scholarly journals Diretrizes e práticas de gestão socioambiental no campus da Unifebe: uma pesquisa no Curso de Administração.

2014 ◽  
Vol 9 (1) ◽  
pp. 56-69
Author(s):  
Denize Minatti Ferreira ◽  
Alexandre Meira Vasconcelos ◽  
George Wilson Aiub ◽  
Alvaro Lezana
Keyword(s):  
Teaching And Learning ◽  
Classical Test Theory ◽  
Test Theory ◽  
Institutional Policy ◽  
Institutional Policies ◽  
Environmental Practices ◽  
Learning Practices ◽  
Teachers And Students ◽  
The Mean ◽  
Goals And Objectives

Resumo: O objetivo do trabalho foi avaliar as diretrizes e práticas socioambientais implantadas na Unifebe. O resultado poderá subsidiar a elaboração de projetos e práticas docente e discente, bem como novas políticas institucionais para o meio ambiente. Um questionário foi aplicado com docentes e discentes da instituição, e foram analisados parâmetros pela teoria clássica dos testes (índice de facilidade, índice de discriminação, média e desvio padrão das respostas positivas do teste e intervalo de confiança para a média do total dos escores). Os resultados apontam a necessidade de a Unifebe criar uma política institucional clara, formalmente estabelecida, divulgada e implantada em todas as instâncias, pois diretrizes e políticas amplas que definam e determinem objetivos e metas devem preceder as práticas antes de serem aplicadas na instituição. Palavras-chave: Gestão Socioambiental; Docente; Discente; Unifebe; Política Institucional Socioambiental. Abstract: The aim of this study was to evaluate the guidelines and environmental practices implemented at Unifebe. The result may support the development of projects and teaching and learning practices as well as new institutional policies for the environment. A questionnaire was administered to teachers and students of the institution, and parameters were analyzed by classical test theory (index of ease, discrimination index, mean and standard deviation of the positive responses of the test and confidence interval for the mean of total scores). The results indicate the need for Unifebe to create a clear institutional policy, formally established, disseminated and implemented at all levels, as guidelines and policies broad that define and determine goals and objectives must precede practice before being applied in the institution. Keywords: Socioenvironmental Management; Teachers; Students; Unifebe; Institutional Environmental Policy.

scholarly journals A integração de recursos digitais em práticas de ensino e aprendizagem – uma perspectiva teórica apresentada no grupo WG4 durante a Conferência Internacional Re(s) sources 2018 – Lyon, FrançaThe integration of digital resources into teaching and learning practices – a theoretical perspective presented in the WG4 group during Conference International Re(s)sources 2018 - Lyon, French

2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Danilo Dos Santos Christo ◽  
Sonia Barbosa Camargo Igliori
Keyword(s):  
Working Group ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Instrumental Genesis ◽  
Digital Resources ◽  
Collective Work ◽  
Group 4 ◽  
Learning Practices ◽  
Theoretical Perspectives ◽  
Teachers And Students

