Variety Of Teaching Styles Research Articles

Role of Teachers' Engagement in Student's satisfaction with Medical College: A Comparison of Private and Public Sector Colleges

Student satisfaction is a complex result influenced by the standard of instruction, available resources, the campus community, support services, and the overall atmosphere of the institution. Since teacher engagement has a significant impact on students' learning experiences, educational institutions should give priority to strategies that increase teacher engagement. Objective: This study investigates the ever-changing elements that impact student satisfaction at our higher education institution by conducting in-depth interviews with a varied range of students. Methods: The sample size kept in the study was 30 (15 from public and 15 from private sector). The researchers utilised thematic analysis to extract significant findings from the participants' replies to inquiries regarding teaching excellence, available resources, community involvement, support services, and institutional regulations. Results: The results involve the presence of a robust sense of belonging and comprehensive support services, coupled with the various problems encountered by students, offered multifaceted insights into the whole educational journey. It has been examined that teachers have an important and major role in satisfaction of students in both private and public sector. The findings provide useful insights for institutional decision-makers seeking to improve student satisfaction and the overall learning environment. Conclusions: Students’ satisfaction was affected by many complex factors. Customized feedback, a variety of teaching styles, and easier access to specialized resources were suggested, but engaging teaching methods, helpful faculty, and well-equipped resources were praised.

Effect of Instructional Supervision on Teachers’ Competences in Public Primary Schools in Rwanda.

The purpose of this paper was to examine the effect of instructional supervision on teacher’s competences in Public Primary School in Rwanda. More specifically this researcher paper analyzed the preparation of teaching and learning documents and assessment practices. In this study 6 head teachers and 148 primary teachers from three selected sectors of Kamonyi district was related as informants. For selecting the sample size, the researcher adopted the two techniques that were purposive and simple random sampling techniques. The researcher was managed to use questionnaire, interview guide plus observation protocols aimed at combining primary and secondary data. To analyze the quantitative and qualitative data descriptive statistics was used in terms of mean, while in terms of statistics correlation and regression the researcher was used standard deviation and inferential. The findings were organized around the research objective and informed that most of head teachers conduct instructional supervision every day to help teachers to develop their competences. Most of teachers agreed that instructional supervision play a great role on the preparation of pedagogical documents where 78.9% agreed on this point. 81.07% agreed that instructional supervision influence assessments practices. It was revealed that instructional supervision influence teachers’ competences as shown by high positive correlation of 0.821. Further results showed that a one percent (1%) change in classroom visits will lead to 0.488% variation in teachers’ competence; also, a one percent (1%) change in provision of instructional resources practice will lead to 0.269% variation in teachers’ competence. Further, a one percent (1%) change in checking teachers’ records will lead to 0.384% variation in teachers’ competence and lastly a one percent (1%) changes in providing teachers’ assistance and feedback after observation will lead to 0.221% variation in teachers’ competence. As recommendation, primary school leaders should know that instructional supervision is very important and needs to be a priority in schools and given enough time so that improvement in education can occur. Next, school rules should plan the supervisory practices in normal way as long as beginner and expert teachers have the option of selecting from a variety of teaching styles. Last, the researchers are advised to carry out more studies in order to discover the influence of real supervisory methods, educators’ approach and happiness on skilled improvement.

Continuity or team-teaching approach for midwifery education? An exploratory qualitative study of student and academic preferences

