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Relevant bibliographies by topics / Teaching and learning processes

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Academic literature on the topic 'Teaching and learning processes'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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Journal articles on the topic "Teaching and learning processes"

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Bunkers, Sandra Schmidt, and Mary J. Isaacson. "Teaching-Learning Processes." Nursing Science Quarterly 14, no. 2 (April 2001): 115–19. http://dx.doi.org/10.1177/08943180122108292.

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Bunkers, Sandra Schmidt, and Margot L. Nelson. "Teaching-Learning Processes." Nursing Science Quarterly 14, no. 3 (July 2001): 199–204. http://dx.doi.org/10.1177/08943180122108436.

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Liantoni, Febri, Rachman Arief, and Nanang Fakhrur Rozi. "Improving Learning Processes With Online Teaching." SPIRIT OF SOCIETY JOURNAL 2, no. 2 (March 30, 2019): 101–6. http://dx.doi.org/10.29138/scj.v2i2.665.

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Institutions of higher education do not only act as media for the educational process but must also become learning organizations. Various learning support facilities are widely available in this age of technology. One means that can be used is the Internet. The internet is a useful tool for accessing information in various formats from all over the world. The internet provides convenience in the world of education as a learning medium. Based on these conditions, online lecture training is conducted with the aim of improving the learning process during lectures. The training is carried out with Google classroom application material and the creation of learning video content. Using Google classroom can give students access to online learning. The training is carried out by direct practice using each lecturer's notebook. The results obtained during the training showed very high lecturer enthusiasm. The training makes the lecturers have the ability to better manage the lecture material, the skills of lecturers also increase by doing the practice directly. The ability of lecturers in interpersonal communication also increases with class collaboration. Through training can make changes in cognitive abilities, motor skills, values ??of affection, emotional values, and spiritual values.

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Mcnamara, Olwen, and Jean Conteh. "Teaching and learning as socio-cultural processes." Education 3-13 36, no. 3 (August 2008): 203–5. http://dx.doi.org/10.1080/03004270802217611.

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Harris, Edward. "Effects of Experiential Learning on Formal Teaching and Learning Processes." Equity & Excellence in Education 24, no. 3 (July 1988): 41–42. http://dx.doi.org/10.1080/1066568880240312.

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Moreno Mojica, Claudia María, and Julián Andrés Barragán Becerra. "Pedagogical practices and learning processes." ÁNFORA 26, no. 46 (December 12, 2018): 91–100. http://dx.doi.org/10.30854/anf.v26.n46.2019.559.

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Objective: to identify the configuration and institutionalization of pedagogical practices and teaching processes in the discipline of nursing, as well as the proposals that emerge for the integral human development, according to the humanistic approach underlying the profession. Methodology: integrative literature review based on the question: What are the scientific products that suggest the configuration and institutionalization of pedagogical practices and learning processes in nursing? Results: 78 articles were selected of which 58 formed the final sample which allowed for the structuring and analysis of two categories: pedagogical practices, a process of reflection and transition; critical pedagogy and learning processes, a challenge for the discipline. Conclusions: Nursing has a legacy of biomedical-traditional educational models, which have shaped a positivist teaching-learning process. In this historical process, one of the priorities is knowing the model institutionalized by academic programs with the aim of discussing and rethinking its coherence with the disciplinary phenomenon: care.

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Milton, Constance L. "Teaching-Learning in Community." Nursing Science Quarterly 25, no. 2 (March 25, 2012): 137–39. http://dx.doi.org/10.1177/0894318412437959.

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Metaphors are creative learning devices that may illustrate novel and different meanings in teaching-learning situations. In this column, the author discusses possible meanings of the metaphor of nurse as guest in nurse-community relationships from a humanbecoming theoretical lens. Humanbecoming teaching-learning essences, paradoxes, and processes are used to illustrate potential ethical meanings and implications for nurse practice.

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Jaiswal, Preeti. "Using Constructive Alignment to Foster Teaching Learning Processes." English Language Teaching 12, no. 6 (May 5, 2019): 10. http://dx.doi.org/10.5539/elt.v12n6p10.

