Journal articles: '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.

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Yaz, Ömer Volkan, and Mehmet Altan Kurnaz. "Comparative Analysis of the Science Teaching Curricula in Turkey." SAGE Open 10, no. 1 (January 2020): 215824401989943. http://dx.doi.org/10.1177/2158244019899432.

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The purpose of this study is to comparatively investigate the science teaching curricula in Turkey, which have undergone changes four times since the millennium. For this purpose, we carried out a technical and taxonomic examination of the learning outcomes listed in the science curricula that were introduced in 2000, 2005, 2013, and 2017 concerning Revised Bloom Taxonomy (RBT). In this study, the document analysis method was used. We classified a total of 2,613 learning outcomes in our analyses, which were limited to those related to the cognitive domain. The reliability score of the classifications was .89 according to the equation proposed by Miles and Huberman. The analyses showed that the teaching curricula decreased the intensity of the focus on knowledge and cognitive skills rather than making fundamental changes. Moreover, there was significant parallelism among the examined curricula in terms of the dimensions of the taxonomy. Using national-level results in international exams such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study), we concluded that Turkey had not been successful enough in developing the examined curricula.

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Atukorala, Kushani, Nalinda Silva, Sumudu Wickramasinghe, and Savithri Wimalasekera. "Students teaching students: Can medical students play a part in undergraduate physiology teaching?" Journal of Bangladesh Society of Physiologist 16, no. 1 (June 26, 2021): 57–60. http://dx.doi.org/10.3329/jbsp.v16i1.54354.

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Over the past decade active and self-directed learning has been given precedence in medical curricula. At the Faculty of Medical Sciences, University of Sri Jayewardenepura, Sri Lanka, a novel approach was trialed to teach applied physiology using a student-seminar, where the teaching content was developed by the medical students. Clinically relevant physiology topics were randomly allocated to ten studentgroups. Each group had to deliver their findings to peers and academic tutors during a seminar, using audiovisual aids. This study aimed to explore student perceptions regarding this novel learning experiment. Student perceptions of the seminar were explored using self-administered surveys and were rated. Analysis of subject-related knowledge showed that marks of the participants (n=125) had increased significantly, on average by 13% (t110= -8.878 p<0.001). Majority of students didn’t perceive the student seminar as satisfactory for teaching Applied Physiology. However, student seminars seem to be a useful way to enhance group learning and active self-directed learning. J Bngladesh Soc Physiol 2021;16(1): 57-60

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Tayler, Nicholas, Samuel Hall, Norman J. Carr, Jonny R. Stephens, and Scott Border. "Near peer teaching in medical curricula: integrating student teachers in pathology tutorials." Medical Education Online 20, no. 1 (January 2015): 27921. http://dx.doi.org/10.3402/meo.v20.27921.

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Chigwada, Josiline Phiri. "Opportunities and Challenges of Academic Librarians in Teaching Information Literacy in Institutions of Higher Learning in Zimbabwe." International Journal of Library and Information Services 8, no. 1 (January 2019): 31–40. http://dx.doi.org/10.4018/ijlis.2019010103.

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A study was undertaken to analyse the opportunities and challenges that are faced in institutions of higher learning in Zimbabwe when offering information literacy. Institutions of higher learning were purposively selected. Open ended questions were sent to 20 librarians and 13 responded. It was discovered that all the institutions of higher learning which participated in the study teach IL to the students and the librarians are responsible. Librarians teach IL to ensure that the students know how to search, evaluate and use information ethically and legally. This was necessitated by the information explosion leading to the availability of various information sources. The role of the librarian is to design the curriculum, teach IL and monitor and evaluate the course as a way of improving it. It was discovered that librarians face some challenges because of the negative attitudes by students and academic staff. The author recommends that librarians should continuously upgrade themselves and library administrators should provide resources needed to offer IL.

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Mapfumo, John S., Natsirayi Chitsiko, and Regis Chireshe. "Teaching Practice generated stressors and coping mechanisms among student teachers in Zimbabwe." South African Journal of Education 32, no. 2 (May 3, 2012): 155–66. http://dx.doi.org/10.15700/saje.v32n2a601.

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Ngouajio, M., K. Delate, E. Carey, A. N. Azarenko, J. J. Ferguson, and W. J. Sciarappa. "Curriculum Development for Organic Horticulture: Introduction." HortTechnology 16, no. 3 (January 2006): 413–17. http://dx.doi.org/10.21273/horttech.16.3.0413.

