Faculty Teachers Research Articles

A Study to assess the Effectiveness of planned Teaching Programme on knowledge regarding specific Learning Disabilities in children among Primary School Teachers at selected Schools, Dharwad District Karnataka, India

Nowadays children are day after today’s citizens. they're in a non-stop system of growth and improvement. Any alteration in its direction leads to developmental problems. specific studying incapacity plays a considerable position as silent handicap amongst children. it is expected that four-5% of college students in primary faculty have unique mastering disability. unique studying disability is “A disorder that affect people’s potential to either interpret what they see and listen or to link records from exceptional components of the brain. Such problems volume to high school work and may impend learning to study, write or mathematic’’. As there aren't any precise test to discover kids with precise studying incapacity, fitness specialists must rely mainly on number one faculty teachers report for its prognosis. preceding research have proved that trainer’s understanding towards such youngsters have exquisite influence closer to their restoration. An evaluative study turned into carried out 60 primary faculty teachers at decided on schools, Dharwad district. opportunity; simple random sampling method become used to choose the pattern and become collected through based know-how questionnaire. The studies design used for the look at quasi-experimental: unmarried organization pre-check put up-test design. records evaluation changed into achieved by means of using descriptive and inferential information. universal result of the observe revealed that the extent of knowledge on unique mastering disabilities in youngsters in pre-test revealed that the pre-take a look at suggests that Majority 30(50%) of the respondents had insufficient level of expertise and followed by 18(30%) of the respondents had moderate level of information and Minority 12(20%) had adequate expertise. all through the publish-take a look at indicates that Majority 36 (60%) of the respondents had good enough degree of knowledge and accompanied through 14(23.33%) of the respondents had mild degree of know-how and Minority 10(16.66%) had insufficient knowledge. calculated paired ‘t’ fee (t cal = 20.91) is more than tabulated price (t tab= 2.0096). there may be no considerable affiliation between selected socio-demographic variables. The look at concluded that the deliberate coaching programme was powerful in enhancing know-how concerning specific studying disabilities.

Instructor Development and Support at the University of Minnesota College of Veterinary Medicine.

Health science schools are increasingly promoting teaching training among their faculty. Reported challenges for such programs revolve around lack of time and lack of support for faculty and other teaching staff to pursue such training. This is a description of the components of a teaching training program that is available for all instructional faculty and staff at a veterinary college. Components described include a formal teaching development program with information about participant satisfaction, an educational support website, an annual Education Day, and ancillary programs available throughout the academic year to provide just-in-time support for teaching.

Diagnosis, Remediation, and Error Correction for Mathematics: How to Teach Pre-Service Teachers

Mathematics is a core academic subject, regardless of grade level or setting. Everyone uses mathematics in their everyday life, so being competent in basic mathematics is critical to independent living. One thing teachers can do to ensure learners are learning the mathematics concepts being taught is to diagnose and remediate the errors they are seeing. This skill involves digging deeper into the work of the learners and looking for error patterns. Unfortunately, this skill is not a focus of mathematics instruction courses that pre-service teachers (PSTs) take in their program. This article is aimed at mathematics instruction faculty and describes three main error types as well as what to do when they are identified.

Generative-AI, a Learning Assistant? Factors Influencing Higher-Ed Students' Technology Acceptance

This study investigates the factors influencing the adoption of Generative-AI tools amongst Thai university students, employing the Technology Acceptance Model (TAM) as a theoretical framework. Data from 911 higher education students from 10 different Thai Universities Health Sciences, Sciences and Technology, Social Sciences and Humanities, and Vocational Fields were analysed via Structural Equation Modelling (SEM). The instrument used in collecting the data was a questionnaire. Results indicated that Expected Benefits, Perceived Usefulness, Attitude Toward Technology, and Behavioural Intention all significantly impacted student adoption of Generative AI. Intriguingly, Perceived Ease of Use was negatively correlated with Perceived Usefulness, challenging conventional TAM assumptions. This study underscores the need to address language barriers, foster a culture of innovation, and establish ethical guidelines to promote responsible AI use within education. Despite inherent limitations, this research contributes to our understanding of AI adoption in educational settings and helps inform strategies for equitable access and responsible innovation. The result demonstrated that the easier a tool was to use, the less value leaners seemed to see in it for their learning process. It can be implied that as Generative-AI get more intuitive, learners think they're less helpful. These finding challenges a few of those assumptions we usually make within the TAM model. It also points out the characteristic of learners which affects their learning preferences and expectation. Another finding showed the impact of language barrier on non-native English speaker that obstruct the user experience in AI services. Moreover, the role of universities in fostering both AI integration for learning for and the ethical implementation of Generative AI. By providing a supportive environment that encourages AI experimentation, redesign learning, empowering learners and faculty instructors to investigate how Generative AI can be applied across disciplines, and developing guidelines for ethical use, universities play a critical role in shaping the effective and responsible integration of AI into the next educational landscape.

