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Journal articles on the topic 'Authentic opportunities'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Rockwell, Sylvia. "Mentoring Through Accessible, Authentic Opportunities." Preventing School Failure: Alternative Education for Children and Youth 41, no. 3 (1997): 111–14. http://dx.doi.org/10.1080/10459889709603277.

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Fine, Leigh E. "Gender and Sexual Minorities’ Practice and Embodiment of Authentic Leadership: Challenges and Opportunities." Advances in Developing Human Resources 19, no. 4 (2017): 378–92. http://dx.doi.org/10.1177/1523422317728734.

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The Problem There are three barriers that might prevent gender and sexual minority (GSM) persons from putting the tenets of authentic leadership into practice. First, full authenticity with all social actors could carry risk in a world where heterosexuality and conformity to the gender binary remain the norm. Second, because of norms that surround the embodiment of leadership, GSM leaders who may wish to practice authenticity may not be able to be authentic in a way that is intelligible to others. Third, the very term authenticity is problematic: If authenticity is dependent on other’s interpr

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Sklar, Marisa, Anna Brubaker, Lilliana Conradi, Euan Sadler, and Nicole A. Stadnick. "Opportunities for authentic co-production in integrated care implementation." SSM - Health Systems 4 (June 2025): 100074. https://doi.org/10.1016/j.ssmhs.2025.100074.

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Thibodeaux, Tilisa, Dwayne Harapnuik, and Cynthia Cummings. "Student Perceptions of the Influence of the COVA Learning Approach on Authentic Projects and the Learning Environment." International Journal on E-Learning 18, no. 1 (2019): 79–101. https://doi.org/10.70725/111997gjjvid.

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This study examined perceptions of the influence of the COVA learning approach on authentic projects and the learning environment by Digital Learning and Leading students in an online graduate program. Related literature points to an array of learner-centered pedagogies and learning environments that offer choice, ownership, voice, and authentic (COVA) learning opportunities. To research the influence that choice, ownership, voice, and authenticity had on authentic projects and the learning environment, 85 graduate students participated in an online survey and their perspectives were extracted

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Marsh, Aradaryn, Althea Hotaling Hagan, and Lisa Benson. "Do STEM Programs Provide Authentic Assessments? Exploring Their Prevalence and Opportunities for Growth." Journal of Research in Science, Mathematics and Technology Education 8, SI (2025): 263–80. https://doi.org/10.31756/jrsmte.4111si.

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Authentic assessments in undergraduate STEM courses promote higher-order thinking and real-world relevance and are increasingly recognized for supporting student learning and inclusivity. This study examines the prevalence of authentic assessments– characterized by realism, cognitive challenge, and evaluative judgment– within an undergraduate natural resource (NR) department at a research-intensive (R1), predominantly white institution (PWI) in the United States (U.S.) Instructors of NR courses completed a survey to score the authenticity of their assessments, providing data on the design and

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Manning, Louise, and Robert Smith. "Providing Authentic(ated) Food." International Journal of Entrepreneurship and Innovation 16, no. 2 (2015): 97–110. http://dx.doi.org/10.5367/ijei.2015.0180.

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The 2013 horsemeat scandal and other such cases have led consumers to question their trust in extended global food supply chains. The aim of this research is to identify how small and medium-sized rural food retailers maintain food integrity with a market driver for cheaper food and the potential for food fraud. Qualitative interviews with industry insiders and analysis of data from rural food retail stores (n = 20) enabled a conceptual framework to be postulated. Adding value through Protected Geographical Indication (PGI) can deliver product differentiation, but also provides opportunities f

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Baydullaeva, Biybipatima Xasanovna. "THE IMPORTANCE OF USING AUTHENTIC MATERIALS IN TEACHING READING." International journal of advanced research in education, technology and management 2, no. 4 (2023): 202–7. https://doi.org/10.5281/zenodo.7820202.

