scholarly journals The Implementation of Outcome-Based Education in a State University

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
MERFE D. CAYOT
Keyword(s):  
Structured Interview ◽  
Academic Community ◽  
Theory And Practice ◽  
Teaching Methodology ◽  
State University ◽  
Education Standards ◽  
Outcome Based Education ◽  
Sequential Explanatory Mixed Method ◽  
Two Phases ◽  
The University

Higher educational institutions are encouraged to implement the Outcome-Based Education to prepare instructors to be competitive and produce graduates who are ready to meet the global job needs. To determine the level of implementation of the Outcome-Based Education (OBE) in Central Philippines State University, the researcher employed the sequential explanatory mixed-method design which involves two phases: the quantitative followed by qualitative. The quantitative data were collected through a validated survey instrument, while the qualitative data were gathered from the participants through an in-depth semi-structured interview which culled out their experiences on the implementation of the Outcome-Based Education. The findings of the study revealed that Outcome-Based Education standards were moderately implemented in the university. This means that the learning experiences of students and the teaching methodology could hardly develop their skills to attain the intended learning outcomes. Qualitatively, the results yielded different themes that brought forth an eidetic insight that the OBE implementation is collaborative and value-laden effort: bridging theory and practice of the academic community. The research findings were used as a basis for designing the proposed CPSU-Operational Plan using the Approach, Deployment, Learning, Integration (ADLI) model that can be adopted and implemented by the University.

The Implementation of Outcome-Based Education in a State University

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
MERFE D. CAYOT
Keyword(s):  
Structured Interview ◽  
Academic Community ◽  
Theory And Practice ◽  
Teaching Methodology ◽  
State University ◽  
Education Standards ◽  
Outcome Based Education ◽  
Sequential Explanatory Mixed Method ◽  
Two Phases ◽  
The University

Higher educational institutions are encouraged to implement the Outcome-Based Education to prepare instructors to be competitive and produce graduates who are ready to meet the global job needs. To determine the level of implementation of the Outcome-Based Education (OBE) in Central Philippines State University, the researcher employed the sequential explanatory mixed-method design which involves two phases: the quantitative followed by qualitative. The quantitative data were collected through a validated survey instrument, while the qualitative data were gathered from the participants through an in-depth semi-structured interview which culled out their experiences on the implementation of the Outcome-Based Education. The findings of the study revealed that Outcome-Based Education standards were moderately implemented in the university. This means that the learning experiences of students and the teaching methodology could hardly develop their skills to attain the intended learning outcomes. Qualitatively, the results yielded different themes that brought forth an eidetic insight that the OBE implementation is collaborative and value-laden effort: bridging theory and practice of the academic community. The research findings were used as a basis for designing the proposed CPSU-Operational Plan using the Approach, Deployment, Learning, Integration (ADLI) model that can be adopted and implemented by the University.

scholarly journals Priorities of a Regional University Educational Activities Modernization

2018 ◽  
Vol 27 (10) ◽  
pp. 108-114 ◽  
Author(s):  
T. A. Olkhovaya ◽  
S. V. Pankova
Keyword(s):  
Career Guidance ◽  
Academic Community ◽  
Educational Process ◽  
University Education ◽  
University Graduates ◽  
State University ◽  
Management Skills ◽  
Regional University ◽  
Education Centre ◽  
The University

The article is focused on the problem of educational programs modernization on the basis of principles of project-oriented training and students’ involvement in solving scientific-research and industrial-technological tasks relevant for the region. Special attention is paid to the multilevel career guidance work at Oreburg State University (special projects such as pre-university education centre “Applicant”, University Computer School, University physics and maths school, “University Saturdays”). The task of creating a complex of educational and intellectual products that ensure high competitiveness of university graduates is considered. For this purpose, the University reali- zes two educational projects: “School of leadership” and “Going to study at OSU”. These projects implement project-oriented training, involve employers in educational process. As a result, students present their own business projects with financial support. Special course of technological entrepreneurship is aimed at development of business thinking, business planning, management skills, key competences to start a business or to conduct innovation projects at companies. Modernization of educational practices gives considerable topical relevance to the question of young teachers and researchers retention at the University, their integration in academic community.

