Academic literature on the topic 'Student teaching – Zimbabwe – Curricula'
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Journal articles on the topic "Student teaching – Zimbabwe – Curricula"
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Matorevhu, Alois. "Student Perceptions of Blended Assessment Approach in The Bachelor of Education Degrees in Mathematics And Science Through Open Distance And E–Learning (Odel)." International Journal of Trends in Mathematics Education Research 2, no. 1 (March 2, 2019): 1. http://dx.doi.org/10.33122/ijtmer.v2i1.109.
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Blended assessment approach (BAA) comprising closed book test (CBT) and open book test (OBT) assessment strategies is being used in the Bachelor of Education Degrees in Mathematics and Science ODeL programme offered by a University M in Zimbabwe. Adherents to BAA identify compensating for weaknesses of one strategy by another, as its major strength. Research studies reveal that if assessment strategies are aligned to assessment objectives the gap between the intended and achieved curricula is reduced. This study was conducted to explore how BAA enhanced congruency between the BED Mathematics and Science ODeL intended and achieved curricula based on the perceptions of in– service teachers in the programme. Interviews, focus group discussions (FDGs) and document analysis were used to gather data. Qualitative data analysis techniques were used, since they were consistent with the objectives of the study. Findings reveal that giving a compulsory OPT after the CBT ensured that learners concentrated both on areas they had challenges, as well as consolidating what they got correct in the CBT. This tended to broaden and deepen frontiers of knowledge of the in–service teachers in their respective subject areas (Mathematics, Physics, Biology and Chemistry). All the in–service teachers in the study concurred that the learner–centred nature of the BAA approach was effective in achieving curriculum objectives. They (in–service teachers) could not hide their support for the BAA by showing their preparedness to immediately implement it in teaching and learning at their schools. Further studies on the use of formative (continuous) assessment strategies like presentations, question setting, group projects and exhibitions by learners are recommended, to improve the blend of assessment strategies in the BAA.
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Chidarikire, Munyaradzi, Cecilia Muza, and Hessie Beans. "Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (June 27, 2021): 231–38. http://dx.doi.org/10.46606/eajess2021v02i02.0094.
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This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one State University and one church owned university in Masvingo Province, nine lecturers from the Department s of Educational Psychology, Educational Sociology and Special Needs Education were picked to participate in this study through Focus Group Discussion which was analyzed through the thematic approach. The study concluded that the challenges that face gender equality include lack of qualified lecturers to teach gender studies in universities, gender studies being elective at universities and lack of scholarly materials that deal with gender issues. These challenges negatively affect the goals of gender equality. The use of a variety of languages helps students and lecturers to socialize. However, some of the challenges that affect the effective use of a variety of languages as instruments of teaching and learning include inability of teachers to master and use all students’ languages, the lack of university course textbooks in various languages and lack of reading materials that are in vernacular languages. The study recommends that lecturers should be trained in gender equality issues through staff development programs periodically. The compulsory teaching and learning of gender studies will equip students with relevant knowledge of gender equality. Institutions of higher learning should have clear and deliberate policies of promoting women to positions of authority as a way for women empowerment. Finally, scholars should write literature in vernacular languages to enhance the use of multiple languages in teaching and learning in Zimbabwe.
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Bhebhe, Sithulisiwe, Tawanda Runhare, and Ratau John Monobe. "Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe." British Journal of Music Education 32, no. 3 (November 2015): 259–71. http://dx.doi.org/10.1017/s0265051715000339.
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This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.
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Patel, Aaran, and Aparna Joshi. "Teaching sustainable healthcare in the medical education curricula: Student perspectives." Medical Teacher 42, no. 5 (July 17, 2019): 593–94. http://dx.doi.org/10.1080/0142159x.2019.1641190.
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Templeman, Kate, Anske Robinson, and Lisa McKenna. "Complementary medicine teaching in Australian medical curricula: The student perspective." Collegian 25, no. 4 (August 2018): 421–27. http://dx.doi.org/10.1016/j.colegn.2017.10.010.
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Trabelsi, Zouheir, and Margaret McCoey. "Ethical Hacking in Information Security Curricula." International Journal of Information and Communication Technology Education 12, no. 1 (January 2016): 1–10. http://dx.doi.org/10.4018/ijicte.2016010101.
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Teaching offensive security (ethical hacking) is becoming a necessary component of information security curricula with a goal of developing better security professionals. The offensive security components extend curricula beyond system defense strategies. This paper identifies and discusses the learning outcomes achieved as a result of hands-on lab exercises which focus on attacking systems. The paper includes the ethical implications associated with including such labs. The discussion is informed by analyses of log data on student malicious activities, and student survey results. The examination of student behavior after acquiring these skills demonstrates that there is potentially a high risk of inappropriate and illegal behavior associated with this type learning. While acknowledging these risks and problems, the paper recommends that curricula should opt for a teaching approach that offers students both offensive and defensive hands-on lab exercises in conjunction with lecture material. The authors propose steps to minimize the risk of inappropriate behavior and reduce institutional liability.
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Matinde, Elias. "Enhancing the Entrepreneurial and Intrapreneurial Attributes of Engineering Graduates: A Review Proposal for Metallurgy and Materials Engineering Undergraduate Curricula at Two African Universities." Education Sciences 9, no. 1 (December 27, 2018): 4. http://dx.doi.org/10.3390/educsci9010004.
