Toward a Pedagogy of Transculturality

Critical race media literacy refers to the ability to 1) recognize negative stereotypical portrayals of historically oppressed groups in media, 2) question media producers’ intentions, and 3) produce media content that does not perpetuate stereotypes. Critical race media literacy can be taught in many college classes, but an undergraduate education course that utilizes a multimodal approach to teach students about the various ways learning occurs in the digital age is an excellent opportunity to develop this skill in undergraduates. This article provides specific examples of teaching techniques used in an undergraduate course about technological media and arts-based inquiry.

This study was designed to determine the effectiveness of a group-based teacher-paced master) learning instructional model in undergraduate education courses. Two of six sections of a required education course on teaching handicapped children in regular classrooms were taught using master) learning strategies. Data were gathered from 197 advanced undergraduate students enrolled in the course. Multivariate analysis of covariance showed that even after controlling for demographic and affective variables, students in mastery learning sections scored higher on a common final examination, attained higher course grades, and were absent less often than students in sections taught by more conventional methods. Implications for teacher training and college- level instruction are discussed.

In 2021, I completed an instructional redesign of an online section of a general education (GE) course titled “Criticizing Television.” The redesign focused on utilizing Transparency in Learning and Teaching (TiLT) to create more meaningful engagement and deeper learning opportunities through discussion boards. Using the action research cycle of look, think, and act, this paper documents the redesign process and analyzes the Instructional Redesign assessment data to explore evidence-based practices for supporting meaningful inquiry and student engagement in online undergraduate general education course using TiLT. Strategies to support meaningful inquiry among students engaged in asynchronous online discussions using TiLT are offered.

Objective This study seeks to use a meta-analytical approach to quantitatively assess the results of applying the problem-based learning（PBL） teaching model and the traditional lecture-based learning（LBL）teaching model to basic medical courses in undergraduate medical education. Methods The CNKI and VIP databases were electronically searched to retrieve randomised controlled trial studies that examined the use of PBL methods for basic medical courses in under-graduate medical education. In these studies PBL teaching model was used in experiment group and LBL teaching model was used in control group. Pass rate or test scores was used to evaluate the effect of learning. The retrieved documents ranged from the time that each database was first constructed to December 2012. After two researchers performed literature screening independently, data extraction, and quality assessment procedures in strict accordance with the inclusion and exclusion criteria of this＆amp;nbsp;study, the Stata 11.0 software package was utilized to conduct the meta-analysis. Results This meta-analysis examined 28 studies that included a total of 3703 subjects. The modified Jadad scores of 20 studies（71.4%） were less than 4, and those of 8 studies（28.6%） were more than or equal to 4. The meta-analysis revealed that compared with the traditional teaching model, the PBL teaching model did not produce improved examination passing rates for a course [relative risk（RR）：1.05, 95%confidence interval（CI）：（0.99, 1.10）, P=0.098] but could improve examination scores for a course [standardized mean difference （SMD）： 0.73, 95% CI： （0.51, 0.96）, P<0.001]. Conclusion For basic medical courses in undergraduate medical education, compared to LBL teaching, PBL teaching can improve students＆#39; test scores but cannot improve students＆#39; pass rate. PBL used in basic medical courses has di-versified forms and lacks unified criterion, so there is still a long way to go for the appli-cation of PBL. Key words: Basic medical; Problem-based learning; Lecture-based learning; Teaching effect; Meta-analysis

Purpose: The purpose of this study was to consider the possibility of undergraduate dental education improvement by comparing the dental courses in a Japanese dental school with a UK dental school using the speciality of removable prosthodontics.Methods: Two dental schools, the University of Tokushima in Japan and the University of Birmingham in the United Kingdom, were compared. We compared both dental schools on the curriculum, lectures in removable prosthodontics, phantom head practice in removable prosthodontics, and clinical practice.Results: There are large differences in undergraduate dental education courses between the two dental schools, especially in clinical practice. Clinical practice exposure in the University of Birmingham is more than three times as long as the University of Tokushima. The number of patients available for treatment in Birmingham is much more than Tokushima and the minimum requirements in removable prosthodontics in Birmingham is more than eight times as many as Tokushima.Conclusion: Large differences in the undergraduate dental education courses between the two dental schools, including the number of patients for students, may be caused by the dental policy, the economy, religion and customs. It is important to execute education methods such as virtual reality simulation, Problem-Based Learning (PBL), Web-based courseware and Video-based self learning because of the lack of available patients in Japan.

