Intensive Teaching: Examining Teachers’ Professional Pressures and Pedagogical Practices at an Elite School

This article asks the following questions: What pressures do teachers face from parents and senior administrators? How do the pressures teachers face from parents and senior administrators affect how they teach students? Specifically, how does this affect the methods they engage in to generate ‘good’ student outcomes? It answers these questions by analysing interviews with 24 high school teachers at an elite international school in Bangalore, a city in southwest India. This article argues that the pressures teachers face from senior administrators and parents to produce high-achieving students result in them engaging in intensive teaching practices. These practices represent teachers’ attempts to produce students capable of earning high grades and entrance into competitive colleges and universities. This article extends our understanding of the factors that shape teachers’ pedagogical practices by making explicit connections between affluent parenting practices and the professional roles of teachers at elite schools. As such, this article makes important contributions to the literature on the sociology of education and teaching.

"den 6ten Juli 1859 Abend 6 Uhr 21 Minuten"

Josef Gabriel Rheinberger's extensive sketch material is only partly explained by his intensive teaching activities. An examination of the sketch collection Mus.ms. 4739 a-3 (1854-1860) of the Bayerische Staatsbibliothek Munich offers remarkable insights into the creation of the early works of Josef Gabriel Rheinberger. It contains numerous sketches for symphonic projects, materials for "Frithjof" and "Jephtas Tochter" and fragments of sonata-form movements for piano four-hands. Of particular interest are the sketches for lieder: a song by Rheinberger's future wife Fanny Hoffnaaß, an early version of "Vorüber" op. 3 no. 6, as well as two hitherto unknown Scottish folk songs which are neither represented in the catalogue of works nor taken into account in the complete edition.

INTEGRATION OF ICT IN TEACHER EDUCATION: PROBLEMS AND SUGGESTIONS

In today’s techno-intensive world, technology is an integral part of education. Over the last few decades, technology has been playing an increasingly vital role in the field of education, which has led to a profound improvement in the teaching and learning processes. The present learning environment demands that the teacher be skilled in use of technology to educate his pupils in an effective and efficient manner. Additionally, the school curriculum has to be in sync with the modern technology. In others words the curriculum has to so designed that it is easy to adapt and integrate it with the modern technologies of teaching and learning processes. This scenario requires that the teachers are trained and adept at handling modern techno-intensive teaching aids so that both teaching and learning become a joy for the teacher as well as the pupils.

The Accounting Reform in Russia. How to Teach Economists?

Most post-socialist countries harmonize national accounting standards with IFRS. Many countries are also characterized by a simultaneous use of both national and international standards. The same goes for Russia. Deep reform of national standards has entered an active phase: annually, starting from 2018, several new standards harmonized with the international ones have been introduced. At the same time, former standards remain in force. In such conditions, the process of teaching students majoring in accounting must consider these peculiar features. In the article, we analyze the existing teaching methods and conclude that they are generally focused only on the study of the existing national accounting standards. However, working at enterprises requires knowledge and ability to apply both the existing standards and the standards which will be introduced in the coming years. It is also necessary to know international standards as a methodological basis applied when a matter is not regulated by the national standards. The article highlights the experience of South Ural State University. Since 2016, it has been creating a methodology of intensive teaching bachelors of economics majoring in “Accounting, Analysis and Audit”. The methodology is based on the development of a set of professional competencies intoa set of learning outcomes as more appropriate for the tasks of such teaching. It is characterized byan emphasis on the students’ research and analytical work. Its implementation results in the appearance of a specialist who is quickly adapted to work in large companies. The methodology is applicable in all university departments teaching accounting to bachelors.

PEDAGOGICAL AND PSYCHOLOGICAL BACKGROUND OF INTENSIVE TEACHING FOREIGN LANGUAGES

The article discusses the pedagogicalandpsychological prerequisites for intensive teaching of foreign languages. In intensive training, it is necessary to find such working methods that rely on the semantic component of logical memory, which activates the students' thinking. In this regard, intensive training involves the inclusion of the learner from the first lesson in active thought through a specially organized active learning. Favorable conditions are created for involuntary attention and memorization of the material. It is taken into account that emotionally - colored, personality-significant is remembered better, and the combination of visual-sensual and abstract-logical components of the presentation of the material contributes to the effectiveness of memorization. The entire system of introducing educational material reflects the correct specially organized alternation of imprinting and reproduction, which is carried out in controlled speech learning. The psycho-hygienic effect of intensive learning is of particular importance. Activation of the learner’s capabilities is, as it were, a compensatory psychological mechanism that counteracts the crisis.

