Academic literature on the topic 'Higher education; teacher's evaluation; multicultural'
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Journal articles on the topic "Higher education; teacher's evaluation; multicultural"
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Julio, E. Crespo, Heinz Pedro, and Vega Gutiérrez Oscar. "Docencia en Educación Superior: Una mirada multicultural de estudiantes extranjeros de pregrado." Revista de Filosofía, Centro de Estudios Filosóficos, Universidad del Zulia. Maracaibo - Venezuela 38, no. 99 (2021): 811–17. https://doi.org/10.5281/zenodo.5701616.
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Se evaluó la docencia recibida por estudiantes extranjeros de pregrado en el trienio 2016-2018. Una mayor valoración fue obtenida para la dimensión de ‘competencias de contenido’ (4,53 ± 0,742), mientras que la dimensión de ‘competencias didácticas’ mostró la menor valoración (4,25 ± 0,984). El Alfa de Cronbach (0,897 a 0,946) mostró una alta consistencia interna del instrumento. La educación multicultural es un proceso que requiere retroalimentación no solo de las prácticas docentes, sino también del cambio de actitudes, acciones y actividades en las funciones sustantivas de una universidad para avanzar más allá de las fronteras institucionales.
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Yefremtseva, Tatyana Nikolaevna, Ryskul Ekinovna Musagulova, Olga Vladimirovna Takanova, Aleksei Analolievich Zaitsev, and Natalya Anatolievna Sergeeva. "Rethinking the intercultural communicative competence evaluation in higher education." SHS Web of Conferences 127 (2021): 02001. http://dx.doi.org/10.1051/shsconf/202112702001.
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The information and digitalization age, the current phase of globalization are changing the way we think about cultures and communities and, as language teachers and cultural trainers, potentially about what and how we teach. Intercultural communicative competence is as needed as ever in today’s world of geo-economic changes, migration, and rising ethnic and national tensions. To prepare future professionals, there have been different efforts in education including the intercultural and communicative components. The essential contradictions in the language and professional training of students, associated with insufficient attention to the issues of interaction of cultures in the content of university curricula, are highlighted. The Map of Intercultural Communicative Competence Formation in Higher Education is developed considering the contents of bachelor and master programmes for Russian and foreign students. The main emphasis is paid to the separate subjects in intercultural communication study. New approaches to the evaluation of the intercultural communicative competence of students in a multicultural environment are proposed, among which a special focus is placed on the need to organize international projects and conduct events in narrow professional fields. Some examples of tasks to assess the competence in cross-cultural communication show practical application and significance of those disciplines for university students in their future career.
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Aarts, Rian, and Peter Broeder. "Een Taalportfolio Voor Docenten In Het Basisonderwijs." Kijk op schrijven in T1 en T2 72 (January 1, 2004): 75–88. http://dx.doi.org/10.1075/ttwia.72.08aar.
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This article focuses on the development of a language portfolio for teachers in primaty education. Portfolios are being used more and more in education, particularly in higher education. But also in primary education, a language portfolio for pupils (which has been accredited by the European Council) has been introduced and turned out to be useful, especially in schools with a multicultural population. Following the same guidelines as in the pupil's portfolio, a language portfolio for teachers has been developed. The first version of this portfolio has been used in a small-scale evaluation. It turned out that the language portfolio for teachers can function as an instrument for the evaluation and documentation of the language, didactic and cultural knowledge, and skills of teachers. Teachers can use the portfolio to assess their own proficiencies and to collect and store documentation of their proficiencies. Major differences were foundin the views of language teachers in primary schools (teachers of Turkish and Arabic) and those of general teachers. The latter group expressed their doubts about the usefulness of the language portfolio in their teaching situation, as teaching language (meaning: teaching English) is only a small part of their task. Recent developments in primary education, however, seem to point to a growing importance of languages in this type of education. In this case, language portfolios could prove to be useful instruments.
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AlAhmad, Hussein. "The Role of Educational Communication in Promoting a Student-Centered Learning Style in Multicultural Classrooms: A Reflective Essay on Learning and Teaching in Higher Education." International Journal of Research in Education and Science 7, no. 3 (2021): 838–51. http://dx.doi.org/10.46328/ijres.2374.
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This is a reflective essay on my own experience while learning and teaching in multicultural classroom in higher education in the UK. It emphasizes the indispensable relationship between the two fields of teaching–learning and communication processes in such heterogeneous environment. The essay focuses on how, in such context, teachers are key players, focused on excellent critical learning and teaching skills; these involve more than content expertise, or traditional methods, but becoming a student-centred, flexible and innovative teacher, going beyond the evaluation of feedback, to constantly exploring gaps in the learning and teaching process, and adjusting their teaching methods accordingly. Key emphasize is on how two-way, open communication endorses teachers’ awareness of discrepancies within their student groups and offers alternative individualized learning styles. Reflecting on my own experience, outcomes form focus groups, and qualitative interviews, the paper concludes with that, by meeting essential physiological, pedagogical as well as belonging needs and esteem, educational communication leads our efforts in optimizing teaching technique in class management, students engagement, also guide our efforts to attain a motivational climate for interactive learning. Best practices in educational communication can boost teachers’ efforts in employing the educational goals of HE, and recognize their societal impact.
