Journal articles: 'Multilevel teaching'

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Lee, Young Wha. "Teaching Practices in Multilevel Classrooms." NEW STUDIES OF ENGLISH LANGUAGE & LITERATURE 81 (February 28, 2022): 321–40. http://dx.doi.org/10.21087/nsell.2022.02.81.321.

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Yan-fei, Q. I. "A Multilevel Input-Oriented English Teaching Model considering Diversified Training Objectives." Wireless Communications and Mobile Computing 2022 (February 23, 2022): 1–10. http://dx.doi.org/10.1155/2022/9475643.

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At present, the existing English teaching model is not constructed according to the LASeR standard, resulting in the low I/O performance of the English teaching model and the decline of students’ learning efficiency. A multilevel input English teaching model considering diversified training objectives is proposed. Split the semantic features of multilevel input English teaching model information, calculate the support value of data items in the English teaching model resource database, and delete the complex and large amount of resource information. And with the probability vector diagram allocation method to match the autocorrelation characteristics of teaching resources, based on the relevant feature extraction results, complete the efficient mining of multilevel input-oriented English teaching model resources and realize the construction of multilevel input-oriented English teaching model considering diversified training objectives. The experimental results show that the designed model has high I/O performance and effectively improves students’ learning efficiency.

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Abduroziqova, Ismigulbegim Inoyat qizi, and Dildora Quvondiqova. "The Benefits of Teaching English in Multilevel Classes." XXI ASRDA INNOVATSION TEXNOLOGIYALAR, FAN VA TA'LIM TARAQQIYOTIDAGI DOLZARB MUAMMOLAR 1, no. 4 (2023): 145–48. https://doi.org/10.5281/zenodo.7986733.

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This article discusses teaching English to multilevel courses, including obstacles, benefits, and perspectives on how to conduct multilevel classes.A multi-level classroom is one in which some students know the Roman alphabet and others do not. Finally, the term multi-level can refer to a group of students who collaborate and have a diverse range of talents.

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NIFAKA, Tetiana, and Olena BOVDA. "Advantages and challenges of teaching multilevel classes." Humanities science current issues 2, no. 40 (2021): 279–84. http://dx.doi.org/10.24919/2308-4863/40-2-45.

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Abdurakhmonova, Zarifa. "CHALLENGES AND SOLUTIONS IN TEACHING MULTILEVEL STUDENTS." Eurasian Journal of Academic Research 1, no. 9 (2022): 310–14. https://doi.org/10.5281/zenodo.5812754.

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Purpose. The author of this article discusses the challenges teachers face with while teaching multilevel students and suggests solutions to increase efficiency of educational process and improve students’ language skills. Methods. In this article we used online data which includes academic articles written by the scholars or practitioners in the field along with data from the institutions. Data collection methods applied are qualitative and they comprise classroom observation, interviews, reflective papers and analysis of classroom extracts.  Results. Teaching in multilevel classes is a difficult process which definitely needs a great deal of commitment on the part of teachers and it can be productive if teachers create appropriate learning atmosphere including pair and group activities, project work, giving positive feedback also taking into account various learning styles. Conclusion. Using various approaches, techniques and learning strategies along with differentiated instruction and levelled tasks serve as efficient ways to achieve success with mixed ability classes.

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Banstola, Pitri Raj. "English Language Teaching in Multilevel Classrooms: Challenges and Opportunities." English Language Teaching Perspectives 8, no. 1-2 (2023): 58–68. http://dx.doi.org/10.3126/eltp.v8i1-2.57858.

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ELT classes in the schools of Nepal greatly vary in terms of number of the students in classroom. Large classes become multilevel and can have both challenges and opportunities for English language teachers. Therefore, this paper aims at exploring the challenges and opportunities of teaching English in large multilevel classes. Selecting five classes from five different schools in Pokhara city purposively, I observed ELT classes and interviewed the English language teachers to collect information. It has been found that teaching English in large multilevel classes is challenging though it has brought opportunities for English teachers. Engaging students in the lessons, correcting huge amounts of written work, evaluating students and keeping their records, paying equal attention to all the students and getting the quiet students active are the challenges. However, having enough students for interaction and collecting new experiences from the large classes to develop professional competence are opportunities for English teachers.

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Yang, Heng Fen, Ga Zhao, Xiao Jun Wang, Ping Ping Shu, and Jun Yang. "Multi-Level Blended Learning Exploration and Practice on Experimental Teaching System." Advanced Materials Research 468-471 (February 2012): 2115–18. http://dx.doi.org/10.4028/www.scientific.net/amr.468-471.2115.

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Student is the subject of the experimental teaching activities, cultivating the ability of independent study and technological innovation is the main aspect in experimental teaching reform. This paper analyzed the problems of traditional teaching model, explored and practiced the multilevel experimental teaching pattern which is based on the blended learning, it made the teachers fully play the leading role, and it fully reflected the subject status of students, it also roused the enthusiasm of students by the use of multi-platforms, media and environments. The multilevel experimental teaching pattern which is based on the blended learning can effectively cultivate the innovation ability of students, and it has achieved good results in practice.

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FUNKHOUSER, J. Lynn, JULIANN FRIEL, MELINDA CARR, KELLY LIKOS, and CHRISTOPHER D. LYNN. "Anthropology is elemental: Anthropological perspective through multilevel teaching." Annals of Anthropological Practice 40, no. 2 (2016): 246–57. http://dx.doi.org/10.1111/napa.12105.

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Bacci, Silvia, and Valeria Caviezel. "Multilevel IRT models for the university teaching evaluation." Journal of Applied Statistics 38, no. 12 (2011): 2775–91. http://dx.doi.org/10.1080/02664763.2011.570316.

