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“One Language sets you in a corridor for life. Two languages open every door along the way” Frank Smith English as a foreign language or as a second language has been ruling in India since the period of Lord Macaulay. But the question is how much we teach or learn English properly in our culture. Is there any scope to use English as a language rather than a subject How much we learn or teach English without any interference of mother language specially in the classroom teaching learning scenario in West Bengal By considering all these issues the researcher has attempted in this article to focus on the effective teaching learning process comparing to other traditional strategies in the field of English curriculum at the secondary level to investigate whether they fulfill the present teaching learning requirements or not by examining the validity of the present curriculum of English. The purpose of this study is to focus on the effectiveness of the systematic, scientific, sequential and logical transaction of the course between the teachers and the learners in the perspective of the 5Es programme that is engage, explore, explain, extend and evaluate. Sanchali Mondal | Santinath Sarkar "A Study on the Effective Teaching Learning Process in English Curriculum at the Secondary Level of West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd62412.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/62412/a-study-on-the-effective-teaching-learning-process-in-english-curriculum-at-the-secondary-level-of-west-bengal/sanchali-mondal

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.

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

79 p. 19 cm

This study investigates the combined effect of student characteristics and instructional method on at-risk college students' academic performance. It examines the relationship of student characteristics and instructional methods to the performance variables of students' grades in a mandatory reading/study course for reading-deficient students; students' scores on a college reading placement examination (exiting scores); and students' grade point averages in self-selected, reading-intensive core curriculum courses earned during the quarter subsequent to completion of the reading/study course. Multiple regression commonality analyses indicate that students' cognitive aptitude for college contributed the largest proportion and the only statistically significant variance to the college placement examination exiting scores and to subsequent grade point averages in reading-intensive core-curriculum courses. The at-risk students' metacognitive awareness of reading/study requirements for college and their affect toward learning in college appeared to have had little effect on their performance. Teaching method contributed the largest proportion and statistically significant variance to students' grades with a small effect on grade point average in subsequent reading classes. Students who were in whole language classes received higher grades in the reading/study course; students with reading/learning strategy training earned the highest grade point averages in subsequent core curriculum courses. Those who received basic reading skills instruction earned the lowest subsequent grade point averages in reading-intensive, core-curriculum courses. (Contains 112 references.) (Author/NAV)

Intended to be helpful to nursing education staff, this bibliography is an introduction to the literature on the teaching-learning process and on the various new approaches in the field of teaching technology. The selection was confined mainly to recent publications, with a cutoff date of July 1, 1969. Citations are listed alphabetically by author under these subject headings: theoretical formulations, discussions, and critiques; productive thinking, inquiry training, and critiques; evaluation of students; and educational technology. (MF)

This booklet is for use by administrators, project directors, and teachers who need information on how to determine if a planned instructional program is actually implemented. A format for mounting an instructional program through the use of performance objectives is described, with details of how variables such as organization, content, method, and facilities should be used to bring about the accomplishment of the performance objectives. A list of procedures outlines how this monitoring system can be effectively implemented in a given system. Three general procedures and six individual instructor procedures are specified in sequential order. (MBM)

Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (1) teaching and learning process; (2) antiracism and racism; (3) assessment; (4) copyright and academic integrity; (5) pedagogies for teaching and learning; (6) program management; (7) student-to-student learning; (8) transitional courses and programs; and (9) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, "Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers." [This paper was prepared for the College Reading and Learning Association.]

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 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.

The aim of this study is to analyse the effects of scientific argumentation based learning process on the eighth grade students' achievement in the unit of "cell division and inheritance". It also deals with the effects of this process on their comprehension about the nature of scientific knowledge, their willingness to take part in discussions and their attitude towards the course of science and technology. The study employed the design of pretest-post test matched control group design which is part of semi-experimental design techniques. The participants of the study were 77 students, 38 of whom were in the experiment group and 39 of whom in the control group. The data of the study were collected using four tools: achievement test for the unit of cell division and inheritance, the nature of scientific knowledge scale, argumentation survey and the science and technology course attitude scale. All data collection tools were administered to experiment and control groups as pre- and posttest. The data collected were analysed through t-test and ANCOVA (covariance analysis). The findings indicated that academic achievement, comprehension, willingness to discuss and the attitudes towards the course of science and technology of experiment students were significantly better than those of control students at the end of the implementation.

