The concept of Teaching-Research Nexus (TRN) is one of the main characteristics of the academic orientation. The current study attempts to examine how this perception is implemented in Israeli Academic Colleges of Education (ACEs) and how it is expressed in the work of senior teacher educators who have previously served as teachers in schools. An analysis of nine semistructured interviews pointed to teacher students’ and teacher educators’ agency as being prominent patterns in the TRN implementation, and which (...) are expressed in three ways: (a) agency of research insights to the educational field; (b) agency of reflective practitioning (an ability of the individual to create a relationship between his or her social and emotional world in the professional context); and (c) agency of cross-cultural research. The discussion delineates the similarities and differences between the perception of TRN among teacher educators in ACEs and academics in other institutions of higher education. (shrink)

According to the working definition of the International Big History Association, ‘Big History seeks to understand the integrated history of the Cosmos, Earth, Life and Humanity, using the best available empirical evidence and scholarly methods’. In recent years Big History has been developing very fast indeed. Big History courses are taught in the schools and universities of several dozen countries. Hundreds of researchers are involved in studying and teaching Big History. The unique approach of Big History, the interdisciplinary genre (...) of history that deals with the grand narrative of 13.8 billion years, has opened up a vast amount of research agendas. Big History brings together constantly updated information from the scientific disciplines and merges it with the contemplative realms of philosophy and the humanities. It also provides a connection between the past, present, and future. Big History is a colossal and extremely heterogeneous field of research encompassing all the forms of existence and all timescales. Unsurprisingly, Big History may be presented in very different aspects and facets. In this volume the Big History is presented and discussed in three different ways. In its first part, Big History is explored in terms of methodology, theories of knowledge, as well as showcasing the personal approach of scholars to Big History. The second section comprises such articles that could clarify Big History's main trends and laws. The third part of this book explores the nature of teaching Big History as well as profiling a number of educational methods. This volume will be useful both for those who study interdisciplinary macroproblems and for specialists working in focused directions, as well as for those who are interested in evolutionary issues of Astrophysics, Geology, Biology, History, Anthropology, Linguistics and other areas of study. (shrink)

This study was conducted to investigate the degree to which institutional variables such as: institutional location, ownership and leadership influence the job performance of academic staff across three dimensions: teaching, research productivity and community service. This ex-post facto study by design, tested three hypotheses. A total of 449 academic, randomly drawn from three (one private and two public) universities in Cross River State, Nigeria, participated in the study. Three sets of questionnaires were used for data collection after due (...) validity and reliability tests. They included the “Institutional Variables Questionnaire (IVQ)”, the “Research Productivity and Community Service Questionnaire (RPCSQ)”, and the “Staff Instructional Delivery Questionnaire (SIDQ).” Collected data were analysed using the independent sample t-test, one-way analysis of variance (ANOVA) and simple linear analysis. Findings indicated that institutional location significantly impacts university academic staff across multiple dimensions—teaching, research, and community service— with urban institutions consistently demonstrating higher scores than their rural counterparts. There was a significant influence of institutional ownership on research productivity unlike teaching and community service. Federal institutions exhibited higher research productivity than both state and private universities. Institutional leadership significantly influenced research productivity and community service engagement, but not in the dimension of teaching among the academic staff. This study underscores the need for a holistic approach to enhancing academic staff performance. It emphasizes the importance of strategic resource allocation, collaborative endeavours, and strong leadership to create an environment where teaching, research, and community service thrive. (shrink)

This article examines one way institutionalized sexism operates in the university setting by examining the gender roles and gender hierarchies implicit in (allegedly gender-neutral) university tenure and promotion policies. Current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty both individually and collectively. A gendered division of labor exists within (as outside) (...) the contemporary academy wherein research is implicitly deemed "men's work" and is explicitly valued, whereas teaching and service are characterized as "women's work" and explicitly devalued. (shrink)

This study used a partial least squares structural equation modelling (PLS-SEM) to estimate curriculum management's direct and indirect effects on university graduate programmes' viability. The study also examined the role of institutional effectiveness in mediating the nexus between the predictor and response variables. This is a correlational study with a factorial research design. The study's participants comprised 149 higher education administrators (23 Faculty Deans and 126 HODs) from two public universities in Nigeria. A structured questionnaire designed by the (...) researchers was used for data collection. The questionnaire was duly validated with an acceptable scale and item content validity indices. The dimensionality of the instrument was determined using exploratory factor analysis (EFA). Convergent validity was based on Average Variance Extracted (AVE), whereas discriminant validity was based on Fornell-Lacker criteria and the Hetero-Trait Mono-Trait (HTMT) ratio. Acceptable composite reliability estimates of internal consistency were reached for the three sub-scales. Following ethical practices, the questionnaire was physically administered to respondents and retrieved afterwards. Smart PLS (version 3.2.9) and SPSS (version 26.0) programs were used for all the statistical analyses. This study uncovered significant direct and indirect effects of curriculum management on the viability of graduate programmes. Institutional effectiveness significantly impacted graduate programmes’ viability while mediating the nexus between curriculum management and graduate programmes’ viability. Curriculum management and institutional effectiveness jointly explained a significant proportion of graduate programmes’ viability variance. The result of this study proved that graduate programmes’ viability depends, to a great extent, on how much curriculum is managed and how effective institutions are with their services. The result of this study can enable institutions seeking to run viable graduate programmes to re-evaluate their curriculum management practices and the effectiveness of their services. (shrink)

