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The education process of helping students to improve their English listening skills, and developing new learning and teaching strategies, these are aspects highly related to a reflection process. When students reflect on their work by analyzing and correcting their own mistakes, students and teachers can be more successful in their learning and teaching experiences. Metacognition permits students and teachers to reflect on the different aspects they need to improve in order to do better. A reflective metacognitive process included in listening assignments is an efficient process for teachers to collect, record, and analyze thoughts and observations to make changes and to guarantee a positive impact on students’ learning processes. Additionally, metacognition could help teachers to be focused on personal experiences and to move toward understanding their students and defining the best strategies to apply inside the classroom to help their students to improve their listening comprehension. Metacognition would also help students to develop a self-awareness that would enable them to analyze their behaviors and study habits, and they will be able to define their principles and beliefs to follow.

The education process of helping students to improve their English listening skills, and developing new learning and teaching strategies, these are aspects highly related to a reflection process. When students reflect on their work by analyzing and correcting their own mistakes, students and teachers can be more successful in their learning and teaching experiences. Metacognition permits students and teachers to reflect on the different aspects they need to improve in order to do better. A reflective metacognitive process included in listening assignments is an efficient process for teachers to collect, record, and analyze thoughts and observations to make changes and to guarantee a positive impact on students’ learning processes. Additionally, metacognition could help teachers to be focused on personal experiences and to move toward understanding their students and defining the best strategies to apply inside the classroom to help their students to improve their listening comprehension. Metacognition would also help students to develop a self-awareness that would enable them to analyze their behaviors and study habits, and they will be able to define their principles and beliefs to follow.

The import of cognitive style research for educational problems and research is discussed. Topics covered include a definition of "cognitive style," particularly "field dependence/independence," individual differences in personal characteristics associated with differences in perceptual mode (field independence) relevance of cognitive style research to educational research, a review of research relating differences in cognitive style to individual differences in teaching and learning, and possible directions for future research. (Author)

This study is an ongoing examination of the effectiveness of an online professional development course designed to examine the connection between learning theory and technology used to support learning in the classroom. The course was taught by three methodologies: a traditional face-to-face class that used the online materials as a resource; an online class that received all instruction via the Internet; and a hybrid class that used the online resources in addition to meeting weekly for teleconferencing with the instructor.At the completion of the course, data was collected from the participants relating to course design and implementation resulting in positive feedback from most students. To ascertain changes in attitude and classroom practice, further data was requested from the students six months after completion of the course.This study focuses on the second round of data collection and examines the changes in attitude and practice reported by the teachers. (Author)

Job-embedded professional learning throughout educators' careers for culturally relevant pedagogical knowledge and skill acquisition is necessary to support historically marginalized and minoritized students. Transforming culturally responsive practices from knowledge into skill requires time, self-reflection, and examining one's own bias. When studying culturally responsive professional learning, Parkhouse and colleagues (2023) found teachers needed to develop content knowledge in addition to culturally responsive strategies to make connections between curriculum and student lives. Additionally, they found: (1) time and space for collaboration during the learning process was necessary so educators can support and challenge each other; (2) professional learning should include opportunities to learn about systemic racism to better understand student experiences; and (3) time was needed to engage in culturally responsive action research. Action research encouraged teachers to implement new practices and reassess their own reactions to student behavior and build relationships. He and Bagwell (2023) found collaboration is an essential component noting it was equally important for facilitators to create space for inclusive discussions and for conflict and debate. Engaging in job-embedded culturally responsive professional learning influences teacher self-efficacy and is correlated with employing culturally responsive teaching in practice (Comstock et al., 2023). Research indicates adaptive, collaborative, individualized, and job-embedded professional learning can build teacher confidence and overcome systemic barriers to the implementation of culturally responsive practices (Baize, 2023). Specifically, Broemmel and colleagues (2022) capture the need for affirmation through coaching and mentorship in the study's title, "It took someone telling me that I could do it". How can this research influence the development of policies, programs, and practices? This research roundup provides a detailed bibliography of these studies.

Internationalization has become a key theme and widespread phenomenon in higher education. In this context, the inclusion of an international, intercultural and/or global dimension into the curriculum and teaching and learning process appears to be a substantive element in the academic sphere. This paper describes an initiative that was developed in a School of Education of small University related to how a group of teachers and student teachers attempted to include an international dimension into its teaching and learning process. The experience is developed in the schools of Refugee Camps. In conclusion, we discuss about the benefits of international experience in developing a intercultural attitude that is both sensitive to, and appreciative of, cultural diversity. The experience recognised a valuable opportunity for higher education to play a pivotal role in fostering intercultural understanding.