scholarly journals Philosophy. Pedagogy. Music. Origin and Development of the Scientific School

2020 ◽  
Vol 8 (3) ◽  
pp. 50-64
Author(s):  
Anna I. Shcherbakova ◽  
Irina А. Korsakova
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Theory And Practice ◽  
Scientific School ◽  
State University ◽  
School Work ◽  
Potential Development ◽  
Significant Phenomenon ◽  
Multi Level ◽  
The University

The scientific school “Methodology of pedagogy of music education” is a significant phenomenon in the pedagogy of music education. It was happened in the depths of the Department of methodology and methods of music education of the Moscow Pedagogical State University, headed by a talented scientist, a great teacher-musician, amazing person who gave his whole life to the education of future music teachers – Eduard B. Abdullin. Today, followers of this scientific school work in many parts of the world, continuing the ideas laid down by its founder. One of the conceptual positions of the School is the unity of philosophy, theory, and practice in the work of a teacher-musician, the attitude to music as a carrier of value, the most important “tool” for personality formation, and the source of student creative potential development. The philosophical level of the musical and pedagogical process is a key component of the worldview training of the future teacher-musician in all forms and at all levels of education at the University: in lecture and seminar-practical work, individual communication between the teacher and the student as a collective subject of the musical and creative process, in project and other extracurricular work. Philosophical understanding of music and music education is possible in three aspects: ontological, epistemological, and axiological. The unity of these facets of understanding the musical and pedagogical reality allows us to approach the study of the phenomenon in question from the position of a holistic, systematic, multi-level approach, which determines the research essence of the concept of Eduard B. Abdullin’s scientific school.

scholarly journals Ações pedagógicas ligadas à escola na formação inicial de licenciatura em educação física

2018 ◽  
Vol 17 (1) ◽  
pp. 87-96
Author(s):  
Camila Rinaldi Bisconsini ◽  
Arestides Pereira da Silva Júnior ◽  
Amauri Aparecido Bássoli de Oliveira
Keyword(s):  
Physical Education ◽  
Basic Education ◽  
School Context ◽  
Structured Interview ◽  
Theory And Practice ◽  
Initial Training ◽  
University Environment ◽  
Education Degree ◽  
The University ◽  
Training Objective

Objetivo: averiguar as ações pedagógicas adotadas por docentes de um curso de Licenciatura em Educação Física para abordar a escola no decorrer das aulas. Métodos: participaram da pesquisa 41 acadêmicos do último ano e 18 professores permanentes de um curso de Licenciatura em Educação Física, os quais participaram de entrevista semiestruturada. Os dados foram tratados por meio de análise de conteúdo, com a utilização do software de análise qualitativa NVivo 10. Resultados: Os resultados demonstram que os professores, de modo geral, estabelecem relações entre os conteúdos e a escola por meio de discussões nas salas de aula na universidade, ou ainda promovem aulas simuladas, nas quais os acadêmicos planejam e ensinam conteúdos para a própria turma no ambiente universitário. No entanto, constatou-se que são raras as ações que oportunizam a aproximação entre teoria e prática, por meio de encontros, visitas, aulas e demais práticas de ensino no contexto escolar da Educação Básica. Conclusão: reforça-se a necessidade de possibilitar ao futuro professor de Educação Física a sua imersão na realidade da escola, como forma de vivenciar in loco os elementos básicos e aplicados do ser professor.ABSTRACT.  Pedagogical actions linked to school in the physical education initial training. Objective: to investigate the pedagogical actions adopted by professors of a degree in Physical Education to approach the school in the course of the classes. Methods: thirty-one students of a last year course and eighteen permanent professors from a Physical Education degree participated in the study, by a semi-structured interview. The results were treated through content analysis using the NVivo 10 qualitative analysis software. Results: the results demonstrate that professors, in general, establish relationships between content and school through discussions in the classroom university, or they promote simulated classes in which students plan and teach content for their own class in the university environment. However, it has been observed that there are few opportunities in which the approach between theory and practice is approached through meetings, visits, classes and other teaching practices in the school context of Basic Education. Conclusion:  the need to enable the future Physical Education teacher to be immersed in the reality of the school is reinforced as a way of experiencing in practice the basic and applied elements of being a teacher.