The purpose of this research is to set the effect of Layered Curriculum on learning-teaching processes. The research was conducted on 2011-2012 educational year. The implementation process, which lasted for 4 weeks, was carried out with the theme named "The World of All of Us" in Social Studies lesson at 5th grade. Observation and interview methods are used for collecting the data needed for the research. As data collection tools semi-structured interview form and researcher's diary were benefited from. The data obtained during the study was assessed with the content analysis and descriptive analysis method. According to the findings of the study, it is found that layered curriculum increased the motivation and attendance of the students to the lessons by making the learning-teaching process pleasurable for them however sporadically a noise environment could occur and it could become difficult to manage the time effectively reserved for the lessons due to the activities enforced simultaneously. (Contains 1 table and 1 figure.)

Examined was the feasibility of using the achievement of 29 educable retarded 10- to 12-year-old students to measure teaching effectiveness of 12 special education teacher trainees, and investigated was the relationship of trainee characteristics, classroom process, and educable retarded pupil learning. The Individual Cognitive Demand Schedule and the Indiana Behavior Management Scale were used to record process variables during each 30-minute instructional period, and pupils were administered achievement tests covering the lesson's content area. Results of the study indicated that: the method developed was feasible; some generalizability of teaching ability existed across the content areas; there were differences between the beginning and student teacher groups in teaching methods and pupil achievement; almost no stable relationships between trainee characteristics and teaching ability were found; and although few consistent relationships between pupil learning and process variables were found, the group that obtained higher pupil achievement scores (beginning trainees) tended to use more informational and negative feedback and less positive feedback than did the group that obtained lower scores (student teacher trainees). (Author/CL)

The Myers-Briggs Type Indicator (MBTI) was developed specifically to make possible the implementation of Carl Jung's theory of type and is concerned mainly with conscious elements of the personality. It assumes that to function well, an individual must have a well-developed system for perception and a well-developed system for making decisions or judgments. Four interacting preferences are used to generate each of sixteen types. In each type, one pole of each of the four preferences is preferred over the other, and through use becomes more highly developed. The four preferences are: Extroversion or Introversion, Sensing or Intuition, Thinking or Feeling, and Judgment or Perception. The types are described in detail and the concepts are illustrated with data from a sample of 3275 freshmen and transfer students who entered the University of Florida in September, 1972. An overview of research that has been conducted on the teaching-learning process with the MBTI is presented. Past data and present research indicate that the use of type as an organizing principle increases the power of prediction in educational research. (RC)

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

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).

Digital storytelling (DST) is described as 'the modern expression of the ancient art of storytelling' with one of its categories focusing on personal narratives in which authors tell their own personal stories about significant experiences in their lives. The imperative to tap into our students' social-emotional learning through DST and creating a trauma-sensitive school culture is at the forefront of pedagogical conversations today. The DST process allowed pre-service teachers to take risks, risks of self-disclosure, risks of change, risks of not knowing, all of which rendered them vulnerable, resulting in deepened learning. The findings indicate that the process motivated newly qualified teachers to reflect on their own development, their practice and student learning through the lens of human connections, lived curriculum, self-reflection. They learnt the true value of social interaction and student engagement. [For the complete proceedings, see ED608557.]

In this paper we examine the relationships between students' attitudes towards mathematics and technology, therefore, we take a Galbraith and Hines' scale (1998, 2000) about mathematics confidence, computer confidence, computer and mathematics interaction, mathematics motivation, computer motivation, and mathematics engagement. 164 questionnaires were applied to undergraduate students of several profiles: business and management, mecatronic engineering, industrial engineering, strategic system engineering and mechanic engineering all they in a study carried out at the "Universidad Politécnica de Aguascalientes". The statistical procedure used was factorial analysis with an extracted principal component. The Hypothesis: Ho: ?=0 has no correlation, while Ha: ? ?0 does. Statistics test to prove: ?[super script 2], Bartlett test of sphericity, KMO (Kaiser- Meyer_Olkin) Significance level: a=0.05; p X [superscript 2] [subscript tabulated]. The results obtained from the sphericity test of Bartlett KMO (0.859), ?[superscript 2] [subscript calculated], 539.612 with 10 df > ?[superscript 2] [subscript tabulated], Sig. 0.00 < p 0.01, MSA (MATH-CONFI 0.853; MATH-MOTI 0.884; MATH-ENGA 0.846; COMPU-CONFI 0.868 and INTEMACO 0.848) provide evidence to reject "Ho". Thus, the variables of Galbraith and Hines' scale help us to understand the student's attitude toward mathematics and technology.

