Relevant bibliographies by topics / Context-based teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Context-based teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2025

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Journal articles on the topic "Context-based teaching"

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Anderson, Gretchen L., and Marsha L. Heck. "Theme-based tests: Teaching in context." Biochemistry and Molecular Biology Education 33, no. 1 (2005): 8–14. http://dx.doi.org/10.1002/bmb.2005.494033010414.

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Holbrook, Jack. "A CONTEXT-BASED APPROACH TO SCIENCE TEACHING." Journal of Baltic Science Education 13, no. 2 (2014): 152–54. http://dx.doi.org/10.33225/jbse/14.13.152.

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It has been traditional to educate students in school, especially secondary schools, through subject domains and within lessons named according to the domain. Today in most countries, science lessons are offered in the curriculum, specified as science, or one of its sub-components e.g. biology, chemistry, physics, or perhaps a combination of these e.g. physical science. It does not have to be this way, of course, as can be amplified by the concept of an integrated day, implemented at the primary level in a number of countries.
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Nelson, Deanna L. "A Context-Based Strategy for Teaching Vocabulary." English Journal 97, no. 4 (2008): 1–5. http://dx.doi.org/10.58680/ej20086292.

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Students in Deanna L. Nelson’s high school classroom study vocabulary gradually over a period of time. Students begin by collecting words from readings and listing them on a designated whiteboard. They prepare practice quizzes to exchange with peers and engage in frequent vocabulary discussions that emphasize recognition of context clues and other language decoding strategies.
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Stanisavljević, Jelena, Milica Pejčić, and Ljubiša Stanisavljević. "The Application of Context-Based Teaching in the Realization of the Program Content “The Decline of Pollinators”." Journal of Subject Didactics 1, no. 1 (2016): 51–63. https://doi.org/10.5281/zenodo.55476.

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Abstract This paper analyzes the efficiency of context-based teaching in the realization of the program content: "The Decline of Pollinators." The aim of context-based biology teaching is to connect biology contents with everyday life. The application of knowledge in everyday situations is encouraged so as to develop the skills that deepen one’s knowledge and make it less abstract.    The task of the experimental study was to evaluate the effectiveness of the application of context-based teaching vs. conventional expository teaching in the implementation of the teachi
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Mustafaoğlu, Fatma Merve, and Ayşem Seda Yücel. "Developing Context-Based Teaching Competencies of Chemistry Teachers: Designing and Implementing Context-Based Activities." Jurnal Penelitian dan Pembelajaran IPA 8, no. 2 (2022): 126. http://dx.doi.org/10.30870/jppi.v8i2.16491.

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Tan, Zhuxiu. "Task-based Language Teaching in Chinese EFL Context." International Journal for Innovation Education and Research 4, no. 4 (2016): 21–33. http://dx.doi.org/10.31686/ijier.vol4.iss4.528.

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The attitudes and perceptions on Task-Based Language Teaching (TBLT) have recently received sustained academic attention. But most of these studies were done from teachers’ perspective. Despite learners’ central role and the great influence their attitudes and perceptions can have on their learning results in TBLT class, learners' attitudes and perceptions about TBLT have not received the due attention. LLittle has been done to investigate how language learners respond to TBLT in this respect, which is especially true in China. This paper aims to explore the attitudes and perceptions among a g
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Broome, Benjamin J. "A context‐based framework for teaching intercultural communication." Communication Education 35, no. 3 (1986): 296–306. http://dx.doi.org/10.1080/03634528609388353.

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Gao, Hua, and Qin Ma. "Application of Task-Based Language Teaching in Web-Based College English Teaching in China’s Context." Advanced Materials Research 271-273 (July 2011): 1682–87. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1682.

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In this paper I posit that the application of task-based language teaching (TBLT) in web-based college English teaching (WBCET) is a possible solution to the problems arose from the on-going web-based college English teaching reform in China. A study is designed to verify the enhancement of students’ comprehensive ability in English learning through the combination of TBLT and WBCET.
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Jiang, Ling, and Kai Sun. "Task-based Approach in College English Teaching of Digital-based Context." International Journal of Modern Education and Computer Science 2, no. 1 (2010): 32–39. http://dx.doi.org/10.5815/ijmecs.2010.01.05.

