scholarly journals Part Of Professor In Advocate Conscience And Attitude In Insignificant Improvement

2020 ◽  
Vol 2 (09) ◽  
pp. 225-228
Author(s):  
Dr. Mahesh Patel
Keyword(s):  
Social Change ◽  
Private Schools ◽  
Instructor Training ◽  
Single Culture ◽  
Comprehensive Development ◽  
Moral Qualities ◽  
Study Hall ◽  
Based Instruction ◽  
Key Terms ◽  
Ethnic Schools

This paper looks at the function of educators in both multi-culture and multi-ethnic schools of A.P. Private Schools and single-culture schools, for example, Backward, plan class and Schedule clan government assistance schools. One of the objectives to grant esteem based instruction is to feed a responsibility towards comprehensive turn of events. To achieve this, it is basic that educators instruct appropriately, both in what they educate and by they way they instruct. This article investigates that, the thought by analyzing the key terms: 'training', 'morals in instruction', 'esteem based instruction', and 'social change'. To begin with, meanings of "instruction" are analyzed, and it is contended that how training is advancing moral qualities among the understudies through the function of educator and instructor training. This prompts a conversation of the idea of comprehensive development, which is introduced regarding three issues: incorporation and human instinct, liberated from discipline and provocation of auxiliary brutality on understudies, and individual pledge to morals. At long last, the idea of social change is inspected in its relationship to the thought of intensity, acculturation of instructor nature and character, to the significance of imagining a superior world, and to the significance of gathering activity. At last, study hall models are given that delineate manners by which both substance and instructional method can add to the objective of training for comprehensive turn of events and positive social change.

scholarly journals The Personalized System of Instruction: Review and Applications to Distance Education

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Lyle K. Grant ◽  
Robert E. Spencer
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Personalized System Of Instruction ◽  
History Of ◽  
Computer Based ◽  
Personalized System ◽  
Based Instruction ◽  
Basic Features ◽  
Key Terms

<P class=abstract>The present paper (a) outlines the basic features of the Personalized System of Instruction (PSI); (b) provides a brief history of PSI; and (c) describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning.</P> <P class=abstract><B>Key Terms:</B> Personalized System of Instruction, distance learning, computer-based instruction, mastery-learning, self-pacing, higher-order objectives, scholarship of teaching, proctors, tutoring.</P> <p>

Computer-Based Education in Prison Schools

1979 ◽  
Vol 7 (3) ◽  
pp. 239-256 ◽  
Author(s):  
Martin A. Siegel
Keyword(s):  
Evaluation System ◽  
Development Program ◽  
Corrections Education ◽  
Educational Strategies ◽  
Instructor Training ◽  
Educationally Disadvantaged ◽  
Adult Reading ◽  
Computer Based ◽  
Computer Based Education ◽  
Based Instruction

The PLATO Corrections Project (PCP) is implementing PLATO computer-based education in Illinois prisons. Since October 1975, the PCP staff has assembled a pre-GED and GED curriculum of over 400 already available PLATO lessons; has developed the PCP instructional management, communications, and evaluation system; has designed an instructor training package; and more recently has developed forty hours of mastery-based instruction in adult reading comprehension and vocabulary development. Some 2,000 students and 120 staff in three Illinois prisons have used the system for over 32,000 hours. The PCP network also has expanded to the Minnesota Department of Corrections. Data collected on student/instructor usage, attitudes, and achievement demonstrate that the PCP System is feasible, attractive, and effective in corrections education. Moreover, educational strategies employed in PCP's current curriculum development program will form the basis for a comprehensive basic skills curriculum for educationally disadvantaged youth and adults.

Developing a Competency-Based Instructor Training Model of Professional Development

2019 ◽  
pp. 215-236
Author(s):  
Kenneth Browne Elazier
Keyword(s):  
Professional Development ◽  
Training Model ◽  
Instructional Programs ◽  
Faculty Professional Development ◽  
Instructor Training ◽  
Competency Based Education ◽  
Opportunities For Learning ◽  
Competency Based ◽  
Based Instruction

The purpose of this chapter is to provide a set of instructor competencies for faculty professional development when transitioning to competency-based instructional programming. This chapter details considerations when designing and developing a competency-based, instructor training model. A competency-based education (CBE) program ought to have instructors that are competent analyzing, designing, developing, and evaluating competency-based instructional offerings. If the purpose of competency-based instructional programs is to move beyond static and passive, knowledge-only based instruction, then instructors should also be capable of providing dynamic, active knowledge and skill-based opportunities for learning.

scholarly journals Integrated Approach to Learning (On the Example of a Private Institution “School of the Free and Responsive”)

2020 ◽  
Vol 7 (1) ◽  
pp. 214-222
Author(s):  
Olha Pylypiv
Keyword(s):  
Integrated Approach ◽  
Cultural Development ◽  
Main Task ◽  
The People ◽  
Comprehensive Development ◽  
Moral Qualities ◽  
Physical Abilities ◽  
Integration Of Learning ◽  
The Moment ◽  
Science In Society

