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Journal articles on the topic 'Instructors' belief'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

ÜSTÜNDAĞ, Mutlu Tahsin, Seher ÖZCAN, and Ebru SOLMAZ. "Developing the Instructor Satisfaction Scale for Emergency Remote Teaching." Sakarya University Journal of Education 13, no. 2 (2023): 371–401. http://dx.doi.org/10.19126/suje.1201327.

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The distance education process, which started without adequate preparation due to the COVID 19 pandemic, is called emergency distance education or emergency remote teaching terms in literature. The adaptation and satisfaction of the instructors to this process draws attention as an important variable. The aim of the study is to develop a valid and reliable measurement tool in order to determine the satisfaction levels of the instructors who teach in the emergency remote teaching process. The study started with the creation of the item pool with the literature review and continued with the eval

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Bickley, Celeste, Marian J. Rossiter, and Marilyn L. Abbott. "Intercultural Communicative Competence: Beliefs and Practices of Adult English as a Second Language Instructors." Alberta Journal of Educational Research 60, no. 1 (2014): 135–60. http://dx.doi.org/10.55016/ojs/ajer.v60i1.55810.

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Effective and appropriate communication is critical for the successful integration of newcomers in Canada. In this paper, we describe the intercultural communicative competence beliefs and practices of 70 adult English as a second language (ESL) instructors. Responses to an online survey indicated a strong belief in the value of integrating intercultural communicative competence into their instruction; however, instructors’ reported classroom practices revealed that culture was addressed in varying degrees and that intercultural communicative competence was not systematically developed. Findin

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ÖZDEMİR, Osman, and Burcu KARAFİL. "Üniversite Öğrencilerinin İngilizce Özyeterlik İnançlarının Öğrenci ve Öğretim Elemanı Görüşlerine Göre İncelenmesi." Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43, no. 3 (2023): 2237–71. http://dx.doi.org/10.17152/gefad.1275454.

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This study aimed to explore the English self-efficacy beliefs of EFL students based on their and their instructors’ opinions. The participants of the study, which was designed as a mixed method, included 456 EFL students studying at a preparatory school of a state university in Türkiye. In the qualitative part of the study, there were 32 EFL students and 9 EFL instructors. The personal information form, the “English Self-Efficacy Belief Scale”, semi-structured interview forms for the students and the instructors were used.to collect data. In the analysis of the quantitative data, descriptive s

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Jaya Negara, Gede Agus. "KARAKTER PANCA PANDAWA DALAM EPOS MAHABARATA SEBAGAI PEDOMAN MENJADI PENYULUH AGAMA HINDU YANG BERKARAKTER." Maha Widya Duta : Jurnal Penerangan Agama, Pariwisata Budaya, dan Ilmu Komunikasi 6, no. 1 (2022): 69. http://dx.doi.org/10.55115/duta.v6i1.2019.

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The existence of different views or beliefs will be difficult to avoid friction or conflict. Conflict of belief is a dynamic that occurs in people's lives in Indonesia. Religious instructors are very risky and important jobs in improving the quality of religious life in accordance with their beliefs and beliefs as well as increasing religious harmony in their respective fostered areas so that no more problems arise due to differences in views based on religion. An instructor must have a good character like the character of the Panca Pandavas in the Mahabharata epic, this character can be guide

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YILDIZ, Merve, and Mukaddes ERDEM. "An Investigation on Instructors’ Knowledge, Belief and Practices towards Distance Education." Malaysian Online Journal of Educational Technology 6, no. 2 (2018): 1–20. http://dx.doi.org/10.17220/mojet.2018.02.001.

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Elgoudman, Khatmeh Suleiman, and Kamariah Yunus. "ENGLISH LITERATURE INSTRUCTORS’ BELIEFS AND ACTUAL PRACTICES OF INTEGRATING WEB APPLICATIONS IN HA’IL UNIVERSITY." International Journal of Humanities, Philosophy and Language 2, no. 8 (2019): 28–50. http://dx.doi.org/10.35631/ijhpl.28003.

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This study purports to explore differences and similarities between literature instructors’ beliefs and actual practices of integrating Web applications in literature courses in Ha'il University. This study was designed as a descriptive case-study triangulating several data collection methods such as semi-structured interviews and observation. The data of the interviews and observation were analysed in themes. The results showed that a majority of instructors’ beliefs aligned well with their practices about integrating Web applications with teaching literature while one participant’s beliefs c

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Guadu, Zelalem Berhanu, and Emily Joy Boersma. "EFL Instructors’ Beliefs and Practices of Formative Assessment in Teaching Writing." Journal of Language Teaching and Research 9, no. 1 (2018): 42. http://dx.doi.org/10.17507/jltr.0901.06.