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This paper explores the potential opportunities to enhance the entrepreneurial and intrapreneurial attributes of graduates in the Metallurgy and Materials Engineering curricula at two universities in Zimbabwe and South Africa. Due to the diminishing geographical constraints between Zimbabwe and South Africa, and the strong juxtaposition between the two economies, this paper adopts a simplified comparative education methodology to benchmark education best practices between these two countries. While the reviewed curricula in their present form may be providing learners with opportunities for disciplinary problem solving and inquiry-based learning, this paper proposes a body-centred cubic (bcc) model to integrate a new dimension of entrepreneurial and intrapreneurial education into the teaching and learning space. Based on the 3D bcc lattice with six planes, where the first five planes represent the current curricula, pedagogy practices and desired attributes, the sixth plane is taken to represent the additional dimensions of the desired entrepreneurial and intrapreneurial attributes.
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Coleman, Mary Ruth. "Are We Serious about Meeting Student Needs?" Gifted Child Today 21, no. 1 (January 1998): 40–41. http://dx.doi.org/10.1177/107621759802100111.
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The current focus of many educational initiatives seems to be “individualization.” The idea that we need to address an individual student's needs is reflected in discussions of diagnostic teaching, differentiated instruction, and student-focused curricula with constructive approaches.
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Kim, Kris S., Darius G. Rackus, Scott A. Mabury, Barbora Morra, and Andrew P. Dicks. "The Chemistry Teaching Fellowship Program: Developing Curricula and Graduate Student Professionalism." Journal of Chemical Education 94, no. 4 (February 14, 2017): 439–44. http://dx.doi.org/10.1021/acs.jchemed.6b00709.
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MACPHERSON, CHERYL C., and ROBERT M. VEATCH. "Medical Student Attitudes about Bioethics." Cambridge Quarterly of Healthcare Ethics 19, no. 4 (August 18, 2010): 488–96. http://dx.doi.org/10.1017/s0963180110000381.
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Professionalism is demonstrated through attitudes and behaviors. Medical education is concerned with teaching and evaluating it among students. It is often bioethicists who teach professionalism to medical students. Most bioethics curricula use lectures and group discussions to introduce principles and theories, but there is variation in number of credit and contact hours, placement in the curriculum (which year(s) and alongside which courses bioethics is placed), the extent of individual mentoring, and the emphasis placed on any particular philosophical approach. Bioethics curricula also vary in whether and how explicitly and extensively they address topics, including professionalism, cultural competence, medical humanities, spirituality, death and dying, and community service, and in the number and topics of vignettes, controversies, assignments, and course activities.
Dissertations / Theses on the topic "Student teaching – Zimbabwe – Curricula"
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Jeko, Ishmael. "An improved mentoring model for student teachers on practicum in primary schools in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1017553.
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As part of a drive to improve the quality of teachers, Zimbabwe introduced a school-based mentoring model in 1995, a move which regrettably seems not have borne fruit. Therefore, this study sought to propose an improved mentoring model for initial teacher training for primary school teachers. Efforts to improve the current mentoring could, however, be facilitated if they were informed by an empirically-based understanding of the shortcomings of the existing mentoring system for student teachers and teachers. In order to attain the above objective, this study adopted a multisite case study design, guided by the interpretive paradigm. A core of nine primary schools, drawn from the rural, urban and peri-urban areas of the Masvingo Province in Zimbabwe, was purposively selected to participate in the study. In the participating schools, key participants were student teachers and mentors, while school principals participated when they had time. A secondary group of primary schools were also identified to be used as validation of findings in a wider setting. An in-depth literature study on teacher education and mentoring was also carried out and this, combined with empirical data, illuminated the issues being investigated. The empirical data were primarily gathered through focus group and face-to-face individual semi-structured interviews, while participant observation (used in conjunction with informal unstructured interviews) and questionnaires were used to verify and triangulate data collected through the interviews. To safeguard the ethical integrity of the study, ethical approval from the relevant university committee, as well as the official consent of educational authorities, was obtained beforehand, as was the informed consent of individual participants. The research established that the support rendered to student teachers in the participating primary schools was largely inadequate and of a shallow mode, focusing primarily on facilitating the mastery of technical skills and the provision of psycho-social support, while being sorely deficient in empowering the student teachers with the skills and attitudes to reflectively and critically engage with their own and others‟ teaching practices. The mentoring was taking place in the context of field experience, organised along the apprenticeship model, hence located in an outmoded traditional paradigm of field experience, something which is regrettable at a time when international best practices seek to move towards a reflective-inquiry-oriented paradigm. Secondly, the research found that the participating schools were not structurally or culturally ready to take significant teacher training responsibility; hence the schools, in their present state, could be seen as constraining the smooth functioning of the mentoring model. Thirdly, some mentor-based factors also seemed to inhibit the functioning of the mentoring model. These included teachers who were attitudinally indisposed to accept student teachers as their professional colleagues, preferring to relate to them hierarchically and vertically, thereby limiting the emergence of a culture of professional collaboration and reciprocal learning relationships. In similar vein, the mentors‟ lack of training limited their capacity of mentors to perform the extended range of mentoring functions necessary for supporting student teachers trained in 21st century schools. The above conclusions and implications point towards the following recommendations: Mentor support for student teachers should be extended from the present superficial level to include functions that are oriented towards reflective practice. However, for this to happen, some adjustments will need to be made in the schools. These include, most importantly, making time available for mentoring activities. In order for the mentors to be able to perform their mentoring functions knowledgeably, they must be made fully aware of what they are supposed to do by providing them with the official documents spelling out mentoring expectations in schools. Additionally, the commitment of mentors to their duties could be made more sustainable by putting in place a clearly defined reward structure that is fully recognized officially and integrated into the employee grading system. To make school environments more propitious towards mentoring, schools must be structurally modified and re-cultured to create slots for mentoring activities, provide opportunities for informal professional interaction among teachers, as well as establish professional engagement forums, such as school-based learning circles. The research also suggests that student teachers should be allowed to choose their mentors through providing them with opportunities for early contact with their prospective mentoring partners. In an attempt to close the gap between college-based modules and field-based school experiences, the research further recommends that college-based modules be delivered in a way that ensures that they are fully integrated with student teachers‟ field experiences. Finally, mentoring could be better facilitated if schools and colleges adopted a partnership arrangement that is more aligned to mentoring. This implies provisionally shifting from the present separatist to the HEI-led partnership model, while preparing for the adoption of a fully-fledged collaborative partnership in the long term. The research was, however, by no means carried out perfectly. It was somewhat limited by its failure to take into account the view of officials from the Department of Education, as well as the input of colleagues in teacher education. In similar vein, the researcher felt that a more nuanced and fine-grained picture of the participants‟ mentoring experiences could have emerged if he had spent more time in the field, something which limited resources and work commitments did not allow him to do. Some significant issues arose from this study, but which it could not pursue. These include exploring the possibility of coming up with a model of teacher education that integrates ITE and CTPD in the context of mentoring, as well as conducting a similarly designed research into the mentoring that is taking place in secondary schools.