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The use of authentic materials in teaching English as a foreign language can be highly effective in helping learners to improve their language skills. When used appropriately, authentic materials can provide learners with opportunities to develop their reading, listening, speaking, and writing skills by exposing them to natural language use in a variety of contexts. Using authentic materials can help to promote learner engagement and motivation, as well as foster a more authentic and meaningful learning experience. The aim of this thesis is to expose the efficient ways of using authentic mater

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Mariati, Ni Komang Sri. "Collaborative Strategies in Authentic Assessment: Addressing Opportunities and Challenges in Post-Pandemic Indonesia." Baileo: Jurnal Sosial Humaniora 2, no. 2 (2024): 199–210. https://doi.org/10.30598/baileofisipvol2iss2pp199-210.

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The transformation of learning in the post-pandemic era has heightened the demand for students’ skills in navigating real-world situations. This phenomenon necessitates both teachers and students to optimally prepare for the learning process, with authentic assessment serving as a strategic approach to address these challenges. This article aims to identify the challenges and benefits of implementing authentic assessment in the context of post-pandemic education in Indonesia and propose collaborative strategies as an innovative solution. The study employs a qualitative descriptive method based

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9

Westberg, Karen L., and Jann H. Leppien. "Student Independent Investigations for Authentic Learning." Gifted Child Today 41, no. 1 (2017): 13–18. http://dx.doi.org/10.1177/1076217517735354.

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Including opportunities for students to conduct independent investigations is a mainstay of gifted education programs and services. When carefully designed and skillfully facilitated, students’ interest-based, independent study experiences result in increased intrinsic motivation, growth in 21st-century critical and creativity skills, greater self-efficacy toward research and creative productivity, and authentic learning experiences. Successful and meaningful investigations occur when teachers guide students through four stages of the independent study process: interest focusing, problem focus

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Byrd, David. "Developing Teacher Identity while Creating Culturally Authentic Materials." Journal of the International Society for Teacher Education 26, no. 1 (2022): 40–55. http://dx.doi.org/10.26522/jiste.v26i1.4015.

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Teacher candidates enter teacher education programs as part of the process of becoming professional educators. As they progress through these programs, their thinking and beliefs about teaching and being a teacher are supported or challenged and their professional identity is developed. Traditionally, these programs provide course work and practica aimed towards learning theory and practical knowledge, but these and other opportunities can influence teacher candidates’ subsequent identity development as well. This study looked at the professional identity development of three teacher education

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McLennan, Deanna Pecaski. "The Beautiful Tree Project: Exploring Measurement in Nature." Teaching Children Mathematics 25, no. 1 (2018): 16–23. http://dx.doi.org/10.5951/teacchilmath.25.1.0016.

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Rebeiro Gruhl, Karen L., Sara LaCarte, and Shana Calixte. "Authentic peer support work: challenges and opportunities for an evolving occupation." Journal of Mental Health 25, no. 1 (2015): 78–86. http://dx.doi.org/10.3109/09638237.2015.1057322.

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Solvason, Carla, Johanna Cliffe, and Emma Bailey. "Breaking the silence: Providing authentic opportunities for parents to be heard." Power and Education 11, no. 2 (2019): 191–203. http://dx.doi.org/10.1177/1757743819837659.

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Rodesiler, Luke, and Brian Kelley. "Toward a Readership of “Real” People: A Case for Authentic Writing Opportunities." English Journal 106, no. 6 (2017): 22–28. http://dx.doi.org/10.58680/ej201729177.

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Islamia R Iswari, Ismi, Abdurrachman Faridi, and Fahrur Rozi. "The Implementation of Authentic Assessment in Speaking Class based on MBKM Curriculum at the UMKABA University." International Journal of Research and Review 11, no. 5 (2024): 93–99. http://dx.doi.org/10.52403/ijrr.20240512.