The current stage of reforming the Ukrainian national school is characterized by a complication of the сontent of education, an increase in the amount of information and a reduction in the time allotted for its learning. Today, the development of education as a system must be realized through systemic knowledge, which is necessary for forming holistic and systemic thinking. This knowledge can be obtained through the integration of the humanities and fundamental disciplines and should be guided by the global level of science development. This approach contributes to the formation of holistic ideas about the world and a human as a whole. These ideas are outlined by the author in the article. The search for ways to improve the education system at school has helped revive the notion of integration of learning, which is gradually being implemented in primary school practice. The purpose of the article is to analyze the main aspects of an integrated approach to teaching at elementary school and to reveal the pedagogical value of thematic days. At the moment, the main task of education in the 21st century is to improve, develop and shape attention, imagination, thinking and memory. However, in general, today's level of the development of education in Ukraine does not give an opportunity to fully fulfill the function of the key resource of the socio-economic development of the country and increase the welfare of citizens. The prestige of education and science in society remains low nowadays. Today, in Ukraine different legislative and regulatory acts provide the implementation of cardinal changes aimed at “a comprehensive development of a person as a personality and the highest value of society, shaping his or her talents, mental and physical abilities, upbringing high moral qualities, forming the citizens capable of a conscious public choice, enrichment on this basis of intellectual, creative, cultural potential of the nation, raising the educational level of the people, providing the national economy with qualified specialists. Ukraine recognizes education as a priority area of socio-economic, spiritual and cultural development of society” [7, p. 65].

Sharpening Students' Critical Literacy Skills Through Corpus-Based Instruction

2020 ◽  
pp. 234-260
Author(s):  
Paschalia Patsala ◽  
Maria Michali
Keyword(s):  
Social Change ◽  
Foreign Language ◽  
Critical Literacy ◽  
Literacy Skills ◽  
Efl Learners ◽  
The Past ◽  
Language Data ◽  
Based Instruction ◽  
Authentic Language ◽  
Tools And Techniques

In the past, corpora were primarily employed by linguists. Recently, there has been a growing interest from teachers and researchers in the pedagogical applications of corpora. However, literature of corpus-based instruction has little explored whether corpus-based instruction can reinforce English Foreign Language (EFL) learners' critical literacy. This chapter builds on research and practices that explore how corpus-based teaching may enhance learners' critical literacy skills, offering recommendations to teachers of English as a foreign language. The main features of critical literacy teaching are presented, and consideration is given to tools and techniques through which educators can encourage EFL learners to critically look at authentic language data and question both the language and the reality they are exposed to, affecting or enabling social change.

scholarly journals Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement

2021 ◽  
Vol 13 (21) ◽  
pp. 11616
Author(s):  
Tingting Zhang ◽  
Lawrence Jun Zhang
Keyword(s):  
Comparison Group ◽  
Empirical Studies ◽  
Argumentative Writing ◽  
Writing Improvement ◽  
Comprehensive Development ◽  
Quasi Experimental ◽  
And Performance ◽  
Product Approach ◽  
Based Instruction ◽  
Experimental Group

The capacity to make effective argumentation in English writing is considered as a crucial ability in the field of second language writing. Currently, Chinese teachers of English as a foreign language (EFL) adopt the product approach to teach argumentative writing, in which they stress the mode of learners’ written production and show little concern with cognition. For students’ sustainable development in argumentation skills, teachers are encouraged to employ a genre-based approach to cultivate students’ knowledge about different elements in argumentation. However, few empirical studies have investigated the efficacy of such classroom-based instruction on learners’ comprehensive development in EFL writing, including their knowledge about writing and performance in producing argumentation. This is particularly the case with reference to Chinese students learning to write argumentative texts in EFL. To fill the research gap, this quasi-experimental study was conducted with 74 EFL sophomores, who were randomly allocated to either an experimental group or a comparison group. The experimental group received a genre-based writing approach, while the comparison group experienced their conventional writing instruction. Students’ changes were analysed using pre- and post-writing test measures, open-ended questionnaires, and stimulated recall interviews. Our findings revealed more changes in the experimental groups’ knowledge about argumentation following the genre-based writing treatment than the comparison group. Specifically, the experimental group’s progress was obvious in the way they displayed their knowledge of the structure of discourse moves and of language features specific to the argumentative genre. They began to express their knowledge of the content, process, intended purposes, and audience awareness towards producing more genre appropriate texts in argumentation. They also showed enhanced self-reflection on their knowledge of argumentation. In addition, the genre-based approach had a positive effect on the experimental group’s argumentative writing development, as evidenced in their use of discourse move structures and their overall writing quality improvement. The conventional writing approach was not as effective in helping students to write an argumentation. Writing proficiency effects were observed in terms of the extent to which the students were developed. Pedagogical implications and limitations are also discussed.