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As organic agriculture continues to grow, pressure from students and the public to develop novel curricula to address specific needs of this sector of agriculture also will increase. More students from the cities and with limited background in production agriculture are enrolling in agricultural programs with special interest in organic production. This new student population is demanding new curricula based on a better understanding of agroecology principles and more experiential training. Several universities throughout the nation have engaged in a profound curriculum transformation to satisfy the emerging need of students in organic production. This workshop was organized to bring together experts that are working on different organic and sustainable agriculture curricula throughout the country to share their experiences and lessons learned. Most of these curricula include a traditional classroom teaching component, a major experiential component, a student farm for hands-on experience and internships, and in some cases a marketing—typically a community supported agriculture (CSA)—component. Others programs are more extension oriented, providing applied training to growers outside of the university teaching curriculum.

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Köybaşi, Şemin. "Examining teachers' disposition towards sustainable education through discriminant analysis." Research in Pedagogy 10, no. 2 (2020): 229–47. http://dx.doi.org/10.5937/istrped2002229k.

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This research aimed at predicting teachers' disposition to sustainable education from their views regarding the evaluation of curricula and student-centred teaching methods. The attempt was made to develop a convenient discriminant function for placement of teachers in lower, medium and higher levels of disposition to sustainable education. It is a quantitative research conducted on social studies teachers teaching at secondary schools in the central district of Sivas province of Turkey. It was found out that the variables such as perception regarding the evaluation of curricula and attitude towards student-centred teaching methods proved to be statistically significant in distinguishing teachers' attitudes regarding sustainable education by looking at their disposition in this regard. As a conclusion, the discriminant function generated here could provide an accurate classification percentage of 68.7% above the relative chance criterion.

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Thomas, Theda Ann, Sue Rechter, Joy Wallace, Pamela Allen, Jennifer Clark, Bronwyn Cole, Lynette Sheridan Burns, Adrian Jones, and Jill Lawrence. "Designing First-year Sociology Curricula and Practice." Asian Social Science 13, no. 4 (March 24, 2017): 1. http://dx.doi.org/10.5539/ass.v13n4p1.

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Many countries are now specifying standards for graduates in different disciplines, including sociology. In Australia, the Australian Sociological Association (TASA) has developed Threshold Learning Outcomes (TLOs) for sociology to provide the learning outcomes that students graduating with a bachelor’s degree in sociology should achieve. These TLOs have encouraged universities to think explicitly about their sociology curriculum in a holistic way. This paper reports on a project that investigated the skills and concepts sociology students need to learn in first year to meet the TLOs by the time they graduate. The project identified the needs of students as they transition from school or work into the study of sociology in first year through a study of literature of first-year pedagogy and a student survey. A workshop was held for sociology that involved 37 academics from 14 universities. The workshop was used to promote a rethink of teaching of sociology in the light of the new TLOs as well as to collect ideas from the participants. The student surveys, workshop ideas and relevant literature were analyzed and synthesized for each TLO to determine what skills and concepts first-year students needed to learn, identify what they might find difficult and propose strategies for teaching. The paper also provides practical ideas for engaging academics with thinking holistically about the sociology curriculum and for teaching and learning sociology in the first year of an undergraduate degree.

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Taylor, Megan Westwood. "Research Commentary: From Effective Curricula Toward Effective Curriculum Use." Journal for Research in Mathematics Education 47, no. 5 (November 2016): 440–53. http://dx.doi.org/10.5951/jresematheduc.47.5.0440.

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When it comes to improving student achievement in mathematics, a core belief is that curriculum materials are of the utmost importance. However, the link between a curriculum program and student learning is affected by the ways in which teachers use resources to design learning experiences. In the first half of this commentary, I raise questions about the emphasis in research on finding the most effective curriculum programs or the most effective teaching practices as separate from one another, and I claim that research should prioritize understanding the most effective ways in which a teacher can use available materials, including expanding the definition of “effective.” In the second half of this commentary, I suggest how researchers can build on existing work to define, describe, and support teachers in learning more effective practices for using curriculum in ways that bring together research on curriculum effectiveness and teaching effectiveness.

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Howlett, Cathy, Jo-Anne Ferreira, and Jessica Blomfield. "Teaching sustainable development in higher education." International Journal of Sustainability in Higher Education 17, no. 3 (May 3, 2016): 305–21. http://dx.doi.org/10.1108/ijshe-07-2014-0102.

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Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

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Muzangwa, Jonatan, and Dr Andrew Chindanya. "In-Service Teachersâ€™ views and conceptions on culture and mathematics education in rural schools." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 6, no. 2 (August 30, 2015): 869–74. http://dx.doi.org/10.24297/ijrem.v6i2.3882.

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The teaching of culture and heritage studies is the flagship of Great Zimbabwe University. This present study is investigating preliminary views and conceptionsÂ of in-service teachers on culture and mathematics education. Data was collected through a questionnaire survey on all 27 teachers who majored in mathematics education. The group was considered small enough to render sampling unnecessary. It was observed that a good part of students were aware of the significance of the role of culture on mathematics education whilst some were not very sure how culture played a role in the field of mathematics. We recommend the school curriculum to implement culture-oriented mathematics education that ensures the survival of African culture.Â

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HEERALAL, PREM JOTHAM HEERALAL, and Francis Muchenje. "Classroom Pedagogy and the Accomodation of Students’ Cultural Diversity." International Journal for Innovation Education and Research 4, no. 10 (October 31, 2016): 40–52. http://dx.doi.org/10.31686/ijier.vol4.iss10.597.

