge for and in teaching. The analysis provides status, overview and focus of the different observation manuals; additionally, the article discusses how recent developments in instruments and coding procedures might provide increased rigour and a shared vocabulary to talk about teaching. We discuss both pitfalls and possibilities of coding manuals, and argue that if used in a reflexive manner, coding manuals can provide a common language and vocabulary when talking about – and researching – classroom teaching and learning.

scholarly journals The Impact of Deductive, Inductive and Mixed Methods of Instruction on EFL Students’ Public Speaking Skill (A Case of Georgian Higher Educational Institution)

2021 ◽  
Vol 17 (33) ◽  
pp. 128
Author(s):  
Ana Gadakhabadze
Keyword(s):  
English Language ◽  
Public Speaking ◽  
Positive Impact ◽  
Educational Institution ◽  
Teaching Approaches ◽  
Teaching Procedure ◽  
Efl Students ◽  
Higher Educational ◽  
The Impact ◽  
Speaking Skills

The paper aims to assess EFL students’ abilities to master public speaking skills at higher educational levels when applying different teaching approaches: inductive, deductive, and mixed (inductive & deductive) ones. Public speaking samples, namely TED talk videos, were used for observation and inspection during the teaching procedure, accompanied by various public speaking tasks and assessment rubrics that students participated in. The fortyseven video-taped public speaking performances, which were prepared and delivered by the participants, were analyzed and scored with the help of Public Speaking Competence Rubric (PSCR). The speeches were assessed by the researcher and some other expert and non-expert raters, as well as students themselves to maintain objectivity and avoid any kind of bias. Students were all informed about and taught the criteria that the PSCR involves during the studying procedure. The experiment was based on students representing B2 level of English language according to Common European Framework of Reference (CEFR) and it was carried out at one of the private HEIs in Tbilisi, Georgia. Statistical data were collected through pre, while and postexperimental tests in terms of public speaking performance and later analyzed in the SPSS program. According to the research results, TED Talk video samples have a positive impact on EFL students’ public speaking skills quality when accompanied by mixed (inductive and deductive) methodological teaching approaches. Particularly they improved their gesturing and posture, the majority of them overcame the stage fright (standing and speaking in front of an audience), their speeches became more organized.

scholarly journals The Impact of Innovative Teaching Approaches on Biotechnology Knowledge and Laboratory Experiences of Science Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 213 ◽  
Author(s):  
Tugce Orhan ◽  
Nurettin Sahin
Keyword(s):  
Science Teachers ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Innovative Teaching ◽  
Self Evaluation ◽  
Embedded Design ◽  
Service Training ◽  
Instructional Tasks ◽  
Laboratory Experiences ◽  
The Impact

The current study presents an evaluation of the laboratory instructional tasks prepared based on innovative teaching approaches (research-inquiry, problem solving, project, argumentation and web-based interdisciplinary learning approaches) designed to enhance science teachers’ biotechnology knowledge, awareness and laboratory experiences. The laboratory instructional tasks developed by the researchers aim to improve the laboratory experiences, as well as support the teaching of biotechnology through innovative teaching approaches. For this purpose, in-service training course titled Biotechnology Education Practices was conducted with the voluntary participation of science teachers (n = 17). The current study employed the embedded design. The quantitative part of the embedded design is designed as the single group pretest-posttest model and the qualitative part of it is designed as the case study. The data of the current study were collected through the Biotechnology Awareness Questionnaire, Biotechnology Evaluation Questions, The Laboratory Self-Evaluation form and worksheets. The results obtained from the analyses revealed that the instructional tasks conducted within the context of the Biotechnology Education Practices resulted in significant effects on the science teachers’ biotechnology knowledge and awareness and that the innovative teaching approaches were effective in developing the science teachers’ laboratory experiences. It would be useful to use laboratory instructional tasks enriched with innovative teaching approaches in teaching biotechnology subjects.

