Reflecting on Teaching Practice: Student Work and Teacher Work, Part II-Science

Capstone courses are an integral part of the educational experience in undergraduate engineering programs. However, such courses tend to be challenging in nature for course instructors as many of the features of the capstone course contrast starkly with typical courses in the engineering curriculum. As in any field, communication of effective strategies is crucial as the capstone course community seeks to better their practices. With this goal in mind, the question arises: How does one instructor convince her or his colleagues that a teaching practice implemented at the home university is (i) truly effective, and (ii) can be transferred to other universities with similar results? While effectiveness may be measured in other more traditional courses by simply looking at assignment and test grades, the complexity associated with the capstone course adds ambiguity and complex interrelations that require a more thoughtful and detailed inquiry. This work explains such a framework for evaluating the effectiveness of capstone course changes implemented over the past seven years at Oregon State University. The evaluation framework relies on results from faculty, sponsor, and student surveys as well as sponsor participation data, student work products, course evaluations, and student grades over the period of the past seven years. This work outlines the framework and discusses future plans of implementation of the research project.

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Emotions Et Sentiments Induits Par Les Evaluations Sommatives Chez Des Apprenants En Situation De Formation Professionnelle

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v4i3.4506 ◽

2015 ◽

Vol 4 (3) ◽

pp. 155

Author(s):

Mathias Kyelem ◽

Amadou Tamboura ◽

Daniel Favre

Keyword(s):

Professional Training ◽

Teaching Practice ◽

Educational Activity ◽

Report Cards ◽

Summative Evaluation ◽

Formation Professionnelle ◽

Student Work ◽

Summative Assessments ◽

High Level

To prove the quality of their teaching activities, school leaders and teachers are almost always resort to summative assessments; the level of the scores obtained by the largest number of students for assays or exams is the best indicator of the quality of learning achieved by students. Summative assessments become sufficiently numerous to help establish report cards and rankings monthly to the detriment of a formative assessment needed to regulate and guide the educational activity. All this does not take into account the dynamics of the error in learning and the stress state in which the learner is then subjected to a strong emotional pressure. Research in neuroscience show that a high level of anxiety causes a deficit in the ability to perform tasks involving solving non-routine problems. In this study, most of the respondents have had several years of professional training and a long teaching practice. It was interesting to explore their relationship to error and their level of apprehension of the summative evaluation in a context where they are in the process of "exercise" the student work. In general, the results show that the dominant fundamental emotion among all respondents is the fear as with most recurrent words anxiety, worry, fear, feelings or emotions that inhibit the action.

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Interactive Module Development of Teacher's Measurements

International Journal of Humanities, Management and Social Science ◽

10.36079/lamintang.ij-humass-0101.10 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1-6

Author(s):

Editor

Keyword(s):

Self Assessment ◽

Student Work ◽

Learning Content ◽

Teachers And Students ◽

Teacher Work ◽

Module Development ◽

User Friendly ◽

The Given ◽

Module Systems ◽

Module System

This research develops an interactive module system that can be used to explore and build a self-assessment checklist on significant learning content in the daily life and work of students in the future. The purpose of this interactive module system is to contribute to the teacher in choosing the appropriate learning content for teaching. This study will focus on the contents of Form 1 history subjects involving teachers and students. In addition, with a self-assessment checklist of teachers, educators can use it in determining significant learning content with the life and nature of student work. The built-in interactive module system also benefits pupils when the learning takes place content and skills that can be used all the time. The data were obtained through field observations in the classroom and teacher work. In general, the use of interactive module systems developed is very good and effective. The findings show that the majority of users have stated that the developed system interface is of interest to the user, in which the navigation system developed is user-friendly. The user states that the usability of the developed system is very helpful to teachers and students in understanding the content of the given lessons.

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Theory and Practice of Technology-Based Music Instruction

10.1093/oso/9780199795581.001.0001 ◽

2013 ◽

Author(s):

Jay Dorfman

Keyword(s):

Teacher Educators ◽

Social Issues ◽

Theory And Practice ◽

Music Instruction ◽

Music Teaching ◽

Teaching Behaviors ◽

Student Work ◽

Philosophical Foundations ◽

Music Program ◽

Teacher Work

Based on educational theory and on recognized music teaching methods, Theory and Practice of Technology-Based Music Instruction develops a framework for examining music teaching that uses technology to introduce, reinforce, and assess skills and concepts. The framework guides in-depth discussions about theoretical and philosophical foundations of technology-based music instruction (TBMI), materials for teaching, teaching behaviors, and assessment of student work, teacher work, and fit of technology into the music program. The book includes examples of TBMI lessons from real teachers, and analyses of the successful and developing parts of these lessons. The book also addresses issues of accountability and standards; recommendations for professional development; and the future of the field, embodied in emerging technologies, alternative ensembles, and social issues. It will be a key volume for teachers implementing new curricular offerings and for music teacher educators as a foundation for teaching with technology beyond a focus on software and hardware.

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“I Am Combined”: Chinese Teachers’ Cultural Identities and Pedagogical Learning

Journal of Language Teaching and Research ◽

10.17507/jltr.0704.01 ◽

2016 ◽

Vol 7 (4) ◽

pp. 625 ◽

Cited By ~ 1

Author(s):

Johanna Ennser-Kananen ◽

Andie Fang Wang

Keyword(s):

Cultural Identity ◽

Cultural Sensitivity ◽

Teaching Practice ◽

Identity Work ◽

Curriculum Planning ◽

Student Work ◽

Dynamic Relationship ◽

Cultural Experiences ◽

The Us ◽

Pedagogical Learning

In order to become effective instructors of cultural sensitivity, teachers need spaces to engage in cultural identity work while developing their teaching practice. This qualitative case study analyzed the integration of cultural identity work and pedagogical learning of bicultural teachers of Chinese during a two-week long professional development (PD) course in the US. Data consisted of classroom videos, observations, and student work and was theorized within an identity-as-pedagogy framework. Findings revealed a bidirectional and dynamic relationship between teachers’ cultural identity work and their pedagogical learning: Teachers did - although not consistently - appropriate pedagogical theories (e.g. on curriculum planning) by integrating them with their own cultural experiences and identities and vice versa. These appropriations were not always in line with the goals of the PD course but highlight a need to deliberately and systematically integrate teachers’ cultural identity work with their pedagogical learning.

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Merit Pay and Job Enlargement as Reforms: Incentives, Implementation, and Teacher Response

Educational Evaluation and Policy Analysis ◽

10.3102/01623737013003269 ◽

1991 ◽

Vol 13 (3) ◽

pp. 269-288 ◽

Cited By ~ 4

Author(s):

William A. Firestone

Keyword(s):

Case Studies ◽

Program Design ◽

Teacher Motivation ◽

Teaching Practice ◽

Merit Pay ◽

Teacher Participation ◽

Teacher Response ◽

Teacher Work ◽

The Way

Based on intensive district case studies, this study presents a comparison of two teacher work reforms. Merit pay gives individual teachers more money to do the same work better. Job enlargement pays them more to do different work. The study suggests that job enlargement is more likely than merit pay to improve teacher motivation. It also enriches teaching practice while merit pay standardizes it. Job enlargement increases intrinsic incentives for teachers, but these must be bought by purchasing more time. The way these reforms play out at different sites will depend on the extent of teacher participation in program design and on the vision for the program projected by top administrators.

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