Relevant bibliographies by topics / The objectives of teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'The objectives of teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "The objectives of teaching"

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Battistini, N. "Teaching objectives." Italian Journal of Neurological Sciences 14, S7 (October 1993): 557–62. http://dx.doi.org/10.1007/bf02336396.

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Kholmogorov, S. S. "Objectives of midwifery teaching." Journal of obstetrics and women's diseases 11, no. 7-8 (December 24, 2020): 870. http://dx.doi.org/10.17816/jowd117-8870-870.

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Grisham-Brown, Jennifer, Kristie Pretti-Frontczak, Mary Louise Hemmeter, and Robyn Ridgley. "Teaching IEP Goals an Objectives." Young Exceptional Children 6, no. 1 (October 2002): 18–27. http://dx.doi.org/10.1177/109625060200600103.

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Xusanxoja O’gli, Khusanov Khasanjon. "Objectives Of Teaching English As A Second Language In Uzbekistan." American Journal of Social Science and Education Innovations 02, no. 10 (October 30, 2020): 250–52. http://dx.doi.org/10.37547/tajssei/volume02issue10-41.

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The author of the article made an effort to analyse and illuminate the measures and efforts being done in the sphere of teaching foreign languages in Uzbekistan. In other words, the author endeavored to practically expose the presidential decree № 1875 on December 10, 2012 “On measures to further improvement of system of learning foreign languages.” along with the comprehensive importance of teaching and learning English in Uzbekistan.
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Chen, Yan, and Lingzhi Xu. "Problems in Setting Teaching Objectives and Countermeasures to Work out Teaching Objectives in College English Class." Barnard Education Review 2, no. 1 (January 15, 2021): 1–6. http://dx.doi.org/10.47744/ber.v2n1.2021.01.15.

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The professional competence of college English teachers in setting teaching goal has a direct impact on their teaching design level. Enhancing college teachers’ability in setting classroom teaching goal facilitates the improvement of their design level. By combining with the teaching design scheme of normal class, this paper defines the meaning of College English classroom teaching objectives,analyzes the problems that the college English teachers have in setting teaching objectives, and puts forward corresponding countermeasures to develop the college English teachers’ capability of setting teaching objectives, which are expected to promote college English teachers’ ability to design the activities for their class.
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Chen, Yan, and Lingzhi Xu. "Problems in Setting Teaching Objectives and Countermeasures to Work out Teaching Objectives in College English Class." Barnard Education Review 2, no. 1 (April 15, 2021): 1–6. http://dx.doi.org/10.47744/ber.v2n1.2021.04.15.

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The professional competence of college English teachers in setting teaching goal has a direct impact on their teaching design level. Enhancing college teachers’ ability in setting classroom teaching goal facilitates the improvement of their design level. By combining with the teaching design scheme of normal class, this paper defines the meaning of College English classroom teaching objectives, analyzes the problems that the college English teachers have in setting teaching objectives, and puts forward corresponding countermeasures to develop the college English teachers’ capability of setting teaching objectives, which are expected to promote college English teachers’ ability to design the activities for their class.
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Attar, Appalal. "ETHICS AND ENGLISH LANGUAGE TEACHING OBJECTIVES." Globus Journal of Progressive Education 9, no. 2 (February 15, 2020): 11. http://dx.doi.org/10.46360/globus.9.2.2020.11-14.

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Salaman, William. "Objectives and the Teaching of Composition." British Journal of Music Education 5, no. 1 (March 1988): 3–20. http://dx.doi.org/10.1017/s026505170000629x.

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The application of objectives to the teaching of music can be easy enough when the results expected are clearly understood in advance. However, when some of the responsibility for the outcome is placed in the hands of pupils, the formulation of objectives becomes more difficult. This article explores the problem and makes suggestions for the framing of objectives in relation to children's compositional work. In support of the argument, the findings of a short course in composing undertaken with two pupils are described with scores and taped examples serving as evidence. The article ends with suggestions for the assessment of pupils' compositions.
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Woodsworth, Judith. "Teaching Précis-Writing: Objectives and Methodology." Meta: Journal des traducteurs 33, no. 2 (1988): 274. http://dx.doi.org/10.7202/004617ar.

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Hughes, Yasmin. "SMART tips for setting teaching objectives." InnovAiT: Education and inspiration for general practice 10, no. 10 (August 9, 2017): 614–17. http://dx.doi.org/10.1177/1755738017720229.