This proyect explore the most common socioemocional skills linked with the high-fidelity clinical simulation in nursing students.

This proyect explore the most common socioemocional skills linked with the high-fidelity clinical simulation in nursing students.

This proyect explore the most common socioemocional skills linked with the high-fidelity clinical simulation in nursing students.

This proyect explore the most common socioemocional skills linked with the high-fidelity clinical simulation in nursing students.

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

This work is part of a descriptive narrative bibliographic review based on the investigation and critical analysis of relevant retrospective research to provide the construction of ideas and concepts about Information and Communication Technologies – ICTs in their evolution and in environmental education. It is evident that, in addition to the Covid-19 pandemic moment, the incorporation of ICTs in the teaching process brings many advantages, such as making the classroom more attractive for the student and stimulating their interest in the contents taught, in this context that we realize the importance to think of a new teaching practice in which teachers rethink their attitudes in educational relationships and make new suggestions for schools. Based on the studies surveyed, in addition to promoting a new teaching environment, educational technology also provides adequate educational practices for people who have lived in parallel with society for a long time.

79 p. 19 cm

http://uf.catalog.fcla.edu/uf.jsp?st=UF029479858&ix=pm&I=0&V=D&pm=1

The framework of the European Higher Education Area (EHEA) has turned the student into the main protagonist of the new educational scenario, and the teacher into the coordinator of teaching-learning process instead of transmitter of knowledge. In this new model of learning, the use of ICT is facilitating competency-based learning and the autonomous use of educational resources by the student. In view of this situation, e-learning platform Moodle gives teachers and students a tool that extends and improves the teaching-learning process, and that makes possible the creation of virtual subjects to develop a virtual- presence model which can favour the self-learning, the participation and the acquisition not only of specific skills in our discipline, but also of instrumental skills, personal and systemic. Therefore, the objective of this paper is to share our experience in relation with the virtual university and with the development of an education in Accounting supported by the Moodle platform and new ICTs, with their advantages and disadvantages, putting forward the global design that has been applied to the virtual subject and what technological tools have been considered relevant to achieve our educational aims.

Although teacher learning has often been overlooked in discussions surrounding classroom practice, it is believed that learning cultivates the resilience and vitality needed for teachers to thrive. Teachers have often been required to demonstrate a high level of skill and professionalism as they orchestrate tasks that maximise student engagement. Their work has consequently been compared to that of artists, who display their skills of craftsmanship as they construct meaningful learning activities, such as a keen sense of discernment, creativity and presence. The current article illustrates how learning to write reflectively can help teachers acquire the aesthetic skills needed to craft meaningful learning encounters. Reflective writing has been considered as one key method for facilitating teacher learning as it enables practitioners to critically reflect on and improve their practices. This article, however, focuses on how learning to write can enhance a teacher's aesthetic awareness, as practitioners learn to imbue their words with presence and to depict their encounters creatively. It further illustrates how these same aesthetic skills can be used in the classroom to craft rich teaching and learning encounters and to ultimately enhance teacher vitality and resilience.

Rapid growth and improvement in ICT have led to the diffusion of technology in education. The purpose of this study is to investigate teachers' perception on integrating ICT in teaching-learning process. The research questions sought to measure teachers' software usage as well as other instructional tools and materials, preferences for professional development on information gathering and support, factors that encourage teachers' usage of technology, teachers' perceptions of self-efficacy and barriers that teachers faced during technology utilization in teaching-learning process. A population of 72 teachers at Adwa College participated in this survey. The result on hardware and software usage shows that majority of teachers in the college are unable to use hardware in teaching learning process due to mainly shortage of resources. Teachers who cannot use ICT as instructional tool are 55.6 percent higher than those who can use it. This indicates that most teachers in the college are not integrating ICT in the course they teach. In regard the information and support services, there is no equal support service by the technical support units. Adwa College is found as poor by most of the teachers in preparing ICT trainings. The mean of the factors that encourage technology ranged from 2.72 to 2.99 which indicate that encouraging technology is important to apply ICT in teaching-learning process. Moreover, the mean for the perception of teachers about ICT usage ranged from 4.28 to 4.79 shows that Adwa College teachers have strong positive perception to use ICT in teaching-learning process. Pearson correlation (r = 0.412) shows that there is significant relationship between teachers' perception towards ICT integration into Teaching-learning process and the factors that encourage ICT usage. This indicates that the teachers' perception towards ICT integration into teaching-learning process increases if ICT usage is encouraged and vice versa. The results of the correlation for the relationship between teachers' perception toward ICT usage to increase quality of courses they teach and their productiveness due to ICT usage is also found as significant (r = 0.615). This indicates that the teachers' productiveness is realized if ICT is integrated to the course they teach. However, majority of the teachers pointed out that one of the barriers to technology implementation is lack of teachers' technical knowledge and shortage of resources. This shows that equipping the college with ICT is not enough for attaining educational change. Therefore, the college should critically focus to integrate ICT in each course to make courses interactive and easily understandable by their students.