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The study explored teachers’ views on classroom pedagogy and the accommodation of cultural diversity in primary schools in Zimbabwe. The study was carried out in five selected primary schools in Chegutu district. Qualitative research was selected as the research method with phenomenology as the research design. The sample comprised twenty teachers (10 male and 10 female) selected through purposive sampling technique. Data gathering instruments consisted of unstructured in-depth interviews and focus group discussions. The study found out that teachers accommodate cultural diversity in a number of ways. Teaching methods employed in the classroom accommodate all learners in terms of varying ability levels. In the teaching of the languages particularly Shona cultural diversity is catered for through providing pupils with equivalent terms in different dialects as well as examples. The teaching of religious and moral education was seen as an area where cultural diversity is addressed through the adoption of a multifaith approach. Teachers were also found to be sensitive to pupils’ diverse cultural backgrounds through utilisation of conducive teacher pupil classroom interaction. The study recommends that accommodation of cultural diversity should transcend all subjects in the primary school curriculum. Teachers need to be sensitised on the ideals of multicultural education through the hosting of seminars and workshops. Book publishers should make an effort to accommodate cultural diversity through provision of examples from a variety of cultures. There is need for teachers to carry out adequate research on pupils backgrounds so as to accommodate all pupils.

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Lee, KC, and Jenny Scoles. "Good teaching practices: Re-examining curricula, materials, activities, assessments." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 1. http://dx.doi.org/10.36615/sotls.v4i2.152.

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Issue 4.2 presents 11 full articles, two reflections, and three book reviews from a diverse teaching and learning contexts in terms of discipline, dynamics of students and classroom, region, approach, and so on from Afghanistan, Kenya, New Zealand, Rwanda, Singapore, South Africa, Zambia, Pakistan, United Kingdom, Uganda, and United States. Separately yet together, these publications provide a timely reminder to us to re-examine what we are doing in our classroom beyond and despite the COVID-19 pandemic. They surface issues that affect student experience and success such as accessibility, equality, diversity, fairness – all of which are what Leibowitz identifies as issues confronting the global South (2017). Keywords: Good teaching practices, global South, SoTL, Scholarship of teaching and learning, EditorialHow to cite this article:Lee, K.C. & Scoles, J. 2020. Good teaching practices: Re-examining curricula, materials, activities, assessments. Scholarship of Teaching and Learning in the South. 4(2): 1-5. https://doi.org/10.36615/sotls.v4i2.152.This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Abdul Majeed Hussein Al- Zahrani, Khaled Saeed Al- Zahrani, Abdul Majeed Hussein Al Zahrani, Khaled Saeed Al Zahrani. "Attitudes of high school mathematics teachers in Jeddah towards teaching developed mathematics curricula: اتجاهات معلمي الرياضيات للمرحلة الثانوية بمدينة جدة نحو تدريس مناهج الرياضيات المطورة." مجلة العلوم التربوية و النفسية 5, no. 30 (August 29, 2021): 77–103. http://dx.doi.org/10.26389/ajsrp.v130321.

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This study aimed to identify the attitudes of mathematics teachers at high school towards teaching developed mathematics curricula in Jeddah through identifying their attitudes towards: (nature- importance- enjoyment- courses and training programs for developed mathematics curricula as well as the suitability of the developed mathematics curricula with the capabilities of the student). It also aimed to identify the extent of having different attitudes among high school mathematics teachers towards teaching developed mathematics curricula according to the variables (type of qualification- years of experience) and the interaction between the study variables. The study followed the descriptive survey approach and was conducted on (174) mathematics teachers at high schools of the Jeddah City Education Department. The study reached a set of results, the most important of which are: - Attitudes of high school mathematics teachers towards (the nature of developed mathematics curricula- the importance of developed mathematics curricula- the enjoyment of teaching developed mathematics curricula- training courses and programs- the suitability of the developed mathematics curriculum with the student's abilities) came to a high level. - There were no statistically significant differences in the study sample’s responses about the attitudes of mathematics teachers at high schools towards teaching mathematics curricula developed according to the variables (academic qualification- years of experience). Based on the study findings, the researcher recommended the following: the need to pay more attention to the training in the new mathematics curricula for mathematics teachers; working on providing all possible means to develop training and its methods because of its positive impact on teachers' attitudes towards curricula; developing teachers’ positive attitudes towards improved mathematics curricula by setting up enrichment programs to help mathematics teachers deal with the improved mathematics curriculum.