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Tomek, Ivan. "HARD — A multilevel hardware simulation package for teaching." Microprocessing and Microprogramming 19, no. 5 (1987): 417–22. http://dx.doi.org/10.1016/0165-6074(87)90253-5.

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Köhler, Carmen, Susanne Kuger, Alexander Naumann, and Johannes Hartig. "Multilevel Models for Evaluating the Effectiveness of Teaching." Zeitschrift für Pädagogik Beiheft, no. 1 (April 9, 2020): 197–209. http://dx.doi.org/10.3262/zpb2001197.

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In der Unterrichtsforschung liegt ein Schwerpunkt auf der Identifizierung von Lehrpersonalverhalten, welches Lernende positiv beeinflusst. Ein angemessenes Studiendesign sowie die statistische Modellierung und die Ergebnisinterpretation bergen einige Herausforderungen. Beispielsweise erfordert die dem Forschungsbereich inhärente Mehrebenenstruktur mehrstufige Analysemodelle. Im folgenden Artikel wurde ein exemplarischer Datensatz verwendet, auf den verschiedene mehrstufige Modelle angewendet wurden, um zu veranschaulichen, wie diese Modelle die substantielle Interpretation der Forschungsfrage beeinflussen. Die Forschungsfrage in allen Settings bezog sich auf die Auswirkungen des Lehrpersonalverhaltens auf die Ergebnisse der Lernenden.

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Radjabov, Nasir. "EFFECTIVE METHODS OF TEACHING SPEAKING IN MULTILEVEL CLASSROOMS." Oriental Renaissance: Innovative, educational, natural and social sciences 5, no. 20 (2025): 183–86. https://doi.org/10.5281/zenodo.14877236.

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This article addresses the challenges and effective strategies for teaching speaking skills in multilevel language classrooms, where students exhibit varying proficiency levels. The article highlights key obstacles, including the diversity in student abilities, motivation issues and difficulties in assessment. To overcome these challenges, the article explores several pedagogical approaches, such as differentiated instruction, collaborative learning, task-based teaching, and technology integration. Methods like tiered assignments, peer teaching and role-playing are presented as ways to engage students and promote language development. Additionally, scaffolding techniques and continuous assessment, including peer and self-reflection are emphasized to ensure consistent progress. The article concludes that fostering an inclusive and engaging environment through diverse teaching strategies can significantly enhance speaking skills in multilevel classrooms, helping all students succeed in their language learning journey.

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S, Anbazhagan. "APPLICATION OF TEACHING LEARNING BASED OPTIMIZATION IN MULTILEVEL IMAGE THRESHOLDING." ICTACT Journal on Image and Video Processing 11, no. 4 (2021): 2413–22. http://dx.doi.org/10.21917/ijivp.2021.0344.

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This paper proposes a Teaching learning-based optimization (TLBO) algorithm for the multilevel image thresholding using Kapur entropy. In image processing, the thresholding arises to help medical imaging, detection, and recognition in making an informed decision about the image. However, they are computationally expensive reaching out to multilevel thresholding since they thoroughly search the optimal thresholds to enhance the fitness functions. In order to validate the chaotic characteristic of multilevel thresholding, a TLBO algorithm is modeled. The proposed model is an algorithm-specific, parameterless algorithm that does not require any algorithm-specific parameters to be controlled by maximizing the Kapur entropy of various classes for image thresholding. The proposed model is compared with recent algorithms to threshold the seven standard benchmark and three test images. The simulation results have higher fitness function values even with the increase of the threshold number with less computation time. The Jaccard measure values are close to 0.99.

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Han, Zhong. "A Fuzzy Logic and Multilevel Analysis-Based Evaluation Algorithm for Digital Teaching Quality in Colleges and Universities." Scientific Programming 2021 (November 15, 2021): 1–7. http://dx.doi.org/10.1155/2021/7026531.

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To address the limitations of the university digital teaching quality assessment algorithms as well as the large evaluation mistakes in the existing algorithms, this paper presents a unique university digital teaching quality evaluation method based on multilevel analysis. First, the existing state of digital teaching quality evaluation in colleges and universities is studied to develop an evaluation index for digital teaching quality. Then, to identify and compute the weight of digital teaching quality indicators, an index weight evaluation matrix is built and the weight of digital teaching quality assessment indicators is plotted using a multilevel structure tree model. Then, from the top to the bottom of the tree, this paper computes the hierarchical ranking of assessment indicators. Additionally, this paper computes the membership degree of index evaluation, normalises the evaluation indicators, and completes the digital teaching quality assessment with the digital teaching confidence calculation. The experimental results demonstrate that the proposed method’s digital teaching quality assessment index has a high degree of accuracy and low evaluation error.

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Bosova, L. L., H. N. Samylkina, and B. A. Mishin. "On Multilevel Teaching of Programming in the Basic School Computer Science Course within the Differentiation of Teaching Content." Prepodavatel XXI vek, no. 1/1 (March 31, 2024): 253–73. http://dx.doi.org/10.31862/2073-9613-2024-1-253-273.

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The article reveals the meanings and various aspects of using general didactic concepts such as “level of assimilation”, “level of education”, “level of learning the subject”, “individualization”, “differentiation”, “personalization”, etc. applied to the study of programming in the basic school computer science course. Theoretical bases of multilevel learning in a class (group) in terms of differentiated learning (by content and levels of learning), the history of differentiated learning in our country, general didactic problems of describing qualitative characteristics of learning levels at different stages of learning the subject are considered. The author describes the implementation of multilevel teaching of programming in the course of computer science of basic general education using active teaching methods and modern educational technologies for teachers of computer science, methodologists in computer science and pedagogical researchers in the field of theory and methodology of computer science learning.