Through this article, an attempt is made to highlight some ways on how teachers can integrate technology into their teaching repertoire to enhance the teaching learning process to make it both an enjoyable and enriching experience. Technology has several advantages: it is being used as a powerful tool by many teachers for making lesson plans and organizing learning activities, for enhancing class-room presentations by employing CD-ROMs and multimedia, assisting in skill development through practice, the test generators and electronic grade books are very resourceful in evaluating student performance, it is particularly favorable with problem based learning, it enhances cooperative interaction among students, it serves very strongly as a motivational and management tool and the assistive technologies are extremely beneficial to students with special needs. It is hoped that the guidelines outlined in this article can provide some assistance to teachers attempting to optimally combine their goals, their students' needs and the power of the Technology-enhanced class-room.

This monograph was developed to help K-12 classroom teachers infuse career education into the teaching/learning process as a regular part of their instructional responsibilities. After defining career education, this booklet briefly discusses the rationale, target population, and who is responsible for career education. Then follows a discussion on the relationship of career education and the teaching/learning process. To provide a better understanding of this relationship, the following four topics are examined in detail: (1) teaching philosophy; (2) purposefulness of learning; (3) variety of teaching techniques (includes interview, discussion, bulletin boards, and learning centers); and (4) the process of weaving/infusing/threading career education into the curriculum (includes the perspectives of both the program planner and classroom teacher). Finally, this monograph makes some concrete suggestions for the implementation of career education in terms of the readiness of school administrators, teachers, and the community. (EM)

This monograph was developed to help K-12 classroom teachers infuse career education into the teaching/learning process as a regular part of their instructional responsibilities. After defining career education, this booklet briefly discusses the rationale, target population, and who is responsible for career education. Then follows a discussion on the relationship of career education and the teaching/learning process. To provide a better understanding of this relationship, the following four topics are examined in detail: (1) teaching philosophy; (2) purposefulness of learning; (3) variety of teaching techniques (includes interview, discussion, bulletin boards, and learning centers); and (4) the process of weaving/infusing/threading career education into the curriculum (includes the perspectives of both the program planner and classroom teacher). Finally, this monograph makes some concrete suggestions for the implementation of career education in terms of the readiness of school administrators, teachers, and the community. (EM)

The application of interactive learning is directed towards increasing the quality of communication in the teaching process. The focus of the research in this paper is the influence of the communicative approach on the quality of the teaching process, and the purposeful interaction that has been both the method and the aim of the communicative approach. The authors of this paper argue that the interactive method significantly adds to a successful implementation of purposeful communication in the teaching process. The authors argue that effective communication in the teaching process implies mutual respect, equality of all the participants in the process, honesty and straightforwardness, together with the acknowledgement of both teachers' and students' needs. The results of experimental research relating to the impact of interactive learning on the quality of communication in the language teaching process are presented in this paper. The effects of interactive learning have been expressed through a higher degree of communication freedom and active listening enticement. The overall results of this research point to the significance of further training of teachers in terms of the application of the interactive method in the classroom, thus creating an atmosphere abundant in positive stimuli and challenges for the students.

The application of interactive learning is directed towards increasing the quality of communication in the teaching process. The focus of the research in this paper is the influence of the communicative approach on the quality of the teaching process, and the purposeful interaction that has been both the method and the aim of the communicative approach. The authors of this paper argue that the interactive method significantly adds to a successful implementation of purposeful communication in the teaching process. The authors argue that effective communication in the teaching process implies mutual respect, equality of all the participants in the process, honesty and straightforwardness, together with the acknowledgement of both teachers' and students' needs. The results of experimental research relating to the impact of interactive learning on the quality of communication in the language teaching process are presented in this paper. The effects of interactive learning have been expressed through a higher degree of communication freedom and active listening enticement. The overall results of this research point to the significance of further training of teachers in terms of the application of the interactive method in the classroom, thus creating an atmosphere abundant in positive stimuli and challenges for the students.