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Baron, Kristy A. "Changing to Concept-Based Curricula: The Process for Nurse Educators." Open Nursing Journal 11, no. 1 (December 29, 2017): 277–87. http://dx.doi.org/10.2174/1874434601711010277.

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Background:The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application.Objective:The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs.Methods:The sample included eight educators from two institutions in one Western state using a grounded theory design.Results:The themes that emerged from participants’ experiences consisted of the overarching concept,support for change,and central concept,finding meaningin the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process.Conclusion:Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching.

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James, Alton. "Improving Student Success for Diverse Students Utilizing Competency-Based Education." Cultural and Pedagogical Inquiry 11, no. 2 (September 17, 2019): 67–77. http://dx.doi.org/10.18733/cpi29485.

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This research aims to conduct exploratory research on the myriad issues that traditionally underserved students face in average higher education settings and poses a potential curricula and pedagogical solution. Particularly within the humanities, subjectivity can sometimes be infused into the curricula and pedagogy, and student assessment; and may impact student examination scores and overall success. In assessing student work through competency-based education (CBE), underserved students can inject their own experiences into the learning environment. Such participation potentially yields significant learning experiences for the entire teaching-learning pipeline and everyone involved (student, teacher, and classmates). Essentially, the utilization of CBE can allow traditionally underserved students to experience their education at their own pace. CBE has the potential to more sufficiently tend to the holistic needs of the student as well.

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Govender, Nadaraj, and Godfrey Mutendera. "Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school." AlterNative: An International Journal of Indigenous Peoples 16, no. 4 (November 4, 2020): 356–68. http://dx.doi.org/10.1177/1177180120970935.

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Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians’ views confirmed that Indigenous Knowledge was significant to their identities, but they were concerned with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical about custodians teaching formally in the classrooms. Several dilemmas arose from the views of participants, which have implication for the integration of Indigenous Knowledge in primary schools.

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Lamanauskas, Vincentas. "EDUCATION IN ZIMBABWE: AN INTERVIEW WITH CATHRINE KAZUNGA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 1 (June 25, 2016): 29–37. http://dx.doi.org/10.48127/spvk-epmq/16.8.29.

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Cathrine Kazunga is a full time student studying PhD in Mathematics Education with University of KwaZulu - Natal. University of KwaZulu-Natal is one of the most reputable institutions in South Africa, among the institutions with mathematics education as their main topics of research activity. She has twelve years of teaching experience in rural and urban secondary schools and ten years tertiary education of learning and teaching experience in Zimbabwe. She is an emerging researcher who has so many peer reviewed publication of three journal publications and four conference proceedings. It is possible to contact her via e-mail: kathytembo@gmail.com

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Hansen, William B., John W. Graham, Bonnie H. Wolkenstein, Beth Z. Lundy, Jill Pearson, Brian R. Flay, and C. Anderson Johnson. "Differential Impact of Three Alcohol Prevention Curricula on Hypothesized Mediating Variables." Journal of Drug Education 18, no. 2 (June 1988): 143–53. http://dx.doi.org/10.2190/flq5-9knj-92th-wcdf.

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This study examines the effects of alcohol use prevention curricula designed to have differential impact on hypothesized mediating variables. Three curricula, one which focused on teaching individuals social pressure resistance skills, one which focused on solidifying conservative group norms, and one which had a goal of increasing student understanding of the consequences of using alcohol, were tested. Results confirm that each program had a differential effect on hypothesized mediating variables.

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Zimmermann, Eleanor F., and Edward Maile. "The Medical Student Liaison Committee." Bulletin of the Royal College of Surgeons of England 93, no. 9 (October 1, 2011): 308–9. http://dx.doi.org/10.1308/147363511x13135061294761.

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Recently, medical students have taken an increasingly assertive and autonomous view of their education. This is demonstrated by the increasing numbers of undergraduate surgical societies organising targeted teaching for student peers in order to fill perceived gaps in the medical curricula. These societies also collaborate with bodies such as the RCS and its Women in Surgery (WinS) network to broaden students' exposure to surgical careers. The Medical Student Liaison Committee (MSLC) brings together representatives from more than twenty university surgical societies. It meets biannually at the RCS to discuss the ongoing achievements of surgical societies and to share ideas and motivations with the aim of enhancing students' overall experience of surgery.

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NOLL, JENNIFER, and DANA KIRIN. "TINKERPLOTS MODEL CONSTRUCTION APPROACHES FOR COMPARING TWO GROUPS: STUDENT PERSPECTIVES." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 2 (November 30, 2017): 213–43. http://dx.doi.org/10.52041/serj.v16i2.191.

