scholarly journals Q-Methodology: A New Way to Develop an Effective Teaching Model for the Development of Students’ Creative Activity

2020 ◽  
Vol 9 (3) ◽  
pp. 1495-1501
Keyword(s):  
Effective Teaching ◽  
Web Application ◽  
Q Methodology ◽  
Teaching Model ◽  
Creative Activity ◽  
Teaching Process ◽  
Research Results ◽  
Factor I ◽  
Factor Ii ◽  
Teachers And Students

In this study a Q-methodology was used to find out the factors that influence students’ creative activity development. A sample of 94 Vietnamese teachers and students was recruited to participate in the present study. We used a Q-sample of 56 statements and a Q-grid with an 11-point scale. Data analysis was performed by using a web application – Ken-Q Analysis version 1.0.6. Factors were extracted by using principal components and varimax method. Research results showed that there were two factors influencing students’ creative activity development: Factor I – the teachers’ teaching activity and factor II – the students themselves. Factor I had an eigenvalue of 46.6 which accounted for 50% of the study’s variance, contains 64 respondents who had significance loading on this factor. Factor II had an eigenvalue of 7.24 which accounted for 8% of the study’s variance, contains 30 respondents who had significance loading on this factor. Based on the research results obtained, we proceed to build an effective teaching model for developing the creative activity of students. In this model, each factor consists of many specific elements with different scores (from -5 to +5). The model includes focal and corrective elements. The findings of this study indicate that for achieving creative goals of the teaching process it requires efforts from both teachers and students themselves. This model is a useful tool that can help clear orientation for teachers and students. It can be applied in the teaching process at universities to improve creative activity for students. This article is considered the first study using Q-methodology to study an effective teaching model for developing students’ creativity.

scholarly journals Report on Research Results of the Effective Teaching Model of Senior English Reading in Minority Areas under the New Curriculum Standard

2020 ◽  
Vol 9 (1) ◽  
pp. 25
Author(s):  
Lili Zhou
Keyword(s):  
Effective Teaching ◽  
Teaching Model ◽  
Teaching English ◽  
Research Results ◽  
English Classes ◽  
English Reading ◽  
New Curriculum ◽  
Senior English ◽  
Learning English

<p>Effectiveness has been one of the major problems that perplexed teachers in teaching senior English reading. There is still much work to be done to improve the effectiveness of teaching English reading and to increase the enthusiasm of students and teachers based on the characteristics of minority areas. Under the new curriculum standard, teachers in minority areas should teach students in accordance with their aptitude, stimulate students' enthusiasm in learning English, and make English classes interesting and attracting for students.</p>

scholarly journals The Serbian primary school teachers' profiles regarding the preference for a teaching model during the COVID-19 pandemics

Norma ◽  
2021 ◽  
Vol 26 (1) ◽  
pp. 27-38
Author(s):  
Nena Vasojević ◽  
Ivana Vučetić ◽  
Snežana Kirin
Keyword(s):  
Information And Communication Technologies ◽  
Work Experience ◽  
Online Teaching ◽  
Professional Training ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Teaching Process ◽  
Research Results ◽  
Teaching Models ◽  
Teachers Attitudes

The quality of the teaching process highly depends on teachers and their qualifications, and the teacher's role plays a very important part in the implementation of the new teaching methods. The results presented in this paper are part of the quantitative study which investigated the primary teachers' perception of the online teaching model that has been realized in Serbia during the COVID-19 pandemic, in comparison to the traditional teaching model. The paper aims to define and present the teachers' profiles, based on their preference for a certain teaching model: the profile of the teachers who prefer working in the traditional teaching model, and the profile of the teachers who prefer working in the online teaching model, or do not make any difference between the two, based on the professional data and their statements and attitudes regarding the comparison of traditional and online teaching models. It was assumed that the teachers with less work experience, more professional training and higher education level would generally prefer the online teaching model. For the research purposes, the specialized two-part questionnaire was designed. The first part included questions concerning the socio-demographic background, while the second part investigated the teachers' attitudes towards the characteristics of the teaching process in both traditional and online teaching models. The independent-sample t-test was used to estimate the influence of previous training on the choice of the preferred teaching model. The research was conducted during January and February 2021. The research sample included 609 examinees. The research results showed that the choice of the preferred teaching model depends on the self-assessment of the teachers' competencies required for the online teaching model, as well as on the duration of the training in the field of Information and Communication Technologies, as a part of the regular professional improvement training. The initial assumption was only partially confirmed by the research results.

