Teaching Activities Research Articles

On the History of the St. Petersburg Assyriological School: Rostislav Antonovich Gribov

The article is dedicated to the 90th anniversary of the remarkable Orientalist and teacher Rostislav Antonovich Gribov, who trained several generations of Russian Assyriologists. It contains a biography of the scholar, supplemented by characteristics of his scholarly and pedagogical activities. The main directions of R.A. Gribov’s activity are considered: the creation of a new methodology for teaching the cuneiform languages of Mesopotamia, a study of the socio-political history of the city of Mari, works on the history of Russian Assyriology. A list of published and unpublished works is attached to the article.

Pathologist Workload Assessment in Gastrointestinal Subspecialty: A Pilot comparative study in an academic setting

Abstract Introduction/Objective There are no official guidelines regarding the workload to be received by pathologists, and it is challenging to distribute equivalent workloads across subspecialties. This study aims to determine whether slide count is a reliable workload metric in gastrointestinal (GI) pathology. Additionally, we seek to compare the time allocation differences between GI pathologists involved in medical resident teaching and those dedicated only to anatomical pathology duties. Methods/Case Report This is an observational retrospective cohort study. We recorded the first two hours of a workday of three experienced GI pathologists at Stanford Healthcare in 2022, two of whom were engaged in teaching. The authors carefully retrospectively reviewed the recorded videos to extract relevant information: teaching activities, number of histological slides, specimens, types of tissues analyzed, and resultant diagnosis. Results (if a Case Study enter NA) Two attendings (2 and 3) signed out with residents, while only one worked alone (1). The mean time spent on each case was 199 and 486 seconds different between attendings 1 and 2 and 1 and 3, respectively (p<.01). There was a strong positive correlation between the number of slides and time spent analyzing each case, r =.607. The number of slides per case statistically explained 36.8% of the time spent per case, p <.001. Conclusion In conclusion, the slide count metric only explains 36.8% of the time expenditure, suggesting that more sophisticated workload assessment methods must be developed, particularly if used for workload distribution purposes. Also, GI pathologists involved in medical training take longer to sign out cases than GI pathologists who are not, suggesting that this is an essential factor that should be considered when distributing workloads.

Centenary of Professor Jaroslav Číhalík

On the occasion of the 100th anniversary of the birth of Prof. Jaroslav Číhalík (1924–2005), an outline of the life and work of this important teacher and scientist of the Faculty of Science of Charles University is presented. His teaching activities, including the establishment of the new field of environmental protection, are summarized, and his most important publications in analytical chemistry are recalled. The personal dimension of his work at the faculty is also presented. Full text English translation is available in the on-line version.

Transforming teaching assistant roles into co-creators of instruction

This case study explores the implementation of a collaborative initiative that transformed the traditional role of teaching assistants (TAs) into student-faculty partners in two psychology courses. The objective of the collaboration was to leverage the insights and contributions of undergraduate students as co-creators of instruction for students’ engagement and meaningful learning experience. The case study highlights the processes, impacts, and challenges of these partnerships, revealing opportunities for student partners to develop pedagogical and assessment literacy, enhance communication and leadership skills, and gain insights into student behaviors and preferences. Pedagogical and curricular gains were observed, including the incorporation of student insights into instructional activities and improved teaching materials. However, challenges related to power dynamics and student perceptions of privilege were also identified. The findings emphasize the importance of careful navigation and the creation of meaningful opportunities for student engagement in higher education.

AS PRÁTICAS PEDAGÓGICAS MEDIANTE AS REPERCUSSÕES DA APLICABILIDADE DAS TECNOLOGIAS

In recent years, the growing emphasis on teacher training and performance has revealed the urgency of critical and necessary actions. The rapid expansion of Information and Communication Technologies (ICTs) in the educational field not only highlights, but also intensifies, the widespread lack of preparation of many teachers in the face of the new possibilities that these technologies introduce into pedagogical practices. This study proposes an in-depth reflection on the impact of digital technologies on teachers' pedagogical practices, focusing on pedagogical innovations that emerge from classroom practices. The bibliographic research undertaken to support this study reveals that teachers recognize the pressing need for training courses that not only provide technical experiences, but also develop pedagogical dimensions in an integrated manner. Thus, teachers are required to master the curricular content and carry out a critical appropriation of ICTs, aiming to promote qualitative transformations in pedagogical practices. This integration makes it possible to combine pedagogical activities with digital technologies, promoting not only creativity and autonomy among students, but also encouraging deeper reflection on the dynamics of learning. However, by establishing this harmony between curricular knowledge and ICTs, teachers can foster an educational environment that truly takes advantage of the potential of new technologies to enrich and diversify the teaching-learning process.

