Results for 'quality assessment of teaching and learning processes'

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  1.  5
    Enhancing the Quality of Learning: Dispositions, Instruction, and Learning Processes.John R. Kirby & Michael J. Lawson (eds.) - 2012 - New York: Cambridge University Press.
    High quality learning is extensive, well integrated, deep, and supports the use of knowledge in new situations that require adaptation of what has been learned previously. This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. The book addresses relationships between quality of learning and learners' dispositions, teaching methods, cognitive strategies, assessment and technologies that can support learning. The chapters provide theoretical (...)
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  2.  7
    The application of artificial intelligence assistant to deep learning in teachers' teaching and students' learning processes.Yi Liu, Lei Chen & Zerui Yao - 2022 - Frontiers in Psychology 13.
    With the emergence of big data, cloud computing, and other technologies, artificial intelligence technology has set off a new wave in the field of education. The application of AI technology to deep learning in university teachers' teaching and students' learning processes is an innovative way to promote the quality of teaching and learning. This study proposed the deep learning-based assessment to measure whether students experienced an improvement in terms of their mastery (...)
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  3.  5
    The Silk Road of Higher Medical Education: the First Joint Steps.Sergiy Kurbatov - 2018 - Filosofiya osvity Philosophy of Education 22 (1):283-286.
    The article is devoted to the observation of the work of The Second International Forum on Higher Medical Education, which was conducted at China Medical University in Shenyang, China in May, 26-27, 2018. About 300 participants from 49 medical higher educational institutions, located in 15 countries took part in this academic event. The main topics, which were discussed during the forum, were internationalization of higher medical education, implementation of modern innovations in teaching and learning processes, quality (...)
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  4.  12
    Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teachinglearning Task.Naoyuki Takeuchi, Takayuki Mori, Yoshimi Suzukamo & Shin-Ichi Izumi - 2017 - Frontiers in Psychology 7.
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  5.  19
    The contemporary relevance of John Dewey's theories on teaching and learning: Deweyan perspectives on standardization, accountability, and assessment in education.JuliAnna Ávila, A. G. Rud, Leonard J. Waks & Emer Ring (eds.) - 2022 - New York, NY: Routledge, Taylor & Francis Group.
    Through expert analysis, this text proves that John Dewey's views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment. The Contemporary Relevance of John Dewey's Theories on Teaching and Learning deconstructs issues regarding accountability mechanisms, uniform assessment systems, and standardization processes through a Deweyan lens. Connecting (...)
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  6.  8
    Assessment of the teaching learning process in Dentistry internship in Camagüey.Jacqueline Legañoa Alonso, Mayelín Soler Herrera, Yedilma Souto Nápoles, Carmen Alonso Montes-de-Oca & Magalis Castellano Zamora - 2018 - Humanidades Médicas 18 (3):455-468.
    RESUMEN Fundamento: La asignatura Atención Integral a la Población, se imparte durante el quinto año de la carrera de Estomatología. Objetivo: Exponer los criterios de los estudiantes, egresados y profesores respecto al proceso docente educativo de la asignatura Atención Integral a la Población. Métodos: Se realizó una investigación educacional observacional-descriptiva transversal en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Camagüey, desarrollada desde septiembre 2015 a octubre 2017.El universo estuvo constituido por 63 estudiantes del quinto año, 90 (...)
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  7.  20
    Inquiry and growth: The dance of teaching and learning.Winifred Wing Han Lamb - 2018 - Journal of Philosophy in Schools 5 (2):35-52.
    The notions of ‘growth’ and ‘inquiry’ are central in the Philosophy for Children movement. Phil Cam’s writings on these concepts clearly map their close connection and, in the process, raise further questions for teachers of philosophy on curriculum content and the management of inquiry itself. With reference to the senior secondary context, I show how Cam’s exposition points to the teacher’s significant role, not only in the management of inquiry, but also in his or her participation as a learner in (...)
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  8.  65
    Strengthening Morality and Ethics in Educational Assessment through Ubuntu in South Africa.Peter A. D. Beets - 2012 - Educational Philosophy and Theory 44 (s2):68-83.
    While assessment is regarded as integral to enhancing the quality of teaching and learning, it is also a practice fraught with moral and ethical issues. An analysis is made of current assessment practices of teachers in South Africa which seem to straddle the domains of accountability and professional codes of conduct. In the process the position of the teacher as mediator between policies and diverse learner needs is explored in the light of moral and ethical (...)
