Search Results for
"Teaching"

[No abstract available]

In the past decade, traditional classroom teaching models have been transformed in order to better promote active learning and learner engagement. Implementation and Critical Assessment of the Flipped Classroom Experience seeks to capture the momentum of non-traditional teaching methods and provide a necessary resource for individuals who are interested in taking advantage of this pedagogical endeavor. Using narrative explanations and foundation materials provided by experienced instructors, this premier reference work presents the benefits and challenges of flipped methodology implementation in today's classroom to educators and educational administrators across all disciplines and levels. © 2015 by IGI Global. All rights reserved.

The purpose of this study was to document the history of music education at the New York Institution for the Blind (NYIB) from the opening of the school in 1832 through the tenure of the facility's first music director, Anthony Reiff. Research questions pertained to the school's origin and operation and to its music curriculum, pedagogy, faculty, ensembles, and resources. The NYIB provided a home and education for students ages eight to twenty-five. The music program served as recreation and vocational training and as a means of promoting the school. Reiff joined the faculty in 1835 and established a band and choir that performed throughout the city and surrounding states. In 1847, the board of managers hired George F. Root as head of vocal music and named Reiff director of the instrumental division. Sigismund Laser replaced Root in 1855 and remained at the NYIB until 1863, when both he and Reiff left the school. The faculty at the NYIB developed and promoted effective methods for teaching music to people with blindness and prepared graduates to serve as church musicians, piano tuners, and music educators. Findings from this study might serve to remind music educators of past pedagogical methods and principles applicable in teaching students who are blind today. © 2014 National Association for Music Education.

This paper presents the educational outcomes of a Project-Based-Learning (PBL) approach as applied in urban design education by graduate students at the Master of Urban Planning and Design program, Department of Architecture and Urban Planning, College of Engineering, Qatar University. PBL approach has always proved effective in teaching and learning in engineering, architecture and urban design programs. It engages learners, teachers and community in investigating and designing real life, community based projects. Doha, the capital of Qatar, is experiencing rapid urban change since the second half of the 20th century. This rapid urbanization has resulted in the remarkable transformation of its urban environment and the disappearance of traditional neighborhoods, that were replaced by modern mega real-estate developments, public buildings and infrastructure projects. Currently mega development projects are introducing new infrastructure projects; roads and metro, that are expected to impact the city in an unprecedented way. Mega infrastructure projects provide ample opportunity to reduce car dependency and provide pedestrian walkways and cycling lanes. Underground metro stations provide public transportation access to the city downtown that require urban transformation and changes. The students of Urban Planning Legislations course at the Master of Urban Planning and Design program were introduced to the following questions: What is the expected impact of these mega infrastructure projects on the city, especially the city center? What urban design strategies and legislations are needed to achieve maximum benefit from this vast investment? And finally, what types of urban design projects are needed to achieve these goals? The students were required to propose urban design projects that address these concerns. The projects proposed revitalization of a traditional neighborhood and three urban corridors to be developed in the city downtown benefiting from the construction of mega underground metro stations. © 2015 IEEE.

[No abstract available]

The proceedings contain 39 papers. The topics discussed include: learning strategy for a prospective professional engineer; a cooperative project based learning course for engineer students in biotechnology and chemical engineering; improving teamwork skills of the students by extracurricular activities; a case study: technology education internationalization; using CFD techniques in teaching rectangular settling tank hydrodynamics; enhancing engineering education via physical experiments: the case of learning energy storage with a flywheel system; case study regarding teaching design for quality at graduate level; teaching and training values in vocational education. retrospective view; and preparing smart students through performing problem based learning activities within university-industry collaborative knowledge sharing platform.

This paper starts by exploring the relevance of Bernstein’s work on vertical and horizontal discourses and the constitution of professional knowledge for conceptualisation of the knowledge needed for teaching practice. Building on arguments for the differentiated nature of knowledge, and drawing on the work of Winch, Young and Muller on expertise, and the sociology of the professions, this paper advances a conception of teaching as a ‘specialised professional practice’ that requires the support of particular socio-epistemic arrangements and conditions embedded in professional communities. Prevalent notions of teaching and teacher education that find favour in some European countries are examined in the light of these arguments, with particular reference to recent reforms in England. © 2015 Association for Teacher Education in Europe.

Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learning/teaching material design, in delivering curriculum content, in assessing students and its effect on students' competence development. Data was collected through observation, opinion survey and competence test. Qualitative and quantitative methodologies were used for data interpretation and analysis in this descriptive type of research study. Findings revealed that the learning materials are mainly theory oriented and mostly cover those contents usually common in exams. About half of teachers are aware of the taxonomy for learning, teaching and assessing, but they rarely put importance on it. In the classroom, teachers spend only a little time for delivering content at the level of apply/analyse. However, a significant number of tasks performed in labs are practical and occupation relevant and can be classified at higher levels of the taxonomy. In student assessment, the test-items assess mainly theoretical knowledge at the level of remember. The effect of these practices is reflected in demonstrating student performance in a competence test. The study concludes with some recommendations. © 2015 European Research Network Vocational Education and Training. All rights reserved.

This article reviews research relating to the concept of ‘the professional’ then considers ‘the teaching professional’ and in particular the ‘post-compulsory education (PCE) teaching professional’ in more depth. Recent positive models of the teaching professional are analysed, including the expansive professional and the democratic professional, and a new model from the author’s research is proposed entitled the ‘connected professional’. This draws together a number of key positive components from other models, but also includes a strategy for enacting the model called ‘growing connections’. This is argued to offer a potentially more realisable goal for the future of PCE teaching professionals. The article concludes by offering a set of key characteristics of the PCE teaching professional and calls for adoption of the models offered. © 2015 Association for Research in Post-Compulsory Education (ARPCE).

Purpose – The purpose of this paper is to discuss that in 2012, a small group of teaching staff in a new diploma of Education Studies program came together to critically reflect on teaching approaches that either hindered or encouraged learners to thrive in the transition environment in higher education (HE). Design/methodology/approach – This paper reports on the use of case writing as a methodological tool for engaging in reflexive inquiry in a HE cross-faculty setting; it also adds a further dimension to the work of (Burridge et al., 2010). The team used a systematic coding activity, known as “threading,” to unpack over-arching themes that were embedded in each other’s narratives. Findings – Throughout the two years of the project, 12 cases were presented on key critical teaching moments that the researchers had experienced. The themes varied and included topics like student reflections on why they found learning challenging, teachers’ mixed emotions about failing students, difficulties for teachers in having to persuade students to read academic texts, teacher/student confrontations and student resilience amidst challenges linked to their personal and student lives. Social implications – A central theme to emerge from the research was that complexities arise for teachers when they are faced with learners who are apparently not suited to the career pathway they have signed up for. Originality/value – Through using a collaborative practitioner research framework, enunciating concerns were raised and different interpretations of the same incident were shared. The paper concludes that case writing can assist academics to be more informed of teaching approaches that lead to successful learning outcomes. © Emerald Group Publishing Limited.