The application of interactive learning is directed towards increasing the quality of communication in the teaching process. The focus of the research in this paper is the influence of the communicative approach on the quality of the teaching process, and the purposeful interaction that has been both the method and the aim of the communicative approach. The authors of this paper argue that the interactive method significantly adds to a successful implementation of purposeful communication in the teaching process. The authors argue that effective communication in the teaching process implies mutual respect, equality of all the participants in the process, honesty and straightforwardness, together with the acknowledgement of both teachers' and students' needs. The results of experimental research relating to the impact of interactive learning on the quality of communication in the language teaching process are presented in this paper. The effects of interactive learning have been expressed through a higher degree of communication freedom and active listening enticement. The overall results of this research point to the significance of further training of teachers in terms of the application of the interactive method in the classroom, thus creating an atmosphere abundant in positive stimuli and challenges for the students.

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.

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.

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.

Evaluation of this ESEA Title III project was based on four procedures: parent evaluation, student evaluation, teacher evaluation, and evaluation of a report by the visiting committee from the state department of public instruction. Two elementary schools in Surry County, North Carolina, have been operating under the Title III Grant since its inception. Prior to the opening of school in the fall of 1968, a one-week, in-service program was held for all teachers involved in the project. Teachers were assigned in teams of three or four with the service of an aide. The group was responsible for the total instruction of all children assigned to the team. Different methods of assigning students to groups were used, including years in school and achievement levels. Consultant assistance was used on a limited scale. The source of ideas came from teachers, principals, or supervisors. Both school projects are described in detail, including goals, organization, curriculum plans, grouping, materials, visitors, and evaluative reactions. (MJM)

Evaluation of this ESEA Title III project was based on four procedures: parent evaluation, student evaluation, teacher evaluation, and evaluation of a report by the visiting committee from the state department of public instruction. Two elementary schools in Surry County, North Carolina, have been operating under the Title III Grant since its inception. Prior to the opening of school in the fall of 1968, a one-week, in-service program was held for all teachers involved in the project. Teachers were assigned in teams of three or four with the service of an aide. The group was responsible for the total instruction of all children assigned to the team. Different methods of assigning students to groups were used, including years in school and achievement levels. Consultant assistance was used on a limited scale. The source of ideas came from teachers, principals, or supervisors. Both school projects are described in detail, including goals, organization, curriculum plans, grouping, materials, visitors, and evaluative reactions. (MJM)

This study examines the implementation of information technology in the teaching/learning process for sustainable development of adults in West Africa Sub Sahara Region (WASSR). Three research questions and two hypotheses guided the study. The population for the study was 3071 participants and instructors drawn from 10 education centres that were selected for the study. The sample for the study was made up of 823 participants and 30 instructors that were selected. Simple random sampling technique was used in drawing the sample for the study. Questionnaires were administered to the 853 sample population in countries that make up the region. The result indicates that it is necessary to implement information communication technology in the teaching/learning process for the benefits of sustainable development for adults. The following major findings emerged: The participants believe that information technology will make them independent in their studies. The educators are of the opinion that information technology can expand the community of learners to include virtually anyone who wishes to obtain information and who is not excluded by policy or cost. The major recommendations: that government through the schools should initiate effective programmes to create mass awareness by educating the participants about the benefits of computer literacy in this 21st century. The schools should offer face-to-face workshops; self-placed learning modules and online courses that assist with the development of the essential skills. Formulating approaches to the use of information and communication technology and incorporating it into the curriculum of formal and non-formal education of adults and other learners with exceptionalities for sustainable development.