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  9.  25
    Challenges in the TeachingLearning Process of the Newly Implemented Module on Bioethics in the Undergraduate Medical Curriculum in India.Barna Ganguly, Russell D’Souza & Rui Nunes - 2022 - Asian Bioethics Review 15 (2):155-168.
    The National Medical Commission of India introduced the Competency Based Curriculum in Medical Education for undergraduate medical students in 2019 with a new module named Attitude, Ethics and Communication (AETCOM) across the country. There was a consensus for teaching medical ethics in an integrated way, suggesting dedicated hours in each phase of undergraduate training. The AETCOM module was prepared and circulated as a guide to acquire necessary competency in attitudinal, ethical and communication domains. This study was aimed to explore (...)
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  10.  49
    Managing teaching and learning in further and higher education.Kate Ashcroft - 1994 - Washington, DC: Falmer Press. Edited by Lorraine Foreman-Peck.
    This handbook covers ways of managing the teaching, learning and assessment process to improve students' learning.
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  11.  17
    Social significance of a virtual environment for the teaching and learning of descriptive Statistics in Medicine degree course.Sandra López Lamezón, Roberto Rodríguez López, Luis Manuel Amador Aguilar & Luis Mariano Azcuy Lorenz - 2018 - Humanidades Médicas 18 (1):50-63.
    Los estudios de ciencia, tecnología y sociedad revelan las interrelaciones entre la ciencia y la tecnología como procesos sociales. Este artículo persigue como objetivo: valorar la significación social de un entorno virtual en la enseñanza aprendizaje de la Estadística descriptiva en la carrera de Medicina. El diagnóstico preliminar mediante de la observación, la encuesta y el análisis documental, mostró que existen insuficiencias en el uso de las tecnologías de la información y las comunicaciones en el proceso de enseñanza aprendizaje de (...)
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  12.  6
    Assessment of multiple subjects' synergetic governance in vocational education.Min Wu & Md Nazirul Islam Sarker - 2022 - Frontiers in Psychology 13.
    Synergetic governance is a practical approach to ensure quality in the teaching-learning process at multi-dimensional perspectives. This study intends to explore the potential of a synergetic governance approach in the vocational education system. A systematic literature review has been done by applying the PRISMA approach. The last 21 years' literature has been analyzed, and a synergetic governance model has been developed. This study reveals that the synergetic governance of education deals with integrating all available resources to enhance (...)
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  13.  16
    Long-Term Promotive and Protective Effects of Early Childcare Quality on the Social–Emotional Development in Children.Corina Wustmann Seiler, Fabio Sticca, Olivia Gasser-Haas & Heidi Simoni - 2022 - Frontiers in Psychology 13:854756.
    The present study aimed to examine the longitudinal promotive and protective role of process quality in regular early childhood education and care (ECEC) centers in the context of early cumulative family risks on children’s social–emotional development from early to middle childhood. The sample consisted of 293 (T1;Mage = 2.81), 239 (T2;Mage = 3.76), and 189 (T3;Mage = 9.69) children from 25 childcare centers in Switzerland. Fourteen familial risk factors were subsumed to a family risk score at T1. Parents and (...)
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  14.  34
    Particularity, presence, art teaching, and learning.Julia Kellman - 2007 - Journal of Aesthetic Education 41 (1):51-61.
    In lieu of an abstract, here is a brief excerpt of the content:Particularity, Presence, Art Teaching, and LearningJulia Kellman (bio)The Awful, the Particular, and the TranscendentYears ago in a life drawing class during graduate school, for who knows what reason, I chose to focus my drawing on the model's head and not on her entire form. She was wearing an enormous and elaborate black velvet hat with yards of veiling and several large red silk roses. The combination of textures, (...)
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  15.  7
    Modeling and analysis of barriers to ethics in online assessment by TISM and fuzzy MICMAC analysis.Adya Sharma, Nehajoan Panackal & Sonica Rautela - 2022 - Asian Journal of Business Ethics 11 (Suppl 1):111-138.