This bibliography contains some 2,000 articles on empirical investigation and theoretical considerations covering the topic of students' conceptions entered before September 1990. PUblications in journals, books, working papers, and contributions to conferences are included. English, German, and French publications, and ones in other languages are contained in the bibliography. The bibliography is divided into nine groups: (1) general considerations concerning research in this area; (2) everyday notions and scientific notions; (3) development of notions in the history of science as compared to development of notions of individuals; (4) language and notions; (5) methods of investigations; (6) investigations of students' notions; (7) instruction taking students' notions into account; (8) investigations of teachers notions; and (9) notions and teacher training. The entries include the author's name, year of publication, title, place of publication, and a set of keywords that help the reader to categorize the articles. Keywords indicate the group of the article (1-9), physics, chemistry, or biology, and further areas or concepts. Articles dealing with conceptions of the teaching and learning process, conceptions of science, conceptions on the use of science for technology and society, and empirical studies in which gender differences are investigated are also indicated by keywords. An author index, an appendix that contains publications added during the preparation of the present edition from October to December 1990, a second appendix that contains entries from another bibliography not listed in this bibliography, and a list of keywords are included. (KR)

In order to determine how the Technical Nursing Program at Florida Junior College (FJC) was contributing to the success or failure of its graduates, a questionnaire was sent to 30 FJC graduates who had taken the State Board Examination between December 1972 and December 1973 and who were locally employed. All of these students had been exposed to the same curriculum. Of the 23 respondents, nine had failed at least one of the five tests on the examination; of these, all had failed more than one test. When asked to indicate the teaching strategies used in the courses pertaining to the tests they had failed, six of the nine respondents indicated individualized instruction. When all respondents were asked to indicate the teaching strategies used in the courses pertaining to the tests on which they had performed best, 16 indicated lecture-discussion. Overall, the highest test scores were noted in medicine and psychiatry and the lowest in obstetrics. Other findings indicated that courses in surgery and obstetrics were not covered adequately to meet State Board requirements, and those respondents who read slowly had the greatest difficulty in passing the timed examination. A literature review and recommendations for program improvement are included. (DC)

To map the available scientific evidence on the influence of the supervisory relationship on the teaching-learning process of undergraduate nursing students; to identify the facilitating and hindering factors of the supervisory relationship in the teaching-learning process. This review will be conducted following the methodology proposed by the Joanna Briggs Institute (JBI), in accordance with the checklist provided by PRISMA-ScR (Preferred Reporting Items for Systematic Reviews for Scoping Reviews).

An operations research method to optimize the teaching-learning process is introduced in this paper. In particular, a linear programing model is proposed which, unlike dynamic or control theory models, allows the computer to react to the responses of a learner in seconds or less. To satisfy the assumptions of linearity, the seemingly complicated non-linear teaching-learning process is converted into a neat linear form. A theorem is proposed and proven which provides the theoretical basis for treating the teaching-learning process as a piece-wise linear form. By taking probability of success as a negative cost coefficient, a mathematical programing model is proposed for the local optimizations which lead to the global optimization when the theorem is applied. Through this Stage Increment Model, sound and scientific optimization of the teaching-learning process for the individual becomes a reality. (Author/MF)