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Teaching introductory statistics using curricula focused on modeling and simulation is becoming increasingly common in introductory statistics courses and touted as a more beneficial approach for fostering students’ statistical thinking. Yet, surprisingly little research has been conducted to study the impact of modeling and simulation curricula on student thinking, nor is there much research on how students make sense of the computer models they construct. The work presented here utilizes a framework developed by Biehler, Frischemeier, and Podworny (2015) for comparing two groups problems via a modeling and simulation approach using TinkerPlotsTM. Our work makes a contribution to the field by delving deeper into student reasoning as students create TinkerPlotsTM models to solve a comparing two groups problem. First published November 2017 at Statistics Education Research Journal Archives

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Prosch, Helmut, Maija Radzina, Christoph F. Dietrich, Michael Bachmann Nielsen, Sven Baumann, Caroline Ewertsen, Christian Jenssen, et al. "Ultrasound Curricula of Student Education in Europe: Summary of the Experience." Ultrasound International Open 06, no. 01 (June 2020): E25—E33. http://dx.doi.org/10.1055/a-1183-3009.

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Abstract Background Despite the increasing role of ultrasound, structured ultrasound teaching is only slowly being integrated into the curricula of medical schools and universities all over Europe. Aim To survey the current situation at European universities regarding the integration of ultrasound in student medical education and to report on models of student ultrasound training from selected European universities. Methods A questionnaire survey focusing on the implementation of curricular ultrasound education was sent out to the 28 presidents of the national ultrasound societies of the European Federation of Societies for Ultrasound in Medicine and Biology (EFSUMB), who were asked to distribute the questionnaires to the medical universities of their countries. Results Overall, 53 questionnaires were returned from 46 universities in 17 European countries. In most of the universities (40/46 universities, 87%), the theoretical background of ultrasound is taught. However, in only a minority of universities is ultrasound integrated in anatomy courses (8/46 universities, 17%) or basic science courses (16/46 universities, 35%). Practical skills in ultrasound are taught in 56% of the universities (26/46 universities) and tested in a practical exam in seven of the responding universities (15%). The number of hours in which ultrasound was taught ranged from one to 58 (mean, seven). The respondents reported that lack of time and limited faculty funding were major hurdles. Conclusion According to our survey, only a minority of European universities has integrated ultrasound into the preclinical curriculum thus far. Future EFSUMB initiatives will continue to promote the introduction of ultrasound as an integrative part of the core curriculum of student medical education, and the preparation of proper teaching material.

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Senchina, David S. "Video laboratories for the teaching and learning of professional ethics in exercise physiology curricula." Advances in Physiology Education 35, no. 3 (September 2011): 264–69. http://dx.doi.org/10.1152/advan.00122.2010.

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Student researchers in physiology courses often interact with human subjects in classroom research but may be unfamiliar with the professional ethics of experimenter-subject interactions. This communication describes experiences related to an interactive video used in exercise science and general biology courses to help students become aware of, sensitive to, and comfortable with implementing professional ethics into their own thinking and behavior as researchers before entering the laboratory. The activity consisted of a filmed exercise physiology experiment complemented with interactive question sheets followed by small- and large-group discussion and culminating with individual student reflections. Student written responses from multiple courses indicated that students were able to 1) identify and consider the ethics of experimenter-subject interactions from the movie, 2) generalize broader ideas of professional ethics from those observations, and 3) consider their observations in terms of future experiments they would be conducting personally and how they should interact with human subjects. A majority of students indicated a positive reaction to the video and identified specific aspects they appreciated. It is hoped that this report will encourage other instructors to consider the use of interactive videos in the teaching and learning of professional ethics related to their courses.

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Grzegorzewska, Maria Katarzyna, Henryk Noga, Piotr Pawel Migo, and Zbigniew Małodobry. "TEACHING CONTENT OF TECHNOLOGY IN POLISH PRIMARY SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 524–33. http://dx.doi.org/10.17770/sie2018vol1.3186.

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In view of the reform that is currently taking place in Poland, as well as changes in the content of the education curriculum, the authors of this study present contents of two selected curricula for primary schools technology in polish school. The study of research is content of curricula created by publishing house (WSiP) and Nowa Era. The school’s task is to prepare pupils for adult life, and therefore, bring the ability to create by themself a friendly environment. In each school there are such subjects, to which students participate more willingly than others - this situation can be used to reflect what affects their state of affairs. Comparing teachers opinions about the curriculum developed by Nowa Era and WSiP, it should be stated that the curriculum developed by the WSiP publishing house according to the opinion of the surveyed teachers has an advantage over the analogous program Nowa Era in the following areas: transparency, clarity, exhaustion topic, availability for the student.

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Walsh, John P., Jerry Chih-Yuan Sun, and Michelle Riconscente. "Online Teaching Tool Simplifies Faculty Use of Multimedia and Improves Student Interest and Knowledge in Science." CBE—Life Sciences Education 10, no. 3 (September 2011): 298–308. http://dx.doi.org/10.1187/cbe.11-03-0031.