scholarly journals The Effective Combination of College Psychological Counseling and College Students' Ideological and Political Education

2020 ◽  
Vol 9 (5) ◽  
pp. 209
Author(s):  
Nan Li ◽  
Shulian Li
Keyword(s):  
College Students ◽  
Colleges And Universities ◽  
Ideological And Political Education ◽  
Political Education ◽  
Psychological Counseling ◽  
Effective Combination ◽  
Comprehensive Development ◽  
Substantial Progress ◽  
Moral Qualities ◽  
Development Of Students

Since the bigenning of the 21st century, China’s society and economy have profoundly developing toward an increasing comprehensive direction, which contributes to higher requirements for talented persons. More demands on China's education, especially the higher education, has been put forwarded due to the failure to satisfy the development of society with literacy requirement. In the past education in colleges and universities in China, the teaching ideas of schools and teachers have been influenced by traditional teaching concepts. The education for students is mainly based on basic theoretical knowledge. Besides, there aren’t too much attention to be paid on students’ psychological construction and ideological and political education. Colleges and universities have not made substantial progress in the teaching of ideological and political courses on students' psychological construction, resulting in incomplete problems in the development of students and the inability to train comprehensive talented persons for the society. Therefore, in order to promote the comprehensive development of students, colleges and universities need an effective combination of psychological counseling and students' ideological and political education for professional knowledge, excellent psychological qualities, noble ideological and moral qualities. They will promote the comprehensive development of college students and cultivate more high-quality talents for the development of society.

Job Validation Studies and Physical Agility Testing: Is the Vendor Telling You What They Think You Want or Are You Telling Them What You Need?

2016 ◽  
Vol 21 (6) ◽  
pp. 5-11
Author(s):  
E. Randolph Soo Hoo ◽  
Stephen L. Demeter
Keyword(s):  
Equal Employment Opportunity Commission ◽  
Job Analysis ◽  
Specific Work ◽  
Test Protocol ◽  
Systematic Method ◽  
Technical Standards ◽  
Work Related ◽  
Physical Abilities ◽  
Specific Factors ◽  
Key Terms

Abstract Referring agents may ask independent medical evaluators if the examinee can return to work in either a normal or a restricted capacity; similarly, employers may ask external parties to conduct this type of assessment before a hire or after an injury. Functional capacity evaluations (FCEs) are used to measure agility and strength, but they have limitations and use technical jargon or concepts that can be confusing. This article clarifies key terms and concepts related to FCEs. The basic approach to a job analysis is to collect information about the job using a variety of methods, analyze the data, and summarize the data to determine specific factors required for the job. No single, optimal job analysis or validation method is applicable to every work situation or company, but the Equal Employment Opportunity Commission offers technical standards for each type of validity study. FCEs are a systematic method of measuring an individual's ability to perform various activities, and results are matched to descriptions of specific work-related tasks. Results of physical abilities/agilities tests are reported as “matching” or “not matching” job demands or “pass” or “fail” meeting job criteria. Individuals who fail an employment physical agility test often challenge the results on the basis that the test was poorly conducted, that the test protocol was not reflective of the job, or that levels for successful completion were inappropriate.

Comparative Analysis: The State of Colorado Study, Part II

2004 ◽  
Vol 9 (2) ◽  
pp. 1-16
Author(s):  
Christopher R. Brigham ◽  
Kathryn Mueller ◽  
Douglas Van Zet ◽  
Debra J. Northrup ◽  
Edward B. Whitney ◽  
...  
Keyword(s):  
Daily Living ◽  
Scientific Evidence ◽  
Pain Syndrome ◽  
Evidence Based ◽  
Clinical Assessments ◽  
Physician Judgment ◽  
History Of ◽  
Key Terms ◽  
Causation Analysis ◽  
Work Interference

Abstract [Continued from the January/February 2004 issue of The Guides Newsletter.] To understand discrepancies in reviewers’ ratings of impairments based on different editions of the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), users can usefully study the history of the revisions as successive editions attempted to provide a comprehensive, valid, reliable, unbiased, and evidence-based system. Some shortcomings of earlier editions have been addressed in the AMA Guides, Fifth Edition, but problems remain with each edition, largely because of the limited scientific evidence available. In the context of the history of the different editions of the AMA Guides and their development, the authors discuss and contextualize a number of key terms and principles including the following: definitions of impairment and normal; activities of daily living; maximum medical improvement; impairment percentages; conversion of regional impairments; combining impairments; pain and other subjective complaints; physician judgment; and causation analysis; finally, the authors note that impairment is not synonymous with disability or work interference. The AMA Guides, Fifth Edition, contrasts impairment evaluations and independent medical evaluations (this was not done in previous editions) and discusses impairment evaluations, rules for evaluations, and report standards. Upper extremity and lower extremity impairment evaluations are discussed in terms of clinical assessments and rating processes, analyzing important changes between editions and problematic areas (eg, complex regional pain syndrome).

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