Reviews Of Teaching Materials Research Articles

Critique of Approaches for Evaluating Teaching and Proposal for a New Institutional Policy.

A review of current literature provides ample evidence that Student Evaluation of Teaching, as currently practiced, can be a biased and flawed evaluation of educator performance and student learning. Due to this, many institutions have developed their own internal multimodal approach for faculty evaluation and professional advancement review that removes the underlying bias associated with survey results. Ross University School of Veterinary Medicine created a taskforce to evaluate the current teaching assessment practices and provide an alternative method. Based on an extensive literature review, an institutional policy was created using a multimodal approach, combining student evaluations of teaching scores with peer review of teaching, review of teaching materials, mentorship, self-ratings, and self-reflection. The implementation plan for this policy is described to allow for a teaching evaluation process built on a philosophy of mentorship, guidance, and self-reflection; as well as the use of external professional exam metrics to review the institutional academic quality at large.

Examining Teaching Materials in Higher Education Against Religious Intolerance and Pluralism in the Global Era: Islamic Perspective

This study aims to investigate the role of the study of teaching materials in universities on religious intolerance and pluralism. The study also explores the Islamic perspective on these two dimensions. The location of the research was carried out at the IAIN Parepare of South Sulawesi Province, Indonesia. The source of research data is secondary data obtained from document review of teaching materials in the Aqidah Akhlak (moral theology) course as well as literature relevant to the research topic. The literature study research methodology guided by content analysis focuses on three topics, namely teaching materials, religious intolerance, and pluralism in the view of Islam. The study revealed two findings. First, the results of a study of the components or the appropriateness of the contents of the items of teaching materials in accordance with the values ​​of tolerance as contained in Pancasila and Bhineka Tunggal Ika. Thus, these teaching materials contribute to preventing religious intolerance and provide a new perspective on pluralism. Second, in the view of Islam, it is known that religious intolerance can be avoided by tasamuh, namely by instilling a commendable moral attitude. While pluralism there are two opposing schools between those who accept and reject. In the Qur'an, there is an explanation of pluralism as a necessity, human diversity in togetherness. The conclusion is that the study of teaching materials contributes to supporting tasamuh behavior and avoiding negative views about pluralism. Pluralism is not recommended, namely religious pluralism which is feared to have a negative impact on aqidah. With the study of teaching materials, negative possibilities can be minimized as long as they are in accordance with practice. Because after all, the values ​​of pluralism are also able to foster mutual respect and appreciation between fellow human beings so that they can support the development of student morality. The expected implication is that universities must supervise and provide input on teaching materials that have the potential for the concepts of tolerance and pluralism. The government needs to support the socialization of the true importance of tolerance and pluralism in the campus environment.

Oltre “no buono”. L’espressione di gusti e preferenze nella scrittura in italiano L2 di apprendenti vulnerabili

The communicative functions related to the expression of personal tastes and preferences are attested very early in the process of L2 learning. Moreover, the importance to focus on these functions in L2 (Italian) classes, even in literacy courses and especially with adult refugees and asylum seekers, has been extensively demonstrated. The present study has a twofold objective. Firstly, it aims at identifying forms of expression of personal tastes and preferences in written production of L2 Italian vulnerable low-literate learners. Secondly, it intends to investigate L2 Italian teaching experiences related to the two above mentioned functions, with a review of teaching materials. To reach the first goal, the ScrItAV corpus was consulted and 107 short texts, produced by refugees and asylum seekers in L2 Italian literacy classes at the University L’Orientale of Naples were selected. An error analysis was carried out on the micro-corpus by means of the UAM Corpus Tool software. For the second research objective, 10 L2 Italian literacy teachers were administered an online questionnaire about methods and materials used in teaching how to express tastes and preferences in the second language; 12 textbooks of Italian as L2 for literacy levels were also examined. The corpus analysis allowed to recognize the forms in which the two functions are realized in written productions of low-literate learners of Italian as L2 and to describe the path from the Pre Alpha A1 to A1 level. If learners succeeded in expressing their tastes especially about food, colours and aspects of the city of Naples, what seems to be less developed and trained, but also more crucial, is the expression of what is disliked. To such vulnerable learners, often experiencing a traumatic past and a difficult present in reception camps, the ability to verbalize what is not going well, what is perceived as unacceptable, what is not preferred can be very urgent. This communicative need does not seem to be satisfied in literacy classes and by textbooks of Italian as L2, in which the positive forms are more numerous and more frequent than the negative ones.

