The Influence of the Gap between Educational Goals and the Content of Social Materials on Promoting National Values and Awareness among Primary School Students

The present study aims to identify the influence of the gap between educational goals and the content of social material books for the primary stage on national awareness. To achieve the objectives, the descriptive approach is adopted. After collecting the research data, classifying them, and treating them using the statistical program (spss), the present study found: 1) The content of social subjects does not cover the practical aspects of the educational objectives in the expected or appropriate manner for contemporary educational philosophy. 2) Promotion of national awareness and values and their desired dimensions of teaching these subjects is weak. Accordingly, the two researchers recommend that it is necessary to really include and represent general educational goals in the content of social books.

Level of Teaching Practices in Mathematics in Relation to Indigenous Students’ Academic Performance in Selected Schools in Zambales SY 2019-2020

The study revealed that the teacher-respondent is in her early adulthood, bachelors’ degree holder and attended few numbers of training relevant to teaching IP students. The teacher-respondents assessed “Always Practiced” on the dimensions of teaching Mathematics strategies among IP students. The students assessed “Always Practiced” on the dimensions of teaching Mathematics strategies among IP students. The IP students were rated “Satisfactory” in both Mathematics subjects Algebra and Geometry. There is significant difference on the perception towards dimensions on teaching Mathematics strategies for IP students between teachers and students. There is significant difference on the perception of the teacher-respondents while no significant differences to the students towards dimensions of teaching Mathematics strategies among IP students as to Creating Student’s Learning Environment Focused on Mathematics Goals, Providing Opportunities for Independent and Collaborative, Facilitating Mathematical Discussion, Using Appropriate Mathematics Language, connections, tools, and presentations, Developing and Using Teacher Knowledge to Initiate Learning and Assessing Student Academic Performance in Algebra and Geometry. The researcher offered the following recommendations based in the study that the school management is encouraged to organize an in-house teacher’s capability training in order to enhance motivational techniques and teaching strategies in Mathematics among IP students; the teachers are encouraged to be resourceful and creative in organizing the lesson in order to unlock the difficulty among the students in learning mathematics; the teachers are encouraged to conduct and in-depth study on the nature of the students and apply the learning activity and exercises based on their capability and competence.

Teaching Quality and Students' EFL Achievements in Ethiopia: Analysis From the Perspective of the Basic Dimensions of Teaching Quality

Teaching quality is important for students’ English as a Foreign Language (EFL) Achievements. The three basic dimensions of teaching quality (student support, classroom management, and cognitive activation) showed effectiveness in some subjects in developed countries, but there is very little investigation on its effectiveness in developing ones. Using hierarchical linear modeling and re-centered influence function regression, this study investigates the extent to which the three basic dimensions of teaching quality affect students’ EFL achievements and how much the effect varies across achievement distributions in the context of Ethiopia. Findings reveal that classroom management does not affect students’ EFL achievements and this is consistent across achievement distributions. However, cognitive activation positively affects students’ EFL learning achievements and the effect is consistent across the distribution of achievements. Similarly, student support affects students’ EFL achievements positively, but its effect is higher for high-achieving students. Implications of the findings were discussed.

Teaching Quality in Higher Education: Agreement Between Teacher Self-reports and Student Evaluations

Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or under-estimate specific dimensions of teaching quality, their aggregation in the form of overall teaching quality reflects differences in teaching quality between teachers well. Accordingly, we test a ten-item measure that allows faculty to self-report their overall teaching quality based on the aspects distinguished in the SEEQ (Marsh, 1982, 2007). Using 17,508 student assessments of teaching quality in 889 sessions taught by 97 faculty members, we conducted Doubly Latent Multi Level Modelling while considering bias and unfairness variables to model overall teaching quality assessed by students, and simultaneously corrected for measurement error and potential distortions through the assessment situation. This global factor of teaching quality was strongly associated with teacher self-reported teaching quality (ρ = .74), which we interpret as evidence that global teacher reports of teaching quality can serve as sensible indicators of overall teaching quality for nomothetic research in higher education.