The Mediating Effect of Teachers’ Collective Innovativeness Between School Climate and Job Satisfaction

<p style="text-align:justify">Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.</p>

Pendampingan Fasilitasi Pojok Baca sebagai Sarana Edukasi dan Peningkatan Literasi pada Pelajar di Desa Tewang Kadamba Kalimantan Tengah

The lack of facilities and supporting resources for teaching and learning activities in educational institutions and places of worship in Tewang Kadamba Village is a major factor hindering the development of students' literacy skills. In fact, literacy skills are one of the most fundamental aspects that every student must possess to support their continuity as individuals who are expected to live intelligently and with character. One of the breakthroughs offered by the researchers to solve the question as intended is by organizing a reading corner facilitation and facilitation to support the literacy skills of students in the Tewang Kadamba village. Therefore, this research is aimed at evaluating the effectiveness of the reading corn facilitation as a means of education and literacy improvement for students in Tewang kadamba village, central Kalimantan. The qualitative descriptive method was chosen to gain a deep understanding of the social, cultural, and historical context of a phenomenon. The research results show that reading corners can be an effective strategy to increase students' reading interest. Through three stages, namely planning, implementation, and evaluation, the provision of reading corner facilities has proven to enhance the love of reading and change students' positive attitudes towards literacy culture, both at school and in places of worship.

«Любование стариной» в эпоху «великого перелома»: Н.И. Воробьев и преподавание этнографии в вузах Казани (1920-е – начало 1930-х гг.)

The paper examines the teaching activities of the famous ethnographer, geographer, researcher of the ethnography of the Tatars and other peoples of the Volga region, Nikolay Iosifovich Vorobyev, at Kazan University and the Eastern Pedagogical Institute in the 1920s – early 1930s. His role in organising special departments of these universities, where ethnography and related disciplines (anthropology, anthropogeography, ethnology, etc.) were taught, is shown. The views on ethnographic education of the Kazan teaching community, students and authorities at various levels are described. The paper shows that in the first years of the Soviet rule, ethnography was taught in large quantities at several Kazan institutes of higher education – Kazan University, North-Eastern Archaeological and Ethnographic Institute, and Eastern Pedagogical Institute. The main initiators of including ethnographic disciplines in the curriculum of institutes were employees of Kazan University, including N.I. Vorobyev. However, officials of the RSFSR People’s Commissariat for Education considered ethnography as a discipline that studies ‘backward peoples’ and ‘relicts’, and did not see it as a means of ideological education of students. Therefore, the number of hours assigned to this subject was reduced quite quickly. N.I. Vorobyev and his colleagues proposed a number of educational departments projects (geographical and museum-ethnographic sections of the Eastern Pedagogical Institute) in order to preserve ethnographic education in Kazan. As a result of their efforts, students of the Physics and Mathematics Department of Kazan University and the Eastern Department of the Eastern Pedagogical Institute studied ethnography and related subjects until its ‘defeat’ on the cusp of the 1920s and 1930s.

Boris Georgievich Ustinov, architect and teacher

The article is devoted to the activity of B. G. Ustinov, an outstanding theoretician and practitioner of architecture of St. Petersburg. His innovative solutions and projects are described. The author emphasizes the importance of Ustinov’s pedagogical activity and mentions his textbooks, which have become well-known.