Психологічні аспекти (ракурси) научуваності в інклюзивній освіті. Програмоване навчання

The article deals with the psychological aspects of learning of ordinary schoolchildren and children with special needs, trying to determine the degree of development of the student, from which it is possible to begin the use of programmed learning. Studying scientific sources, we were guided by different theories and approaches and concluded that the views of L.S. Vygotsky on the features of mental, physiological development remain relevant in our opinion today: "Any defect plays a double role. On the one hand, a defect is a disadvantage, a disadvantage, and on the other, a plus, because it creates incentives for development and this is where the huge forces of compensation lie: "… a defect is not only a disadvantage, a weakness, but a plus, a source of strength andabilities, it has a positive meaning! "and the fact that" A defective child is not necessarily a defective child. The degree to which it is defective or normal depends on the consequences of compensation". We have tried to analyze the possibilities of programmed learning in accordance with the requirements of modern education of the humanities, taking into account the special needs of the children being taught. Practices of domestic and foreign laboratories ofprogrammed study research were considered. The differences in the views and points of view in the theoretical positions underpinning certain principles of programming were found in the differences in theories of learning that underlie the construction of specific paths of programmed learning. After all, the process of preparation and review of teaching materials will focus our attention on many aspects of teaching special needs students and ordinary children, which is rarely observed in regular education.

A Preliminary Study of the Literacy Experiences of Adolescents With Severe Disabilities

Seventy-five literacy activities of eight middle and high school students with severe disabilities were analyzed in terms of the literacy content, materials used, student engagement, and contexts, including location and instructional arrangement. Coded observations, review of teaching materials, and follow-up teacher interviews and questionnaires revealed that students spent a disproportionate amount of time passively engaged in reading activities (i.e., listening without the opportunity to respond) in one-to-one instructional arrangements located in self-contained classes. Active engagement in written and spoken expressive communication was underemphasized. Worksheets and picture symbols were the most often-used materials. Activities rarely occurred in the natural setting for use of the literacy skill, or with the materials that would be used under natural circumstances. Findings are discussed in relationship to research-based practices.

The Peer Review Process of Teaching Materials

When an instructor adopts teaching materials, he/she wants some measure of confidence that the resource is effective, correct, and robust. The measurement of the quality of a resource is an open problem. It is our thesis that the traditional evaluative approach to peer review is not appropriate to insure the quality of teaching materials, which are created with different contextual constraints. This Working Group report focuses on the evaluation process by detailing a variety of review models. The evolution of the development and review of teaching materials is outlined and the contexts for creation, assessment, and transfer are discussed. We present an empirical study of evaluation forms conducted at the ITiCSE 99 conference, and recommend at least one new review model for the validation of the quality of teaching resources.

Accent on Teaching Materials

Abstract In this section The American Statistician publishes announcements and selected reviews of teaching materials of general use to the statistical field. These may include (but will not necessarily be restricted to) curriculum material, collections of teaching examples or case studies, modular instructional material, transparency sets, films, filmstrips, videotapes, probability devices, audiotapes, slides, and data deck sets (with complete documentation). Authors, producers, or distributors wishing to have such materials announced or reviewed should submit a single, complete copy of the product (three copies of printed material double-spaced) to Section Editor Harry O. Posten, Statistics Department, University of Connecticut, Storrs, CT 06268. A statement of intention that the material will be available to all requesters for a minimum of a two-year period should be provided, along with information on the cost (including postage) and special features of the material. Information on classroom experienc...

REVIEW OF TEACHING MATERIALS

(1993). REVIEW OF TEACHING MATERIALS. Southern African Journal of Applied Language Studies: Vol. 2, No. 1, pp. 94-98.

Teaching effectiveness analysis plan applied to lectures in medical physiology.

To improve and thus strengthen its teaching program, the Department of Physiology at the University of South Alabama voluntarily embarked on a multiphasic self-assessment of its medical teaching program. One phase of the greater assessment plan included an analysis of the teaching methods of each faculty member. To design and implement this phase, the services of a teaching consultant from the College of Education were obtained. The implementation of the objectives as established by the consultant resulted in 1) the development of a systematic and consistent method of evaluating the teaching practices of the faculty through the design of a standard observation instrument for use in analyzing the teaching of each individual; 2) the sampling of the teaching of each of the seven participating faculty members; 3) the collection and critical review of teaching materials used; 4) an analysis of the effectiveness of the faculty; and 5) the submission of a written report of evaluation results. The seven participating faculty members were observed during the delivery of two lectures each presented to the freshman medical class. Based on the analysis of both the lectures and materials used, a written critique of each faculty member was submitted. Lecture strengths and weaknesses, both of individual members and of the whole department were summarized. Finally, the results of a survey taken of the faculty in which the participants were asked to respond to a series of questions regarding the self-assessment program were most favorably accepted by all participating faculty.

Addendum to a New Listing of Audio-Visual Materials for Statistical Education

In this section The American Statisticiani publishes announcements and selected reviews of teaching materials of general use to the statistical field. These may include (but will not necessarily be restricted to) curriculum material, collections of teaching examples or case studies, modular instructural material, transparency sets, films, filmstrips, videotapes, probability devices, audiotapes. slides, and data deck sets (with complete documentation). Authors, producers, or distributors wishing to have such materials announced or reviewed should submit a single. complete copy of the product (three copies of printed material double-spaced) to Associate Editor Harry 0. Posten, Statistics Department. University of Connecticut, Storrs, CT 06268. A statement of intention that the material will be available to all requestors for a minimum of a two-year period should be provided, along with information on the cost (including postage) and special features of the material. Information on classroom experience may also be included. All materials submitted must be of general use for teaching purposes in the area of probability and statistics.