scholarly journals Modern approaches to teaching students-philologists translation in self-study process

2019 ◽  
Vol 70 ◽  
pp. 114-118
Author(s):  
V. D. Ihnatenko ◽  
Keyword(s):  
Approaches To Teaching ◽  
Self Study ◽  
Study Process

Exploring lesson study in postsecondary education through self-study

2020 ◽  
Vol 9 (4) ◽  
pp. 367-381
Author(s):  
Alireza Moghaddam ◽  
Christine Arnold ◽  
Saiqa Azam ◽  
Karen Goodnough ◽  
Kimberly Maich ◽  
...  
Keyword(s):  
Postsecondary Education ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Content Type ◽  
Self Study ◽  
Critical Feedback ◽  
Class Instruction ◽  
Study Process ◽  
Faculty Of Education ◽  
K 12

PurposeThe purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.Design/methodology/approachThis study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.FindingsChallenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was exceptional value in participating in the lesson study process. The results revealed three overarching themes: 1) challenges in classroom observations; 2) hesitation in providing supportive feedback to colleagues and 3) deliberations regarding what constitutes expertise within subject-specific preservice teacher education.Originality/valueWhile lesson study has been adopted fairly extensively in K-12 settings, its adoption in postsecondary education is limited (Chenault, 2017). Considering the merits of lesson study for K-12 practitioners, this research investigated the similar advantages that lesson study might have for postsecondary education faculty, students and programs.

An Evaluation of the Self-Study Process*

1979 ◽  
Vol 10 (11) ◽  
pp. 689-693
Author(s):  
Ruth M. French ◽  
Carol M. Elkins
Keyword(s):  
The Self ◽  
Self Study ◽  
Study Process

scholarly journals Učni stili in preference za opravljanje bodočega poklicnega dela študentov in študentk dodiplomskega študija kineziologije

2020 ◽  
Vol 13 (Spec. Iss.) ◽  
pp. 81-104
Author(s):  
Matej Plevnik ◽  
Katarina Babnik
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Approaches To Teaching ◽  
Professional Work ◽  
Teaching Materials ◽  
Alternative Responses ◽  
Study Process

Learning styles and preferences for future professional work among undergraduate kinesiology students. We presented the results of a study in which 107 students of kinesiology participated. Using the Felder-Silverman and Questionnaire, we noted their learning styles and their preferences for work after graduation. We found that objective conclusions about preferential learning styles cannot be reached, because of the identified limitations of the four scales of the questionnaire. Therefore, we presented the proportion of choices between alternative responses that characterize each learning style and the proportion of preferred approaches to teaching within the study process and forms of teaching materials.

scholarly journals Organizational Change: Using Academic Accreditation in Transforming EFL Programs in the Saudi Context

2017 ◽  
Vol 10 (6) ◽  
pp. 128 ◽  
Author(s):  
Anas Almuhammadi
Keyword(s):  
Learning Outcomes ◽  
Language Proficiency ◽  
Social Life ◽  
English Language ◽  
Mission Statement ◽  
English Language Teaching ◽  
Main Concern ◽  
Self Study ◽  
Study Process ◽  
The University

This study details the procedure and results of developing a mission statement at a language institute for the purpose of obtaining a program accreditation from an international language commission. A serious self-study process results in the development of a solid, true and ambitious mission since the mission covers all areas related to achieving students learning outcomes. It shows how the mission was changed and why. It also details how the new mission resulted in the improving quality, especially in the areas of curriculum and professional development of faculty and staff. Other aspects, such as facilities and student affairs were modified to achieve the goals and objectives of the new mission. This essay reports the changes that were implemented during the process of mission statement development. These changes resulted in plans to improve the quality of the English language teaching at the English Language Academy (ELA) which offers an English language program to Foundation Year students whose success in the program is a college requirement at the University of Business and Technology (UBT) in the academic year of 2016-2017. The program also aims at improving the English language proficiency of students so that they can use it in their future professions considering that the university logo is “Education for Job Opportunities.” The third main goal or aim is related to the use of English to assist students in personal and social life. Critical thinking surfaced as a main concern of those surveyed for needs assessment. The report concludes with recommending conducting thorough and genuine self-study process which certainly ends with quality improvement. The report uses data collected from five questionnaires completed by students, faculty, alumni and employers of UBT graduates. The purpose of the survey was to identify the needs of the students. Based on those needs, the learning outcomes are identified and accordingly, the new mission statement is developed.

scholarly journals Kondisi fisik dan suasana ruangan di Perpustakaan Fakultas Ekonomika dan Bisnis Universitas Gadjah Mada

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Maryatun Maryatun
Keyword(s):  
Interior Design ◽  
Sampling Technique ◽  
Independent Study ◽  
Basic Material ◽  
Shared Space ◽  
Self Study ◽  
Study Programs ◽  
Study Process ◽  
Quantitative Descriptive ◽  
Wooden Furniture

The collaborative learning atmosphere in higher education requires adequate facilities such as the availability of comfortable rooms and interior design according to the user needs. The purpose of the study was to discover the user's perceptions of the room’s physical conditions, library facilities and identify spatial requirements, facilities, and the library’s design facilities. This quantitative descriptive study used the purposive sampling technique. The 200 study samples obtained were students of the bachelor, master and doctoral study programs for the class of 2012, 2013, and 2014 who were still active as students. Results showed users' perceptions of the physical condition and atmosphere of the library room agreed on the strategic location, adequate and comfortable lighting system, besides it was beneficial during the study process. Library users required the addition of an independent study room separated from other spaces in the library, availability of electrical plug facility as well as the addition of WiFi. Most of the respondents required a desk in the self-study room, multimedia room, database/internet access room, shared space, support area, and a rectangular student workspace. The study group and discussion rooms required round shaped tables. The furniture’s basic material is wood, and the basic colors are blue, except for the student workspace, which is a combination of brown and white. In conclusion, the users’ perception of the Faculty of Economics and Business Library, Gadjah Mada University is that the location is strategic with adequate lighting. Users need additional self-study rooms and wooden furniture with a blue base color.

