Downloads and Free Reading Options

The article presents the project activities of the group as a tool for the development of managerial methodological skills of the future teacher of a foreign language, sets out theoretical views. Erkinova Munisa Odiljon Kizi "Group Project Activity as a Means of Developing the Management Methodological Skills of a Future Teacher of a Foreign Language" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47787.pdf Paper URL: https://www.ijtsrd.com/management/management-development/47787/group-project-activity-as-a-means-of-developing-the-management-methodological-skills-of-a-future-teacher-of-a-foreign-language/erkinova-munisa-odiljon-kizi

In Canadian engineering institutions, a significant design experience must occur in the final year of study. In the Department of Industrial and Manufacturing Systems at the University of Windsor, unsolved, open ended projects sponsored by industrial partners from a variety of sectors are provided to the student teams in order for them to apply appropriate design principles to generate original, feasible, working design solutions. Students may be engaged in systems design, facilities layout, optimization or other discipline related projects. To facilitate their progress, a series of interactive workshops have been designed to expose the students to team work and people skills, time management challenges, and so forth. They were designed to be fun and to support the student project activities regardless of the project type and industry sector The course structure, an overview of the workshops, and a detailed description of the "problem definition" workshop is presented in this work. (Contains 6 tables and 7 figures.)

In Canadian engineering institutions, a significant design experience must occur in the final year of study. In the Department of Industrial and Manufacturing Systems at the University of Windsor, unsolved, open ended projects sponsored by industrial partners from a variety of sectors are provided to the student teams in order for them to apply appropriate design principles to generate original, feasible, working design solutions. Students may be engaged in systems design, facilities layout, optimization or other discipline related projects. To facilitate their progress, a series of interactive workshops have been designed to expose the students to team work and people skills, time management challenges, and so forth. They were designed to be fun and to support the student project activities regardless of the project type and industry sector The course structure, an overview of the workshops, and a detailed description of the "problem definition" workshop is presented in this work. (Contains 6 tables and 7 figures.)

In Canadian engineering institutions, a significant design experience must occur in the final year of study. In the Department of Industrial and Manufacturing Systems at the University of Windsor, unsolved, open ended projects sponsored by industrial partners from a variety of sectors are provided to the student teams in order for them to apply appropriate design principles to generate original, feasible, working design solutions. Students may be engaged in systems design, facilities layout, optimization or other discipline related projects. To facilitate their progress, a series of interactive workshops have been designed to expose the students to team work and people skills, time management challenges, and so forth. They were designed to be fun and to support the student project activities regardless of the project type and industry sector The course structure, an overview of the workshops, and a detailed description of the "problem definition" workshop is presented in this work. (Contains 6 tables and 7 figures.)

Includes bibliographical references (p. 595-615) and index

Includes bibliographical references (p. 595-615) and index

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of 0.49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scale and the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was 0.95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of 0.49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scale and the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was 0.95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of 0.49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scale and the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was 0.95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of 0.49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scale and the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was 0.95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of 0.49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scale and the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was 0.95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of 0.49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scale and the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was 0.95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of 0.49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scale and the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was 0.95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of 0.49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scale and the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was 0.95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of 0.49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scale and the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was 0.95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.

Development of career management skills in higher education (HE) was examined in a study of nine HE institutions in the United Kingdom. Despite widespread acknowledgment of the importance of career management skills, consensus on the precise way such skills should be defined and related to core (key) skills was limited. Three strategies for delivery of career management skills were developed: delivery through specific generic or customized modules; integration within academic programs at the curriculum or personal level; and the extracurricular approach (delivery outside the curriculum via technology or noncredit special events). Methods of assessing students' mastery of career management skills at the HE institutions included the following: reflective essays or reports; learning logs, portfolios, and action plans; group or individual projects or presentations; direct assessment of resumes, applications, and interviews, and written examinations. Four models of dividing responsibilities for career management skills training among career services and teaching departments were identified: parallel delivery; career advisers acting as consultants who lent advice and support to academic staff; integrated delivery by joint course teams of academic staff and career advisers; and specialized delivery solely by career advisers. Many HE institutions involved employers and current and former students in career management skills training. (MN)

This study sought to examine the impact of stress on first year university students. The study investigated the relationship between stress and weight gain, with the moderating role of time management skills. We expected to see students with better time management skills in high school to have lower perceived stress in their first year of university, and higher stress levels of university students to result in some weight gain.

