Bibliografías temáticas / Syllabi

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Literatura académica sobre el tema "Syllabi"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de julio de 2024

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Artículos de revistas sobre el tema "Syllabi"

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Richmond, Aaron S., Robin K. Morgan, Jeanne M. Slattery, Nathanael G. Mitchell, and Anna Grace Cooper. "Project Syllabus: An Exploratory Study of Learner-Centered Syllabi." Teaching of Psychology 46, no. 1 (December 16, 2018): 6–15. http://dx.doi.org/10.1177/0098628318816129.

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Recent research suggests that designing a syllabus using learner-centered principles may increase students’ perceptions of their instructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and student motivation. Typically, a learner-centered syllabus is one that presents a positive tone at the point of a student’s first contact with a course and describes collaborative opportunities, repeated opportunities for formative assessment, and a sense of ownership of the learning experience. In the present study, we assessed the learner-centerednes
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Strimel, Morgan, and Jason Northrup. "Syllabus Statements: A Point of Visibility for Disability Services." Journal of Postsecondary Student Success 2, no. 1 (October 27, 2022): 54–68. http://dx.doi.org/10.33009/fsop_jpss130566.

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Course syllabi are an important point of visibility for higher education disability services offices, lending importance to the presence and accuracy of disability and accommodations statements within them. The present study is a content analysis of course syllabi from a large Northern Virginia university from the Fall 2020 semester. Researchers collected syllabi from publicly available webpages—including department websites—resulting in a sample size of 61 syllabi with 58 disability/accommodation statements available for analysis. Researchers analyzed and coded syllabi for the presence of an
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Gin, Logan E., Rachel A. Scott, Leilani D. Pfeiffer, Yi Zheng, Katelyn M. Cooper, and Sara E. Brownell. "It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution." Advances in Physiology Education 45, no. 2 (June 1, 2021): 224–40. http://dx.doi.org/10.1152/advan.00119.2020.

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Syllabi are usually required by institutions of higher education and often are the first exposure that students have to a particular course. Instructors can use syllabi as a mechanism to convey important information to students. Moreover, a syllabus can be considered a tool to create inclusive biology courses by transmitting information to all students equitably. In this study, we examined 75 biology course syllabi collected from a research-intensive institution to examine what content instructors include. We reviewed the syllabi to determine the presence or absence of elements and assessed to
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Khattala, Asma. "EFL Teachers’ Involvement in Designing Higher Education Syllabi: Reality and Expectations Case of EFL Teachers in Setif 2 University, Algeria." Milev Journal of Research and Studies 7, no. 1 (June 30, 2021): 434–48. http://dx.doi.org/10.58205/mjrs.v7i1.735.

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The motivation underlying this research is the indisputable importance of teachers’ involvement in contributing to the development of appropriate syllabi. Given that teachers interact directly with the syllabus through implementation without being involved in the design process, is likely to create a gap between expectations and reality. This study aims to clarify the actual situation of teachers’ involvement in designing higher education syllabi in Algeria by revealing whether or not they participate in the syllabus design process, and if so, what is the nature of their participation. 18 Perm
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Farrow, Ben, Tom Leathem, and Amna Salman. "Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses: An Initial Investigation." International Journal of Contemporary Education 5, no. 1 (December 15, 2021): 34. http://dx.doi.org/10.11114/ijce.v5i1.5403.

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Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whet
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Smith, Randolph A. "Preventing Lost Syllabi." Teaching of Psychology 20, no. 2 (April 1993): 113. http://dx.doi.org/10.1207/s15328023top2002_13.

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Ismael Hama, Kozhin Omer. "Adopting and Adapting Syllabi by Instructors of English Language Departments at University Level: An Applied Study." JOURNAL OF LANGUAGE STUDIES 8, no. 5 (May 31, 2024): 294–313. http://dx.doi.org/10.25130/lang.8.5.16.

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Syllabus is a crucial instructional resource that assists educators with clarification and simplification of subjects and sheds light on the content of a course of study, step by step. It is a crucial aspect of university teaching to provide syllabi for all their offered modules; thus, every instructor requires one to teach a class properly. Instructors, however, always use syllabi to improve their performance and make their teaching better suit students’ needs to learn and gather information to enhance their university education. This study examines how instructors deal with syllabi in terms
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Eslami, Maryam, Kameryn Denaro, Penelope Collins, Jacklyn M. Sumarsono, Michael Dennin, and Brian Sato. "How syllabi relate to outcomes in higher education: A study of syllabi learner-centeredness and grade inequities in STEM." PLOS ONE 19, no. 4 (April 17, 2024): e0301331. http://dx.doi.org/10.1371/journal.pone.0301331.