scholarly journals Share Your Voice: Online Community Building During Reaffirmation of Accreditation

2013 ◽  
Vol 3 (3) ◽  
pp. 40
Author(s):  
Brenda Kruse ◽  
Kimberlee Bethany Bonura ◽  
Suzanne G. James ◽  
Shelley Potler
Keyword(s):  
Working Group ◽  
Online Community ◽  
Accreditation Process ◽  
Higher Learning ◽  
Higher Learning Commission ◽  
The North ◽  
Self Study ◽  
Site Supervisors ◽  
Study Process ◽  
Internal Stakeholders

<p>Generic University recently underwent a successful reaffirmation of accreditation process with The Higher Learning Commission of the North Central Association of Colleges and Schools. As part of the 3-year process, a committee, named the Education and Communication working group, was formed to inform and engage with the entire Generic community. This report describes the process and strategies this working group employed to achieve those goals in a distance learning environment.</p> <p>The primary charges of the Education and Communication working group were to (1) educate stakeholders about the Higher Learning Commission (HLC), the importance of accreditation, and their role in the accreditation process; (2) provide consistent and quality communication to ensure stakeholders are appropriately informed about HLC and the self-study process; and (3) create and execute an appropriate and supportive communication and education plan during the HLC self-study process. The Education and Communication working group primarily focused on internal stakeholders, including students, faculty, and staff. Additional outreach specifically addressed associated individuals, such as alumni and field site supervisors. Other institutions may define their constituencies differently but will find that the goals, plans, and strategies described here will help them to achieve involvement by their stakeholders in accreditation processes.</p>

The Alternative to CSWE's Traditional Reaffirmation Process: One Small BSW Program's Experience

2008 ◽  
Vol 13 (2) ◽  
pp. 129-140
Author(s):  
Crystal Dea Moore ◽  
David Karp
Keyword(s):  
Social Work ◽  
Site Visit ◽  
Alternative Process ◽  
Community Stakeholders ◽  
Self Study ◽  
Special Project ◽  
Compliance Audit ◽  
Social Work Programs ◽  
Study Process ◽  
Goals And Objectives

The Council on Social Work Education's Commission on Accreditation approved a policy in 2004 that allows well-established social work programs the option to complete an alternative to the traditional self-study process. This alternative consists of the completion of a reaffirmation compliance audit and special project that is significant to social work or the program's specific goals and objectives. This article describes how one small BSW program successfully implemented the alternative process by completing a modified self-study, a new site visit protocol, and a threephased project including a needs assessment, a seminar on conducting agency evaluations, and a collaboration with a local mentoring agency. Outcomes for community stakeholders, faculty, and students were positive; although requiring extensive resources, the alternative process was worthwhile. Based on their experience, the authors share suggestions for programs considering this option.

TỰ HỌC VÀ KỸ NĂNG TỰ HỌC CỦA SINH VIÊN ĐẠI HỌC HIỆN NAY

2021 ◽  
Vol 13 (7) ◽  
pp. 13-17
Author(s):  
Nguyễn Thị Linh
Keyword(s):  
Teaching Methods ◽  
Study Skills ◽  
Teaching Method ◽  
The Self ◽  
Effective Measure ◽  
Quality Of Teaching ◽  
Self Study ◽  
Dialectical Relationship ◽  
Study Process

In order to improve the quality of teaching, it is necessary to ensure three unifying stages: curriculum contents, teaching methods of teachers and self-study of students. In order to select effective teaching methods in practice, it is impossible to ignore the self-study problem of students. The successful teaching process of teachers has a dialectical relationship with the self-study process of students. Therefore, the effective measure of the teaching method is the result of self-study. In the content of this article, the author wishes to present the most fundamentalfundamental knowledge about self-study and self-study skills of students.

scholarly journals Experience of Future Economists’ Self-Study Organization in Foreign Higher Education Institutions

2016 ◽  
Vol 6 (2) ◽  
pp. 81-87
Author(s):  
Oktay Aliyev
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Economic Education ◽  
Educational Process ◽  
Cognitive Component ◽  
Self Study ◽  
Study Process ◽  
Personalized Approach ◽  
The Individual

Abstract The article consolidates information sources on the issues of future economists’ self-study organization at foreign universities. There has been carried out the study of approaches to the interpretation of the term “self-study process” in the contemporary scientific thought abroad. There have been specified the productive ideas of foreign experience which are to be understood and implemented into practice of domestic higher education institutions in terms of professional training of future specialists in the field of social and behavioural sciences majoring in Economics, including the following: 1) student self-study is supposed to be a mandatory part of the educational process, with the amount of time dedicated to being less than 65 percent. At the same time a student-personalized approach to each student should be implemented and the course of study, specifics of the subject being learnt should be taken into account; the teachers are expected to offer verbal consulting and ICT support (including university web resources) of student self-study; 2) while organizing the educational process (syllabi, curricula for students of different educational levels) it should be taken into account that there is a link between self-education of future economists with his/her practical activities along with development prospects of the sector; 3) organization of future economists’ self-study should be based on the student’s conscious attitude to learning, recognition of its role in meeting the challenges and solving the urgent problems of economic education (motivational component); on knowledge forming the basis for the individual’s self-study and determining his/her readiness for self-education in their future careers (cognitive component); on combination of skills and abilities of the individual, determining his/her functional readiness for professional self-education on challenging issues of economic sphere (operational and pragmatist component).

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