Teacher Lecturer Research Articles

Comparison of the organization of teaching-learning process by different occupational seniority science teachers

The aim of this study is to examine regulation of priority in the different teaching-learning process of science teachers format. Nine science teachers attendant in state schools with similar properties in Aksaray, constitute the working group's research. The data obtained through observation and interviews were analyzed descriptively. According to the results of teachers findings related to the preparation before the course examined three categories including content, learning environment, findings for students of different levels. All three groups of teachers said that they had made several preparations under this category before the course. The activities that took place in the introduction of class by teacher were examined in the form of reminders, class teacher attention, motivation, to notify the target and prerequisite information and it was determined that several variations based on priority in that category. According to the findings relating to the course of teacher workings, question-answer and lectures were used in three groups. The most diverse materials and teaching methods and techniques in the course belongs to teachers with priority between 11-20 years. While the priority of teachers increases student participation in the course decreases. 1-10 years from associating with everyday life; between the main and sub-points highlighting 11-20 years; making summaries are 21 and older teachers with seniority they left missing in the course of those points.

Educação a Distância Online e Formação de Professores: práticas de pesquisas em Educação Matemática no estado de São Paulo

Resumo Neste artigo apresentamos um mapeamento sobre Teses e Dissertações em Educação Matemática que abordam a Formação de Professores e a Educação a Distância (EaD) online. Assim, guiamo-nos segundo a perspectiva qualitativa da metanálise, sendo que os dados foram analisados sob a perspectiva teórica da Formação de Professores, bem como os procedimentos metodológicos de análise de dados foram baseados em alguns conceitos da Análise de Conteúdo. Este mapeamento crítico das Teses e Dissertações revelou seis eixos temáticos que representam as tendências de pesquisa sobre a temática investigada: Aspectos didático-pedagógicos da EaD online; Aspectos epistemológicos da EaD online; Políticas Públicas de Formação de Professores a distância; Prática Docente de professores no contexto da EaD online; Processos formativos de professores que ensinam Matemática no contexto da EaD online; e Processos de implementação de cursos de Formação de Professores a distância. Destacamos que a análise dos dados revelou que as práticas de pesquisa em Educação Matemática acerca da Formação de Professores e a EaD online está condicionada ao processo de evolução e disseminação das Tecnologias de Informação e de Comunicação (TIC) na sociedade e, consequentemente, na Educação. Além disso, foi possível identificar particularidades dos processos formativos em contextos online que revelam potencialidades da EaD online para a Formação de Professores.

Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting

Rapid evolution of information technology has changed traditional classroom pedagogies, and a number of computer-supported collaborative learning forms have burgeoned. However, research concerning the analysis of teacher-student interaction in actual classroom discussions is still less established. This article addresses the nature of teacher-student interaction in small-group discussions in a Chinese higher education setting. We analysed the social network and verbal behavioural features of teacher-student interaction using an analytical framework that integrates the social network analysis (SNA) and Flanders interaction analysis (FIA). The results of SNA indicated that the teacher exerted the main control of the social network and the group leaders were more actively engaged than other students. The findings of FIA showed a range of teacher-student behavioural characteristics. Teacher lecturing, student-initiated talk and teacher’s clarifying student ideas accounted for the largest percentage of interaction. Although the teacher spent a large percentage of talk in lecturing, he acted more like a guide and facilitator, developing student ideas with appropriate comments and providing ample opportunities for student talk. The students as a whole were found to be active in verbal behaviours and vigorous in raising questions. This case study provided a framework for analysing teacher-student interactional behaviours in higher education context. It also added our understanding of Chinese professors’ and graduate students’ experience in small-group discussions.

Class Absence, Instructor Lecture Notes, Intellectual Styles, and Learning Outcomes

At many universities, undergraduate introductory economics courses are taught in large lecture halls. Casual empiricism suggests that rates of student absenteeism are significantly greater in the large lecture format compared to the smaller classroom format. There is also the compounding factor that numerous empirical studies have identified a statistically significant negative relationship between absenteeism and student performance. Using panel data, it is estimated that the average student with less than perfect attendance is better off attending the lecture, but studying from instructor-provided lecture notes can significantly reduce the negative effect of absence on exam performance. Additional estimates of the differential effects of intellectual styles show the notes were the least beneficial for the auditory intellectual style.