    The pandemic of COVID-19 has altered the world canvas forever. The education sector, too, has been impacted by the same. There has been a phenomenal rise in e-platforms for teaching, learning, and evaluation. Teachers and students had to train themselves overnight to embrace the changing dynamics of the education sector. The change has been marked with challenges. In this new education landscape, online exams have occupied center stage. While the idea of giving exams from any part of the (...)
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  16.  59
    Lessons learned from implementing a responsive quality assessment of clinical ethics support.Eva M. Van Baarle, Marieke C. Potma, Maria E. C. van Hoek, Laura A. Hartman, Bert A. C. Molewijk & Jelle L. P. van Gurp - 2019 - BMC Medical Ethics 20 (1):1-11.
    BackgroundVarious forms of Clinical Ethics Support (CES) have been developed in health care organizations. Over the past years, increasing attention has been paid to the question of how to foster the quality of ethics support. In the Netherlands, a CES quality assessment project based on a responsive evaluation design has been implemented. CES practitioners themselves reflected upon the quality of ethics support within each other’s health care organizations. This study presents a qualitative evaluation of this Responsive (...)
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  17.  34
    Dialogic Teaching and Moral Learning: Self‐critique, Narrativity, Community and ‘Blind Spots’.Andrea R. English - 2016 - Journal of Philosophy of Education 50 (2):160-176.
    In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and (...)
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  18.  44
    Evaluating teaching and students' learning of academic research ethics.Deni Elliott & Judy E. Stern - 1996 - Science and Engineering Ethics 2 (3):345-366.
    A team of philosophers and scientists at Dartmouth College worked for three years to create, train faculty and pilot test an adequate and exportable class in research methods for graduate students of science and engineering. Developing and testing methods for evaluating students’ progress in learning research ethics were part of the project goals. Failure of methods tried in the first year led to the refinement of methods for the second year. These were used successfully in the pilot course and (...)
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  19.  32
    Teachers’ Identity, Self and the Process of Learning.Halvor Hoveid & Marit Honerød Hoveid - 2008 - Studies in Philosophy and Education 27 (2):125-136.
    In this paper we try, by drawing on some insights from practical knowledge, to bridge a gap between common conceptions of teaching on the one hand, and of learning on the other. In Western traditions of educational thought and discourse, practical knowledge—i.e. the dynamics of thinking, speaking, acting, and personal writing—is frequently separated from disciplinary knowledge: i.e. the knowledge of academic disciplines. But this separation often fails to recognize an inherent dialectic in teaching and learning. Through (...)
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  20.  16
    Assessment of Whitehead Process Philosophy and Pedagogy in Nigeria: Implications for Global Citizenship among Teachers and Students.Felix Okechukwu Ugwuozor - 2020 - Open Journal of Philosophy 10 (3):277-299.
    This paper assesses teachers’ and students’ self-perception as global citizens in the context of Alfred North Whitehead Process Philosophy. The aim of the paper is to identify the potential for global citizenship within pedagogy and learning. One hundred students and 50 teachers from Peaceland College of Education, Enugu, in Nigeria, were selected systematically and examined on their belief that an action in situ could pose global consequences or benefits. Respondents were also assessed on other dimensions of globalization. Results showed (...)
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  21.  36
    The Deskilling of Teaching and the Case for Intelligent Tutoring Systems.James Hughes - 2022 - Journal of Ethics and Emerging Technologies 31 (2):1-16.
    This essay describes trends in the organization of work that have laid the groundwork for the adoption of interactive AI-driven instruction tools, and the technological innovations that will make intelligent tutoring systems truly competitive with human teachers. Since the origin of occupational specialization, the collection and transmission of knowledge have been tied to individual careers and job roles, specifically doctors, teachers, clergy, and lawyers, the paradigmatic knowledge professionals. But these roles have also been tied to texts and organizations that can (...)
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  22.  12
    Teaching and Learning Process of Decision-Making Units in Talented Young Players From U-10 to U-14.Juan Carlos Pastor-Vicedo, Alejandro Prieto-Ayuso, Onofre Ricardo Contreras-Jordán, Filipe Manuel Clemente, Pantelis Theo Nikolaidis, Thomas Johannes Rosemann & Beat Knechtle - 2020 - Frontiers in Psychology 11.
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  23. Sustainable Learning: Inclusive Practices for 21st Century Classrooms.Lorraine Graham, Jeanette Berman & Anne Bellert - 2015 - Cambridge University Press.