Until the rise of cognitive psychology, models of the teaching-learning process (TLP) stressed external rather than internal variables. Models remained general descriptions until control theory introduced explicit system analyses. Cybernetic models emphasize feedback and adaptivity but give little attention to creativity. Research on artificial intelligence and transformational grammar indicates the importance of generative processes in intelligence systems. A model, Generative Model of the Teaching-Learning Process (GENTL), expands the early Test-Operate-Test-Exit (TOTE) unit into a monitor and three subsystems--designer, executor, and adaptor--each isomorphic with the overall system, thereby permitting recursion of generic functions. Such a model has support in TLP literature and suggests a generative approach to teacher training. (Author)

Source: Digital Library of India Scanning Centre: Allama Iqbal Library, University of Kashmir Source Library: Allama Iqbal Library, University of Kashmir Date Accessioned: 7/22/2015 19:32 The Digital Library of India was a project under the auspices of the Government of India.

Source: Digital Library of India Scanning Centre: Allama Iqbal Library, University of Kashmir Source Library: Allama Iqbal Library, University of Kashmir Date Accessioned: 7/22/2015 19:32 The Digital Library of India was a project under the auspices of the Government of India.

This paper examines strategies for effective application of situated learning in the teaching learning process. The concept of situated learning accounts for the dynamic and changing nature of knowledge as a product of ongoing systems of activity that are socially, historically and culturally constituted. Furthermore, humans as a social being learn mostly through social interaction with others. However, such knowledge usually resides or situates in the content in which participation of individuals to the community of practice plays a vital role on situated learning process. No situated learning takes place when learning is static to the situation in which it is learned. This paper was discussed under the following subheadings, clarification of concept, theoretical frame work, features of situated learning, why situated learning, classroom application of situated learning, challenges of situated learning implication for effective learning, conclusion and suggestions. Furthermore, one of the features of situated learning revealed that situated learning is based on social cultural theory however why situated learning in the classroom, it is also noted that situated learning focuses on social learning, on its application in the classroom. The authors opined that it can be achieved through school excursion and learning by doing on its implication to classroom learning, and that learning can only occur when individuals are members of a particular community in which they are acculturated and at the same time participate actively in the transmission and propagation of knowledge among the communities of practice. In conclusion it is stressed that situated learning gives students the opportunity to engage themselves with group task assignment, project and such likes. It was therefore suggested that enough time should be allocated to subjects that are practically oriented, this will help accommodate teachers' preparedness in arranging the students and reorganization of the classroom for active engagement of students in the learning process.

The purpose of the present study is to assess the attitude of teacher educators in relation to gender, qualification and experience towards the integration of Information and Communication Technology (ICT) in teaching learning process. The survey was conducted in 10 Government and Private Teacher Education Institutions of Kashmir Division (UT of J&K, India). Descriptive survey method was employed for the present investigation. Stratified sampling technique was used to select the sample of 100 teacher educators teaching in government and private institutions. Data collection technique employed in this present study was Attitude Scale towards Information Technology for Teachers (ASTITT-IN) by Nasrin and Islahi (2012). The data analysis was performed using descriptive statistics such as Mean, Standard Deviation, percentage and t-test. The study reveals that there was no significant difference in the attitudes between male and female teacher educators. However, a notable distinction emerged in the attitudes of teacher educators from government and private institutions was that the teacher educators from government institutions were found to possess higher level of favourable attitude towards ICT. The study also delved into the impact of professional experience on teacher educators' attitudes towards ICT integration and the findings indicate a noticeable difference based on the participants' experience levels. A small subset of educators exhibited a highly positive attitude towards ICT integration while the majority displayed a generally positive orientation. This study contributes to the existing literature by providing insights into the nuanced perspectives of teacher educators in both government and private institutions regarding ICT integration. The identified variations based on institutional affiliation and experience levels underscore the need for tailored strategies and interventions to foster a more widespread positive attitude towards the incorporation of ICT tools in the education sector and prepare teachers to teach effectively with technology.

This article is from Journal of Human Kinetics , volume 41 . Abstract The aim of this article was to suggest some changes in the teaching-learning process methodology of the judo osoto-guruma technique, establishing the action sequences and the most frequent technical errors committed when performing them. The study was carried out with the participation of 45 students with no experience regarding the fundamentals of judo (21 men and 24 women; age=24.02±3.98 years old) from the Bachelor of Science of Physical Activity and Sport Science at the University of Vigo. The proceeding consisted of a systematic observation of a video recording registered during the technique execution. Data obtained were analyzed by means of descriptive statistics and sequential analysis of T-Patterns (obtained with THEME v.5. Software), identifying: a) the presence of typical inaccuracies during the technique performance; b) a number of chained errors affecting body balance, the position of the supporting foot, the blocking action and the final action of the arms. Findings allowed to suggest some motor tasks to correct the identified inaccuracies, the proper sequential actions to make the execution more effective and some recommendations for the use of feedback. Moreover, these findings could be useful for other professionals in order to correct the key technical errors and prevent diverse injuries.