Este pôster apresenta a contribuição do Grupo de Trabalho 4 (WG 4): Transições para recursos digitais: mudança, invariância e orquestração, na conferência internacional Re(s)sources 2018 Conference - Compreendendo o Trabalho dos Professores Por Meio de Suas Interações Com Recursos para o Ensino - realizada entre os dias 28 e 30 de maio no Instituto Francês de Educação em Lyon, França. A apresentação, discussão e o trabalho coletivo desse grupo abordaram tópicos específicos relacionados com recursos digitais que se tornaram parte importante dos sistemas de recursos dos professores e alunos. A integração de recursos digitais em práticas de ensino e aprendizagem levanta muitas questões para professores e educadores. O Grupo de Trabalho WG4 buscou responder essas questões a partir de perspectivas teóricas, incluindo gênese instrumental, orquestração instrumental e gênese documental. Para esse pôster focamos as contribuições que o Grupo de Trabalho 4 (WG4), no qual os autores deste pôster estiveram participando das discussões sobre as pesquisas apresentadas referentes aos conceitos de recurso e documento na Gênese Documental de Gueudet e Trouche.ResumenEste post presenta la contribución del Grupo de Trabajo 4 (WG4): Transiciones a recursos digitales: cambio, invariancia y orquestación, en la conferencia internacional Re(s)sources 2018 Conference - Entendiendo el trabajo de los profesores por medio de sus interacciones con recursos la Enseñanza - realizada entre los días 28 y 30 de mayo en el Instituto Francés de Educación en Lyon, Francia. La presentación, discusión y el trabajo colectivo de este grupo abordaron temas específicos relacionados con recursos digitales que se convirtieron en parte importante de los sistemas de recursos de los profesores y alumnos. La integración de recursos digitales en prácticas de enseñanza y aprendizaje plantea muchas cuestiones para profesores y educadores. El Grupo de Trabajo WG4 buscó responder estas cuestiones a partir de perspectivas teóricas, incluyendo génesis instrumental, orquestación instrumental y génesis documental. Para este póster enfocamos las contribuciones que el Grupo de Trabajo 4 (GT4), en el cual los autores de este póster estuvieron participando en las discusiones sobre las investigaciones presentadas referentes a los conceptos de recurso y documento en el Génesis Documental de Gueudet y Trouche.Résumé Cette affiche présente la contribution du Groupe de travail 4 (WG4): Transitions aux ressources numériques: changement, invariance et orchestration, à la conférence internationale Re(s)sources Conférence 2018 - Comprendre le travail des enseignants à travers leurs interactions avec les ressources pour o Enseignement - tenu entre le 28 et le 30 mai à l'Institut Français de l'Education à Lyon, France. La présentation, la discussion et le travail collectif de ce groupe ont porté sur des sujets spécifiques liés aux ressources numériques qui sont devenues une partie importante des systèmes de ressources des enseignants et des étudiants. L'intégration des ressources numériques dans les pratiques d'enseignement et d'apprentissage soulève de nombreuses questions pour les enseignants et les éducateurs. Le groupe de travail WG4 a cherché à répondre à ces questions à partir de perspectives théoriques, y compris la genèse instrumentale, l'orchestration instrumentale et la genèse documentaire. Pour cette affiche, nous mettons l'accent sur les contributions du Groupe de Travail 4 (WG4), dans lequel les auteurs de cette affiche participaient aux discussions sur les recherches présentées sur les concepts de ressource et de document dans la Genèse documentaire de Gueudet et Trouche. AbstractThis poster presents the contribution of Working Group 4 (WG4): Transitions to digital resources: change, invariance and orchestration, at the international conference Re(s)sources 2018 Conference - Understanding Teachers' Work Through Their Interactions with Resources for o Teaching - held between the 28th and 30th of May at the French Institute of Education in Lyon, France. The presentation, discussion and collective work of this group addressed specific topics related to digital resources that have become an important part of the resource systems of teachers and students. The integration of digital resources into teaching and learning practices raises many questions for teachers and educators. The Working Group WG4 sought to answer these questions from theoretical perspectives, including instrumental genesis, instrumental orchestration and documentary genesis. For this poster, we focus on the contributions of Working Group 4 (WG4), in which the authors of this poster were participating in the discussions on the researches presented regarding the concepts of resource and document in the Documentary Genesis of Gueudet and Trouche.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

scholarly journals The MIR 2018 Exam: Psychometric Study and Comparison with the Previous Nine Years

Medicina ◽  
2019 ◽  
Vol 55 (12) ◽  
pp. 751
Author(s):  
Jaime Baladrón ◽  
Fernando Sánchez Lasheras ◽  
José María Romeo Ladrero ◽  
Tomás Villacampa ◽  
José Curbelo ◽  
...  
Keyword(s):  
Item Response ◽  
Random Effects ◽  
Medical Training ◽  
Classical Test Theory ◽  
Test Theory ◽  
Optimal Range ◽  
A Value ◽  
The Mean ◽  
Difficulty Index ◽  
Two Parameters

Background and Objectives: The aim of the present research is to study the questions used in the 2018 MIR exam (a test that allows access to specialized medical training in Spain), describe their psychometric properties, and evaluate their quality. Materials and Methods: This analysis is performed with the help of classical test theory (CTT) and item response theory (IRT). The answers given to the test questions by a total of 3868 physicians are analyzed. Results: According to CTT, the average difficulty index for all of the test questions was 0.629, which falls into the acceptable category. The average difficulty index with correction for random effects was 0.515, which corresponds to a value within the optimal range. The mean discrimination index was 0.277, which is in the good category, while the mean point biserial correlation coefficient, with a value of 0.275 fits in the regular category. The values of difficulty and discrimination calculated according to the model of two parameters of the IRT seem adequate with average values of −0.389 and 0.677. The Cronbach alpha score obtained for the overall test was 0.944. This value is considered as very good. Conclusions: A decrease was observed in the average values of discrimination in the last three calls, which may be related to the greater proportion of Spanish graduates that take the exam in the same year of finalization of their studies in Medicine.

scholarly journals Role of information and communication technologies in educational systems: a systematic review