중학교 과학 교사가 '힘과 운동' 단원 수업 중에 사용하는 과학용어 분석

In science classrooms, using science terminology is a very important aspect of communications between science teachers and students, as well as in the science learning of students. This study was conducted to investigate the usage of the science terminology in the lectures of science teachers, and identify the problem in the aspect of both communication and teaching. To do this, we have recorded 13 hours of class teaching `Motion` part in unit of `Force and Motion` from three science teachers, and extracted science terminologies from the science teachers` lectures by using an analysis program. We performed qualitative analysis, such as kind of science terminology used, and linkage between curriculum and textbook, and quantitative analysis, such as number of science terminology, and frequency of use. With respect to communication, there appears some problems in its proportion in the teacher`s lecture in class. It is deemed that science terminology in teachers` lectures were too many, that the frequency of usage of important conceptual terminology was low, and that teachers use higher level terminologies to explain key concepts. And in respect to science learning, there were problems where terminologies including important concepts were used separately by the teachers and textbooks, terminologies of higher level concept were used, and there might be differences between teachers in majority of teachers.

The Role of Exploration in the Classroom (STEM)

Science has often been defined as the exploration of the Natural World and offering explanations of objects and events encountered. Technology is related to science in that it seeks answers to problems in the Man-Made World (Engineering). Too often typical science is categorized as physics, chemistry, biology, and earth/space science. These disciplines are offered for learning from textbooks, teacher lesson plans, lectures and assignments for all students to remember. Science textbooks are typically used to determine the information used for teaching in the K-16 science classes. Science has also been used and associated with the student Bexplorations^ of science. Such explorations start with questions and ideas by students.

Learning outside the classroom through MOOCs

The rapid increase use of information technologies throughout educational institutions is changing the way teachers and students learn, work, and establish collaboration. The learning cycle is an ongoing process that is designed to improve the quality of, as well as collaboration among learners. Recent announcements from top Universities to turn to new forms of educational delivery called “MOOCs” (Massive Open Online Courses), have not only captured the interest of academics and students in higher education, but also the interest of students and teachers in the K-12 environment, in home schooling, or outside the classroom in general. With MOOCs, the teaching method is moving from the traditional transfer learning model where the teacher serves as the repository and transmitter of knowledge to the flipped classroom model where the learner interacts with other students, peers, and has flexible access to all information and resources around him before coming to the classroom. With the huge amount of online educational material this has become a useful and beneficial method in teaching. Speaking at the Association of Community College Trustees’ leadership meeting in Seattle, October 2013 (gatesfoundation.org), Bill Gates said “The value of MOOCs comes when you use them to create hybrids that are the best of both worlds. Rather than having the instructor lectures during class and then send the students home with assignments, many instructors are now using MOOCs to flip the classroom”. He also added “I’d be the first to say this is a period of experimentation, but we’ll learn much faster if people jump in and engage”. Hester Tinti-KaneVice President of Marketing and Social Media Strategy, Pearson (Seaman & Tinti-Kane (2013)), said “The more we know about effective uses of technologies for teaching and learning, the faster we can adopt these new practices, facilitate their proliferation across higher education, and increase student success”. These massive open online courses which have global reach, unlimited participation, and open access over the internet via a combination of social networking and video podcasts is attracting a huge variety of students of different ages, nationalities, backgrounds, abilities, interests, etc. It’s all based on connection where you have the ability to learn, interact, and collaborate not only locally and globally but also universally from anywhere and at any time. With MOOCs providers in the USA (Coursera, edX, Udacity), Europe (FUN, Iversity), UK (FutureLearn), Middle East (Rwaq, Edraak), or in Australia (Open2study) students can work on learning content outside of the classroom, at their own pace, and practice the application of what they learned in class. While some educators consider MOOCs as the future of higher education, others said they represent the beginning of education downfall. According to many surveys, it has been found that faculty members are not rejecting technology, in fact most of them believe in the ability of technology to bring transformative change to education but at the same time they feel that commercial considerations, rather than pedagogical considerations are driving the phenomenon of MOOCs. The objective of this study is to provide insights into recent developments of MOOCs and how they can be incorporated into high school curriculum. While it’s too soon to say if MOOCs represent a substitution to traditional courses, they certainly bring a transformative change to our actual education in general and to the way our academic institutions are working. For high school for example MOOCs could be used as blended-learning approach particularly in math and science. In higher education there is a lot of excitement about MOOCs and universities are still working hard on how to use them and what impact they could have on the value of a degree. A survey has been conducted to understand how students perceive learning outside the classroom through social media, online courses, school website, and private tutoring. 310 students have been surveyed during their end of the year exams at Global International School, an international school licensed by the Saudi Arabian Ministry of Education and open to all expatriates in the Jeddah community, and accredited by the International Accreditation body “Advanced” (http://www.advanc-ed.org/). On the question “Learning outside the Classroom has a Positive Impact on my Education” 44.52% said they strongly agree with the statement and 51.61% said they agree while 2.58% neither agree nor disagree.