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Mao, Xinyu. "Teaching Design of Discussion-based Teaching Method in International Chinese Polysemy Teaching." Journal of Education and Educational Research 9, no. 2 (2024): 196–99. http://dx.doi.org/10.54097/ckpc5629.

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Polysemous words are words which are composed of many meanings related to each other. Different from homonyms, there is a complementary relationship between the meanings of polysemous words, and each sense is only applicable to its own specific context. Therefore, it is difficult for beginners to correctly choose the right meaning in the corresponding context, resulting in ambiguity and Chinese communication barriers. In order to carry out the teaching of polysemous words in international Chinese more pertinently, this paper takes the word "shenqian" as an example and carries out the teaching
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Dissertations / Theses on the topic "Context-based teaching"

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King, Donna Therese. "Teaching and learning in a context-based chemistry classroom." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31231/1/Donna_King_Thesis.pdf.

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Many current chemistry programs privilege de-contextualised conceptual learning, often limited by a narrow selection of pedagogies that too often ignore the realities of students�e own lives and interests (e.g., Tytler, 2007). One new approach that offers hope for improving students�e engagement in learning chemistry and perceived relevance of chemistry is the context-based approach. This study investigated how teaching and learning occurred in one year 11 context-based chemistry classroom. Through an interpretive methodology using a case study design, the teaching and learning that occurred d
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Kazeni, Mungandi Monde Monica. "Comparative effectiveness of context-based and traditional teaching approaches in enhancing learner performance in life sciences." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24059.

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Young people’s interest in the study of science-related courses is declining worldwide. In most developing countries, this waning aspiration has been coupled with reports of poor performance in science subjects. Fading interest and poor performance have led to low enrolment rates in science courses in higher institutions of learning, which pose the potential threat of reduced research activity and economic productivity. The methods usually used to teach science subjects in schools – which often involve the transmission of abstract facts and ideas, that are not explicitly relatable to learners
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Chueamueangphan, Bunchong. "Teaching and learning stem through a Thai cultural context." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/225899/1/Bunchong_Chueamueangphan_Thesis.pdf.

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In rural primary schools in Thailand, students face a lack of resources for STEM education. A learning approach called Culturally Relevant STEM Education (CRSE) was proposed in this study to enhance rural students’ STEM education. The CRSE approach used local materials based on the local culture to develop students’ STEM knowledge and skills. This study trialled and refined the CRSE approach through collaboration between researcher and practitioner, thereby probing the potential of CRSE to advance the learning of STEM in Thailand, particularly in a rural context. It created teacher guidelines
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Childs, Margaret Mary. "A reading based theory of teaching appropriate for the South African context." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/687.

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The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and
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Olsen, Stephanie Wallace. "Implementing a Context-Based Teaching Curriculum for French Learners at the MTC." CLICK HERE for online access, 2000. http://contentdm.lib.byu.edu/u?/MTNZ,33128.

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Mak, Ting-fung Martin, and 麥庭峰. "A case study : task-based language teaching in a Chinese foreign language context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209655.

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This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected t
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Kelly, Victoria Louise. "Alternative assessment strategies within a context-based science teaching and learning approach in secondary schools in Swaziland." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1084_1259928352.

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<p> <p>&nbsp<br></p> </p> <p align="left">The aim of this study was to use a case study approach to explore and describe how students and teachers perceived performance assessment and context-based assessment models that were used within a real world context teaching and learning approach. The topics Electricity and Air and Living Things formed the science knowledge base for the study. Four junior secondary school science teachers and their students in four schools participated. Participants&rsquo<br>experiences of the assessment models were achieved through teachers administering and scoring
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Thompson, Ruthanne. "The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4174/.