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‘Doctor’, derived from Latin, means ‘teacher’. As doctors, we teach our patients, students and colleagues. The General Medical Council makes reference to this in ‘Good Medical Practice’, stating that as a doctor ‘you should be prepared to contribute to teaching and training doctors and students’. The importance of teaching is echoed in the RCGP curriculum. Despite its importance, not every doctor has the opportunity of formal training on how to become an effective teacher. This article presents a simple guide that doctors can use to plan teaching sessions.
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Dissertations / Theses on the topic "The objectives of teaching"

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Krehbiel, Matthew D. "Science is as science does : aligning teaching philosophy, objectives, and assessment." Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/191.

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St, Clair Sean William. "The Instructional Objective Writing Assistant (IOWA) : addressing the need for learning objectives in the engineering classroom." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/19325.

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Kadir, Jusoh. "The teaching of Arabic in Malaysia : A study of it's historical perspective, objectives and methods of teaching." Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503602.

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Marks, Lori J. "Addressing IEP Goals and Objectives Through Switch Accessible Software." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3714.

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Glover, Jacob I. "Finding the right mix: teaching methods as predictors for student progress on learning objectives." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13623.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Aaron H. Carlstrom
This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning objectives. Analyses were conducted in four class-size groups, Small (between 10-14 students), Medium (between 15-34 students), Large (between 35-49 students), and Very Large (50 or more students). Archival data were over 580,000 classes of instructors and students who responded to two instruments within the IDEA Student Rating of Instruction system: Instructors completed the Faculty Information Form, and students responded to the Student Ratings Diagnostic Form. Significant progress, for the purpose of this study, means students indicated they made either substantial or exceptional progress on learning objectives the instructor identified as relevant to the course. Therefore, student ratings of progress were dichotomized and binary logistic regression was conducted on the dummy variables. Descriptive statistics and point-biserial correlations were also conducted to test the hypotheses. Teaching methods that stimulated student interest were found to be among the strongest predictors of significant progress on the majority of learning objectives across all class sizes. For all class sizes, significant progress was correctly classified from a low of 76% of the time to a high of 90% of the time. The higher students rated the instructor in stimulating them to intellectual effort the more progress they reported on a majority of learning objectives across all class sizes. Higher instructor ratings on inspiring students to set and achieve challenging goals were also associated with significant student progress on learning objectives across all class sizes. Class size was not a major factor affecting the predictive strength of groups of teaching methods on student progress on learning objectives. However, it was a factor concerning the predictive strength of individual teaching methods. The larger the enrollment the greater was the predictive strength of key teaching methods. Implications of the study for faculty professional development and for future research are discussed.
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Ismail, Pengiran Anak Haji Amiruddin Alam Shah bin Pengiran Anak Haji. "The needs and objectives of the teaching and learning of Arabic language in Negara Brunei Darussalam." Thesis, University of Aberdeen, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485403.

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This case study aims, to establish the expectations of future trends of teaching Arabic in Negara Brunei Darussalam, with special reference to 1pe findings of the Needs Analysis in teaching and learning Arabic in educational institutions (Arabic Secondary School, ASS and Universiti B1\lIlei. Darussalam, UBD), and government . ~ . Ministries (the Ministry ofReligious Affairs, MRA; the Ministry ofEducation, MOE; and Ministry of Foreign Affairs, :MFA). A questionnaire was developed and used for students in the schools and university, and for officers in the three ministries. The ~concept of teaching is understood' here as a process that is fundamentally and inseparably bound up with learning. The teaching of a language based on learnerqentred ,education has become a new trend in the teaching of a language' in recent years. This should be considered as leading to the development and improvement of , the teaching of Arabic in the above mentioned institutions. The teaching of the target language should be focused on learner behaviour and should be coordinated with the learner's goals in, needs for, and objectives in the studying of Arabic; In fact, ,acknowledgment that learners have needs has resulted in the identification of many· factors which influence the learning and teaching process. Issues related to the teaching and learning of Arabic in each institution has been discussed, and some problems have been detected and defined. To solve these problems, I have proposed several recommendations and suggestions; it is hoped and expected that the quality of the teaching and learning of the Arabic language in Negara Brunei Darussalam will thus be improved, arid iI). particular at the five institutions that require and use of Arabic.
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Ferrin, Thomas Lane. "Authentic Purposeful Design Within Moral Spaces of Teaching at BYU." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6748.