scholarly journals Different lives and shared practices: Sociology of women in Turkey

2019 ◽  
Vol 16 (4) ◽  
pp. 1096-1103
Author(s):  
Özlem Aydoğmuş Ördem
Keyword(s):  
Structured Interview ◽  
Social Practices ◽  
Theory And Practice ◽  
Educational Practices ◽  
Gender Inequalities ◽  
Positive Attitudes ◽  
Hard Times ◽  
The University ◽  
Modern Era

Although there have been various studies on women and feminism since 1960s, gender inequalities are still experienced in the modern era. Paradigmatic changes have been experienced in western societies and communities that have been affected by these western theories and practices. However, women still undergo hard times in social and business lives. This study aims to focus on social practices of women that have different experiences. The study is descriptive and exploratory in nature. A semi-structured interview was administered. The participants ( N=17) were involved in the study at a Turkish university. Thus, this study intended to bring theory and practice together at the university. Each of the participants had different socio-economic backgrounds. The study was carried out in four sessions. In each session women received training from different experts. The results of the study show that the participants developed positive attitudes towards training regarding women ranging from art to law and that these educational practices should be sustained in the society.

scholarly journals Students and Teachers’ Causal Attributions to Course Failure and Repetition in an ELT Undergraduate Program

2018 ◽  
Vol 11 (5) ◽  
pp. 39 ◽  
Author(s):  
Lisseth S. Rojas-Barreto ◽  
Marco T. Artunduaga-Cuellar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Research Study ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Academic Community ◽  
Family Responsibilities ◽  
Undergraduate Program ◽  
Diagnostic Research ◽  
The University

This article is the product of a diagnostic research study conducted by two professors from the APRENAP research group at Universidad Surcolombiana from Neiva, Huila, Colombia. The study aimed at looking into the causes for the English courses repetition phenomenon which was evident among many students especially in the advanced semesters at the ELT undergraduate program in the university. The main purpose of this qualitative study that followed the Grounded Theory principles was to determine to which factors the academic community of the program- professors and students- attributed the constant failure and repetition of advanced English courses by some students. Findings gathered from the analysis of a questionnaire and a semi-structured interview evidenced that variables such as a lack of autonomous learning habits, economic, labor and family responsibilities, and few hours of class, among others, affect negatively students’ foreign language learning.

scholarly journals Pesquisa e prática na formação universitária: reflexões sobre o estágio em clínica psicanalítica no serviço de psicologia aplicada

2018 ◽  
Vol 6 (11) ◽  
pp. 390
Author(s):  
Ingrid Vorsatz ◽  
Renata Dahwache Martins ◽  
Brenda Castro Gomes ◽  
Cynthia Silva dos Santos
Keyword(s):  
Rio De Janeiro ◽  
Research Field ◽  
Theory And Practice ◽  
University Education ◽  
State University ◽  
Applied Psychology ◽  
Internship Experience ◽  
Formative Experience ◽  
Education Research Methodology ◽  
The University

