Search Results for
"Teaching"

To provide the highest quality of education to students, school administrators must adopt new frameworks to meet learners' needs. This allows teaching practices to be optimized to create a meaningful learning environment. Examining the Potential for Response to Intervention (RTI) Delivery Models in Secondary Education: Emerging Research and Opportunities is a pivotal reference source for the latest perspectives on research-based intervention and instruction strategies to effectively meet students' learning requirements. Highlighting numerous topics such as professional development, progress monitoring, and learning assessment, this book is ideally designed for educators, professionals, academics, school administrators, and practitioners interested in enhancing contemporary teaching practices. © 2017 by IGI Global. All rights reserved.

The passive role of students in their learning and education and the absence of student engagement in higher education institutions (HEIs) are quite common in many higher education institutions in developing countries. The main objective of the research presented in this paper is to explore the influential factors on student engagement in HEIs in the situational frame where student engagement and active learning and teaching do not have a long tradition. To answer our research questions, we conducted a survey with 279 undergraduate students from four universities in Libya. Our findings show that the availability and active usage of the university’s ICTs resources, the university’s reputation and teachers’ activating influence on students most efficiently predict student engagement in HEIs. The role of teachers and their competencies to use active learning techniques are perceived to be very influential in promoting student engagement. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

e competence-based approach to education has been found to be eective for teaching. Introduced in Italian secondary schools in 2010 by the Ministry for Education, it has hardly had a real adoption. e paper illustrates the rst part of a study which investigates how education in Italian secondary schools could be made more competence-based. e goal is to nd eective ways to support the adoption of the competence-based approach in the Italian secondary schools. e study focuses on the computer science teachers, who oen use the student projects. e paper describes the portion of the study which investigates if the project-based learning method helps to inductively embrace the competence-based approach. We interviewed a sample of computer science teachers, in order to understand how well they know the competence-based approach. en we designed and realized an action-research course for teachers, in order to observe them implementing the project-based learning method. e preliminary results conrm a weak commitment of the teachers to the competence-based approach and suggest that the project-based learning method can drive towards the competence-based approach, provided the projects are carefully designed and subsequently managed. © 2017 Copyright held by the owner/author(s).

This chapter deals with aspects of the overall criticism in regard to higher education and its growing discrepancy between theory and practice, and the meaning of problem-based and authentic learning. The chapter is based on two specific cases that illustrate how higher education is organized in Sweden, and how education could be organized to correspond to the demands of authentic learning and a new form of knowledge production. Work-based learning started as an alternative to the ordinary three-year nursing program at a university college in the western part of Sweden. One main finding was that the students experienced the relation between the different types of teaching in the program as weak, and the different learning contexts in the program as being separate from each other. Higher Vocational Education (HVE) is a market-oriented vocational higher education program with close cooperation between an educational provider and working life. Work-based learning is a cornerstone of HVE, and authentic learning in a real-life setting constitutes a single course governed by its own syllabus. One main finding, was that students experienced a lack of progression in the work tasks and the subject content of the school-based education was not advanced enough. Workplace learning can serve as a structuring resource in education, but it can also be problematic because knowledge is inherent in routines and technologies. ©2017 by Emerald Publishing Limited.

The paper presents the objectives, the innovative aspects, the planned outputs and the current results of the project entitled "Education - Employment Partnership for VET in the fashion sector". The project is co-financed by the European Commission under the Erasmus+ Programme, Key Action 2 - Strategic Partnerships in the Field of Education, Training, Youth and Sport. The project aims mainly the at developing a European teaching and training Toolkit for supporting the implementation of Work-Based Learning (WBL) in all stages of vocational education and training (VET) in the fashion sector. Moreover, the project will support the implementation of quality assurance mechanisms for WBL in VET in the fashion sector with a specific focus on feedback loops between iVET and cVET systems. The project consortium is composed by nine partners from four countries (Romania, Bulgaria, Italy and Netherlands) representing two iVET providers, a university a Chamber of Commerce, a Federation of SMEs connected with fashion industries, one research institution, one company in clothing and fashion sector, two consulting companies with experience in education and training policies. The actual research results presented in the paper are based on the survey oriented to the training needs and the impact and benefits of WBL implementation. The data were collected from educational organizations. Also, examples of good practices showing the different challenges and benefits of WBL implementation, were identified. © Published under licence by IOP Publishing Ltd.

