scholarly journals Embedding Theory And Practice Of Technology Group Management In An Interdisciplinary Science/Engineering Graduate Program

2020 ◽  
Author(s):  
Ron Foster ◽  
Ken Vickers
Keyword(s):  
Graduate Program ◽  
Theory And Practice ◽  
Interdisciplinary Science ◽  
Group Management ◽  
Embedding Theory ◽  
Technology Group

scholarly journals Team-Based Learning: Successful Experience in a Public Health Graduate Program

2017 ◽  
Vol 41 (3) ◽  
pp. 397-401
Author(s):  
Geraldo Bezerra da Silva Junior ◽  
Maria Angelina Silva Medeiros ◽  
Juliana Gomes Ramalho de Oliveira ◽  
Ana Maria Fontenele Catrib ◽  
Maria Helena de Agrela Gonçalves Jardim
Keyword(s):  
Public Health ◽  
Traditional Method ◽  
Quantitative Research ◽  
Graduate Program ◽  
Theory And Practice ◽  
Average Score ◽  
Master Program ◽  
The Public ◽  
Team Based Learning ◽  
At Home

ABSTRACT Background: In the review of curriculum matrices, the elaboration of learning strategies that combine theory and practice is extremely important, allowing the building of new concepts and learning methods by the students. Team-based learning (TBL) is growing in academic centers and refers to the pedagogic strategy grounded in constructivism. The aim of this research was to describe the application of TBL in a Public Health graduate program. Methods: TBL was applied in a class with 22 students in the discipline “Quantitative Research in Health” of the Public Health graduate program (Master degree) at the University of Fortaleza, Brazil, in 2016. The discipline was structured in 8 lessons, approaching the thematic of quantitative research. Before each class the students were required to study the contents at home, a test was done for each subject in the beginning of each class (individually and then in teams of 5 or 6 students) and then a brief review was performed by the professor, where the students could ask questions and solve any doubt. At the end of the semester an evaluation questionnaire was applied with objective questions and a qualitative survey. Results: The application of TBL was done in a class with 22 students of the Public health Master Program, aged 22 to 36 years, and 83.3% were female. The method was well received by the students. All the evaluations and discussions went on without any problem. There were some complaints about the requirement to study at home prior to the classes. Students’ evaluation of the discipline and the TBL method was satisfactory with answers’ average score of 4.7 (scale 0-5). The lowestscore was achieved by the question number 11 (4.3) about the students motivation for their study at home. The comparison with the evaluation of the previous semester (where a traditional method was applied) evidenced higher scores for the TBL method. Conclusions: The application of TBL was satisfactory and the main difficulty presented by students was the requirement for previous study at home. TBL was better evaluated than the traditional method.

scholarly journals Research-based Teacher Education for Multicultural Contexts

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Carlos F. Diaz ◽  
Ilene Allgood
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Graduate Program ◽  
Scientific Evidence ◽  
Theory And Practice ◽  
Evidence Based ◽  
Master's Program ◽  
Ell Students ◽  
Speakers Of Other Languages ◽  
Research In Education

Graduate programs in education face the challenge of preparing teachers and specialists in education to work with English Language Learners (ELLs). Programs must be culturally responsive, while at the same time respecting state and federal standards for scientifically based practice according to best evidence. The focus of the present study is a graduate program in education that sought to prepare graduate students to address the needs of ELL students. Among the articulated goals of the program grant were that teachers enrolled would be able to: (1) use effective English for Speakers of Other Languages and bilingual educational strategies and methods; (2) use findings from testing, assessment and research functionally; and (3) promote multilingualism, and, in a broader sense, respect and equitable treatment of the heritages of home languages. The extent to which graduates of the master’s program who were working as teachers and administrators at the time of the study were able to make culturally competent connections with ELL students and to establish a repertoire of scientific evidence, based on research findings that they could then use to support their teaching theory and practice, is discussed. Findings reflecting the responses of 57 graduates of the program were as follows: (a) the training provided by the master’s program was rated as more useful than the in-service provided by the state because its emphasis on research allowed graduates to judge the merits of proposed educational reforms and to clarify their own pedagogy; (b) the ability to cite research reports enabled graduates to be heard by colleagues and to depoliticize discussions regarding curricular reforms; (c) in developing their ‘communities of practice’, graduates made connections with others who had been trained in the use of scientific research in education. The study illustrates how a graduate education program focused on transformation and the encouragement of home language use can prepare teachers to work effectively in a political context of ‘evidence-based practice’.