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The research investigates the implementation of authentic assessment in speaking learning within the independent curriculum framework at UMKABA. It highlights the appropriateness and coordination of applying authentic assessment, emphasizing its alignment with the cognitive, affective, and psychomotor domains of learning. The study underscores authentic assessment as a paradigm shift in learning evaluation, focusing on holistic skill and character development in line with the MBKM curriculum's goals. Key components of effective authentic assessment preparation, such as rubric creation and alig

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Kinsler, Laura. "Born to be me… who am I again? The development of Authentic Leadership using Evidence-Based Leadership Coaching and Mindfulness." International Coaching Psychology Review 9, no. 1 (2014): 92–105. http://dx.doi.org/10.53841/bpsicpr.2014.9.1.92.

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The following paper explores the construct of Authentic Leadership. More specifically it considers pathways to Authentic Leadership development, proposing Evidence-Based Leadership Coaching (EBLC) coupled with mindfulness training as an appropriate approach. While the definition of Authentic Leadership is still being debated amongst academics, what is argued here is that self-awareness and self-regulation are key pillars of Authentic Leadership. EBLC and mindfulness, provide opportunities to enhance self-awareness and self-regulation. They encourage the choice of more self-concordant goals and

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Kafle, Dol Raj. "Exploring Homestay Tourism in Nepal: Unveiling Opportunities and Challenges." Historical Journal 14, no. 2 (2023): 54–64. http://dx.doi.org/10.3126/hj.v14i2.59055.

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Homestay tourism is a form of accommodation that allows tourists to stay with local families, immersing themselves in the country's rich culture, traditions, and hospitality. This paper explores the historical roots of homestays, originating from ancient customs of hospitality in various civilizations. The objective is to investigate the role of homestays in promoting rural tourism, supporting local economies, and providing authentic travel experiences. Homestay tourism offers a family-like environment for tourists, serving as an alternative to building hotels in remote areas, which contribute

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Amin, Khoirul, Zulfatun Ni’mah, and Ari Susanto. "Analisis bibliometrik perkembangan publikasi authentic assessment pada database scopus 1991 - 2023." Berkala Ilmu Perpustakaan dan Informasi 20, no. 2 (2024): 321–36. https://doi.org/10.22146/bip.v20i2.7721.

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Introduction. Authentic assessment implementation faces challenges due to teachers' limited understanding and the absence of suitable assessment tools, leading to an unfair evaluation of students' cognitive, affective, and psychomotor skills. This study aims to trace the evolution of authentic assessment. Research Methodology. This research employs bibliometric analysis with the keyword "authentic assessment". Data Analysis. The data consists of 1,140 selected documents from the Scopus Database published between 1991 and 2023. Data analysis utilized the R-Package software from the R Program. R

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Stover, Katie, Karen D. Wood, Erin Donovan, Jeanne R. Paratore, and Rachel McCormack. "A Tale of Two Authentic Assessment Tools." Voices from the Middle 21, no. 2 (2013): 26–35. http://dx.doi.org/10.58680/vm201324463.

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With the pressures of high-stakes assessments in today's classrooms, it is not uncommon to find practices such as teaching-to-the-test and skill and drill. When only relying on traditional models of assessment that emphasize recall of facts and fixed responses, few opportunities exist to link instruction with student performance. Instead, ongoing authentic assessments allow students to demonstrate their knowledge in meaningful ways and help teachers make instructional decisions to foster continued student growth. This article describes and illustrates two alternative approaches to high-stakes

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Nerozzi, Andrea, and Debbie French. "A Snapshot of Summer STEM Experiences for High School Students in Colleges and Universities in Pennsylvania." Journal of the Pennsylvania Academy of Science 96, no. 1 (2022): 1–25. http://dx.doi.org/10.5325/jpennacadscie.96.1.0001.

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Abstract Authentic science, technology, engineering, and mathematics (STEM) experiences allow students to think and act in a manner similar to STEM professionals. However, opportunities to engage fully with STEM may be limited at the high school level, prompting motivated students to seek offerings at colleges and universities during the summer. The purpose of this study is to identify potential barriers that limit access to collegiate STEM summer programs. We searched programs’ websites to categorize program offerings as either exploratory, inquiry, or authentic. Fully authentic programs are

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Beckelhimer, Lisa. "Teaming Up: Teaching Analysis and Research through Sports Controversies." English Journal 104, no. 1 (2014): 25–30. http://dx.doi.org/10.58680/ej201426032.