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The purpose of this study was twofold: firstly to assess EFL instructors’ beliefs and practices of formative assessment in teaching writing, and secondly to determine the relationship between their beliefs and practices of formative assessment. Utilizing a mixed methods approach and an explanatory design, both qualitative and quantitative data were gathered and analyzed. The data were generated from 25 EFL instructors teaching writing skills via a five point Likert scale questionnaire and semi-structured interview as well as students’ assessment papers. The Data from the close-ended questionna

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Luaran., Johan @. Eddy, Husna Asyikin Binti Mohammad Tajudin., and Jasmine Jain. "A Study of Instructors' Confidence towards the Utilization of Chatgpt as an Educational Tool." International Journal of Research and Scientific Innovation XII, no. II (2025): 663–72. https://doi.org/10.51244/ijrsi.2025.12020056.

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This study aims to bridge a significant research gap by examining instructors' confidence in effectively implementing ChatGPT as an educational tool. It dives into diverse aspects, investigating instructors' self-belief in troubleshooting issues, adapting to various contexts, overseeing student interactions, and incorporating ChatGPT seamlessly into their teaching methods. The research employs a quantitative methodology, centering around an exploration of key questions. These questions aim to determine instructors' institutional types, investigate the degree of instructors' confidence, examini

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Tai, Ge, and Nadia Binti Mohd Nasir. "Conceptualizing the Digital Pedagogy in Arts Higher Education: Examining the Roles of Training, Technology Support, and Teacher Mindsets." South Asian Journal of Social Sciences and Humanities 5, no. 4 (2024): 174–98. http://dx.doi.org/10.48165/sajssh.2024.5409.

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In this concept paper, the propositions for incorporating professional development, ICT awareness, and technical support to introduce technology incorporation practices among College of Arts instructors are discussed. Drawing from past research in practice, this study’s conceptual framework posits value and ability beliefs as the mediators of technology integration practices. This research establishes professional development, ICT knowledge, and technical assistance as determinants of technology integration practices for learning in the study and looks at the value and ability beliefs and thei

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Erk, Mirna. "English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey." ExELL 5, no. 2 (2017): 95–121. http://dx.doi.org/10.2478/exell-2019-0002.

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Abstract Current understanding of second language acquisition processes is based on the position that second language learners rely and depend on their L1 as well as on all of their language-related experience. This paper presents results of a questionnaire study aimed to explore Croatian EFL instructors’ beliefs about the role of L1 in English language development and formal instruction. Data was further analysed in order to explore variables most likely to impact instructors’ belief systems (participants’ age and academic degree, students’ language level, learning setting). The findings poin

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Zhang, Yunqing, and Aweewan Mangmeechai. "Exploring the Factors of Undergraduate Learners’ Engagement and Knowledge Sharing for Sustainable hMOOC Learning." International Journal of Sustainable Development and Planning 17, no. 3 (2022): 1007–15. http://dx.doi.org/10.18280/ijsdp.170332.

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In the post-pandemic era, the application of MOOC is essential to improve the quality and flexibility of higher education. This study aims to explore how factors from personal, environmental, and social level influence learners’ engagement and knowledge sharing in the context of hybrid MOOC (hMOOC) learning. Through random sampling, this study adopted a self-administered questionnaire to survey undergraduate students in China based on structural equation modeling (SEM). The results revealed motivation belief, system and relational quality had positive effects on learner engagement while conten

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Dos Santos, Luis. "The Cultural Cognitive Development of Personal Beliefs and Classroom Behaviours of Adult Language Instructors: A Qualitative Inquiry." Brain Sciences 8, no. 12 (2018): 220. http://dx.doi.org/10.3390/brainsci8120220.

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The researcher employed personal belief system (PBS) theory as the theoretical foundation for this study because it holds that teachers’ PBSs may influence their teaching behaviours, teaching styles, and pedagogies in classroom practice due to cultural influences. The purpose of this qualitative study was to explore how teachers’ personal beliefs influence how they teach and how their approach may align with or diverge from cultural expectations in a private adult learning facility for English learning in Macau Special Administrative Region, China. The participants in this study were classroom

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Thomson-Bunn, Heather. "Mediating Discursive Worlds: When Academic Norms and Religious Belief Conflict." College English 79, no. 3 (2017): 276–96. http://dx.doi.org/10.58680/ce201728894.