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Fostering equity in undergraduate science, technology, engineering, and mathematics (STEM) programs can be accomplished by incorporating learner-centered pedagogies, resulting in the closing of opportunity gaps (defined here as the difference in grades earned by minoritized and non-minoritized students). We assessed STEM courses that exhibit small and large opportunity gaps at a minority-serving, research-intensive university, and evaluated the degree to which their syllabi are learner-centered, according to a previously validated rubric. We specifically chose syllabi as they are often the fir
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Rich, Paul J. "Syllabi." Latin American Policy 1, no. 1 (June 2010): 165–97. http://dx.doi.org/10.1111/j.2041-7373.2010.00014_1.x.

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Rich, Paul J. "Syllabi." Review of Policy Research 27, no. 3 (May 2010): 345–77. http://dx.doi.org/10.1111/j.1541-1338.2010.00458_1.x.

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Tesis sobre el tema "Syllabi"

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Boatenreiter, Maryana Ruth. ""Did you Read the Syllabus?" Twitter Did: Public Syllabi and Activist Writing Pedagogy." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564500466476402.

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Rundqvist, Johan. "Modified tool for analyzing syllabi at Karlstad University." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84218.

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Tung, Yao-Tsu. "A Case Study of Undergraduate Course Syllabi in Taiwan." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28487/.

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Higher education in Taiwan has been influenced by U.S. and Western practices, and syllabi represent one means to verify this. However, limited research exists in Taiwan on course syllabi and on similarities of syllabi with practices in other countries. In the U.S. as the paradigm shifted from teaching to learning and to the learning-centered context, scholars argued that syllabi should be learning-centered. Given the assumption that higher education in Taiwan is similar to U.S. higher education and the call for a learning-centered context, this qualitative research examined 180 undergraduate s
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Gustafsson, Lisa. "The development of Swedish syllabi of English in the past 50 years." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12857.

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This paper aims to analyse syllabi written for teachers of English in Sweden from 1962 up until 2000. The syllabi are placed into a matrix to provide a lucid view of the development. The syllabi used in this study are the documents published in 1962, 1980 and 2000. The paper moves on to historically acknowledge methods and approaches in language teching serves as the basis of the division made in the matrix, as well as White's (1988) classification of two types of syllabi. The study shows that the syllabi have become more and more communicative and drawn from the structural type. The teacher
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Shepherd, Hazel Kennedy Larry DeWitt. "A content analysis of course syllabi in elementary teacher preparation." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633426.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 25, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 98-103) and abstract. Also available in print.
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Sederstrom, Olivia Marie. "Communicating Performance: First-Year Writing Syllabi as Rhetorical Contact Zones." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91189.

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Syllabi are an integral part of any college experience and an understanding for how the genre functions on a rhetorical level is an under-researched area in the field of higher education. Using the tools of rhetorical analysis—looking at language and genre structures—I gathered a selection of 25 First-Year Writing syllabi within the Department of English at Virginia Tech to help address this concern of a lack of research. Using qualitative research methods—specifically those dealing with language and genre coding—I worked through my syllabi selection to ascertain how the genre functions rhetor
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Demir, Ema Kristina. "English Textbooks in Sweden : Textbook Choice, Evaluation and the English Syllabi." Thesis, Stockholm University, Department of English, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37260.

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Li, Chonghui. "Syllabi reforms and their intended impact on English teaching and learning." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29390.

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This study investigates the development of the subject of English in Swedish upper secondary schools through an analysis of the syllabi in the curricula Lgy 70, Lpf 94 and Lgy 11, with a focus on English teaching and learning. In the last 50 years, the Swedish upper secondary school has undergone three major reforms. These three reforms have had an impact on the ways of teaching the English subject. By employing Fairclough’s (1992a) three-dimensional model, the study finds that these three major reforms had an impact on English teaching and learning in terms of communicative competence and ind
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Newby, Paula. "Course Content of Sociology of Aging and Social Gerontology Syllabi: Interdisciplinary Relations." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/625.

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The United States is undergoing a major increase in a segment of the population we socially define and understand as aged. By the year 2030 approximately one in every five Americans will be 65 years or older. Because the concept of age is encompassed in our everyday world of social reality, it is a subject matter for the discipline of sociology. Aging is also recognized as a subject matter for courses in social gerontology, which incorporates a multidisciplinary approach with material from social, psychological, and biological areas. This research endeavor constitutes a content analysis of cou
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Key, Mary Elizabeth. "Student perceptions of chemical industry : influences of course syllabi, teachers, firsthand experience." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288066.