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This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students&rsquo; accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students&rsquo; progression in learning and in augmenting their academic skills. Biggs&rsquo; model of constructive alignment, Biggs&rsquo; SOLO taxonomy and Bloom&rsquo;s taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process - creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.

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NAE, Florentina Laura. "TEACHING-INTERACTIVE METHOD USED IN THE TEACHING-LEARNING PROCESS." Pro Edu. International Journal of Educational Sciences 1, no. 1 (June 21, 2019): 27–33. http://dx.doi.org/10.26520/peijes.2019.1.1.27-33.

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Santos, Bettina Steren dos, Denise Dalpiaz Antunes, Juan José Mouriño Mosquera, and Claus Dieter Stobäus. "Teachers’ Motivation Related to Teaching and Learning Processes." Creative Education 07, no. 15 (2016): 2011–20. http://dx.doi.org/10.4236/ce.2016.715202.

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Dissertations / Theses on the topic "Teaching and learning processes"

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Haji, Morni Hajah Asmah. "The quality of teaching and learning processes in Brunei preschools." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341190.

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McShea, John Francis. "Telematics and the processes of teaching and learning in teacher education." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286498.

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Pareja, José I. "Prospective faculty developing understanding of teaching and learning processes in science." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2007. http://etd.umsl.edu/r2561.

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Bouchard, Josée. "Physics students' approaches to learning and cognitive processes in solving physics problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100325.

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This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructional psychology, and discourse processes literature provided the framework and background to conceptualize and structure this study. A within-stage mixed-model design was used and a number of instruments, including a survey, observation grids, and problem sets were developed specifically for this study. A special one-week long problem-based learning (PBL) intervention was also designed. Interviews with the instructors participating in the study provided complementary data.<br>Findings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly physical intuition, even if it was only implemented for a short period of time. Other findings relate to the nature of the cognitive actions and activities that the students engage in when learning to solve electromagnetism problems in a PBL environment for the first time and the tutoring actions that guide students in this context.

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Benn, Patricia J. A. "The adoption of a virtual learning environment in a teacher education institution : the processes and tensions." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33633/.

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The study investigates the processes by which a teacher education institution in Antigua and Barbuda learns to use Moodle, a Virtual Learning Environment (VLE), as a tool to offer courses online. Also under investigation were the tensions inherent in this change process. The research employs elements of the Activity Theory framework proposed by Engeström, (1999) namely, the principle of multi-voicedness which gives voice to the multiple perspectives of the participants and contradictions or tensions which are inherent disturbances to understand the social system under investigation. In this qualitative research, the data were generated from multiple sources, including multiple interviews with participants, personal journal entries, and workshop evaluations. Most of the data presentation and analysis took place concurrently. The process of learning to use Moodle took place over a three year period and involved 4 main training events. The study points to the critical role of leadership in articulating a clear direction of where the institution wants to go and providing the technological and psychological support to propel the adoption. Other tensions arose as a result of the multiple initiatives to which the participants were adjusting at that time. Tensions also arose when some participants’ desire to be professional converged with limited typing and computer skills, unreliable internet service and the additional time required for designing courses for online/blended delivery. Several recommendations are made including, the need for a) clearly articulated vision, b) policies related to mandatory adoption, c) budgetary allocation, and d) assessment of the readiness of the institution to embark on the initiative.

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Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2634.

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Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.

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Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14080.

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Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.

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Rollins, Julia Helzer. "Examining Implementation Processes of Positive Behavior Support." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2895.