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В., В. Дьоміна. "КОНЦЕПУАЛЬНІ ОСНОВИ ВИХОВАННЯ БІЛІНГВАЛЬНОЇ КУЛЬТУРИ У МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ". Теорія та методика навчання та виховання, № 43 (8 травня 2018): 90–101. https://doi.org/10.5281/zenodo.1243559.
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In the article theoretical and methodological bases of education of bilingual culture are reflected for the future teachers of foreign language, that predetermine conceptual bases of research, : major philosophical positions about integrity of the world, general acts of development of nature, society, human consciousness and activity; about a man as the integral natural and social phenomenon, about activity and creative to essence of personality; about the independent, self-organizing role of consciousness of subject. The scientific approaches to the process of formation of the bilingual personality of the foreign language teacher are rationalized: systemic-synergistic, cross-cultural, personality-oriented, axiological, activity-reflective, which allowed revealing the essential characteristics, patterns and principles and developing a multicultural concept of education of bilingual culture in future teachers of foreign language; levels of its functioning; project and justify a theoretical model; to develop an evaluation-criteria tool for pedagogical monitoring; to determine the methodological basis for the education of students' bilingual culture in the process of foreign-language education in the whole educational and upbringing process of a pedagogical educational institution. The complex of pedagogical conditions that contribute to the efficiency of the educational process in higher pedagogical educational institutions is substantiated and defined: the creation of a cultural and educational bilingual environment; modular design of the content of foreign language education in the process of vocational training of teachers of a foreign language and its socio-cultural content; attraction of students to active interaction in the integrated multicultural environment of a pedagogical university; dialogical interaction between subjects of the educational process, pedagogical stimulation of pedagogical reflection of students.
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Asroni, Ahmad. "Reconstruction of Islamic Religious Education to Encountering Terrorism and Islamic Radicalism." JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) 8, no. 1 (2023): 374–84. http://dx.doi.org/10.31851/jmksp.v8i1.12022.
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The aim of this research is to explain the importance of reconstructing Islamic Religious Education (hereafter IRE) by creating tolerant and inclusive teachers. Besides that, this research also describes some steps which can be done by teachers in fighting terrorism and radicalism. This is literature research. The data was collected through the documentation method. These research findings revealed that the reconstruction of IRE is important and urgent to do. Recently, IRE is not effective enough to produce a tolerant and inclusive person. It can be seen that many terrorism perpetrators and Islamic radicalism are from both senior high school and university students. Besides that, the failure can be also observed from the result of the institution’s survey showing the low level of tolerance among students. Reconstruction of IRE covers some aspects such as curriculum, teacher, material, method, media, and evaluation. Without ignoring other aspects, IRE teachers have an important role in fighting terrorism and radicalism. It is to those who have tolerant and inclusive character. To yield a tolerant and inclusive person, it needs contribution from some parties such as higher education institutions, government, and society. There are some steps that can be taken by IRE teachers in fighting terrorism and radicalism, namely: (1) IRE teachers must be able to create a multicultural atmosphere; (2) IRE teachers must become good figures for their student’s concerning tolerance. The significant role of IRE teachers is expected to eradicate terrorism and radicalism at the educational institution level. If IRE teachers are not inclusive, IRE will be a good place to rise terrorism and Islamic radicalism.
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Raesfeld, Lydia, Rosa Elena Durán González, and Irma Quintero López. "Renewal of the Teaching-Learning Process in the Bachelor of Sciences of Education UAEH." International Journal for Innovation Education and Research 6, no. 11 (2018): 63–73. http://dx.doi.org/10.31686/ijier.vol6.iss11.1229.
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The Network of Communities for the Renewal of Teaching - Learning in Higher Education (RECREA) began in 2017 in Mexico with a collaboration between public universities and higher normal schools as a strategy to interact with teachers of both institutions to renew jointly their teaching practices in order to achieve better learning outcomes in students. The project supported by the Secretariat of Public Education of Mexico seeks to promote a culture of collaboration among academics for innovation and improvement of their teaching practices. Taking as a theoretical basis the complex thinking, coined by Edgar Morin, the formation of communities and networks of academics oriented to the innovation of the teaching practices, centered in the learning of the students and in the collective construction of knowledge, is fostered. Following a methodological framework of action research, a monitoring and evaluation plan of the teaching-learning process and its results is established, which allows to relate innovations and the use of ICTs with learning outcomes, to subsequently document and analyze teaching innovation experiences. and its results. Working from tasks or projects that reflect real situations and problems with a complex thinking approach, linking the work of the student with the advances, methodologies and results of research in the disciplinary and professional fields and incorporating the use of ICTs as support tools for academic work and for interaction with and among students, it is possible to form communities of academics to design and share experiences on teaching transformation and innovation, documenting the teaching experience based on a research methodology in the action.The paper documents the experiences and first results of the research process in a subject, called “Multicultural Mexico” in the case of a Mexican public university participating in the project and analyzes the active and collaborative participation in a community of teachers for the generation of teaching and learning proposals and methodologies for innovative learning.
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Mirza, Munawar Sultana, and Sehar Rashid. "Effect of Online Cooperative Learning on Students’ Academic Achievement at Higher Education Level." Inverge Journal of Social Sciences 3, no. 2 (2024): 1–10. https://doi.org/10.63544/ijss.v3i2.77.