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This thesis is an exploration of the role of a new course design method in the teaching practice of faculty at Brigham Young University (BYU). This method, used by teaching and learning consultants at BYU, is termed authentic purposeful design. It encourages faculty to succinctly define what their course will help students become, use principles of backward design to align all course elements to that purpose, and teach the course with its core purpose in mind. The course design and teaching methods of 3 faculty members who used authentic purposeful design were studied using a qualitative research approach. Themes emerged regarding various values and forces involved as teachers strive for excellence, as well as the roles and dynamics that authentic purposeful design can have in relation to those efforts. The study also revealed ways that the formulation and use of authentic purposeful design could be altered for greater utility by consultants at BYU and other institutions of higher education.
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Joiner, Kimberly D. "Play Therapy Instruction: A Model Based On Objectives Developed by the Delphi Technique." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4206/.

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The purpose of this study was to determine the core skills/methods and practicum experiences play therapy experts and professors believe to be essential in the education of the beginning play therapist in the specific areas of theory and history, terms, organizations, authors who have contributed to the field, methods, skills, training in special populations, practicum experience, and advanced skills. Two questionnaires were used to obtain opinions from play therapy experts and play therapy instructors. The first questionnaire was sent to twelve play therapy experts to obtain their opinions on the core curriculum and experiences necessary for training a play therapist in an introductory play therapy class, practicum experience, and advanced play therapy training. Frequencies and means were obtained and used to delete and add items for Questionnaire II. Questionnaire II was sent to 180 play therapy professors. Fifty play therapy professors returned the instrument. The ratings on Questionnaire II given by the professors were used to provide curriculum guidelines for developing a play therapy program. This program includes an introduction to play therapy course, play therapy practicum experiences, and advanced skills and advanced practicum experiences.
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Luxen, Hessel. "Taking it to the Next Level : A Research on how to Improve Teaching English as a Foreign Language in Europe." Thesis, Uppsala universitet, Teologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-230215.

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The primary purpose of this study is to determine how teaching English in European schools can become more effective in order to improve the quality of foreign language education and the quantity of students learning it. Currently, only the minority (38%) of European citizens possesses the ability to speak English, while its importance continues to grow. In addition, it is argued that English can be a very useful instrument in the process of European unification. The current crisis laid bare that there is no underlying emotional bond between people from different member state countries and English has the potential to change that. This research consists of a total of four parts with every part answering a different sub question. In the first part is discussed what the implications of the growing importance of English are on national identities and languages. The second part includes the factors which influence the process of second language acquisition. Subsequently, a case study is conducted which compares the organization of and participation in Dutch, Swedish, Spanish and Bulgarian primary and secondary education and also looks at the teachers and teaching processes. Finally, in the fourth part numbers are presented and analyzed on whether or not EU member state countries are attaining the Barcelona objectives: mother tongue plus two. The main conclusions of all these parts are that a national identity and a possible European identity are able to co-exist instead of replace the other. Similarly, national languages are very robust and will never dissolve into new intermediate idioms. The difference between the percentages of English speakers within Europe cannot merely be explained by education. There are also important linguistic and societal factors influencing second language acquisition. Only a few countries are attaining the Barcelona objectives so far, but there have been reforms in many states which show that they are making an effort. The case study showed that there is still a lot of room for improvement in all four countries when it comes to teaching foreign languages in primary and secondary education. The conclusion lists twelve recommendations on how to do this. For example, it is advised to lower the age of compulsory language learning to the age of 5, to exclusively use the language of instruction in the classroom, to expose students to the target language outside of school and to offer more programs and courses taught in English in universities.
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Long, Lucy Banks 1938. "A Study of Remediation of Language Arts Objectives Using an Experimental Curriculum." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332383/.

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The purpose of this study was to determine if students who participated in language arts remediation which was infused with critical thinking activities and metacognition would make greater gains in skills and achievement than those students who were remediated with a regular language arts curriculum. The population for this study was a group of at risk students who were fourteen to sixteen years old and who were participants in the 1987 summer Youth Opportunities Unlimited project at the University of North Texas. Their progress was measured with California Achievement Test and Iowa Test of Basic Skills pretests and posttests. The organization of the study includes a statement of the problem, a review of the literature, the methods and procedures used to collect the data, the analysis of data, and a summary of the findings, conclusions, educational implications, and recommendations tor additional research. Data from the eight hypotheses were treated with an analysis of covariance. The analysis of data revealed the following: 1. The infusion of critical thinking activities and metacognition did not improve students' skills or achievement in the following areas: spelling, capitalization, and punctuation. 2. The infusion of critical thinking activities and metacognition did not improve students' skills in usage and expression as tested with items focusing on subject/verb agreement, verb tense, pronoun case, and pronoun degree. 3. The critical thinking activities and metacognition made a significant difference in students' achievement in language expression. The education implications are that lessons designed with mechanics objectives such as capitalization and punctuation should include independent practice. However, lessons designed with objectives focusing on usage, subject/verb agreement, double negatives, verb tense, and pronoun case and degree should include critical thinking activities and metacognition.
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Books on the topic "The objectives of teaching"