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This study is a summary of themes found in the meeting notes of school teams implementing school-wide Positive Behavior Support. Positive Behavior Support (PBS) is a systems change process of reorganizing a school's discipline structure to put in place a positive, teaching and reinforcing focus for the improvement of student behavior (Sugai & Horner, 2006). In recent years, education researchers have established that school-wide PBS is an effective way to deliver research- based interventions to improve student behavior (Colvin & Kameenui, 1993, Gottfredson, Gottfredson, & Hybl 1993; Taylor-Green & Kartub, 2000). This study focused on the implementation process in order to gain insights on successes and difficulties encountered by school teams during implementation of PBS. This study utilized meeting notes from 22 school teams that received implementation support from Utah's Academic, Behavior and Coaching Initiative (ABC-UBI). These school teams had at least 3 years of implementation support from ABC-UBI and 3 years of data from the School-Wide Evaluation Tool (SET). The SET provided data indicating the fidelity of implemenation of PBS. From these 22 school teams, 628 total meeting notes were examined using grouded theory and an open-coding process. School teams were divided into 3 implementation patterns according to their SET data: consistently high implementing schools, increasing implementation schools and inconsistently implementing schools. A total of 13 themes were established, through multiple measures of inter-rater reliability, as being present in the meeting notes. According to prevalence rates, there were 2 major themes and 4 minor themes indicated in the meeting notes. The major themes indicated that making assignments and data collection were important to successful school teams. The minor themes indicated that meaningful individual rewards for students, regular staff professional development, utilization of tools provided by ABC-UBI and teaching and posting expectations were important to successful schools. Difficulties with data collection were indicated as being associated with inconsistently implementing schools. From the themes it was inferred that public accountability and the creation of professional learning communities were important factors in consistent and successful PBS implementation.

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Maluleka, Bondo Kenneth. "Improving grade 9 learners' Mathematical processes of solving word problems." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/965.

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Thesis (M.A. (Mathematics Education)) --University of Limpopo, 2013<br>This study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The learners’ responses were analyzed through checking the mathematical processes they used without my intervention. Learners also submitted their post-intervention responses for analysis of progress after interventions. The scripts were reviewed based on four problem- solving stages adopted from George Polya (1945). Those stages are, namely understanding the problem, devising the plan, carrying out the plan and looking back. It became evident from the findings that learners attempt solving word problems with no understanding. Communication, reasoning and recording processes appear to be key factors in assisting learners to make sense of word problems and, finally, proceeding towards an adequate solution.

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Poldma, Tiiu Vaikla. "An investigation of learning and teaching processes in an interior design class : an interpretive and contextual inquiry." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19491.

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This dissertation describes the teaching and learning experiences of teachers and students in an interior design class. Student-teacher studio interactions were videotaped and documented during the 2000-2001 academic school year, in a three-year bachelor interior design university program. Phenomenological and interpretive methods were used for the gathering, analysis and interpretation of the data. The questions that guided the study include (1) What happens in the interior design class, (2) How do teachers respond to perceived problems of understanding, and how do I work with my colleagues to tailor the ways that we see students learning the design process, and (3) A study of the learning environment: what are the students doing and how do they respond to our ideas. The purpose was to understand meanings held in design processes as student-situated experiences in the design studio. The analysis was done as dialectic between narrative text and diagrammatic conceptual analysis. Individual conversations were interpreted and analysed through the use of reflective analytic memoing and visual diagrams conceptualising of the issues and emerging analysis. There were many underlying messages that became evident during the data analysis itself. The data revealed that students were frustrated by several underlying messages. Negotiations and dynamics operated in both the self-contained data group and within the larger social design studio milieu itself. The data captured many issues that remained unanswered until theoretical sampling was conducted later in the analysis phase. This theoretical sampling consisted of further conversations with the data group students, focus groups, individual conversations with colleagues and students, and a comparative teaching experience with a new group of students in the same studio class one year later. The culmination of the original data, the conversations, the comparative data analysis and subsequent reflective analysis revealed the difficulties in capturing the nature of the design process and in defining what is interior design. Clarification of meaning in interior design lays the foundation for the design process exploration. Emergent issues include the need for teacher and student reflexive thinking that reaches beyond the confines of the studio, and the importance of the interrelationship between the teacher and the student in creating the learning experience.

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Books on the topic "Teaching and learning processes"

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Temple, Charles A. Language arts: Learning processes and teaching practices. 2nd ed. Glenview, Ill: Scott, Foresman, 1989.

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Temple, Charles A. Language arts: Learning processes and teaching practices. 2nd ed. Glenview, Ill: Scott, Foresman, 1989.