Elementary teacher’s perspective critical thinking process in analyzing mathematics problems: Right triangles

In the learning process that occurs, many students work quickly, but the results obtained are not accurate. This is because students do not carry out the evaluation process. This research aims to analyze students’ critical thinking processes in solving mathematics problems. The questions discussed are flat geometry material, especially right triangles. The research method used is descriptive qualitative. The subjects were 13 students Elementary School Teacher, Faculty Teacher Training and Education, University Muhammadiyah of Malang. Subjects were selected using the purposive sampling method. The questions were given to 50 potential respondents and only 13 students were able to analyze them correctly. This research has resulted in 13 subjects being able to write information using their language at the interpretation stage. In the analysis stage, this subject can find the latest information by connecting previous knowledge with information obtained while studying in class. Evaluation Stage, 13 subjects were able to carry out the evaluation process by linking the main information found. In the interpretation stage, all subjects can draw a conclusion accompanied by reasons to support the answers and conclusions obtained. Communication and regulation stage, 13 subjects were able to communicate and carry out the process well.

Strategic Approaches to Online MBA Instruction: A Roadmap for Delivering Marketing Strategy in the Online MBA Curriculum

The online MBA enrollment trend has been on the rise even before the onset of the COVID-19 pandemic in early 2020. The pandemic further accelerated this shift, with more prospective students considering remote study options. This poses a challenge for universities in preparing faculty for online instruction, given that instructors often lack prior exposure to online learning. The emergence of generative AI, such as ChatGPT, introduces a new technological dimension, prompting concerns about academic integrity. The paper provides strategic and practical approaches and resources for teaching an asynchronous online MBA marketing strategy course, addressing common challenges faced by instructors. It offers valuable insights into course content, assignments, time management, and integrating generative AI in the course. It aims to help marketing and management educators proficiently develop and implement comparable courses, especially those transitioning from traditional to online instruction.

Perceptions of near-peer teaching in a pharmacy skills-based laboratory

ObjectiveTo assess the perception of students, faculty, and previous lab coaches on a near-peer teaching model integrated into a skills-based laboratory. MethodsAs part of a longitudinal near-peer teaching experience, third professional year students are utilized as lab coaches in a skills-based laboratory course. Lab coaches deliver lectures, provide feedback, facilitate activities, and assist with class preparation spanning 2 semesters for first and second professional year students. Students enrolled in the courses received an anonymous 12-question survey to assess the comfort and helpfulness of feedback when working with a lab coach and faculty during the 2021–2022 academic year. Statistical analysis was conducted using descriptive and inferential statistics for survey questions, and thematic analysis for open-ended responses. Semi-structured interviews with previous lab coaches and faculty were conducted, and thematic analysis was utilized for the responses. ResultsThe student survey had an 81.4% response rate (n = 114). Students were significantly more comfortable working with and asking questions to a lab coach than a faculty instructor (mean [SD] of 4.78 [0.66] vs 4.44 [0.75]). Nine (75%) previous lab coaches and 6 (43%) faculty members were also interviewed. A total of 6 themes regarding perceptions of the lab coach position emerged: positive impact on personal and professional development; relationship building; rewarding experience recommended to others; robust teaching experience; struggles and challenges faced by both faculty and lab coaches; appreciation of the position by faculty. ConclusionImplementing near-peer teachers into a pharmacy skills-based laboratory was very well received by students, previous lab coaches, and faculty.