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Mirzokulova, Xursanoy Ne'matjonovna. "WORKING WITH MULTILEVEL ESP GROUP STUDENTS." Innovative Development in Educational Activities 3, no. 5 (2024): 4–7. https://doi.org/10.5281/zenodo.10823517.

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Hussein, Abdelsalam Jaber. "The Effect of a Proposed Educational Guide Using Advanced Teaching Styles on the Achievement of Volleyball Specializing Female Students in some Tactical Aspects." Journal of Educational and Psychological Studies [JEPS] 6, no. 1 (2012): 21–36. http://dx.doi.org/10.53543/jeps.vol6iss1pp21-36.

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The purpose of the current study was to investigate the effect of a proposed educational guide using advanced teaching styles on the achievement of female students who are specialized in volleyball in some tactical aspects. The experimental approach was used. The sample consisted of 36 female students selected purposively and divided into three equal groups. After preparing the educational guide, it was used for 6 weeks (2 teaching units per week and 120 minutes each). Data analysis revealed that each group developed in the post-test compared to the pre-test in both the cognitive and field aspects for the offensive and defensive tactics in volleyball. When the three groups were compared in the achievement post-test, the results revealed significant differences in favor of the group that used the brain storming compared to the other two groups (the multilevel group and the demonstration group). Also, a significant difference appeared between the multilevel teaching style and brain storming in favor of the multilevel group. It was recommended to use the brain storming as it encourages thinking, innovation and acquiring information from the teaching tools used. In addition, the results do not suggest nor encourage the demonstration teaching style for the university students.

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Hussein, Abdelsalam Jaber. "The Effect of a Proposed Educational Guide Using Advanced Teaching Styles on the Achievement of Volleyball Specializing Female Students in some Tactical Aspects." Journal of Educational and Psychological Studies [JEPS] 6, no. 1 (2012): 21. http://dx.doi.org/10.24200/jeps.vol6iss1pp21-36.

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The purpose of the current study was to investigate the effect of a proposed educational guide using advanced teaching styles on the achievement of female students who are specialized in volleyball in some tactical aspects. The experimental approach was used. The sample consisted of 36 female students selected purposively and divided into three equal groups. After preparing the educational guide, it was used for 6 weeks (2 teaching units per week and 120 minutes each). Data analysis revealed that each group developed in the post-test compared to the pre-test in both the cognitive and field aspects for the offensive and defensive tactics in volleyball. When the three groups were compared in the achievement post-test, the results revealed significant differences in favor of the group that used the brain storming compared to the other two groups (the multilevel group and the demonstration group). Also, a significant difference appeared between the multilevel teaching style and brain storming in favor of the multilevel group. It was recommended to use the brain storming as it encourages thinking, innovation and acquiring information from the teaching tools used. In addition, the results do not suggest nor encourage the demonstration teaching style for the university students.

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S., Anbazhagan, and Karthikumar S. "Multilevel Image Threshold Estimation using Teaching Learning-based Optimization." International Journal of Performability Engineering 17, no. 7 (2021): 638. http://dx.doi.org/10.23940/ijpe.21.07.p8.638646.

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Toland, Michael D., and R. J. De Ayala. "A Multilevel Factor Analysis of Students’ Evaluations of Teaching." Educational and Psychological Measurement 65, no. 2 (2005): 272–96. http://dx.doi.org/10.1177/0013164404268667.

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Litvitskiy, Peter Franc. "SYSTEMIC MULTILEVEL TEACHING OF PATHOPHYSIOLOGY IN A MEDICAL SCHOOL." Pathophysiology 25, no. 3 (2018): 251. http://dx.doi.org/10.1016/j.pathophys.2018.07.190.

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R. B, Dhivya, and Ilankumaran M. "English language teaching through student-centered activities: An overview." Edelweiss Applied Science and Technology 8, no. 6 (2024): 5723–34. http://dx.doi.org/10.55214/25768484.v8i6.3244.

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Student-centered activities in teaching English transform the traditional role of teachers and learners in the classroom. This method moves the emphasis from the instructor as the exclusive authority to the students as active contributors to their own education. In this paper, the roles of teachers and learners in student-centered activities of teaching English, highlighting their responsibilities and contributions to creating a dynamic and active learning environment have been explored. It takes a dynamic, inclusive approach to teach English to multiple students, taking into account their varied backgrounds, requirements, and skill levels. This paper also projects effective strategies and approaches for teaching English to multilevel students, seeking to establish a welcoming classroom that accommodates each student's unique requirements. With these strategies and approaches, teachers can effectively nurture the language skills of multilevel students, equipping them with the tools for successful communication and fostering their growth as global citizens. Teaching English to multilevel students presents a host of challenges that educators must navigate effectively. By embracing certain roles, teachers and learners forge a partnership that empowers learners and cultivates a lifelong love for learning English. As a whole, the benefits and strategies of teaching English through student-centered activities, emphasizing the importance of empowering students and promoting meaningful language acquisition have also been discussed in detail.

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Naumkin, Nikolai I., Natalya N. Shekshaeva, Svetlana I. Kvitko, Maria V. Lomatkina, Vladimir F. Kupryashkin, and Irina V. Korovina. "Designing the Teaching Model of Multilevel Gradual Training of Students in Innovative Engineering." Integration of Education 23, no. 4 (2019): 568–86. http://dx.doi.org/10.15507/1991-9468.097.023.201904.568-586.