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Muzenda, Verity. "The delivery of the clothing and textiles curriculum in Zimbabwean universities: towards an integrated approach to vertical and horizontal discourses." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019748.
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The introduction of Technical Vocational Education (TVE) has been marred by a myriad of challenges, and this has not spared universities. The incompetency of lecturers, the perceptions of both lecturers and students, the relationship between universities and the world of work as well as support strategies have been the most contested issues in TVE. The researcher used the mixed method design which is rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of the data. Post-positivist research paradigm attempts to enhance one’s understanding of the way certain phenomena are and that objectivity is an ideal that can never be achieved. The sample of the study comprised two Heads of Department (HODs) from the universities under study, 18 lecturers for the interviews, 18 lecturers who responded to the questionnaire, 24 students formed the 4 focus groups for both universities with 6 students each. Two industrial personnel were also interviewed. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, observations and document analysis. The researcher employed the Statistical Packages for Social Sciences (SPSS) to summarise, compile tables and graphs on quantitative data and qualitative data was analysed using content analysis through emerging themes. The study established that lecturers were not competent enough to deliver CT curriculum in universities and this was as a result of the type of training lecturers received which was no longer congruent with the technological advancement which have taken place in the textile industry. It was also instituted that universities were producing students who lacked the hands-on skills necessary for them to be acceptable in the world of work. There was a stern shortage of equipment and machinery in CT departments in universities. The machinery and equipment in the departments were too old and broken. Furthermore, the study established that there was no collaboration between universities and industries. Industrial personnel lamented that universities were not willing to put into consideration all the suggestions they gave them and that time for Work-Integrated Learning (WIL) or placement was too short for them to impart all the requisite skills to students. It was also established that students were discontented by the teaching methods that lecturers were using and the way they were being assessed. Students conveyed their desire for the industry to be involved in assessing them whilst they were in universities. Based on the above findings, the study concluded that lecturers were incapacitated to deliver CT due to the training they received in colleges and universities which was no longer congruent with the dynamics of technology. The study also concluded that the shortage of machinery and equipment also demotivated lecturers and incapacitated them. It was also concluded that the lack of collaboration between universities and industries posed serious challenges to both lecturers and students. The study recommends that the quality of the existing lecturing force must be improved mainly through extensive staff development training programmes.There is need for lecturers to be staff developed through training workshops in order to improve on competence. There should be collaboration among University management, lecturers and the industry during curriculum design, implementation and monitoring to improve their attachment and sense of ownership of CT programmes. To improve on students’ acquisition of skills, the study recommends that time for Work-Integrated Learning should be lengthened so that students leave the industry well equipped with relevant skills and knowledge.
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Mlambo, Phares Jona Taindisa. "Attitudes of teachers and students to the place of Home Economics in a mixed curriculum : a case study." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/22042.
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Bibliography: pages 88-95.The aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. The extent to which the subject is perceived as offering low-status knowledge when compared to other subjects.
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Van, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.
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This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.
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Shumba, A., and J. Shumba. "Mentorship of student teachers on teaching practice : perceptions of teacher mentors in Zimbabwean schools." Journal for New Generation Sciences, Vol 10, Issue 1: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/604.
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Published ArticleMentorship as a concept in teacher training is vital in developing full professionals. It becomes even more effective if the mentors are adequately prepared for their mentorship roles. This study sought to determine: (a) the nature of training mentors had received in mentorship; (b) the extent to which they understood their role as mentors; (c) the mentors' views on the assistance they rendered to mentees; (d) the relationship between parent colleges and mentors; and (e) assess implications for teacher training in Zimbabwe. The study followed a descriptive survey design which utilized both quantitative and qualitative approaches. A comprehensive questionnaire was administered on a purposeful and information-rich sample of 120 mentors in two provinces in Zimbabwe. Interviews were also held with some of the mentors to triangulate findings from the questionnaire. The study revealed that many mentors had not been given any formal training in mentorship; they were not really sure of their roles and while they stated that they assisted mentees to the best of their abilities assistance given to mentees differed from mentor to mentor. College supervisors did not consult mentors for mentees' progress checks and mentors had no input in the final assessment of students under their tutelage. College supervisors and mentors' input should be incorporated in the final assessment of students.
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Hanks, Camille E. "Relationship between Extracurricular Activity Involvement and Student Success Among High School Students in Accelerated Academic Curricula." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7302.