Lecture attendance is a pivotal factor for improving prospective teachers’ academic performance in Teaching and Learning Mathematics

The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended lectures in the subject of teaching and learning mathematics. Students’ examination grades in a maths course with mandatory or voluntary lecture attendance were analysed with a logistic model testing the association between lecture attendance requirement and grades. We show that mandatory lecture attendance (1) more than double the odds of students receiving a pass grade when their situated and tacit knowledge was examined and (2) quadrupled the odds of students achieving the highest grade (pass with distinction) when both their understanding of elementary mathematics and their situated and tacit knowledge of teaching and learning mathematics were examined. Our study provides evidence for a significant positive role of lecture attendance for students acquiring skills in Teaching and Learning Mathematics. While attending lectures students receive situated tacit knowledge of the subject which is otherwise difficult, if not impossible, for them to obtain in a different way. The observed improvement may have an additional positive effect in being a step towards overcoming a maths anxiety, which is otherwise relatively common among prospective teachers.

Affective Filter in Second Language Learning in South Korea

According to the Organisation for Economic Co-operation and Development (OECD), South Korea has ranked at the top among nations for spending on education for at least a decade. It is also well known that an important aspect of this so-called “education fever” is the significance of English. However, a growing body of research indicates that despite such a robust input of money, as well as of time, South Korean students nonetheless enjoy only lackluster to mediocre levels of English fluency, which are incommensurate with their investments compared to other countries. To students of English, and students in South Korea, this situation should be disturbing and concerning. The researchers of this paper decided that if some reasons could be identified as to why levels of fluency are lower than desired, then perhaps suggestions could be made to improve the situation. Based on the researchers experience, a hypothesis was created to test: The second language education environment prior to university in South Korea is not oriented toward fluency creation, but instead reinforces hierarchical and teacher-centered methods to teach a second language. Ultimately, this results in lowering student motivation and confidence while increasing anxiety about learning English. This was discovered to be called an increase in affective filter. To test this hypothesis, qualitative and quantitative research techniques were used. In addition to researching how students learn a second language and what techniques are most effective, a survey analysis was conducted where students were asked to selfreport about their English education learning experiences and feelings. For a comparative case, non-Korean students studying a second language (Korean) in South Korea were also asked to report about their Korean learning experiences and feelings. As we anticipated, a majority of students (out of n=127) self-reported that their English education experiences prior to university consisted primarily of listening to teachers lecture, with little time spent speaking. However, motivation results were unexpectedly mixed. For some this educational experience had a negative impact on motivation, selfconfidence, positive self-image, and anxiety, which according to the literature are prerequisites for second language acquisition: results consistent with our hypothesis. However, about a third experienced no change in motivation and more than a third were motivated by the experience. This is an important and novel finding. As for the non-Korean group, similar results were reported, although they indicated a greater time spent speaking. Both groups pointed to certain extra-curricular activities involving the second language, such as studying abroad, making foreign friends, and developing cultural awareness, as elements that would, or had, improved their motivation and confidence to acquire the second language.