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This study investigated how cooperative learning affected students' academic performance in an online higher education environment. Its specific goal was to find out whether, in comparison to conventional online learning techniques, including cooperative learning activities could improve academic achievement. An experimental control group with a pre-test and post-test design was used. All students enrolled in the Virtual University of Pakistan's Fall semester undergraduate course "Test Development and Evaluation" were included in the population. A sample of seventy-three students was chosen and split into two groups: a control group consisting of 38 participants and an experimental group consisting of 35 individuals. In order to incorporate cooperative learning into the online learning environment, email-based activities were carried out. The purpose of these activities was to promote cooperation and knowledge exchange among the students in the experimental group. Contrarily, the control group followed the typical online learning protocol, finishing the pre- and post-tests but forgoing the cooperative learning exercises. The achievement exam functioned as the pre-test and post-test tool, enabling researchers to evaluate modifications in students' comprehension and knowledge. To compare the gain scores (the difference between pre- and post-test scores) between the experimental and control groups, parametric statistical analysis was used, most especially t-tests. A specified significance criterion of p < 0.05 was established. The outcomes were striking. The results of statistical analysis showed that there was a highly significant difference in the gain scores between the two groups, with a p-value of 0.002. When compared to the conventional online learning strategy used in the control group, this indicates that the cooperative learning activities conducted in the experimental group had a favourable and statistically significant impact on student academic achievement. To sum up, this study offers compelling evidence that using cooperative learning techniques in online learning settings can greatly improve students' academic performance. These results support the use of cooperative learning strategies by teachers in online learning environments in order to provide their students with a more engaging and productive learning environment. References Adeyemi, A. & Babatunde, O. (2008). Effects of cooperative learning and problem-solving strategies on junior secondary school students’ achievement in social studies. Electronic Journal of Research in Educational Psychology, 6(3), 691-708, https://eric.ed.gov/?id=EJ825273 Alghani, Y. M. A & Alhaija, Y. F. A. (2021) The Effect of the Cooperative Learning Method on Students’ Academic Achievement in Mathematics. Multicultural Education, 7(3), 331-339, doi:10.5281/zenodo.4647901 Amita Rena Hall, MA. Ed. (2006). Families, Children and Communities in a Multicultural and Diverse Society. Research Paper on Curricular Models. Nova Southeastern University. Asif, D. M., & Sandhu, M. S. (2023). Social Media Marketing Revolution in Pakistan: A Study of its Adoption and Impact on Business Performance. Journal of Business Insight and Innovation, 2(2), 67–77. Retrieved from https://insightfuljournals.com/index.php/JBII/article/view/23 Atashian, S. & Zamini, S. (2013). The Effects of cooperative language learning on Iranian EFL learners’ strategy use. Global Journal of Foreign Language Teaching, 1, 09-14, doi:10.1016/j.sbspro.2014.01.834 Aziz, Z. (2010). A comparison of CL and conventional teaching on student achievement in secondary Mathematics. Journal of Social and Behavioral Sciences, 9, 53-62, doi: 10.1016/j.sbspro.2010.12.115 Bashir, M., Ajmal, M., Rubab, I., & Bhatti, A. (2020). Increasing teachers’ use of positive reinforcement: Effects of performance feedback to improve a learners’ behavior. Journal of Critical Reviews, 7(13), 2091-2104. Bliss, C., & Lawrence, B. (2009). Is the whole greater than the sum of its parts? A comparison of small group and whole class discussion board activity in online courses. Journal of Asynchronous Learning Networks, 13, 25-39. Bouroumi, A. & Fajr, R. (2014). Collaborative and cooperative e-learning in higher education in Morocco: A case study. iJET . 9(1). doi: 10.3991/ijet.v9i1.3065 Brady, M. & Tsay, M., (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78 –89. https://files.eric.ed.gov/fulltext/EJ890724.pdf Brown, H., & Ciuffetelli, D.C. (2009). Foundational methods: Understanding teaching and learning. Toronto: Pearson Education. Chwo, S-M. G., Marek, M. W., & Wu, W. C. V. (2016). Curriculum integration of MALL in L1/L2 pedagogy: Perspectives on research. Educational Technology & Society, 19(2), 340– 354. Clark, R. E., & Sugrue, B. M. (1991). Research on instructional media. In G. Anglin (Ed.), Instructional technology: Past, present and future. Englewood, Colorado, U.S.A.: Libraries Unlimited, pp. 327-343. Cox, B. & Cox, B. (2008). Developing interpersonal and group dynamics through asynchronous threaded discussions: The use of discussion board in collaborative learning. Education, 4, 553-565. Gaith, G. (2003). Effects of learning together model of cooperative learning on English as a foreign language: Reading achievements, academic self-esteem and feeling of school alienation. Bilingual Research Journal, 27(3), 459-461. doi: 10.1080/15235882.2003.10162603 Jbeili, I.M.I. (2003). The Effects of Metacognitive Scaffolding and Cooperative Learning on Mathematics Performance and Mathematical Reasoning Among Fifth-Grade Students In Jordan. PhD Dissertation. University Sains Malaysia. Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73. doi: 10.1080/00405849909543834 Johnson, D.W. & Johnson, R.T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Books. Johnson, D.W., Johnson, R.T., & Stanne, M.B. (2000). Cooperative learning methods: A meta-analysis, http://www.co-operation.org/pages/cl-methods.html. Kaymak, S., Zh.Kassymbek, Kalamkas A., Saydenov (2021). Effect of Cooperative Learning on Students Academic Achievement. Management studies, 9(6), 495-503, doi: 10.17265/2328-2185/2021.06.009 Khan, S. A. (2008). An experimental study to evaluate the effectiveness of cooperative learning versus traditional learning method. (Doctoral dissertation), International Islamic University Islamabad, Pakistan. Kupczynski, L., Marie Anne Mundy, M.A., Goswami, J. & Meling,V. (2012). Cooperative learning in distance learning: A mix methods study. International Journal of Instruction. 