Adapting for Anti-Racism: Collaboratively Diversifying Faculty Open Professional Development

Higher education institutions have become increasingly interested in exploring the innovative learning opportunities afforded by open educational resources and practices (OER). These same institutions have begun to more seriously consider ways to eradicate racism. However, few institutions have considered the ways that OER may prove useful in dismantling anti-racism and how to prepare instructional faculty to do so. Given their expertise and research skills, librarians may be uniquely positioned to take on this role. In this paper, we explore one such online asynchronous effort–adaptation and implementation of the Open for Anti-Racism faculty workshop in a Learning Management System–and offer insights for librarians and instructional faculty. These findings include: the importance of 1) adapting for local institutional context, 2) providing multimodal peer engagement opportunities, and 3) having facilitators occupying different professional roles and social locations.

Stavovi i mišljenja studenata prve godine medicine o učenju histologije i embriologije uz pomoć vršnjačkog podučavanja - uloga studenata demonstratora

Peer-assisted learning (PAL) is a form of teaching method where students facilitate the transfer of knowledge to other students and at the same time learn themselves. Department of Histology and Embryology at the Faculty of Medicine, University of Belgrade, Serbia has a longstanding tradition of PAL, which involves the use of undergraduate teaching assistants (UTAs) in practical microscopy classes. This research aimed to evaluate the attitudes and opinions towards UTAs work during Histology and Embryology course from the perspective of 1st year students. Data from this study were collected from 512 undergraduate medical students enrolled in the 1st study year using an anonymous semi-structured questionnaire. The analysis of the students' responses has shown that almost all of our students asked for the help of UTAs during Histology and Embryology course. Additionally, 65% of students said that they felt more comfortable asking UTAs for help during their labs than faculty teachers. Most students believe that UTAs devoted sufficient time to them during the practical classes. Nearly 90% of students agreed that UTAs gave them good advice and answers and more than 80% of students perceived that they had never received inaccurate information from UTAs. More than 40% of students can see themselves in the role of UTAs in future. These results indicate that UTAs have a significant place in the Histology and Embryology curriculum and that their role in everyday teaching represents one of the most important aspects of PAL.

Perceived Learning Management System Effectiveness, Teacher’s Self-Efficacy, and Work Engagement: Groundwork for an Upskilling Plan

This study explored the perceived effectiveness of the Learning Management System (LMS), self-efficacy, and work engagement. The researcher made use of descriptive-quantitative design with questionnaire as the main instrument of gathering the data. A total of. 107 faculty teachers from three Higher Education Institutions in the Philippines that are using Canvas LMS were chosen through convenience sampling. Online questionnaires were used to collect data, and descriptive statistics were employed to analyze demographic information. Based on the results, teachers reported high levels of perceived LMS effectiveness, teachers’ self- efficacy, and work engagement. Significant differences were found in perceived LMS effectiveness based on gender, with males ranking higher than females. Differences were also observed across age groups and the duration of LMS usage. Correlational analysis indicated positive relationships between perceived LMS effectiveness, teachers’ self-efficacy, and work engagement. Through regression analysis, it was revealed that teachers’ self- efficacy significantly predicted perceived LMS effectiveness, and the combined effect of perceived LMS effectiveness and teachers’ self- efficacy significantly predicted work engagement. Moreover, teachers suggested vast areas for upskilling in terms of LMS features, Assessment, Professional Networks, and Support and Instructions. The study identified areas of concerns in the dimensions of perceived LMS effectiveness, teacher’s self-efficacy, and work engagement that served as the bases for recommended faculty upskilling plan for online and hybrid instructions.

Active Teaching Techniques Using Virtual Didactics: Novel Experience From a National Neurosurgery Resident Course