Measuring the impact of teaching approaches on achievement-related emotions: The use of the Achievement Emotions Questionnaire

2017 ◽  
Vol 88 (3) ◽  
pp. 446-464 ◽  
Author(s):  
Rebecca Starkey-Perret ◽  
Aurore Deledalle ◽  
Christine Jeoffrion ◽  
Charlotte Rowe
Keyword(s):  
Teaching Approaches ◽  
Achievement Emotions ◽  
The Impact

scholarly journals Impact of blended learning approach on students’ achievement and mental effort

2021 ◽  
Author(s):  
Marina Dorocki ◽  
Branka Radulović ◽  
Maja Stojanović ◽  
Olivera Gajić
Keyword(s):  
Blended Learning ◽  
Mental Effort ◽  
Learning Approach ◽  
Teaching Approaches ◽  
Instructional Efficiency ◽  
Face To Face ◽  
Physics Classes ◽  
Face To Face Learning ◽  
Physical Phenomena ◽  
The Impact

Most researchers are interested in investigating the impact of a blended learning approach (BLA) on students’ performance, yet this approach’s instructional efficiency has not yet been quantified. Therefore, this research aims is to determine the impact of teacher-created online Moodle-based materials in combination with face-to-face learning on student achievement and mental effort, i.e., to determine the instructional efficiency of applied teaching approaches at physics classes in high school. For this research, we chose to teach students physical principles of direct current, which involves abstract concepts. Using BLA, students can prepare better for a real experiment in the lab, and this approach also creates a safe environment for the student while providing the ability to demonstrate the learned physical phenomena. The Moodle platform course is developed for this purpose and implemented in a BL environment. Students are gradually guided from easier to more difficult concepts in this research, considering the working memory’s capacity and the teaching material requirements. Our results show that the students who used BLA achieved higher scores on the knowledge test, and they also used less mental effort than students that used a conventional teaching approach. We also show that instructional efficiency for BLA is positive and significantly higher than the instructional efficiency of the conventional approach. This research’s results are primarily designed for physics teachers to understand the effects of the BLA better and apply teaching approaches that respect the principles of cognitive development of a child.

scholarly journals Effectiveness of Teaching Approaches of In-service Training Courses for EFL Teachers in Jordanian Schools

2011 ◽  
Vol 4 (1) ◽  
pp. 190 ◽  
Author(s):  
Yazan AL-Wreikat ◽  
Muhamad Abdullah
Keyword(s):  
Mixed Method ◽  
Teaching Approaches ◽  
Government Schools ◽  
Mixed Method Approach ◽  
Efl Teachers ◽  
Service Training ◽  
Training Courses ◽  
Effectiveness Of Training ◽  
The Impact ◽  
Method Approach

This paper focuses on the impact of the organization of teaching approaches on the effectiveness of training for Jordanian EFL teachers. The sample for this study is drawn from all government schools in the Hashemite Kingdom of Jordan. The study uses a mixed-method approach whereby findings are triangulated throughout (in interviews, observations, and questionnaires). The study finds that most of the in-service training courses for EFL teachers are not properly organized. Moreover, taking into account different approaches, this study shows that a serious problem hinders the effectiveness of the in-service training courses.

scholarly journals Language Acquisition During and After Critical Period (A Comparative Review Between Children and Adults)

2020 ◽  
Vol 12 (6) ◽  
pp. 23
Author(s):  
Muteb Ali Alzahrani
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Critical Period ◽  
Target Language ◽  
Early Age ◽  
Teaching Approaches ◽  
Comparative Review ◽  
The Impact

This research paper is a review of the previous literature that focuses on whether or not there is an influence of second language acquisition during 'critical period'. Critical period refers to acquiring a second language before the age of adulthood. Although there is no consensus among linguists on the impact of the critical period, numerous scholars in the field of second language acquisition agree that language learners gain more benefits during the critical period including mastering the phonological system of the target language. In addition, this paper compares between the potential linguistic benefits between young learners who acquire language at an early age of their lives and their older counterparts who begin learning a language after the age of maturation. Interestingly, those who start studying a second language during the critical period usually outperform their older counterparts due to their exceptional memory traits and fresh speech organs ultimately, it displays the appropriate teaching approaches based on age benefiting from the idea of critical period hypothesis. 

Sign in / Sign up

Export Citation Format

Share Document