Enhance Teaching Practices Research Articles

Assessment of Effective Teaching Using by TOPSIS method

Effective teaching is a fundamental component of quality education. Educational institutions and stakeholders are constantly seeking ways to assess and enhance teaching practices to ensure optimal learning outcomes for students. This paper provides an overview of the various approaches and methods used for assessing effective teaching. It delves into the significance of aligning assessment strategies with specific learning goals and discusses the importance of considering both quantitative and qualitative measures. The paper highlights the role of student feedback in evaluating teaching effectiveness. It explores the use of surveys and evaluations to gather insights into instructional methods, classroom management, and the overall learning experience. Additionally, the incorporation of peer evaluations and self-assessment by instructors is examined as valuable tools for comprehensive teaching assessment. Furthermore, the paper addresses the growing influence of technology in teaching assessment. The utilization of learning analytics and data-driven insights offers a new dimension to evaluating teaching effectiveness. This includes the analysis of student performance data, engagement metrics, and online interaction patterns. It involves evaluating and understanding the various factors that contribute to effective teaching and its impact on student learning outcomes. Student Learning Outcomes: Effective teaching directly influences student learning outcomes. Research in this area helps identify teaching practices that lead to improved academic achievement, critical thinking skills, problem-solving abilities, and overall educational success. Educational Quality: High-quality teaching is a cornerstone of a strong education system. Understanding what makes teaching effective enables educational institutions to provide a better learning experience, attract and retain skilled educators, and enhance their reputation for producing successful graduates. TOPSIS, This method involves evaluating the geometric distance between each alternative solution and two reference solutions: the positive ideal solution and the negative ideal solution. The underlying principle of TOPSIS assumes that the criteria being assessed are of an ascending nature, where larger values represent better performance. To account for disparate dimensions or scales among the criteria, normalization is often employed within the TOPSIS framework. Alternative taken as Student Evaluations, Peer Reviews, Self-Assessment, Classroom Observations Evaluation preference taken as Enhanced Learning Outcomes, Continuous Improvement, Subjective Bias, Time-Consuming. From the result Student performance data is got the first rank and classroom observation is having the lowest rank.

Testing Public Speaking Proficiency: Designing an Assessment Instrument for University Students

This study aimed to develop a valid and reliable assessment instrument to measure university students' public speaking proficiency. A sample of 30 students from a private university in East Java, Indonesia, was selected based on inclusion and exclusion criteria. The assessment instrument consisted of five main components, and the reliability and validity of the instrument were assessed through various statistical methods. Results showed that the instrument effectively measured public speaking proficiency, with students performing well on fluency and eye contact and gestures. However, students struggled the most with the organization and structure component. The findings suggest that the assessment instrument can provide useful feedback for improvement in specific areas and offers a valuable tool for evaluating university students' public speaking proficiency. This information can be critical for enhancing teaching practices. Further research is recommended to validate its use in different settings and populations.

A Discussion about the Impact of ChatGPT in Education: Benefits and Concerns

The advent of advanced machine learning models such as ChatGPT has led to significant advancements in various fields, including education. The purpose of this article is to explore the impact of ChatGPT in higher education, covering both positive and negative nuances. A critical literature review analysis was conducted, which included references from reliable sources. The methodology used in this article was based on a critical literature review method. The results of the analysis indicate that ChatGPT might have several benefits in education, including improved student engagement, personalized learning experiences, and enhanced teaching practices. However, there are also some negative implications, such as concerns over privacy, academic integrity, and the potential for bias. The article concludes by highlighting the need for further research in this area and providing recommendations for educators and policymakers.

Harmonizing Teaching Pedagogy: Advancing Best Practices in Forensic Medicine & Toxicology Education amidst Academic Challenges

Objectives: The study focuses to examine the challenges and tensions encountered in teaching Forensic Medicine & Toxicology while exploring strategies to enhance teaching practices in this specialized subject. Materials and Methods: The article utilizes a diverse range of sources ensured a thorough exploration of teaching practices in Forensic Medicine & Toxicology extracted though renowned sources such as PubMed, Elsevier, SpringerLink, Wiley Online Library, and other reputable databases. Additionally, textbooks and reference materials in the fields of Forensic Medicine, Legal Medicine, and clinical forensic medicine were consulted to gather comprehensive insights into teaching practices within these disciplines.