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Weiser, Irwin. "Taking the Long View." Pedagogy 22, no. 1 (2022): 39–42. http://dx.doi.org/10.1215/15314200-9385437.

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Abstract This article discusses how the concept of undergraduate research has evolved from an artificial academic exercise, typically introduced in first-year composition courses, to an authentic activity that engages students in primary research. Through these authentic experiences, students have opportunities to learn why research is valued in colleges and universities, to see themselves as makers of knowledge, and often to contribute to their communities.

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Ruppar, Andrea L. "“Knowledge is Power”: Reading, Writing, and Promoting Self-Determination among Adolescents with Multiple Disabilities." Perspectives on Augmentative and Alternative Communication 23, no. 4 (2014): 192–201. http://dx.doi.org/10.1044/aac23.4.192.

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Emergent readers and writers with multiple disabilities, who use augmentative and alternative communication (AAC), require many opportunities throughout the day to engage in literacy. The quality of these literacy opportunities is important; to ensure that reading and writing are consistently motivating and students generalize skills, literacy should always serve an authentic communicative purpose. As students enter adolescence and prepare to exit high school, high-priority literacy skills should be targeted and literacy activities must be age-appropriate. This article provides an overview of

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Dailey, Debbie, Alicia Cotabish, and Nykela Jackson. "Increasing Early Opportunities in Engineering for Advanced Learners in Elementary Classrooms: A Review of Recent Literature." Journal for the Education of the Gifted 41, no. 1 (2017): 93–105. http://dx.doi.org/10.1177/0162353217745157.

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Present and future challenges in our society demand a solid science, technology, engineering, and mathematics (STEM) knowledge base, innovative thinking, and the ability to ask the right questions to generate multiple solutions. To prepare innovators to meet these challenges, we must recognize and develop their talents. This advancement and growth can be encouraged through classroom activities, special schools, afterschool or summer programs, competitions, and informal learning opportunities that focus on STEM curricula and authentic experiences. Purposeful introductions, early exposure, and c

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Hajiyeva, Goncha. "WAYS OF USING ORIGINAL MATERIALS IN ADVANCED COURSES OF LANGUAGE FACULTIES." Scientific Works 91, no. 1 (2024): 168–71. http://dx.doi.org/10.69682/azrt.2024.91(1).168-171.

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The article talks about the ways of using authentic materials in the upper courses of language faculties. The author of the article points out that the use of authentic materials in the language learning process in the upper courses of language faculties is of great benefit, and these authentic materials help students to familiarize themselves with the language and provide opportunities for students to use it naturally in real-world contexts, including idiomatic expressions, cultural references, and various notes and styles. serve. These functions related to authentic materials show that the i

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Koval, G.M., T.M. Silina, O.I. Karbovanec, K.M. Kishko, and L.A. Golomb. "SMART-ENVIRONMENT - NEW OPPORTUNITIES FOR THE DEVELOPMENT OF MEDICAL EDUCATION. REALITIES AND PROSPECTS." Annali d'Italia 31 (May 24, 2022): 76–78. https://doi.org/10.5281/zenodo.6576603.

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The article relies on previous studies to define smart-technologies as a brandnew direction in education. The attention is drawn to their use in authentic environment. Keywords: education environment, smart-education, universities, information, technology, ubiquitous learning

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Nadir, Laila. "Implementing Authentic Assessment Strategies in Afghan ESL Classrooms." Journal of Social Sciences - Kabul University 3, no. 2 (2025): 303–11. https://doi.org/10.62810/jss.v3i2.250.