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This article presents data collected from forty writing instructors in order to explore the ways in which Christian students’ discourses seem to violate certain academic norms and to argue for the intentional engagement of these discourses. Such engagement encourages a move away from entrenched “us vs. them” narratives and toward productive mediation of competing discourses. The article concludes by offering specific pedagogical strategies that instructors might use to address academic norms with devout students.

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Richardson, Deborah South, and Robert S. Bledsoe. "Comparing STEM and Non-STEM Instructor Motivation Suggests Directions for STEM Education Innovations." Education Sciences 15, no. 6 (2025): 720. https://doi.org/10.3390/educsci15060720.

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This study compares the motivation and teaching practices of STEM and non-STEM instructors with the aim of discovering factors that may contribute to and can be applied to improve the retention and persistence of STEM students in higher education. Instructors completed measures of mindset, motivation, and teaching practices. We found that non-STEM instructors reported being more motivated by belief in student efficacy than STEM instructors, and they reported a greater use of evidence-based teaching practices. Subsequent analyses revealed that mastery goals predicted the use of evidence-based t

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Alfahadi, Abdulrahman M. "The Contribution of University EFL Instructors in Creating Educational Strategies to Develop Ideological Security at the University of Tabuk within the Saudi Vision 2030." International Journal of Linguistics, Literature and Translation 3, no. 12 (2020): 147–53. http://dx.doi.org/10.32996/ijllt.2020.3.12.18.

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This study aimed at examining the contribution of university EFL instructor in creating educational strategies to develop ideological security at the University of Tabuk (UT) within the Saudi Vision for the academic year 2020. This mixed-mode research included 60 EFL instructors who were selected randomly from the Institute of Languages (IL) at UT in Saudi Arabia. It is based on the general theory of security and modern theories of the analysis of social phenomena (Fairclough, 2003). The researcher implemented two research instruments to elicit data from the participants are; questionnaires an

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Levy, Inna, and Yaacov Reuven. "Educational Instructors’ Attitudes Toward Juvenile Inmates: The Effect of the Inmate’s Role in a Criminal Event and the Instructors’ Belief in a Just World." International Journal of Offender Therapy and Comparative Criminology 62, no. 4 (2016): 1000–1017. http://dx.doi.org/10.1177/0306624x16660556.

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The aim of the present study was to examine factors that affect educational instructors’ attitudes toward juvenile inmates in corrective educational facilities. Educational instructors play an important role in the rehabilitation of juvenile inmates, and their attitudes may affect the adolescents’ chances of rehabilitation. We adopted an ecological perspective and explored the relationship between instructors’ belief in a just world (BJW) and the role of inmates in a criminal event (offender/victim). The study included 196 educational instructors. They answered a questionnaire on their backgro

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Kim, Kyungjin, and Yonghwa Lee. "Development and Validation of a Scale Measuring Intention toward Participating in Pro Bono of Pre-Service Physical Activity Instructors for the Activation of Physical Activity for the Disabled: Based on the Theory of Planned Behavior." Healthcare 10, no. 10 (2022): 2094. http://dx.doi.org/10.3390/healthcare10102094.

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The purpose of this study was to develop and validate a scale for predicting the intention of pre-service physical activity instructors for persons with disabilities to participate in pro bono work, based on the Theory of Planned Behavior. This study analyzed 322 university students majoring in adapted physical activity in South Korea. To determine the purpose of the study, the EFA using SPSS 21.0 and CFA using AMOS 21.0 were used to confirm the validity of the measurement tool and the relationship between latent and observed variables. Further, the Cronbach’s alpha was used to identify the in

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Scheopner Torres, Aubrey, Kevin Doran, Chih-Chien Huang, and Elizabeth Rickenbach. "Effects of Instructor Accent on Undergraduate Evaluations and Learning at a Catholic College." Journal of Catholic Education 25, no. 1 (2022): 23–54. http://dx.doi.org/10.15365/joce.2501022022.

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Catholic institutions of higher education are called to form citizens who fight against injustice, including persistent racial oppression. To do this, Catholic, public, and other private institutions must provide students opportunities to learn about and confront racism (Johnston, 2014). It is important that these institutions confront these issues because they employ faculty and staff who may experience systemic racism and can provide cultural knowledge to aid deconstructing racist ideologies. Undergraduate student evaluations of instructors or faculty, however, indicate discrimination agains

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Dal, Hatice, and Elif Öztürk. "Teaching in the Digital Age: English Instructors’ Experiences with Digital Coursebooks in Higher Education." International Journal of Educational Studies and Policy 6, no. 2 (2025): 200–222. https://doi.org/10.63612/ijesp.1683608.