Climate change and biodiversity loss require us to engage the next generation of scientists in addressing global ecological issues. Introducing undergraduate students to citizen science allows them to learn scientific processes and content while contributing to real‐world applications. We conducted a systematic review of literature to (1) identify what types of undergraduate courses and institutions use citizen science, (2) list the projects and platforms that have been implemented in online courses in undergraduate education, (3) examine how students participated in the projects through online courses, and (4) summarize learning objectives and reported benefits of student participation. In all, 44 studies about the use of citizen science in undergraduate online courses were found in 25 papers in the published literature. The most common projects consisted of classification of species or natural history (e.g., iNaturalist), which could be done mainly online but with data collection completed at a location available to the student. Citizen science projects were incorporated into multiple course formats (e.g., lecture, lab) and class sizes, and students were most frequently asked to collect and submit data. The most frequently reported learning outcomes included increased student interest/engagement, improved appreciation for the relevance of science to the “real world,” and practice using the scientific process, but rigorous assessment data were lacking in papers. The use of citizen science in online courses and institutions appears to be increasing, and we encourage faculty using these approaches with students to publish on their efforts, providing details about their implementation, assessment, and course context.

Instructors' application of the theory of planned behavior in teaching undergraduate physical education courses

Neste artigo relatamos um estudo que tem como objetivo analisar os usos que professores de cursos de licenciatura em física de uma universidade pública federal fazem das Tecnologias Digitais da Informação e Comunicação (TDICs) durante o processo de formação inicial. A pesquisa é de caráter exploratório, e a produção de dados pautada no uso de documentos e entrevista semiestruturada. Por meio da Análise Textual Discursiva, quatro categorias emergentes foram identificadas neste estudo: (i) O lugar das disciplinas de TDIC nos cursos de licenciatura em Física; (ii) Usos das técnicas; (iii) Usos da tecnologia na formação – relação com os processos de formação do professor formado; (iv) Que rede há nessa formação? Os resultados apontam que os usos das TDICs nos cursos investigados envolvem inventividades que se perfazem por meio de uma dinâmica baseada nas técnicas que necessariamente não se constituem como técnica pura, mas são entrelaçadas a aspectos teórico-metodológicos de ensino e aprendizagem, ao processo formativo desenhado para o desenvolvimento da disciplina, ao diálogo estabelecido entre os possíveis contextos educativos para o uso das tecnologias. Além disso, tencionamos a perspectiva de universalização da rede de interconexão, visto que o uso da internet (na dimensão da construção coletiva de conhecimentos) é limitado tanto na universidade quanto no contexto da educação básica.

This integrative review aimed to synthesize the evidence regarding interprofessional education (IPE) in undergraduate health courses in Brazil. This article included original articles published between 2005 and 2020 addressing IPE in undergraduate health courses in Brazilian higher education institutions. Our search captured 333 articles in Medline, PubMed, Cochrane Library, Embase (Elsevier), Web Of Science (Main Collection), Scopus (Elsevier), Science Direct (Elsevier), ERIC, and LILACS via BVS. After applying the exclusion and inclusion criteria, the study corpus covered 34 original manuscripts. It was identified that a network is developed at the national level, and with international support, supports discussions and research on IPE. However, there is a concentration of partnerships between researchers from the Northeast, Southeast and South regions, with the need to expand studies on the country’s experiences in the North and Midwest regions. There is also consistent publication of experiences concerning the implementation of IPE in undergraduate healthcare courses in Brazil. However, the uniprofessional characteristics and the lack of uniformity in the curricula are still significant, which represent essential obstacles to further IPE strengthening in Brazil. In the Brazilian literature, there is a dearth of longitudinal studies and mixed methods that assess changes in organizational practices. There remains a need for IPE studies with more rigorous designs to generate more impactful evidence.