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Authentic assessment is widely practiced in modern educational methodologies, yet its implementation remains limited in certain regions of Afghanistan. In many remote areas, teachers continue to rely on traditional assessment methods such as mid-term and final exams, while some institutions have adopted alternative strategies to evaluate students’ progress. In the 21st century, it is essential to adopt updated teaching and assessment approaches that better support student learning. Teachers must facilitate realistic and meaningful tasks that enhance students’ engagement and skills. This resear

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Umam, Amalul, Movi Riana Rahmawanti, Alan Jaelani, and Lilis Lisdawati. "DOES AUTHENTIC ASSESSMENT PROMOTE CRITICAL THINKING? EXPERIENCE OF TWO EFL TEACHERS IN INDONESIA." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 13, no. 1 (2024): 155–70. https://doi.org/10.26618/exposure.v13i1.12993.

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This study investigated the impact of authentic assessment on students' critical thinking in English classes. The study targeted two English teachers who had experience using authentic assessment in their classrooms. Data was collected through observation, in-depth interviews, focus group discussions, and documentation. The findings of the study showed that authentic assessment had a positive impact on students' critical thinking. Students who participated in authentic assessments were more motivated to learn, were better able to apply their English skills in a real-world context and were more

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Alexander, Christopher. "OPPORTUNITIES, ORGANIZATIONS, AND IDEAS: ISLAMISTS AND WORKERS IN TUNISIA AND ALGERIA." International Journal of Middle East Studies 32, no. 4 (2000): 465–90. http://dx.doi.org/10.1017/s0020743800021176.

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Since the late 1970s, a voluminous body of scholarship has examined the socio-economic roots of Islamist politics. Much of this literature presents Islamist movements as angry responses to corrupt authoritarian regimes and broken moral economies in the post-oil boom era. In this view, Islam offers a culturally authentic alternative to a disinherited and disenfranchised generation.

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Maria Ulfa M, Siti, and Rezki Suci Qamaria. "The Death of Authentic Language Learning Assessment in Indonesia During The Global Pandemic." PTK: Jurnal Tindakan Kelas 1, no. 2 (2021): 81–93. http://dx.doi.org/10.53624/ptk.v1i2.21.

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This article aims to discuss the implementation of authentic language learning assessment in Indonesia during the global pandemic. In the 2013 curriculum, the result of the learning process requires an authentic assessment because it has high relevance to a scientific approach of learning that meets the demands of the curriculum. However, authentic assessment has faced serious challenges in the process of its implementation during the COVID-19 pandemic that has hit globally since 2019. In this case, teachers face major challenges in the assessment process including in learning foreign language

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Ibrahimli, Narmin. "Using authentic dialogues in teaching Еnglish". Bulletin of Postgraduate Education (Series) 29, № 58 (2024): 81–93. http://dx.doi.org/10.58442/3041-1831-2024-29(58)-81-93.

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Exposure to real-world linguistic usage is one of the main advantages of dialogues. In modern English language teaching, authentic dialogues have significant communicative value, giving them a new meaning and quality. The article aims to reveal new ways of using authentic dialogues through theoretical basis explaining linguistic features in English. In English, students often do not participate in unplanned conversations in non-teaching environments that construct authentic dialogue. When English is used in real-world conversations, learners can converse in the language in various settings, fr

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Temirova, Shakhlo, and Gulandom Bakieva. "Using authentic video for language skills development." Общество и инновации 1, no. 2 (2020): 329–39. http://dx.doi.org/10.47689/2181-1415-vol1-iss2-pp329-339.

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The article covers some aspects of using video materials in teaching English as a foreign language. At every stage of practical training there is a significant set of tasks that ensure successful perception of foreign language by students, which increases their motivation to study a foreign language. Video material as a model for imitation, stimulates interest, expands the knowledge of students about linguistic and cultural characteristics of the target language, and also provides effective material for the subsequent discussions. The use of video in teaching a foreign language opens up wide o

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Manville, Graham, William E. Donald, and Anita Eves. "Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?" GiLE Journal of Skills Development 2, no. 2 (2022): 73–87. http://dx.doi.org/10.52398/gjsd.2022.v2.i2.pp73-87.