Students’ Viewpoint: Challenges and Preparation of Medical Students for Final Clinical Examination during COVID-19

The COVID-19 pandemic has caused the clinical attachment for medical students to be deferred in ensuring reduction of viral transmission. Patients encounter was near impossible, thus suspending medical students’ clinical skills on real patients. Despite this, the final examination had to be conducted. Hence, appropriate planning was made to ensure candidates were well prepared. A paradigm shift was made by Universiti Sains Islam Malaysia (USIM) with regards to the medical education delivery and the final undergraduate examination organization. The traditional in-person teaching and learning sessions were converted to video conferences and small group discussions to ensure social distancing. Objective structured clinical examination (OSCE) consisting of sixteen manned and twenty unmanned stations were introduced to replace the conventional one long and three short cases clinical examinations. The pandemic became the biggest obstacle for the final year medical students physically and psychologically. Familiarisation with the new format of learning and examination has to be made within three months. Online learning materials became resourceful during revisions. Simulated OSCE conducted by the lecturers, were advantageous to the students in ensuring familiarity to the new examination technique. Role-plays involving students’ family members and colleagues as patients, aided the candidates to rehearse their physical examinations and history taking techniques. The intensive teaching and learning sessions have enabled the candidates to be equipped with the new examination requirement. Reflection: Generally, candidates favour OSCE over traditional clinical examinations. This preponderance was due to OSCE capability in assessing the entire aspects of knowledge and skills in variable rotations throughout medical school.

Intensive teaching technology of imported rabbit meat in Uzbekistan

One of the urgent problems is the development of modern technologies for the care and feeding of rabbits imported to the country on farms and households. This article provides scientific recommendations for feeding imported rabbits on farms and households on the basis of rations enriched with valuable macro and micro elements and vitamins. Feeding rabbits on the basis of complete rations, taking into account the nutritional norms, is important in the emergence of the genetic potential of the New Zealand rabbit breed.

Highly Intensive Teaching in Tertiary Education

This chapter provides a critical review of recently published empirical papers on highly intensive teaching in higher education. Highly intensive teaching refers to subjects taught face-to-face in four weeks or less. Building upon and extending an influential review of intensive mode delivery (IMD) in higher education by Davies in 2006, this literature review confirms the observation made by several scholars investigating IMD that despite the increasing popularity of this form of delivery, rigorous and methodologically robust research into the benefits and challenges of this form of pedagogy is still in its infancy. By applying cognitive learning theory, this chapter discusses the circumstances under which intensive mode teaching is likely to be most effective and outlines potential avenues for further research.

SOME LINGUODIDACTIC FEATURES OF TEACHING A FOREIGN LANGUAGE IN THE CONTEXT OF THE COMMUNICATIVE CULTURAL SPHERE

The ever-throbbing fabric of the modern world relationship im- plies communication with representatives of various countries and nations in spheres of politics, economy, science and culture. Communication in a foreign language (hereinafter referred to as FL) taking place at press conferences, summits, international forums and trade fairs involves interaction with native speakers from various states, which leads to linguocultural penetration into their mentality, the world of their feelings, their culture and history. Mastering a FL is a kind of a guiding paths leading to the achievement of mutual understanding and beneficial cooperation among different nations in all areas of modern life. The analysis of pedagogical activity in the course of teach- ing a FL implies the focus on such elements of the teaching process, which can answer three key questions that each teacher faces: what is the matter of the subject, what techniques to use and what is the purpose of teaching. The article briefly describes the system of principles and techniques used in both conventional and intensive teaching methods. The article concentrates on the intensification of learning via modern electronic devices and resources that students use for doing their homework. The development of linguocultural competence of students means that the teacher is expected to have a high level of communicative culture, which acts as a methodological and didactic basis for students to master the required professional level of a FL.

Penyuluhan Seni Gamelan Dukuh Kadireso

Berawal dari pelaksanaan KKN, penulis menjumpai dan merintis terbentuknya kelompok gamelan di Dukuh Kadireso. Pada pengabdian ini, penulis berfokus pada kurangnya apresiasi pada warisan budaya dan kembali melakukan penyuluhan dengan metode pembelajaran langsung: teknik tiap ricikan, membaca notasi, dan praktik bersama. Materi yang diberikan diharapkan dapat membantu konsistensi kelompok gamelan ini untuk dapat beraktivitas secara mandiri. Hasil dari pengabdian ini adalah tercapainya penguasaan materi pada Gangsaran dan Lancaran "Ayo Kanca Nabuh Gamelan" serta terbentuknya komunitas diskusi kesenian di Karang Taruna Dukuh Kadireso.The writer is exposed to the community of Kadireso village started from an undergraduate field program, in which the writer met and started a gamelan (traditional Javanese music instrument) group. In this opportunity, the writer focuses in the community’s lack of appreciation for the cultural heritage and reintroduces the gamelan workshop through an intensive teaching sessions: technique in each ricikan (stanza), reading music notes, and communal practices. The material given are hoped to be able to lead them into consistency and to engage in the activity independently. Results of this workshop shows that the group is now able to master the beginner drill of Gangsaran and Lancaran: “Ayo KancaNabuh Gamelan” and is able to solidify the arts discussion community in Kadireso village youth community.