There is currently an academic debate among researchers regarding the influence of age and gender on ICT utilisation generally among lecturers. This study was designed to contribute to this debate and open up new paths to areas on which researchers have focused little or no attention. This study examined lecturers’ variables (gender, age, educational qualification and rank) and the utilisation of ICT resources for teaching, research, and records management in higher education. The study adopted a descriptive survey design. (...) The study’s population comprised of 9,604 lecturers at the University of Calabar. A total of 313 lecturers who were available in their offices during data collection responded to a questionnaire which was designed by the researchers. Major findings showed that the extent of lecturers' utilisation of ICT for teaching, research, and records management is significantly low. Also, staff' educational qualification, rank, gender, and age significantly influence the utilisation of ICT for teaching, research and records management. Also, the utilisation of ICT resources decreased with lecturers’ educational qualifications, rank and age; male lecturers were more competent in the use of ICT resources than females. It was concluded that lecturers' variables play a significant role on the extent to which they utilise ICT resources for teaching, research and records management in higher education. This study creates a new path of innovation in education on which prospective researches could focus. (shrink)

Imam Hatip schools (religious vocational schools) in Turkey have been taught teaching Arabic for many years. However, the objectives of learning Arabic have not yet been realized. The Education Council of the Ministry of Education prepares educational plans and programs for Arabic lessons in order to increase the quality of Arabic language teaching, the first of these programs was in 1973. This research is a field study carried out in 2016 on how to implement the educational programs (...) prepared in 2011 for Arabic lessons in Imam Hatip schools, and the problems facing the teacher in practical reality. The scope of the research is limited to Tekirdağ Anadolu Religious High School for boys, Süleymanpaşa Anadolu Religious High School for girls, Süleymanpaşa Religious Secondary school, and the teachers working in these schools. The research was based on the views of those educators as to how the educational programmes for Arabic lessons and the problems they faced during their exercise were implemented. The research was formulated through interviews with teachers. The results of the research according to the data received from the teachers were processed in the statistical program SPSS and then converted to frequency values and percentage values. These values were presented in tabular form. As a result of the findings, it was seen that most of the teachers did not read the Arabic lesson teaching program they were practicing, and they were unaware of the program’s vision, approach and goals; and they did not understand the program’s approach, vision, and objectives. Moreover, it was understood that the minds of the teachers were not clear about whether the Arabic language was a foreign language lesson or a religious vocational lesson, that the teaching practices and behaviors of teachers are incompatible with the educational program and they also had one view that the goals of the Arab lesson were largely unfulfilled. After the main results have been revealed and discussed, finally, following the disputed results, some suggestions were made to increase the quality of teaching Arabic such as making Arabic an effective, active and influential element in the lives of students and teachers through various awards and scholarships and the examination of Arabic as a foreign language in the university entrance examinations as an element of motivation and quality. In addition, in order to improve the quality of the Arabic teacher, we have made the Arabic exams as periodic, an increase in salaries according to the teachers’ receivables score, the continuation of in-service trainings, etc. (shrink)

We suggest that the emerging field of the conservation humanities can play a valuable role in biodiversity protection in Papua New Guinea (PNG), where most land remains under collective customary clan ownership. As a first step to mobilising this scholarly field in PNG and to support capacity development for PNG humanities academics, we conducted a landscape review of PNG humanities teaching and research relating to biodiversity conservation and customary land rights. We conducted a systematic literature review, a PNG (...) teaching programme review, and a series of online workshops between the authors (10 PNG-based, 7 UK-based). We found a small but notable amount of PNG research and teaching focused on biodiversity conservation or customary land rights. This included explicit discussion of these topics in 8 of 156 PNG-authored humanities texts published 2010-2020 and related teaching content in the curricula of several different humanities-based programmes. We discuss current barriers to PNG academic development. The growth of fully fledged in-country conservation humanities will require a joint collaborative effort by PNG researchers, who are best placed to carry out such work, and researchers from abroad who can access resources to support the process. (shrink)

A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree (...) that it engages students and teaches general skills like collaboration and communication. We investigated whether it can be effective for teaching philosophical content and skills like analyzing, evaluating, crafting, and communicating arguments in addition to bringing the more general benefits of active learning to philosophy classrooms. Overall, we find Reacting to be a useful tool for achieving these ends. While we do not argue that Reacting is uniquely useful for teaching philosophy, we conclude that it is worthy of consideration by philosophers interested in creative active-learning strategies, especially given that it offers a prepackaged set of flexible, user-friendly tools for motivating and engaging students. (shrink)

One very common style of teaching philosophy involves remaining publicly neutral regarding the views being debated—a technique commonly styled ‘teaching the debate.’ This paper seeks to survey evidence from the literature in social psychology that suggests teaching the debate naturally lends itself to student skepticism toward the philosophical views presented. In contrast, research suggests that presenting one’s own views alongside teaching the debate in question—or ‘engaging the debate’—can effectively avoid eliciting skeptical attitudes among students without (...) sacrificing desirable pedagogical outcomes. Thus, there are good reasons to engage philosophical debates as an educator, not merely teach them. (shrink)

The 2015 Nepal earthquake and avalanche on Mount Everest generated one of the deadliest mountaineering disasters in modern times, bringing to media attention the physical-cultural world of high-altitude climbing. Contributing to the current sociological concern with embodiment, here we investigate the lived experience and social ‘production’ of endurance in this sociologically under-researched physical-cultural world. Via a phenomenological-sociological framework, we analyse endurance as cognitively, corporeally and interactionally lived and communicated, in the form of ‘endurance work’. Data emanate from in-depth interviews with (...) 18 high-altitude mountaineers, ten of whom experienced the 2015 avalanche. The article responds to Shilling’s (2016) call to address an important lacuna identified in sociological work: the need to investigate the embodied importance of cognition in the incorporation of culture. The concept of endurance work provides a powerful exemplar of this cognitive-corporeal nexus at work as a physical-culturally shaped, embodied practice and mode-of-thinking in the social world of high-altitude climbing. (shrink)