INSTRUCTOR AND INSTRUCTIONAL EFFECTS ON STUDENTS’ STATISTICS ATTITUDES

Using data from 23 statistics instructors and 1,924 students across 11 post-secondary institutions in the United States,we employ multilevel covariate adjustment models to quantify the sizes of instructor and instructional effects on students’ statistics attitudes. The analysis suggests that changes in students’ statistics attitudes vary considerably across statistics instructors. Instructor-associated changes instudents’ statistics attitudes are positively associated with instructional practices most proximal to tasks involving data as well as with instructors’ attitudestoward teaching their statistics classes. Moreover, instructor-associated changes in students’ statistics attitudes are positively related to changes in students’ expected grades. These findings lend support to previous qualitative findings about links between certain dimensions of teaching practices and students’ statistics attitudes. First published June 2020 at Statistics Education Research Journal Archives

FROM OUTDOOR EDUCATION TO OUTDOOR SCHOOLS: A NEW WAY OF TEACHING / DALL'OUTDOOR EDUCATION ALLE SCUOLE ALL'APERTO: UN NUOVO MODO DI INSEGNARE

<p>The contribution examines the most advanced national and international literature linked to the approaches underlying the models of Outdoor Education and Outdoor Schools, launching an examination of those studies that connect to the concrete benefits that such approaches would bring to the learning of students in contexts. schools and paying attention to those dimensions of teaching which are central to guaranteeing quality training and which should be integrated within a sustainable and integrated didactic action space. We retrace the first important experiences of pedagogues of the early twentieth century who, in the relationship between culture and nature, traced the way for a "green pedagogy" and paths of "green schools" up to the of "green schools" up to the most recent experiences, which today are the expression of an intense debate aimed at guaranteeing a school sustainable.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

Kako predavati ustavno pravo u dvadeset prvom veku

Constitutionalist discourse has undergone a fundamental transformation at the beginning of the 21st century. New, major constitutional topics have been introduced, inspired by constitutional pluralism and constitutionalism beyond the nation-state. The systemic challenges to modern liberal constitutionalism have prompted a new understanding not only of the constitution, but also of constitutional law as a university subject. The crisis of key parameters of constitutional democracy commands a thorough re-examination of both the cognitive and performative dimensions of teaching constitutional law. For that reason, this paper seeks answers to the question what and how to teach in the epoch of postmodern constitutionalism. The paper advocates the viewpoint that the professor should not only describe phenomena, but also explain the essence of the problem: for example, the republican argument of classical constitutionalism’s irrelevance, or the difference between normality and pathology of constitutional systems in the context of democratic transition, or indeed the trans-nationalization of the constitution and the postmodern paradigm of constitution-building without constituent power. The need for interdisciplinary and multidisciplinary approach, including co-teaching is demonstrated through the topics of monistic and pluralistic federalism, and constitutional guaranties of individual and/or collective rights. The paper concludes that teaching of constitutional law should be guided by global doubt, as the hermeneutics of truth and ethico-political consideration.

Technology-enhanced feedback in higher education: Source-recipient relationships in a new dialogic feedback paradigm

Higher education institutions (HEIs) have been required to abruptly move their education online in response to recent events. Prior to these challenging events, the twenty-first century was already bringing an increased emergence of new digital tools which have begun to profoundly change higher education.Technology has always existed as a disrupter. The danger is that rapid uptake to online maintains the status quo. This conceptual article will examine the shift from feedback as one-way transmission to two-way Socratic, sustainable learning conversations. It is widely recognised that students consistently report that feedback is provided sub-standardly in higher education. New paradigm approaches to feedback aim to utilise interrogative feedback and Socratic discussion to facilitate a change in output (e.g. feedback uptake). The objective of feedback is to advise, encourage and improve output. The article aims to explore the potential for technology to enhance relational dimensions of teaching practice. The intention is of this work is to serve as a clarion call for intentionally designed digital feedback tools and processes that move beyond technology as yet another means of domineered telling but to aim to empower and provide opportunities for students to respond.The key is to empower institutions and therefore academics to reap the transformative benefits of digital innovation and encourage Socratic, sustainable and dialogic feedback through re-examining the relational dimensions of tutor/teacher relationships.

Emotional Dimensions of Teaching in Elementary Education Preparation

Student teaching is a pivotal event in teacher education preparation programs, and there is a need to investigate emotions in teaching. This study examined how one elementary program navigated the emotional dimensions of teaching. Findings revealed that the emotional dimensions of student teachers were influenced by individualized factors unique to the teacher; certain emotions were perceived as more acceptable to express; and supervisors needed to support student teachers to manage and respond to the emotional dimensions of teaching. The recommendation is to go beyond the technical and academic aspects of teaching and address the emotional dimensions to best prepare the whole teacher.