Good Teaching Practices Research Articles

РАЗВИТИЕ СЕМЕЙНОГО ВОСПИТАНИЯ И ДОМАШНЕГО ОБРАЗОВАНИЯ В КУПЕЧЕСКИХ СЕМЬЯХ УЕЗДНОГО ГОРОДА В XIX - НАЧАЛЕ XX ВЕКОВ: ТРАДИЦИИ ЭЛИТНОСТИ

The aim of the study was to identify the features of the formation and development of the traditions of elite family education and home education in Russia among the district merchants in the 19th - early 20th centuries. Methods: within the framework of the elite pedagogical approach, methods of historical reconstruction, description and explanation, analysis of historical and pedagogical, published and archival sources were used. Results. Based on the analysis of the essence and specifics of the elite pedagogical processes taking place in the family, and the role and place of the merchant class in the social and cultural life of the county town in the period under review, the dominant traditions were identified using the examples of the best practices of education and development of merchant youth in the county towns of Saratov and Vyatka provinces. training and education: orientation to the elite ideal, prevailing in the upper classes; development of the child's personality based on his interests and independent cognitive activity; a departure from utilitarianism in the content of training and education; national orientation, reliance on the values of Russian culture in family education. Output. Family education and home education in the families of county merchants in the 19th - 20th centuries is a special case of the development of elite pedagogy and practice in Russia, which has not reached its highest development in comparison with elite home education and upbringing of the capital's merchants.

Looking back and looking forward: 20 years of European Political Science serving the political science community in Europe and beyond

Anniversaries are milestone events. They invite those involved to celebrate their achievements, but also reflect about the past, present and future. The 20th anniversary of European Political Science (EPS) is such a landmark. It marks a success story; the development from a news style magazine to a major political science journal. Over the past 20 years, EPS has developed into an outlet in which political scientists exchange about their profession, best practices in teaching and learning, as well as shared authoritative research. We have shaped many professional discussions such as debates about gender equality or the relevancy of political science and have become an authoritative voice in the deliberations of innovative teaching techniques such as simulations or role plays. And in our research section, we have covered the big events in Europe and beyond such as the War in Iraq, Brexit and the European Refugee Crisis. We can be proud of what we have achieved in the past 20 years. However, we are not without challenges, which include among others practicing greater diversity in terms of authorship and the types of articles we publish. This anniversary issue is a first step in this direction. By discussing the political science profession in Europe and beyond, it includes a balance of authors from different parts of Europe and the world, a gender balance in contributors and, above all, it raises some of the largest challenges we, as a discipline, will have to tackle in the next 20 years. These include academic freedom, inequalities in the profession and the relevancy of political science as a discipline.

How Students’ Intellectual Orientations and Cognitive Reasoning Abilities and May Shape Their Perceptions of Good Teaching Practices

Recent research has uncovered significant concerns about the validity of some types of college student self-reports. This study examines the extent to which student reports about a critical type of college experience—good teaching practices—may be biased as a function of students’ intellectual orientations and cognitive reasoning abilities. Perceptions of instruction and instructional practices are especially important in higher education, given their increasing use for institutional quality assurance, as well as faculty rehiring and promotion processes. Using a large, multi-institutional, longitudinal dataset of first-year students, this study shows that several cognitive indicators predict perceptions of six different sets of good teaching practices and that these relationships do not seem to be explained by actual differences in students’ experiences. Additional analyses indicate that halo effects, in which global evaluations of instructor quality and institutional satisfaction affect students’ perceptions of their engagement with good practices, may partially explain these findings. The results provide important implications for practice and research related to college student survey data, including ways that these biases can be reduced or eliminated to more accurately capture students’ engagement in good practices and the factors that may contribute to students’ perceptions of their environment.

Reimagining Prevent Duty in schools: how teachers can support students in their liberation from racialised narratives of radicalisation

PurposeAn accessible resource on the role of teachers in perpetuating inequality through Prevent Duty, with guidance on how to change teaching practice to empower Muslim students.Design/methodology/approachThe paper uses critical race theory (CRT) to interrogate power and Whiteness in the interaction of teachers and students when complying with Prevent Duty and delivering lessons on fundamental British values. This is illustrated through a constructed narrative between three characters in a London school, and offers a Freirean approach to empowering students through Prevent delivery.FindingsA disproportionately White profession is acting in what they perceive to be the best interest of their students, while failing to interrogate their own position of power and not creating opportunities to be guided by Muslim voices. As a consequence Muslim students continue to be oppressed.Practical implicationsTeachers can disrupt Prevent Duty while complying with its legal obligations by interrogating their own position of Whiteness. They can work with students to ensure Muslim voices lead discussion around Prevent and the inequality in society that is being reproduced by Prevent Duty.Social implicationsThere is potential for good teaching practice to overcome the structural racism and continued inequality experienced by diverse Muslim communities.Originality/valueThe paper is an accessible application of CRT to Prevent Duty, a resource for teachers, students and activists. It can help in the recognition of the potential for even well-meaning teachers to act in ways that perpetuate inequalities. It provides a clear set of suggestions for teaching practices that can overcome this.