To investigate the attitudes of neurosurgery residents regarding active teaching techniques and virtual didactics based on a national neurosurgery resident sample. We also evaluated the relative cost and time commitment required for faculty participation in virtual versus in-person resident courses. The Society of Neurological Surgeons (SNS) national junior resident courses (JRCs) were reformatted for active teaching in a virtual setting in 2020 due to the COVID-19 pandemic. We analyzed course evaluations from the virtual 2020 courses in comparison to the 2019 in-person SNS JRCs. We also compared course budgets and agendas from these courses to identify comparative costs and the time commitment for faculty participation using these 2 course models. Survey of nationwide participants in virtual junior resident courses. A total of 122 residents from 80 ACGME neurosurgery residency training programs attended the 2020 virtual JRC. The survey response rate of attendees was 36%. In-class engagement was thought to be good to great by 73% to 80% of the virtual learners. In-class activities and active learning techniques also were evaluated positively by 61% to 82% of respondents. Expenses were significantly lower for the virtual course, at $118 per course participant, than for the in-person course ($2722 per participant). There also was a 97.3% reduction of faculty hours and a 97.6% reduction of faculty cost for the virtual JRC compared to the in-person course. Neurosurgeon residents embraced the active teaching techniques used to teach portions of the prepandemic JRCs in a virtual format. Other aspects of the course curriculum could not be replicated virtually. Virtual courses were dramatically less expensive to produce, used fewer faculty teachers and required less time per faculty member. The data from this study may inform the choice of active teaching techniques for other neurosurgery residency and continuing medical education courses to optimize learner engagement and participant satisfaction in the virtual setting. We recommend that the curriculum of in-person courses emphasize hands-on, experiential learning and professional enculturation that cannot be recreated in the virtual space. Curricular elements suitable to virtual learning should take advantage of lower costs, reduced faculty time requirements, and scalability. They should also utilize active teaching techniques to improve learner engagement.

Научные школы факультета психолого-педагогического и специального образования СГУ имени Н. Г. Чернышевского: диахронический аспект

The relevance of the study is due to the objective necessity to generalize the main trends of scientific research that have been developed earlier with the intergenerational communication and development of modern scientific schools of the Faculty of Psychological, Pedagogical and Special Needs Education of the Saratov State University, which is celebrating its 45th anniversary in November 2023. The purpose of the study is to generalize the experience of formation and development of scientific schools of the Faculty of Psychological, Pedagogical and Special Needs Education of Saratov State University from the diachronic perspective. Methods (tools): retrospective and comparative analysis of the data from scientific and bibliographic sources. Results. The contemporary psychological school is presented through the prism of the scientific interests of Professor I. V. Strakhov, the pedagogical one is represented through the works of academician N. F. Posnansky, the defectological school is analyzed through the works of the founder of Russian typhlopedagogics (methods of teaching the blind) A. A. Krogius. The study analyzes the works of V. I. Balayeva, K. F. Sedov, G. K. Parinova, E. A. Alexandrova, R. M. Shamionov, M. V. Grigorieva, Yu. V. Selivanova and other methodologists in a retrospective and perspective aspects. For the first time, an attempt has been made to outline the origins of the methodological school of the faculty. The study also presents the experience of several generations of the faculty teachers connected with their participation in the creation of federal and regional textbooks for schools and workbooks for students, which was predetermined by the series of publications “Pedagogical Institute for the School”. The range of modern scientific and methodological interests of the faculty stuff is systematized: grant projects, initiative research topics of the faculty chairs, the agenda of the dissertation boards. Moreover, the study presents the faculty research cluster: it has specified the existing laboratories, centers, and equipment for collecting empirical data. Conclusion. The study has summarized the experience of the formation and development of scientific and methodological schools of the faculty. It has identified traditional research issues that are characteristic of all the stages of diachronic development and the transformed research topics and/or the issues that re-emerged under the influence of the public demand of the modern world and the current socio-cultural situation.

Sosyal Bilgiler Öğretmen Adaylarının Öğretim Teknolojileri Dersine Yönelik Görüşleri

Instructional technologies and materials are the primary tools that support teachers in educational environments. In-service and preservice teachers must be able to use instructional technologies, develop and evaluate new materials, and have information about them. Therefore, there should be a course in which preservice teachers studying at the faculty of education can learn and apply instructional technologies in teacher training undergraduate programs. The Council of Higher Education (CoHE) has carried out studies within this framework. The council has included courses related to instructional technologies in the education faculty teacher training undergraduate programs that were developed. The "Instructional Technologies and Material Development" course, which was included in the teacher training undergraduate program of the faculty of education in 1998 for the first time, was named "Instructional Technologies and Material Design" in the new teacher training programs developed in 2007. In the revised teacher training programs dated 2018, it was named "Instructional Technologies". Today (2023), it continues under the name of "Instructional Technologies" in teacher training undergraduate programs. This study aims to examine the opinions of preservice teachers who are studying in the social studies education undergraduate program at a state university in Turkey in the 2021-2022 academic year about the "instructional technologies" course. The case study method, one of the qualitative research methods, was used in the research. To determine the opinions of the preservice social studies teachers selected by the convenience sampling method, a 7-question open-ended questionnaire developed by the researchers and prepared by taking the opinions of the experts in the field was used as a data collection tool. The data obtained in the research were interpreted using tables and direct quotations.