5(2), 81-90. Retrieved from https://files.eric.ed.gov/fulltext/ED533785.pdf McNeil, S. G., Robin, B. R., Miller, R. M. (2000). Facilitating interaction, communication and collaboration in online courses. Computers & Geosciences, 26(6), 699-708. doi: 10.1016/S0098-3004(99)00106-5 Negangard & Sue. (1992). The Effect of Cooperative Learning Versus Lecture-Discussion on Student attitudes and Achievement in a Mathematics MethodsCourse for Preservice Elementary School Teachers. DAIA 53/02, pg.470. Dissertation, Ohio University , USA. Slaughter, T. (2009). Creating a successful academic climate for urban students. Techniques, 8(1), 16-19, Retrieved from https://files.eric.ed.gov/fulltext/EJ829500.pdf Teed, R., McDaris, J., & Roseth, C. (2021). Assessment of Cooperative Learning. Starting Point. Retrieved from https://serc.carleton.edu/introgeo/cooperative/assess.html Tran, V.D. (2014). The Effect of Cooperative Learning on the Academic Achievement and Knowledge Retention. International Journal of Higher Education, 3(2), 131-140, doi:10.5430/ijhe.v3n2p131 Webb, J. (2002). Benefits of Cooperative Learning in Multimedia Environment. (Dissertation), Southern Illinois University Woolfolk, A. (2004). Education psychology. (9th ed.). New Delhi: Dorling Kinders.
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Oktam, Majidova Gozal, Nishonov Dilshodbek Rustam, Toliboyeva Nafisa Bakhtiyo, and Ismailov Fazliddin Husniddin. "Enhancing Professional-Pedagogical Readiness of Higher Education Students: Mechanisms for Effective Teacher Preparation." Indonesian Journal of Multidiciplinary Research 5, no. 1 (2025): 213–22. https://doi.org/10.17509/ijomr.v5i1.82708.
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This study explores the mechanisms necessary for the effective preparation of higher education students for professional-pedagogical activity within a rapidly changing educational landscape. Emphasizing the multicultural context of Uzbek society, the research identifies key challenges in fostering teacher creativity, autonomy, and responsibility. The article highlights the integration of innovative pedagogical methods, person-oriented education, diagnostic tools, and active learning strategies to enhance students’ readiness for teaching roles. A quasi-experimental design compares traditional and experiential learning methods, with results indicating higher preparedness and practical performance among students engaged in project-based and simulation learning. The findings suggest that implementing advanced pedagogical experiences, structured innovation dissemination, and diagnostic evaluations contribute significantly to professional competence, thereby equipping future teachers to meet the evolving demands of education.
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Rodliyatun, Mushbihah, Puspo Nugroho, and Zakiyuddin Baidhawy. "Model for Developing a Multicultural Islamic Religious Education Curriculum in Islamic Higher Education." Edukasia : Jurnal Penelitian Pendidikan Islam 17, no. 2 (2022): 319. http://dx.doi.org/10.21043/edukasia.v17i2.14043.
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<p class="06IsiAbstrak">This study aims to determine the importance of implementing multicultural education and strategies in developing multicultural-based Islamic religious education (PAI) curriculum in the Undergraduate Islamic Religious Education Study Program of the Faculty of Tarbiyah and Teacher Sciences (FTIK), IAIN Salatiga. This qualitative research used observation, interview, and documentation methods. The results uncovered that multicultural education is crucial for students. The lecturer's strategy in implementing the learning process was adjusted to the curriculum. Also, there is a curriculum evaluation by opening up students' thinking insights and developing student potential through expanding Islamic knowledge insights on contemporary issues. The strategies used in instilling multicultural education include (1) fostering noble morals and developing inter-religious harmony; (2) multicultural education was carried out comprehensively; (3) lecturers implemented multicultural values both in lectures and off-campus activities; (4) building teamwork involving stakeholders; (5) the curriculum development model was conducted through subject matter curriculum; (6) institutional support for multicultural-based Islamic religious education curriculum development. Implementing multicultural education in the Undergraduate Islamic Religious Education Study Program of the Faculty of Tarbiyah and Teacher Sciences (FTIK), IAIN Salatiga, can be a real solution to heterogeneous or plural conflicts as a preventive effort in undergoing socio-cultural problems.<strong></strong></p>
Dissertations / Theses on the topic "Higher education; teacher's evaluation; multicultural"
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Hammad, Mahbuba. "FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/607.
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This research study employed a mixed methods design with concurrent procedures. The study sought to determine the underlying constructs of Arabic reading attitudes and motivation among university Arabic language learners in the United States; and how students’ reading experiences differ in courses with an Arabic leveled reading intervention, compared to typical/mainstream Arabic courses where the integration of leveled reading is practically non-existent. The study also sought to understand the experience of instructors teaching both of these types of courses simultaneously. The quantitative and qualitative findings complemented each other, which allowed for data triangulation. Recommendations for practice, policy, and future research were made given the results of this mixed-methods research study.
