The purpose of this research was to investigate and develop an effective assessment tool to measure and evaluate course learning outcomes. Course learning outcomes from four different departments in the Faculty of Humanities at a private university in Lebanon were examined and revised according to Bloom’s Taxonomy. The learning outcomes were mapped with the program learning outcomes which were also linked to the program educational objectives of the appropriate majors. After which, the assessment process took place. This paper used a case study approach with accumulation of the data dating back to the 2014/2015 academic year, as well as survey methodology to further understand the Faculty instructors’ attitudes and experience in utilizing an assessment guide that was prepared by the Faculty Outcomes Assessment Committee. This article details the aforementioned processes in three phases, establishing criteria, setting an assessment strategy, and testing the implementation of such strategies in courses. Findings are not only significant to this university, but coincide with the New England Commission of Higher Education (NECHE) accreditation requirements.

The paper combines an autoethnographic approach with a literature review of general and discipline-specific research linked to the theme of cross-curricular citizenship education (“CE”) from the 1990s to the present. It identifies 20 reasons why cross-curricular CE struggles to take flight in secondary schools. These reasons are organized into four categories: structural, epistemological, attitudinal and pedagogical. While the focus is mainly upon citizenship education in England (and, to a lesser extent, in Australia), the paper suggests that the barriers identified exist in most nations.

This study examines the experience of beginning teachers in their first year of teaching using reflection that reveals successes, challenges, musings, and deliberations. The study was conducted in the qualitative approach using analysis of categories and themes during an academic course at Beit Berl College in Israel. Analysis of the reflections indicates that beginning teachers experience success in diverse ways of teaching and assessment alongside complex coping with problems of discipline and class management, contact with parents, and support of the mentoring teacher. These findings indicate the importance of optimal absorption and opportunities for young teachers to express their strengths.

One of the most complex tasks for teachers is overcoming the enormous challenge of teaching in inclusive classrooms. These classrooms include students who differ in multiple and varied dimensions, requiring the teacher to offer each one the resources and educational strategies required to fully develop their individual potential. There are still many barriers that hinder this process. This article examines the scientific literature of the Web of Science (WoS) amd analyses the obstacles and impediments that persist when developing an inclusive education in the compulsory stages of school. The aim is to understand the situation in which we find ourselves, and to look for new lines of that which can contribute to the advance towards a holistic and personalised educational model.

Since the industrial revolution, humanity has employed a significant part of education activities within the school system, in order to educate the workforce needed. However, in March 2020, this situation underwent a radical change due to the global epidemic. The practical response of this radical change affecting schooling was that face-to-face education activities were replaced by emergency remote education. Within the scope of this research, answers were sought to questions about what teachers experienced and what observations they had during the emergency remote education. In the light of the findings, it has been determined that it is particularly challenging for teachers.

The curriculum implementation literature has recently focused more on identifying and measuring the key components of the innovative curriculum needed to achieve desired outcomes. However, most of this work centers on curriculum implementation external to the field of teacher education. In this article, we report on our identification of the educative components that form one component of the framework for conceptualizing the implementation of newly developed reading curricula for a Bachelor of Education Elementary program. The results suggest that prerequisite knowledge about reading instruction and knowledge of the entire reading program are necessary for an effective implementation of curriculum change in the discipline of reading.

This paper discusses the constructs of students’ metacognitive competencies and its effect on mastery of learning strategies and enhancing learning outcomes in the context of high school in Shanghai, China, where Learning to Learn curriculum has been implemented for years. 780 students from three types of typical high schools in Shanghai participated in a questionnaire survey. Result of a structural equation model shows that metacognitive knowledge, planning, monitoring, and evaluation constitute students’ metacognitive competencies which effectively predict mastery of learning strategies and their student learning outcomes. Pedagogies for metacognitive teaching for effectively implementing the Learning to learn curriculum are proposed.

This research examines the student perceived characteristics informing a student’s choice in deciding to approach or not to approach a teacher in a university setting. Semi-structured interviews gathered perceptions from 10 final semester undergraduate students at a Pakistani university. 12 teachers were discussed in the data clearly demarcating 7 approachable and 5 unapproachable teachers. Thematic analysis identified substantial number of previously unreported characteristics of approachability in addition to those already existing in the literature and a comparatively large number of new unapproachable characteristics. The results of this research will inform discussion of approachability by teachers at universities within Pakistan and beyond.

Human education teaches students that everyone has value, and each person should embrace their uniqueness, knowing diversity creates richness, not conflict, in the world. It is essential to show teachers concrete examples about how to create an environment where students can practice dialogue skills, develop global citizens’ character, and embrace their individuality. In this regard, our instructional design on human education may help teachers and researchers see the practicability of connecting humanity with K-12 curricula as well as develop a newfound respect for the need for human education.