Training items for trainee residents in community medicine in rural areas

ObjectiveTo examine the significant events experienced by initial trainees during community medicine training, evaluate their impact on community medicine practice, and support improvements in rural community medicine training.ResultsThree faculty teachers independently evaluated the reports of 25 residents who had completed a four-week community medicine training in a rural area to analyze major events. The reports were analyzed using topics from the Model Core Curriculum for Medical Education that relate to rural medicine. The most frequently reported items were identified as follows: Primary care: 9 (36.0%); integrated community care systems: 8 (32.0%); medical care in the local community: 7 (28.0%); home health care and systems, patient-physician relationship, and end-of-life medical treatment and care: 6 each (24.0%). Reports from residents describing events related to home health care and systems and end-of-life medical treatment and care were related to more than one item.

Students' perceptions of post-exam feedback in oral radiology-A comparative study from two dental hygienist educational settings.

The aim of this study was to investigate how students perceive the benefit of participating in a teacher-organised session providing feedback on exams, termed post-exam feedback, in two dental hygienist programmes. The study was based on interviews with 22 participants, including 18 students and 4 faculty teachers. The data were approached on the basis of thematic analysis, allowing us to generate insights on how the participants reflected on their participation in the post-exam feedback sessions and how they perceived this arrangement as learners. The findings from the study suggest that motivated students consider post-exam feedback to be beneficial in clearing up uncertainties and deepening their understanding of issues not fully understood during the exam, as well as supporting their further learning. Less motivated students mainly consider post-exam feedback to be relevant for students who do not pass the exams. Organised in a student-centred way and with attentiveness to student learning preferences, the results suggest that post-exam feedback can be valuable for enhancing assessment and supporting student learning related to exams.

RaT race: A standardized open-access education resource provides a structured resident-as-teacher experience.

There is no unified approach for training residents to be teachers. Foundations of Emergency Medicine (FoEM) is a national program that provides free resident education in emergency medicine (EM) utilizing small-group, case-based instruction delivered by individual program faculty and residents. This study seeks to explore the FoEM resident-as-teacher (RaT) experience. We conducted a mixed-methods study of FoEM faculty site leaders and resident teachers in 2022. Site leaders completed an online survey consisting of multiple-choice, completion, and free-response items. We calculated descriptive statistics and applied a thematic qualitative analysis to free-response items. We conducted semistructured interviews with resident teachers. Interview transcripts were analyzed using a thematic approach with a constructivist-interpretivist paradigm. A total of 133 of 180 (74%) site leaders completed the survey and 11 resident teachers were interviewed. Forty-nine (37%) programs utilize resident instructors. The frequency of residents teaching and degree of faculty supervision varied. Commonly identified advantages include reinforcement of core content for resident teachers (44/49), structured format (35/49), and reduced need for faculty instructors (30/49). The most commonly identified challenges include variable instruction by residents (33/49) and challenge to providing feedback on teaching (20/49). Resident teachers identified benefits including strengthening residency community, improved EM knowledge, and greater teaching skills. For nearly all resident participants, FoEM RaT impacted their career goals by affirming their interest in teaching. The FoEM curricular model appears to be a valuable and feasible method to incorporate a RaT experience into EM residency training programs.

Partnering and Programming for a Black, Indigenous, and People of Color Sexual and Gender Minority Pathway to HIV Research.