This study examines the implementation of information technology in the teaching/learning process for sustainable development of adults in West Africa Sub Sahara Region (WASSR). Three research questions and two hypotheses guided the study. The population for the study was 3071 participants and instructors drawn from 10 education centres that were selected for the study. The sample for the study was made up of 823 participants and 30 instructors that were selected. Simple random sampling technique was used in drawing the sample for the study. Questionnaires were administered to the 853 sample population in countries that make up the region. The result indicates that it is necessary to implement information communication technology in the teaching/learning process for the benefits of sustainable development for adults. The following major findings emerged: The participants believe that information technology will make them independent in their studies. The educators are of the opinion that information technology can expand the community of learners to include virtually anyone who wishes to obtain information and who is not excluded by policy or cost. The major recommendations: that government through the schools should initiate effective programmes to create mass awareness by educating the participants about the benefits of computer literacy in this 21st century. The schools should offer face-to-face workshops; self-placed learning modules and online courses that assist with the development of the essential skills. Formulating approaches to the use of information and communication technology and incorporating it into the curriculum of formal and non-formal education of adults and other learners with exceptionalities for sustainable development.

The push to integrate computer-assisted instruction in the curriculum is a phenomenon experienced by many teachers at all levels of instruction. However, questions remain unanswered regarding the effect that such technology will have on both the communicative instructional style of the teacher and on the learning process of the students. To initiate dialogue for the intent of exploring the complexity of the interaction of technology in schools, this qualitative case study explores the outcomes of computer-assisted instruction on the dynamics of the teaching-learning process in an introductory statistics course at a small private liberal arts university. Results from the data, based on two observations and interviews with students and their instructor, suggest several implications. First, computer-assisted instruction positively affects students' ability to comprehend statistical concepts. Secondly, the teacher's role is not perceived as an adjunct to computer-assisted instruction; rather it is viewed as an essential element of the teaching process. Thirdly, student pre-post attitudes about the subject of statistics remain unchanged, even with assistance from the computer program. Finally, the use of the computer-assisted program does affect the dynamics of the classroom in that students are more engaged with the subject matter and interact more freely with each other. Based on these findings, two recommendations for future research are suggested: an exploration of the effects of a computer-assisted program designated as a tutor versus one that is classified as a tool, and a further examination of pedagogical issues about the juxtaposition of instructor and computer-assisted instruction. (Contain 20 references.) (Author/RS)

Today, talking about educational planning generates a certain vital importance for the achievement of the goals and objectives previously established, as well as the definition of the steps and means necessary to carry out this process. However, we cannot talk about planning without addressing the assessment process as an essential element to review, through concrete and reliable criteria, how many goals have been achieved and under what conditions. This article discusses the important relationship between two essential areas at educational level: Planning and Assessing during the Teaching and the Learning Process. The main purpose of this work is to present a pedagogical tool that could facilitate the organization and the establishment of a follow-up in an actual form and thus contribute to the improvement of the study programs. In this article, readers interested in this field of education will find considerable ideas that would help them to understand the transcendence of systematized planning and organized assessment under a complex process, to complement their didactic training and thus make practical decisions that allow them to reach the established objectives. It seems that both Planning and Assessing work together to the achievement of the outcomes. But under what circumstances and conditions should be done the whole merging? [For the complete proceedings, see ED625798.]

The aim of this study is to analyse the effects of scientific argumentation based learning process on the eighth grade students' achievement in the unit of "cell division and inheritance". It also deals with the effects of this process on their comprehension about the nature of scientific knowledge, their willingness to take part in discussions and their attitude towards the course of science and technology. The study employed the design of pretest-post test matched control group design which is part of semi-experimental design techniques. The participants of the study were 77 students, 38 of whom were in the experiment group and 39 of whom in the control group. The data of the study were collected using four tools: achievement test for the unit of cell division and inheritance, the nature of scientific knowledge scale, argumentation survey and the science and technology course attitude scale. All data collection tools were administered to experiment and control groups as pre- and post test. The data collected were analysed through t-test and ANCOVA (covariance analysis). The findings indicated that academic achievement, comprehension, willingness to discuss and the attitudes towards the course of science and technology of experiment students were significantly better than those of control students at the end of the implementation.

This study examines the effectiveness of Neurocognitive Based Concept Mapping (NBCM) on students' learning in a science course. A total of 32 grade IX of high school Central Board of Secondary Education (CBSE) students were involved in this study by pre-test and post-test measurements. They were divided into two groups: NBCM group as an experimental group and non- NBCM group as a control group. Both the groups were pre-tested with the basic knowledge on the topics "The fundamental unit of life & Is matter around us pure" before instruction. The control group was treated with routine traditional method of teaching whereas the experimental group was instructed with NCBC for three weeks. The researchers were developed a new strategy of teaching science through advanced concept mapping called Neurocognitive Based Concept Mapping for the first time and this strategy was adopted to the experimental group in the post test. The results were analysed using Sciences statistical techniques by Statistical Package for Social Science (SPSS) software. The experimental study revealed that extremely statistically significant between pre-test and post test at 0.01 level of significance. Hence neurocognitive based concept mapping strategy enhances the students to secure good scores and this strategy can be implemented to various level of subjects as well as students.