Differences in Perception of Teaching Leadership between Teachers and Students

2020 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Effective Teaching ◽  
Coastal Area ◽  
Goal Theory ◽  
College Teachers ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Teachers And Students ◽  
Perceptions Of Teaching ◽  
Teaching Leadership

Objective: This paper aims to reveal differences in students’ and teachers’ perception of the latter’s teaching leadership and discusses the characteristics of effective teaching leadership. Method: The current study investigates students’ and teachers’ perceptions of teaching leadership through questionnaires, divides their perceptive differences into three categories, and compiles interview outlines based on Baker’s Path-Goal theory. These three categories of teachers were selected, resulting in a sample of twenty-five college teachers from China’s coastal area, who were then interviewed in depth. Results: College teachers and students had different perceptions of teaching leaderships, with the most common being students having low evaluations and teachers having high self-evaluations. Six main characteristics of effective teaching leadership of university teachers are summarized from the coding analysis of interview results.

IMPLEMENTASI MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENDEKATAN KONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN DI SMP NEGERI 13 KOTA MALANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Romlah .
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Lesson Plan ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Review Time ◽  
The Subject ◽  
Effective Teaching And Learning

IMPLEMENTASI MODEL PEMBELAJARANPENDIDIKAN AGAMA ISLAM DENGAN PENDEKATANKONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITASPEMBELAJARAN DI SMP NEGERI 13 KOTA MALANGOleh :Romlah *)Fakultas Agama Islam UMMABSTRACTIslamic Education teaching and learning process considerably applied traditional teaching modelsresulting low student’s interest in the subject. It influenced the internalization of Islamic Educationvalues to students. According to the above background, contextual approach was assumed to create amore meaningful and effective teaching and learning process. The study revealed that most teachersdeveloped instructional material merely based on Teacher Association for Islamic EducationReference, a discrepancy between lesson plan and the implementation was found due to insufficienttime and too-much material, and a problem in applying various methods was found due to student’sbasic competence diversity ranging from the 75-80% to 20-25% mastery creating less conduciveatmosphere for effective teaching and learning process. Accordingly, Islamic Education teachersneeded to review the previous materials using questioning technique and point particular students toanswer the questions during the review time to attract more attention.Keywords: Implementation of IslamicEducation Teaching Model, ContextualApproach, Improving the Teaching andLearning Process

scholarly journals Scale development and an educational program to reduce the stigma of schizophrenia among community pharmacists: a randomized controlled trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tomoo Fujii ◽  
Manako Hanya ◽  
Kenta Murotani ◽  
Hiroyuki Kamei
Keyword(s):  
Randomized Controlled Trial ◽  
Factor Analysis ◽  
Social Distance ◽  
Educational Program ◽  
Controlled Trial ◽  
Intervention Group ◽  
Community Pharmacists ◽  
Factor I ◽  
Randomized Controlled ◽  
Factor Ii

Abstract Background Stigma associated with mental disorders is rooted among many pharmacists, and represents a major barrier to patient support in community-based psychiatry. We developed an assessment scale that is specifically designed to assess the level of stigma that pharmacists may have toward schizophrenia, and then examined the effects of reducing stigma with an educational program that focuses on communication with patients diagnosed with schizophrenia (PDS) using the newly developed Stigma Scale towards Schizophrenia for Community Pharmacists (SSCP). Methods SSCP was developed by exploratory factor analysis with promax rotation based on responses from 822 randomly selected community pharmacists. Furthermore, a randomized controlled trial was conducted for 115 community pharmacists to clarify the effects of reducing the stigma of schizophrenia using an educational program for them with a focus on communication with PDS. Participants were individually allocated to two groups: educational lecture group (56; only attending a lecture on schizophrenia) or contact-based intervention group (59; communicating with PDS and attending the lecture). The stigma assessment using SSCP was conducted immediately before and after the educational intervention. Results A total of 4 factors and 27 items were extracted from the exploratory factor analysis to comprise the SSCP. Cronbach’s α of SSCP, social distance at professional pharmacy service (factor I), attitudes towards PDS (factor II), self-disclosure (factor III), and social distance in personal (factor IV) were 0.89, 0.88, 0.76, 0.62, and 0.62, respectively. Educational program-related changes of the median (interquartile range) total SSCP score from baseline were − 9.0 (− 16.0 – − 5.0) in the contact-based intervention group and − 3.0 (− 7.0–1.0) in the educational lecture group, reflecting a significant reduction of stigma levels in the contact-based intervention group. On examining the SSCP subscales, scores for factor I and factor II significantly improved. The educational program was more effective for pharmacists aged 20–39 years or with negligible experience of communicating with PDS at work and/or in private life. Conclusions SSCP and the educational program for community pharmacists that focuses on communication with PDS were useful for assessing and reducing, respectively, the stigma attached by these pharmacists to schizophrenia. Trial registration UMIN Clinical Trials Registry (UMIN000043189, registered on January 30, 2021), Retrospectively registered.

