scholarly journals An Evaluation of Grade Six English Curriculum of Beaconhouse School System in Pakistan

2015 ◽  
Vol 3 (2) ◽  
pp. 44
Author(s):  
Muhammad Tauseef ◽  
Syed Kazim Shah ◽  
Fatima Tul Zahra Sulehri ◽  
Mehwish Kalsoom
Keyword(s):  
School System ◽  
Curriculum And Instruction ◽  
Evaluation Process ◽  
Learning Objectives ◽  
Global Perspective ◽  
English Curriculum ◽  
Qualitative And Quantitative ◽  
Teaching Learning ◽  
Personal Understanding ◽  
Careful Assessment

<p>Curriculum and instruction material are considered fundamental tools in ELT throughout the world. Consideration of utmost significance of the curriculum requires its evaluation process for measuring its effectiveness in facilitating teaching/learning objectives. The present study is an attempt to evaluate grade six English curriculum of Beaconhouse School System. To the end, features based on the objectives of the curriculum were evaluated to determine whether learning of language, listening, reading, speaking, and writing, vocabulary and understanding of grammar, literature (both fictional and non-fictional), personal understanding and global perspective, composition and presentation skills, punctuation, spelling, handwriting, critical thinking, cultural identity and interdisciplinary links with other subjects have their particular relevance to the curriculum, textbook and the workbook used at this level. The evaluation was carried out through a checklist specifically designed to meet the situation to find out whether the curriculum and related course books are based on curriculum objectives. The present study is both qualitative and quantitative. The qualitative aspects were analyzed by careful assessment of course book through checklist items. The quantitative data was analyzed using SPSS 13.0 (Statistical Package for Social Sciences) which revealed the results that except few, curriculum was effectively facilitating the attainment of most of its teaching/learning objectives.</p>

scholarly journals Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Norman G. Lederman ◽  
Judith S. Lederman
Keyword(s):  
Empirical Research ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Curriculum And Instruction ◽  
The Body ◽  
Science Practices ◽  
History Of Research ◽  
History Of ◽  
Déjà Vu ◽  
Teaching Learning

AbstractThis review traces the history of research on the teaching and learning of nature of scientific knowledge (NOSK), and its implications for curriculum and instruction. Initially, the complex rubric of NOSK is clearly conceptualized, while recognizing that there is no singularly accepted definition. As part of this conceptualization NOSK is distinguished from the body of scientific knowledge and science practices/inquiry, the latter of which is often conflated with NOSK. The empirical research on NOSK related to teaching, learning, and assessment is briefly reviewed, followed by a discussion of the challenges that teachers face and a delineation of research foci that can help alleviate teachers’ challenges. Finally, a variety of important questions yet to be answered are delineated and explained.

Evaluation Model to Exterior Wall Assemblies

2014 ◽  
Vol 1065-1069 ◽  
pp. 1626-1633
Author(s):  
Xiang Lei Hu ◽  
Sheng Cai Li ◽  
Hong Liang Yan ◽  
Gang Meng
Keyword(s):  
Evaluation Model ◽  
Evaluation Process ◽  
Value Engineering ◽  
Exterior Wall ◽  
Analytic Hierarchy ◽  
Qualitative And Quantitative ◽  
Quantitative Analyses ◽  
Code Changes ◽  
Wall Construction ◽  
Hierarchy Process

The Analytic Hierarchy Process (AHP) method presented in this paper is used to analyze three representative exterior wall assemblies from the perspective of manufacturers, designers, and consumers. Considering technical, economic, social, and environmental factors, a model and subsequent indicators were developed for qualitative and quantitative analyses. The approach discussed in this paper originated as a response to recent building code changes in China, and the need for value-engineers to better understand a set of newly developed wall construction assemblies in a way that minimizes subjective errors in the value-engineering evaluation process.