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Introduction. Undoubtedly, today the innovative training of students is a must, but the problem is how to realize it methodologically, meeting contemporary needs of the state and society. The objective of the article is to design a teaching model that would serve the basis for the methodology of training students in innovative engineering, based on multilevel integration and gradual education, adapted to certain conditions of the educational environment. Materials and Methods. The article developed the methodology for intertwined integrated and interdisciplinary scientific and methodological approaches comprising the unified system. It aimed to develop models of multilevel gradual training of students in innovative engineering. Methods (morphological one, involved in compilation of models for integrating levels and stages of learning; hypothetical-deductive one helping formulate the working hypothesis; experimental one confirming the working hypothesis and aiding to study the efficiency, etc.) and principles (multilevelness and gradualness) formed the basis for the development of models for training in innovative engineering. Results. The morphological table of models of multilevel gradual training of technical university students in IE was developed. One model of interdisciplinary integration of general technical disciplines with various types of activity was implemented using three stages (basic, synthesis-modelling, design and production) within the framework of the business game “Design office”. Model efficiency and the hypothesis were confirmed during the experiment. Discussion and Conclusion. The method was proposed for selecting models of multilevel and gradual training of students in innovative engineering. The methodology for interdisciplinary integration of general technical disciplines with various activities was developed. The methodology of the pedagogical experiment was elaborated for multilevel monitoring of innovative competences’ formedness. All results form the basis for methodological and scientific support in shaping students’ innovative thinking.

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Dobrovolskaia, N. Yu. "USE OF GENERALIZED SCHEMES IN TEACHING PROGRAMMING." Informatics in school, no. 6 (September 17, 2019): 37–40. http://dx.doi.org/10.32517/2221-1993-2019-18-6-37-40.

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The article discusses the use of generalized schemes as language independent fragments of algorithmic problem solving in the design of training materials, the generation of sets of multilevel test tasks. The use of schemes in teaching programming develops in schoolchildren the ability to formalize a problem, to correlate its solution with the basic algorithm, and to establish block-modular programming skills.

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Starshinova, T. A. "MULTILEVEL INTEGRATION: PROCESSES IN ENGINEERING EDUCATION." Vestnik Orenburgskogo gosudarstvennogo universiteta 236 (2022): 143–48. http://dx.doi.org/10.25198/1814-6457-236-143.

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Engineering education is currently facing unprecedented challenges related both to the global trends of increasing interdisciplinarity of engineering and technical knowledge, and to the emerging economic situation that requires building new multidimensional relationships. Responses to these challenges require a systematic approach, the central link of which is pedagogical integration. It allows you to form engineering personnel in demand by the employer who have knowledge and skills in various, sometimes not even related fields and the ability to work in an interdisciplinary team. In modern conditions, we are witnessing the phenomenon of increasing the spread of such integration, which should be understood in the broadest sense, at several levels: from the global level of interaction between education, science, business, production (an example of which are advanced engineering schools), to the elementary level of interdisciplinary relations. One of the essential factors that, as our research has shown, can both contribute to and hinder the implementation of the integrative approach in practice is the understanding of its necessity on the part of the subjects of the educational process. The results of a survey conducted among students, postgraduates and teachers (mainly engineering universities) showed that not all of them are aware of the existence of interdisciplinary links, especially between humanities and technical, special disciplines. Many students do not pay enough attention even to the fact that knowledge and skills from several related, special fields of knowledge are required to perform any laboratory work. In this regard, we believe that special attention should be paid to this aspect both when teaching students, postgraduates, and when implementing teacher training programs. This will make it possible to more effectively form professional competence as a systemic neoplasm.

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Martínez-Garrido, Cynthia, and Javier Murillo Torrecilla. "Research on Effective Teaching. A Multilevel Study for Ibero-America." Educación 31, no. 61 (2022): 46–75. http://dx.doi.org/10.18800/educacion.202202.003.

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This research aimed to determine the factors for Educational Effectiveness and to build an empirical model for Teaching Effectiveness in Ibero-America. A Multilevel Model with four levels of analysis was used to assess teaching effectiveness. The sample consisted of 5,722 students, (all at their third year of primary school), from 257 classrooms at 100 schools located in 9 countries of Ibero-America. The results showed the existence of ten factors of Teaching Effectiveness that impact on the cognitive, social, and emotional development of students: Involvement and commitment of the teacher; Classroom climate; High expectations and selfesteem; Structured lessons; Varied-participatory activities; Attention to diversity; Optimization of learning time; Classroom organization and management; Use of educational resources; Educational assessment, monitoring, and continuous feedback.

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Beauchamp, M. R., Y. Liu, K. L. Morton, et al. "Transformational Teaching and Adolescent Physical Activity: Multilevel and Mediational Effects." International Journal of Behavioral Medicine 21, no. 3 (2013): 537–46. http://dx.doi.org/10.1007/s12529-013-9321-2.

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Caro Piñeres, Manuel, Darsana P. Josyula, and Jovani Alberto Jiménez Builes. "Multi-level pedagogical model for the personalization of pedagogical strategies in intelligent tutoring systems." DYNA 82, no. 194 (2015): 185–93. http://dx.doi.org/10.15446/dyna.v82n194.49279.

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Pedagogic strategies are action plans designed to manage issues related to sequencing and content organization, specifying learning activities, and deciding how to deliver content and activities in teaching processes. In this paper, we present an approach to personalization of pedagogical strategies in Intelligent Tutoring Systems using pedagogical knowledge rules in a Web environment. The adaptation of pedagogical strategies is made based on a multilevel pedagogical model. An Intelligent Tutoring Systems called FUNPRO was developed to validate the multilevel pedagogical model. The results of empirical tests show that the multilevel pedagogical model enables FUNPRO to improve the process of personalization of pedagogical strategies, due to the reduction of inappropriate recommendations.

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El Ouahabi, Fatima Zahra, Rachid Drissi El Bouzaidi, Abdellah Chaiba, Lahbib Hamdaoui, and Mohamed Erragragui. "Effective Teaching Strategies for Multilevel Classes: A Focus on Alternating Instructional Modes." Journal of Curriculum and Teaching 13, no. 2 (2024): 22. http://dx.doi.org/10.5430/jct.v13n2p22.