Artificial Intelligence refers to the simulation of human intelligence in machines that are capable of performing tasks that typically require human cognitive functions. In the context of education, AI can encompass a variety of tools and technologies, such as Machine learning (ML), Natural language processing (NLP), Computer vision and Intelligent tutoring systems. These AI-driven technologies can be applied across different facets of the teaching-learning process. AI tools are transforming the teaching-learning process across various educational levels, from elementary schools to technical universities. By providing personalized learning experiences, automating administrative functions and assisting with content creation, AI is helping both educators and students optimize the learning experience. As these tools continue to evolve, they will further enhance the educational landscape, making learning more interactive, efficient and tailored to individual needs. This paper explores the role and impact of AI in education, examining various AI tools and their applications in teaching, learning, assessment and administrative functions. Furthermore, the paper examines the challenges and future directions for integrating AI in education, including ethical considerations, the need for upskilling educators and ensuring equitable access to these advanced tools.

A powerpoint version of the public lecture of Dr. Briccio M. Merced, Jr., RL, presented at the PAARL (Philippine Association of Academic and Research Librarians) at its 2015 National Summer Conference, held 22-24 April 2015 in Cagayan de Oro City

A powerpoint version of the public lecture of Dr. Briccio M. Merced, Jr., RL, presented at the PAARL (Philippine Association of Academic and Research Librarians) at its 2015 National Summer Conference, held 22-24 April 2015 in Cagayan de Oro City

A powerpoint version of the public lecture of Dr. Briccio M. Merced, Jr., RL, presented at the PAARL (Philippine Association of Academic and Research Librarians) at its 2015 National Summer Conference, held 22-24 April 2015 in Cagayan de Oro City

A powerpoint version of the public lecture of Dr. Briccio M. Merced, Jr., RL, presented at the PAARL (Philippine Association of Academic and Research Librarians) at its 2015 National Summer Conference, held 22-24 April 2015 in Cagayan de Oro City

A powerpoint version of the public lecture of Dr. Briccio M. Merced, Jr., RL, presented at the PAARL (Philippine Association of Academic and Research Librarians) at its 2015 National Summer Conference, held 22-24 April 2015 in Cagayan de Oro City

Objective: to describe the experience of professors and students of the undergraduate nursing course in the use of realistic simulation as a methodology to facilitate the teaching-learning process in the curricular component "Nursing Care in Emergency and Trauma". Method: experience report, with participatory observation of professors and students of the undergraduate nursing course at the University of the Amazon, Belem, State of Para, Brazil, regarding the use of active methodologies in the construction of teaching in Urgency and Emergency, in the period included from August 6 to December 22, 2019. Result: in this teaching-learning process, with the simulation methodology, teachers played a fundamental role, acting as facilitators, emphasizing self-directed and student-centered learning. Such experiences allowed the actors involved to see teaching in the laboratory as a privileged space, which requires constant interaction between academics and teachers when integrating theory learned in the classroom with practice. Conclusion: the use of realistic simulation as an active teaching methodology, contributes to increase the self-confidence, self-knowledge and psychomotor skills of students in practice, in addition to providing theoretical-practical dialogue aimed at the profile of the professional to be trained.

This study aims to identify latent patterns and profiles of ER strategies (at occasion and person levels) and examine their association with predictors and outcomes in adolescents' daily educational processes. Using a longitudinal design with Ecological Momentary Assessment (EMA), a person-centered quantitative approach, and multilevel analysis, the study will include 200 students aged 14–16 from Chile's Metropolitan Region. Data will undergo cleaning, descriptive analysis, and multilevel modeling. Different analyses will address specific objectives. Expected findings include at least three latent ER profiles at each level: low-ER, multi-ER, and specific-ER. These patterns aim to enhance understanding of individual differences in classrooms. Beliefs and motives for ER are anticipated to predict specific profiles, while multi-strategy ER use is expected to associate with higher perceived success and academic performance. This study offers a dynamic, biopsychosocial perspective on ER in educational contexts, providing a foundation for future research.