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Feola, Frank J. "Culturally Responsive Professional Development through Conceptual Change: A Case Study of Substitute Teachers in Urban School Districts." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1247838651.
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Thesis (Ph.D.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.
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Glass, Lindsey Heather. "A Case Study of an International Baccalaureate School within an Urban School District-University Partnership." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.
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Cordi, Kevin Dean. "Using Stories and Drama to Improve My Teaching: A Professional Storyteller “Bends Back” to Look Forward." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253364538.
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Davis, Phyllis A. "Quality of Life of People with Disabilities: Stories of Successful Adults." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241386072.
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Carr-Winston, Melodie. "A Mixed-Methods Study Investigating the Relationship between Minority Student Perceptions of the Climate and Culture of Their Institution and the Climate and Culture of Higher Education." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426680.
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<p> The researcher conducted a mixed-methods study at a private, Midwestern, Predominantly White institution in order to determine the relationship between minority student perceptions of higher education and minority student perceptions of their institution. The goal of the study was to determine whether minority student perceptions of the climate and culture of their institution influenced their perception of higher education as a whole. Another objective was to determine whether minority student perceptions connected to minority student retention. To determine the relationship, the researcher surveyed 20 undergraduate, African American students and conducted one-on-one interviews with three of the students between the fall of 2017 and the summer of 2018. </p><p> The researcher analyzed the results of the climate and culture perceptions survey instruments to determine relationships between minority student perceptions of the culture of higher education and minority student perceptions of the culture of their school. Secondly, the researcher analyzed the relationship between minority student perceptions of the climate of higher education and minority student perceptions of the climate of the school. Through quantitative analysis, the researcher determined there was no relationship between minority student perceptions of the culture and climate of higher education broadly, and their perceptions of the culture and climate of their institution. </p><p> Qualitative analyses suggested students believed their perception of school climate and culture mirrored the climate and culture of higher education. Perceptions included facing racism and microaggressions, a lack of support from faculty, and not feeling intentionally included in campus programming all while having a sense of safety on campus. Regardless of whether student perceptions of higher education were positive or negative, each student who did not graduate that year intended to return the following academic year. Individual reasons for intent to return determined the relationship between minority student perceptions of higher education and minority student retention. </p><p> Recommendations from the researcher included exploring mentoring programs geared toward minority students, investigating the benefits of a diversity course for all students, implementing an African American Studies program, conducting research focused on reasons minority students remain at an institution, and the functionality of other groups considered minority in higher education. Exploring the aforementioned suggestions in depth could lead to a better overall understanding of how minority students can receive support and experience more retention in higher education.</p><p>
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Grugan, Cecilia Spencer. "Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1526997302503817.
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Wu, Panyang. "Exploring Effective Reading Strategies that Promote Higher Level Thinking and Comprehension for a Chinese-speaking College Student." Otterbein University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594310520077563.
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Harley, Elizabeth Anna. "An Exploratory Evaluation of Language and Culture Contact by Japanese Sojourners in a Short-term US Academic Program." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5168.
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Short-term intercultural exchange programs provide a wealth of information and experiences for participants. Participants are given the opportunity to travel out of their native country and are exposed to new languages and cultures. This case study looks at the Japanese sojourners in the Northwest/ Pacific Rim {NWPR) summer program. The purpose was to examine the language use of the Japanese sojourners throughout the course of the NWPR program. This case study sought to determine when the Japanese sojourners used English and/or Japanese, in which situations, what strategies the Japanese sojourners employed and who initiated contact with whom. All of the data was gathered from a participant observer who also employed various ethnographic methods. The Japanese sojourners were observed informally and six were interviewed formally. All four of the ESL teachers were also formally interviewed to provide as wide a range of information as possible. The results showed that the Japanese sojourners did, in general, have a positive experience in the NWPR program but they did not learn as much English and intercultural sensitivity as they could have. Although this case study was focused on the language use of the Japanese sojourners aspects of program evaluation inevitable infiltrated in.
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Lalwani, Anil. "International Students’ Perceived Barriers and Underutilization of Campus Services." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1611582177709778.
Full textBooks on the topic "Higher education; teacher's evaluation; multicultural"
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Christopher, Brown M., and Lane Jason E, eds. Studying diverse institutions: Contexts, challenges, and considerations. Jossey-Bass, 2003.
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Christopher, Brown M., and Lane Jason E, eds. Studying diverse institutions: Contexts, challenges, and considerations. Jossey-Bass, 2003.
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Ch'oe, Sang-dŏk. Kodŭng kyoyuk kyŏngjaengnyŏk kanghwa rŭl wihan taehak t'ŭksŏnghwa pangan yŏn'gu. Han'guk Kyoyuk Kaebarwŏn, 2008.
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Clark, Christine, Amanda VandeHei-Carter, Kenneth J. Fasching-Varner, and Zaid M. Haddad, eds. Multicultural Curriculum Transformation in Science, Technology, Engineering, and Mathematics. The Rowman & Littlefield Publishing Group, 2018. https://doi.org/10.5040/9781978724709.