    Sustainable Learning: Inclusive Practices for 21st Century Classrooms provides readers with the knowledge and skills to be confident and effective inclusive teachers. The authors show that these skills are essential to quality teachingteaching that is evidence-based, purposeful, relevant and responsive to students' needs. The book employs three overarching frameworks to examine inclusive practices in education: equity, values and sustainability. Chapter features include: • 'Think and do' exercises • Examples, case studies and vignettes • Tables, (...)
     
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  24.  23
    An Approach to Multi-attribute Group Decision Making with Trapezoidal Interval Type-2 Fuzzy Sets and Application to Teaching Quality Assessment.Hongren Jiang - 2014 - Journal of Intelligent Systems 23 (4):391-404.
    Trapezoidal interval type-2 fuzzy sets are a special kind of type-2 fuzzy sets. TIT2FSs are useful in dealing with fuzziness inherent in decision data and the decision-making process. For multi-attribute group decision-making problems in which the attribute values and attribute weights are TIT2FSs, a new decision-making approach is proposed. On the basis of the concept of barycenters, a new approach to ranking TIT2FSs is given. Four kinds of geometric aggregation operators for TIT2FSs are developed, including the TIT2FS weighted geometric average (...)
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  25.  4
    Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education.Carla H. Geveke, Henderien W. Steenbeek, Jeannette M. Doornenbal & Paul L. C. Van Geert - 2017 - Frontiers in Psychology 8.
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  26.  6
    Reconceptualizing participant vulnerability in Scholarship of Teaching and Learning research: exploring the perspectives of health faculty students in Aotearoa New Zealand.Amanda B. Lees, Rosemary Godbold & Simon Walters - 2024 - Research Ethics 20 (1):36-63.
    While the need to protect vulnerable research participants is universal, conceptual challenges with the notion of vulnerability may result in the under or over-protection of participants. Ethics review bodies making assumptions about who is vulnerable and in what circumstance can be viewed as paternalistic if they do not consider participant viewpoints. Our study focuses on participant vulnerability in Scholarship of Teaching and Learning (SoTL) research. We aim to illuminate students’ views on participant vulnerability to contribute to critical analysis (...)
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  27.  9
    Freedom to innovate.Christopher C. Deneen & Michael Prosser - 2021 - Educational Philosophy and Theory 53 (11):1127-1135.
    Freedom to innovate in teaching and learning are essential to meaningful higher education. Universities’ rhetorical commitments to freedom and innovation are ubiquitous and quite homogenous. Beneath the rhetoric, however, lie sharp divides between neo-liberal and Humboldtian approaches to innovation, course design, teaching and learning. This article argues that to understand the authentic approach of a university to innovation requires going beyond the rhetoric. We must instead examine context-specific experiences and understandings of the curriculum, especially in terms (...)
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  28.  15
    The notion of active responsive understanding in the teaching and learning process.Rita Maria Diniz Zozzoli - 2012 - Bakhtiniana 7 (1):253 - 269.
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  29.  38
    Problem-based learning for professionalism and scientific integrity training of biomedical graduate students: process evaluation.N. L. Jones, A. M. Peiffer, A. Lambros & J. C. Eldridge - 2010 - Journal of Medical Ethics 36 (10):620-626.
    Objective We conducted a process evaluation to (a) assess the effectiveness of a new problem-based learning curriculum designed to teach professionalism and scientific integrity to biomedical graduate students and (b) modify the course to enhance its relevance and effectiveness. The content presented realistic cases and issues in the practice of science, to promote skill development and to acculturate students to professional norms of science. Method We used 5-step Likert-scaled questions, open-ended questions, and interviews of students and facilitators to assess (...)
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  30.  40
    The illusion of teaching and learning: Zhuangzi, Wittgenstein, and the groundlessness of language.Michael Dufresne - 2017 - Educational Philosophy and Theory 49 (12):1207-1215.
    Beginning with an anecdote from the Zhuangzi about a wheelwright who is unable to pass on his knack for wheel-making to his son, this article goes on to argue that the process of teaching and learning in this context should not be understood as one of transmitting knowledge but instead as one of cultivating habits. According to Zhuangzi, learning does not mean attaining truths given to one by another, but means familiarizing oneself with concepts by applying them (...)