O CONCEITO DE SOLO SOB O OLHAR DE CRIANÇAS DO ENSINO FUNDAMENTAL EM ESCOLAS DE SÃO PAULO-SP

The concept of soil varies with the look of each individual and the use made of it. The pedological approach to environmental education began in the 90s of XX century, seeking to awaken rational land use and conservation, both in formal and non-formal education. In Brazil, called, Soil in School Project started in 2003, with the same goal. The National Curriculum Parameters (PCNs) bring the soil theme as a crosscutting theme in elementary school, both in the subjects of Science and Geography. We investigate what children of elementary school know about soil in Sao Paulo-SP. For this, we participated in workshops and offer lectures for children and teachers. We realized that the child know about soil like people in general, even having already learned about the subject in school. In this regard, we emphasize the importance of education in Soils for it to be seen not only for economic purposes, but also as an important element of the environment and the maintenance of life.

PENGARUH METODE RESITASI TERHADAP HASIL BELAJAR SISWA PADA TEMA INDAHNYA NEGERIKU KELAS IV SD NEGERI 6 SUWAWAL JEPARA

This background of the research because the learning outcomes of students who are still under the KKM 70 because learning is monotonous, more teachers lecture so that students are less enthusiastic in participating in the learning process so that what the teacher was not well received by the students. The problems revealed in this study is there any method of recitation influence on learning outcomes of students on the theme of ?óÔé¼?ôindahnya negeriku?óÔé¼?Ø about student comprehension class IV 6 Suwawal Jepara? Goals to be achieved in this study was to determine the method of recitation is there any influence on student learning outcomes in the theme of ?óÔé¼?ôindahnya negeriku?óÔé¼?Ø about student comprehension class IV 6 Suwawal Jepara.This type research is quantitative. The population in this research is class IV in the SD Negeri 6 Suwawal Jepara. The samples taken were 40 learners using nonprobability sampling is a cluster sampling. The data in this study was obtained through the observation of observation of the activities of students to acquire value as well as on aspects of psychomotor tests to determine student learning outcomes in the cognitive aspects. The design in research is a pretest-posttest control group design.Based on the analysis of research data using the t-test is obtained t cognitive separated by 3,570; psychomotor tvalue 2,100 to 2,021 ttable for both the 5% significance level. So tvalue> ttable and H0 is rejected. Average increase cognitive learning outcomes for students class IV in SD Negeri 6 Suwawal Jepara before treatment was given by 45% and after the treatment was given at 100% and the average psychomotor learning outcomes which is 70%. Therefore, it can be concluded that there is a method of recitation influence on student learning outcomes theme of ?óÔé¼?ôindahnya negeriku?óÔé¼?Ø about student comprehension class IV SD Negeri 6 Suwawal Jepara.Suggestions made, namely to use the method of recitation should be in a class that number of students is not more than 25 students. That is because at this recitation method takes quite a long time, especially in the execution of duties and responsibilities.

Automatic classification of activities in classroom discourse

Classroom discourse is the primary medium through which teaching and learning occur. Managed skillfully, it can provide an opportunity for students to develop their understanding and to profit from the ideas of their peers and the teacher. Yet it is difficult for teachers to be mindful of the nature and distribution of classroom discourse at the same time as they juggle other instructional concerns. It is possible to record, transcribe, and analyze classroom discourse, but it is not possible to do this quickly enough to give a teacher timely feedback. We report on the development and validation of an automated system for recording and analyzing aspects of classroom discourse that can result in timely feedback. Based on the LENA system, it aims to identify three common discourse activities: teacher lecturing, whole class discussion and student group work. The system consists of a speech processing module (diarisation performed by the LENA system) and an activity detection module that detects the discourse activities by using classification analysis. Results showed that our automatic detection of discourse activities converged well with those of human coders. The system enables timely and relatively inexpensive generation of a classroom discourse profile, which helps teachers to visualize and potentially improve their classroom discourse management skills.