This paper analyses the relationship between Public Administration, Knowledge Management and Service Delivery and to understand if improved Knowledge Management in the South African Government can improve public sector service delivery. This paper is a systematic analysis of 150 secondary literature sources. Even though not all the secondary literature sources analysed are used or cited in the paper, they nonetheless contributed to the identification of several key issues. The main finding of this paper is that improved Knowledge Management in the (...) South African Government would ultimately result in improved public sector service delivery. There is a dearth of empirical research on Knowledge Management in the South African Government, including whether the public sector's adoption of private-sector methods to better itself is effective. From a Public Administration standpoint, none of the literature analysed explains how to successfully integrate Knowledge Management in the "South African Government to improve service delivery." More research on this subject is necessary. Especially, to determine the impact of Knowledge Management on investor confidence, and the inflow of Foreign Direct Investment. The research will benefit governments of developing countries, particularly South Africa, Public Administration scholars, and Knowledge Management professionals. (shrink)

This study assessed teaching personnel management and attitude to work in secondary schools of Calabar Education Zone of Cross River State, Nigeria. Two null hypotheses offered direction to the study using an Ex-post facto research design. The population of this study comprised all the public secondary school teachers in Calabar Education zone of Cross River State. Purposive sampling technique was employed in selecting a sample of 1,181 teachers. “Teaching Personnel Management and Attitude to Work Questionnaire (TPMAWQ)”, with (...) Split-half reliability estimates of .83, .87, .93, and .84, was used as an instrument for data collection. Independent t-test and multiple regression analyses were used in testing the null hypotheses at .05 alpha level. The findings of the study revealed amidst others that there is a significant composite influence (F = 279.438, p<.05) of teachers’ training, placement and supervision on their attitudes to work. Teachers’ training was the highest predictor of their attitudes to work (t = 20.727, β = .490), followed by placement (t = 10.294, β = .241), and supervision (t= 7.171, β = .164). It was recommended among others that teachers should be properly trained on the principles, concepts, and methods of teaching before and during service. (shrink)

Drawing on recent developments in dialogic approaches to learning and teaching, I examine the roots of dialogic meaning-making as a concept in classroom practices. Developments in the field of dialogic pedagogy are reviewed and the case for dialogic engagement as an approach to classroom interaction is considered. The implications of dialogic classroom approaches are discussed in the context of educational research and classroom practice. Dialogic practice is contrasted with monologic practices as evidenced by the resilient of the IRF (...) as the default discourse structure in classrooms. Recent evidence suggests the IRF is resistant to attempts to introduce interactive approaches to whole class teaching. Discussion of dialogic practice as a vehicle for increasing pupil engagement at a deep level and raising the quality of classroom interaction is illustrated through a consideration of Philosophy for Children, which is identified as a dialogic approach to classroom practice which has transformative potential for children's learning. Philosophy for Children offers an approach to pedagogy which enables teachers to value pupil voice and promote reflective learning. As such it has much to offer the current debate on dialogic teaching and learning. Research evidence suggests it will promote improved pupil outcomes on a range of assessments. (shrink)

An Intelligent Tutoring System (ITS) is a computer system that offers an instant, adapted instruction and customized feedback to students without human teacher interference. Reciting "Tajweed" the Holy Quran in the appropriate way is very important for all Muslims and is obligatory in Islamic devotions such as prayers. In this paper, the researchers introduce an intelligent tutoring system for teaching Reciting "Tajweed". Our "Tajweed" tutoring system is limited to "Tafkhim and Tarqiq in TAJWEED" the Holy Quran, Rewaya: Hafs from (...) ‘Aasem. The system was evaluated by reciting teachers and students, and the results were auspicious. (shrink)

The paper explores the implementation of flexible teaching and learning modalities in mathematics education in response to the COVID-19 pandemic. It focuses on assessing the modalities used by Mathematics Teacher Educators (MTEs), learners’ perceptions of flexible teaching and learning, opportunities for improvement, and developing an action plan to enhance these modalities. The teaching research study emphasizes the implementation of flexible instructional approaches. The research involves a mixed-methods research design to gather data and analyze results (...) in a state university in West Philippines. The possible audience for this paper includes mathematics educators, MTEs, educational researchers, curriculum developers, and policymakers interested in enhancing teaching and learning modalities in mathematics education, especially in response to challenges like the COVID-19 pandemic. (shrink)

A large body of evidence suggests that the Personalized System of Instruction (PSI) improves learning. In courses that use PSI, the material is divided into units, students must pass a test on each unit before advancing to the next unit, there’s no group-level instruction, and students advance in the course at their own pace. While studies find that PSI improves learning outcomes in a wide range of settings, researchers haven’t studied the effectiveness of PSI in critical thinking classes. In this (...) paper, I argue that teaching critical thinking with PSI can effectively promote critical thinking skills. I describe a course that uses PSI to teach critical thinking and I present evidence from pre- and post-tests that indicates that students substantially improved their reasoning skills in this course. I also discuss the costs and drawbacks of using this method of instruction and consider ways of addressing these problems. (shrink)

Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central (...) questions to provide insight into the dynamics of their shared process of teaching/learning. Methods and procedures: We conducted semi-structured with interviews philosophy teachers (n = 9), classroom observations (n = 142), and student focus groups at 16 diverse high schools. Transcripts were coded according to themes. Results: Our findings reflect the complicated nature of philosophy as a discipline characterized by abstract thinking. Participants found it mind-opening, yet challenging, providing educational opportunities that are largely absent in conventional schooling. They saw multiple connections between philosophy and other subjects, but also appreciated its distinctive benefits. Teachers relied primarily on textbooks and contemporary media to deliver the curriculum. We found that a teacher’s background in philosophy may influence what is taught in philosophy courses and how, especially given the flexibility of the provincial curriculum. Conclusions: The findings suggest that philosophy is a unique, beneficial subject that teachers enjoy teaching and students greatly value, characterizing it as both difficult and rewarding. Our study revealed that considerable differences exist in how philosophy is taught and learned around the province. The flexibility of the provincial curriculum appears to be an invitation for creative and responsive teaching; however, philosophy teachers’ weak preparation can, by their own admission, be a hindrance to effective curriculum delivery. Studying philosophy enhances students’ thinking about other academic areas of study and in some cases opens them up to new ways of thinking. (shrink)

“A Survey on Study and Research in Philosophy in India” is a multivoloume series. It is an attempt to present an overview about status of teaching and research in Philosophy in India. Present volume aims to serve two basic purposes: (1) To provide aid to prospective researcher to refer already carried out works in the area. This is helpful to save time, energy and money of a researcher and making him/her aware of existing works so that he/she (...) could forego further in the area. Conversely, it avoids duplication in research work. (2) To present an overview of the Ph.D. research areas, where neglected area or over pursued area may be observed and planning and support may be implemented. So far, there has been no attempt to gauge the research trends in the area of Philosophy in our country. This is partly because of unavailability of database involving long correspondences and poor responses and partly because of lack of methodology for analyzing the trends. A novel concept of ‘research inclination’ and innovative methodology for measuring the trends, have been developed in this book, which may be helpful for analyzing the status/trends in Ph.D. researches in other subjects also. (shrink)

This descriptive-correlational study determines the teaching efficacy among public Higher Education Institutions during the Academic Year 2021-2022. With 200 teacher-respondents, and with the use of weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s r, the findings are. 1) There is a significant difference in the extent of teaching efficacy of college instructors of HEIs in Sulu when data are categorized according to age, civil status, and educational attainment. But there is no significant difference in (...) terms of gender, length of service, and appointment status. Teachers who are 30 years old & above, separated, and with MA/MS degrees have better ways of assessing the level of confidence college instructors of HEIs in Sulu in their ability to guide students to success which includes helping students learn, building effective programs for students, and effectively changing student learning. 2) There is a very high correlation among the sub-categories subsumed under the extent of teaching efficacy of college instructors of HEIs in Sulu. (shrink)

This study determined the effect of online teaching in Physics using the Just-in-Time Teaching (JiTT) strategy on the academic achievement and conceptual understanding of Grade 9 students. One intact class was subjected to a single-group pretest/posttest pre-experimental research design. Purposive sampling was applied, and selected 48 Grade 9 students for this study. The data gathered were interpreted quantitatively from the validated physics achievement test (PAT) and from the adopted energy-momentum concept test (EMCT), while, the learning experiences survey (...) responses were interpreted thematically. This study was conducted for a period of eight (8) weeks during the 4th quarter of the school year 2020-2021 at Junior High School in District II. The study's findings using descriptive and inferential statistics revealed a significant difference in the students' physics achievement mean scores and a significant difference in the students’ energy-momentum mean scores before and after their exposure to online teaching in physics using the Just-in-Time Teaching (JiTT) strategy. The class average normalized gain (g) of the 48 respondents on the adopted Energy-Momentum Concept Test (EMCT) resulted in statistically “high” normalized gain (g) in their conceptual understanding before and after their exposure to online teaching in physics using the Just-in-Time Teaching (JiTT) strategy. Furthermore, the learning experiences survey responses revealed positive results and improvement on the students’ learning experiences in JiTT’s warm-up exercises. Hence, it was concluded that the online teaching in physics using the Just-in-Time Teaching (JiTT) as a teaching-learning strategy might significantly improve the students' academic achievement and conceptual understanding in grade 9 physics. (shrink)

The existing research on the role of intellectuals in alleviating suffering has overlooked contributions by prominent Black intellectuals from the United States in the early 1990s. Two roundtable debates co-organised under the auspices of the Boston Review at Harvard and MIT in 1992 and 1993 in response to Eugene Rivers’ essay “On the Responsibility of Intellectuals in the Age of Crack” were central to these contributions, counting a star-studded line-up of Black intellectuals including bell hooks, Cornel West, and Glenn (...) Loury. Participants explore the role of Black intellectuals in the US, debating what they can and should do to combat oppression and domination. In this article, I recover the context of the debates, reconstruct their arguments, and make a case for their major historical and political significance. I comparatively interpret the two roundtables, identifying three major points of convergence. First, participants begin from a Gramscian conception of organic intellectuals, developing this further to defend the need for collective intellectual praxis. Second, the race-class-gender nexus plays a central role in structuring the very possibility of intellectuals affecting social change. Third, these intellectuals subscribe to a significantly pessimistic action paralysis, indicative of the relative powerlessness of intellectual debate in addressing structural oppression. (shrink)

Student’s classroom participation in English language teaching: The case of Gozamen General Secondary School in Grade 10-A -/- Author / Authors : Atalay Mesfin Aneteneh Page no. 204-217 Discipline : Education Script/language : Roman/ English Category : Research paper/Action research Keywords: English, Teaching Elementary, Training, Action research.