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Over the last few decades, a growing body of research has linked extracurricular activity participation with positive outcomes among high school students. Extracurricular activities often provide a rich environmental context for positive youth development, given that they provide opportunities for identity formation, the creation of interpersonal connections, and the development of social, emotional, academic, and/or career-related skills. However, there are no studies to date examining the relationship between extracurricular activity involvement and student outcomes among students enrolled in rigorous high school curricula (e.g., Advanced Placement [AP] and International Baccalaureate [IB]). The purpose of the current study was to extend the current understanding of the relationship between extracurricular activity involvement and academic and mental health outcomes for youth enrolled in AP and IB programs by investigating the levels of extracurricular activity participation among AP/IB students, and examining whether participation predicted student success in terms of academic and mental health outcomes. Given the increased academic demands faced by this group of students, this study aimed to also investigate the overscheduling hypothesis to see whether there was a curvilinear relationship between extracurricular activity involvement and student success (i.e., a point of diminishing return). In addition, this study examined whether the program type (i.e., AP or IB) moderated the relationship between extracurricular activity participation and student outcomes. Using data obtained from a larger research project led by Dr. Shannon Suldo and Dr. Elizabeth Shaunessy-Dedrick (Institute of Education Science: R305A100911), results indicated that on average, AP and IB students (N= 2,379) reported being involved in 3-4 different extracurricular activity types and spent approximately 5-9 hours per week involved in extracurricular activities. Findings also revealed that compared to AP students, IB students participated in a greater number of types of activities (3.38 vs. 3.89) and more hours of activities per week (3.03 vs. 3.18, where “3” corresponds to 5-9 hours per week). Although a significant difference in the overall levels of involvement in extracurricular activities was observed between AP and IB students, these differences did not translate into differences in associations between extracurricular involvement and student outcomes. Finally, this study found significant linear associations between the breadth of extracurricular activity participation and higher levels of life satisfaction, lower levels of psychopathology, higher GPAs, and higher AP/IB exam scores. Significant linear relationships between the intensity of extracurricular activity participation and lower levels of psychopathology and higher GPAs were also observed. Regarding the overscheduling hypothesis, results from the current study found curvilinear relationships between breadth of participation and AP/IB exam scores and GPA, with optimal levels of breadth of 4.1 and 5.2 types of extracurricular activities, respectively. Moreover, curvilinear relationships were also observed between intensity of participation and students’ psychopathology and GPA, with optimal intensity scores of 3.2 and 3.3 (i.e., between the “5-9” and “10-19” hours per week response option categories), indicating that participation in 20 or more hours of activities per week was associated with diminishing outcomes. Implications of findings for school psychologists and educational stakeholders, as well as future directions for research are discussed.
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Shum, Kai Zhuang. "Exploring the Facilitators and Barriers of Cognitive Engagement among Ninth Grade Students in Accelerated Curricula." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7088.
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Cognitive engagement has been linked to positive outcomes such as academic achievement (Eccles & Wang, 2012). However, students’ level of cognitive engagement tend to decline as students move into middle childhood and adolescence (Archambault, Janosz, Morizot, & Pagani, 2009; Wang & Eccles, 2012a; Wiley & Hodgen, 2012). In addition, two out of three high school students nationwide reported feeling bored at school because the academic tasks are not interesting or relevant (Yazzie-Mintz, 2006). In regard to this matter, researchers have examined factors that relate to cognitive engagement. Most of the existing research is quantitative in nature and only involves students who are low or average achievers. This study addressed this gap in the literature by examining the facilitators and barriers of cognitive engagement from the perspective of high-achieving students with qualitative methods. Participants were ninth grade students in accelerated curricula (i.e., enrolled in Advanced Placement classes or International Baccalaureate Diploma program). A mixed-method sequential design was utilized. Forty-seven participants who scored at the top or bottom 10% on indicators of cognitive engagement, specifically the Goal Valuation and the Motivation/Self-Regulation subscales of School Assessment of Attitudes Survey-Revised (SAAS-R) were identified from a larger sample of 320 freshmen. Among the selected participants, 13 were invited and 12 took part in the qualitative part of the study— individual interviews. A generic approach, focusing on the constant-comparative method, was used to analyze data generated from interviews. The qualitative analyses revealed nine themes. The first theme provided context to the voices of participants, including why they decided to join accelerated curricula and how their experiences in AP/IB classes have been. The next five themes were related to the facilitators of cognitive engagement. It includes (a) students’ role, (b) teachers’ role, (c) parents’ role, (d) school connectedness, and (e) technology’s role. Finally, the last three themes addressed barriers to cognitive engagement. Participants shared that some (a) student characteristics, such as mindset and life circumstance, (b) negative academic experiences, and (c) distractions deterred them from being cognitively engaged in their AP/IB coursework. Collectively, most of the themes generated from this study aligned with the findings from past research, except some themes from past studies were not found in this study. This study also discovered new themes that expanded upon the past literature’s understanding on ways to promote and remove barriers that hinder cognitive engagement. Consistent with the theories of other researchers, the results of this study showed that the three different types of student engagement (i.e., cognitive, behavioral, emotional engagement) are interrelated to each other. This study also found relatively little differences in the sentiments provided by participants who self-reported higher or lower level of cognitive engagement. Implications of this study include expanding the current literature body on facilitators and barriers of cognitive engagement. The results of this study also serve as a general guidebook for educators of AP/IB students to (a) create a learning environment that promotes cognitive engagement, (b) suggest to students strategies that might increase their level of cognitive engagement, and (c) share with parents home-based strategies that may promote students’ cognitive engagement. Future studies should focus on exploring the applicability of the findings on other student populations by conducting interviews with a more diverse set of participants (e.g., students with varying level of academic achievement) and further explore barriers to cognitive engagement.