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This volume focuses on multicultural curriculum transformation in Science, Technology, Engineering, and Mathematics or STEM subject areas broadly, while also focusing on sub-content areas (e.g., earth science, digital technologies) in greater detail. The discussion of each sub-content area outlines critical considerations for multicultural curriculum transformation for the sub-content areas by grade level (early childhood and elementary school education, middle and/or junior high school education, and high school education) and then by organizing tool parameters: standards (both in a generalized fashion, and specific to Common Core State Standards, among other standards), educational context, relationships with and among students and their families, civic engagement, considerations pertaining to educational “ability” broadly considered (for example, for gifted and talented education, bilingual gifted and talented education, “regular” education, bilingual “regular” education, special education, bilingual special education), as well as relative to specific content and corresponding pedagogical considerations, including evaluation of student learning and teaching effectiveness. In this way, the volume provides a conceptual framework andconcrete examples for how to go about multiculturally-transforming curriculum in STEM curricula. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work at focus in each subject area and at varied grade levels. Readers are exposed to “things to think about,” but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. It bridges the gaps between preparing PK-12 teachers to be able to 1) independently multiculturally adapt existing curriculum, and, 2) create new multicultural curriculum differentiated for their content areas and grade levels, while also, 3) providing ample examples of what such adapted and new differentiated curricula looks like. In so doing, this volume also bridges the gaps between the theory and practice of multicultural curriculum transformation in higher and PK-12 educational contexts.
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Impact of Global University Ranking Systems on Developing Countries. IGI Global, 2023.
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Impact of Global University Ranking Systems on Developing Countries. IGI Global, 2023.
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Adeyinka, Tella. Impact of Global University Ranking Systems on Developing Countries. IGI Global, 2023.
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Adeyinka, Tella. Impact of Global University Ranking Systems on Developing Countries. IGI Global, 2023.
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Impact of Global University Ranking Systems on Developing Countries. IGI Global, 2023.
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Gordon, June A. Minority culture-based programming in the six four-year public institutions of higher education in the State of Washington: An illustrative evaluation. 1990.
Find full textBook chapters on the topic "Higher education; teacher's evaluation; multicultural"
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de Jager, Thelma. "Evaluating Effective Differentiated Instruction in Multicultural South African Secondary Schools." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_31.
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AbstractVarious contextual factors contribute to teachers’ failure to employ effective differentiated instruction in classroom practices. This is evident in the high drop-out rate of South African students. These students mostly attend schools in lower income and rural areas that are poorly resourced and where teachers are not always trained to support students and apply differentiated instruction in the classroom. The study aimed to establish from students’ observations and teachers’ perceptions to what extent differentiated instruction is employed in classrooms. Data was collected in public secondary schools (n = 25) of the Gauteng Province in South Africa, using a quantitative approach. The social context of these schools still embodies poverty, lack of educational opportunities and resources, and overcrowded classrooms (ratio 1:40). Two questionnaires were completed, one by secondary school students (n = 4510) and another by teachers (n = 424). Contradictions were detected when students’ observations of their teachers’ differentiated classroom practices were compared with their teachers’ perceptions. Findings showed that teachers did not always establish if students understood the content and did not always know what their difficulties were. The possible reasons could be inadequate training of teachers to identify students’ learning barriers and to create and implement differentiated activities; teachers experiencing a lack of time to complete the curriculum; a lack of resources; teaching large classes; and an inability to manage and maintain discipline in classes.
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Melo de Lima, Tiago França, and Thiago Nazareth dos Passos. "Evaluating a Learning Management System to Support Classroom Teaching." In Multicultural Awareness and Technology in Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5876-9.ch009.
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New pedagogical approaches are required to prepare future professionals. The educational model must be in consonance with the information and communication technologies. They help to improve knowledge dissemination and reduce space and time limitations between teachers and students. They should also motivate students and stimulate communication and collaboration among students, improving the learning process. Currently, the Institute of Exact and Applied Sciences of the Federal University of Ouro Preto (IEAS/UFOP) has no institutionalized tools of information and communication for teaching support. This allows the identification of some problems and difficulties on the educational process, such as absence of a centralized way to provide and access didactic resources, unavailability of a good communication tool between teachers and students, and lack of easy access to academic performance information for self evaluation. This chapter presents the authors' experience in choosing and evaluating a Learning Management System (LMS) to support classroom teaching at the IEAS. The authors investigate how the use of a LMS may improve teaching in the following aspects: (1) availability of didactic resources; (2) class planning and following up; (3) teacher-student communication; (4) monitoring of the academic performance of students during the course; (5) collaboration among students.
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Smolyaninova, Olga, and Bezyzvestnykh Ekaterina. "Eportfolios and Open Badges for Open Recognition of Lifelong Learning Outcomes." In Assessment, Testing, and Measurement Strategies in Global Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2314-8.ch004.
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The Chapter presents strategies for training Masters of Еducation students for the development of digital ecosystems in the open educational environment of Yenisei Siberia with the use of e-portfolio and Open Badges technologies through a special electronic course for students of blended learning model. The preliminary results obtained by the authors based on a Google-survey showed that students demonstrated a high level of satisfaction with learning using e-portfolio and Open Badges technologies in the multicultural digital environment of the Siberian region. This Chapter describes the experience of the School of Education, Psychology, and Sociology in use of e-portfolio technology in the evaluation of educational outcomes, reflection, professional development in the lifelong learning process of future teachers, and the introduction of Open Badges integrated with e-portfolio in the teachers' training course for Bachelor and Master's students.