The purpose of this paper is to clarify and evaluate the possibility of teaching doing philosophy. Using analysis as a main method, I argue that philosophizing, as an activity, has different levels, some of which are connected with specifically philosophical abilities. By analyzing John Rudisill’s minimal conception of “doing philosophy,” I demonstrate that many philosophical practices, such as the interpretation, analysis, and critical assessment of arguments and presuppositions, as well as the application of simple philosophical concepts, do not need (...) a background of specifically philosophical abilities. However, other philosophical practices, including the application of sophisticated philosophical concepts and the development of novel approaches, need such a background. I show that specifically philosophical abilities are: (1) high ability of abstract thinking, (2) high motivation to achieve intellectual autonomy, and (3) capability to feel “philosophical astonishment.” I also argue that there is a real possibility to teach doing philosophy, although students without specifically philosophical abilities will successfully learn only basic levels of philosophizing. Consequently, careful selection of prospective students for philosophy courses is important. Moreover, I claim that the possibility of teaching doing philosophy highly correlates with a teacher’s expertise in the pedagogical approaches and techniques of philosophy teaching. The results of my research provide to philosophy teachers information to help them choose proper methodology and raise teaching effectiveness. (shrink)

As any other kind of language teaching, English for Specific Purposes is first and foremost based on the process of learning, a process which nevertheless addresses the needs of certain communities of learners, namely individuals interested in acquiring some professional skills and performing job related practices. Due to its oriented focus, ESP exhibits some characteristics that differentiate it from ESL (English as a Second Language) or EGP (English for General Purposes). First, it is language in context, this fact requiring (...) real life learning situations, scenarios that tent to replicate the specific working or professional settings the ESP students might be related to or interested in. Instead of focusing on general grammar, vocabulary and language structures, this teaching – learning intercourse stresses the importance of practicing the necessary skills one would mostly employ in their future fields of activity. Since its emergence in the late 1960s, ESP has undergone a constant process of development, defining its scope, improving methodology, shaping its objectives and orientations, and enlarging the number of course books designed to serve its purposes. Yet, ESP teaching practices remain extremely varied depending on practitioners, institutions and countries. Therefore, this conference focuses on today’s diversity of ESP teaching/learning. It also raises the question of the theoratical foundations of ESP practices and, as such, welcomes papers on all aspects and issues of ESP didactics. The main objective of the conference is to bring together researchers and practitioners in the field of ESP over discussions of various themes building upon their classroom experiences and field research tracking day- to- day challenges and obstacles In sum, the encompassing ambition of the conference is to attain solutions that would, hopefully, improve the teaching of ESP by discussing the importance of developing and intorducing training programs for ESP practitioners. (shrink)

This study examines the correlation between job descriptions and salaries at Immaculate Conception College of Balayan Inc. (ICCBI), a private Catholic institution devoted to faith-based education. Using qualitative research, a single-case study was conducted with ten (10) participants selected through purposive sampling based on specific criteria. Through face-to-face interviews, data was collected and analyzed using a narrative approach. Thus, it was found out that job descriptions at ICCBI are established through methods like job analysis, role and responsibility approaches, qualifications, (...) and the school manual-based method. Salary determination involves factors such as tenure, educational attainment, performance, teaching loads, experience, and collegial care. Key factors influencing job descriptions include salary differentiation, aligned job descriptions, career development opportunities, and increased duties and responsibilities. Variations in the salary structure are affected by teaching loads, department designations, and educational qualifications. The findings indicate that job descriptions impact employee salaries at the institution, and future research is encouraged to explore identified factors for insights into developing more efficient roles and contributing to organizational effectiveness. With this, the study proposed a strategic plan for future use and implementation. (shrink)

One of the methods of teaching ethics, which has recently attracted the attention of researchers in the field of ethics and education and has a long history in Islamic teachings, is teaching through games, the main purpose of this article is to explain it in detail and examine the capacities and advantages of this method; With the difference that in this article, our focus is not on a specific type or case of games, but on the absolute of (...) collective games that do not necessarily have an ethical design. Therefore, in this article, by using inference and documental methods and using library resources, after reviewing the background of indirect methods of moral education, the game is defined and then, while enumerating a number of effective functions of the game in the moral improvement of the players, some advantages of this method over other training methods have been mentioned. Strengthening moral humility, balance between personal interest and collective interest, creating the capacity to win and finally the spirit of acceptance of failure are among the capacities of the game in moral education. (shrink)

Student evaluations of teaching (SETs) have been used, researched, and debated for many decades. It is a common practice in higher education institutions, with the supposed purpose of improving course quality and effectiveness, but with unintended consequences of encouraging and motivating poor teaching and causing grade inflation. There is strong evidence that SET “effectiveness” does not measure teaching effectiveness. This paper reviews empirical research examining common concerns about the usefulness (positive and negative) and accuracy of SETs. (...) The findings reveal that student satisfaction relates to their anticipated/expected grades in their courses; hence, they want to get good grades and their instructors want to get a good rating of SET, and this results in grade inflation. The key points are that SETs (1) allow students to speak their “mind”, (2) have no compelling correlation between quality of teaching and learning effectiveness, (3) reward easy, less demanding, and lazy teachers with a positive rating, (4) are biased against gender, attractiveness, ethnicity, race, etc., (5) are weaponized against “some” faculty members, and (6) are like asking convicts awaiting sentencing to evaluate the judge or jurors who convicted them. (shrink)

Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with (...) children is also said to improve metacognitive (MC) skills but there is little research into this claim. Following observable problems with ensuring genuine metacognition was happening in PhiE sessions - on a reasonably strong understanding of what metacognition is – a method has been developed and trialed in this study to bring together, in mutual support, the development of critical thinking and metacognitive skills. Based on the work of Peter Worley and Ellen Fridland (KCL)The Philosophy Foundation ran an experimental study with King's College London in Autumn 2017 and Autumn 2018 to compare the impact of teaching CT skills and MC skills against classes that just have philosophical enquiry. The approach developed and used for the study employs the explicit teaching of some CT and MC skills within the context of a philosophical enquiry (as opposed to stand-alone teaching of these skills) and yields some positive findings both qualitative and quantitative. Both studies took place over one term (12 weeks) and a control and intervention group were used in each study. This report focuses on the second year of the study, with 220 ten and eleven-year-old children involved in eight classes across three state schools in South East London. Although there were limitations to the study the results indicate that the explicit teaching of these skills during a philosophical enquiry can help children use CT and MC skills more successfully than philosophical enquiry alone. (shrink)

The environmental costs and energy constraints have become emerging issues for the future development of Machine Learning (ML) and Artificial Intelligence (AI). So far, the discussion on environmental impacts of ML/AI lacks a perspective reaching beyond quantitative measurements of the energy-related research costs. Building on the foundations laid down by Schwartz et al., 2019 in the GreenAI initiative, our argument considers two interlinked phenomena, the gratuitous generalisation capability and the future where ML/AI performs the majority of quantifiable inductive inferences. (...) The gratuitous generalisation capability refers to a discrepancy between the cognitive demands of a task to be accomplished and the performance (accuracy) of a used ML/AI model. If the latter exceeds the former because the model was optimised to achieve the best possible accuracy, it becomes inefficient and its operation harmful to the environment. The future dominated by the non-anthropic induction describes a use of ML/AI so all-pervasive that most of the inductive inferences become furnished by ML/AI generalisations. The paper argues that the present debate deserves an expansion connecting the environmental costs of research and ineffective ML/AI uses (the issue of gratuitous generalisation capability) with the (near) future marked by the all-pervasive Human-Artificial Intelligence Nexus. (shrink)

Many studies have been conducted to investigate the implementation of Communicative Language Teaching (CLT) in ESL and EFL contexts, but those conducted in EFL context, have reported that the application of CLT was challenging. Still, as far as the Afghan EFL context is concerned, there is a lack of empirical research investigating the issue. Hence, the purpose of this study is to explore afghan EFL lecturers’ perceived challenges in practicing CLT. The study also aims to examine if there (...) is any significant relationship among teachers use of CLT, the perceived challenges, and their demographic profiles. This study uses a quantitative research approach in which a survey questionnaire was given to EFL lecturers teaching in a public university. The results of the study revealed that the EFL lecturers had positive perceptions of using CLT activities, as there were evidence of a number of major CLT activities conducted in their classrooms. The results also revealed that they faced certain challenges that prevented them from implementing CLT effectively. Furthermore, significant correlation was found between students’ related challenges and teachers’ perceptions of using CLT; however, no significant correlations were found among teachers’ demographic profiles and CLT perceived challenges. This research is significant since it could be used as a resource presenting a comprehensive picture of CLT implementation in EFL classrooms in Afghanistan. (shrink)

This paper aims to describe the common situations happening in an actual classroom encounter in a Philippine school. It also points out the external expectations of the fresh graduates of education from the training to the actual real teaching. This article used an auto-ethnographical study that highlights the personal experience of the author to highlight the events of most teachers. It was noted that teaching is not only all about the subject matter but more about building a relationship (...) with the students as well. Therefore, building relationships with students requires approaches to be used, reflective stage, observation, and personal encounters as the best way to start learning. Because this is the time when you will start to understand and learn their nature when they are on the verge of a non-threatening atmosphere. (shrink)

Lately there is more attention paid to technological development in intelligent tutoring systems. This field is becoming an interesting topic to many researchers. In this paper, we are presenting an intelligent tutoring system for teaching DES Information Security Algorithm called DES-Tutor. The DES-Tutor target the students enrolled in cryptography course in the department Information Technology in Al-Azhar University in Gaza. Through DES-Tutor the student will be able to study course material and try the exercises of each lesson. An evaluation (...) of the DES-Tutor was carried out and the results were promising. (shrink)

Recently there is an increasing technological development in intelligent tutoring systems. This field has become interesting to many researchers. In this paper, we present an intelligent tutoring system for teaching information security. This intelligent tutoring systems target the students enrolled in Advanced Topics in Information Security in the faculty of Engineering and Information Technology at Al-Azhar University in Gaza. Through which the student will be able to study the course and solve related problems. An evaluation of the intelligent tutoring (...) systems was carried out and the results were promising. (shrink)

There is wide research about the Philosophy for/with Children program. However, there is not any known attempt to investigate how a philosophical discussion can be implemented through a museum workshop. The present research aims to discuss aesthetic and epistemological issues with primary school children through a temporary art exhibition in a museum in Cyprus. Certainly, paintings have been used successfully to connect philosophical topics with the experiences of the children. We suggest, though, that this is not as innovative (...) as the conduction of a dialogue in a museum. Results were mostly positive. Pupils participated in the discussion and they gave intensive definitions of beautiful paintings and counterexamples for given definitions. The structure of inductive arguments and the difference between belief and knowledge were discussed. Progress in the analysis of inductive arguments was slightly noticeable, but it is likely that this was due to limited time spent on analysing those arguments. Furthermore, more sessions are needed to make generalisations for the effectiveness of the Philosophy for Children program in a museum instead of a traditional classroom. Even though there is discussion about the different stimuli of the discussion, it might be worth considering the effectiveness of different contexts where the discussion can take place. (shrink)