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Gorbel, Jason Edward. "Examining Adolescent Student Photography and Related Processes to Inform Day Treatment School Curricula and Behavioral Interventions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3991.
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Adolescent students with psychiatric disorders who are educated in day treatment school classrooms manifest cognitive limitations, maladaptive behaviors, and social functioning deficits that often lead to academic failure, impeding their productivity when they become adults and causing them to run afoul of the criminal justice system. Informed by their students' interests and perspectives, day treatment schoolteachers can individualize existing curricular and behavioral interventions, or develop alternatives so that unwanted classroom behaviors decrease and academic performance improves. This qualitative case study used Roland Barthes' (1981, 1985) theory of semiotics as a conceptual framework for answering how an analysis of photographs taken by adolescent day treatment school students who have psychiatric disorders provide insight into the students' interests and perspectives. The photography of seven adolescent participants, who were placed in a day treatment school and involved in its photography elective, was found to have communicated their interests and perspectives. A semiotic analysis was conducted of the photographs they took, observation notes made at the time the photographs were taken, and questionnaires collecting their reflections on taking the photographs. Should school-wide photography programs be implemented in day treatment schools and in schools with similar student populations nationwide, those programs could generate more effective curricula informed by their students' interests and perspectives. This could lead to a larger percentage of their graduates becoming productive members of society, thus prompting positive social change.
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Burgis, Paul Lindsay Education Faculty of Arts & Social Sciences UNSW. "The role of secondary schools in the development of student knowledge about poverty in Australia, The Philippines and Zimbabwe." Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/25483.
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This thesis examined student knowledge about the nature, scope, causes and responses to poverty, student perceptions of the emphasis in the school curricula on poverty and development, student attitudes to poverty and the factors that influence such knowledge and attitudes. Knowledge and attitudes at the end of primary school were compared with those after four years of secondary school in three nations, Australia. The Philippines and Zimbabwe, involving 1296 surveys and 188 interviews. The investigation draws on earlier work in Ireland (Regan, 1996). and is a response to the recent emphasis on the role of schools in development education in Europe (Lemmers, 2001) and the call for a greater emphasis in Australia on this area (Simons. Hart and WTalsh, 1997). The survey compared student understanding with current 'knowledge' in the literature and the interview allowed an examination of the stories students constructed about people in poverty, including their cognitive and affective responses to people in poverty. Results showed that whilst almost all students recognised that poverty exists, they were more likely to define it simply as a lack of income than as a phenomenon involving social power and self esteem. Few students were aware that the majority of the world's poor are female. Nationality was an important predictor of student knowledge and values. Australian students considered nationally based causes (e.g., government, education) to be more important than personal qualities (e.g., laziness) or international causes (e.g., powerful countries). Australian students were also more likely to value hedonism, but it could not be demonstrated conclusively that this affected the ways that they defined poverty and its causes. Filipino students were more likely to perceive poverty as being the fault of the person experiencing poverty and were more pejorative towards the poor. Whilst Filipino and Zimbabwean students considered that they had learnt a lot about poverty, few Australian students thought this to be the case. Students in senior secondary school were not well informed of current understandings about poverty and development and did not possess a significantly greater knowledge than primary school students on these matters. Specifically. current school practices allow students to perceive poverty as primarily income related and do not place due emphasis on internationally related causes.
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Maundu, John Nyamai. "Student achievement in science and mathematics : a case study of extra-provincial, provincial, and Harambee secondary schools in Kenya." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72790.
Full textBooks on the topic "Student teaching – Zimbabwe – Curricula"
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McCoy, Liza. Report on sociology student questionnaires. [Toronto: Ontario Institute for Studies in Education, 1991.
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Helen, Meyer-Botnarescue, ed. Student teaching: Early childhood practicum guide. 7th ed. Belmont, CA: Cengage Learning, 2009.
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North York Board of Education (Ont.). Student outcomes : mathematics, grade eight. North York: North York Board of Education, 1992.
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North York Board of Education (Ont.). Student outcomes : mathematics, grade four. North York: North York Board of Education, 1992.
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North York Board of Education (Ont.). Student outcomes: Mathematics, grade six. North York: North York Board of Education, 1992.
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Smith, Patrick, Tillie Newhart, and Mary Lee Powell. A Land Remembered (Teacher's Manual for Student Edition). Sarasota, Florida: Pineapple Press, Inc., 2001.
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Elizabeth, Bondy, and Kyle Diane Wells, eds. Reflective teaching for student empowerment: Elementary curriculum and methods. New York: Macmillan, 1993.
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Maxwell, Martha. Improving student learning skills. Clearwater, Fla: H&H Pub. Co., 1997.
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North York Board of Education (Ont.). Student outcomes : mathematics, grade ten advanced. North York: North York Board of Education, 1992.
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North York Board of Education (Ont.). Student outcomes : mathematics, grade ten general. North York: North York Board of Education, 1992.
Find full textBook chapters on the topic "Student teaching – Zimbabwe – Curricula"
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Brinda, Torsten. "Student experiments in object-oriented modeling." In Informatics Curricula and Teaching Methods, 13–20. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35619-8_2.
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Brosi, Sunshine L., and Ryan D. Huish. "Aligning Plant Identification Curricula to Disciplinary Standards Through the Framework of Student-Centered Learning." In Innovative Strategies for Teaching in the Plant Sciences, 83–100. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0422-8_6.