Patterns of Language Behavior in Children with Developmental Language Disorders

1975 ◽  
Vol 18 (2) ◽  
pp. 229-241 ◽  
Author(s):  
Dorothy M. Aram ◽  
James E. Nation
Keyword(s):  
Factor Analysis ◽  
Language Disorders ◽  
Older Children ◽  
Language Performance ◽  
Developmental Language Disorders ◽  
Factor I ◽  
Factor Ii ◽  
Language Behavior ◽  
Low Performance ◽  
Comprehension Deficit

Tests to measure comprehension, formulation, and repetition of certain phonologic, syntactic, and semantic aspects of language were administered to 47 children who had developmental language disorders. A factor analysis of the resultant scores indicated that three factors were present in the data. These factors are presented as six patterns of language performance, one for high loadings on the factor and one for low loadings. The six patterns are (1) repetition strength (Factor I, high); (2) nonspecific formulation-repetition deficit (Factor I, low); (3) generalized low performance (Factor II, high); (4) phonologic comprehension-formulation-repetition deficit (Factor II, low); (5) comprehension deficit (Factor III, high); and (6) formulation-repetition deficit (Factor III, low). Possible relations among these patterns and nonlinguistic measures (sex, race, age, nonverbal intelligence, socioeconomic status, and status of the peripheral speech mechanism) were investigated. Two of the patterns of language performance were found to be related significantly to age. On Factor II, the younger children tended to get high loadings (generalized low performance) while the older children tended to get low loadings (phonologic comprehension-formulation-repetition deficit).

scholarly journals Utilization of Liquid Palm Organic Fertilizers and M-Bio Biological Fertilizers Against Growth and Production in Okra Plants (Abelmoschusesculentus L. Moench)

2019 ◽  
Vol 1 (2) ◽  
pp. 113-122
Author(s):  
Heru Kurniawan ◽  
Asmah Indrawati ◽  
Gusmeizal Gusmeizal
Keyword(s):  
Palm Oil ◽  
Oil Palm ◽  
Block Design ◽  
Organic Fertilizer ◽  
Organic Fertilizers ◽  
Liquid Fertilizer ◽  
Factor I ◽  
Randomized Block Design ◽  
Factor Ii ◽  
Biological Fertilizer

Okra plant is becoming to be one of favortite vegetable in Indonesia since then the deman of this plant is growing very rapidly. The aim of this research is to Utilize Palm Oil Liquid Organic Fertilizer and M-Bio Biofertilizer Against Growth and Production in Okra Plants (Abelmoschusesculentus  L.  Moench).  This  study  used  a  Randomized  Block  Design (RBD) with 2 replications. Factorial consisting of II treatment factors, Factor I treatment given P0: Without Liquid Palm Oil Organic Fertilizer, P1: Provision of PKS liquid fertilizer and Factor II, treatment of giving M-Bio. Parameters observed in this study were  vegetative dan generative. The results showed that the treatment of oil palm liquid organic fertilizer had no significant effect on vegetative and generative observed parameters. The treatment of M-Bio biofertilizer significantly affected the vegetative and generative observation parameters where the best dose was treatment  6%. The treatment of the combination of liquid organic fertilizer from palm oil waste and M-Bio biological fertilizer has no significant effect on all parameters of vegetative and generative observations.

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