BackgroundThe content of midwifery courses is very similar across universities. The teaching approach is not, with universities adopting a variety of pedagogical methods. AimTo explore views of midwifery students, midwifery academics and senior academic managers comparing a continuity approach where one main academic provides the majority of midwifery content plus pastoral care compared with a team-teaching approach of midwifery education where lecturers change throughout the course. MethodsSemi-structured interviews and focus groups were used to discover thoughts, benefits and disadvantages of two teaching approaches. Data were analysed using thematic analysis. FindingsMidwifery students and academics valued relationship building, consistency of advice and assessment expectations of the continuity approach but also appreciated a variety of teaching styles and content found in the team-teaching approach. Senior academic managers favoured a team-teaching approach due to workload concerns. DiscussionContinuity and team-teaching pedagogical approaches offer different advantages. Continuity in midwifery education may provide students with a meaningful trusting relationship with their teacher and consistency of information, which could aid learning. A team-teaching approach provides students with diversity of teaching styles and midwifery ‘stories’. A combination of both pedagogies offering both a mix of teachers and a named ‘go-to’ mentor might help meet student requirements for both continuity and variety. ConclusionRelationship building, consistency and trust, were all evident in the continuity approach whereas the team-teaching approach was considered to be a more sustainable workload model.

Radiation Oncology Resident Didactic Variability: A National Program Director Survey

An informal needs assessment and lack of a national standardized curriculum has suggested that there is tremendous variability in radiation oncology resident didactics throughout the United States. The goal of this study was to evaluate the current educational landscape for radiation oncology resident didactics throughout the United States, in order to identify knowledge gaps and areas for improvement. All 91 radiation oncology program directors in the U.S. were sent an IRB approved, anonymous, 14 question survey by email in May of 2019, regarding the current implementation of resident didactics. Prior to dissemination, this survey underwent content validation by seven medical education experts, and was piloted with nine radiation oncology physician volunteer participants with subsequent cognitive interviews. 24/91 (26%) of program directors responded. The average number of residents per program was 10, faculty was 16, and hours per week spent on didactics was 6. The most common teachers during resident didactics were residents and faculty, and no fellows participated in teaching in any program. The average time a faculty member was present during didactics was 79%, with some programs having a faculty member present only 20% of the time. All but one program director (96%) stated that resident didactic time is protected from clinical responsibilities; however, 8/24 (33%) stated that residents are sometimes or often interrupted during didactic time by clinical responsibilities. Programs use a variety of teaching styles; all programs reported using lecture-based teaching, with a majority also using quizzing (67%), and only a minority using simulation (38%) and flipped classroom (17%) techniques. Other than PowerPoint, the most common electronic resource utilized was quizzing/polling (used in 16 programs), webinar (used in 8 programs), and econtour.org (used in 3 programs). There was wide variability in didactic topics, with no two programs providing an identical curriculum. Free response areas for improvement included: desire for increased faculty involvement, sharing of resources nationally across programs, and inclusion of novel topics such as: ethics, finance, practice participation, quality, contouring, simulations, grant writing, interviewing, and research/educational scholarship. The lack of a national, standardized, radiation oncology residency didactic curriculum leads to variability in its implementation and opportunities for improvement such as resource sharing, content updating, incorporation of novel evidence-based-teaching techniques, encouragement of faculty participation, and protected time for residents.

Reflections on Teaching and Learning in Southwest Associated University

As a miracle in the history of education in China and even in the world, Southwest Associated University has far-reaching influence on its spiritual connotation and educational model. Southwest Associated University has experienced the baptism of war, but it still cultivated many talents and masters for China. In the process of running a school in Southwest Associated University, the school has a clear purpose of running a school, a variety of teaching styles, a high degree of academic freedom, innovation and pragmatism. And students can combine work, study and research, learn from each other, and have an excellent learning atmosphere. Today's education in China needs to learn the spirit of Southwest Associated University, including education model, teaching style, free spirit and so on. Based on the exploration and thinking of "teaching and learning" of Southwest Associated University, this paper puts forward some opinions on the improvement of current education model and the inheritance of education concept. The three most important points are the unity of education and education, the inheritance of educational concepts, and the call for freedom. More importantly, we need to learn from Southwest Associated University to keep up with the social trend, to cultivate people who really need it and a long-term educational vision for the society. This paper hope that we can develop today's education by learning from the education of Southwest Associated University.