This paper provides a retrospective and prospective overview of TU Delft’s approach to engineering ethics education. For over twenty years, the Ethics and Philosophy of Technology Section at TU Delft has been at the forefront of engineering ethics education, offering education to a wide range of engineering and design students. The approach developed at TU Delft is deeply informed by the research of the Section, which is centered around Responsible Research and Innovation, Design for Values, and Risk Ethics. (...) These theoretical approaches are premised on the notion that technologies are inherently value-laden, and as such contain the possibility of fostering or hindering moral values. Each of these approaches encourages students to take a proactive attitude with respect to their projects and profession, thinking creatively about – and taking responsibility for – how to both prevent harm and do good via the technologies they help develop. To explain how this is put into practice, this paper sketches a brief history of ethics teaching at TU Delft, outlines current activities, and presents future plans for Bachelor and Master’s level engineering ethics education at TU Delft. (shrink)

his study aims to determine whether the application of brain-friendly learning through whole brain teaching gives a positive effect on the creative character of students, to know the response of the students against the application of brain-friendly learning through whole brain teaching, and to find out if the student response against the application of brain-friendly learning through whole brain teaching correlates positively with the creative character of students in learning mathematics. The research method used that is (...) quantitative. The instruments used, namely the now student response related application of brain-friendly learning through whole brain teaching, and sheets of observation about the creativity of students in learning mathematics after implementing this method. The correlation analysis with the results of the study showed that the value of the larger significance of the alpha values (5%) which means accepting and rejecting H0 Ha which means student response against the application of brain-friendly learning through whole brain teaching not correlated positively with the creative character of students in learning mathematics. The average student response score against this method is found on very good i.e. amounted to 85%. As for the observations of the creative character of the students, after this method is applied, the average score of 68% is found quite creative. (shrink)

: Lately there is more attention paid to technological development in intelligent tutoring systems. This field is becoming an interesting topic to many researchers. In this paper, we are presenting an intelligent tutoring system for teaching DES Information Security Algorithm called DES-Tutor. The DES-Tutor target the students enrolled in cryptography course in the department Information Technology in Al-Azhar University in Gaza. Through DES-Tutor the student will be able to study course material and try the exercises of each lesson. An (...) evaluation of the DES-Tutor was carried out and the results were promising. (shrink)

An Intelligent Tutoring System (ITS) is a computer system that offers an instant, adapted instruction and customized feedback to students without human teacher interference. Reciting "Tajweed" the Holy Quran in the appropriate way is very important for all Muslims and is obligatory in Islamic devotions such as prayers. In this paper, the researchers introduce an intelligent tutoring system for teaching Reciting "Tajweed". Our "Tajweed" tutoring system is limited to "Tafkhim and Tarqiq in TAJWEED" the Holy Quran, Rewaya: Hafs from (...) ‘Aasem. The system was evaluated by reciting teachers and students, and the results were auspicious. (shrink)

Climate change as a social issue challenged the disciplinary and methodological traditions of research. Moreover, climate change becomes more problematic as schools must be able to engage learners in learning situations that are challenging and rooted in geographical pedagogical traditions. Though it is present in the curriculum, the present study systematically reviews the teaching of climate change from selected literature from 2019 to 2021. The objective of this study is to investigate approaches and strategies in the teaching (...) and learning of climate change as well as its integration across different learning areas in the basic education curriculum within a global continuum and the conception and operationalization of climate change education. Of the accessed meaningful related literature, the researchers selected one hundred fifty (150) pieces of literature further trimmed down into fifty-seven (57) and then to nineteen (19) from the year 2019 to 2021. The selection of literature is based on the following criteria set by the researcher: educational approach and implication, the methodology employed, and perspectives about climate change. Much of the present literature stressed science as a potent subject for discussing climate change, but others were covered as well, including climate education, arts, primary and middle school, after-school activities, and professional development. A systematic study of climate change, a model, computer games, classroom instructions, and learning capacities were all aims of the review. Teaching and learning approaches and strategies were identified. Methodology, perspectives, inferences, and recommendations were thematically discussed. (shrink)

The expression ‘a university without research is a dignified high school’ is becoming a both local and global concern in the academia. The purpose of this paper is to assess the extent to which collaborative research methodologies can enhance integration of faculties of arts and humanities in the universities in Malawi for knowledge development and transfer. It has been argued over and over that universities are spotlighted by their outstanding work in research, developing and sharing ideas, new (...) inventions and creativity within the spectrum of partnership development. While striving for partnership through collaborative research approaches, research activities still remain an area of concern in institutions that offer diverse tertiary education in Malawi. The question of how can these institutions or faculties engage each other in collaborative research methodologies in the quest of knowledge development and transfer remains crucial and relevant The study analyzed strengths, weaknesses, threats and opportunities of the existing research methods in Arts and Humanities and how the two disciplines can create a space for amalgamation so that research findings can benefit both disciplines. The study reveals that collaboration in various disciplines is a challenge owing to variations of conceptual analyses and the deficiency of technical no-how of both teaching staff and students as well as tools for data collection and analysis as may be emphasized in each of the areas of study; Arts and Humanities. Furthermore, while other institutions of higher learning have research ethics committees for checks and balances as a collaborative tool, some institutions do not know that this committee plays a crucial role in the field of research. Within this backdrop, there is need to develop research collaborations within an institution or with other institutions of higher learning that have a well-defined research profile for mutual benefits as far as collaborative research methodologies are concerned. (shrink)