Avaliação no Ensino Superior: um Estudo Exploratório Sobre as Percepções e Emoções dos Alunos

2018 ◽  
Vol 18 (4) ◽  
pp. 472
Author(s):  
Ada Magaly Matias Brasileiro ◽  
Sara Rodrigues de Andrade Souto
Keyword(s):  
High Education ◽  
School Context ◽  
Evaluation Process ◽  
Exploratory Research ◽  
Education Students ◽  
Learning Evaluation ◽  
School Learning ◽  
Belo Horizonte ◽  
The Individual ◽  
Teaching Learning

Avaliação da aprendizagem é um tema que tem merecido muita atenção no contexto escolar. Teoricamente, a avaliação é hoje compreendida como algo inerente aos processos de ensino/aprendizagem, cuja função deve ser sempre diagnóstica, considerando a singularidade do indivíduo. Na prática, contudo, são muitos os aspectos questionáveis, dentre estes, o estado emocional no qual um estudante se envolve, no momento da avaliação, o que interfere em seu desempenho. Ao abordar avaliação, este artigo traz um estudo feito a partir de uma pesquisa exploratória com alunos de três cursos de uma Instituição de Ensino Superior de Belo Horizonte, com o objetivo de compreender quais emoções os alunos do Ensino Superior têm ao fazerem uma avaliação somativa. Os resultados mostram que emoções negativas como tensão, preocupação e nervosismo são preponderantes no processo avaliativo do Ensino Superior, especialmente, intensificadas no momento da prova somativa, o que é justificado pelos alunos em virtude do caráter de teste ameaçador, classificatório e punitivo.Palavras-chave: Avaliação da Aprendizagem Escolar. Emoção. Ensino Superior. Tipos de Avaliação.AbstractLearning evaluation is a subject which deserves much attention in the school context. Theoretically, it is now understood as something that is inherent to teaching-learning processes, and whose function must always be diagnostic, regarding the individual particularities. In practice, however, there are many questionable aspects, among them the emotional state in which the student gets involved by the time of the evaluation and that interferes on his or her performance. When approaching this theme, this study is based on an exploratory research with three students from a High Education School in Belo Horizonte, which aimed to analyze the different kind of emotions high education students reveal when taking a summative evaluation. The results have shown the presence of negative emotions during High Education Evaluation Process, justified by the threatening, classificatory and punishing atmosphere that it brings.Keywords: School Learning Evaluation. Emotion. High Education. Kinds of Evaluation.

scholarly journals Propuesta de modelo tecnológico para Flipped Classroom (T-FliC) en educación superior

2018 ◽  
Vol 22 (2) ◽  
pp. 1 ◽  
Author(s):  
Matilde Basso-Aránguiz ◽  
Mario Bravo-Molina ◽  
Antonella Castro-Riquelme ◽  
César Moraga-Contreras
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Collaborative Work ◽  
Evaluation Process ◽  
Learning Assessments ◽  
Learning Path ◽  
Teaching Learning ◽  
Technology Resources ◽  
Different Levels

The Technology Model, called T-FliC is proposed for Flipped Classroom. The aim is to provide IT facilities to the aforementioned pedagogical model. This proposal may be implemented at different levels of higher education. T-FliC is primarily based on the use of free technology resources, especially Google applications such as Classroom, Drive, and YouTube, because they are widely used by students and teachers. This extensive use permits to replicate this model in different educational contexts. The T-FliC model incorporates five ICT phases, ranging from the planning of teaching-learning activities to continuous learning assessments. The implementation of the T-FliC Model includes the following phases: a digital class (learning outside the classroom) with asynchronous guidance of a virtual tutor; a workshop involving dynamic activities for collaborative work (classroom learning) guided by a tutor in person; and an ongoing technological tools evaluation process (clickers, portfolio, and forum) which will generate the digital records of the student learning path. This article includes a bibliographic review of the role of ICT in the education processes and the fundamentals of the Flipped Classroom (FC) methodology. In the paper are included FC implementation experiences in higher education, followed by the presentation of the T-FliC Model as a technological proposal for this methodology. Finally, the conclusions present reflections on the proposal.

scholarly journals Reflexiones sobre el proceso de enseñanza y aprendizaje en Educación Física durante la pandemia por COVID-19. Un caso real (Reflections on the teaching and learning process in Physical Education during the COVID-19 pandemic. A real case)