Implementation of a multi-disciplinary ethics unit

The multi-disciplinary unit Social Responsibility in Action (SRA) was developed for students with an interest in ethics who were completing undergraduate degrees in Arts, Commerce, Design or Science at an Australian research-intensive university. The academic objectives of this unit were to increase student awareness, knowledge, understanding and critical thinking skills related to various ethical issues. Lecturers from five disciplines (philosophy; animal biology; anatomy, physiology and human biology; law; pharmacology) collaborated in the design and delivery of SRA, which comprised lectures, tutorials and a research-based project. Anonymous surveys were administered at the start and end of the semester to obtain feedback on student expectations and learning experience, respectively. Data across three student cohorts showed that at the start of semester, 80% of student comments indicated a desire to expand their interest of ethical matters, 59% a desire to gain understanding and knowledge and 59% to gain critical thinking or communication skills. SRA was extremely well received by students, with 98% of respondents indicating that this multi-disciplinary ethics unit had met their expectations. Students also found that the variety of teaching styles, unit content and multi-disciplinary approach stimulated learning.

Barriers and strategies: Implementing active learning in biomedical science lectures.

The traditional teaching style in higher education is didactic. However, the current literature states that student learning improves when they are active players in the process, triggering the move to implement active learning within the curriculum. In accordance, Monash University (an Australian research-intensive university) introduced the "Better Teaching Better Learning" agenda to deliver a more student-centered learning experience but its implementation has been inconsistent across its different schools. Interviews and an online survey were conducted to evaluate the teaching practices in lectures of Biomedical Science academics, identify barriers preventing them from implementing active learning in their teaching, and identify possible strategies to overcome said barriers. The two main teaching groups use a variety of teaching styles in lectures, with education-focused academics employing more active learning practices. Many academics were in the process of changing their teaching style, mainly to improve the overall student learning experience. However, complex barriers prevent them from doing so. Possible strategies were identified that would help academics adopt a more student-centered teaching style. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):29-40, 2018.

Teaching foundational topics and scientific skills in biochemistry within the conceptual framework of HIV protease

HIV protease has served as a model protein for understanding protein structure, enzyme kinetics, structure-based drug design, and protein evolution. Inhibitors of HIV protease are also an essential part of effective HIV/AIDS treatment and have provided great societal benefits. The broad applications for HIV protease and its inhibitors make it a perfect framework for integrating foundational topics in biochemistry around a big picture scientific and societal issue. Herein, I describe a series of classroom exercises that integrate foundational topics in biochemistry around the structure, biology, and therapeutic inhibition of HIV protease. These exercises center on foundational topics in biochemistry including thermodynamics, acid/base properties, protein structure, ligand binding, and enzymatic catalysis. The exercises also incorporate regular student practice of scientific skills including analysis of primary literature, evaluation of scientific data, and presentation of technical scientific arguments. Through the exercises, students also gain experience accessing computational biochemical resources such as the protein data bank, Proteopedia, and protein visualization software. As these HIV centered exercises cover foundational topics common to all first semester biochemistry courses, these exercises should appeal to a broad audience of undergraduate students and should be readily integrated into a variety of teaching styles and classroom sizes.

Read Long and Prosper: Five Do's and Don’ts for Preparing Students for College

Too often, students reach college without the learning, critical thinking, and literacy skills they need to succeed in higher education. Recent educational trends that promote teaching to the test, short reading and writing assignments, group work, and technological resources contribute to students' difficulties transitioning to college-level work. Instead, students need practice in sustaining attention to longer readings and writing exercises, researching through more traditional library methods, learning from a variety of teaching styles, and working individually to show subject mastery and creativity. These five Do's and Don'ts of preparing students for college represent a college professor's wish-list of secondary classroom experiences to help students make a smooth transition to higher education.

Engineering Design Modules as Physics Teaching Tools

Pre-engineering is increasingly being taught as a high school subject. This development presents challenges as well as opportunities for the physics education community. If pre-engineering is taught as a separate class, it may divert resources and students from traditional physics classes. However, design modules can be used as physics teaching tools that can seamlessly integrate technology, engineering, and math into high school physics using a variety of teaching styles. This paper discusses a rationale for using design modules as tools for teaching physics. As an illustration, an example of an engineering design module is presented. This example module is appropriate for an algebra-based physics class that covers Ohm's law.