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  31.  30
    Teaching and learning ethics: Medical ethics and law for doctors of tomorrow: the 1998 Consensus Statement updated.G. M. Stirrat, C. Johnston, R. Gillon & K. Boyd - 2010 - Journal of Medical Ethics 36 (1):55-60.
    Knowledge of the ethical and legal basis of medicine is as essential to clinical practice as an understanding of basic medical sciences. In the UK, the General Medical Council requires that medical graduates behave according to ethical and legal principles and must know about and comply with the GMC’s ethical guidance and standards. We suggest that these standards can only be achieved when the teaching and learning of medical ethics, law and professionalism are fundamental to, and thoroughly integrated (...)
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  32. Proceedings of the 4th World Conference on Research Integrity: Brazil, Rio de Janeiro. 31 May - 3 June 2015.Lex Bouter, Melissa S. Anderson, Ana Marusic, Sabine Kleinert, Susan Zimmerman, Paulo S. L. Beirão, Laura Beranzoli, Giuseppe Di Capua, Silvia Peppoloni, Maria Betânia de Freitas Marques, Adriana Sousa, Claudia Rech, Torunn Ellefsen, Adele Flakke Johannessen, Jacob Holen, Raymond Tait, Jillon Van der Wall, John Chibnall, James M. DuBois, Farida Lada, Jigisha Patel, Stephanie Harriman, Leila Posenato Garcia, Adriana Nascimento Sousa, Cláudia Maria Correia Borges Rech, Oliveira Patrocínio, Raphaela Dias Fernandes, Laressa Lima Amâncio, Anja Gillis, David Gallacher, David Malwitz, Tom Lavrijssen, Mariusz Lubomirski, Malini Dasgupta, Katie Speanburg, Elizabeth C. Moylan, Maria K. Kowalczuk, Nikolas Offenhauser, Markus Feufel, Niklas Keller, Volker Bähr, Diego Oliveira Guedes, Douglas Leonardo Gomes Filho, Vincent Larivière, Rodrigo Costas, Daniele Fanelli, Mark William Neff, Aline Carolina de Oliveira Machado Prata, Limbanazo Matandika, Sonia Maria Ramos de Vasconcelos & Karina de A. Rocha - 2016 - Research Integrity and Peer Review 1 (Suppl 1).
    Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...)
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  33.  3
    Teaching and Learning for Wholeness: The Role of Archetypes in Educational Processes.Clifford Mayes - 2016 - Rowman & Littlefield Publishers.
    In Teaching for Wholeness, Clifford Mayes continues to expand the horizons of Jungian pedagogy, a movement that draws upon the thought of Carl Jung and Jungian scholars to address crucial educational issues and define new ones. Mayes leads readers through an analysis of Freudian and post-Freudian psychology in educational theory and practice, an examination of the epistemological foundations of Jungian thought, and a demonstration of how Jungian psychology can uniquely help teachers reflect deeply upon their roles as educators.
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  34.  9
    Gender, Teaching, and Research in Higher Education: Challenges for the 21st Century.Gillian Howie & Ashley Tauchert - 2002 - Routledge.
    Gender, Teaching and Research in Higher Education presents new insights and research into contemporary problems, practical solutions, and the complex roles of teaching and learning in the international academy. Drawing together new research from contributors spanning a range of international and interdisciplinary perspectives, this book discusses topics of particular importance in the UK, USA, Australasia and South Africa, including: curriculum, boundary disciplines and research assessments, the Higher Education institution, educational practice, authority and authorization, teaching and counselling. (...)
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  35.  4
    Challenging formalization in education and beyond: problems and solutions for traditional and online learning.Peter Serdyukov - 2023 - New York, NY: Routledge.
    Challenging Formalization in Education and Beyond addresses the effects of today's attempts to organize knowledge, processes, and performance in education, particularly in its ever-growing digital environments. As on-site, blended, and fully online learning become deeply interdependent, secondary and higher education managers and instructors who seek to integrate, apply, and teach within these formats using standardized rules, assessments, algorithms, and accountability structures may be doing unintended harm to their students. Focusing on students' performance, health, cognition, behavior, and learning (...)
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  36.  16
    What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years.Manja Attig & Sabine Weinert - 2020 - Frontiers in Psychology 11.
    It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status (...)
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  37.  13
    A Framework for Review of Ethics Instruction.James Haines, Kanalis Ockree & David Sollars - 2009 - Journal of Business Ethics Education 6:69-92.