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 866-878
Author(s):  
Jacob Sierra-Díaz ◽  
Sixto González-Víllora ◽  
José Antonio Toledo-Guijarro ◽  
Cristian Bermejo-Collada
Keyword(s):  
Physical Education ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Evaluation Process ◽  
Retrospective Case ◽  
Health Crisis ◽  
Face To Face ◽  
General Terms ◽  
On Line ◽  
Teaching Learning

  Las medidas extraordinarias tomadas por España para hacer frente a la crisis sanitaria de la COVID-19 obligaron a los centros educativos a trasladar su actividad docente presencial a una modalidad on-line. Los docentes de Educación Física (EF) se enfrentaron al reto de adaptar las competencias y contenidos de una asignatura principalmente práctica y con un importante componente socioafectivo a una educación remota, basada fundamentalmente en medios digitales. No obstante, esta adaptación es mucho más compleja en las zonas más desfavorecidas o rurales en donde muchos alumnos tienen un importante sesgo digital: o bien no tienen acceso a Internet, o no han adquirido las competencias oportunas para su uso. El propósito del presente estudio de caso retrospectivo es exponer los procesos de enseñanza-aprendizaje y las estrategias didácticas que los maestros de un Colegio Rural Agrupado (CRA) de La Alcarria Conquense llevaron a cabo durante el confinamiento del curso académico 2019-2020. De esta forma, en primer lugar, se analizan las herramientas empleadas para la comunicación entre maestros y familias incluyendo tanto vías convencionales como digitales, los proyectos especiales y recursos movilizados, así como el proceso de evaluación durante el cese de actividad docente presencial. A continuación, se describe la respuesta observada por toda la comunidad educativa del colegio ante esta nueva situación. De manera general, se ha observado un sólido compromiso de los alumnos y familias en las actividades de las clases de EF. Finalmente, se plantean posibles acciones para los siguientes cursos académicos, supeditado por la situación sociosanitaria que se presente.  Abstract. The extraordinary measures taken by Spain to address the COVID-19 health crisis forced schools to move their face-to-face teaching activity to an on-line mode. Physical Education (PE) teachers faced a new challenge: to adapt the contents of the subject, mainly practical and social to a virtual education, based mainly on digital resources. However, this adaptation can be much more complex in the most disadvantaged or rural areas where many students have a significant digital bias: either they do not have access to the Internet, or they do not have acquired adequate competences for its use. Therefore, the purpose of this retrospective case study is to present the teaching-learning processes and pedagogical strategies that the teachers of a rural (grouped) school of La Alcarria Conquense carried out during the lockdown of the 2019-2020 academic course. In this way, first of all, the tools and media used for communication between teachers and families, the special projects and resources mobilized, as well as the evaluation process during the cessation of face-to-face teaching activities are analyzed. Next, the main response observed by the entire school community to this new situation were described. In general terms, a solid commitment of students and families to the activities and challenges proposed in the EF classes has been observed. Finally, possible actions for the next academic year are proposed depending on the social and health situation that may arise.

scholarly journals The Italian Leadership on Inclusive Education: Myth or Reality?

2021 ◽  
Vol 9 (2) ◽  
pp. 1241-1263
Author(s):  
Francesco Marsili ◽  
Annalisa Morganti ◽  
Alessia Signorelli
Keyword(s):  
Inclusive Education ◽  
School System ◽  
Educational Policies ◽  
Special Educational Needs ◽  
Evaluation Tools ◽  
Beliefs And Practices ◽  
Learning Practices ◽  
Inclusive Processes ◽  
Teaching Learning

Abstract: Background: Italy is internationally known as a Country with a longstanding “tradition” of inclusive education. Objective: Aim of the paper is to provide a frame on the educational policies that, since 1970s, have steered the school system according to a “fully inclusive” model, highlighting the instruments of teaching – learning and evaluation tools for assessing the quality of the inclusive processes. Methodology: Starting from primary and secondary legislative sources, the paper identifies three main focus points: the passage from the inclusive “principle” to the teaching – learning practices; the tools for answering special educational needs; the tools for assessing the quality of inclusive processes. Discussion: Even though there are many efforts to align to international legislative regulations and to modernize the concept of inclusive education, Italian reality seems to be ossified in self-referential attitudes, beliefs and practices that saturate the school system. The paper outlines the need for defining new systemic research approaches that can validate this long educational tradition.

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