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Kong, Yi, Nancy Pelaez, Trevor R. Anderson, and Jeffrey T. Olimpo. "Examining Teaching Assistants’ (TA) Experiences Facilitating Traditional Versus Active-Learning-Based Tree-Thinking Curricula: TA Perceptions, Student Outcomes, and Implications for Teaching and Learning About Evolution." In Evolution Education Re-considered, 117–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14698-6_7.
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Coyle, James P., Irene Carter, Derek Campbell, and Ori Talor. "Evaluation of Course Curriculum and Teaching." In Handbook of Research on Transnational Higher Education, 330–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch017.
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In order to be effective teachers, higher education instructors must do more than evaluate the content of their courses. They need to assess curriculum design and methods used for teaching and assessing student learning. This can be challenging since instructors may receive little training in effective methods for teaching adult learners. This chapter explains the reasons why instructors should evaluate their courses and describes the characteristics of effective course curricula, teaching methods, and procedures for assessing student learning. A Curriculum Evaluation Checklist is proposed as a useful tool that has practical benefits for instructors who evaluate their curricula and teaching.
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Martinez-Abad, Fernando, Patricia Torrijos-Fincias, and María José Rodríguez-Conde. "The eAssessment of Key Competences and Their Relationship With Academic Performance." In Student Engagement and Participation, 479–91. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch023.
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Even though in the current information-rich environment information skills have become a key competence within school curricula, their transversal, sometimes marginal character is maintained in basic education. This research work intends to facilitate the teachers information-rich environment information skills have become a key competence within school curricula, their transversal, sometimence, understood mainly as the performance in language and mathematics. The sample of the study was composed of 258 secondary education students from Spain, who completed a validated questionnaire that evaluated information skills. The results show a significant positive relationship between information skills and academic performance. The authors conclude by discussing the importance of emphasizing the study of information skills as a factor associated with academic performance, aiming to foster their effective integration in formal teaching-learning processes.
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Trabelsi, Zouheir, Margaret McCoey, and Yang Wang. "Teaching Offensive Lab Skills." In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 138–52. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch011.
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This chapter identifies and discusses the learning outcomes to be achieved because of hands-on lab exercises using ethical hacking. It discusses the ethical implications associated with including such labs in the information security curriculum. The discussion is informed by analyses of log data on student malicious activities, and the results of student surveys. The examination of student behavior after acquiring hands-on offensive skills shows that there is potentially a high risk of using these skills in an inappropriate and illegal manner. While acknowledging the risk and the ethical problems associated with teaching ethical hacking, it strongly recommends that information security curricula should opt for a teaching approach that offers students both offensive hands-on lab exercises coupled with ethical practices related to the techniques. The authors propose steps to offer a comprehensive information security program while at the same time minimizing the risk of inappropriate student behavior and reducing institutional liability in that respect and increasing the ethical views and practices related to ethical hacking.
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Hanley, Gerard L., and Sorel Reisman. "Enabling Electronic Teaching and Learning Communities with MERLOT." In Technology Literacy Applications in Learning Environments, 328–48. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-479-8.ch023.
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Educational institutions have made significant progress in enabling student success in distance learning by delivering academic programs utilizing course management systems, accessing electronic library resources, and through a wealth of student services that use help desks and campus portals. Enabling instructor success in researching and designing curricula for teaching in distance learning programs is an area where institutions still face significant challenges. This chapter presents a number of these challenges and describes how MERLOT (Multimedia Educational Resource for Learning and Online Teaching), an international consortium, can facilitate successful teaching and learning with technology.
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Dion, Sheri K. "Considering Diversity in L2 Teacher Education." In Research Anthology on Culturally Responsive Teaching and Learning, 1041–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch055.
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This chapter presents a discussion of how teacher candidates can develop an awareness of linguistic and cultural diversity and supports students of diverse backgrounds in second language (L2) teaching. Buoyed with a narrative inquiry involving 17 L2 teachers at one independent secondary school in the Northeastern United States, Geneva Gay's culturally responsive teaching is recast, integrating cultural, racial, and ethnic diversity in L2 curricula. Although many teacher participants reported incorporating student background as a resource in informal ways, few teachers (3 of 17) reported formally integrating activities into L2 curricula that supported students in this way. This finding suggests that knowledge of the relevance of student diversity as a resource may also be underrepresented in L2 practices, and implications for L2 teaching and teacher candidates are discussed. Following this examination, the chapter offers a guiding activity that teacher candidates can develop to explore diversity and inform teaching practices.
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Arbaugh, J. B. "Multi-Disciplinary Studies in Online Business Education." In Student Satisfaction and Learning Outcomes in E-Learning, 1–22. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-615-2.ch001.
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This chapter argues that research in online teaching and learning in higher education should take a multi-disciplinary orientation, especially in settings whose curricula are drawn from several disciplinary perspectives such as business schools. The benefits of a multi-disciplinary approach include curriculum integration and enhanced communication and collective methodological advancement among online teaching and learning scholars from the disciplines that comprise the integrated curricula. After reviewing multi-disciplinary studies in business education published to date, the chapter concludes with recommendations for advancing research in this emerging stream. Some of the primary recommendations include the use of academic discipline as a moderating variable, more studies that incorporate samples comprised of faculty and/or undergraduate students, and the development of more comprehensive measures of student learning.
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Snodgrass, Jennifer. "What the Effective Music Theory Instructors Do." In Teaching Music Theory, 289–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190879945.003.0011.