scholarly journals Project-based learning in an accounting graduate program

2021 ◽  
Vol 20 ◽  
pp. e3175
Author(s):  
Taís Duarte Silva ◽  
Edvalda Araújo Leal
Keyword(s):  
Professional Practice ◽  
Graduate Program ◽  
Project Based Learning ◽  
Theory And Practice ◽  
Teaching Methodology ◽  
Autonomy Development ◽  
Develop Theory ◽  
Time Required ◽  
The Cost ◽  
Elaboration Process

Considering the relevance of choosing a teaching methodology on student learning, this study aimed to identify the benefits and limitations of project-based learning. In order to reach the proposed objective, we investigated the method's application in the Cost Analysis course at a Graduate Program in Accounting. The methodology employed included document analysis, observation, questionnaire application, and a focus group with the students. In addition, the analysis considered the development of all the methodology steps proposed by the literature, descriptively and qualitatively highlighting the students' perceptions. As research results, we verified that the students' opportunity to experience the practice is the benefit most emphasized. Furthermore, we highlight autonomy development, which is essential to solving the problem proposed in the project. Regarding the limitations, the time required to develop the projects stands out, and the need to deal with diverse situations that may arise during the projects' investigation and elaboration process. The results contribute by presenting the project-based learning methodology as an opportunity for students to develop theory and practice, experiencing real issues related to professional practice. Among this study's limitations we highlight the sample size, which included only one class during one semester and evaluated only the students' perspective. It is understood that these limitations may be considered in future studies to expand the sample and make comparative analyses between classes in different periods, also covering the view of teachers.

scholarly journals Research-based Teacher Education for Multicultural Contexts

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Carlos F. Diaz ◽  
Ilene Allgood
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Graduate Program ◽  
Scientific Evidence ◽  
Theory And Practice ◽  
Evidence Based ◽  
Master's Program ◽  
Ell Students ◽  
Speakers Of Other Languages ◽  
Research In Education

Graduate programs in education face the challenge of preparing teachers and specialists in education to work with English Language Learners (ELLs). Programs must be culturally responsive, while at the same time respecting state and federal standards for scientifically based practice according to best evidence. The focus of the present study is a graduate program in education that sought to prepare graduate students to address the needs of ELL students. Among the articulated goals of the program grant were that teachers enrolled would be able to: (1) use effective English for Speakers of Other Languages and bilingual educational strategies and methods; (2) use findings from testing, assessment and research functionally; and (3) promote multilingualism, and, in a broader sense, respect and equitable treatment of the heritages of home languages. The extent to which graduates of the master’s program who were working as teachers and administrators at the time of the study were able to make culturally competent connections with ELL students and to establish a repertoire of scientific evidence, based on research findings that they could then use to support their teaching theory and practice, is discussed. Findings reflecting the responses of 57 graduates of the program were as follows: (a) the training provided by the master’s program was rated as more useful than the in-service provided by the state because its emphasis on research allowed graduates to judge the merits of proposed educational reforms and to clarify their own pedagogy; (b) the ability to cite research reports enabled graduates to be heard by colleagues and to depoliticize discussions regarding curricular reforms; (c) in developing their ‘communities of practice’, graduates made connections with others who had been trained in the use of scientific research in education. The study illustrates how a graduate education program focused on transformation and the encouragement of home language use can prepare teachers to work effectively in a political context of ‘evidence-based practice’.

Density and Potential Functional Embedding: Theory and Practice

Fragmentation ◽  
2017 ◽  
pp. 81-117 ◽  
Author(s):  
Kuang Yu ◽  
Caroline M. Krauter ◽  
Johannes M. Dieterich ◽  
Emily A. Carter
Keyword(s):  
Theory And Practice ◽  
Embedding Theory

Collaborative Scriptwriting: Street Drama and Applied Anthropology among Sri Lanka's Free Trade Zone (FTZ) Workers

2010 ◽  
Vol 33 (1) ◽  
pp. 23-27
Author(s):  
Sandya Hewamanne
Keyword(s):  
Graduate Program ◽  
Expert Witness ◽  
Applied Anthropology ◽  
Theory And Practice ◽  
Scholarly Work ◽  
Marginalized Communities ◽  
Anthropological Theory ◽  
Street Theater ◽  
Engaged Ethnography ◽  
Strategy I