    Assessment of learning” is a key phrase well known to all quality business schools. This paper presents a detailed description of the processes undertaken by one university’s school of business to assess its ethics education learning environment with respect to internal values and goals, AACSB standards and expectations, and best practices established by external entities. This paper shows that generous resources are not the sine qua non of quality ethics instruction. There are many steps (...)
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  38.  21
    A Framework for Review of Ethics Instruction.James Haines, Kanalis Ockree & David Sollars - 2009 - Journal of Business Ethics Education 6:69-92.
    Assessment of learning” is a key phrase well known to all quality business schools. This paper presents a detailed description of the processes undertaken by one university’s school of business to assess its ethics education learning environment with respect to internal values and goals, AACSB standards and expectations, and best practices established by external entities. This paper shows that generous resources are not the sine qua non of quality ethics instruction. There are many steps (...)
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  39.  14
    Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns.Juan-Ignacio Pozo, María-Puy Pérez Echeverría, Beatriz Cabellos & Daniel L. Sánchez - 2021 - Frontiers in Psychology 12.
    The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of (...) activities. It was answered by 1,403 teachers from Spain. The proposed activities varied depending on the learning promoted, the learning outcomes, the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies. (shrink)
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  40.  6
    Self-assessment of the level of satisfaction and self-confidence of students' singing competence at the Teacher Education faculty.Jelena Blašković Galeković - 2023 - Metodicki Ogledi 29 (2):229-255.
    Singing is a way of musical expression interwoven into the human beings' very essence. Voice, as an intimate instrument invisible to the eye, demands as fuller use as possible, which includes muscular stamina and refined listening to sounds. In the educational system, singing is a part of a structured programme with the goal of developing singing abilities and musical culture of participants in the educational process in general. Feeling self-confident and having an image of oneself as a competent and qualified (...)
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  41.  24
    La Evaluación del Alumno en un Proceso de Enseñanza-Aprendizaje en la Modalidad Virtual (The Student's Evaluation in a Teaching-Learning Process in Virtual Modality).Armando Tijerina Garcia - 2010 - Daena 5 (2):145-169.
    Resumen. Este artículo ofrece una propuesta enfocada a optimizar el proceso de evaluación sobre el aprovechamiento del alumno, en un ambiente virtual, mediante el concepto GROUPWARE:, técnicas de comunicación grupal, utilizando las Nuevas tecnologías de Información y las Comunicaciones [NTIC’s], como herramientas básicas, llevando el registro y seguimiento estadístico del aprovechamiento actitudinal del estudiante, posibilitando así, el uso y la construcción de índices significativos, seguros y fiables, que permitan al instructor/facilitador/tutor, gestionar de un diagnóstico, sobre el comportamiento, esfuerzo, dedicación y (...)
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  42.  7
    The interdependence of teaching and learning.Bryant Griffith & Douglas J. Loveless (eds.) - 2013 - Charlotte, NC: Information Age.
    The varied chapters of this book seek to capture the complexities of teaching and learning in today's schools, and they share an interest in exploring the influences of knowledge construction in the moment and over time. Teaching and learning are human processes, interrelated and dynamic. We assembled this collection to unpack what it means to teach and to learn, teasing out some of the implications and challenges of such complicated educational processes that are often (...)
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  43.  27
    Engaging Students to Use Their Minds Well: Exploring the Relationship Between Critical Thinking and Formative Assessment.Lawrence Y. Kohn - 2013 - Inquiry: Critical Thinking Across the Disciplines 28 (1):36-45.
    This paper explores the relationship between critical thinking and formative assessment. In this paper Popham’s conception of formative assessment as “a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics” is highlighted as well as a framework from Stiggins and associates . Despite vast research that indicates bothpositively impact student achievement, they are “errors of omission” and vastly (...)
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  44.  38
    Students’ Factors Affecting Undergraduates’ Perceptions of their Teaching and Learning Process within ECTS Experience.Jesús De la Fuente, María Cardelle-Elawar, F. Javier Peralta, M. Dolores Sánchez, José Manuel Martínez-Vicente & Lucía Zapata - 2011 - Frontiers in Psychology 2.