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In modern English language instruction, the prevalence of digital coursebooks, offering interactive resources for enhanced learning, is on the rise. As digital technology evolves, it is crucial to examine English language instructors' perspectives on their use. This study, employing a qualitative single-case design, involved fifteen English language instructors from a private university. Findings revealed instructors' belief in the value of digital coursebooks, emphasizing user-friendly interfaces and acknowledging technical challenges. They recognized benefits such as engaging students withou

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Aragón, Oriana R., Sarah L. Eddy, and Mark J. Graham. "Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices." CBE—Life Sciences Education 17, no. 3 (2018): ar47. http://dx.doi.org/10.1187/cbe.17-05-0084.

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Mounting evidence of the efficacy of active learning has prompted educators to consider adoption of these practices in college-level classrooms. One tenet of active learning is that most, if not all, students have the ability to learn. Instructors’ perspectives on learning, however, may or may not be aligned with this. One belief held by some educators is that intelligence is fixed, that is, some students are more intelligent and have a higher ability to learn than others. Instructors with a fixed mindset may not be convinced that their investment in developing active-learning materials will b

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Johari, Aiza. "Language Beliefs among Adult Learners: Individual Differences." International Journal of Education 10, no. 1 (2017): 20. http://dx.doi.org/10.17509/ije.v10i1.7648.

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To develop the quality of language learning and utilise learning opportunities in and out of a classroom, it is vital to understand individual's beliefs in language learning. White (2008) affirmed that an individual’s belief plays a key role in the learning process and language acquisition, especially the beliefs the learners have about themselves, language and language learning, and about the settings in which they contribute as language learners and users. This study identifies the English language learning beliefs of adult learners (between 45-50 years of age) in a local university in Saraw

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Caughell, Leslie. "Teaching Students to Hear the Other Side: Using Web Design and Election Events to Build Empathy in the Political Science Classroom." PS: Political Science & Politics 51, no. 03 (2018): 659–63. http://dx.doi.org/10.1017/s1049096518000082.

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ABSTRACTResearch suggests that technology in the political science classroom may enhance student experiences and help instructors achieve their student-learning outcomes. Yet, how technology may foster more empathy for opposing viewpoints—an essential characteristic of deliberative democracy—has received less attention. This article outlines an assignment that required students to use WordPress to construct a campaign website for an opposition candidate and write a paper justifying their content and design choices. After completing this assignment, students demonstrated increased knowledge of

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Diab, Rula L. "Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study." TESL Canada Journal 23, no. 1 (2005): 28. http://dx.doi.org/10.18806/tesl.v23i1.76.

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The purpose of this study was to investigate ESL instructors' feedback techniques and the rationales behind these techniques, to explore ESL students' beliefs about the relative effectiveness of various types of feedback, and to compare students' beliefs with those of their instructors. A university-level ESL instructor and two of her students participated in this case study. Data were collected by think-aloud protocols and semistructured interviews, and results revealed four major categories: (a) types of feedback the instructor emphasized, (b) the instructor's beliefs about teaching writing,

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Perkins, Priscilla. "“A Radical Conversion of the Mind”: Fundamentalism, Hermeneutics, and the Metanoic Classroom." College English 63, no. 5 (2001): 585–611. http://dx.doi.org/10.58680/ce20011222.

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Considers how in the classroom, dealing with conservative Christian belief, progressive writing instructors confront “problems of meaning” just as perplexing and urgent as those that trouble evangelical students. Offers some stories that show how the author analyzed her own recurring “problems of meaning,” some theoretical (and theological) ways of working through perceived impasses between academic interpretation and biblical precept.

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Amale, Michael, and Abebe Gebretsadik. "Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies." LET: Linguistics, Literature and English Teaching Journal 14, no. 1 (2024): 98–120. http://dx.doi.org/10.18592/let.v14i1.12657.

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The study aimed at exploring the teachers’ self-efficacy belief for teaching critical thinking skills and practices of strategies in reading classroom. It also pursued if there is any significant relationship between the two variables. A descriptive survey study used sequential explanatory mixed-methods approach to collect data. The study involved 40 EFL teachers. The survey contained 19 items using five-point Likert scale. Qualitative data were collected via classroom observations. The results of quantitative data showed(m=3.3) that the participants implemented the strategies moderately. The

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Shaun Kim Sopera, John Stephen Alaban, Zaira Briones, and Nicko A. Magnaye. "Artificial Intelligence (AI) on Learning Process." International Journal of Integrative Research 1, no. 9 (2023): 557–70. http://dx.doi.org/10.59890/ijir.v1i9.244.