Concerning "A Reaction That Takes Place in Beakers but Not in Conical Flasks: A Catalysis-Related Demonstration" (the author replies)

A good teacher uses a variety of teaching styles and aids to stimulate and educate students, including, if appropriate, “trickery” or showmanship.

Does teaching for a balanced use of thinking styles enhance students’ achievement?

Teaching for a balanced use of thinking styles involves instructing and assessing students using a variety of teaching styles, rather than just a single style. This article describes two experimental studies that test if teaching for a balanced use of thinking styles enhances students’ achievement. Participants were students and teachers from a comprehensive university of Shanghai, the People’s Republic of China. The first study involved 95 students majoring in computer sciences and two teachers, and the second, 85 students majoring in economics and business administration and two teachers. In each of the studies, students were taught a special topic in a 45-min session and took an achievement test. Each test paper was evaluated by two teachers. Students also responded to a self-report test of thinking styles and to two ability inventories. Support for the superiority of teaching for a balanced use of thinking styles was found in Study One, but not in Study Two.

First- and Second-Year Textbooks: Which Ones We Use and How

This study arose from the desire of our small German division (four full-time faculty) to explore new textbooks for our firstand second-year courses. We examined a number of available materials and consulted published advice without arriving at a consensus replacement. Although agreeing on the shortcomings of the books adopted several editions ago, we failed to discover any obviously superior alternatives that would suit a variety of teaching styles and philosophies. The decision to change has been postponed while we remain on the look-out. Prompted by the inconclusiveness of this search, I decided to poll colleagues nationwide to learn what they think about their teaching materials. During the winter of 1998-99, I1 sent out 400 questionnaires to faculty in post-secondary institutions in the United States. The addresses came from various sources: personal acquaintances, AATG-ACTFL conference programs, and the annual September PMLA directory of institutions. The mailings yielded 127 usable responses. In spite of this modest number, their statements appear to possess representative value. They come from 42 states including Hawaii and Alaska, from a range of private and public, small and big, prestigious and open-enrollment institutions including community colleges and research universities. This diversity suggests that the replying German faculty constitute a representative cross-section of our profession. The first portion of this report will discuss the responses to questions 1-13, focusing first on the first-year textbooks and then on second-year materials. In the following, I cite groups of questions from the survey and discuss the responses for each group. Both levels are referred to in the comments on question 14. My concluding remarks offer some additional observations and suggestions.

Art Worlds revisited

When Chuck Tilly asked me to write my afterthoughts about Art Worlds (Becker, 1982), I told him I could not do it because I did not have any afterthoughts. Not that I thought it was perfect. Far from it. But I thought it was done, that there was no more for me to say about it, although discussion on the topics it addressed would of course go on forever just as it had before I ever stuck my two cents in. He persuaded me to think about it some more, and insisted that the idea was not to start second guessing myself, or finding errors to be corrected, but just to say what I was thinking about now, what came to mind as I brooded about the book. Several things eventually did. Not surprisingly, what came to mind had mostly to do with what I have been doing since. We can always find a thread of continuity in what we do, even though it escapes others. So I can see in hindsight, although others may not, how and where Art Worlds brought some things I had been thinking about to fruition, and started some new trails I have been following since, with somewhat surprising results. One aspect of the continuity has to do with story telling. I was exposed, as everyone is in graduate school, to a wide variety of teaching styles. Louis Wirth, cavalierly, used to read his mail aloud to us in class, or translate Simmel from the German at sight (not such a great feat as we imagined, since German was his native language) and occasionally just read the German aloud, saying that it was too beautiful to translate. Herbert Blumer gave monolithic lectures systematically organized around the central points of his system of social psychology. Everett Hughes, whose student I became, gave lectures that although they often seemed a little disorganized to new students, were memorable in ways Blumer and Wirth's seldom were. One thing that distinguished Everett's style from the others was that he told stories. A lot of stories. Some about his childhood in Ohio, as the son of