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This paper explores a teaching strategy in multilevel classes (MLCs) to tackle learning time loss and teacher strain. Focused on Moroccan primary education, the strategy involves alternating traditional and virtual teaching methods. Expanding previous research, this work 3rd year primary Arabic language and 4th year primary Islamic Education double-level classing. Using NetSupport School software, lessons were conducted with real and virtual teachers’ presences, analyzing impacts on lesson duration, teacher effort, and learners’ time on task. Results demonstrate the strategy significantly increased effective lesson duration in experimental groups, reducing teacher intervention time and increasing learner task duration compared to controls. Virtual teacher presence showed promise in managing time-out and enhancing student engagement, particularly with the learners' permanent teacher. Challenges emerged when learners interacted with alternative virtual teachers, highlighting the significance of the teacher's perceived status on student engagement and non-adaptation of the learners to a new virtual teacher. For a deep interpretation of this non-adaptation, the importance of the perceived "status" of the teacher has been developed. This study underscores strategic teaching's importance in MLCs to optimize learning outcomes and mitigate time constraints. It emphasizes the pivotal role of the teacher's perceived status in student engagement dynamics.

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Artyushina, Galina G., Sergey Yu Poberezhsky, Lyudmila A. Lavrova, Natalya A. Greshnevikova, and Gennady V. Tikhonov. "Multifactorial approach to preparing Russian young people for a future profession." Revista Amazonia Investiga 10, no. 40 (2021): 169–77. http://dx.doi.org/10.34069/ai/2021.40.04.17.

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This article examines the theory and practice of a multi-level system of continuous innovative education. The pedagogical system of multilevel continuous creative education is considered in detail, and sufficient creative pedagogical methods are put forward for the formation of creative thinking and the development of students' creative abilities. Creative approach provides teachers and students with intellectual tools for the formation of creative systems thinking, teaches them to look at the world systematically and manage thought processes. Innovative teaching methods in the continuous formation of a multilevel system of creative thinking provide the basic principles of teaching by changing the structure of the lessons and implementing their original content. Using them, it is possible to significantly accelerate the solution of a pressing problem in Russia: formation of a creative personality of students.

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Hu, Chunhua, K. A. Kaabar Mohammed, Qiuju Xu, and Grace Zhang. "Fuzzy Comprehensive Evaluation of Students’ Classroom Experience in Online Teaching." International Journal of Emerging Technologies in Learning (iJET) 18, no. 21 (2023): 79–88. http://dx.doi.org/10.3991/ijet.v18i21.44011.

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Under the COVID-19 outbreak, the traditional teaching mode in universities is limited, and online teaching is in full swing. However, various factors that affect students’ online classroom experience in teaching have characteristics of fuzziness and uncertainty. Therefore, using the course of human resource management as an example, this paper employs the fuzzy comprehensive evaluation (FCE) method to conduct a comprehensive evaluation of the classroom experience of online teaching students. This paper aims to minimize the impact of human or subjective factors by developing a scientific, rational, and practical multilevel fuzzy comprehensive evaluation model for assessing students’ classroom experience in online teaching courses.

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Jiang, Ziqi, Feng Zou, Debao Chen, and Jiahui Kang. "An Improved Teaching–Learning-Based Optimization for Multilevel Thresholding Image Segmentation." Arabian Journal for Science and Engineering 46, no. 9 (2021): 8371–96. http://dx.doi.org/10.1007/s13369-021-05483-0.

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Martin, Andrew J., Janette Bobis, Judy Anderson, Jennifer Way, and Rosemary Vellar. "Patterns of Multilevel Variance in Psycho-Educational Phenomena: Comparing Motivation, Engagement, Climate, Teaching, and Achievement Factors 1Dieser Beitrag wurde unter der geschäftsführenden Herausgeberschaft von Jens Möller angenommen." Zeitschrift für Pädagogische Psychologie 25, no. 1 (2011): 49–61. http://dx.doi.org/10.1024/1010-0652/a000029.

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Abstract. The present study explored multilevel variance for a range of salient psycho-educational factors in mathematics. With a sample of 4,383 students (Years 5–8) in 257 classrooms and 47 schools, data indicated patterns of variance across the selection of psycho-educational factors. For all factors, the bulk of variance resided at the student (and residual) level. In ascending order of upper-level variance were motivation, perceived motivational ‘climate’, homework completion, teacher-student relationships, and achievement – with motivation and perceived ‘climate’ yielding very little upper-level variance. Hence, although there is usually a hierarchical structure in which psycho-educational factors are situated, there is variation in patterns of multilevel variance across the range of factors. In exploring a range of psycho-educational phenomena from a multilevel perspective, the present study offers further direction for researchers selecting and operationalizing psycho-educational phenomena in multilevel research. Implications for pedagogy, classroom climate, and separating teaching effects from teacher effects and schooling effects from school effects are also discussed.

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Fu, Siyi, and Kaza Mojtahe. "Harr-NMF Feature Extraction for Multilevel Educational Technology Teaching Big Data System." Security and Communication Networks 2022 (May 18, 2022): 1–12. http://dx.doi.org/10.1155/2022/3178763.