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Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research Laboratory, 2009.

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Marzano, Robert J. Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research Laboratory, 2009.

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Marzano, Robert J. Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research Laboratory, 2009.

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Lorber, Michael A. Objectives, methods, and evaluation for secondary teaching. 4th ed. Boston: Allyn and Bacon, 1996.

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1933-, Pierce Walter D., ed. Objectives, methods, and evaluation for secondary teaching. 3rd ed. Englewood Cliffs, N.J: Prentice Hall, 1990.

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1920-, Gronlund Norman Edward, ed. Writing instructional objectives for teaching and assessment. 7th ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2004.

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Gronlund, Norman Edward. Gronlund's writing instructional objectives. 8th ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2009.

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Kerry, Trevor. Learning objectives, task setting and differentiation. Cheltenham: Nelson Thornes, 2002.

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University, Drexel. Microcomputing facilities: Objectives and policies. Philadelphia, PA: Drexel University, 1985.

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Schools, Adrian Public. Mathematics objectives, grades 1-12. Adrian, MI: Adrian Public Schools, 1985.

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Book chapters on the topic "The objectives of teaching"

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Choo, Suzanne S. "Objectives." In Teaching Ethics through Literature, 19–34. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2021. http://dx.doi.org/10.4324/9780429292101-2.

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Kravetz, Katharine. "Learning Objectives." In Teaching and Learning About Communities, 101–6. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56109-1_7.

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Turner, Marianne. "Teaching and Learning Objectives." In Multilingualism as a Resource and a Goal, 229–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21591-0_9.

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Crane, R. I. "Discussion in Session 1 “Teaching Objectives”." In Teaching Thermodynamics, 57–63. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_8.

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Benenson, Efim. "Objectives Central to Clinical Teaching." In Syndrome-based Approach to Diagnosis, 17–20. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4733-6_3.

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Colwell, Richard J., Michael P. Hewitt, and Mark Fonder. "Objectives, Standards, and Curriculum Development." In The Teaching of Instrumental Music, 26–40. Fifth edition. | New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315619033-3.

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Rudvin, Mette, and Elena Tomassini. "Teaching Methods and Objectives: Course Structure." In Interpreting in the Community and Workplace, 79–88. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307469_5.

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Bembenutty, Héfer, Marie C. White, and Miriam R. Vélez. "Objectives and Methods." In Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates, 29–43. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9950-8_3.

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Castro, Paloma, and Lies Sercu. "Chapter 2: Objectives of Foreign Language Teaching and Culture Teaching Time." In Foreign Language Teachers and Intercultural Competence, 19–38. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598456-004.

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Young, Gerald. "Study Guide Questions, Teaching Objectives, and Learning Outcomes." In Malingering, Feigning, and Response Bias in Psychiatric/ Psychological Injury, 815–54. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7899-3_32.

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Conference papers on the topic "The objectives of teaching"

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Pshukova, E. M., and N. M. Mirzoeva. "Principles and Key Features of Interactive Teaching and Application Methods modern methodological approaches to teaching histology, cytology and embryology at a medical university." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2021. http://dx.doi.org/10.18411/sr-10-02-2021-06.

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Kasymova, SH SH, and G. E. Hakberdieva. "The use of new educational technologies in teaching clinical pharmacology." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2021. http://dx.doi.org/10.18411/sr-10-02-2021-52.

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Abdurahmanova, N. G. "Work on intonation while teaching word order in Russian sentences children - foreigners." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2020. http://dx.doi.org/10.18411/sr-10-12-2020-01.