This study aims to identify latent patterns and profiles of ER strategies (at occasion and person levels) and examine their association with predictors and outcomes in adolescents' daily educational processes. Using a longitudinal design with Ecological Momentary Assessment (EMA), a person-centered quantitative approach, and multilevel analysis, the study will include 200 students aged 14–16 from Chile's Metropolitan Region. Data will undergo cleaning, descriptive analysis, and multilevel modeling. Different analyses will address specific objectives. Expected findings include at least three latent ER profiles at each level: low-ER, multi-ER, and specific-ER. These patterns aim to enhance understanding of individual differences in classrooms. Beliefs and motives for ER are anticipated to predict specific profiles, while multi-strategy ER use is expected to associate with higher perceived success and academic performance. This study offers a dynamic, biopsychosocial perspective on ER in educational contexts, providing a foundation for future research.

With the COVID-19 pandemic, the teacher-student relationship faces the challenge of giving new meaning to the teaching-learning process. Thus, it isproposed to analyze the pedagogical mediation as a strategy capable of favoring the teaching-learning processes in Law, in times of complexity. The teacher-student relationship should favor the student's curiosity and creativity in an environment that favors the perception of meanings and senses. It is a bibliographic and documentary, qualitative and exploratory research. It appears that the teacher-mediator must validate previously obtained knowledge and favor collaborative processes, which encourage critical thinking in the student and favor the development of their protagonism.

With the COVID-19 pandemic, the teacher-student relationship faces the challenge of giving new meaning to the teaching-learning process. Thus, it isproposed to analyze the pedagogical mediation as a strategy capable of favoring the teaching-learning processes in Law, in times of complexity. The teacher-student relationship should favor the student's curiosity and creativity in an environment that favors the perception of meanings and senses. It is a bibliographic and documentary, qualitative and exploratory research. It appears that the teacher-mediator must validate previously obtained knowledge and favor collaborative processes, which encourage critical thinking in the student and favor the development of their protagonism.

An abstract summarizes, in one paragraph (usually), the major aspects of the entire paper in the following This paper provides a thorough examination of the function of Web 3.0 technologies in facilitating the teaching-learning process and its influence onstudent academic performance. Web 3.0, distinguished by its focus on machine learning and artificial intelligence, has revolutionized the conventional education environment, providing novel opportunities for interactive and customized learning encounters.This research conducts a comprehensive analysis of current literature to explore the several methods by which Web 3.0 technologies, including semantic web, social networking, and virtual reality, are being incorporated into educational environments. Moreover, the paper investigates the impact of these technologies on student involvement, motivation, and academic achievement. The findings indicate that using Web 3.0 technologies in education has the capacity to improve student learning outcomes through the provision of individualized and interactive learning experiences. Nevertheless, it is imperative to tackle obstacles such as the digital divide and privacy issues in order to guarantee fair and equal access and utilization. This study provides recommendations for future research and practical consequences for educators and policymakers who want to utilize Web 3.0 technologies to improve teaching and learning processes

The aim of this paper is to show how art education is an important medium in the teaching learning process. The Arts Education is unique tools to stimulate and enrich learning and an integral part of a complete, successful and quality Education. This may helps in the foundation of balanced creative, cognitive, emotional, aesthetics and social development of children, youth and life long learner By Huidrom Rakesh Singh "Arts Education as an Important and Powerful Medium in the Teaching Learning Process" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27998.pdf Paper URL https://www.ijtsrd.com/humanities-and-the-arts/education/27998/arts-education-as-an-important-and-powerful-medium-in-the-teaching-learning-process/huidrom-rakesh-singh

The process of improving Uzbekistan higher education is based on the need to train a type of professional capable of responding to the demands of social demands with a solid theoretical and practical training. When a diagnosis was carried out in the faculty in technical direction, it was found that it presented difficulties in relation to the didactics of evaluation, together with the tendency to apply qualifying evaluation without taking sufficient account of training. A literature review was carried out with the aim of reflecting on how to apply it correctly in the teaching learning process. The aspects addressed show the agreement of numerous authors from different countries and theoretical approaches in the recognition and verification of their current problems, such as their conceptual and methodological reductionism, their subordination to needs and demands external to the pedagogical process, and their effects and consequences. Xoshimova Shoira Safarovna "Development of Formative Evaluation in the Teaching-Learning Process" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31848.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31848/development-of-formative-evaluation-in-the-teachinglearning-process/xoshimova-shoira-safarovna