The ability of health professionals to collaborate effectively has significant potential impact on patient safety and quality-care outcomes, especially given the increasingly complex and dynamic clinical practice environments of today. Educators of the health professions are faced with an immediate challenge to adapt curricula and traditional teaching methods to ensure graduates are equipped with the necessary interprofessional competencies and (inter)professional values for their future practice. The World Health Organization’s “Framework for action in interprofessional education (IPE) and collaborative practice” promotes IPE as a key strategy to enhance patient outcomes by preparing a “collaborative practice-ready health workforce.” Logistical and attitudinal barriers can hinder integration of IPE into curricula. Lessons learned through the implementation of a planned change to establish four interprofessional seminars (team communication, medical error communication, healthcare English, and small business management) at Heidelberg University Medical Faculty, Germany, are described. A key factor in successfully anchoring IPE seminars in the undergraduate curricula was the structured approach drawing on change management concepts. © 2017 Taylor & Francis.

This article analyses what students attending four Swedish upper secondary school programmes with different social class profiles tried and wanted to influence in relation to mathematics teachers’ pedagogic practice and responses during the year 2008/2009. The theoretical framework is based on Bernstein’s theories regarding power and control. The analyses draw on ethnographic observations of classes taking the Natural Science and Social Science academic programmes, and the Vehicle and Child and Recreation vocational programmes, at two Swedish upper secondary schools. Students attending different programmes tried to influence the teaching. However, what the students taking the academic and vocational programmes were able to influence considerably differed. Generally, the vocational students exerted influence more successfully when they wanted to reduce the pace and difficulty of teaching, than when they wished to get more out of their education, while the opposite applied to the academic, especially Natural Science, students. Thus, the power relations reflected the programmes’ social class profiles and the students’ expected positions in society, despite policies at the time to promote democracy and reduce social reproduction in education. The findings support the importance of analysing not only students’ voices, but also their voices in relation to the pedagogic practice they encounter. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

The study was undertaken to investigate Work Integrated Learning (WIL) effects on self-esteem of university students who have participated in such programmes. The rationale for the study is based on previous empirical evidences that students who have undergone WIL achieved improved soft skills and competences and this impacts on the students' self-esteem. Data was collected using structured survey instrument. The respondents are 205 public university students majoring in accountancy who have undergone six months compulsory internship. Findings support that the soft skills obtained during their internship will influence the students' selfesteem. © 2017 International Journal of Learning and teaching. All Rights Reserved.

The article is aimed at improving the quality of vocational training for students majoring in oil and gas engineering in the process of enhancing the students' research activities on the basis of educational, scientific and industrial integration. The students' research activities contribute to the gradual development of their scientific technical creativity. Having analyzed foreign and domestic theoretical and practical experience, the authors proposed a methodology for assessing the effectiveness of students' participation in all forms of research activities integrated into the learning process and complementing the learning process. The ways to enhance research activities were suggested in the article. Network interaction with employers is implemented at the branch of the Tyumen Industrial University. The systemic educational and research work is one of the most important directions in the formation of a science-oriented educational environment at the university, the implementation of which in the teaching and upbringing process is one of the main conditions for improving research activities at the university.

Through full investigation and demonstration, the "3+2"(3-year education on clinical medicine+2-year training of assistant general practitioner)" training program of assistant general practitioners was made. The training mode of the two-phase(in-school phase and out-school phase) and four-gradient(in-school theory and experiment as well as practical teaching, hospital and community practice as well as social practice, graduation internship in clinic, standardized training of assistant general practitioner) was designed. We carry out the connotation construction of the training of assistant general practitioner by building the "double-qualified(specialized in both theory courses and clinical practice)" teaching staff of general medicine, reconstructing the curricula system, selecting teaching courses, innovating teaching methods and means, intensifying and innovating practical teaching, building education base of general practitioners, framing diversified evaluation systems and extending the second classroom, so as to improve the quality of the talents cultivation and provide valuable experience for fully carrying out the"3+2" training of assistant general practitioner. © © 2017 by the Chinese General Practice.