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The purpose of this paper is to explore whether embedding authentic assessment into the university curriculum can enhance the employability of business school students. Three research questions are addressed: (1) What is the rationale for authentic assessment in the curriculum?, (2) What are the opportunities for authentic assessment to enhance the employability of students?, and (3) What are the challenges of embedding authentic assessment into the university curriculum? The findings indicate that authentic assessment has the potential to increase the employability of students graduating from

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Urazbay, Karina Rakhimzhankyzy, and Aigul Yesengeldievna Niyazova. "Authentic video materials in the practical lessons of English." Bulletin of Toraighyrov University. Pedagogics series, no. 2,2021 (July 12, 2021): 30–36. http://dx.doi.org/10.48081/fqux3848.

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The fast development of innovation has brought numerous advancements to instruction, especially within the instructing of languages. In addition to textbooks and other activities, foreign language teachers use a variety of audiovisual tools to create successful classrooms. In this article attempts to explore the purpose of using video in English as a foreign language classroom and discussed the benefits of using authentic video materials when teaching a foreign language. The features of working with authentic video materials are also considered. According to the author of the article, authenti

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Mehta, Rahul Kumar. "OPPORTUNITIES AND CHALLENGES OF RURAL TOURISM IN RAJASTHAN." INTERNATIONAL JOURNAL OF ADVANCED RESEARCH IN COMMERCE, MANAGEMENT & SOCIAL SCIENCE 08, no. 01(I) (2025): 43–49. https://doi.org/10.62823/ijarcmss/8.1(i).7120.

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Rural tourism has emerged as a significant sector in Rajasthan, India, offering unique experiences and economic opportunities for local communities. This research paper explores the opportunities and challenges associated with rural tourism development in the state. It highlights the rich cultural heritage, diverse landscapes, and traditional lifestyles of rural Rajasthan as attractive elements for tourists seeking authentic experiences. However, challenges such as infrastructure limitations, lack of proper marketing strategies, and skilled manpower pose obstacles to the growth of this sector.

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Ayu Sundari and Sabarun. "The Implementation Of Authentic Assessment In English Language Teaching." Jurnal Ilmu Pendidikan Nasional (JIPNAS) 1, no. 2 (2023): 83–88. http://dx.doi.org/10.59435/jipnas.v1i2.70.

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This study aims to compare four types of authentic assessment in an educational context: project assessment, portfolio assessment, written assessment, and performance assessment. The research method used is library research. The research findings show that authentic assessment is effective in promoting deep concept understanding and application of knowledge in real situations. Project assessment provides students with opportunities to integrate skills and knowledge in tasks relevant to the real world. Portfolio assessment allows students to reflect on their development holistically through a c

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Procknow, Greg, Tonette S. Rocco, and Sunny L. Munn. "(Dis)Ableing Notions of Authentic Leadership Through the Lens of Critical Disability Theory." Advances in Developing Human Resources 19, no. 4 (2017): 362–77. http://dx.doi.org/10.1177/1523422317728732.

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The Problem Persons with disabilities (PWD) are regarded as “the Other” and are sequestered from “normative” society because of their “Otherness.” “Othering” results in discrimination and the systemic preclusion of PWD. Ableism is the belief that being without a disability, impairment, or chronic illness is the norm. The notion that people without disabilities are the norm and are inherently superior is accepted without critique by those that advocate for authentic leadership. This privileges ableism and furthers the “Othering” of PWD within a leadership style intended to promote self-awarenes

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Vogt, Lisa, and Brenda Mercer. "Getting off the beaten path: Authentic assessments that enhance teaching, learning and academic integrity." Canadian Perspectives on Academic Integrity 5, no. 1 (2022): 32. http://dx.doi.org/10.55016/ojs/cpai.v5i1.75129.