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This study began with a concern about elementary teachers, as a whole, avoiding the teaching of science in the elementary classroom. The three main factors noted as reasons for this avoidance were: (1) minimum science requirements to reach certification, leading to a lack of preparedness; (2) lack of exposure to science in elementary school; and (3) general dislike for and understanding of science leading to a low self-efficacy in science teaching. The goal of the Environmental Science Lab for Elementary Educators (ESLEE) was to conduct an intervention. The intervention was lab-based and utili
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Gibney, Terresa S. "Expanding our perspective on learning in context : how students experience project-based learning /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842529.

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Emilia, Emi. "A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia." Connect to thesis, 2005. http://repository.unimelb.edu.au/10187/2886.

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This thesis reports on the effectiveness of using a genre-based approach in teaching academic English writing to studnet teachers who were learning English as a foreign language in a state university.
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Books on the topic "Context-based teaching"

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Sally, Glen, and Wilkie Kay, eds. Problem-based learning in nursing: A new model for a new context? Macmillan, 2000.

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Chater, Mohammed Ahed. Towards a discourse-based communicative syllabus for teaching English as a foreign language in the Syrian context. University of Manchester, 1995.

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Richard, Mario. E-learning in the Franco-Ontarian context: Proposed instructional engineering model based on research on effective teaching. Centre franco-ontarien de ressources pédagogiques, 2005.

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Lawless, Una. A curriculum development experiment based on Kodály's teaching methods, adapted and modified for use in the Northern Ireland school context, for 8-11 year old pupils, using irish folk-song as teaching material. The Author], 1997.

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Koplyakova, Ekaterina, and Yuriy Maksimov. German: Management in tourism. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/968121.

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As a result of the work on this textbook, students will get acquainted with the main language tools. The texts and the system of exercises are aimed at preparing highly qualified specialists for such types of speech activity as reading, speaking, listening and writing in German. Most of the exercises are of a communicative nature. In the tutorial there are keys to individual exercises, before which a sign is indicated . The subject of the lessons takes into account the requirements of the discipline "Foreign language" for bachelors of non-linguistic universities. &#x0D; It meets the modern req
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Danchenko, Sergey. The Beginnings of Security Pedagogy. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1371146.

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The monograph is devoted to the study of the problem of the formation and development of security pedagogy in the context of the philosophical understanding of the phenomenon of security. Based on the analysis of works devoted to the problems of human security, the most general theoretical provisions of this field of knowledge are determined. The actual problems of the science of safety are formulated, the concepts of "danger" and "safety" as philosophical categories are defined. The theoretical and methodological foundations of the scientific direction of life safety and safety pedagogy are p
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Filin, Andrey, and Oleg Tanimov. Economic sovereignty: factors of State development in the context of deglobalization. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2167514.

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The monograph examines the problem of the evolution of the concept of sovereignty in the context of a protracted economic recession and the final consolidation of deglobalization trends in the global economy. The theoretical basis is made up of domestic and foreign economic, political and legal teachings of leading scientists in the field of public administration. The monograph is based on empirical data and statistics obtained using open data, which make it possible to assess the current state of Russian sovereignty in the context of the current system of international relations. The research
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Benucci, Antonella, Giulia I. Grosso, and Viola Monaci. Linguistica Educativa e contesti migratori. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-570-4.

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The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure succ
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Polyakova, Anna, Tat'yana Sergeeva, and Irina Kitaeva. The continuous formation of the stochastic culture of schoolchildren in the context of the digital transformation of general education. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1876368.

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The material presented in the monograph shows the possibilities of continuous teaching of mathematics at school, namely, the significant potential of modern information and communication technologies, with the help of which it is possible to form elements of stochastic culture among students. Continuity in learning is considered from two positions: procedural and educational-cognitive. In addition, a distinctive feature of the book is the presentation of the digital transformation of general education as a way to overcome the "new digital divide". Methodological features of promising digital t
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Pericleous, Evanthia. Language-based and personal-based approach in the context of teaching literature to Cypriot EFL intermediate students. 1990.

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Book chapters on the topic "Context-based teaching"

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Chávez, Alicia Fedelina, Susan Diana Longerbeam, and Joseph L. White. "Strengths-Based Teaching in Cultural Context." In Teaching Across Cultural Strengths. Routledge, 2023. http://dx.doi.org/10.4324/9781003447344-5.