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  45.  10
    Distance Learning and Globalization Processes in the Postmodern World.Vitaliia Prymakova, Tetiana Krasnoboka, Нeorhii Finin, Viktoriia Dobrovolska, Daria Khrypun & Iryna Udovychenko - 2021 - Postmodern Openings 12 (2).
    The article analyzes distance learning and educational processes, such as education, pedagogical technologies, methods and upbringing in the context of globalization trends in the postmodern world. The new technologies, which have prompted and eventually led to globalization processes, indicate the need to master these new technologies since teaching today requires one to apply one’s professional results efficiently. The trend of education is globalization, which seems inevitable under a dramatically changing educational reality. Global education is defined as (...)
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    The Tyranny of ‘Teaching and Learning’.Alex Buckley - 2021 - Studies in Philosophy and Education 40 (4):415-427.
    The phrase ‘teaching and learning’ has essentially replaced the word ‘teaching’ in educational discourse. The linguistic shift occurred as part of a wider movement in the 1980s and 1990s to give greater attention to learning in the educational process, and the phrase served a sloganistic function. With the learning paradigm now largely uncontroversial, the phrase—like other ex-slogans—may now be carrying implications more tied to its literal meaning. This paper suggests that the constant reference to (...) in the context of teaching carries the implication that teaching is always accompanied by learning. After applying Gilbert Ryle’s distinction between task and achievement verbs, the paper argues that under certain interpretations, the idea that teaching implies learning is deeply problematic. The paper proposes that we instead use ‘teaching and studying’: to communicate the deep connections between the activities carried out by teachers and students, without supporting the unhelpful idea that the activity of teaching must always lead to the achievement of learning. (shrink)
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    Teaching & Learning Guide for: Full Disclosure of the ‘Raw Data’ of Research on Humans: Citizens’ Rights, Product Manufacturers’ Obligations and the Quality of the Scientific Database.Dennis J. Mazur - 2011 - Philosophy Compass 6 (2):152-157.
    This guide accompanies the following article(s): ‘Full Disclosure of the “Raw Data” of Research on Humans: Citizens’ Rights, Product Manufacturer’s Obligations and the Quality of the Scientific Database.’Philosophy Compass 6/2 (2011): 90–99. doi: 10.1111/j.1747‐9991.2010.00376.x Author’s Introduction Securing consent (and informed consent) from patients and research study participants is a key concern in patient care and research on humans. Yet, the legal doctrines of consent and informed consent differ in their applications. In patient care, the judicial doctrines of consent and (...)
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  48.  39
    Taoist wisdom on individualized teaching and learning—Reinterpretation through the perspective of Tao Te Ching.Fan Yang - 2018 - Educational Philosophy and Theory 51 (1):117-127.
    In an era when individuality has been increasingly emphasized, the development of science and technology has provided technical support for the realization of individuation. However, in an examination-oriented education system, the education model has not attached sufficient importance to individuality. The modern education industry focuses much on the massive production of college degree holders. Student’s unique talents are mostly neglected, and their personality and creativity are not given due consideration in the teaching process. It is time to emphasize individualized (...)
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  49.  14
    Collaborative case-based learning process in research ethics.Erika Löfström, Kairi Koort, María Jesús Rodríguez-Triana & Anu Tammeleht - 2019 - International Journal for Educational Integrity 15 (1).
    The increasing concern about ethics and integrity in research communities has brought attention to how students and junior academics can be trained on this regard. Moreover, it is known that ethical behaviour and integrity not only involve individual but also group norms and considerations. Thus, through action research and participant observation, this research investigates the learning processes through which 64 students collaboratively develop research ethics and integrity competencies. The aim was to understand how bachelor, master and PhD students (...)
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  50.  3
    Deuteronomy and Contextual Teaching and Learning in Christian-Jewish religious education.Jeane M. Tulung, Olivia C. Wuwung, Sonny E. Zaluchu & Frederik R. B. Zaluchu - 2024 - HTS Theological Studies 80 (1):9.
    This research explores the contextual approach within Christian-Jewish religious education, addressing a notable gap in existing literature and offering fresh insights into the application of the Contextual Teaching and Learning (CTL) model within Christian contexts. Through a qualitative literature study employing a three-step methodology, including an in-depth analysis of Deuteronomy 11:19–20, this study reveals that this biblical text provides both educational guidance and theological significance, serving as a foundational support for the CTL model in Christian-Jewish religious education. The (...)
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