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Why should we learn from some of the most effective music theory instructors? Their years of teaching have challenged each to embrace new ideas, to rethink curricula and course outlines, and to better engage with the student populations in the 21st century. There are 10 characteristics that all effective teachers seem to share, but the most important is that they understand their “why,” and they question themselves regularly in order to better their classrooms and scholarship. They realize the importance of their role as a guide in the classroom and strive to create a safe environment for their students, a classroom full of questions and self-discovery, where students understand relationships and the meaning of why aural skills and music theory are essential skills for the complete musician.
Conference papers on the topic "Student teaching – Zimbabwe – Curricula"
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Zeid, Abe, and Sagar Kamarthi. "CAD/CAM Library of Parts and Assemblies for Engineering Curricula." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43252.
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Most often instructors and students are forced to search through a wide range of scattered resources, such as textbooks, archival journals, conference proceedings, Websites, and industry catalogs to identify parts/assemblies that demonstrate the CAD/CAM concepts of their interest. This long and tedious process is both a major impediment to student learning and a time-consuming distraction to effective teaching of CAD/CAM concepts. To address issues, this paper presents the concept of a CAD/CAM library of parts/assemblies of products for use in CAD/CAM related courses, to enhance student learning and critical thinking, and to increase the effectiveness of CAD/CAM teaching. The addition of pedagogical features to the CAD/CAM library will make it even more effective and useful. For every part/assembly, the CAD/CAM library has to provide not only geometric models with dimensions, but also has to include construction planning strategy, step-by-step creation procedure, modeling questions, and hands-on exercises that facilitate effective teaching and enhance student learning. In addition, the library has to offer its models in multiple formats so that they can be run on most of the commercial CAD systems. The library may have far-reaching impact on non-CAD/CAM areas, such as psychology and physics that require cognitive and 3D visualization studies. The paper presents the results and observation of using CAD/CAM library concept in teaching a CAD/CAM and design courses.
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Jiménez-Parra, Beatriz, Daniel Alonso-Martínez, Laura Cabeza-García, and Nuria González-Álvarez. "Online teaching in COVID-19 times. Student satisfaction and analysis of their academic performance." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12855.
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Online teaching has grown exponentially as a result of COVID-19. Universities and teaching institutions the world over have had to adapt their curricula to this new teaching and learning model. The main goal of this study is to analyse various teaching methodologies used on a sample of university students to analyse their effectiveness in terms of satisfaction, competencies and academic performance. The results suggest that methodologies that include greater student-teacher interaction or the use of videoconferencing for classes and problem-solving help to raise student satisfaction. Students also positively assess online teaching as it allows them to acquire new competencies and even to identify business opportunities. The online evaluation method used also seems to have been appropriate, as it led students to obtain better grades than in face-to-face teaching contexts. The study offers several implications for university teachers of Social Sciences who wish to adopt this type of teaching method.
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Ramanujan, Devarajan, William Z. Bernstein, Monica Cardella, and Karthik Ramani. "Contextualizing Environmental Sustainability in Design Engineering Curricula." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34528.
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Consideration of environmental sustainability is significantly altering the nature of the mechanical design process. This necessitates integration of sustainability related learning content in design engineering curricula. Although various frameworks for teaching sustainable design exist, a survey conducted among practicing student engineers shows the presence of significant knowledge gaps. To this end, we propose a problem-based framework for contextualizing sustainability assessment within design engineering curricula. Our framework makes it possible for embedding sustainability related concepts within traditional engineering courses and promotes discovery learning among students by means of design exploration. We illustrate our approach using a shape synthesis task that integrates environmental assessment into design by constraining the decision space for domain specific variables. Results from a user survey for analyzing the effects of our framework show its ability to promote both awareness and applicability of sustainable design concepts as well as its potential for use in existing engineering curricula.
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Chang, Shi-Chung, Jennifer Wen-Shya Lee, Kun-You Lin, Ho-Lin Chen, Jiun-Peng Chen, Shih-Yuan Chen, Chien-Mo Li, et al. "Student Engagement in Co-designing and Co-teaching Cornerstone Course of EECS Design and Implementation at National Taiwan University." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11176.
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International higher education policies and literature have called for students and faculty to collaborate effectively in the co-designing and co-teaching of curricula. In the fall of 2017, the Department of Electrical Engineering of National Taiwan University launched the “Creative Cornerstone Course Design for ICT+ and Engineering Education” course, which is a co-design course, to engage higher division and graduate students in co-creating and co-teaching the curriculum of a “Cornerstone EECS Design and Implementation” freshman course, which was a cornerstone course to be conducted in the spring of 2018. This paper presents the educational practice and learning outcomes of the co-design course. The implementation of the co-design course involved the following activities: (a) project- and team-based learning approaches, (b) active student partnership with teachers for designing the cornerstone course curriculum, and (c) preparatory cultivation of the students as teaching assistants for co-teaching. Learning outcome analysis indicated that freshman students significantly benefited in terms of their self-exploration of ICT-related subjects, basic professional knowledge, operational techniques, and confidence in self-learning when the cornerstone course was developed through co-designing.+ICT: Information and Communication Technology
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Wasfy, Hatem, Tamer Wasfy, Jeanne Peters, and Riham Mahfouz. "The Automation of Education: How Computers Will Take Over Most Teaching Jobs." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66504.