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.

The study aimed to examine challenges and intervention in teaching and learning process in government schools at Ilemela Municipal, Mwanza Tanzania. Primary aim of education is to enhance both individual and national development by imparting relevant knowledge, fostering positive attitudes, and equipping individuals with the necessary skills to address existing challenges. Through the process teaching and learning process in schools encounter several challenges that impede their progress. The study adopted mixed research approach and convergent parallel research design. About 200 participants out of 2000 target population were included in the study subject matter. Questionnaire and Interview guide were used as instruments in which questionnaire was validated and reliability was checked using split in obtaining 0.8 Correlation coefficients. The data collected through questionnaires were analyzed by researcher using SPSS Version 23 to summarize data, while data gathered through interviews were thematically analyzed. The findings revealed that most of the public secondary schools face in-depth challenges throughout the teaching and learning process. Furthermore, the findings indicated that school feeding programs appear to be essential for enhancing effective teaching and learning, leading to improved academic performance among students. The study recommends that the government should ensure the availability of teaching and learning resources and emphasize the establishment of school feeding programs to enhance students' academic performance.

Any curriculum consists of several components: goals, disposition, duration, needs analysis, learners and teachers, exercises and activities, resources, ways of learning, skills to be acquired, lexis, language structure, and ability assessment. Before setting up a program or course of study, these components should be determined and described in detail. In fact, these elements help clarify various dimensions of the curriculum and consequently enhance its productivity. Practically, proper consideration of each aspect of these constructs can exert a tremendous influence on the richness of the program. Therefore, curriculum or course designers need to scrutinize these components one by one and determine their role in the program. Essentially, these elements should be explored at length prior to, during, and after the program. Thus, this article attempts to shed some light on the various constructs of a teaching-learning course.

Any curriculum consists of several components: goals, disposition, duration, needs analysis, learners and teachers, exercises and activities, resources, ways of learning, skills to be acquired, lexis, language structure, and ability assessment. Before setting up a program or course of study, these components should be determined and described in detail. In fact, these elements help clarify various dimensions of the curriculum and consequently enhance its productivity. Practically, proper consideration of each aspect of these constructs can exert a tremendous influence on the richness of the program. Therefore, curriculum or course designers need to scrutinize these components one by one and determine their role in the program. Essentially, these elements should be explored at length prior to, during, and after the program. Thus, this article attempts to shed some light on the various constructs of a teaching-learning course.

THE TEACHING OF THE NATIVE LANGUAGE CAN BE DIVIDED INTO THREE MAJOR MODES--THE PRESCRIPTIVE, THE DESCRIPTIVE, AND THE PRODUCTIVE. PRESCRIPTIVE TEACHING PROCEEDS FROM TWO (SUSPECT) ASSUMPTIONS--(1) THAT THERE ARE ABSOLUTE STANDARDS UNANIMOUSLY KNOWN AND SHARED BY EDUCATED ADULTS, TO WHICH A STUDENT'S LANGUAGE SHOULD ATTAIN, AND (2) THAT PRESCRIPTIVE TEACHER INTERVENTION IN LANGUAGE PATTERNS OF ADOLESCENTS OR CHILDREN OF ELEMENTARY SCHOOL AGE CAN EFFECT SIGNIFICANT CHANGE. DESCRIPTIVE TEACHING DESCRIBES HOW LANGUAGE WORKS, ITS NATURE, AND ITS HUMAN CHARACTERISTICS. SOME LANGUAGE SUBJECT MATTERS THAT CAN BE APPROACHED DESCRIPTIVELY ARE GRAMMAR, LEXICOGRAPHY, SEMANTICS, LANGUAGE HISTORY, DIALECTOLOGY, AND THE PROCESS OF COMPOSITION. PRODUCTIVE TEACHING, WHICH OVERLAPS MARKEDLY WITH THE DESCRIPTIVE MODE, IS DESIGNED TO EXTEND THE STUDENT'S EFFECTIVE USES OF THE NATIVE LANGUAGE, TO MAKE HIS LANGUAGE STYLES--BOTH WRITTEN AND ORAL--ADAPTABLE TO A WIDE RANGE OF POSSIBLE AUDIENCES. WHICHEVER MODE A TEACHER PREFERS, THE MOST POWERFUL AND SUCCESSFUL LANGUAGE TEACHING REQUIRES (1) A FORMIDABLE SUBSTANTIVE COMMAND OF THE DISCIPLINE OF LANGUAGE, (2) A KNOWLEDGE OF THE NATURE OF BOTH LEARNER AND TEACHER, AND THEIR INTERACTIONS, AND (3) CERTAIN PERSONAL ATTRIBUTES, PARTICULARLY FLEXIBILITY, WHICH LET HIM MOVE FREELY AMONG THE MODES. (THIS ARTICLE APPEARED IN "ELEMENTARY ENGLISH," VOL. 44 (OCTOBER 1967), 602-608, 709.) (MM)