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B, Cartwright Kelly, ed. Literacy processes: Cognitive flexibility in learning and teaching. New York: Guilford Press, 2008.

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Gaffney, Janet S. Two-tiered scaffolding: Congruent processes of teaching and learning. Washington, D.C: Educational Resources Information Center, 1991.

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Chan, Wai Meng, Kwee Nyet Chin, Masanori Nagami, and Titima Suthiwan, eds. Processes and Process-Orientation in Foreign Language Teaching and Learning. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9781614510185.

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Chan, Wai Meng. Processes and process-orientation in foreign language teaching and learning. Berlin: De Gruyter Mouton, 2011.

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Branch, Alberta Student Evaluation. Evaluating students' learning and communication processes: Diagnostic teaching units: science. Edmonton, AB: Alberta Education, Student Evaluation Branch, 1993.

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Evensen, Dorothy H. Group learning contexts and processes within law schools. Newtown, PA: Law School Admission Council, 2006.

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Branch, Alberta Student Evaluation. Evaluating students' learning and communication processes: Diagnostic teaching unit: language arts. Edmonton: Alberta Education, Student Evaluation Branch, 1993.

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British Psychological Society. Education Section., ed. Research on teaching-learning processes: Theory into practice : practice into theory. [UK]: Education Section of the British Psychological Society, 1999.

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Book chapters on the topic "Teaching and learning processes"

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Jarvis, Peter. "The Processes of Teaching." In Adult Education and Lifelong Learning, 141–81. 5th ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003540892-8.

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Johnson, Keith. "Some learning processes." In An Introduction to Foreign Language Learning and Teaching, 93–105. Keith Johnson. Description: Revised third Edition. |: Routledge, 2017. http://dx.doi.org/10.4324/9781351213868-6.

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Dziubalska-Kołaczyk, Katarzyna, Anna Balas, Geoffrey Schwartz, Arkadiusz Rojczyk, and Magdalena Wrembel. "Teaching to Suppress Polglish Processes." In Second Language Learning and Teaching, 235–47. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_15.

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Clements, Douglas H., and Julie Sarama. "Mathematical Processes and Practices." In Learning and Teaching Early Math, 303–11. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-13.

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Gibson, David C., and Dirk Ifenthaler. "AI and Learning Processes." In Advances in Analytics for Learning and Teaching, 15–22. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65898-3_2.

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Lee, John Chi-Kin, and Timo Ehmke. "Issues on innovative teaching and learning." In Innovative Teaching and Classroom Processes, 273–83. London: Routledge, 2025. https://doi.org/10.4324/9781003436065-24.

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Blumberg, Phyllis. "Purposes and Processes of Student Assessment." In Making Learning-Centered Teaching Work, 93–114. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445821-7.

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Šeďová, Klára, Zuzana Šalamounová, Roman Švaříček, and Martin Sedláček. "Generic Processes Behind Dialogic Teaching Implementation: Discussion and Conclusion." In Understanding Teaching-Learning Practice, 157–82. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9243-0_8.

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Hawkins, Jennifer Anne. "Teaching and Learning Processes, Equality and Collaboration." In Brain Plasticity and Learning, 159–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83530-9_5.

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Kovanovic, Vitomir, Roger Azevedo, David C. Gibson, and Dirk Ifenthaler. "Unobtrusive Observations of Learning Processes." In Advances in Analytics for Learning and Teaching, 3–6. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30992-2_1.

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Conference papers on the topic "Teaching and learning processes"

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Yadannavar, Samarth, Ashwin T S, Rumana Pathan, Manjunath K. Vanahalli, and Ramkumar Rajendran. "Multimodal Analysis of Learning-Centered Emotions and Cognitive Processes in Open-Ended Learning Environments." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 1–8. IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834331.

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Díaz Rodríguez, Laura, and Luis Enrique Rodríguez Gómez. "FLIPPED LEARNING IN THE TEACHING-LEARNING PROCESS OF MANAGEMENT SYSTEMS." In 17th annual International Conference of Education, Research and Innovation, 2319–24. IATED, 2024. https://doi.org/10.21125/iceri.2024.0635.