Liderazgo directivo y desempeño docente en nivel secundaria de instituciones educativas públicas del Perú

La investigación tiene por objetivo determinar la relación entre el liderazgo directivo y desempeño docente en nivel secundaria de instituciones educativas públicas del Perú. Metodológicamente se basó en una investigación básica, descriptiva con diseño no experimental transversal, la muestra investigativa estuvo conformada por 24 directivos y 72 docentes que laboran en las 15 instituciones educativas públicas del distrito de Pachacamac. La “r” de Pearson es 0,826, éste es considerado como correlación positiva fuerte, por lo que se acepta la hipótesis alterna (H1) y se rechaza la hipótesis nula (H0). El papel de los directivos en esta práctica juega un rol importante ya que son ellos los que guiaran las prácticas pedagógicas a la consecución de los compromisos para la mejora escolar, es así que un buen desempeño docente está relacionado a una buena práctica pedagógica y metodológica permitiendo que los estudiantes disfruten del proceso enseñanza aprendizaje.

Analysis of Good Teaching Practices With Mobile Devices at the University: Design and Validation of the APMU Scale

The purpose of this paper was to validate the scale of Analysis of M-learning Practices in the University (APMU), designed to evaluate good teaching practices with mobile devices in the university environment. Different strategies were used such as expert judgement, exploratory factor analysis, confirmatory factor analysis and reliability analysis from a sample of 1125 university professors. The scale was composed of 16 items configured in five factors: mobile devices, digital competence, knowledge construction, cooperative work and education. Finally, the scale presented good psychometric properties, gathering a unique and reliable instrument to evaluate good teaching practices with mobile devices at the University.

Out of the Closet and into the Classroom: Reassessing the Boundaries of Gender and Sexual Minorities in Comparative and International Education

Out of the Closet and into the Classroom: Reassessing the Boundaries of Gender and Sexual Minorities in Comparative and International Education

Pandemic Pedagogy for the New Normal: Fostering Perceived Control During COVID-19

Before the pandemic, loneliness was already a burden affecting the health and well-being of students. The COVID-19 pandemic, with mandated isolations and closures of campuses, amplifies feelings of isolation and loneliness. Previous work shows that isolated and lonely individuals experience a lack of perceived control, but educators have little understanding of the type of pedagogy that can help students deal with these emotions. Two studies demonstrate that instructors can foster perceived control in their students and provide guidance on best practices for teaching during a pandemic. Given the desire to discover the new normal for teaching during the COVID-19 pandemic crisis, this research has important implications for educational practices and instructional techniques to help students manage the loneliness, isolation, and lack of perceived control during these unprecedented times.

Preservice music teachers in Korea and their collaborative reflection with peers

Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers’ reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers’ experience in collaborative reflection sessions. I used data collected through observations, the participants’ reflective journals, and individual interviews. The results showed that as the participants gained experience while observing and teaching music classes, the contents of their reflections on technical and practical matters became more varied. Additionally, the participants’ reflective thinking, applied critically, tended to focus on the social context of the music classroom. In addition, participants predominantly showed technical level of reflective thinking rather than practical and critical levels. Finally, the results revealed that the collaborative approach enabled prospective music teachers to broaden the scope of their reflective thinking, and a sense of emotional safety in the collaborative group allowed them to honestly confront their own teaching worries and problems.

Novel tools and best practices for education about invasive alien species

Novel tools and best practices for education about invasive alien species

Good practices of delivery and teaching leadership for online educators in technical disciplines: A perspective

<p style="text-indent:20px;">While there are works on best practices in teaching, there is a lack of literature that concerns the associated leadership aspect. However, contemporary online educators largely play the role of leaders consciously or unconsciously. Further, STEM and technical social science subjects like finance can be related to a substantial cognitive load if instructions are poorly designed, and more so in an online context where students and educators may not have a close connection. This perspective article, drawing on the author's own experience as a successful online educator with consistently high student satisfaction scores and multiple teaching awards and referring to literature, conceptualizes good online teaching practices in technical disciplines across two dimensions – virtual leadership and cognitive load management. The perspective then suggests strategies particularly applicable in technical disciplines to achieve satisfactory learning outcomes. It is acknowledged that online delivery and style of teaching adopted by educators can be subjective and dependent on context. However, the practices suggested, including communicating expectations, developing trust-relationship with students, adaptations beyond conventional teaching and textbook, and designing and sequencing resources while considering cognitive load management, may positively impact online students' learning experience in STEM and technical social science disciplines.