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)

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.

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

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

The aim of this study is to examine the effects of emergency distance education implementations carried out during the COVID-19 process on metacognition, social skills, active participation, communication with faculty members, as well as learning and teaching processes based on the views of education faculty teacher candidates. The research is a case study. The study was carried out in the Education Faculty of the Kafkas (n:31) and Education Faculty of the Trakya (n:20) in the 2020-2021 Fall semester. Opinions about the process were taken from 51 volunteer participants using a semi-structured interview form. Data was analyzed using content analysis and inductive analysis. As a result of the research, the elements that prospective teachers think that emergency distance education applications increase the effectiveness of the learning-teaching process were obtained in the themes of metacognition, social skills, active participation, effective communication with faculty members, and learning-teaching process. The factors that have a negative impact on the emergency distance education process are again expressed as increasing homework load, insufficient explanation of educational tasks, problems caused by the pandemic, problems originating from the internet, systemic-technological problems, inadequacies in gaining metacognition skills, and uniformity in methods and techniques.

The Louis W. and Maud Hill Family Foundation is engaged in a productivity program to assist private colleges in its eight state service region (Minnesota, Iowa, North Dakota, South Dakota, Montana, Idaho, Oregon, and Washington) in controlling escalating costs while maintaining educational quality. The Hill Foundation's effectiveness could probably be improved through longer (three to five year) commitments of larger sums of money ($10,000 to $100,000) to a limited number of colleges that: (1) would be willing to risk effort on important productivity research but would be unable to do so without external funds and supportive consultation; (2) would be devoted to rigorous project design and evaluation; and (3) would agree to the publication and dissemination of results. If, in addition, the Foundation would enter into partnerships with colleges that recognize that the productivity question in higher education is not one of how to reduce the time and money spent per student but rather how to increase the value of student-embodied competencies to create and produce over a lifetime, the foundation might well bring about the major program and faculty changes that will assure a college's survival during the last quarter of this century. (Author/MSE)

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

This study aims to examine the studies on curriculum commitment in Turkey. The descriptive content analysis method was used in the research. Google Scholar and YÖK national databases were searched using the keywords "curriculum" and "fidelity." Twenty-four studies using these words in their titles were included in the research. Studies were classified according to the variables of year, language, study type, sample group, method, subject, and analysis techniques used. The results revealed that the number of studies on curriculum commitment had increased significantly in recent years. Most of the studies are in the Turkish language. More studies examine the commitment of secondary and high school teachers to the curriculum. Many of the studies are in the article type, and the number of doctoral studies is limited. The issue of commitment to the curriculum was more associated with personal and professional factors. Curriculum literacy, self-efficacy, curriculum design approach, professional commitment, program orientation, teacher autonomy, philosophy of education, teaching motivation, and learning-teaching process are other issues associated with curriculum commitment. Quantitative methods were used in most studies, and descriptive and univariate analyses were used more. The results revealed a need to increase the number of qualitative studies and diversify the methods used to understand the commitment to the curriculum better. [For the full proceedings, see ED652228.]