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Weng, Zhenjie, and Susan Ataei. "Teacher Agency in Creating Multilingual and Multicultural Pedagogies in College Classrooms." In Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8888-8.ch011.
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This chapter explores one ESL composition instructor's agency in creating a multilingual and multicultural classroom as well as promoting translanguaging pedagogies in a mid-western U.S. university. Data for this ethnographic case study include classroom fieldnotes, audio recordings, interviews, and artifacts. Adopting three bodies of literature—Funds of Knowledge, translanguaging, and teacher agency—data analyses highlight three major themes: (1) the teacher's agentive display of his own multilingual and multicultural identity, (2) his encouragement on students' use of their full linguistic repertoires for learning, and (3) his utilization of students' cultural funds of knowledge in classroom discussions and writing. His agentic instructional decisions in teaching reflect his valuation of students' linguistic and cultural backgrounds and also indicate his cultivation of students' multilingual and multicultural writer identity. As few studies have explored language teacher agency and Funds of Knowledge in higher education contexts, this chapter further enriches current literature.
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Katzlinger, Elisabeth, and Michael A. Herzog. "Intercultural Collaborative Learning Scenarios in E-Business Education." In Multicultural Awareness and Technology in Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5876-9.ch002.
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This chapter deals with a learning scenario that has been developed for the acquisition of e-business competencies in various organizations. A constructivist cross-teaching-approach as well as the results of the empirical research derived from of a virtually realized interregional cooperation between a German and an Austrian university concerning business sciences from winter term 2010/11 and summer terms 2012 and 2013 are presented. A teaching-learning situation was created where learners can collaborate in virtual communities that come close to the reality of globalized business. The students worked out an e-business case study in interregional learning groups. The particular interest within the evaluation of this study lies in the virtual collaboration of the interregional study groups and the communication media used but also in the effect the intercultural didactic scenario has on heterogeneous study groups.
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Albusaidi, Saud Saif. "Measuring the Quality of Higher Education Internationalization in Oman." In Contemporary Issues in Multicultural and Global Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7404-1.ch013.
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Several factors contribute to the effectiveness of educational organizations. This chapter focuses on the role of internationalization as a key factor contributing to the success of higher education (HE) and higher education institutions (HEIs) in Oman. The aim of this chapter is to discuss two elements that are vital for successful internationalization in universities: affiliation and accreditation. This chapter also critiques different tools that assess the quality of internationalization in HE worldwide and considers how these can be utilized to support HE internationalization in Oman. Finally, the chapter recommends the NVAO evaluation tool as the most appropriate choice for the internationalization practices at HEIs in Oman.
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Mejías, Esperanza, and Carles Monereo. "As Life Itself." In Innovative Practices for Higher Education Assessment and Measurement. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0531-0.ch016.
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The authors present an innovative practice of authentic evaluation of competences carried out in the “teaching and learning strategies” course of the psychology degree. The evaluation proposal central to this course is based on a real, relevant and socializing practice context in which students have to act as counsellors to respond to a high-school teacher's request: to improve a teaching sequence or unit. In order for this authentic project to work and generate a gradual construction of learning, course teachers used a series of evaluation strategies directed at the assessment of both the result and the learning process and aimed at facilitating students' learning self-regulation and teachers' provision of educational help. Results show that students value the processes of formative assessment because they allow them to act in an authentic context. In turn, teachers are highly satisfied with the involvement and quality of the projects.
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Tesema, Fiseha Berhanu, and Gareth Richard Morris. "Teaching Stereo Vision in a Multicultural Classroom With Active Learning and Multimedia Resources for Enhanced Engagement." In Training and Development in Transnational Higher Education. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-1897-4.ch002.
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This reflective case study examines the design, delivery, and outcomes of a session on stereo vision within a Computer Vision module aimed at undergraduate students. The session employed active learning, problem-based learning (PBL), and multimedia resources to engage students in understanding stereo vision concepts. Pedagogical strategies aligned with Bloom's taxonomy and educational theories such as constructivism and multimedia learning. The session's alignment with intended learning outcomes (ILOs) focused on theory application, evaluation of techniques, and the creative design of stereo vision systems. The case study evaluates the session's effectiveness based on student feedback, formative assessments, and observer insights. Challenges such as content pacing, technological issues, and cultural diversity were identified, with recommendations for future improvement. This study highlights the importance of interactive, inclusive teaching approaches in fostering engagement and deep learning in technical subjects.
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Fernández-Sanz, Luis. "Teamwork and Project Experiences in Multicultural Environments for Computing Students." In Multiculturalism in Technology-Based Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2101-5.ch011.
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This chapter presents several multicultural education experiences in Higher Education devoted to computing education and developed under IP and other international specific sessions where students’ teamwork is analyzed while developing a case study and was supported by the use of technology. This enables a reasonable management of workshop data to allow auto-evaluation as well as a joint discussion of the benefits of the work. The collaborative and e-learning environments also covered the support of work before attendance during the intensive weeks. The chapter presents results of the analysis of behavior of students showing the influence of gender and cultural background in individual and group performance. In general, data and information from 6 editions (Amsterdam, 2005; Sundsval, 2006; Copenhagen, 2007; Spain, 2008; Michigan, 2009; Espoo, 2010) are included and show how these experiences have positive effects on students’ perception of teamwork and collaboration in multicultural environments.