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Libros sobre el tema "Syllabi"

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1950-, Lewis Barbara, and MENC, the National Association for Music Education (U.S.), eds. Syllabi for music methods courses. 2nd ed. Reston, VA: MENC, the National Association for Music Education, 2002.

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Birkoff, Juliana E. Conflict resolution syllabi anthology 1997. Washington, D.C: National Institute for Dispute Resolution, 1997.

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Elazar, Daniel Judah. Jewish political studies: Selected syllabi. Edited by Stein Tzipora D. New York, N.Y: Markus Wiener Pub., 1985.

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Gideon, Shimoni, ed. Contemporary Jewish civilization: Selected syllabi. New York, N.Y: Markus Wiener Pub., 1985.

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Nees, Rebecca A. Syllabi and instructional materials in demography. 4th ed. Washington, DC: American Sociological Association, 2003.

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Lowther, Malcolm A. Preparing course syllabi for improved communication. Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning, 1989.

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Scott, Sernau, Griffin Johnnie, American Sociological Association, and ASA Teaching Resources Center, eds. Social stratification courses: Syllabi & instructional materials. 5th ed. Washington, D.C: American Sociological Association, 2004.

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Academic Council on the United Nations System., ed. More teaching about international organization: Selected syllabi. Providence, RI (Brown University, Box 1983, Providence 02912-1983): Academic Council on the United Nations System, 1995.

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P, Mulvey Kevin, and American Sociological Association. Teaching Resources Center., eds. Research methods courses: Syllabi, assignments, and projects. 3rd ed. Washington: American Sociological Association, 1990.

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Academic Council on the United Nations System., ed. Teaching about international organizations II: Selected syllabi. [New York]: Academic Council on the United Nations System, 1989.

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Capítulos de libros sobre el tema "Syllabi"

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Smith, Claire F., Gabrielle M. Finn, Jane Holland, Jane Stewart, Siobhan A. Connolly, Catherine M. Hennessy, and Stephen McHanwell. "Core Syllabi in Anatomy." In Teaching Anatomy, 443–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43283-6_43.

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Kelton, Suzanne. "Course Policies, Philosophies, and Syllabi." In A Beginner's Guide to Teaching Mathematics in the Undergraduate Classroom, 17–46. New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003000044-2.

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Sebastiani, Roberto, Alessandro Tomasi, and Fausto Giunchiglia. "Model Checking Syllabi and Student Careers." In Tools and Algorithms for the Construction and Analysis of Systems, 128–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45319-9_10.

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Richmond, Aaron S., Guy A. Boysen, and Regan A. R. Gurung. "How do Model Teachers Construct Syllabi?" In An Evidence-Based Guide to College and University Teaching, 156–84. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003119562-7.

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Richmond, Aaron S., Guy A. Boysen, and Regan A. R. Gurung. "How do Model Teachers Construct Syllabi?" In An Evidence-Based Guide to College and University Teaching, 156–84. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003119562-7.

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Vsetecka, John. "Integrating Scholarship on Ukraine into Classroom Syllabi." In Ukraine's Many Faces, 375–92. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839466643-037.

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Fillion, Nicolas. "Logical Methodology and the Structure of Logic Syllabi." In Annals of the Canadian Society for History and Philosophy of Mathematics/ Société canadienne d’histoire et de philosophie des mathématiques, 1–14. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-46193-4_1.

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Yacob-Haliso, Olajumoke. "Postscript: Teaching Women’s Studies in Africa – Sample Syllabi." In The Palgrave Handbook of African Women's Studies, 1–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-77030-7_166-1.

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Yacob-Haliso, Olajumoke. "Postscript: Teaching Women’s Studies in Africa – Sample Syllabi." In The Palgrave Handbook of African Women's Studies, 235–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-28099-4_166.

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Drury, Michael. "C&G 2391-50, 51 and 52 syllabi." In Electrical Inspection, Testing and Certification, 162–66. Second edition. | Boca Raton: Taylor & Francis, Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.1201/9781351232838-10.

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Actas de conferencias sobre el tema "Syllabi"

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Ismail, Rekan, and Nawsha Ghaleb. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.02.

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Minor changes and improvements have been made to syllabi in the universities in Erbil-Kurdistan over the years. Hence, this research aims to bring to light the need for student-centered syllabus in Erbil- Kurdistan. It further aims to find out the degree to which the syllabi of syntax class are student-centered, assess the items mentioned in the syntax syllabi, and identify the frequency range of the existing student-centered factors. Additionally, it identifies the items in the syllabi that need to be modified towards a more student-centered format. Document review is adopted as a quantitativ
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Svētiņa, Karīna, and Sanita Litiņa. "Syllabus and Learning Outcomes: A Case Study of Medical College Students’ And Lectures’ Experience." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.23.