Objective To systematically review the effect of team-based learning (TBL) versus the traditional lecture-based learning (LBL) teaching model on basic medical courses in undergraduate medical education. Methods The CNKI, VIP and Wanfang medical databases were electronically searched to retrieve randomized controlled trial studies on TBL applied in undergraduate basic medical courses up to June 2014. In these studies TBL teaching model was used in experiment group with LBL teaching model as control group and course grades were adopted to evaluate the effect of learning. Literature screening, data extraction, and quality assessment were performed in strict accordance with the inclusion and exclusion criteria, and then data were analyzed using RevMan 5.3 software. Results This Meta-analysis examined 12 studies, all of them with low quality at C level. Meta analysis shows that the score of the course of TBL teaching is better than the traditional LBL teaching, and the difference is statistically significant [weighed mean difference (WMD): 9.33, 95%CI(5.67, 13.00), P=0.000]. Conclusion Compared with the LBL teaching, the application of TBL teaching in medical undergraduate basic medical courses has the promotion effect, but need more rigorously randomized controlled trials to verify. Key words: Basic medical course; Team-based learning; Teaching effective; Meta-analysis

In a quest to determine if science process skills significantly influence academic achievement in undergraduate science education courses, this study examined undergraduate students’ science process skills as predictor of academic achievement in science education courses. Two research questions guided the study while two hypotheses were tested at 0.05 alpha level. The predictive correlation survey design was adopted. The population of the study comprised 2720 undergraduate science education department students in Anambra State, Nigeria. A Sample size of 408 undergraduate science education students were drawn using 15% of total population in the study (2720) as postulated by Nworgu in Abumchukwu et al.,(2024b). Undergraduate Students Science Process Skills Scale (USSPSS) and 2023/2024 academic session average scores of undergraduate students’ science education courses were instruments used for data collection. The instruments were validated by three experts. The reliability of the USSPSS was established using Cronbach alpha method and reliability coefficients of 0.73 was found. The two instruments were used as a method for data collection. Coefficient R and R2 were used to answer research questions while regression ANOVA (linear and multiple) were used to test the hypotheses. The findings from the results revealed that a low positive predictive value exist between Undergraduate students’ science process skills (USSPS) and their academic achievement in science education courses. However, undergraduate science process skills (USSPS) is not a significant predictor of the students’ academic achievement in science education courses. More so, a low positive predictive value exist between undergraduate students’ science process skills (USSPS) and the students’ academic achievement as moderated by gender in science education courses. Thus, undergraduate science process skill is not a significant predictor of the academic achievement of male and female undergraduate students in science education courses. From the findings, recommendations and conclusions were made.

Grades from all undergraduate education and psychology classes at a state university were examined. The university was a leader in the education field, and led the state in number of who got their degrees there. Both undergraduate and graduate level classes were studied for the grades given. The 8119 grades showed that education professors were much more likely than psychology professors to give an A, and much less likely to give an F. Since education students tend to have, in the first place, lower achievement scores than psychology students, these results show that education has markedly lower academic standards than psychology. This may have something to do with the frequent discontent that people express with regard to our schools. Key Words: Higher education, teacher education, psychology, university grading Teacher education and teacher standards in the United States have come in for a great deal of criticism (American Association of Colleges for Teacher Education, 1991; Goodlad, Soder, & Sirotnik, 1990; Grossman, 1990; Harthern & Rolle, 1991; Kramer, 1991; National Board for Professional Teaching Standards, 1991; Scrupski, 1999). Teachers are often criticized and seen as doing an inadequate job (Reinhartz, 1988). Some think the standards for choosing are not high enough, and that other fields doing a better job of choosing their professionals. Higher standards lead to fewer succeeding in entering the field, but that tends to assure the quality of those who do make it (Rasmusen, 1999). If we go by achievement test scores, there is some truth to the criticism about ability of teachers. Norms from the Educational Testing Service about the Graduate Record Examination (GRE) (Educational Testing Service, 1992) showed that a score which would be in the 40th percentile for a psychology major would be in the 60th percentile for an education major. In other words, education majors displayed a lower level of ability, at least as measured by the GRE. One's basic ability seems to have a lot to do with how successful one can be in learning (Eisenman, Melville, & St. Andrie, 1994). This study looks at grades received by education and psychology students at a state university that is something of an education leader. It leads it's state in the number of school it produces. School teachers refers to who work below the college or university level, e. g., at the kindergarten, grammar school, middle school, and high school levels. If education classes show grade inflation relative to psychology classes, it would support the view that have an easier academic road as far as grades are concerned and are given better grades, even though they have, on the average, lower GRE scores. METHOD Subjects The analysis consisted of all students at a state university registered for undergraduate education and psychology courses. The total number of students registered for these courses was 8119. This number is greater than the actual number of students involved, since it counts each time a student takes a class. Thus, a student who took two of the classes in this analysis would be counted twice. Procedure Grades were obtained for all students who received grades in all undergraduate education and psychology courses during one academic year, including I (incomplete), W (withdrew) and WF (withdrew failing), as well as the usual grades of A, B, C, D, and F. For education classes, the grades are reported for the following three Education Department subfields: curriculum and instruction, administration and supervision, and special education. Results The education professors grade students in their classes much easier than the psychology professors grade students in psychology classes. Over half the students in education classes received A's, with the exception of special education, ranging from 63. …