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Getting off the beaten path will introduce participants to a variety of high-impact authentic assessment strategies to open the door for academic integrity to flourish. This session will begin by discussing the importance of aligning learning outcomes with authentic assessments to create space for diverse student experiences and abilities. From there we will explore a variety of hands-on learning approaches such as conferencing, collaboration, and refreshing your assignments to promote student engagement and realistic applications of course content. Participants in this session will learn how

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Bissett-Johnson, Katherine Mary, and David F. Radcliffe. "Assessing the Authenticity of the Student Learning Experience." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (2019): 449–58. http://dx.doi.org/10.1017/dsi.2019.48.

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AbstractAuthentic learning is an approach to teaching where the learning is embedded in a real world context, in real situations or simulations, and offers students opportunities for problem solving challenges much like they will encounter in real life. This paper discusses and reflects upon the development a course designed to teach Socially Responsible Design approaches, methods and tools to Product Design Engineering students using global projects. Our research question was to investigate if this Socially Responsible Design course, it's structure, delivery, learning activities and assessmen

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MacMath, Sheryl, John Wallace, and Xiaohong Chi. "Curriculum Integration: Opportunities to Maximize Assessment as, of, and for Learning." Articles 44, no. 3 (2010): 451–65. http://dx.doi.org/10.7202/039949ar.

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Abstract Curriculum integration, focusing on multidisciplinary tasks/projects relevant to the real-world, lends itself to authentic assessment practices. However, attempting to incorporate assessment of, for, and as learning can be challenging. Using data from two mixed method case studies (n=52, n=27) which tracked middle school student learning throughout separate integrated units, we analyzed the types of assessments used by teachers and the relationship of assessment to student learning. Results and implications for teacher practice are explored.

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Mammadova, L., and Sh. Akhundov. "FROM EQUATIONS TO AUTHENTIC SOLUTIONS: EXPLORING THE ROLE OF PBL IN MATH." Scientific heritage, no. 152 (January 6, 2025): 16–22. https://doi.org/10.5281/zenodo.14603496.

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This research examines the implementation of Project-Based Learning (PBL) in high school mathematics class and its impact on learners’ problem-solving skills. By employing qualitative research method via focus group interviews among 10<sup>th</sup> grade students, one-on-one interview with math teacher, classroom observations, and curriculum and syllabus analysis, this paper scrutinizes the consistency of math curriculum in local Azerbaijani school with the major PBL principles. Results show that while real-life applications of math topics and collaborative learning opportunities are evi

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Carnevale, Franco A. "Interdisciplinarity and nursing research: opportunities and challenges." Revista Brasileira de Enfermagem 67, no. 6 (2014): 881–85. http://dx.doi.org/10.1590/0034-7167.2014670603.

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Interdisciplinary collaboration is widely recognized and considered essential for optimizing the development of knowledge and practice. However, interdisciplinarity is commonly accepted as an unquestioned good; rarely examined as both a source of benefit as well as difficulty for nursing and other disciplines. The aim of this article is to critically examine the opportunities and challenges that interdisciplinarity can provide for research in nursing and other disciplines. Based on a North American perspective, I describe the emergence of uni-disciplinary nursing research and the knowledge exc

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Al-Saeed, Shaima J., and Abdullah A. Alenezi. "Assessing the Communicative Use of Literary Texts in EFL Coursebooks." English Language and Literature Studies 11, no. 2 (2021): 68. http://dx.doi.org/10.5539/ells.v11n2p68.

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Integrating and utilizing literary texts from coursebooks in foreign language teaching could impact the communicative competence of language learners. The study aims to scrutinize the usage of authentic and inauthentic literary texts found in 44 mainstream English as a foreign language (EFL) coursebooks. The article particularly examines how texts can facilitate communicative language learning and teaching in language classes. To do this, the study proposes a set of principles that can enable using literary texts more appropriately. The analysis of the study indicates that authentic and inauth

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Makarevitch, Irina, Cameo Frechette, and Natalia Wiatros. "Authentic Research Experience and “Big Data” Analysis in the Classroom: Maize Response to Abiotic Stress." CBE—Life Sciences Education 14, no. 3 (2015): ar27. http://dx.doi.org/10.1187/cbe.15-04-0081.