Resumo: Em 1912, Freud afirma categoricamente que no que tange à psicanálise, pesquisa e tratamento coincidem. O presente artigo objetiva discutir esta afirmação à luz das premissas que orientam uma pesquisa de caráter qualitativo, cujo campo aqui privilegiado será o da clínica. A partir de uma revisão sucinta dos artigos freudianos onde o binômio pesquisa e clínica psicanalítica são problematizados, pretendemos discutir em quê a clínica pode ser considerada como um campo de investigação, no qual teoria e prática são indissociáveis. Por fim, abordaremos esta problemática a partir da prática em estágio supervisionado de orientação psicanalítica no Serviço de Psicologia Aplicada da Universidade do Estado do Rio de Janeiro, onde verificou-se possível fazer a experiência da clínica como campo de pesquisa, sobre a qual pretendemos testemunhar. Apesar das dificuldades inerentes à estrutura acadêmica para prática da psicanálise tout court no âmbito de uma clínica-escola, a experiência de estágio supervisionado em clínica psicanalítica se sustenta sobre os seus pilares fundamentais, constituindo uma experiência formadora, no sentido forte do termo.Palavras-chave: Formação universitária; Pesquisa; Metodologia; Clínica psicanalítica; Experiência. Research and practice in the university education: reflexions about the psychoanalytical clinic internship in the service of applied psychologyAbstract: In 1912, Freud categorically states that, regarding psychoanalysis, research and treatment coincide. This article aims to discuss this statement in the light of the premises that guide a qualitative research, whose privileged field shall be the clinics. From a brief review of Freudian articles where the binomial research and clinics are problematized, we intend to discuss in what the clinics can be considered as a field of investigation, in which theory and practice are inseparable. At last, we address this problematic from the practice at a supervised internship under a psychoanalytical direction in the Service of Applied Psychology of Rio de Janeiro State University, where it was found ti be possible to make the clinical experience as a research field, on which we intend to testify. Despite the difficulties due to the academic structure to the psychoanalytical practice tout court within the scope of a school-clinic, the supervised internship experience in the psychoanalytical clinic stands on its fundamental pillars, constituting a formative experience, in the strong sense of the term.Keywords: Univesity education; Research; Methodology; Psychoanalytical clinics; Experience. 

scholarly journals Book Reviews

1977 ◽  
Vol 2 (1) ◽  
pp. 32-40
Author(s):  
Paul W. Brewer ◽  
Paul W. McBride ◽  
Martin V. Melosi ◽  
David L. Nass ◽  
F. P. King ◽  
...  
Keyword(s):  
New York ◽  
Karl Marx ◽  
American Foreign Policy ◽  
Theory And Practice ◽  
State University ◽  
University Of Minnesota ◽  
The Usa ◽  
Oral Testimony ◽  
History Of ◽  
The University

James M. Merrill. The USA: A Short History of the American Republic. Philadelphia: J. B. Lippincott Company, 1975. Pp. vii, 380. $5.95. Review by Paul W. Brewer of the University of New Mexico. Stanley Feldstein and Lawrence Costello, eds., The Ordeal of Assimilation: A Documentary History of the White Working Class 1830's to the 1970's. Garden City: Anchor/Doubleday, 1974. 500 pp., Index. $4.95; Moses Rischin, ed., Immigration and the American Tradition. Indianapolis: Bobbs-Merrill, 1976. 456 pp., Index. $7.50. Review of Paul W. McBride of Ithaca College. David M. Chalmers. Neither Socialism nor Monopoly: Theodore Roosevelt and the Decision to Regulate the Railroads. (The America's Alternatives Series.) Philadelphia: J.B. Lippincott Company, 1976. Pp. x, 121. $3.25. Review by Martin V. Melosi of Texas A&M University. David E. Kyvig, ed. FDR's America. St. Charles, Missouri: Forum Press, 1976. 183 pp., bibliography. $5.95; H. Rogert Grant and L. Edward Purcell, eds. Years of Struggle: The Farm Diary of Elmer G. Powers, 1931-1936. Ames, Iowa: Iowa State University, 1976. 139 pp. $6.95. Review by David L. Nass of Southwest Minnesota State University. Stephen E. Ambrose. Rise to Globalism: American Foreign Policy, 1938-1976. Revised Edition. New York: Penguin Books, 1976. Pp. 390. $3.95. Review by F. P. King of Metropolitan State College. Alton Hornsby, Jr. The Black Almanac: From Involuntary Servitude (1619-1860) to the Age of Disillusionment (1964-1974). Woodbury, NY: Barron, 1975. 241 pp. $2.95. Review by George D. King of the University of Minnesota. Richard O. Davies. The Age of Asphalt: The Automobile, the Freeway, and the Condition of Metropolitan America. Philadelphia: J. B. Lippincott Company, 1975. Pp. xii, 139. $3.25. Review by Frank Burdick of the State University of New York, College at Cortland. Charles R. Poinsatte and Bernard Norling. Understanding History Through the American Experience. Notre Dame, Indiana: University of Notre Dame Press, 1976. Pp. X, 214. $3.95. Review by Robert A. Calvert of Texas A&M University. Ronald J. Grele, ed. Envelopes of Sound: Six Practitioners Discuss the Method, Theory and Practice of Oral History and Oral Testimony. Chicago: Precendent Publishing, Inc., 1975. 154 pp. + two 1-hour cassette tapes. Book, $7.50; cassettes $13.95. Review by Sally Allen of Hampshire College. Boris Nicolaievsky and Otto Maenchen-Helfen. Karl Marx: Man and Fighter. Middlesex, England: Penguin Books, 1976. Pp. xii, 492. $4.95. Review by Larry D. Wilcox of the University of Toledo.