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Digital technologies can improve student interest and knowledge in science. However, researching the vast number of websites devoted to science education and integrating them into undergraduate curricula is time-consuming. We developed an Adobe ColdFusion– and Adobe Flash–based system for simplifying the construction, use, and delivery of electronic educational materials in science. The Online Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based online interface, which reduced the need for programming skills and the time for curriculum development. The OMTT in Neuroscience was used by faculty to enhance their lectures in existing curricula. Students had unlimited online access to encourage user-centered exploration. We found the OMTT was rapidly adapted by multiple professors, and its use by undergraduate students was consistent with the interpretation that the OMTT improved performance on exams and increased interest in the field of neuroscience.

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Hickling, Siobhan, Alexandra Bhatti, Gina Arena, James Kite, Justin Denny, Nancy L. I. Spencer, and Devin C. Bowles. "Adapting to Teaching During a Pandemic: Pedagogical Adjustments for the Next Semester of Teaching During COVID-19 and Future Online Learning." Pedagogy in Health Promotion 7, no. 2 (January 29, 2021): 95–102. http://dx.doi.org/10.1177/2373379920987264.

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COVID-19 has altered public health higher education and its impact on pedagogy will be felt long into the future. In response to social distancing measures, teaching academics implemented a number of changes to curricula. It is important to better understand and begin to evaluate these changes, as well as set a course for future changes to public health curricula both during and after the pandemic to best enable transformative learning. Teaching academics have an understanding of academic hierarchies and student perceptions and are well placed to provide insights into current and future changes to pedagogy in response to the pandemic. A survey was developed to examine changes that academics had made to their teaching in response to COVID-19. Responses were received from 63 public health teaching academics from five universities in Australia, the United States, and Canada. Public health teaching academics rapidly implemented a number of changes to their teaching, including alterations that enabled online teaching. The great majority of changes to teaching were related to tools or techniques, such as synchronous tutorials delivered in a video meeting room. There remains further work for the public health pedagogy community in reevaluating teaching aims and teaching philosophies in light of the COVID-19 pandemic. This could include examination of the weighting of different topics, including communicable diseases, in curricula. A series of questions to assist academics reformulating their curricula is provided. Public health teaching evolved rapidly to meet the challenges of COVID-19; however, ongoing adaptation is necessary to further enhance pedagogy.

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Drake, Michael. "In a range of meaningful contexts: 25 years of struggle for meaning in mathematics teaching." New Zealand Annual Review of Education 23 (December 30, 2018): 36. http://dx.doi.org/10.26686/nzaroe.v23i0.5283.

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The use of meaningful contexts has been a given in New Zealand’s mathematics curricula for the last 25 years. They hold a privileged position, but there has been little examination of why they are given this position either nationally or internationally, even though there is solid evidence that the use of contexts and word problems in mathematics is not without implications for equitable access to mathematics, student learning, and assessment of learning. So what are the affordances and constraints of taking the meaningful context approach to mathematics? What has been the impact of taking this approach on student achievement and learning? These are important questions given The New Zealand Curriculum is ten years old and a curriculum review is looming. These questions are being raised to start an essential debate for mathematics education in New Zealand, one that needs to take place prior to any curriculum review so an informed decision on the place and nature of meaningful contexts in future mathematics curricula can be made.

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Fagan, Catherine. "Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland." Citizenship, Social and Economics Education 7, no. 3 (September 2007): 175–88. http://dx.doi.org/10.2304/csee.2007.7.3.175.

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There is a move away from teaching Economics as a separate subject in Scotland. It is now mainly taught within Business Management courses in upper secondary school and is embedded within several subject areas in both primary and early secondary curricula, a move that is in step with broader curricular aims to break down artificial barriers among subjects. This writing discusses the need for clearly situated teaching and learning of economics, provided by teachers who have sufficient background knowledge to devise effective contexts for learning, whether or not it is taught as a discrete subject. The results of a survey of student teachers' levels of economic literacy are analysed and recommendations made for the preparation of teachers to deal effectively with embedded approaches to teaching about economics.

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Kiernan, Daniel A., and Christine Lotter. "Inquiry-Based Teaching in the College Classroom: The Nontraditional Student." American Biology Teacher 81, no. 7 (September 1, 2019): 479–84. http://dx.doi.org/10.1525/abt.2019.81.7.479.

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Science departments in higher education have been adjusting their curricula to include more inquiry-based instruction, and research on inquiry-based teaching at the collegiate level has been increasing. However, more data are needed regarding the effectiveness of inquiry-based pedagogy in improving students' conceptual understanding and attitudes toward science. The investigation described here was focused on nontraditional students taking non-science-major science courses. The goal was to compare students' attitudes toward science before and after taking an inquiry-based or a traditional science course. The hypothesis that the inquiry-based course would significantly generate a more positive attitude toward science was supported. Nontraditional students' perceptions of an effective science curriculum were also explored. Students' perceptions were very positive regarding inquiry-based learning; however, those who had not been previously taught through inquiry-based methods had reserved perceptions of this teaching approach. Regardless of the course they were enrolled in, students agreed overall that an effective science curriculum includes three common themes: connection, interaction, and application.