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An essential role in improving educational informatization and encouraging new approaches to education is played by educational technology, a specialist field that supports both theorising and doing in this area. When it comes to learning educational technology, students must have excellent professional knowledge and abilities, as well as a thorough understanding of data. Harr-NMF feature extraction for educational technology teaching large data systems is the focus of this project. With the help of big data technology, the construction of a teaching resource sharing system provides useful solutions for the storage and sharing of current and future massive teaching resources, enables fast and accurate analysis and retrieval of massive teaching resources and data, improves the security and scalability of the system while maintaining system stability, and promotes education teaching informatization to a new level. The system can be used to analyze and retrieve data quickly and accurately. By mapping different types of Harr-NMF features into a gradient matrix using grayscale projection, pattern classification is performed through the simplified gradient matrix as features. The algorithm complexity of feature extraction is eventually reduced to a great extent by the fast advantage of feature extraction by this algorithm. The Harr-NMF algorithm and the similarity relation matrix are used to obtain the optimal parameter values and the corresponding affiliation matrix and class centers, thus providing effective initial values for Harr-NMF, which effectively solves the problems of slow convergence and easy to fall into local minima of the Harr-NMF algorithm. The algorithm of this paper is compared with several improved algorithms of Harr-NMF in terms of convergence, recognition rate, and other performance to verify the feasibility and effectiveness of this paper. With a combination of qualitative and quantitative approaches, the data literacy of teaching educational technology is dissected and constructed to enhance its data literacy and improve the quality of education technology discipline personnel training.

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Wu, Fuzhong, and Yiming Fang. "Multilevel Evaluation of Teaching Quality in Higher Education Using Single-Valued Neutrosophic Set." Mobile Information Systems 2022 (March 17, 2022): 1–8. http://dx.doi.org/10.1155/2022/6217191.

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Evaluation of teaching quality is essential for teachers’ promotion, students’ course selection, and institutes’ standing. A multilevel evaluation framework for teaching quality in higher education was investigated by combining the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) with the single-valued neutrosophic set (SVNS). An indicator system was constructed, including the teaching performance and the students’ learning outcomes. For the qualitative indicator values, an SVNS representation method was proposed, aiming to describe the uncertainty and improve the credibility and validity of the evaluation. Then, both the qualitative data and quantitative data were applied to the TOPSIS-based multilevel evaluation framework, which consisted of an overall assessment and five specific evaluations. The former assessment would provide a final rank and determine the best lecturers to be given priority in awards and promotion. The latter would focus on identifying areas where the lecturers could do better and would give them tips to overcome their challenges. Finally, a descriptive example was provided to verify the proposed framework and demonstrate its practicality.

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Hou, Shou Ping. "Teacher's Teaching Quality Assessment in College Based on AHP and Fuzzy Comprehensive Evaluation." Advanced Materials Research 807-809 (September 2013): 2849–53. http://dx.doi.org/10.4028/www.scientific.net/amr.807-809.2849.

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A set of multilevel, multiindex and comprehensive analysis index system of teaching quality assessment in college is proposed in the research by combining hierarchy analysis with the fuzzy comprehensive evaluation. The weight of each index is defined by using analytic hierarchy process , this make teaching assessment become more scientific, reasonable and justic. At last, the practicability of the method is verified by a practical example. The teaching quality in college may be assessed objectively and equitably by using the method. It is very necessary for teachers to know their practical level and improve their teaching level.

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Shang, Zhaoyan. "Multilevel weighted computational method of teaching quality assessment model for college courses and its validation." Journal of Combinatorial Mathematics and Combinatorial Computing 127a (April 15, 2025): 2163–77. https://doi.org/10.61091/jcmcc127a-125.

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This paper follows the principle of construction of evaluation index system to formulate the evaluation index system of teaching quality of college courses, which is mainly composed of 5 first-level indexes and 25 second-level indexes, and in addition, the real assessment data of ten students of a 985, 211 college on teachers’ teaching quality assessment is taken as the main source of data for this study. The combined algorithm of hierarchical analysis and fuzzy comprehensive evaluation is used to construct a university course teaching quality assessment model, and the model is analyzed by example verification. The comprehensive evaluation scores of the secondary indicators of the university’s course teaching quality are (2.1781, 2.879, 2.1934, 1.7756, 0.9739), and based on the principle of maximum affiliation degree, it is concluded that the students’ grade of the university’s course teaching quality is good (2.879), and the results are in line with the university’s actual course teaching, and at the same time, it is proved that the model of this paper has an excellent application effect.

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Lee, Valerie E., and Julia B. Smith. "Gender Equity in Teachers’ Salaries: A Multilevel Approach." Educational Evaluation and Policy Analysis 12, no. 1 (1990): 57–81. http://dx.doi.org/10.3102/01623737012001057.

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This study investigates the possibility of differences in the salaries of male and female teachers in America’s secondary schools, once differences in their qualifications are taken into account. The random sample of 8,894 teachers in 377 high schools is from the Administrator and Teacher Survey, which collected data in 1983–1984 from a random subset of the schools originally sampled in the High School and Beyond study (Moles, 1988). In examining salary differences in public, Catholic, and other private schools, the study uses two techniques: ordinary least-squares (OLS) regression and hierarchical linear modeling (HLM). HLM allows for adjustment of differing labor market conditions between schools and districts, a factor identified in the literature as important but not systematically controlled heretofore. Qualification differences considered include training (education and courses taken in major teaching area), type of teaching (mathematics, science, coaching), and experience (years of experience and new teacher status). Other school factors that might justifiably affect salary levels are considered, including market conditions, the proportion of female faculty, school sector, whether the school offers extra pay for extra responsibilities, and whether the school participates in a merit pay program. Unadjusted salary differences of about $2,600 favoring males are reduced to about $1,100, $1,700, and $2,600 for public, Catholic, and other private schools, respectively, by statistical adjustment for qualifications, market, and responsibility differences. We must conclude, however, that significant salary discrimination against female teachers exists in all high school sectors.

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Levchenko, Irina V., Albina R. Sadykova, Dmitry B. Abushkin, Lyudmila I. Kartashova, Viktoria A. Kondratyeva, and Viktor P. Moiseev. "Features of programming training of future teachers of informatics." RUDN Journal of Informatization in Education 18, no. 4 (2021): 337–46. http://dx.doi.org/10.22363/2312-8631-2021-18-4-337-346.