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Holbrook, Jack, and Miia Rannikmae. "Context-Based Teaching and Socio-Scientific Issues." In Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_21.

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Vos, Martin A. J., Ruurd Taconis, Wim M. G. Jochems, and Albert Pilot. "Interaction between Teachers and Teaching Materials." In Teachers Creating Context-Based Learning Environments in Science. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-684-2_8.

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García Mayo, María del Pilar. "Task-based language learning among children in an EFL context." In Task-Based Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/tblt.17.05gar.

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Abstract Task-based language teaching (TBLT) research has expanded substantially in foreign language contexts. However, most studies until relatively recently have been carried out with young adults in university settings, despite the fact that, among young children, exposure to a foreign language (mainly English) is on the increase worldwide. This chapter focuses on current research with children learning English as a Foreign Language (EFL) while they perform collaborative tasks in mainstream and content and language integrated learning (CLIL) contexts. The studies, carried out within interac
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King, Donna. "Teaching and Learning in Context-Based Science Classes." In Teachers Creating Context-Based Learning Environments in Science. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-684-2_5.

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Curtis, Andy. "Task-Based Language Teaching and Learning in Context." In Methods and Methodologies for Language Teaching. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-40737-5_3.

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Wang, Wei, Junzhong Gu, Jing Yang, and Peng Chen. "A Group Based Context-Aware Strategy for Mobile Collaborative Applications." In Advanced Technology in Teaching. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_79.

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Kakucs, András, Zoltán Kátai, and Katalin Harangus. "A Context-Based Approach to Teaching Dynamic Programming." In Proceedings of the International Conference on Paradigms of Computing, Communication and Data Sciences. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8742-7_53.

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Holbrook, Jack, and Miia Rannikmae. "Motivational Science Teaching Using a Context-Based Approach." In Science Education: A Global Perspective. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32351-0_10.

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Park, Moonyoung. "Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context." In Task-Based Language Teaching. John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/tblt.4.14par.

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Conference papers on the topic "Context-based teaching"

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Wan, Bixia, and Youyan Wan. "Analysis of the Teaching Effect of Higher Mathematics Based on Smart Education Platform in the Context of Digital Education." In 2024 4th International Conference on Educational Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet62460.2024.10869143.

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Arkharova, Anastasia, and Elena Mezhakova. "LOCAL CONTEXT-BASED EIL TEACHING." In Россия и Китай: история и перспективы сотрудничества. Благовещенский государственный педагогический университет, 2021. http://dx.doi.org/10.48344/bspu.2021.93.33.084.

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Seyyedi, Keivan, Fereydoon Rasouli, and Akam A. Mohamedamin. "Task-Based Language Teaching in EFL Context." In 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.965.

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This study attempts to demonstrate how a task-based syllabus (TBS) can be implemented to facilitate language learning in an English as a Foreign Language (EFL) environment. As a first step, this research clarifies what is meant by "task" in the context of the task-based curriculum. Then, important theories that have contributed to the task-based curriculum will be discussed, followed by a discussion of its advantages and disadvantages in the classroom. The researcher then finds ideal teaching scenarios for enhancing language learning strategy awareness and facilitating second language acquisit
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Abdullah Mirzaie, Rasol. "Using crafts as a context in inquiry based STEM education." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.690.

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Kustini, Siti, Didi Suherdi, and Bachrudin Musthafa. "A Multimodal Based-Instruction in an EFL Classroom Context: Possibilities and Constraints." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216102200227.

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Wan, Junshe, and Linru You. "A Fast Context -Based Fractal Mobile Video Compression with GA and PSO." In 2nd International Conference on Teaching and Computational Science. Atlantis Press, 2014. http://dx.doi.org/10.2991/ictcs-14.2014.29.

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Nijenhuis-Voogt, Jacqueline, Paulien C. Meijer, and Erik Barendsen. "Context-based teaching and learning of fundamental computer science concepts." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. ACM, 2018. http://dx.doi.org/10.1145/3265757.3265772.

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Hassad, Rossi. "Teaching introductory statistics for evidence-based practice: integration of context." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13101.