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Artificial intelligence (AI) is a helpful technology. By providing college students with more individualized and productive learning environments, they support education. This research examines how artificial intelligence (AI) works in education and enhances teaching and learning results for Mindoro State University students and teachers. The study will survey students and instructors to gauge their perspectives on AI, assess its benefits and obstacles in education, and propose strategies for successfully implementing AI into teaching and learning techniques. The poll will ask students about t

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Fabry, Lindy, Ginger King, and Brandi Wilford. "Beyond the Screen: Debunking the Myth that Online Education Means Being Alone." International Journal of Nursing Education 16, no. 4 (2024): 2–8. http://dx.doi.org/10.37506/47ecs773.

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Background: Nursing education has shifted to online learning environments due to rapid advancements in technology and the COVID-19 pandemic. Some nursing educators and students misunderstand that online learning is isolating and lonely. Method: This literature review explores the impact of online learning on students' emotional well-being and challenges the belief that it is inherently lonely. It examines global events, the growth of online nursing programs, and the myth of online nursing education as isolating and depressing. Results: Online learning is a popular and effective education metho

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Vinther, Jane, and Gordon Slethaug. "Changing Conceptions of the International Classroom and the Good Student?" HERMES - Journal of Language and Communication in Business 27, no. 53 (2014): 25. http://dx.doi.org/10.7146/hjlcb.v27i53.20948.

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<p align="LEFT">The changing conception of international education and the instructors’ perception of the’ good student’ is the focus of this study. Differing teaching philosophies and pedagogies in diverse cultures mean different conceptions of the important qualities and appropriate behaviour of students. As the flow of migrating students increases globally, the classrooms become increasingly intercultural, students bring disparate competences and educational values with them, and traditional views on good teaching and good students are no longer ‘givens’.</p><p align="LEFT"&g

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Liu, Chiung-ju, and Lauren Mansuy. "PERCEIVED FEASIBILITY TO IMPLEMENT A TASK-ORIENTED EXERCISE PROGRAM BY FITNESS STAFF AT SENIOR LIVING COMMUNITIES." Innovation in Aging 7, Supplement_1 (2023): 525–26. http://dx.doi.org/10.1093/geroni/igad104.1724.

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Abstract Older adults who relocate to senior living communities have a desire to maintain their independence. The fitness infrastructure within these communities is a great platform to deliver evidence-based exercise programs to support residents’ independence, especially for those who have experienced activity limitations. Task-oriented exercise incorporates daily activities into exercise strategies and has been recommended as an approach to reduce late-life disability. The current study used an interview research design to determine the feasibility of implementing 3-Step Workout for Life, a

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Howlader, Arun kanti. "A literacy review of tertiary levels teacher’s modern technological literacy ratio in rural area of Bangladesh." International Journal of Information technology and Computer Engineering, no. 22 (May 30, 2022): 1–11. http://dx.doi.org/10.55529/ijitc.22.1.11.

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Modern technology has enhanced the aptitude of tertiary level education worldwide but just in the case of Bangladesh, we've got seen an adulthood educational method belief among the teachers, instructors, and facilitators in recent covid 19 outbreaks especially on the remote educational institutions. Most of the explanations we've found are inaccessibility of contemporary technology especially android multimedia devices together with a computer device, together with internet accessibility just in case of using the multiterminal platform for using local remote teaching. Especially unaffordabili

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Howlader, Arun kanti. "A literacy review of tertiary levels teacher’s modern technological literacy ratio in rural area of Bangladesh." International Journal of Information technology and Computer Engineering, no. 22 (March 30, 2022): 1–11. http://dx.doi.org/10.55529/ijitc22.1.11.

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Modern technology has enhanced the aptitude of tertiary level education worldwide but just in the case of Bangladesh, we've got seen an adulthood educational method belief among the teachers, instructors, and facilitators in recent covid 19 outbreaks especially on the remote educational institutions. Most of the explanations we've found are inaccessibility of contemporary technology especially android multimedia devices together with a computer device, together with internet accessibility just in case of using the multiterminal platform for using local remote teaching. Especially unaffordabili

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Mehrdad, Rezaee, Farahian Majid, and Morad Ahmadi Ali. "BRAIN Journal - Critical Thinking in Higher Education: Unfulfilled Expectations." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 3, no. 2 (2012): 64–73. https://doi.org/10.5281/zenodo.1042719.