In search of language development for students who are hard of hearing: measuring the effectiveness of assistive technologies through teaching practices

ABSTRACT This study evaluated the effectiveness of assistive technologies (ATs) through e-books in teaching practices aimed at enhancing language development among hard-of-hearing (HH) students. The study implemented an intervention consisting of four language aspects (phonemic awareness, writing, vocabulary, and reading comprehension) wherein the ATs’ impacts on language development were assessed. Eighty HH students were divided into control and treatment groups and evaluated through pre- and post-tests. The results showed that the intervention led to significant changes in all four language aspects in both groups. Interestingly, the effect sizes were moderate in the control group but large in the treatment group, thus showing the efficiency and effectiveness of the developed intervention. These findings constitute useful evidence-based guidelines for implementing ATs to enhance teaching practices in the HH language setting.

Use of Augmented Reality and Immersive Virtual Reality Activities in Education: Exploring Applications for Face-to-Face, At-Home and Hands-On Science Lab Classes

The Chemical and Biological Sciences unit at Montgomery College is exploring the use of new technologies to enhance teaching practices and learning environments as part of the MC 2025 master plan. The MC Foundation calls for educational project proposals through the Innovative Grants program. The proposals must align with one or more specified themes; student success, graduation, completion, retention, transfer, equity and inclusion, newly enrolled students and social justice. Based on work from Bacca, Geroimenko, and Radu, we hypothesize that the use of AR and IVR will increase enrollment, retention, and engagement in the PCR BIOL 150 lab at MC.

Built environment academics for 21st-century world of teaching: stakeholders' perspective

PurposeResearch reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines.Design/methodology/approachData were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources.FindingsThe study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement.Research limitations/implicationsThe research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework.Practical implicationsThe paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions.Originality/valueThe thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century.

Making Sense of the Linkage among Iranian English Language Teachers’ Grit Level, Self-Efficacy, and their Continuing Professional Development

This study discusses the professional issues concerning Iranian EFL teachers’ grit level, self-efficacy, and continuing professional development. Teacher Continuing Professional Development is an essential factor in enhancing teaching practice from Initial Teacher Education right through to headship. However, there has been less previous evidence for the relationships between teachers' self-efficacy and Grit level with their continuing professional development (CPD). The researcher proposed a new model of interrelationships among Iranian EFL teachers using AMOS software to illuminate this uncharted area. 204 EFL teachers (111 males and 93 females) teaching in different private language institutes in Mashhad, Iran, were the population selected through convenience sampling. The research instruments used include Short Grit Scale, Teachers’ Self-Efficacy Scale, and teachers’ Continuing Professional Development questionnaire. The results of structural equational modeling revealed that teachers’ grit and self-efficacy are significant positive predictors of CPD. Moreover, the study results revealed that teacher grit was predicted only by self-efficacy. Pearson correlation analysis showed the highest correlation between self-efficacy and CPD and the lowest correlation between grit and CPD. Along the line, various pedagogical implications arose from the research results for teachers, administrators, and the ministry of education.

Toward an Understanding of Social Media Use in English Teaching and Learning: English Language beyond Traditional Classrooms

The attention on using social media for educational purposes has increased as research shows that these platforms are effective teaching and learning tools. The present study examined language teachers’ experiences in using social media in the teaching and learning of English. Data were collected through a survey and in-depth interviews with 50 second and foreign language teachers. Data were analyzed using multiple cycles of coding and ongoing dialogic engagement. Analysis of the data revealed that the participants used social media to support their classroom instruction and to teach English culture. They also perceived social media platforms as tools that can be used to assess student learning and language development and differentiate classroom instruction. In terms of benefits, the participants indicated that social media increase student motivation and engagement, enhance teaching practices, and help to build a learning community among students. The study also identified some challenges associated with social media integration, such as a lack of support and training, low self-efficacy among teachers, and misgivings about the use of social media in the classroom. The study provides a clear picture of the current use of social media for educational purposes. It bridges the gap between policymakers’ expectations and teachers’ current technology use and reinforces the effort to institute more fruitful education reform Keywords: English teaching and learning, ESL Pedagogy, educational technology DOI: 10.7176/JEP/12-35-05 Publication date: December 31 st 2021

The First Field Experience: Perceptions of ESOL Pre-Service Teachers

Researchers have recognized pre-service teachers’ field experiences as a pivotal element for enhancing teaching practices. Research indicates pre-service teachers usually are optimistic about teaching. However, when pre-service teachers encounter complexities in classrooms, their optimism fades. There is little research about ESOL pre-service teachers’ perceptions of field experiences. In this inquiry, we focused on pre-service teachers’ perceptions of their first field experience with ESOL students in a southeastern United States public school. We selected a multiple case study to conduct this qualitative research. We collected the data through student interviews, field experience reports, and the participants’ journals before and after the field experience. Our discoveries through constant comparative analysis centered on ESOL pre-service teachers’ perceptions of field experience, teaching strategies and pedagogical competence, and development stages of teachers. The findings of the present study indicated that field experience serves as a catalyst to facilitate the learning process for ESOL pre-service teachers. Teacher educators can adopt field experiences to challenge preservice teachers. Field experiences can be helpful tools in the developmental stages of teachers. These experiences can help preservice teachers gain insight into the culturally sensitive strategies required for ESOL courses. The findings of this study proved Khoshnevisan’s (2017) developmental stages of teachers.