There is an urgent need to conduct innovative research on the health needs of populations whose intersecting identities, such as being Black, Indigenous, and other People of Color (BIPOC) and sexual and gender identity (SGM) persons, put them at greater risk of HIV infection. More so, as important as it is to train on the best practices, it is as important to train aspiring BIPOC SGM scholars in intersectional HIV science so that they can address the HIV-related issues of BIPOC SGM populations. In line with guidelines to increase diversity in the HIV workforce, we sought to (1) solidify the interest of BIPOC SGM trainees engaging in intersectional HIV science by piloting a 2-week Summer Intensive Program, (2) leverage the relationships and resources of our community partner to enhance our recruitment from HBCUs and MSIs, and (3) identify opportunities for postprogram training and mentoring activities. Our data suggest that participants gained a great deal from the instructional sessions. Participants commented on the quality of the sessions, effectiveness of the instructional faculty, and a confirmed interest in HIV science. We succeeded in promoting interest in and commitment to HIV science among early career BIPOC SGM scholars. An instructional program of this intensity is best suited to those with some experience in graduate school and existing interest in HIV science. As a program serving multiply minoritized populations, clarification of host institution policies and procedures, as well as administrative support, are essential for ensuring a smooth experience for scholars visiting from outside institutions.

AI Language Models as Educational Allies: Enhancing Instructional Support in Higher Education

Incorporating artificial intelligence (AI) to support academic faculty is the main topic of the systematic literature review. The purpose of the study is to examine the potential advantages and disadvantages of such implementation, with a particular emphasis on how the use of AI in educational settings may impact teaching methods, individualised learning experiences, and administrative procedures. For the literature review, the Science Direct, Taylor & Francis, and Emerald Insight databases were carefully examined. In order to thoroughly analyse the integration of AI in instructional faculty support, each article was evaluated for its quality of content and relevance to the research questions. According to the findings, AI-driven tools like ChatGPT and intelligent tutoring systems have the potential to significantly improve instruction and foster adaptive learning, which would result in better educational outcomes. The use of AI can enhance administrative procedures and promote personalised learning for students. By highlighting its advantages and drawbacks, this study advances knowledge of AI's function in instructional faculty support for education. By highlighting critical gaps and difficulties, this study lays the groundwork for further research and the development of best practices for AI integration in educational contexts.

Community-Engaged Pedagogy in the Psychology Classroom: Shelter Dogs go to College

Background Community-engaged pedagogy has the potential to benefit both students and the community. Objective The purpose of this project was to design a new undergraduate psychology course according to recommended community-engaged practices and to explore learning outcomes associated with it. The Canine Learning and Behavior (CLB) course, taught by faculty and community co-educators, offered undergraduate psychology students the opportunity to train shelter dogs and write shelter-specific grant applications. Method Learning outcomes were assessed via course grades and self-evaluation questions for students enrolled in the CLB ( n = 21) and in a comparably challenging Sensation and Perception (SnP, n = 47) course, taught within the same semesters by the same faculty instructor. Results In comparison to participation in the SnP course, participation in the CLB course was associated with higher content comprehension, confidence in and familiarity with relevant skills (i.e., dog training and grant writing), as well as awareness of and sense of responsibility to the needs of the community. Conclusion The employment of community-engaged pedagogy can benefit various stakeholders, including students, the community, and in this specific case, shelter dogs. Teaching Implications This proof-of-concept study may encourage psychology educators to integrate community-engaged pedagogy into their curriculum.

Mentoring Programs in Organizations: An Online Graduate-Level Course Design Case

In this article, I present the design case of a fully online graduate-level course intended to prepare instructional designers and human performance improvement practitioners with an introduction to the knowledge and skills that are foundational for the design and implementation of mentoring systems to improve individuals’ and organizational performance. In addition, the course design case provides an opportunity for instructional designers and faculty instructors to observe how learners can engage in an organizational mentoring systems feasibility study and as mentees in a mentoring relationship, in a fully asynchronous online course. The purpose of these two projects is to provide learners with an experience to reflect upon their personal mentoring systems experiences thereby becoming better informed for future engagement in the design, development, implementation, and maintenance, of an organizational mentoring system that would deliver desired results. Further, the political environment in which the design case took place, the theoretical framework, and instructional sequencing, are made transparent so that other professional instructional designers and instructors can “observe” the decision inputs and immediate outcomes of the design to add to their store of design knowledge.