This discussion focuses on my struggles to merge anthropological theory and practice to most benefit the community and my discovery of collaborative scriptwriting for street theater as an effective strategy. I was fortunate to attend a graduate program that boasted a rich tradition of critical, reflexive, and engaged ethnography. While our mentors conveyed the absolute necessity of giving back to the communities and taking our scholarly work to broad audiences, they also cautioned us against the neo-imperialist tendency to ‘impose our ideas’ on communities where they might not be wanted or simply not work. Anthropology's dark history, in gathering knowledge that “justified” colonialism, added to our fear. As somewhat idealistic graduate students we wanted to recover subjugated knowledge in our respective communities and plotted how best to minimize power relations between researcher and the researched. Sharing our data and publications with the communities was the first step. The second was never to impose our ideas on poor, marginalized communities but to let them find their own solutions to problems and then provide support. The third step was to always engage with the community in whatever way possible, as expert witness, op-ed writer, lobbyist etc. Soon after graduation, however, we realized that intentions, plans and results may not converge in the real world.

scholarly journals Ensino do processo de enfermagem na academia: relato à luz de Maguerez

2017 ◽  
Vol 11 (12) ◽  
pp. 5471
Author(s):  
Ronny Anderson de Oliveira Cruz ◽  
Elidianne Layanne Medeiros de Araujo ◽  
Neyce De Matos Nascimento ◽  
Jael Rúbia Figueiredo de Sá França ◽  
Jacira Dos Santos Oliveira
Keyword(s):  
Graduate Program ◽  
Descriptive Study ◽  
Experience Report ◽  
Theory And Practice ◽  
Professional Practices ◽  
Nursing Process ◽  
Public And Private ◽  
Construction Of Knowledge ◽  
Nursing Graduate ◽  
Qualitative Descriptive

RESUMOObjetivo: descrever a experiência de discentes no desenvolvimento de uma atividade na disciplina de Processo de Cuidar na Pós-Graduação em Enfermagem. Método: estudo qualitativo, descritivo, do tipo relato de experiência. Utilizou-se o Arco de Maguerez, a partir da questão: Quais as fragilidades no ensino do processo de Enfermagem na Academia? Resultados: a Enfermagem evolui em a busca de diversas habilidades, saberes e fazeres profissionais. Assim, o ensino do processo de Enfermagem, em sua maioria, ainda está relacionado à transmissão de bases conceituais, com fragmentação da construção do conhecimento, o que tem contribuído para a falta de significado. Conclusão: as fragilidades no ensino do processo de Enfermagem na academia tinham resultado em dificuldades de implantação e de adesão nos serviços públicos e privados e há a necessidade de refletir acerca da fragmentação entre teoria e prática. Descritores: Enfermagem; Ensino; Processos de Enfermagem.ABSTRACTObjective: to describe the experience of students in the development of an activity in the discipline of Caring Process in Nursing Graduate Program. Method: qualitative, descriptive study, of the type of experience report. It was used the Arch of Maguerez, from the question: What weaknesses in the teaching of the process of Nursing in the Academy? Results: Nursing evolves in search of several skills, knowledge and professional practices. Thus, the teaching of the Nursing process, for the most part, is still related to the transmission of conceptual bases, with fragmentation of the construction of knowledge, which has contributed to the lack of meaning. Conclusion: weaknesses in the teaching of the nursing process in the academy had resulted in difficulties of implementation and adherence in public and private services and there is a need to reflect on the fragmentation between theory and practice. Descriptors:Nursing; Teaching; Nursing Processes.RESUMENObjetivo: describir la experiencia de los estudiantes en el desarrollo de una actividad en la disciplina de Proceso de Cuidar en el Postgrado en Enfermería. Método: estudio cualitativo, descriptivo, del tipo relato de experiencia. Se utilizó el Arco de Maguerez, a partir de la cuestión: ¿Cuáles son las fragilidades en la enseñanza del proceso de Enfermería en la Academia? Resultados: la Enfermería evoluciona en la búsqueda de diversas habilidades, saberes y haceres profesionales. Así, la enseñanza del proceso de Enfermería, en su mayoría, todavía está relacionada a la transmisión de bases conceptuales, con fragmentación de la construcción del conocimiento, lo que ha contribuido a la falta de significado. Conclusión: las fragilidades en la enseñanza del proceso de Enfermería en la academia habían resultado en dificultades de implantación y de adhesión en los servicios públicos y privados y que hay la necesidad de reflexionar acerca de la fragmentación entre teoría y práctica. Descriptores: Enfermería; Enseñanza; Procesos de Enfermería.

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