Search Results for
"Teaching"

This paper focuses on teacher education in the English further education sector, where the teaching of disciplinary and pedagogic knowledge is an issue. Using research findings, the paper advocates an approach based on collaboration and informed research to emphasize and integrate knowledge(s) in situated teaching contexts despite working in a climate of competition as advocated by the current neo-liberal government. © 2014, © 2014 Society for Educational Studies.

Make sure your culinary arts students are prepared for the "real world!" Standing the Heat: Assuring Curriculum Quality in Culinary Arts and Gastronomy chronicles the creation and development of an undergraduate degree program in culinary arts at the Dublin Institute of Technology. Written by the head of the institute's School of Culinary Arts and Food Technology, Standing the Heat is a handbook for developing a curriculum that maximizes career opportunities for students as an alternative to the limited path of instructional training offered in hotel management or hospitality degrees. The book details the merger of a vocational education with a more cognitive education that prepares chefs to be more than mere "cooking operatives," introducing educational concepts that establish the culinary arts as a discipline deserving of serious scholarly attention. Standing the Heat: Assuring Curriculum Quality in Culinary Arts and Gastronomy is a first-hand account of efforts by the School of Culinary Arts and Food Technology to raise culinary arts education to the degree level as a remedy to the traditional formal education and training that have failed to prepare students for life in the "real world." The book assembles a course of study that produces culinarians who are capable and responsible decision makers, ready to meet the challenges of operating a business while incorporating the values of food safety, customer care, ethics, and passion into the highest quality foodservice. Topics addressed in the book include: Admission criteria. teaching staff recruitment and development. Physical resources. Course management. Student guidance. Examinations and syllabuses. Course review and much more! Standing the Heat: Assuring Curriculum Quality in Culinary Arts and Gastronomy is an important step in establishing the culinary arts as a viable curriculum in higher education. This book is essential for hotel school program directors and practitioners, researchers, academics, and students in the field of culinary arts. © 2004 by Taylor & Francis. All rights reserved.

Developing software by teams which adopted the agile de-velopment methodology such as Scrum seems totally natu-ral in industry. On the other hand, students belonging to graduate schools of information science who have some ex-perience on the agile team software development are rare. In the initial education on the Scrum, there exists some challenges. The first one is a concept of self-organization. In the Scrum project, members of the team determine how best to accomplish the tasks by themselves. However, it is challenging for students with less experience on team soft-ware development to cultivate the self-organizing team by themselves. The 2nd one is inequality on task assignment. In the Scrum project, each member pulls tasks to perform, and do not wait to be assigned by Project Manager. The assignment behavior may cause inequality on task assign-ment. As a result, such inequality may also cause inequality on learning opportunities to acquire skills and knowledge on the process and the product. In this paper, we propose quantitative assessment methods for the Scrum project with using TiDD(Ticket Driven Development) for the initial edu-cation on the Scrum framework and web application produc-tion. We report on our basic PBL(Project-Based Learning) course which involved 49 students. The use of quantitative criteria enabled students and teachers to assess the Scrum projects in the viewpoints of quality, assignment, and deliv-ery of projects. Copyright © 2014 ACM.

This paper proposes a conceptual framework for measuring CNC Machining skill of diploma level technical students. This framework describes CNC machining skills and the relevant concepts, theories, and variables of machining skill development to prepare students to become a CNC Machinist or CNC Technician. The framework is based on three primary phases: a) input phase based upon the literature review, b) process phase based upon the rationales consolidated from the input phase which includes data collection and analysis, and c) output phase which is to establish the core and supporting tasks needed in a job. The framework can be used to guide the development of an educational or training program in CNC Machining Technology. It can also provide feedback to instructors seeking to improve the effectiveness of technology training. This is in alignment with the National Occupational Skill Standard (NOSS) which describes the knowledge, skills and abilities required to perform machining tasks in the industry. © 2014 IEEE.

Considerable research has been conducted based on the assumption that teachers' psychological characteristics are associated with teaching effectiveness. However, the evidence for this assumption is limited: most research on the topic has been limited to investigations of the links between teachers' self-reported characteristics and other within-teacher, self-reported outcomes. The purpose of this study was to systematically analyze the research exploring two psychological characteristics (self-efficacy and personality) and measures of teaching effectiveness (evaluated teaching performance and student achievement). Analysis of 43 studies representing 9216 participants reveals a significant but small effect size of r-=.10 between overall psychological characteristics and teaching effectiveness. The strongest effect found was for self-efficacy on evaluated teaching performance (r-=.28). Implications for practice and future research are discussed. © 2014 Elsevier Ltd.

In this chapter, two issues are discussed that impact teaching and learning in technical and technology education. The issues are bound together by a concept of constructed knowledge and its inherent value. Knowledge constructed and operationalized in non-academic contexts is not well recognized in universities as having intellectual value. Developing knowledge that may be out of context from discipline homes can be misunderstood as lacking depth, when in fact they are highly complex arrangements of interdisciplinary constructed knowledge. The second issue is about how to conceptualize an educational structure in which this complex inter-disciplinary knowledge can be better recognized across educational divisions and strata. STEM (Science, Technology, Engineering, and Mathematics) is a well-established curriculum model that gives both clear definition/delineation (and cohesive purpose) to the interdependent discipline strands of the constructed knowledge under discussion. The chapter closes with an argument for a STE(A)M model, articulating the inclusion of an additional-alternative component for the Artist, Artisan, Artificer, Alchemist, Architect, and so forth, as a model to access, create, and re-value the construction of knowledge within universities of the 21st century. © 2014, IGI Global.

As computers and Internet connections become widely available in schools and classrooms, it is critical to examine cross-cultural issues in the utilization of information and communication technologies. Effects of Information Capitalism and Globalization on teaching and Learning examines issues concerning emerging multimedia technologies and their challenges and solutions in teaching and learning. This premier reference work explores the global society's effect on learning, a crucial topic for educators, technologists, students, and researchers looking to find, create, or adapt technology for use in other cultures. © 2014 by IGI Global. All rights reserved.