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Problem and goal. The problem of identifying approaches to training in programming of future teachers of informatics in the context of technologization of modern society is considered. The aim is to determine the features of teaching programming to informatics students of pedagogical universities, as well as the formation of a system of programming languages for teaching future teachers of informatics. Methodology. To solve this problem, a range of research methods was used: analysis of regulatory documents that determine the priority tasks of education and of research and scientific and methodological publications of foreign and domestic scientists, as well as training experience in programming of informatics students of pedagogical universities; reflection of the content of the knowledge gained; identification of approaches to teaching programming for future teachers of informatics. Results. An analysis of the experience of programming teaching to students of pedagogical universities was carried out, including the personal experience of teachers, which made it possible to identify such relevant in modern conditions approaches to teaching future teachers of informatics programming as fundamental and multilevel; specifics of teaching programming, taking into account the professional and pedagogical orientation of the training of future teachers of informatics, are determined; a multilevel system of programming languages for teaching future teachers of informatics is proposed. Conclusion . In the context of the dynamically developing field of information technology and the growing interest in programming, it is important to provide school education with teachers of informatics who have competencies in the field of programming, ready to teach modern programming languages to schoolchildren.

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T.A., Ivanova, and Shevchenko V.M. "POSSIBILITIES OF PRACTICAL APPLICATION OF THE MULTILEVEL PRINCIPLE IN THE EDUCATION OF CHILDREN WITH SPEECH DISORDERS." ИННОВАЦИОННЫЕ НАУЧНЫЕ ИССЛЕДОВАНИЯ 2022. 11-4(23) (December 4, 2022): 107–16. https://doi.org/10.5281/zenodo.7396392.

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The content of the article will address issues such as: Criteria for evaluating the success of students with disabilities. Qualitative and quantitative evaluation system. Carrying out of complex diagnostics of available personal qualities which subsequently will become a basis for initial division of children into groups. Organization of differentiation of children's work in the classroom, based on the focus, content and organization of activities.

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Myslovych, Mykhailo, Valerij Zvarych, Ludwiga Ostapchuk, Yuriy Hyzhko, and Мaryna Hutorova. "Some practical issues of creating teaching complexes providing informational support for multilevel diagnostic systems for electrotechnical equipment." Computational Problems of Electrical Engineering 10, no. 2 (2020): 21–27. http://dx.doi.org/10.23939/jcpee2020.02.021.

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On the basis of the algorithms of functioning the multidimensional system for diagnostics of electrotechnical equipment via Smart Grid technology described in the previous paper, the examples of forming teaching complexes which are an information basis for further procedure of creating the rules of diagnostics and classification of possible defects of the electrotechnical equipment units are given.

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Maratova, Mukhlisa, and Durdona Khamidova. "USING TECHNOLOGIES OF INNOVATIVE TEACHING METHODS IN THE CLASSROOMS WITH MULTILEVEL STUDENTS." SCHOLAR 3, no. 3 (2025): 76–83. https://doi.org/10.5281/zenodo.15003506.

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The integration of innovative teaching methods and technology in multilevel classrooms has become a cornerstone of modern education. This article explores how educators can adapt their teaching styles to accommodate diverse learners while leveraging technology to enhance engagement and learning outcomes. By reviewing existing literature and analyzing practical strategies, this study highlights the importance of student-centered approaches, group work, task-based learning, and flipped classrooms. The findings suggest that technology integration not only fosters inclusivity but also promotes problem-solving and discovery among students. Recommendations include professional development for teachers and increased access to technological resources.

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Yaqoob, Muhammad Tayyab, Mohd Khairil Rahmat, and Siti Marwangi Mohamad Maharum. "Modified teaching learning based optimization for selective harmonic elimination in multilevel inverters." Ain Shams Engineering Journal 13, no. 5 (2022): 101714. http://dx.doi.org/10.1016/j.asej.2022.101714.

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Yi, Yana. "Research on English Teaching Reading Quality Evaluation Method Based on Cognitive Diagnostic Evaluation." Security and Communication Networks 2022 (May 4, 2022): 1–12. http://dx.doi.org/10.1155/2022/1865451.

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In order to improve the evaluation effect of English teaching reading quality, this paper applies the cognitive diagnosis evaluation algorithm to the teaching reading quality evaluation process. Moreover, this paper compares the verification effects of Q-matrix from the perspective of nonparameterization and parameterization and considers their performance through simulation research. In addition, this paper applies the method to multilevel scoring empirical data to verify the effectiveness of the cognitive diagnostic evaluation algorithm. Finally, this paper combines cognitive diagnosis and evaluation algorithms to construct an English teaching reading quality evaluation system. The experimental research results show that the English teaching reading quality evaluation method based on cognitive diagnostic evaluation proposed in this paper can effectively improve the reading quality of English teaching.

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Liu, Fen, and Laiying Deng. "Design of a Multimodal Teaching Method for Business English in a Wireless Network Environment." Scientific Programming 2022 (July 20, 2022): 1–10. http://dx.doi.org/10.1155/2022/5882921.

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In the background of the information age of “Internet+,” the traditional teaching mode of business English has many drawbacks in terms of curriculum, teaching content, teaching methods, and teachers’ backgrounds and cannot adapt to the needs of the times. Therefore, business English teaching should actively follow the trend of “Internet + education” and continue to innovate in a multimodal way. The multimodal teaching mode of “wireless network + business English” is in line with the background of “Internet+,” optimizing teaching resources to the maximum extent and truly realizing the effective combination of Internet and business English teaching. The Internet-based multimodal innovation can be carried out in the four elements of business English teaching: environment, task, learner, and guide teaching. The specialization and modernization of business English teaching can be promoted through the optimization of O2O multisituational classroom, the application of multimodal tasks in three-dimensional teaching materials, the communication of diversified categories of students, and the configuration of multilevel teachers across fields.