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Integration of inquiry-based approaches into curriculum is transforming the way science is taught and studied in undergraduate classrooms. Incorporating quantitative reasoning and mathematical skills into authentic biology undergraduate research projects has been shown to benefit students in developing various skills necessary for future scientists and to attract students to science, technology, engineering, and mathematics disciplines. While large-scale data analysis became an essential part of modern biological research, students have few opportunities to engage in analysis of large biologic

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Killian, Chad M., and Amelia Mays Woods. "Expanding Learning Opportunities in Kinesiology Through the Use of Flipped Instruction." Kinesiology Review 7, no. 4 (2018): 332–38. http://dx.doi.org/10.1123/kr.2018-0046.

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Millennial college students are typically digital natives who prefer experiential and active learning. This preference is in contrast to the traditional lecture method of teaching in higher education. Flipped instruction provides instructors with a means to integrate technology into their courses and expand active-learning opportunities. In flipped courses, students engage with technology-assisted learning opportunities outside the classroom. Corresponding in-class active-learning opportunities encourage students to apply foundational knowledge. This article summarizes research and provides an

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Belnap, Jason Knight, and Amy Parrott. "Putting Technology in Its Place." Mathematics Teacher: Learning and Teaching PK-12 113, no. 2 (2020): 140–46. http://dx.doi.org/10.5951/mtlt.2019.0073.

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Technology is used effectively when it enables students to engage in authentic mathematical activity. Using four mathematical tasks, we discuss how technology, carefully designed tasks, and orchestrated discussions can both reveal our students' mathematical practices and provide opportunities to shape those practices.

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Vasiliene-Vasiliauskiene, Virgilija, Aidas Vasilis Vasiliauskas, Ieva Meidute-Kavaliauskiene, and Jolanta Sabaityte. "Peculiarities of educational challenges implementing project-based learning." World Journal on Educational Technology: Current Issues 12, no. 2 (2020): 136–49. http://dx.doi.org/10.18844/wjet.v12i2.4816.

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It has long been acknowledged that effective learning is grounded on opportunities to explore problems and think critically, thus creating solid base for knowledge economy development. In this vein, there have been concentrated reform initiatives across many content areas that have integrated authentic and student-driven instructional approaches. Within the context of the 21st century education paradigm, the acquisition and development of new competencies and technical skills require new authentic learning methods. The growing popularity of the project-based learning paradigm, is related to ex

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Ali, Zahra Abdifatah. "Turkish Delight." Journal of Youth Development 14, no. 2 (2019): 233–35. http://dx.doi.org/10.5195/jyd.2019.764.

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Immersion as an international traveler to Turkey and experiencing the religion, culture, people, foods and lifestyle of the culture can have a life changing effect on youth. The youth author shares that providing authentic experiences and diverse opportunities is important in maximizing the potential.

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Dilshoda, Mahkamova. "THE USE OF INTERNET SITES IN TEACHING ENGLISH." «Zamonaviy dunyoda ilm-fan va texnologiya» nomli ilmiy-amaliy konferensiya 1, no. 4 (2022): 7–9. https://doi.org/10.5281/zenodo.7138974.

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The global Internet offers opportunities for foreign language teachers to use many useful resources, distance-learning courses in teaching English. These are special programs for teaching foreign languages, as well as authentic materials that the teacher can select, adapt and use them for educational purposes.

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VanWeelden, Kimberly, and Julia Heath-Reynolds. "Steps to Designing Authentic Assessments for Students with Disabilities in Music Classes." Music Educators Journal 104, no. 2 (2017): 27–31. http://dx.doi.org/10.1177/0027432117733028.

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Classroom assessments are an opportunity to monitor student learning and in turn inform instructional decisions. Assessments also provide opportunities for students to participate in authentic music-making experiences. Using classroom music-making experiences as assessments may be particularly suitable for students with disabilities. Due to the nature of their disabilities, these students may not be able to participate in more formal types of assessments. This article includes information on authentic classroom assessments, typical accommodations used in administering tests for students with d

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