The process of improving Uzbekistan higher education is based on the need to train a type of professional capable of responding to the demands of social demands with a solid theoretical and practical training. When a diagnosis was carried out in the faculty in technical direction, it was found that it presented difficulties in relation to the didactics of evaluation, together with the tendency to apply qualifying evaluation without taking sufficient account of training. A literature review was carried out with the aim of reflecting on how to apply it correctly in the teaching learning process. The aspects addressed show the agreement of numerous authors from different countries and theoretical approaches in the recognition and verification of their current problems, such as their conceptual and methodological reductionism, their subordination to needs and demands external to the pedagogical process, and their effects and consequences. Xoshimova Shoira Safarovna "Development of Formative Evaluation in the Teaching-Learning Process" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31848.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31848/development-of-formative-evaluation-in-the-teachinglearning-process/xoshimova-shoira-safarovna

The process of improving Uzbekistan higher education is based on the need to train a type of professional capable of responding to the demands of social demands with a solid theoretical and practical training. When a diagnosis was carried out in the faculty in technical direction, it was found that it presented difficulties in relation to the didactics of evaluation, together with the tendency to apply qualifying evaluation without taking sufficient account of training. A literature review was carried out with the aim of reflecting on how to apply it correctly in the teaching learning process. The aspects addressed show the agreement of numerous authors from different countries and theoretical approaches in the recognition and verification of their current problems, such as their conceptual and methodological reductionism, their subordination to needs and demands external to the pedagogical process, and their effects and consequences. Xoshimova Shoira Safarovna "Development of Formative Evaluation in the Teaching-Learning Process" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31848.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31848/development-of-formative-evaluation-in-the-teachinglearning-process/xoshimova-shoira-safarovna

Objective: to describe the experience of professors and students of the undergraduate nursing course in the use of reflective portfolio as instrument of assessment and self-assessment in the teaching-learning process. Method: experience report, with participatory observation of professors and students of the undergraduate nursing course at the University of the Amazon (UNAMA), Belém, State of Pará, Brazil, regarding the use of active methodologies in the construction of teaching in Urgency and Emergency, in the period from August 6 to December 22, 2019. Result: in this teaching-learning process, using active teaching methodologies and formative evaluation, through the reflective portfolio, teachers played a fundamental role, acting as facilitators, emphasizing self-directed and student-centered learning. Such experiences provided the actors involved, teachers, students and managers, to see teaching as a privileged space, which allows constant interaction at the moment of integrating theory learned in the classroom with practice. Conclusion: the use of active teaching methodologies and consequent evaluation through the assessment tool, online portfolio, contributes to increase the self-confidence, self-knowledge and reflexive competence of students throughout the training process, in addition to providing theoretical-practical dialogue aimed at the profile of the professional that it aims to form.

A relevant investigation was made to evaluate the methods used in a high school of the Tijuana city, located in the northwest of the Mexican Republic and is a border city, having a commercial and educative treatments with the California State of the United States of America (USA), sending and receiving students to increase the scholar yielding. This is important because can have more specialized knowledge and skills to when finish his professional studies of the university and go to works in industrial, commercial, health and other type of jobs, can solve fast and efficient complicated situations that sometimes persons with a lot experience can’t solve because need this specialized knowledge. In this scientific study made in 2022, was analyzed some tools of industry 4.0 as internet of things (IOT) to capacitate professors of some topics of mathematics topic using this innovation and entrepreneurship system to increase the capacity of teachers and with this the skills of students of a public university in this important city of Mexico.