AQUISIÇÃO E DESENVOLVIMENTO DAS COMPETÊNCIAS DE LEITURA E ESCRITA

The process of acquiring and developing reading and writing skills constitutes a fundamental and extremely relevant stage for the student’s social insertion and academic success, especially in societies that value written language. This study aims to contribute to deepening knowledge about the methods of acquiring and developing reading and writing in children during the literacy process. The importance of this knowledge in the training of new educators is emphasized, as well as the challenges associated with the educational process. The purpose of this article is to understand the process of acquiring and developing reading and writing skills. To this end, a qualitative methodological approach was adopted, which included an exploratory and careful review of the literature, selecting relevant works that allowed the organization and synthesis of ideas according to their importance, aiming to establish the central ideas for solving the research problem. In this context, the discussion is not limited to choosing between literacy or literacy, but rather the harmonization of these two processes, guaranteeing students the appropriation of the alphabetic-spelling system and the ability to use the language in social practices of reading and writing. It is observed, therefore, that the most effective and productive pedagogical action is the one that integrates, in a simultaneous and articulated way and literacy.

Teachers’ Ancillary Functions and Teaching Performance

The term “ancillary functions” in the context of education refers to the tasks that teachers carry out that are not explicitly related to classroom teaching, such as serving as subject coordinators, club advisers, sports coaches, coordinators of both co-curricular and extracurricular activities, and community engagement services. Teachers still need to perform actual teaching, yet these services are vital for the school’s daily operations. Along this line, this study determined the level of teachers’ ancillary functions and level of teachers’ performance in a small-sized School Division in Norther Negros Occidental during the School Year 2023-2024. Data needed for this descriptive paper was collected from 66 public elementary school teachers using a self-made survey questionnaire that has passed the stringent tests of Validity and reliability. Data gathered revealed that teachers’ ancillary functions are high for teaching-related (M=4.0382; SD=0.32875) and administrative assignments (M=3.8644; SD=0.40228). Additionally, it was found that there was no significant relationship between teachers’ ancillary functions and their performance. The study calls for the use of differentiated instructions and requires School Heads to practice transparency and fairness in the distribution of ancillary workload to teachers. Keywords: Teachers’ ancillary functions, teaching performance, teaching-related assignments, administrative assignments, Negros Occidental, Philippines.

“All Hands on Deck”: The Critical Role of Non-State Actors in Basic Education in Low- and Middle-Income Countries

ABSTRACT The education landscape in low-income countries (LICs) and middle-income countries (MICs) is characterised by improving levels of school enrolments, but low levels of learning and systems performance, and critical shortfalls in education financing. In asking the question “what is the role of non-state actors in basic education in LICs and MICs?,” this article describes six features of the non-state sector landscape: (i) the non-state sector provides a large and growing share of basic education provision in LICs and MICs, (ii) this sector caters to the poor, but not to the extreme poor (nor probably should it without public subsidy), (iii) evidence on the performance of the non-state sector is mixed, (iv) Public-Private Partnerships (PPPs) in education are the norm rather than the exception, though regulation and PPPs are generally not done well by Governments, (v) the non-state sector has been uniquely hurt by COVID-19, but also proved to be resilient, and (vi) there are successful advocacy campaigns against the non-state sector and PPPs. Against this backdrop, we propose 10 policy measures for Governments, national actors and the international community, with a view to maximising the contribution of non-state actors to driving system-wide goals of equity, learning, and social cohesion.

ENERGY AUTOMATION SUPPORTS ENERGY CONSUMPTION INTENSITY IN CLASSROOMS

Automation of energy use to control energy consumption intensity (IKE) in classrooms is carried out using an Arduino Nano-based system. This system utilizes an IR transmitter to send signals to the air conditioning unit, a servo motor to position the IR transmitter to the appropriate air conditioning unit, a relay to control the lights, and a Real-Time Clock (RTC) module for scheduling based on a specified schedule. The main goal is to prevent energy waste and ensure comfort by turning on and off the air conditioning unit and lights according to a preset schedule. This automatic scheduling includes time setting, transmitter IR control, servo motor, relay control, and LCD. Programmed scheduling ensures that the air conditioner and lights only turn on when needed, while the LCD provides real-time information about the status of the air conditioner and lights. With this automation, the system helps reduce excessive energy consumption, drives significant energy savings, and creates a comfortable and energy-efficient learning environment. The automatic monitoring and regulation system also allows users to focus more on teaching and learning activities without having to worry about manual settings for air conditioning and lights.