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ABSTRACT Success in adult life and effective functioning in education depends among other things on critical thinking. The present study consisted of two parts. First, critical thinking (CT) skill of a group of 68 students majoring in education in Islamic Azad University, Kermanshah Branch was evaluated. The participants, divided into two experimental and control groups, received California Critical Thinking Skills Test (CCTST) which is a 34 item Multiple-Choice test. The students in the control group were freshmen and the experimental group, junior students. To the researchers’ dismay, junior

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Shrivastava, Madhusri. "Of Changing Needs and Mismatched Expectations: Teaching Business Communication in Indian Business Schools." Journal of Creative Communications 15, no. 3 (2020): 354–74. http://dx.doi.org/10.1177/0973258620924955.

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The exploratory research uses the framework of Communication Studies and Sociology to demonstrate how restructuring of social hierarchies impacts language use in the Business Communication class of an Indian management institute. The study examines how dominant communication practices are being subverted by issues of identity, power, privilege, sociopolitical forces and technological transformation. It suggests that instructors teaching Business Communication may benefit by aligning their pedagogy to the sensibilities of the present generation of management students. The paper is premised on t

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Aisyah, Aisyah, and Bayu Hendro Wicaksono. "Pre-Service Teachers' Belief on Professional Development: A study on ESP Teacher." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 5, no. 2 (2018): 8–17. http://dx.doi.org/10.22219/celtic.v5i2.7614.

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Guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. Indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. In fact, Some of the ESP instructors seem to find it difficult to deal with the practice of professional development. This is the situation happened in Language Center, the center of ESP program, at my institution. Although some research have been investigating the case of teacher belief within professional development, but little research conducted in E

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Aisyah, Aisyah, and Bayu Hendro Wicaksono. "Pre-Service Teachers' Belief on Professional Development: A study on ESP Teacher." A Journal of Culture English Language Teaching Literature & Linguistics 5, no. 2 (2018): 8. http://dx.doi.org/10.22219/celticumm.vol5.no2.8-17.

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Guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. Indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. In fact, Some of the ESP instructors seem to find it difficult to deal with the practice of professional development. This is the situation happened in Language Center, the center of ESP program, at my institution. Although some research have been investigating the case of teacher belief within professional development, but little research conducted in E

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Kalinowski, Steven T., Mary J. Leonard, and Tessa M. Andrews. "Nothing in Evolution Makes Sense Except in the Light of DNA." CBE—Life Sciences Education 9, no. 2 (2010): 87–97. http://dx.doi.org/10.1187/cbe.09-12-0088.

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Natural selection is one of the most important concepts for biology students to understand, but students frequently have misconceptions regarding how natural selection operates. Many of these misconceptions, such as a belief in “Lamarckian” evolution, are based on a misunderstanding of inheritance. In this essay, we argue that evolution instructors should clarify the genetic basis of natural selection by discussing examples of DNA sequences that affect fitness. Such examples are useful for showing how natural selection works, for establishing connections between genetics and evolution, and for

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Sandercock, Patricia. "Instructor perceptions of student information literacy: comparing international IL models to reality." Journal of Information Literacy 10, no. 1 (2016): 3. http://dx.doi.org/10.11645/10.1.2065.

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This study assesses the information literacy (IL) perceptions of instructors at a technical college in the Middle East, the College of the North Atlantic - Qatar. Students at this college are instructed in four areas of study – engineering technology, information technology, business studies and health sciences – which takes place exclusively in English and uses a Canadian curriculum. A web-based survey sent to instructors asked questions in two general areas on their perceptions of student information literacy based on the Society of College, National and University Libraries (SCONUL) definit

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Kneer, Marian E. "Description of Physical Education Instructional Theory/Practice Gap in Selected Secondary Schools." Journal of Teaching in Physical Education 5, no. 2 (1986): 91–106. http://dx.doi.org/10.1123/jtpe.5.2.91.