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Kaittani, Despina, Olga Kouli, Vassiliki Derri, and Efthymios Kioumourtzoglou. "Interdisciplinary Teaching in Physical Education." Arab Journal of Nutrition and Exercise (AJNE) 2, no. 2 (November 16, 2017): 91. http://dx.doi.org/10.18502/ajne.v2i2.1248.

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The interdisciplinary approach has risen in the modern curricula as it is considered an important and challenging technique. Physical education is a prime content area for interdisciplinary learning. In order to integrate different subject areas into Physical Education lessons, the specialist needs to learn more about the academic curriculum. Integrating core subjects with physical activity can easily be done and can be very beneficial to student learners in all levels of Education. A great effort is done in addition to be integrated with other subjects. Over the last twenty years there have been frequent internal changes at international level, which also affect pre-school curricula. This trend has been intensified in recent years, with unprecedented mobility being observed, to the point of demanding a fundamental reform of the educational mission of the kindergarten. An interdisciplinary approach has been at the core of attention in primary and secondary school education recently.In this approach, teachers collaborate to invent and apply more effective means of teaching by associating the subjects and activities of a school subject in the curriculum with other subjects. The basic aim and purpose is to cultivate skills and values such as cooperatives, flexibility, adaptability, solidarity, but above all to provide basic knowledge, exploration, classification, selection, evaluation, resolution, and observation.

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Wilbraham, Lindy. "Teaching Aids: Struggling with/through student resistances in psychology curricula in South African universities." Race Ethnicity and Education 19, no. 3 (February 28, 2014): 546–76. http://dx.doi.org/10.1080/13613324.2014.885424.

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Jalil, Harun, Amin Habib, and Ali Shah. "Incorporation of management teaching into medical school curricula: a medical student’s perspective." Advances in Medical Education and Practice Volume 9 (May 2018): 393–94. http://dx.doi.org/10.2147/amep.s168294.

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Hau, Hans-Michael, Jürgen Weitz, and Ulrich Bork. "Impact of the COVID-19 Pandemic on Student and Resident Teaching and Training in Surgical Oncology." Journal of Clinical Medicine 9, no. 11 (October 26, 2020): 3431. http://dx.doi.org/10.3390/jcm9113431.

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The COVID-19 pandemic has tremendously changed private and professional interactions and behaviors worldwide. The effects of this pandemic and the actions taken have changed our healthcare systems, which consequently has affected medical education and surgical training. In the face of constant disruptions of surgical education and training during this pandemic outbreak, structured and innovative concepts and adapted educational curricula are important to ensure a high quality of medical treatment. While efforts were undertaken to prevent viral spreading, it is important to analyze and assess the effects of this crisis on medical education, surgical training and teaching at large and certainly in the field of surgical oncology. Against this background, in this paper we introduce practical and creative recommendations for the continuity of students’ and residents’ medical and surgical training and teaching. This includes virtual educational curricula, skills development classes, video-based feedback and simulation in the specialty field of surgical oncology. In conclusion, the effects of COVID 19 on Surgical Training and Teaching, certainly in the field of Surgical Oncology, are challenging.

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Rennie, Kathleen D., Kristie Byrum, Matt Tidwell, and Angela K. Chitkara. "Strategic Communication in MBA Curricula: A Qualitative Study of Student Outcomes." Journal of Management Education 42, no. 5 (May 6, 2018): 594–617. http://dx.doi.org/10.1177/1052562918774593.

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Using qualitative methods, this study demonstrates that the strategic communication curriculum is an important MBA program component. An audit was performed of syllabi used by schools teaching strategic communication as part of the Public Relations Society of America’s MBA/Business School Program. Interviews were then conducted with 20 respondents composing a purposive nonrandom sample of those who completed a course associated with Public Relations Society of America’s MBA/Business School Program. Researchers interpreted data using qualitative research approaches. Findings show that (a) crisis communication is a common topic in MBA-level strategic communication classes, (b) the inclusion of strategic communication curricula in MBA programs promotes new perspectives regarding the role of the public relations professional, (c) completion of MBA courses in strategic communication may advantageously position students for advancement in marketing and management positions, and (d) MBA students value case studies and interpretative analysis of real-world situations as part of strategic communication curricula.

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Tong, Anson Hei Ka, and Christopher See. "Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team." JMIR Medical Education 6, no. 2 (November 23, 2020): e21869. http://dx.doi.org/10.2196/21869.