Problems Faced by Pre - Vocational Education Curricula Teachers in Jordan

Research aims to identify the problems faced by curricula of vocational education teachers in Jordan, the study sample consisted of 100 teachers selected through a sample available, interview tool, the results showed that the most important problems facing teachers curricula of vocational education: perception of inferiority by students and school administration and teachers for the curriculum and got on top of problem where the percentage of them (90%), and ranked second problem of lack of acceptance of students to the idea of teaching curriculum of vocational education by (85%), and ranked third dearth of concerns professional highly equipped to carry out activities pose problem faced by teachers and amounted to (70%). The researcher recommended to provide professional Laboratory schools equipped to achieve the objectives of professional education curriculum, in addition to holding lectures for students, teachers and school administrators to make them aware of the importance of pre-vocational education curriculum.

The Effect of Class Attendance and Lecture Notes on Learning Outcomes

At many large universities it is conventional to deliver undergraduate introductory economics courses in a large lecture hall. However, not surprisingly, casual empiricism suggests that rates of student absenteeism are significantly greater in a large lecture format than in a smaller classroom setting. A compounding factor is that numerous empirical studies have established a significant negative relation between absenteeism and student performance. This study investigates the relation between absenteeism, the use of instructor provided online lecture notes, and student performance. The findings are that on average instructor lecture notes are not a substitute for class attendance. However, for some learning styles they can be a substitute, but for most learning styles they are not.

Medical professional values and education: A survey on Italian students of the medical doctor school in medicine and surgery

Background:The values such as participation/empathy, communication/sharing, self-awareness, moral integrity, sensitivity/trustfulness, commitment to ongoing professional development, and sense of duty linked to the practice of the medical professionalism were defined by various professional oaths.Aims:The aim of this study was to evaluate how these values are considered by the students of the degree course of medicine.Materials and Methods:Four hundred twenty three students (254 females, 169 males) taking part of the first, fourth, and fifth years of the degree course in medicine were asked to answer seven questions. Pearson's Chi-square, Wilcoxon rank sum test, and Kruskal–Wallis test were used for the statistical analysis.Results:The survey showed a high level of knowledge and self-awareness about the values and skills of medical profession. In particular, the respect, accountability, and the professional skills of competence were considered fundamental in clinical practice. However, the students considered that these values not sufficiently present in their educational experience.Conclusions:Teaching methods should be harmonized with the contents and with the educational needs to ensure a more complex patient-based approach and the classical lectures of teachers should be more integrated with learning through experience methods.

How Curriculum and Classroom Achievement Predict Teacher Time on Lecture- and Inquiry-Based Mathematics Activities.

This study drew on data from a large, randomized trial of Cognitive Tutor Algebra (CTA) in high-poverty settings to investigate how mathematics curricula and classroom achievement related to teacher reports of time spent on inquiry-based and lecture-based mathematics activities. We found that teachers using the CTA curriculum reported more time on inquiry-based activities and less time on teacher lecture activities overall compared to non-CTA teachers. However, both CTA and non-CTA teachers of the highest-achieving students spent more time on inquiry-based activities compared to teachers of lower-achieving students. Additionally, CTA teachers in classrooms with the most low-achieving and non-gifted students reported almost as much time on lecturebased activities as their non-CTA counterparts. Qualitative findings suggest that CTA teachers engaged in more traditional lecture-based activities and fewer inquiry-based activities when they thought their lower-achieving students could not tackle the reading open-ended activities in the curriculum without explicit demonstration and traditional practice problems. CTA thus appeared to increase inquiry-based activities in teachers’ classrooms overall. However, lower-achieving students may have had needs unaddressed by the CTA curriculum. These findings thus imply that districts should think carefully about how to implement CTA and—potentially—other inquiry-based curricula in order to support teachers of students with the highest needs and least preparation.