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The theory/practice gap in physical education instructional practices has been more or less assumed. Recent research employing data-based analysis has provided some insight about instructional procedures being used. There is little evidence about the existence, size, and reasons contributing to the perceived gap. Instructors N = (128) from 20 randomly selected Illinois secondary schools were interviewed via questionnaire to obtain evidence relative to the perceived gap in the use of instructional “theory.” Results indicate that an overall gap exists in the regular use of planning (40%), teachi

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D’ Souza, Russell, Jayashree Premkumar Shet, Joel Alanya-Beltran, Korakod Tongkachok, Geena Hipolito-Pingol, and Mohamed Aboobucker Mohamed Sameem. "“I Teach the way I believe”: EFL Teachers’ Pedagogical Beliefs in Technology Integration and its Relationship to Students’ Motivation and Engagement in the COVID 19 Pandemic Year." International Journal of Learning, Teaching and Educational Research 20, no. 11 (2021): 387–406. http://dx.doi.org/10.26803/ijlter.20.11.21.

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This study aimed to investigate language teachers' pedagogical concepts and attitudes and the effect of these on students' motivation and engagement levels. Its results were based on a cross-sectional correlational research survey which was conducted online. The participants in the study were chosen at random from among 205 language teachers (n= 205) and 317 language students (n= 317) from various higher educational institutions in Asian countries. Results of the study of language teachers revealed that the respondents' pedagogical ideas and orientations were positive when it came to using tec

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Ponomaryova, E., H. Gendel Guterman, N. Davidovitch, and Y. Shapira. "Should Lecturers be willing to Teach High-functioning Autistic Students: What do They Need to Know?" Higher Education Studies 8, no. 4 (2018): 3545. http://dx.doi.org/10.5539/hes.v8n435-45.

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Academic institutions are currently developing special programs based on the belief that the overall success of universities relies on the integration of diverse population groups. This study investigates the role of the organizational support to lecturers to facilitate the integration of students with high-functioning autism (HFA). A questionnaire was developed and completed by 103 lecturers to examine their attitudes on the best methods for integrating students with HFA in higher education. Both regression and path analysis were performed. The findings show that the university&rsquo;s su

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Ponomaryova, E., H. Gendel Guterman, N. Davidovitch, and Y. Shapira. "Should Lecturers be willing to Teach High-functioning Autistic Students: What do They Need to Know?" Higher Education Studies 8, no. 4 (2018): 35. http://dx.doi.org/10.5539/hes.v8n4p35.

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Academic institutions are currently developing special programs based on the belief that the overall success of universities relies on the integration of diverse population groups. This study investigates the role of the organizational support to lecturers to facilitate the integration of students with high-functioning autism (HFA). A questionnaire was developed and completed by 103 lecturers to examine their attitudes on the best methods for integrating students with HFA in higher education. Both regression and path analysis were performed. The findings show that the university&rsquo;s su

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Nguyen, Hoang Bao Ngoc, Yi-Fang Lee, Thi Phuong Vy Nguyen, and Hsin-Ling (Sonya) Hung. "The Relationship between Students’ Incremental Beliefs of Digital Intelligence and Behavioral Engagement in Learning Management System Courses." International Journal of Information and Education Technology 13, no. 10 (2023): 1609–14. http://dx.doi.org/10.18178/ijiet.2023.13.10.1969.

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While the Learning Management System (LMS) has been recognized as a key e-learning platform, there is no clear picture of the factors contributing to learners’ engagement in LMS courses in literature. This study aimed at exploring the relationship between students’ incremental beliefs of digital intelligence and behavioral engagement in LMS courses with achievement goal orientation as a mediator. The participants were 176 undergraduate students in a Vietnamese university. Implicit theory of intelligence and academic achievement goals theory were used to develop the research model. A Structural

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Galeshi, Roofia, and Jung-ah Choi. "Capstone Course." International Journal of Teacher Education and Professional Development 3, no. 1 (2020): 1–14. http://dx.doi.org/10.4018/ijtepd.2020010101.

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Capstone courses are uniquely positioned in higher education programs. A capstone course in teacher education programs provides an opportunity for preservice teachers to synthesize their undergraduate learning. A capstone course builds and connects a bridge between college learning and workplace environment to ease preservice teachers' transition into the workplace. In this transition process, faculty helps preservice teachers elicit, reflect, and interpret their own understanding of their content area and relate it to their teaching practices. This article draws upon a series of semi-structur

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Galina, Benjamin J. "Whither critique in the world language department?" Arts and Humanities in Higher Education 16, no. 3 (2016): 305–19. http://dx.doi.org/10.1177/1474022216652769.