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The article discusses the work on intonation in the process of teaching word order in the Russian sentence of children - foreign phones. Learning a foreign language involves mastering the phonetic, lexical, grammatical, phraseological structure of the language. But the success of practical mastery of the language depends on mastering the syntactic structure of the language. The correct intonation design provides the correct understanding of the sounding speech and its work.
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Mirzoeva, V. M., E. D. Aksenova, and E. Z. Mirzoeva. "Methodological forms and methods of teaching foreign medical students Russian language." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2020. http://dx.doi.org/10.18411/sr-10-12-2020-23.

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В центре внимания данной статьи – виды речевых произведений (дискуссия, тематический диалог) в аспекте развития устной речи иностранных студентов-медиков в практике обучения русскому языку как иностранному, особенности методических приемов, способствующих расширению лингвистической и профессиональной компетенций иностранного обучающегося.
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Mihajlovskaya, K. V. "The importance of intercultural professional communication in teaching students legal specialties." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2021. http://dx.doi.org/10.18411/sr-10-02-2021-45.

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Cotič, Mara, Darjo Felda, and Amalija Žakelj. "TAXONOMY OF LEARNING OBJECTIVES AT ELEMENTARY LEVEL." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.335c.

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Looking for an answer to the question what knowledge represents the centre of gravity in teaching and learning and thus also in testing and assessing knowledge, as well as in the interpretation of students’ achievements taxonomies of learningobjectives for the cognitive area can be of assistance. In education sciences there are several taxonomies of cognitive knowledge (Bloom, Marzano, Gagne). Taxonomy is derived from basic cognitive – mental processes that are arranged in a hierarchic relationship, namely from the lowest – the simplest to the highest – the most complex process. The present paper represents an introduction to Bloom’s, Gagne’s, and Marzano’s taxonomies. Bloom’s taxonomy is one of the best known classifications of learning objectives, where Bloom and associates have formed a taxonomy of cognitive, conative, and psycho-motoric learning objectives. In the cognitive area the following degrees have been defined: remembering, understanding, applying, analysing, synthesising, and evaluating. Gagne’s classification of knowledge classifies the achievements of learners into: basic and conceptual knowledge, procedural knowledge, and problem solving knowledge. Marzano’s taxonomy distinguishes between content and lifelong or process knowledge, which are further divided into complex thinking, data processing, communication, cooperation in the group, and development of mental habits.
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Kasymova, SH SH, and G. E. Hakberdieva. "The effectiveness of the use of interactive teaching methods in medical universities." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2021. http://dx.doi.org/10.18411/sr-10-02-2021-41.

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Lucenko, V. E. "Project methodology in teaching the discipline "Russian language in business documentation. A culture of speech"." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2021. http://dx.doi.org/10.18411/sr-10-02-2021-44.

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Bubnova, S. YU. "Pedagogical conditions for the use of didactic games in teaching plot drawing of older preschool children." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2020. http://dx.doi.org/10.18411/sr-10-08-2020-21.

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Statnik, O. G. "Application of information and communication technologies and Internet resources in the process of teaching a foreign language." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2021. http://dx.doi.org/10.18411/sr-10-02-2021-48.

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Reports on the topic "The objectives of teaching"

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Irvine, Cynthia E., and Michael Thompson. Teaching Objectives of a Simulation Game for Computer Security. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada435221.

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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Elliott, C., D. Harrington, J. Jason, J. Schoenwaelder, F. Strauss, and W. Weiss. SMIng Objectives. RFC Editor, December 2001. http://dx.doi.org/10.17487/rfc3216.

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Ivey, William D. Objectives and Success - Linking National Policy Objectives and Military Strategic Objectives to Achieve Success. Fort Belvoir, VA: Defense Technical Information Center, April 1996. http://dx.doi.org/10.21236/ada308549.

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Pederson, R. 2011 AUV objectives. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2012. http://dx.doi.org/10.4095/290244.

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Birdi, Alvin. Teaching with Webinars. Bristol, UK: The Economics Network, February 2019. http://dx.doi.org/10.53593/n3150a.

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Santi, Peter. Course Overview and Objectives. Office of Scientific and Technical Information (OSTI), October 2014. http://dx.doi.org/10.2172/1163266.

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Kruse, Amy, Michael Becker, and Kristy Tipton. Alternate Reality Teaching: OurSpace. Fort Belvoir, VA: Defense Technical Information Center, May 2014. http://dx.doi.org/10.21236/ada605455.

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Kruse, Amy, Michael Becker, and Michael Richard. Alternate Reality Teaching: OurSpace. Fort Belvoir, VA: Defense Technical Information Center, June 2012. http://dx.doi.org/10.21236/ada562629.

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