Addressing Mathematics Anxiety through Developing Resilience: Building on Self-Determination Theory

Mathematics-specific anxiety is anxiety that impedes mathematical thinking and progress, and creates distress for many learners, or at the least a tendency to avoid mathematical thinking. Such anxiety is prevalent. The importance of mathematics to economic recovery is well-established; in order to meet the need for mathematics, the high levels of mathematics anxiety that stand in the way of individual mathematical progress should be addressed. Using a case study involving an adult learner, we use self-determination theory (Ryan and Deci, 2017) to explain why mathematical resilience (Lee and Johnston-Wilder, 2017) is a concept which can work against anxiety and for a positive stance towards mathematics. Work on mathematical resilience demonstrates that well-informed, subject-specific interventions can help people manage emotions, including anxiety, and improve progress and uptake in mathematics. We illustrate ways in which the focus of self-determination theory on meeting basic psychological needs (autonomy, competence and relatedness), to enhance wellbeing and prevent harm, provides grounding for much good practice in mathematics education and specifically for work in mathematical resilience. The tools of mathematical resilience go beyond what is currently proposed in SDT research. We illustrate ways in which these tools can specifically facilitate learners’ emotion regulation, which we propose is integral to mathematical learning competence, leading to greater mathematical wellbeing, learning, and release from mathematics anxiety.

STEM обучение по природни науки чрез онлайн занятия с експерименти

The teaching of sciences by the modern teacher in school today is proving to be a challenge. The general attitude of students in general is that science is boring, difficult and not necessary in life. The recently popular STEM approach to education comes to the rescue. But what it is and how teachers can apply it successfully in practice are the questions to which we continue to look for the best answers for the specific circumstances. The article describes a study of the impact of STEM science education on the knowledge and skills of 5th grade students of Profiled Natural and Mathematical High School "Geo Milev" in Stara Zagora during isolation and Covid-19 pandemic in the school year 2020 - 2021. The author shares good pedagogical practice in science education through online experiments.

РЕЛІГІЙНА СВОБОДА ТА ТОЛЕРАНТНІСТЬ У МІЖНАРОДНІЙ ПРАКТИЦІ ВИЩОЇ ОСВІТИ

This paper presents the recent survey results among 160 international students of the Taras Shevchenko National University of Kyiv. The survey aimed to analyse the international students' opinion concerning the religiosity of Ukrainians to distinguish the existing or possible problems in cross-cultural communication in higher education. Obtained data was generalised, analysed and compared with the results of the similar surveys conducted among Ukrainian respondents. The comparison revealed that religios ity, religious tolerance and religious freedom of Ukrainians, as perceived by international students, are noticeably lower than reported by Ukrainians themselves. The authors believe that the presented Ukrainian case is representative and valid for some neighbouring countries with cultural and historical connections with Ukraine and can contribute to the establishment of good international educational practices.

La práctica educativa bajo el lente de la teoría de la actividad

Se realizó un estudio de caso para analizar la configuración de buenas prácticas educativas en una universidad privada argentina, mediante la observación de clases y entrevistas con profesores y estudiantes. Sustentado en la Teoría dela Actividad y en el enfoque ecológico de la práctica educativa en el sistema áulico que configura una práctica educativa de calidad, estudiantes y docentes se involucran en un proceso formativo caracterizado por el intercambio sociocultural de expectativas, experiencias, actitudes y conocimientos en torno a un objeto consensuado, que es transformado mediante sus interacciones en un producto que evidencia los resultados del aprendizaje. Las mediaciones socioculturales–físicas y simbólicas– entretejen en la construcción de una comunidad con reglas y división de trabajo claramente establecidas. La horizontalidad de la retroalimentación entre estudiantes en instancias de revisión y corrección de los trabajos evidencia el aprendizaje colaborativo.

Pedagogies and practice: online teaching during COVID-19

At this pandemic situation worldwide, most of the Universities are offering online teaching as an alternative of face-to-face study through Technology-enhanced learning (TEL). To ensure pedagogies and practice for online teaching, we have chosen and critically analyzed the theory “Seven principles for good practice in undergraduate education” by Chickering and Gamson for effective online teaching that researchers highly appreciated. Based on two case studies of two different UK universities and research review, we have also proposed recommendations to implement these seven good practices for online teaching. We have realized that there should be different group discussion forums like café, forums, a conference to engage students to share their ideas, justify their ideas with reliable sources, and finally, reflective thinking and writing, which is essential for learning. Wiki is a good example for group working where everybody shares their ideas about Seven Principles of good practices, then we moderated poster contents and finally prepared the poster the product of knowledge.