Impact of the COVID-19 pandemic on teaching and research activities in obstetrics and gynecology: a national two-stage, stratified, cluster sampling survey in China

BackgroundFew studies quantified the influence of the coronavirus disease 2019 (COVID-19) pandemic on medical teaching and scientific research activities in China. This is the first national study to investigate such topics from the viewpoint of physicians practicing obstetrics and gynecology in China.MethodsThis is a national questionnaire survey with online interviews for respondents. This two-stage, stratified, cluster sampling method was applied based on city categories (categories 1 to 3 correspond to < 10,000, 10,000 to 30,000, and > 30,000 beds, respectively), hospital levels (primary, secondary, and tertiary), and hospital types (general and specialized) in China among physicians practicing obstetrics and gynecology. Physicians documented notable alterations in both overall and specialized teaching and research engagements. Comparative analyses were conducted across diverse municipal and hospital attributes.ResultsData were collected from a representative sample of 11,806 physicians from 779 hospitals across 157 cities and 31 provinces. Notably, except for online seminars, a minimum reduction of 20% in both overall and specialized teaching and research activities was observed among physicians. Up to 61.7% (95% confidence interval 59.3–64.0) of physicians reported either a complete termination or a > 50% decline in resident training. Compared with category 1 cities and primary hospitals, category 3 cities and tertiary hospitals experienced greater reductions in items of resident or graduate education, visiting scholar, clinical trials, and laboratory studies (adjusted p values < 0.05), coupled with notable increases in online seminar participation (adjusted p values of 0.002 and < 0.001, respectively).ConclusionsAmidst the COVID-19 pandemic in China, activities requiring direct, face-to-face communication were more affected in resource-rich cities and general hospitals compared to resource-limited areas and specialized hospitals. Residency training experienced the most significant decline. Conversely, participation in online seminars increased, providing additional opportunities for continuing medical education.

Exploring the potential of AI for pragmatics instruction

Large language models (LLM) (e.g., ChatGPT) have garnered massive attention due to their potential to serve as interactive partners for a wide range of teaching and learning activities. In instructed second language acquisition, one potential use of LLMs is for pragmatics instruction. The current study sought to assess ChatGPT’s suitability for this task by analyzing its output in response to 144 DCTs (discourse completion tasks), which test a language learner’s ability to create apologies, requests, and refusals over differential levels of social and power distance, and degrees of imposition. Quantitatively, ChatGPT produced significantly shorter apologies than the other two speech acts (p &lt; .001, R2 = .49), utilizing fewer pragmatic strategies (p &lt; .001, R2 = .38). Closer social distance and greater imposition also resulted in longer responses, with higher imposition also eliciting ChatGPT to use more pragmatic strategies. Qualitatively, human raters scored ChatGPT’s apologies significantly lower in terms of their appropriateness, politeness, and language use, despite there being no statistical differences in ratings for requests and refusals. The main pedagogical implications are that, while ChatGPT offers an attractive option for students looking for more language exposure and interaction outside of the classroom, some degree of skepticism is still required due to its quantitative and qualitative inconsistencies.

Evolution of Teachers' Teaching Beliefs About Mathematics in a Teacher Education Program.

Teachers' teaching beliefs encompass the underlying perspectives that they hold. These beliefs significantly influence teacher actions in complex ways, thereby impacting the implementation of curriculum reform. However, existing research has revealed inconsistencies between teaching beliefs and actual practices. Employing a case study approach, this study adopts a reflective belief model to address this issue and explore the mechanisms of teaching belief formation within the context of a teacher education program in China. The findings indicate that teaching beliefs can evolve and develop through five dimensions: justification, exemplification, consistency, connection, and practicality. By considering these dimensions within the framework of the reflective belief model, we can better comprehend the inconsistencies between belief and practice. Teacher educators can utilize this understanding to foster the cultivation of reflective teaching beliefs for teachers within training programs.