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Inkermann, David, Hendrik Lembeck, Alexander Brandies, and Thomas Vietor. "REFLECTION IN AGILE LEARNING-TEACHING PROCESSES." In 21st International Conference on Engineering and Product Design Education. The Design Society, 2019. http://dx.doi.org/10.35199/epde2019.79.

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Bušljeta Kardum, Rona, and Marko Kardum. "DEVELOPING DISRUPTIVE TEACHING AND LEARNING PROCESSES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0222.

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Radosavljevic, Vitomir, and Danka Pevac. "IMPLEMENTATION OF INFORMAL E- LEARNING METHODS OF TEACHING AND TEACHING PROCESSES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-087.

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In this piece the concept of implementation of informal learning methods and principles of teaching is presented, which can be implemented within e-learning teaching materials. The area which is covered in this piece is in its beginning phase and data given here are presenting a good base for further theoretical researches and practical projects. There has been given an overview of main characteristics of formal, non-formal and informal teaching methodes. The expected results of the implementation of informal methods, as well as possible ways of realization of certain methods, have been described. Vill@ge project, T-learning (learning via digital television), M-learning (learning using mobile phones) are some realisation methodes of informal learning methodes described in this paper. An overview of formal methods and principles is given which are currently used in the e-learning process. Advantages of using those informal methods have been described together with the potential drawbacks which may occur in the process of their implementation. A stress has been set on the use of literary methods and on their possible implementation in e-learning teaching materials. An example is given on how to use this literary method which is a type of informal method of learning. A chapter of a lesson used in a course named multimedia graphics is presented in the paper. The chapter is presented in a informal literary maner. At the end of the paper there are given some conclusions and potentional ways of using literaly method as a way of informal method of learning in e-learning process and enviroment.

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Chiodo, Elisa, and Michele Aquila. "TEACHING NEW DESIGN PROCESSES TO ENVISION FUTURE SCENARIOS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1841.

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Mullins, Duncan, Jessica Swenson, and Karen Miel. "Pre-Service Faculty Learning Processes and Teaching Approaches." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962688.

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Montes Ninaquispe, Jose Carlos, Francisco Segundo Mogollon Garcia, María De Los Angeles Guzman Valle, Marco Agustín Arbulí Ballesteros, Carlos Alberto Otero Gonzales, and Alberto Luis Pantaleon Santa María. "The Smartphone in the Learning and Teaching Processes." In 2023 XIII International Conference on Virtual Campus (JICV). IEEE, 2023. http://dx.doi.org/10.1109/jicv59748.2023.10565659.

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Alonso Pinillos, Unai, Borja Izquierdo Aramburu, Leire Godino Fernandez, Iñigo Pombo Rodilla, and Jose Antonio Sanchez Galindez. "USING HYPERLINKED CONCEPT MAPS FOR TEACHING OF MANUFACTURING PROCESSES." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.0884.

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Prabhakar, A. "Eduoutreach: A suite of business processes for online teaching." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654422.

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Reports on the topic "Teaching and learning processes"

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Carrasco, Rafael, Marcelo Fontecilla, Elisa De Padua, and Magdalena Flores. SUMMA’s Dialogic Classrooms: Transforming teaching and learning through collaboration. Inter-American Development Bank, March 2025. https://doi.org/10.18235/0013450.

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Latin America and the Caribbean are several years behind the learning results of the OECD countries evaluated by PISA. A closer look at educational processes shows an long road ahead towards a pedagogy that better connects with the needs and feelings of students, as well as to respond to the new challenges posed by society. There is a great opportunity offered by an unprecedented body of research evidence suggesting ways to guide and accelerate educational improvement. The existence of meta-analyses of large volumes of research in education makes it possible to identify pedagogical practices with high impact in contexts of socio-educational vulnerability, and low requirements on infrastructure or technology. SUMMA developed the Dialogic Classrooms Program based on the articulation of some of the most effective strategies for improving learning: collaborative dialogue, metacognition and formative feedback. The program was developed and piloted between 2020 and 2023 in a group of schools in northern Chile. This paper reviews the main rationale, components and preliminary results of this program. It analyzes the program's potential to synergistically address student learning, professional development and collaborative relationships between teachers and pedagogical leaders, and the promotion of interaction within classrooms and schools. It does so by taking into account the urgent need to build societies capable of dialogue and collaboration, considering and valuing the diversity of their members.