This research consists in understanding how the use of information and communication technologies (ICT) facilitates and stimulates the teaching-learning process of the subject of History in 3rd grade high school classes in two schools in the city of São Mateus/ ES, Colégio InPacto of the private education network and EEEFM Santo Antônio of the state public education network. This is a case study, qualitative in nature, carried out through questionnaires with open questions in order to understand the functionality of the use of technologies by students and teachers in History classes. In this context, we aim to verify the applicability of the Pedagogical Political Project of the schools surveyed regarding the use of ICT; report the teachers' understanding of the teaching and learning process and observe how students dialogue with the use of ICT during history classes. The analysis of the questionnaires showed that teachers and students use ICT frequently in the teaching-learning process, but teachers, in their pedagogical practices, use ICT only as an aid tool. We detected that students and teachers access internet networks through cell phones, and we also found that the Wi-Fi signal reception failures in schools were restrictions on the development of the proposed activities. Despite the obstacles, teachers and students are in agreement that ICT positively help the pedagogical work. The analysis of the questionnaires showed that teachers and students use ICT frequently in the teaching-learning process, but teachers, in their pedagogical practices, use ICT only as an aid tool. We detected that students and teachers access internet networks through cell phones, and we also found that the Wi-Fi signal reception failures in schools were restrictions on the development of the proposed activities. Despite the obstacles, teachers and students are in agreement that ICT help the pedagogical work in a positive way. The analysis of the questionnaires showed that teachers and students use ICT frequently in the teaching-learning process, but teachers, in their pedagogical practices, use ICT only as an aid tool. We detected that students and teachers access internet networks through cell phones, and we also found that Wi-Fi signal reception failures in schools were restrictions on the development of the proposed activities. Despite the obstacles, teachers and students are in agreement that ICT help the pedagogical work in a positive way. We detected that students and teachers access internet networks through cell phones, and we also found that the Wi-Fi signal reception failures in schools were restrictions on the development of the proposed activities. Despite the obstacles, teachers and students are in agreement that ICT positively help the pedagogical work. We detected that students and teachers access internet networks through cell phones, and we also found that the Wi-Fi signal reception failures in schools were restrictions on the development of the proposed activities. Despite the obstacles, teachers and students are in agreement that ICT help the pedagogical work in a positive way.

In this work animations of the random walk movement using a freeware Algodoo were done in order to support teaching the concepts of Brownian Motion. The random walk movement were simulate considering elastic collision between the particles in suspension in a fluid, and the particles which constitute the fluid. The intensity of velocities where defined in an arbitrary range, and we have a random distribution of the velocity directions. Using two methods, the distribution histogram of displacements (DHD) and the mean-square-displacement ${\langle{\Delta r^{2}}\rangle}$ (MSD), it was possible to measure the diffusion coefficient of the system, and determine the regions where the system presents ballistic regime or diffusive transport regime. The ballistic regime was observed graphically when the MSD has a parabolic dependence with time, which differing from the typical diffusive regime where MSD has a linear dependence. The didactical strategy for combining analytical approaches as graphic analysis, and animations in software's with easy implementation supports the teaching and learning processes, especially in Physics were we want to explain experimental results within theoretical models.

In this work animations of the random walk movement using a freeware Algodoo were done in order to support teaching the concepts of Brownian Motion. The random walk movement were simulate considering elastic collision between the particles in suspension in a fluid, and the particles which constitute the fluid. The intensity of velocities where defined in an arbitrary range, and we have a random distribution of the velocity directions. Using two methods, the distribution histogram of displacements (DHD) and the mean-square-displacement ${\langle{\Delta r^{2}}\rangle}$ (MSD), it was possible to measure the diffusion coefficient of the system, and determine the regions where the system presents ballistic regime or diffusive transport regime. The ballistic regime was observed graphically when the MSD has a parabolic dependence with time, which differing from the typical diffusive regime where MSD has a linear dependence. The didactical strategy for combining analytical approaches as graphic analysis, and animations in software's with easy implementation supports the teaching and learning processes, especially in Physics were we want to explain experimental results within theoretical models.

This document reproduces a filmstrip and accompanying narrative describing the Allied Health Learning Center at New York City Community College. Using a team of content faculty, specialists in learning methodology, and a media production staff, the Center serves 1,800 students and 180 faculty members in seven career departments. The primary goal of the Center is to facilitate the mastery of necessary learning skills in order to support and advance the instructional objectives within the career curricula. Diagnostic testing is provided and a comprehensive student data system has been developed. A Professional Learning Systems course was implemented to apply basic skills to a target freshman science course. In order to provide supplementary support to individual courses, the Center provides modules of instruction, multi-media aids, study group sessions and peer assistance in an open lab learning environment. Seminars are given to increase student proficiency in skills specifically related to licensure and certification examinations, and career information is disseminated. Faculty workshops and seminars are conducted to promote professional development. The continuous increase in student contact hours over a three year period indicates the effectiveness of the Center in meeting the needs of the diverse student population. (NHM)