2020 ◽  
Vol 6 (7) ◽  
pp. 277
Author(s):  
Muluneh E. Gizaw ◽  
Getachew W. Tessema
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Educational Systems ◽  
Learning Practices ◽  
Ict Implementation ◽  
Teachers And Students ◽  
Information And Communication ◽  
Ict Tools ◽  
The Impact

<p>The aim of this study is to investigate the impact of information and communication technology (ICT) integration in the teaching and learning practices of educational systems. The study is carried out by reviewing various literatures and studies on the ideas of ICT and its usage in teaching and learning practices. The study reveals that ICT is vital to transform the teaching and learning process and has a great importance for both teachers and students. It also looks at the definitions of ICT as given by different scholars. Lack of well-equipped ICT tools, beliefs and commitments of teachers as well as students on Technology-based Teaching and Learning practices are the main challenges of ICT implementation in education successfully.</p>

scholarly journals VALUE ORIENTATIONS, EMOTIONAL INTELLIGENCE AND INTERNATIONAL PEDAGOGICAL INNOVATIONS

2020 ◽  
Vol 2 ◽  
pp. 256
Author(s):  
Michael Alexander Radin ◽  
Natalia Shlat
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Current Knowledge ◽  
Value Orientations ◽  
Learning Practices ◽  
New Learning ◽  
Teachers And Students ◽  
New Ideas ◽  
Pedagogical Innovations

The primary goal of this paper is to portray how the value orientations and priorities can direct us to new pedagogical cores and innovations and leadership. First of all, we will examine how the students’ value orientations and priorities become a pertinent factor in conceiving new teaching practices that enhance the amiable learning atmosphere and guides us to new ideas and leadership. Second of all, we will focus on how value orientations and priorities expand our current knowledge and comprehension of the students’ learning styles and demands and gravitate teachers and students to the concept of emotional intelligence; this then leads students and teachers to new international and interdisciplinary environment(s) and to new teaching and learning practices. In addition, our aim is to address the students’ value orientations and priorities and apply them to steer us to design new learning environment(s) and to the transformational and primal leaderships. Furthermore, our intent is to render how value orientations guide to the emotional intelligence, which then directs to new practices, ideas and innovations. Moreover, we will share specific examples of successful pedagogical innovations that lead to the emotional intelligence and were guided by the students’ value orientations and priorities. Throughout this paper we will remit the following vital question: how do we link the value orientations together with the emotional intelligence and the transformational and primal leaderships?

scholarly journals EXPLORING METACOGNITIVE REGULATION AND STUDENTS’ INTERACTION IN MATHEMATICS LEARNING: AN ANALYSIS OF NEEDS TO ENHANCE STUDENTS’ MASTERY

2020 ◽  
Vol 8 (2) ◽  
pp. 67-74
Author(s):  
Mohamad Ariffin Abu Bakar ◽  
Norulhuda Ismail
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Metacognitive Skills ◽  
Student Interactions ◽  
Learning Practices ◽  
Metacognitive Regulation ◽  
Teachers And Students ◽  
Regulation Strategies ◽  
Mathematics Teaching And Learning

Purpose of the study: This study is a survey of teachers’ and students' perceptions of mathematics teaching and learning practices. The purpose of this study was to determine the level of learning practice based on metacognitive regulation strategies and student interactions to increase student achievement. Methodology: A quantitative survey of 45 mathematics teachers and 52 Form 2 students using questionnaires was conducted to look at the level of mathematics teaching and learning practices and to obtain agreement on the need for learning metacognitive regulation strategies and student interactions. Findings: The findings show that teachers' level of knowledge about metacognitive regulation strategies, level of teaching and learning based on metacognitive regulation and student interaction strategies, and level of mastery and application of student mathematics skills are moderate. Implications: Furthermore, teachers and students agree that teaching and learning practices based on metacognitive regulation strategies and student interaction need to be implemented as a mathematics learning intervention to enhance students’ mastery in mathematics. Implications of this study led to the suggestion that metacognitive regulation strategies be used as a best practice and guide to transform teaching and learning methods. Novelty/Originality of this study: This study is an extension of the study of aspects of metacognitive skills by looking at both the view of the teacher and the student. Results show that students' metacognitive skills and interactions are related to and influence learning.