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These personal views, drawn from the experiences of a medical student and a medical school lecturer, advocate caution of the current trend for formal adoption of peer teaching into medical school curricula. Using a metaphor from physics, we highlight the need for cautious deeper exploration of the informal world of peer-teaching in medical schools, which is a complex part of the educational ecosystem, prior to incorporating such activities into faculty-led initiatives. We support a measured approach to the introduction of compulsory peer-teaching activities given the recognized theoretical and pedagogical benefits.

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Ogundipe, Olayinka A. "Student selected components as an educational platform for teaching medical students about clinical pharmacology and quality improvement activities." International Journal of Basic & Clinical Pharmacology 10, no. 3 (February 22, 2021): 309. http://dx.doi.org/10.18203/2319-2003.ijbcp20210563.

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Student selected components (SSCs) are increasingly described elements of medical undergraduate education, training and curricula. SSCs offer the potential for integration into both traditional (‘pre-clinical’ versus ‘clinical’) medical curricula, as well as into other innovative or evolving medical training curricula. This article employs a structured and descriptive approach to exemplify the process by which year 1 medical students were supported in a practical manner to undertake a distinct small group SSC project. In this illustration, the SSC was focused on a quality improvement (QI) topic of relevance to clinical pharmacology and therapeutics (CPT), and involved a review of the anticholinergic burden of inpatient prescriptions for a defined cohort. The SSC was completed in the context of a teaching hospital’s medicine of the elderly (MoE) clinical service. In a sequential manner, the paper describes experiential learning points from the perspective of a supervisor of an SSC project. The paper offers educational value with a potential for generalisable application to non-clinical and clinical educationalists. Furthermore, the paper offers guidance to supervisors, teachers, tutors and facilitators, with encouragement to consider how they may design similar projects for the training of undergraduate medical students in centres that they are affiliated with. The paper also highlights another key driver for productive SSCs i.e. the central principle of striving to promote projects and activities that support active student engagement, rather than merely passive inclusion.

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Davy, Zowie, Sarah Amsler, and Karen Duncombe. "Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching." Qualitative Research in Education 4, no. 2 (June 28, 2015): 134. http://dx.doi.org/10.17583/qre.2015.1210.

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<span style="font-size: 9.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.</span>

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Lynch, Joan K., Peter Fischer, and Sarah F. Green. "Teaching in a Computer-intensive Algebra Curriculum." Mathematics Teacher 82, no. 9 (December 1989): 688–94. http://dx.doi.org/10.5951/mt.82.9.0688.

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The report of a March 1984 NCTM conference (Corbitt 1985) argued that one of the critical problems facing mathematics education today is the need for curricula and instructional methods that reflect the influence of computing on mathematics and its teaching. The conference report suggested that emerging technology would make possible a significant shift in curricular priorities and in patterns of classroom organization. The curricular emphasis could shift from ma nipulative skills to concepts, relationships, structures, and problem solving. The instructional emphasis could shift from teacher presentations and guided practice of skills to student-directed learning that exploits technology to solve problems and explore concepts.

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Lynch, Michael L. "A Survey of Undergraduate Student Reactions to Academic Advising." NACADA Journal 24, no. 1-2 (March 1, 2004): 62–74. http://dx.doi.org/10.12930/0271-9517-24.1-2.62.

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At the midwestern land-grant university under study, undergraduate academic advising is part of the teaching mission and under the purview of the academic deans. In the decentralized system used, academic advising is delivered via full-time professional advisors in advising centers serving entire colleges or multiple curricula, full-time professional departmental advisors, and faculty advisors. Evaluation data collected annually from over 17,000 undergraduate advisees are used to compare the three advising methods with regard to student utilization of advising services, reasons for not utilizing advising services, and student evaluations of the advising received.

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Bernard, Jean S. "Student Engagement: A Principle-Based Concept Analysis." International Journal of Nursing Education Scholarship 12, no. 1 (January 1, 2015): 111–21. http://dx.doi.org/10.1515/ijnes-2014-0058.

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AbstractA principle-based concept analysis of student engagement was used to examine the state of the science across disciplines. Four major perspectives of philosophy of science guided analysis and provided a framework for study of interrelationships and integration of conceptual components which then resulted in formulation of a theoretical definition. Findings revealed student engagement as a dynamic reiterative process marked by positive behavioral, cognitive, and affective elements exhibited in pursuit of deep learning. This process is influenced by a broader sociocultural environment bound by contextual preconditions of self-investment, motivation, and a valuing of learning. Outcomes of student engagement include satisfaction, sense of well-being, and personal development. Findings of this analysis prove relevant to nursing education as faculty transition from traditional teaching paradigms, incorporate learner-centered strategies, and adopt innovative pedagogical methodologies. It lends support for curricula reform, development of more accurate evaluative measures, and creation of meaningful teaching-learning environments within the discipline.

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Journal articles on the topic 'Student teaching – Zimbabwe – Curricula'

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