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Language departments have long confronted a disciplinary divide between the study of literature and language. This divide in tenure lines and course content has engendered a similarly deep-seated divide in pedagogical practices. In world language departments, critique often seems confined, for reasons both epistemological and historic, to literature courses. Conversely, in language courses, instructors commonly utilize corrective feedback to train students to think like disciplinary experts. Is it possible then to define a signature pedagogy of the world language department? This article seeks

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Fang, Shyang-Chyuan, Tai-Kuei Yu, Tai-Yi Yu, and I.-Cheng Chang. "PSYCHOLOGICAL DISTANCE AND PRO-ENVIRONMENTAL BEHAVIOR: AN APPLICATION OF BEHAVIOR MODEL TO EMERGING CONTAMINANTS IN HIGHER EDUCATION." Journal of Baltic Science Education 15, no. 6 (2016): 759–75. http://dx.doi.org/10.33225/jbse/16.15.760.

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To help mitigate and educate the negative impacts of emerging contaminants (ECs), this research tried to realize the environmental attitude and environmental behavioral intention of students in the field of environmental education at higher education level. However, little is known about integration of psychological distance, environmental attitude, behavioral intention and effective teaching strategies on emerging contaminants for undergraduate students within a behavior model. This research proposed a pro-environmental behavior model, integrated with Theory of Planned Behavior (TPB), Value-B

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Adams, Kari. "Developing Growth Mindset in the Ensemble Rehearsal." Music Educators Journal 105, no. 4 (2019): 21–27. http://dx.doi.org/10.1177/0027432119849473.

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Growth mindset, or the belief that talents and abilities are malleable and can grow, is known to hold immense benefits in the world of education. What benefits could it hold for our students’ musical growth as well? This article explores the many benefits of instilling a growth mindset into our ensembles by examining research in educational psychology and general music. This article provides an overview of the benefits of a growth mindset as well as strategies to help ensemble instructors implement the concept into the classroom.

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Y. Tumbali, Aaron Jed. "On Becoming Technology and Livelihood Education Teachers." International Multidisciplinary Research Journal 3, no. 2 (2021): 260–68. http://dx.doi.org/10.54476/iimrj308.

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Becoming a teacher begins with an intention. Anchored on the theory of planned behavior, this study describes the intention of pre-service teachers to become teachers of Technology and Livelihood Education (TLE) after their studies. Three antecedents of intention were explored such as attitude, subjective norm and perceived behavioral control. Participants were selected purposively based on the presence of intention to perform the behavior in question. Data collection was done through interview. The recorded interviews were transcribed, coded and interpreted using interpretative phenomenologic

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Saadé, Raafat George. "Cognitive Mapping Decision Support for the Design of Web-Based Learning Environments." International Journal of Web-Based Learning and Teaching Technologies 5, no. 3 (2010): 36–53. http://dx.doi.org/10.4018/jwltt.2010070103.

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There is much interest in the study of online learning in higher education. Student beliefs towards online learning may influence intentions and ultimately performance. Many studies have flaws in their research design and fall short in providing useful insight for decision making. In this regard, the need for developing practical e-learning implementation framework(s) is crucial. The main objective of this study is to employ the cognitive map technique to causal relationships among belief factors, and investigating various impact chains via simulations. The authors identify optimal e-learning

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Alam, Zahangir. "Formative Assessment is a Scaffold for ELs to Reach ZPD’s Second Layer: A Literature Review Study." Studies in English Language Teaching 10, no. 2 (2022): p27. http://dx.doi.org/10.22158/selt.v10n2p27.

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Learning and teaching can’t function well without assessing students’ performance. More so, formative assessment is the most essential sort of evaluation in academic contexts. Teachers and students alike benefit from the dynamic nature of this evaluation as it brings students and English teachers closer together, instructors are better able to encourage and assist student learning. Both teachers and students benefit from this assessment process, which helps them better understand each other’s strengths and flaws. Instructors can provide input to students based on their needs, similar to how a

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Humairah, Intan, Reihannah Reihannah, Dedek Dhea Fitriana, and Revi Safitri. "Model Pendidikan Minat Bakat Melalui Self-Efficacy di Sekolah." Nidhomiyyah: Jurnal Manajemen Pendidikan Islam 5, no. 2 (2024): 82–99. https://doi.org/10.38073/nidhomiyyah.v5i2.1659.

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This study seeks to examine the correlation between students' interests and capabilities and their degree of self-efficacy in high school. The main objective is to establish educational models that enhance self-efficacy. Data was obtained from students and instructors at Lhoksukon Senior High School 1 using a comprehensive method that including questionnaires and interviews. The investigation reveals a favorable association between students' interests, abilities, and self-efficacy. Evidence has shown that the assistance provided by instructors and the overall school atmosphere has a crucial ro

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