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Núñez-García, María Fernanda. "Discourse analysis: one of the strongest tools for teachers." In Alumni monitoring as a tool for evaluation and feedback to higher education institutions. ECORFAN, 2024. http://dx.doi.org/10.35429/h.2024.3.76.90.
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From the chapter Discourse Analysis: An Essential Tool for Teachers is focused on the reflection on an English session by a teacher in training, the significance of communication in the teaching and learning process is assumed, it is the teacher's job in front of the group to ensure that the learning objectives are met, and this happens when sending an appropriate and assertive message to the students. Discourse analysis is a linguistic tool that enables reflection on elements that allow the evaluation, analysis and self-monitoring of teacher performance within the classroom, there are some techniques for the encoding and understanding of speech acts, English teachers need to strengthen communication skills so that they can improve learning processes. Chapter seven is considered valuable for the contribution of a teacher in training that reflects her research skills, in addition to delving into the use of discourse analysis as a tool for teacher self-assessment. The level of analysis highlights the need to continue training English teachers by mastering linguistic skills not only in language production but also in the meta-learning of a foreign language. It makes significant her contribution to the communication processes between the teacher and the student, the importance of this in classroom management, the understanding of the foreign language in basic education.
Conference papers on the topic "Higher education; teacher's evaluation; multicultural"
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Harmer, Sandra Pia, and Michael Alfred Anton. "Using service learning to foster diversity competency of pre-service chemistry teachers at the University of Vienna." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17164.
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In order to feel better prepared for the challenges of teaching chemistry in multicultural and multilingual classrooms, the Institute of Chemistry Education (IDC) at the University of Vienna has launched a teacher training course in which pre-service teachers get the opportunity to engage in service learning at the UniClub. The UniClub is a programme offering learning support for pupils at upper secondary level with refugee and/or migration experience. The results of the qualitative evaluation study show that the course covers topics unique within the chemistry teacher training programme and provides insights into culturally and language sensitive teaching. It raises pre-service teachers’ awareness for the needs of multilingual and multicultural learners and leads to a more reflective use of language in the chemistry classroom. The results also show that, although the course is an important step towards the development of diversity competency, the pre-service teachers still do not feel fully prepared.
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Znikina, L. S., and D. V. Sedykh. "ORGANIZATIONAL AND METHODIC CULTURE OF THE MODERN HIGHER SCHOOL TEACHER IN MULTILINGUAL EDUCATIONAL ENVIRONMENT." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.28-33.
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The article deals with the essential aspect of modern higher education - organizational and methodic teacher's culture in the multilingual conditions. The concept of “multilingual educational environment” is stressed on. The role of the higher school teacher is reflected in the context of a cross-cultural dialogue. It is substantiated that the integration of four basic components: personality, professionalism, culture, multicultural conditions (environment) in educational process can be regarded as the factor of higher education quality improvement.
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Zhong, Yihua, Xuxu Lin, and Yuxin Liu. "The Method of Evaluation on Mathematical Teacher's Ability in The Training Mode of Innovative Talents." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.6.
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Yan, Pei, Wang Manman, Zhao Yating, and Yihang Du. "Models and Measures of Arts Teacher Competency under COVID-19 Normalization." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002424.
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Arts teacher competency refer to the collection of professional skills and personality traits that contribute to excellent working performance in accordance to occupation requirements. The education has a huge changed from traditional face-to-face classroom to online environment when the epidemic normalization of COVID-19, and the change has a profound impact on teaching method and puts forward higher requirements for arts teacher's competency. In this paper, we adopt analytic hierarchy process (AHP) to establish an evaluation model for arts teacher competency. The model contained ethic, teaching skills, IT application and non-technical skills (NTS), which provided a theoretical basis for arts teacher selection and continuing education.
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Troskova, Marina, and Irena Katane. "Theoretical substantiation of the competitiveness of academic staff from the perspective of educational sciences." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.040.
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The socio-economic changes brought about by globalisation, the internationalisation and digitalisation of higher education, as well as the current demographic situation in Europe and Latvia, raise the issue of the competitiveness of academic staff in the context of multicultural higher education. The aim of the study is to provide a theoretical basis for the competitiveness of academic staff in the view of educational sciences, respecting the different trends and based on the conceptual approaches in personal/specialist competitiveness research. The following research methods were used: study, analysis and evaluation of scientific literature (theoretical research method); reflection of personal experience (empirical research method). As a result of the theoretical research, two trends for the substantiation of the concept of competitiveness in the educational sciences were identified. The first trend: the competitiveness of a person is substantiated through transfers from economic and management science, with a particular emphasis on specialist marketability and employability as a significant manifestation of competitiveness. The second trend: according to the new paradigm of competitiveness in educational sciences, the competitiveness of a human as a person and as a specialist is based on the perspective of pedagogy and psychology. The research results led to the conclusion that there are three conceptual approaches in the methodology of competitiveness research: 1) qualitative approach: identifies and lists competitive personality traits and qualities; 2) functional approach: describes the competitive behaviour of a person or specialist; 3) structural approach: competitiveness is substantiated as a complex combination of personal/specialist qualities, identifying several structural components. All of these approaches are also characteristic to the research of competitiveness of academic staff. The following taxonomy should be respected in the substantiation of academic staff competitiveness: 1) substantiation of personal competitiveness; 2) substantiation of specialist competitiveness in the context of different industries; 3) the substantiation of the competitiveness of specifically academic staff in the context of the specifics of higher education.