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Syllabus is an important document for higher education institutions. It is a normative requirement for the assessment of the quality and facilitates understanding between teachers and students on the course and requirements. An important section of syllabi is the learning outcomes that characterise what students need to be able to demonstrate after completing the course. The aim of this research is to find out to what extent students read syllabi, to find out students’ opinions about the learning outcomes to be achieved specified in the syllabus, as well as to analyse how lecturers introduce s
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Van Goch, Merel M., Christel Lutz, and Livia M. Untaru. "Developing a shared syllabus template as a living document of inclusive practices in a teaching and learning community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12967.

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Inclusive teaching and learning is central to our educational mission. In this project, we used a whole-institution approach to make our institution’s inclusive objectives concrete and specific. We aimed to develop ways to capture our own community’s goals and objectives in a ‘living document’, a syllabus template in which insights from educational literature on diversity and inclusion are presented alongside the voices and practices of members of our own community of practice (CoP). We created the syllabus template by using the literature to list elements of inclusive design, inclusive delive
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Ronchetti, Marco, and Joseph Sant. "Towards automatic syllabi matching." In the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1563021.

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"XML-BASED COURSE SYLLABI - An Electronic Implementation of the CDIO Syllabus." In International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001848401600165.

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Traiger, Saul. "Hypertext syllabi in cognitive science." In the 11th annual international conference. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/166025.166094.

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Guerra, Paula Patricia, Viviana González, Woong Lim, and Rafael Méndez Romero. "Secondary math methods syllabi across cultures." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-58.

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"Importance of Multimodality in Educational Syllabi." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a12.

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Buswell, Natascha T. "Behind the Scenes: Course Syllabi explained." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659273.

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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by
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Informes sobre el tema "Syllabi"

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Garcia, Javier, and Jose Fdez-Alfaro. Guidelines for Commanders and Staffs: How to Incorporate Cross Cultural Awareness into Syllabi/Curricula and Training Programs. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada562035.

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Haßler, Björn, Hannah Walker, Nariman Moustafa, Grace Macharia, Taskeen Adam, Anne-Fleur Lurvink, and Chris McBurnie. EdTech Fellowship – Course Syllabus. Open Development & Education, April 2023. http://dx.doi.org/10.53832/opendeved.0288.

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Scarlett, Harry. Nuclear Fundamentals Orientation Module 1 Syllabus. Office of Scientific and Technical Information (OSTI), October 2022. http://dx.doi.org/10.2172/1891808.

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Jensen, Michael J. Special Operations Aerial Mobility Vehicle Training Syllabus. Fort Belvoir, VA: Defense Technical Information Center, December 2013. http://dx.doi.org/10.21236/ada620484.

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Scarlett, Harry. Nuclear Fundamentals Orientation (NFO) Module 2 Syllabus. Office of Scientific and Technical Information (OSTI), October 2022. http://dx.doi.org/10.2172/1891809.

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Scarlett, Harry. Nuclear Fundamentals Orientation (NFO) Module 3 Syllabus. Office of Scientific and Technical Information (OSTI), October 2022. http://dx.doi.org/10.2172/1891810.

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McAnulty, Michael D. Evaluation of a Flight Surgeon Course Syllabus Change. Fort Belvoir, VA: Defense Technical Information Center, May 1986. http://dx.doi.org/10.21236/ada168824.

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Kerr, Keishema. A Delphi study for a neuropsychiatry syllabus for psychologists. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2023. http://dx.doi.org/10.37766/inplasy2023.9.0065.

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Gordon, Peter C. Context Effects in Recognizing Syllable-Final /z/ and /s/ in Different Phrasal Positions. Fort Belvoir, VA: Defense Technical Information Center, September 1988. http://dx.doi.org/10.21236/ada199923.

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Beaulieu, Stace E., Karen Stocks, and Leslie M. Smith. FAIR Data Training for Deep Ocean Early Career Researchers: Syllabus and slide presentations. Woods Hole Oceanographic Institution, February 2024. http://dx.doi.org/10.1575/1912/67631.

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It is essential for our next generation of leaders in deep ocean observing to gain knowledge and skills in research data management, including how to make data FAIR - Findable, Accessible, Interoperable, and Reusable. This educational package was developed as a virtual workshop series for Deep Ocean Early career Researchers (DOERs) with content tailored for the Deep Ocean Observing Strategy (DOOS), an international network of deep ocean observing, mapping, exploration, and modeling programs endorsed as a UN Ocean Decade Programme. Modules step through the research data lifecycle, starting with
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