Peer Observation of Teaching as an approach for School based Teacher Professional Development: Minghang Senior High School Teachers’ Perspectives

Teacher professional development is regarded as one of the key factors that help in achieving quality in education, especially in the developing and less developed countries where a large number of teachers do not have any teacher education, and education institutions are still dependent to great extent on the traditional methods in teacher preparation.
 This study mainly aimed at exploring (Minhang Senior High School – Shanghai - China) teachers’ views on using peer observation of teaching as an approach for school based professional development and knowing the extent of its effectiveness in enhancing teaching practice according to their views. As it also aimed at investigating the extent of teachers’ perception for how peer observation of teaching is done.

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.

Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.

Over the last century hundreds of studies have demonstrated that testing is an effective intervention to enhance long-term retention of studied knowledge and facilitate mastery of new information, compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students' data, extracted from 222 independent studies, to investigate the magnitude, boundary conditions, and psychological underpinnings of test-enhanced learning in the classroom. The results show that overall testing (quizzing) raises student academic achievement to a medium extent (g = 0.499). The magnitude of the effect is modulated by a variety of factors, including learning strategy in the control condition, test format consistency, material matching, provision of corrective feedback, number of test repetitions, test administration location and timepoint, treatment duration, and experimental design. The documented findings support 3 theories to account for the classroom testing effect: additional exposure, transfer-appropriate processing, and motivation. In addition to their implications for theory development, these results have practical significance for enhancing teaching practice and guiding education policy and highlight important directions for future research. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Enhancing teaching practices at Penza State University

The article examines the major challenges that Russian higher education institutions face while introducing the principles of the Bologna Process into current teaching practice. Their participation in the international projects together with European HEIs is seen as one of the possible ways to overcome the encountered difficulties. The role of the Capacity Building projects under the Erasmus+ Programme is illustrated by an example of Penza State University and its involvement in the ENTEP project (Enhancing Teaching Practice in Higher Education in RUSSIA and CHINA). The main stages of implementing the project at PSU are revealed, the project outputs and outcomes are described, as well as the perspectives for further adaptation of the project results are outlined. The article describes the professional development course “Enhancing teaching practices at PSU”, which was developed within the ENTEP project and offered for teaching and administrative staff of the university. The project contribution at the university is assessed in terms of adopting the best teaching practices in the context of the Bologna Process and European Higher Education Area.

Designing a peer-led approach to teaching review and enhancement in academia

One of the challenges of 21st-century academia is meeting the often-competing demands from students, universities, and professional associations. Among many diversities, students at regional universities, such as the University of the Sunshine Coast (USC), often have higher rates of first-in-family learners than metropolitan counterparts. Law academics at regional universities, then, must address the challenges of maintaining high-quality teaching to fulfil student satisfaction for a diverse student demographic, while both meeting university and professional requirements and supporting students’ personal satisfaction. One avenue to support academics in enhancing teaching practices while aligning with university and professional obligations is through peer discussion, review, and enhancement of learning and teaching practice. Peer discussion, enhancement, and review of learning and teaching practice occurs regularly on an informal basis in most academic settings. However, opportunities to engage in structured and meaningful peer review and enhancement of teaching are neither prevalent nor popular. Academic staff in the School of Law and Criminology (SLC) at USC instigated and developed an interdisciplinary, formalised framework for enhancing teaching and learning practice within the SLC, in accordance with the SLC’s mission: to provide a personal, inspiring, and rigorous learning environment that empowers graduates to be career- and future-ready and able to make significant contributions to their communities. This framework, termed Peer Review and Enhancement of Practice (PREP), delivers a teaching-enhancement best-practice structure that is informed by evidence-based pedagogy and involves shared experience, self-reflection, and peer review. PREP is innovative in nature through its ground-up approach, which is driven by academic staff within the SLC, to create a collaborative space that is relevant and suitable for academic staff to address learning and teaching challenges and opportunities. Accordingly, PREP is flexible, voluntary, and organic, tailored to suit the needs and wants of academic staff. PREP also provides an opportunity for academic staff to develop portfolios that collate authentic evidence of effective learning and teaching

Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

Teacher industry placement in Australia: Voices from vocational education and training managers

An important aspect of vocational education and training (VET) teaching is education that is strongly linked to current industry practices. While this is a desirable pursuit, there are considerable challenges in it being implemented owing to increasingly changing work environments and the notion of ‘industry currency’. One way for VET teachers to remain up to date with contemporary industrial practices is for VET to pursue teacher placement in industry (TPI) opportunities. TPI is an agreement in terms of which the VET teacher is seconded to a firm for a period of time in order to perform predefined tasks. The resulting benefits include enhanced teaching practices and the development of deeper, long-term links with industry. However, TPI opportunities are not without their challenges. This article reports on an exploratory study of the views of VET education managers of business studies on the value of TPI. Because management support is integral to creating TPI opportunities, we explored the extent to which TPI is desired and supported by education managers. We found that policies supporting TPI initiatives, if they are in place, are not well formulated, and that a lack of resources and difficulties in finding industry partners exist. Despite these problems, education managers believe that these activities are of value to teaching programmes and of benefit to their department. We conclude that TPI should be an integral part of any VET professional development for teachers, but that, in order for TPI to be successful, appropriate resourcing and the development of strong industry networks are paramount.

Supervisory Assistance in Organization: Basis for Enhanced Instructional Supervision for Teachers

Instructional supervision is very important as an administrator can reinforce and enhance teaching practices that can contribute to improved student learning. By skillfully analyzing performance and appropriate data, administrators can provide meaningful feedback and direction to teachers that can have a profound effect on learning that occurs in each classroom. Because the student's learning is the primary function of the schools, the effective supervision of instruction is one of the most critical functions of the administrator. If schools provide equal access to quality educational programs for all the students, administrators must hold the teacher accountable for providing an appropriate and well-planned program. Generally, this quasi-experimental study aims to determine the effectiveness of the Project Supervisory Assistance in Organization (SAO) which was served as a basis for enhancing the instructional supervision of teachers specifically in Sta. Filomena Integrated School under the schools division office of Isabela. It is focused mainly on the instructional supervision of the school head as to the teacher's lesson log, facilitation skills, learner's engagement, classroom management, and learning environment as indicators. Frequency, mean, and T test was used as a statistical tool to treat the data gathered for this study. The results of this study indicate that respondents performed better after the implementation of the project Supervisory Assistance in Organization (SAO) as reflected in the mean of their post evaluation. Therefore, the researchers have concluded that the project SAO is effective for the use of school heads in instructional supervision. Furthermore, it is note taking that they presented motivation related to the topic; activated the learner's prior knowledge and motivated them for the lesson; provided localized, contextualized indigenized/culture-based inputs for the proper and correct understanding of the concept; asked different levels of questions to develop learner's HOTS; they gave clear instructions and arranged activities logically from simple to complex or vice-versa; and acknowledged and responded to students' diverse learning needs.

Seven principles for good practice in midterm student feedback

ABSTRACT Midterm student feedback is a common process in post-secondary institutions that can lead to enhanced teaching practices and thereby potentially to higher ratings of instructional skills in summative course evaluations. At McMaster University, midterm student feedback is called a ‘Course Refinement’ and includes consultation with educational developers. As part of a multiphase study investigating teachers’ perceptions of the Course Refinement process and its impact, this analysis presents effective attributes of the process as an adaptation of Chickering and Gamson’s well-known ‘seven principles for good practice in undergraduate education’, as our findings align with their work. To our knowledge, this marks the first educational development adaptation of the ‘seven principles’.

Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda

Abstract Objectives The aim of this study was to explore how nurse and midwife educators applied the knowledge and skills acquired from attending acontinuous professional development (CPD) workshop on teaching methodologies into their teaching practices in Rwanda. Methods A qualitative descriptive design was used with a purposive sample of 15 nursing and midwifery faculty members from six private and public post-secondary schools in Rwanda. Participants were involved in semi-structured individual interviews. Inductive content analysis was used for generating themes. Results Five themes emerged describing the educators’ teaching experiences: (1) enhanced teaching practices competencies; (2) application of knowledge and skills gained into classroom and clinical teaching; (3) collaboration and teamwork; (4) facilitators and challenges faced to the application of the knowledge and skills into practice; and (5) indirect outcomes to maternal, newborn, and child health care. Conclusion CPD workshops about teaching methodologies for nurse and midwife educators offer a substantive means of improving the quality of nursing and midwifery undergraduate education in Rwanda. There is, however, an ongoing need to address existing barriers to applying knowledge and skills to the practice of teaching.