This article describes a school-university partnership that focuses on the development of classroom management skills for preservice teachers in an urban setting, through collaboration between mentors, principals, and a university supervisor. To prepare preservice teachers for the unique challenges of urban schools, three key elements were implemented. First, interns were placed in diverse settings. During those placements, interns were provided opportunities for dialogue and discussion with experienced educators, as well as the chance to critically reflect on their teaching within a supportive environment. Collaboration between the school and university facilitated these key elements and so encouraged the interns' growth and learning in their development of classroom management skills, for use with children from various ethnic, social, and academic backgrounds. (Contains 2 tables, 3 figures, and 1 note.)

Through the annual ABET assessment process, Computer Information Systems faculty in the College of Business at a regional institution were able to diagnose problems regarding students not satisfying our program's Student Outcomes. Often, the impediments to student success were not technical in nature and prompted faculty to consider non-technical solutions. A framework for the interaction and interdependency of the technical and non-technical skills, termed the "Blue and Green Curve" is presented that describes balancing emphasis on the technical curriculum (Blue Curve) and professional and personal management skills (Green Curve) that have the potential to accelerate students' acquisition of technical skills. The framework prescribes a foundation of effective habits to establish early in a student's academic career. Guided by this framework, changes to a freshman-level programming fundamentals course in the CIS program are described. Pedagogical tools with assignments and rubrics that support the curriculum changes are shared. These changes, among others factors, may have contributed to a 10% increase in the freshman persistence rate over a two semester period.

Through the annual ABET assessment process, Computer Information Systems faculty in the College of Business at a regional institution were able to diagnose problems regarding students not satisfying our program's Student Outcomes. Often, the impediments to student success were not technical in nature and prompted faculty to consider non-technical solutions. A framework for the interaction and interdependency of the technical and non-technical skills, termed the "Blue and Green Curve" is presented that describes balancing emphasis on the technical curriculum (Blue Curve) and professional and personal management skills (Green Curve) that have the potential to accelerate students' acquisition of technical skills. The framework prescribes a foundation of effective habits to establish early in a student's academic career. Guided by this framework, changes to a freshman-level programming fundamentals course in the CIS program are described. Pedagogical tools with assignments and rubrics that support the curriculum changes are shared. These changes, among others factors, may have contributed to a 10% increase in the freshman persistence rate over a two semester period.

Through the annual ABET assessment process, Computer Information Systems faculty in the College of Business at a regional institution were able to diagnose problems regarding students not satisfying our program's Student Outcomes. Often, the impediments to student success were not technical in nature and prompted faculty to consider non-technical solutions. A framework for the interaction and interdependency of the technical and non-technical skills, termed the "Blue and Green Curve" is presented that describes balancing emphasis on the technical curriculum (Blue Curve) and professional and personal management skills (Green Curve) that have the potential to accelerate students' acquisition of technical skills. The framework prescribes a foundation of effective habits to establish early in a student's academic career. Guided by this framework, changes to a freshman-level programming fundamentals course in the CIS program are described. Pedagogical tools with assignments and rubrics that support the curriculum changes are shared. These changes, among others factors, may have contributed to a 10% increase in the freshman persistence rate over a two semester period.

Carolyn Coil presented "Developing 21st Century Self Management Skills for Your Gifted Child" to Collier County Parents.

Carolyn Coil presented "Developing 21st Century Self Management Skills for Your Gifted Child" to Collier County Parents.

Includes bibliographical references (p. 741-758) and index

Includes bibliographical references (p. 741-758) and index

Includes bibliographical references (p. 741-758) and index

Includes bibliographical references (p. 741-758) and index

Includes bibliographical references (p. 741-758) and index

Includes bibliographical references (p. 741-758) and index

Includes bibliographical references (p. 741-758) and index