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The cost of primary, secondary and higher education consumes large percentages of the incomes of families, states and even countries every year. In this paper, we describe how automation can not only greatly reduce the cost of education, but also create new learning paradigms that can increase the effectiveness of that education as compared to traditional classroom learning. Intelligent Tutoring Massively Open Online Courses (ITMOOCs) can seamlessly deliver entire curricula while ensuring that students achieve and maintain the required level of proficiency in every curriculum topic. This is achieved by organizing the curriculum into an ontology of interconnected topic nodes, and assessing the students’ performance after he/she covers every node. The Intelligent Tutoring System (ITS) continuously adapts the course’s delivery to the needs of each student by skipping over topics that the student demonstrates proficiency in, and reviewing topics that are determined to be the cause of assessment failures in downstream course nodes. The ITS can also ensure that students maintain the required level of proficiency in the topics they have learned throughout their educational and professional careers by assigning an expiration time to each curriculum node after which it is reassessed. The system allows each student to set unique educational goals by selecting the individual topics that he/she ultimately wants to learn.
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Driscoll, Jessica R., Steven Hoffenson, and Nicole Pitterson. "An Initial Analysis of Undergraduate Student Mental Models of Product Design." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22459.
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Abstract Design is a concept that means different things to different people. Even in the engineering design research community, there is little agreement on a consistent definition of design. This study looks into how engineering students understand product design, using a concept mapping exercise to elicit the key concepts and relationships present in their mental models. An analysis of concept maps from 130 third-year undergraduate engineering students shows how these students think about design, the common themes and relationships that are seen across the population, and variations across different groups of students. By understanding how students in the midst of ABET-accredited programs conceptualize design, conclusions can be drawn regarding the effectiveness of existing curricula in instilling a complete understanding of holistic product design. This can lead to recommendations regarding future engineering design learning objectives, teaching materials, and activities.
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Frosch-Wilke, Dirk. "Using UML in Software Requirements Analysis - Experiences from Practical Student Project Work." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2610.
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Currently the Unified Modeling Language (UML) is an industry standard for object-oriented analysis and design of software systems. Accordingly, teaching UML is part of curricula in many universities engaged in the field of software engineering. Yet not much has been reported in the literature on how efficiently such courses enable students to use UML in software development projects. In this paper we present the initial results of our ongoing study into the capabilities of students to use the UML in system design projects after having undergone “traditional” and alternative teaching methods in UML classes. In this paper we investigate students’ motivation to follow a use-case driven approach in requirement analysis. We furthermore explore specific problems students are confronted with when using the UML. These findings were gathered during continuous evaluation of a project, in which students were exposed to the real world of systems design, by making the requirement analysis for a customer relationship system. With our study we attempt to optimize our methods of teaching UML in university courses and o f-fer recommendations to this end on the basis of our findings.
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Ponelis, Shana. "Finding Diamonds in Data: Reflections on Teaching Data Mining from the Coal Face." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3313.
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Making sense of the exponentially expanding sources of structured electronic data collected by organizations is increasingly difficult. Data mining is the extraction of implicit, previously unknown, and potentially useful information from large volumes of such data to support decisionmaking in organizations and has led to an increase in demand for students who have an understanding of data mining techniques and can apply them to organizations’ data. Thus data mining is an increasingly important component of the Information Systems curriculum in order to meet this skills demand. This paper describes the development of a curriculum for an elective data mining course in an Information Systems graduate program based on the only available model curriculum from the ACM SIGKDD over a two year period and concludes with student feedback and lecturer reflection. This paper will be useful to educators responsible for developing curricula and teaching data mining to IS graduate students; in addition, it serves as instructor feedback to the authors of the ACM SIGKDD model curriculum.
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Arnas, A. O¨zer, Daisie D. Boettner, Seth A. Norberg, Gunnar Tamm, and Jason R. Whipple. "On the Teaching of Performance Evaluation and Assessment of a Combined Cycle Cogeneration System." In ASME Turbo Expo 2008: Power for Land, Sea, and Air. ASMEDC, 2008. http://dx.doi.org/10.1115/gt2008-50859.
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Performance evaluation and assessment of combined cycle cogeneration systems are not taught well in academia. One reason is these parameters are scattered in the literature with each publication starting and ending at different stages. In many institutions professors do not discuss or even mention these topics, particularly from a second law perspective. When teaching combined cycle cogeneration systems to undergraduates, the professor should introduce pertinent parameters in a systematic fashion and discuss the usefulness and limitations of each parameter. Ultimately for a given situation, the student should be able to determine which parameters form the most appropriate basis for comparison when considering alternative designs. This paper provides two approaches, one based on energy (the First Law of Thermodynamics) and the other based on exergy (the Second Law of Thermodynamics). These approaches are discussed with emphasis on the “precise” teaching of the subject matter to undergraduates. The intent is to make coverage of the combined cycle cogeneration systems manageable so that professors can appropriately incorporate the topic into the curricula with relative ease.
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Simpson, Z., N. Janse van Rensburg, and M. van Ryneveld. "Developing Students as Higher-Order Thinkers: Analyzing Student Performance Against Levels of Cognitive Demand in a Material Science Course." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37652.
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Today’s increasingly complex engineering workplace demands skill in evaluation, reasoning and critical thinking; however, engineering curricula often test lower-order learning at the expense of higher-order reasoning. This paper analyzes the level of cognitive demand in a course on Material Science in the Department of Mechanical Engineering Science at the University of Johannesburg, South Africa. This is done by applying Biggs’ SOLO taxonomy to classify test and exam questions in the course and then analyzing student performance against this taxonomy of higher- and lower-order learning. The results demonstrate that many students battle with questions that require extended abstract reasoning (argument, evaluation, hypothesizing and generalization). Similarly, relational thinking (through comparison, contrast, application and so on) proves to be a significant problem for weaker students. The paper recommends that engineering lecturers build higher-order thinking into course outcomes, teaching and assessment and that engineering qualifications work systematically towards developing students as higher-order thinkers.
Reports on the topic "Student teaching – Zimbabwe – Curricula"
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).