Beliefs and Practices in Teaching Grammar Instruction: Babile Primary School in Focus

The researcher conducted this study to seek and to illuminate the methodologies and strategies employed by English language teachers in grammar instruction at Babile Primary School. By engaging in a comparative analysis of the pedagogical beliefs and practical approaches of two seasoned English as a foreign language teachers, the study investigated the subtleties of their teaching methodologies and the various factors that shape their classroom decisions. This examination of the congruence or divergence between their beliefs and instructional methods reveals significant insights into the intricate belief systems of these English as a foreign language teachers and their implications for teaching practices. The analysis indicates that the English as a foreign language teachers at Babile Primary School maintain complex belief frameworks regarding grammar instruction; however, these beliefs do not consistently align with their actual teaching methods. The research identified numerous factors influencing the teachers&amp;apos; classroom decisions, many of which are intricately tied to the specific educational context of Babile Primary School. These results underscore the multifaceted nature of teaching English as a foreign language, highlighting the necessity of understanding and addressing the underlying influences that affect instructional practices. The findings sought to illuminate the nuanced ways in which educators navigate their roles and adapt their approaches to meet the needs of their students in an ever-evolving educational landscape.

Perception and Knowledge of Students on the Use of YouTube in Authentic Assessment

Literacy design by using digital learning resources in the instructional activities at school is presently inevitable. Besides providing learning materials, digital learning materials are also suitable for applying authentic assessment that can improve learners’ skills and competencies contextually. The study is intended to explore students’ perceptions on the use of the YouTube as materials for authentic assessment. The study was carried out through quantitative and qualitative surveys with 47 graduate students at Yogyakarta State University, 45 domestic and 2 overseas students. The study took place in a blended learning context. Students were asked to complete an on-line questionnaire, practice authentic assessment in class, and conduct observation activities. Data were analyzed by descriptive statistics and descriptive qualitative method. Findings show that students’ perceptions on the use of the YouTube channel and authentic assessment are generally positive. Almost all the students agree with the genre-based language learning and assessment of which one of the resources is the Internet and all its derivations; almost all of the students agree that the implementation of the YouTube-based instructional processes applies the authentic assessment model with the primary performances of speaking and writing using a rubric; practice of students’ performances in authentic competencies is scored and commented on by their peer.

NURSING PERFORMANCE IN PATIENTS WITH CHRONIC RENAL FAILURE AND DIABETES MELLITUS

The goal was to identify the importance of nursing care to the patient with renal impairment and diabetes mellitus. As for the methodology, we opted for a bibliographic review by searching in Latin American and Caribbean Health Sciences (Lilacs), Scientific Eletronic Library Online (Scielo) and Nursing Database (BDEF). and Discussion: It was observed that diabetes is a chronic disease that is characterized by changes in glucose metabolism, whether by poor insulin production-type 1, or by resistance to its action, as it has happened in type 2. That the performance of nursing in the care of patients with diabetes mellitus and chronic renal failure is critical, where the professional employs a systematization of nursing care ensuring the patient a whole and individualized care. It is concluded that the nursing team should act in the promotion of health and/or prevention of diseases such as diabetes and their comorbidities. Also, it was observed in this review that the actions of permanent education and orientation of patients for self-care should be intensely promoted by nurses, among this population who, because they have diabetes mellitus, are pre-discredted the risk factors for development of chronic renal failure.

Information quality and students’ academic performance: the mediating roles of perceived usefulness, entertainment and social media usage

PurposeThis study evaluates the mediating roles of entertainment, perceived usefulness, and social media use on social information (content) and students’ academic performance.MethodologyPrimary data was collected from 445 students at King Khalid University in Saudi Arabia using the snowball sampling strategy was employed. For data analysis, structural equation modeling (PLS-SEM) was used.FindingsEntertainment partly mediates the link between social information quality “content” (IQ) and social media use (SMU) and SMU mediates the link between IQ and student’s academic performance (SAP). Perceived usefulness mediates the link between IQ and SAP. Suggesting that entertainment and perceived usefulness are crucially necessary for inspiring social media content to obtain optimum performance among graduate students. The study was limited to a single academic institution. Therefore, the results of the investigation cannot be generalized as a whole, and cannot track respondents’ social media activity over time. Thus, longitudinal data may be used in future investigations. Practical implicationsThe results of this study indicate that faculties can adapt and adjust their teaching methods and activities to incorporate social media, perceived usefulness, and entertaining content since it affects student performance. Social media (SM) has a significant influence on students’ social and academic performance. Thus, educational stakeholders, such as university authorities, the government, and parents and guardians, should recognize social media as a tool for achieving educational objectives.Originality/valueThe study enhances the application of UTAUT2 by examining how factors that influence the adoption of technology are connected to the subsequent influence of that adoption on students’ learning and conduct.