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.

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Pylypenko, Olha S., Tetiana H. Kramarenko, and Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3898.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.

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O'Brien, Beth A., Chee Soon Tan, and Luca Onnis. Technology-based tools for teaching early literacy skills. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27453.

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This project focuses on improving literacy development for young learners who are struggling with learning to read English by investigating the process of learning grapheme-phoneme correspondences (GPCs). Learning GPC is foundational to learning to read alphabetic languages, and is a core problem for struggling readers. In this project, two methods are used in two studies to understand the process of learning English GPCs as the crux of acquiring literacy. First, a machine learning neural network modelling approach is used to study the effect of sound-symbol grain size and consistency and training input on learning progression and outcomes. Second, a behavioural randomized controlled study is conducted to examine the effects of interventions with LSP students focused at different grain sizes. Between these two studies, information about the types of input that may yield most effective learning is corroborated.

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Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.

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Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them eﬀectively can present multiple opportunities and challenges for academic staﬀ. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide oﬀers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.

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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an online questionnaire. The results indicated that the teachers participating in the programme recognise the importance of socio-emotional aspects in the teaching and learning processes. They further revealed that socio-emotional skill training has the greatest impact on teacher-student interaction, and that such skills should be integrated into daily teaching activities to support students personal growth and learning in a school community. The study offers practical recommendations for teachers professional development in Barbados and Trinidad and Tobago.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.

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Chainey, Jennie, Debbie Wong, Elizabeth Cassity, and Hilary Hollingsworth. Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-679-6.

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This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case study data, and key lessons learned about these that could be applied to other contexts and programs. These processes include: design, implementation, and analysis and reporting.

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Prado, Yenda, Sophia Ouyang, Camille Ferguson, Shari Gardner, Aditi Mallavarapu, Cassandra Kelley, Wendy Martin, et al. Unveiling the Value of Exploration: Insights from NSF-Funded Research on Emerging Technologies for Teaching and Learning. Digital Promise, October 2024. http://dx.doi.org/10.51388/20.500.12265/230.

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This report investigates how interdisciplinary, exploratory projects contribute to the National Science Foundation’s (NSF) mission of building scientific knowledge and translating research into practice. The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) examined the overall portfolio and interviewed PIs funded by NSF across five key topics: Artificial Intelligence, Virtual and Augmented Reality, Collaborative Learning, Accessibility and Learning, and Simulations. In total, 208 projects between 2017 and 2024 were analyzed to characterize the value of interdisciplinary, exploratory, research. Thematic analyses revealed that engaging in interdisciplinary, exploratory research enabled PIs to ask novel questions, combine different kinds of expertise, engage collaboratively with practitioners, and design equitable technology-enhanced learning experiences across three key themes: Exploration and Discovery Across New Frontiers, Equitable Co-Designed Learning and Practice, and Emerging Impact Through Networked Communities. Recommendations for field focused on: 1) creating opportunities for future-oriented, exploratory research; 2) nurturing interdisciplinary research identities and researcher-practitioner partnerships; 3) Uncovering processes uniquely important in exploratory, interdisciplinary research; and 4) Supporting researcher-practitioner networks to grow the field, synthesize outcomes, and amplify broader impacts.

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Green, Crystal, Clara Garcia-Millan, and Alicia Lucendo-Noriega. Formative Assessment: Improving Learning for Every Child. HundrED, June 2022. http://dx.doi.org/10.58261/qfyv1635.

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Formative assessment is a powerful way to enhance student learning. All types of assessments form important aspects of the learning process. However, formative assessment provides a particular way of evaluating student learning as part of the learning process. The aim of formative assessment is to evaluate students’ learning in a way that promotes the developmental aspects of learning and teaching. In this report we take a look at the research behind formative assessment and highlight 14 innovations working to promote it globally.

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