Study level/applicability: This case is intended for use in undergraduate, MBA and Executive Education courses in Strategy, Business in Africa, Entrepreneurship and Investing in Emerging Markets. Subject area: Strategy, Business in Africa, Entrepreneurship and Investing in Emerging Markets. Case synopsis Eric Kyere founded Brouges in 2015, an African brand, with the objective of designing, manufacturing and selling great shoes. His original plan was to produce Brouges’ shoes in Africa, but had several problems with suppliers (e.g. poor quality, poor raw materials, etc.). Therefore, Brouges had to partner with a European manufacturer to produce its first batch of shoes. Shortly thereafter, Eric partnered with Michael Asare Bediako, a young Ghanaian investor and entrepreneur, who had advanced plans to build a shoemaking factory in Ghana. The factory was likely to open in early 2021, following major delays caused by the COVID-19 pandemic. This would be a major milestone for Brouges and a key step in Eric’s entrepreneurial journey. However, how can Eric and Brouges manage the challenge of growing and building a manufacturing and retail organization? How could they succeed where others had failed? Leaning objectives This case has five pedagogical objectives: strategic choices: evaluate the strategic choices that companies need to make (based on their predefined goals and aspirations) and show that they are effectively an integrated cascade of choices that need to be consistent and coherent; strategic planning: apply and analyze the key steps and key decision to be made as part of a high-level strategic plan; value proposition: apply and analyze the concept and key components of a company’s value proposition, leveraging Tovstiga’s framework; doing business in Africa: evaluate the specific generic challenges of doing business in Africa, particularly in the manufacturing sector; generalizability of frameworks: this case shows that the same frameworks that are used to analyze large firms and mature markets can be applied to smaller firms in less developed markets. Complexity academic level This case is intended for use in undergraduate, MBA and Executive Education courses in Strategy, Business in Africa, Entrepreneurship and Investing in Emerging Markets. Supplementary materials Teaching notes are available for educators only. Subject code CSS: 3 Entrepreneurship.

This novel study investigates the effectiveness of two dialogical feedback methods, peer dialogue assessment and dialogical feedback provided by an academic, when they are used as assessment as learning tools in undergraduate physical education courses. Education students from the University of Newcastle, Australia (n=288), participated in this investigation and completed eight weeks of face-to-face on-campus physical education studies followed by a 3 or 4 week in-school teaching program (~1.5 hrs/week). Students engaged in either peer dialogue assessment or dialogue provided by an academic at the completion of each concurrent teaching session with their respective peer group or academic. Both feedback groups exhibited equivalent and significant improvements in teaching self-efficacy, teaching competence and teaching confidence. This study provides support for embedding formative assessment tasks in an authentic teaching environment in undergraduate physical education courses, and using dialogical feedback (peer or academic) to facilitate reflection and furthering learning in this context.

ABSTRACTEnglish has become the language of global communication and users around the globe are adapting it to meet their needs. It is essential for teachers to keep pace with the changing expectation of its users to be able to prepare students for the realities they encounter in today's globalized world. The purpose of our study was to incorporate world Englishes perspectives into required undergraduate ESL education courses in a teacher education program that prepares PreK‐6 generalist and grades 4–8 content area teachers in the southwestern United States. Qualitative and quantitative research findings revealed that preservice teachers vastly benefited from exposure to world Englishes perspectives. The study has pedagogical implications for teacher education programs.