This research study aims to highlight the personal experiences encountered by the participants, compare the differences between both narrations, and lastly identify common phenomena. This study utilized the auto-ethnographical research study. Ellis and Bochner (2000) describe autoethnography as "an autobiographical form of writing that exhibits several levels of awareness, linking the personal to the cultural". Autoethnography may include a wide variety of topics, from personal research experiences to parallel explorations of the researcher's and participants' experiences, as well (...) as the researcher's experience while undertaking a particular piece of research (Ellis & Bochner, 2000; Maso, 2001). It appears that practice teaching enables interns to experience the actual classroom teaching and school paperwork preparation. Aside from the technical aspects of the internship process, it prepares the student-teachers as well in the different course of school activities that will immerse them in the process of management. Generally, the personal experiences of the different interns vary from the school environment, protocols, and learning resources of the school assigned. The different practice- teaching experiences narrated by the interns that will have a common phenomenon will be a strong determinant of a certain situation. (shrink)

Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it (...) seeks out teachers’ perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts. (shrink)

Sovereign Order of Royal El Roman Intro-angeles (polygyny) Family Sub-mission of the Jesus Christ' Holy See Teachings on His Kingdoms Mission, called the SOVEREIGN ORDER OF ROYAL EL-ROMANIA, The SO°RER†‡ Mission is a Bible scriptures studies, research, publications and teachings oriented sovereign polygyny family household basis mission order whereas Council of the Queens is the major organ and Queens are the principal research associates of the mission organization, Sovereign Order of Royal El-Romania, which aim to print a book (...) entitled "Christ Ministries Words: A Book of Bible Explanatory Testimonial of His Kingdom'', as Gen Hari Seldon's co-authors. Furthermore, the scope of the mission is to studies of the Holy Bible scriptures analysis to understand the doctrines of sacred theology of God's plan towards continuing development of humanity. (shrink)

Authors deal with theoretical and social contexts of the teaching profession as a starting point for empirical research into ethical relationships among Slovak primary and secondary school teachers. They surveyed the opinions of teachers at that level regarding their relationship with students, parents, colleagues and superiors. According to the research results, more than 80% of respondents positively rate the behaviour of teachers towards their students and parents from the viewpoint of realising ethical values, based on which they (...) could be an ethical model for their students. The level of relationships among colleagues received a less optimistic rating. They were, however, much more critical in evaluating their superiors. Only approximately 60% of the members of school management could be an ethical model for other teachers. (shrink)

Pedagogical leadership has become an emerging and essential debate in the field of educational administration and leadership. This was a result of the shift from the hierarchical type in the past to a more inclusive, collaborative, and participative leadership. Previous studies indicate the furtherance of the inquiry into pedagogical leadership since it is a work in progress. Method: For this reason, a systematic literature review mapped the literature relevant to pedagogical leadership. Findings: The review drew the lines between the empirical (...) and theoretical-conceptual contributions, including the methodologies considered in both contributions. Implications for Research and Practice: The results have implications for a more robust theoretical-empirical model or framework of pedagogical leadership applicable to specific levels of education, especially higher education contexts. The study also implies applying pedagogical leadership in the team, at departmental and organizational levels. Results imply promoting the culture of pedagogical leadership. (shrink)

NIH's fogarty international Center has provided grants for the development of training programs in international research ethics for low- and middle-income (LMIC) professionals since 2000. Drawing on 12 years of research ethics training experience, a group of Fogarty grantees, trainees, and other ethics experts sought to map the current capacity and need for research ethics in LMICs, analyze the lessons learned about teaching bioethics, and chart a way forward for research ethics training in a rapidly (...) changing health research landscape. This collection of papers is the result. (shrink)

Consensus statement by UK teachers of medical ethics and law.

The evolution of Intelligent Tutoring System (ITS) is the result of the amount of research in the field of education and artificial intelligence in recent years. English is the third most common languages in the world and also is the internationally dominant in the telecommunications, science and trade, aviation, entertainment, radio and diplomatic language as most of the areas of work now taught in English. Therefore, the demand for learning English has increased. In this paper, we describe the design (...) of an Intelligent Tutoring System for teaching English language grammar to help students learn English grammar easily and smoothly. The system provides all topics of English grammar and generates a series of questions automatically for each topic for the students to solve. The system adapts with all the individual differences of students and begins gradually with students from easier to harder level. The intelligent tutoring system was given to a group of students of all age groups to try it and to see the impact of the system on students. The results showed a good satisfaction of the students toward the system. (shrink)

The purpose of this study was to identify the challenges in teaching and learning of Macramé household crafts and develop a suitable instructional manual for teaching macramé household crafts in tertiary institutions in Abia State, Nigeria. The study adopted Research and development (R and D) method. The study area was tertiary institutions in Abia State. Eighteen lecturers and forty-one students formed the population for the study making a total of fifty-nine subjects. Data obtained from the study through (...) a well-structured questionnaire were analysed using mean and standard deviation while the hypotheses were tested using Mann-Whitney-Wilcoxon Test. The result revealed seven challenges being encountered in teaching crafts in the institutions. The study also showed that out of the fourteen challenges identified, thirteen challenges were encountered by students in the institutions while learning macramé household crafts. Overall, the study shows that no statistically significant difference exists between the challenges encountered in teaching and learning of macramé household crafts in tertiary institutions in Abia State, hence the need for an improvement. The study further developed and examined an instructional manual for teaching macramé household crafts which the lecturers confirmed will help in improving the teaching and learning of macramé crafts. All the null hypotheses were accepted, meaning that there is no statistically significant difference between the mean responses of Home Economics lecturers in both the Universities and those in the College of Education. (shrink)