scholarly journals THE COMPARATIVE ANALYSIS OF HARMONIC HEARING DEVELOPMENT CONCEPTIONS BY DIFFERENT AUTHORS

2015 ◽  
Vol 1 ◽  
pp. 320
Author(s):  
Gaļina Zavadska
Keyword(s):  
Theory And Practice ◽  
New Music ◽  
Music Teacher ◽  
Creative Development ◽  
Education Standards ◽  
National Education ◽  
Teaching Aids ◽  
Content Development ◽  
Evaluation Of Teaching ◽  
The University

Musical-pedagogical theory and practice of higher education have to address complicated issues: the content of musical education changes, new music teacher training forms develop, technical provision of a teaching process improves.Choral singing as a kind of collective music making is an integral component of Latvian culture, an irreplaceable and over centuries tried out factor of spiritual and creative development of a Latvian people. Harmonic hearing is one of the components of musical hearing. The aim of the paper: to present the analysis of works by different authors on issues of the development of harmonic hearing made on the basis of the criteria developed for the analysis of literature. The general pedagogical criteria for the evaluation of teaching aids and the didactic principles of content development from the methodological recommendations “The Development and Evaluation of the Content of Teaching Aids Complying with National Education Standards” (The Department of Pedagogy at the Faculty of Pedagogy and Psychology of the University of Latvia) were taken as a basis for the offered criteria of the analysis of methodological literature.

Imaging of Al-Li-Cu alloys with a Scanning Ion Microprobe

1990 ◽  
Vol 48 (2) ◽  
pp. 314-315
Author(s):  
K.K. Soni ◽  
D.B. Williams ◽  
J.M. Chabala ◽  
R. Levi-Setti ◽  
D.E. Newbury
Keyword(s):  
Mass Spectrometry ◽  
Secondary Ion Mass Spectrometry ◽  
Equilibrium Phase ◽  
Icosahedral Symmetry ◽  
Ion Microprobe ◽  
X Ray ◽  
Cu Alloys ◽  
Two Phases ◽  
The University ◽  
Secondary Ion

In contrast to the inability of x-ray microanalysis to detect Li, secondary ion mass spectrometry (SIMS) generates a very strong Li+ signal. The latter’s potential was recently exploited by Williams et al. in the study of binary Al-Li alloys. The present study of Al-Li-Cu was done using the high resolution scanning ion microprobe (SIM) at the University of Chicago (UC). The UC SIM employs a 40 keV, ∼70 nm diameter Ga+ probe extracted from a liquid Ga source, which is scanned over areas smaller than 160×160 μm2 using a 512×512 raster. During this experiment, the sample was held at 2 × 10-8 torr.In the Al-Li-Cu system, two phases of major importance are T1 and T2, with nominal compositions of Al2LiCu and Al6Li3Cu respectively. In commercial alloys, T1 develops a plate-like structure with a thickness <∼2 nm and is therefore inaccessible to conventional microanalytical techniques. T2 is the equilibrium phase with apparent icosahedral symmetry and its presence is undesirable in industrial alloys.

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