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Cao, Yuhui. "Exploration, Analysis, and Practice of Sensor English Teaching Based on Immersive Augmented Reality Technology." Mobile Information Systems 2022 (March 19, 2022): 1–8. http://dx.doi.org/10.1155/2022/4494448.

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With the continuous development of social economy, English teaching has become one of the inevitable choices of national communication, but how to improve the efficiency and quality of classroom teaching through English teaching is an extremely important research direction. In response to these shortcomings and needs, the immersive augmented reality technology is introduced in this paper. Exploratory analysis of English teaching is performed from various perspectives such as sensor experimental selection, experimental teaching content, sensor progress management, and sensor teaching assessment, through combing the principles and structural framework of sensor technology, to target students and teachers for performing multilevel and multitype analysis and practice, focus on the application analysis of sensors, and highlight manual practice. The simulation experiment results show that the immersive augmented reality technology is effective and can support the exploration, analysis, and practice of sensor English teaching.

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Pavlyuk, Victoria, and Halyna Ivanchyuk. "Peculiarities in Construction of Future Teachers’ Professional Training Content in the System of Multilevel Pedagogical Education in Canada." Comparative Professional Pedagogy 6, no. 1 (2016): 36–40. http://dx.doi.org/10.1515/rpp-2016-0005.

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AbstractThe article deals with the peculiarities of future teachers’ training content in the system of Canadian multilevel teacher education. Main features of the Canadian teachers’ training content are the standardization of multilevel pedagogical education content, Canada’s focus on multilevel teachers’ education in professional development of future teachers, establishing optimal scientific balance between disciplines of different cycles, theoretical and practical units (modules), interdisciplinary guidelines for Canadian teachers. Teaching methods oriented at obtaining professional training by future teachers in Canada, including selected methods of preparation for practical activities and methods of creative thinking, have been emphasized. Based on research and analysis of reference-encyclopedic sources it has been found out that changes in Canadian society in the late 19th-21st centuries led to new demands and duties of teachers set out in the standards of their professional evaluation. It has been determined that the development of the Canadian system of teacher education in terms of multilevelness is targeted at training future teachers competitive in the labour market.

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Saeed, Alqahtani, Raja Habib, Maryam Zaffar, et al. "Analyzing the Features Affecting the Performance of Teachers during Covid-19: A Multilevel Feature Selection." Electronics 10, no. 14 (2021): 1673. http://dx.doi.org/10.3390/electronics10141673.

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COVID-19 is a profoundly contagious pandemic that has taken the world by storm and has afflicted different fields of life with negative effects. It has had a substantial impact on education which is evident from the transition from Face-to-Face (F2F) teaching to online mode of education and the rigid implementation of lockdown across the globe. This study examines the factors impacting the performance of teachers during the lockdown period of COVID-19 using various feature selection algorithms and Artificial Intelligence techniques. In this paper, we have proposed a novel multilevel feature selection for the prediction of the factors affecting the teachers’ satisfaction with online teaching and learning in COVID-19. The proposed multilevel feature selection is composed of the Fast Correlation Based Filter (FCBF), Mutual Information (MI), Relieff, and Particle Swarm Optimization (PSO) feature selection. The performance of the proposed feature selection approach is evaluated through the teachers’ benchmark dataset. We used a range of measures like accuracy, precision, f-measure, and recall to evaluate the performance of the proposed approach. We applied different machine learning approaches (SVM, LGBM, and ANN) with the proposed multilevel feature selection technique. The performance of the proposed approach is also compared with existing feature selection algorithms, and the results show the improvement in the performance of feature selection in terms of accuracy, precision, recall, and F-Measure. Proposed feature selection provides more than 80% accuracy with Light Weight Gradient Boosting Machine (LGBM).

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PINHEIRO, MARCIA. "Skills for Chess." International Journal for Innovation Education and Research 5, no. 4 (2017): 11–16. http://dx.doi.org/10.31686/ijier.vol5.iss4.642.

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Following our paper on Bloom’s Taxonomy and translation assignments, and that was called Translation Techniques, and the lists of skills we presented in Interpretation and Translation, volume 1, and Your Mother Tongue Is Helping Me, we now present the skills that a chess player needs to succeed in their trade. This all connects to the research project called Teaching for Freedom, which includes the book Multilevel Method. Multilevel Method has just gotten a few good words added to its list of editorial reviews with Amazon.com. The techniques used to build these results are those that involve observation, comprehension, analysis, and synthesis, for instance. The tools used are empirical observation, informal assessment, and comparative tables, just to mention a few.

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Cain, Kathleen M., Benjamin M. Wilkowski, Christopher P. Barlett, Colleen D. Boyle, and Brian P. Meier. "Do We See Eye to Eye? Moderators of Correspondence Between Student and Faculty Evaluations of Day-to-Day Teaching." Teaching of Psychology 45, no. 2 (2018): 107–14. http://dx.doi.org/10.1177/0098628318762862.

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Students and instructors show moderate levels of agreement about the quality of day-to-day teaching. In the present study, we replicated and extended this finding by asking how correspondence between student and instructor ratings is moderated by time of semester and student demographic variables. Participants included 137 students and 5 instructors. On 10 separate days, students and instructors rated teaching effectiveness and challenge level of the material. Multilevel modeling indicated that student and instructor ratings of teaching effectiveness converged overall, but more advanced students and Caucasian students converged more closely with instructors. Student and instructor ratings of challenge converged early but diverged later in the semester. These results extend our knowledge about the connection between student and faculty judgments of teaching.

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Journal articles on the topic 'Multilevel teaching'

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