Use of Evidence‐Based Parenting Programs for Parents of At‐Risk Young Children

When the court placed Pam, as an infant, with her grandmother, her mother was able to regain custody of her by completing a traditional parenting class model. Not surprisingly, there continued to be neglect and abuse in the home postreunification, and Pam was removed again. Pam’s mother had learned little from the program she had attended, and what she had learned about the needs of her child were just ideas—she could not implement the developmentally appropriate strategies in her day-to-day life with her daughter. She reverted back to her inappropriate discipline practices and her less-than-nurturing relationship with Pam and eventually lapsed into neglectful behaviors that resulted in her daughter’s reentry into the system. Traditional parenting programs such as the one Pam’s mother attended are defined as parent education-only classes and do not provide an interactive component for the parent and child to play together or opportunities for the parent to practice his or her newly acquired skills. In these classes, the teacher lectures to the parents about parenting activities. Pam’s mother had been a school dropout with poor academic skills. She attended a typical middle school where lecture was the classroom format, and she had failed. Even so, she was placed in a traditional parenting class using this same presentation formula with expectations that she would learn. During her minimal participation in the classes, she had been inattentive and often needed discipline from the instructor. On more than one occasion, she was asked to put her cell phone away and to stop talking while the teacher was speaking. When she began the program, she was never assessed as to what she did or did not know about appropriate parenting or child development, nor was she reassessed at the end of the program to document progress or the lack thereof. The parenting agency had never seen her interact with infant Pam to assess whether she could use the skills presented to her. However, because her attendance was consistent—she had attended all eight of the parenting sessions—Pam’s mother was given a certificate of attendance, which she presented in court as evidence of

El enfoque por tareas en la didáctica de la traducción jurídica: propuesta de aplicación

The establishment of the European Higher Education Area brings along the need not to focus the teaching/learning processes merely upon the teacher's lectures but to allow the student to manage his own learning process. Taking this fact as a basic premise, this study puts forward a didactic proposal for French-Spanish legal translation in which task-based work and encouragement of the learner autonomy play an essential role. The proposal tries to fit together the different aspects of legal translation using a global and task-based approach.

Leçons Privées

While numerous signs and traces remain from the public lectures given during the early modern era in German universities, mentions of the private lessons held by the teachers at their homes are seldom found. This study intends to appraise the importance of these private lectures both for teachers and students as well as for the functioning of the universities. In addition, a close look at these lessons appears to enable us to understand how the seminar form was born and how it became rooted in German universities during the 19(th) century.

WE‐E‐203‐05: Medical Physics Teaching Opportunites in an ITunes World

Introduction: Today's students have come up in a world where online audio and video content is widely available. Through the use of television production and iTunes, increased opportunities for out of the classroom learning are available. Method and Materials: During the last three years at the University of Arizona, we have used the medical TV resources in our institution to record our medical physics courses. The class studio is equipped with computers, pad camera and video players. An integrated teaching environment is achieved where one may transfer from traditional “chalk board” (pad camera) methods to advanced computational and video presentations. In class lectures proceed as normal with the inclusion of microphones for recording. Lectures are then placed on University iTunes with in a few days of class. Recordings of past years lectures are made available to the students in addition to the current instructor's lectures. Video podcasts of advanced topics not covered in lectures can also be made available which may allow for instructors to maintain course schedules. Other laboratory podcasts may also be developed for QA, machine engineering and machine operation. These will allow for students to participate in labs independently outside of normal clinic hours. Results: Students have multiple opportunities to review the lecture and other material regardless of class time. Content that may have been missed due to illness or other absence may still be covered. Additionally, competing course schedules may now be accommodated without rescheduling class times. Use of the TV/iTunes system has allowed for students in any semester to view the same topic from multiple instructors. This has given a diversity of presentation which may allow for students to better understand topics. Conclusion: Use of video lectures and podcasts in an integrated iTunes environment allows for increased opportunities for learning for medical physics students.