Learning and Printing the Brain

The work of reflection about learning and the important role that the brain plays, establishes a referential analysis, with the purpose of investigating and knowing everything related to the knowledge of the human being and the activities that he performs during the process of acquiring knowledge, thus emphasizing how vital it is to know this organ and how the content can be transformed, in addition, emphasis is placed on brain plasticity, which constitutes the adaptation of the changes or modifications that take place throughout the learning process. Meaningful learning is acquired through good educational practices and the application of active methodologies, where an appropriate environment is established, in which motivation plays an important role and strategies are in accordance with the content to be treated, which is not possible without the brain involved.

Osteology Modules for the Human Structure Course

Background and Objective:&#x0D; The COVID-19 pandemic has created a need to deliver much content for the Human Structure (HS) course virtually. Because osteology is a fundamental component of human gross anatomy, the goal of this project was to create quality interactive osteology modules for HS that can be delivered online.&#x0D; &#x0D; Project Methods:&#x0D; To ground our module development in best practices for teaching and learning human gross anatomy, we reviewed 100 articles from PubMed databases and selected 9 for discussion during weekly literature review meetings. Key search terms included: education research, computer-assisted instruction (CAI), technology-enhanced learning (TEL), clinically based anatomy, integrated learning, medical education, and more. We created the modules using Microsoft PowerPoint™ and EndNote X9™ for referencing purposes. Bone images were captured and edited with a Nikon USA™ D850 DLSR camera and Adobe Photoshop, respectively. Additional images were obtained from IUSM online textbooks, miscellaneous websites, and the radiology database Radiopaedia™. Each module includes pertinent clinical correlations, radiology, and post-module quizzes for students to assess their higher-order knowledge.&#x0D; &#x0D; Results:&#x0D; We created 7 osteology modules using best practices for human gross anatomy teaching and learning: (1) Vertebral Column, (2) Thorax, (3) Shoulder Girdle &amp; Brachium, (4) Elbow, Antebrachium, Hand, (5) Pelvic Girdle &amp; Thigh, (6) Knee, Leg, Foot, (7) Cranium &amp; Hyoid.&#x0D; &#x0D; Conclusion and Potential Impact:&#x0D; Studies have demonstrated that CAI/TEL and radiological imaging work synergistically with traditional didactic methods to facilitate learning of human gross anatomy. Our modules will be used statewide in the HS course for first-year medical students as a CAI learning tool. Looking forward, we plan to use both qualitative and quantitative methods to determine if use of these modules results in better exam performance or aids in other aspects of the learning process.

‘An online survey is less personal whereas I actually sat with the lecturer and it felt like you actually cared about what I am saying’: a pedagogy-oriented action research to improve student engagement in Criminology

ABSTRACT Student engagement plays a central role in teaching and learning, given its impact on students’ retention and ability to actively participate in the learning process. This study evaluates the impact of an Interactive Action-Oriented Learning (IAOL) and teaching style on improving students’ engagement in the Explaining Punishment module in a UK university by adopting McNiff’s model of action research. Furthermore, it aims to fill a gap in the existing literature regarding the paucity of research on improving student engagement within the Criminology and Criminal Justice discipline. Two focus group discussions, each comprising eight students, were conducted. Additional data were collated from module evaluation, end terms results, and peer-feedback. Based on the end-term results, it was found that the inclusion of the IAOL contents and teaching style improved student engagement and student performance. Hence, this study suggests a model that provides practical outcomes that inform best practices in teaching and learning.

The Impact of Entrepreneurial Teaching: The Mediating Effect of the Teacher's Ease of Performing University–Business Collaboration

Abstract Entrepreneurship is a multifaceted phenomenon that has a vital role in Finnish society. It has become a top priority in national government policies because of its significance as a driver of economic growth, creativity, and innovation. The crucial role of entrepreneurship has also been reflected in educational policies. The research field of entrepreneurship education has increased substantially during the last fifteen years. Several studies reveal the significance of entrepreneurship education, the essential elements of entrepreneurial learning, and the impact of entrepreneurship education on students' entrepreneurial competences. According to a number of studies, teachers play a crucial role in enhancing students' entrepreneurial competences. Collaboration between universities and businesses has been evoked as a good practice in entrepreneurship education. Nevertheless, there is still a great need for research on the relationship between the teachers in charge of entrepreneurship education and the implementations of university–business collaboration. The objective of this study is to examine the effect of entrepreneurial teaching on teaching practices in entrepreneurship education. The authors of this paper contribute to deepening knowledge about this relation. They also increase the knowledge about the supportive role of university–business collaboration to teachers' adoption and diffusion of entrepreneurial teaching through a control variable of the ease of university–business collaboration. The empirical data for this study come from Finland, collected through an Internet survey. The results show that the teacher's perception of the ease of engaging in university–business collaboration has an indirect effect on the teaching practices used. On the other hand, the teacher's ability to implement entrepreneurial teaching has a positive direct relation to the ease of performing university–business collaboration, affecting also the use of versatile teaching methods.