Challenges for Research and Practices of Music Education

2012 ◽  
pp. 673-677
Author(s):  
Bengt Olsson
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Teacher Student ◽  
Learning Practices ◽  
Teachers And Students ◽  
New Research ◽  
Integrate Research

This article discusses the challenges of a research-based music education. Despite the need for new research-based approaches and teacher-student roles, this does not mean that all current research or praxis is useless or not valuable. The challenge for researchers, music teachers, and students of all kinds is to find new ways to integrate research, teaching, and learning practices.

scholarly journals Teachers’ and Students’ Perception of their Roles in the Teaching and Learning of Science

2013 ◽  
Vol 19 ◽  
pp. 170-182
Author(s):  
Dennis Agama Eka
Keyword(s):  
Standard Deviation ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Survey Design ◽  
Role Identification ◽  
Female Teachers ◽  
Teachers And Students ◽  
Service Training ◽  
The Mean ◽  
Research Questions

This study examined the perception of science teachers and students in teaching and learning from role identification perspectives. A survey design was used for the study. The sample consisted of 140 teachers and 270 students from nine selected schools that offer science in Benue State. To guide the study, three research questions were raised, while three hypotheses were formulated and tested. A 50-item and 30-item questionnaires for teachers and students respectively were developed and validated as instrument for data collection. These have reliability coefficient of 0.98 and 0.93 for teachers and students respectively. The data collected were analyzed using mean, standard deviation, t-test and correlation coefficient. The result revealed a mismatch between the perceived and expected roles of science teachers and students. The mean of 4.08 and standard deviation of 0.39 for teachers and a mean of 4.40 and standard deviation of 0 .43 for students have revealed that teachers are more mismatched than students. The result also revealed that, the perception of male and female teachers do not differ significantly (r = 0.08 for male, while r = 0.75 for females). It was recommended that emphasis be laid on role identification in teachers‟ pre and in-service training and teachers should recognize that their job subjects them to greater responsibility than their students.

scholarly journals Inculcating tolerance by multicultural based PPKn learning

2018 ◽  
Vol 5 (2) ◽  
pp. 155
Author(s):  
G. Gunartati ◽  
Z. Zamroni ◽  
Abdul Gafur
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Development Stage ◽  
T Test ◽  
Control Group ◽  
Teaching Model ◽  
School Students ◽  
Teachers And Students ◽  
The Mean

This study aims to: (1) describe the teaching conditions of multicultural-based PPKn implemented by SMA in DIY, (2) produce a feasible model of teaching PPKn based on multi-culture for inculcating tolerance for senior high school students , (3) find out the effectiveness of developed teaching model. This research was research and development adopting the procedural model of Borg & Gall. The procedures were divided into four phases, namely: (1) the needs analysis phase (2) the development stage of models and expert judgment (3) testing and refining the model, and (4) dissemination phase. The experiment was conducted at SMA Jetis, SMA 2 Bantul, and SMA 2 Wates. The Subjects were teachers and students of XI class of those SMAs. The data analysis used the descriptive analysis and t-test to determine the effectiveness of the product. The results of the reaseach are as follow. First, the teaching of PPKn in SMA in DIY is still conventional and not yet exploring multicultural values. Second, teaching model of multicultural-based PPKn declared eligible by material experts, instructional experts and assessment of the teachers. And the third, the teaching model developed is effectively used in the teaching and learning. This is indicated by the significant differences in learning outcomes between the experimental and control groups. The effectiveness is proved by using t test that the result is significant (p <0.05), and the mean of experiment group is higher than the mean of the control group.

scholarly journals Student-Centered and ICT-Enabled Learning Models in Veterinarian Programs: What Changed with COVID-19?

2020 ◽  
Vol 10 (11) ◽  
pp. 343
Author(s):  
Eva Gonçalves ◽  
Luís Capucha
Keyword(s):  
Teaching And Learning ◽  
Learning Models ◽  
Student Centered ◽  
Innovative Teaching ◽  
Learning Practices ◽  
Online Lectures ◽  
Teachers And Students ◽  
Information And Communication ◽  
Current Context ◽  
Higher Institutions

COVID-19 highlighted higher education’s resistance to implementing the student-centered and ICT (information and communication technology)-enabled learning practices as incentivized by the Bologna Declaration. ICTs were crucial to keep the students in educational programs during the outbreak; however, some students were left out, increasing socioeconomic differences, and many teachers needed the training to provide online lectures effectively. Despite those barriers, the current context could be an opportunity to invest in new teaching and learning practices. The main goal of this research is to analyze how teachers and students from veterinary programs in Portugal adapted to the digital environment, and perceive whether this change imposed by COVID-19 could provide teachers and higher institutions with new solutions to implement effective student-centered and ICT-enabled learning models. Results show that veterinary programs are based on student-centered practices by nature, but that the use of ICTs is still incipient. Teachers, students, and members from the Professional Order claim that the worst change brought by COVID-19 was the cancellation of hands-on sessions, impoverishing the students’ education during the time of mandatory confinement. Actors say that it is important to invest in innovative teaching and learning practices enabled by ICTs in the future.

Sign in / Sign up

Export Citation Format

Share Document