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The ability to critically evaluate quantitative research outcomes is an essential skill for effective decision-making, particularly in the health and behavioral sciences, where the focus is on evidence-based practice and clinical judgment. Introductory college-level statistics courses can serve as a vehicle for engendering these competencies. In this regard, the first course in statistics has been targeted for reform, aimed at building a meaningful foundation for statistical thinking. There is a consensus among educators that the goal of the introductory statistics course should be to foster s
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Adxamovich, Mamajonov Dilshodbek, Harendra K. Pushpat, J. Sunil, and Sotivoldiyeva Sarvinoz Kahramon Kizi. "ANN-based immersive context teaching approach in virtual reality environments." In INTERNATIONAL CONFERENCE ON MODELLING STRATEGIES IN MATHEMATICS: ICMSM 2024. AIP Publishing, 2025. https://doi.org/10.1063/5.0276087.

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Đorić, Biljana. "REPRESENTATION OF LEARNING THEORIES IN THE DESIGN OF ELECTRONIC COURSES IN THE CONTEXT OF HIGHER EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.147dj.

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E-learning is based on numerous psychological and pedagogical theories of learning, which is why their implementation in the context of instructional design can greatly affect the organization and content of e-courses. Diversity in the contents of certain teaching areas requires different approaches in shaping the learning environment. Therefore, the aim of this pilot study is to examine the representation of learning theories in e-course design in the context of higher education. For the needs of the research, an instrument was created which was piloted on a sample of 20 teachers and associat
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Reports on the topic "Context-based teaching"

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Моісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний, and Арнольд Юхимович Ків. Teaching computer game development with Unity engine: a case study. CEUR Workshop Proceedings, 2023. http://dx.doi.org/10.31812/123456789/8486.

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Computer game development is a popular and engaging topic that can motivate students to learn various aspects of software engineering, such as design, programming, testing, and teamwork. However, there is a lack of research on how to effectively teach this topic in the context of secondary education. In this paper, we present our experience of designing and delivering a course on computer game development for master’s students in the specialty 014.09 Secondary education (Informatics) at the Kryvyi Rih State Pedagogical University. We describe the objectives, content, software tools, and teachi
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Kalinina, Liudmyla, and Valentyn Rogoza. Results of an online survey of educational institution leaders and teaching staff on examining the content of ukrainian textbooks in natural sciences and mathematics in the context of PISA. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-2021-52.

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The analytical report reveals the current state of practice and prospects for adapting the content of mathematics and natural science education in the context of aligning it with PISA goals. It is based on the results of a survey of teaching staff, which aimed to analyze the content and structure of contemporary textbooks for their correlation with PISA tasks and the achievement of PISA objectives, as well as textbook usage, competence formation, and the evaluation of educational materials’ compliance with international standards. The survey findings enabled the authors to identify the main ch
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, c
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expe
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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Topuzov, Oleg, Liudmyla Kalinina, and Valentyn Rogoza. Analytical report on the results of an online survey of academic staff in the context of developing competency-oriented textbooks for a new generation. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-staff-2021-44.

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The analytical report explores the state of practice and prospects for the development and improvement of the content of mathematics and natural sciences education in the context of compliance with international standards, particularly the goals of PISA. The report is based on the results of a survey conducted among researchers from the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine. The survey focused on analyzing the content of modern textbooks, the application of a competency-based approach, awareness of PISA requirements, and the compliance of educational
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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning a
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Puengpipattrakul, Walaipun. An Investigation of Academic Plagiarism of Thai Postgraduate Learners from Interdisciplinary Studies. Chulalongkorn University, 2015. https://doi.org/10.58837/chula.res.2015.89.

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The purposes of this mixed-method study were to (i) investigate and compare the perception of academic plagiarism of Thai postgraduate students from interdisciplinary studies; (ii) verify and compare the students’ actual practice of plagiarism; (iii) examine and justify contributory factors influencing plagiarism; and (iv) estimate and construct alternative measures for plagiarism prevention in the Thai context. The findings were as follows: (1) the quantitative analysis of 196 students’ perception, comprising awareness and knowledge, of plagiarism based on two main fields of study—science and
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