Bibliografías temáticas / Syllabus

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Literatura académica sobre el tema "Syllabus"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "Syllabus"

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Mamun, Md Abdullah Al. "A Content Analysis of the English Language Development Courses in Bangladeshi University English Departments." Journal of Education and Learning 8, no. 6 (November 17, 2019): 180. http://dx.doi.org/10.5539/jel.v8n6p180.

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Syllabus, as one of the most important tools of teaching-learning, must contain necessary contents. A clearly designed, well-presented syllabus with the contents following the best practices in the field is a prerequisite for effective teaching. To analyze the contents of the syllabi of English language development courses of Bangladeshi university English departments, this study prepared a checklist of an ideal syllabus following the relevant literature and theories. The study has found that the contents in those syllabuses are presented in a haphazard way. They cannot the meet most of the criteria of an ideal syllabus in terms of contents. Most of them have only some learning topics or items as contents; and names of some books as materials. Regarding the other aspects like goals and objectives, assessment, rubric, teaching-learning methodologies, types of useful materials etc., the syllabuses present a very poor scenario. In the presentation and organisation, a linear fashion is found seemingly without any grading.
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Sodhi, Ritu, and Jitendra Choudhary. "Text Analyzing Tool for Simplifying the Syllabus Creation Process." International Journal of Information and Education Technology 13, no. 2 (2023): 409–16. http://dx.doi.org/10.18178/ijiet.2023.13.2.1820.

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In curriculum development, syllabus creation is an important activity. The need for a syllabus repository and data extraction is essential for creating a new syllabus. Faculties do this job manually by adding topics from their intelligence as well as analyzing syllabuses of the same course available on the search engine. Because it is a time-consuming job, this research aims to propose and implement a text-analyzing tool. The methodology is used, first to create a syllabus repository of computer science courses, do data extraction & normalization, analyzes the contents of different syllabuses, and suggests the contents to the faculties. This tool is experimented on the sample for creating the syllabus of C Programming. The result of the tool is that it suggests the topics that can be included in the syllabus to the faculties. The time and effort required to create a syllabus are reduced by using this tool. In the future weightage to the syllabuses can be given for classification that will give more accurate results while analyzing syllabuses. This tool can be improved by using machine learning algorithms for creating syllabus repositories and data extraction. Semantic comparison can give more accurate results by creating a specific model for computer terminologies.
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Bandan, Aldo Prabowo, and Ratna Dewanti. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 93–103. http://dx.doi.org/10.21009/ijlecr.052.11.

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ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to provide language learners a set of language qualification to master. The data sources to analyze existing English reading syllabuses were taken from five different universities in Indonesia. The result of sub RQ 1 found that the ICT competences are mostly integrated in teaching methods, and assessments. For the ICT tools in the existing syllabus mostly used computer, laptop, LCD, word and presentation software. UNESCO competence in the existing syllabus mostly integrated implicitly and explicitly in technology literacy. Learning processes mostly appear in the existing syllabus were identifying, discussing, and analyzing. Sub RQ 2 found the integration of ICT into syllabus component can be applied by infusing the ICT indicator into the syllabus components, and the integration of CEFR into learning materials to see the levels of the students. Sub RQ 3 found designing ICT competences-integrated syllabuses of reading courses used process-oriented for the type of syllabus. The components of syllabus that integrated in reading syllabuses were course description, learning outcomes, learning objective, materials, teaching method, assessments, and resources.
 Keywords: ICT competences, English reading syllabuses, CEFR for languages.
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Mhd Nuryansyah Nugraha, Putri Rizky, Raya Marcela, Usna Aulia, and Safran Safran. "Upaya Peningkatan Kemampuan Guru Dalam Menyusun Silabus Dan RPP Melalui Supervisi Akademik Di SD 101772." Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa 3, no. 1 (January 2, 2024): 150–56. http://dx.doi.org/10.58192/insdun.v3i1.1807.

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This research aims to determine efforts to improve teachers' abilities in compiling syllabuses and lesson plans through academic supervision. This research was conducted at SDN 101772 Tanjung Selamat, the subjects of this research were teachers at SDN 101772 Tanjung Selamat. The method used in this research is a descriptive qualitative method, data collection techniques are carried out through observation, interviews and documentation. The results of the research show that the quality of the syllabus and lesson plans made by the teachers at SDN 101772 can be said to be poor. This is because there are still many syllabi and lesson plans that still use the old format and don't seem original. In the assessment of the syllabus and lesson plans that have been implemented, many weaknesses were still found. They are late to the instant culture by copying the syllabus and RPP models developed by the Central Government.
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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-centeredness of 109 syllabi sampled from Project Syllabus. Analyses revealed these syllabi to be disproportionately learner-centered on almost all of the factors assessed. In addition, there were moderate to strong associations among learner-centered factors, syllabus length, and use of images in syllabi. Finally, results indicate that syllabi from Project Syllabus have become increasingly more learner-centered over a 19-year period. Implications for a model of learner-centeredness are discussed, including how learner-centered syllabi impact a student’s perceptions of teacher effectiveness and strategies for assessing learner-centeredness.
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Syarifah Syifa and Darmahusni. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF WRITING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 116–23. http://dx.doi.org/10.21009/ijlecr.052.13.

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The development of Information and Communication Technology (ICT) has greatly affected the field of education. ICT allow for a higher quality lessons through collaboration with teachers in planning and preparing resources. ICT also develop some writing skills: spelling, grammar, punctuation, editing and re-drafting. ICTs appear as a strategy to improve learners’ difficulties and provide students’ growth in the writing skills. Therefore, this research aims to design ICT competences – integrated writing syllabuses for English Language Education Study Program (ELESP) by analyzing the existing writing syllabuses from five universities in Indonesia. The analysis involved the ICT Competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The researcher employed Design and Development Research (DDR) as a research design and qualitative research as the research method. The used stages of DDR in this study are conducted need analysis; stating the objectives, developing the preliminary syllabus, evaluate the preliminary syllabus and revising a syllabus prototype. The data sources of this research are 14 existing syllabuses of writing courses of undergraduate English Language Education Study Program. The result of the research revealed that the ICT competences are mostly integrated in the component of Teaching Method and Media in the syllabuses. The highest level of ICT competences applied in the existing syllabus is Knowledge Deepening level. Although, the integration or infusion of ICT competences were explicit and implicit mentioned in the syllabuses of writing subjects. The research then provide the procedure of ICT integration and the design the ICT competences integrated – writing syllabuses; Basic Writing, Professional Writing, Creative Writing, and Academic Writing. The proposed syllabus implemented the skill-based syllabus.
 Keywords: ICT Competences, Writing Skills, Syllabus Design, DDR, ICT UNESCO Framework
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Fadhilah Hamid, Syifa, and Siti Drivoka Sulistyaningrum. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF SPEAKING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 1–13. http://dx.doi.org/10.21009/ijlecr.051.01.

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ICT implementation has been broadly used in all sectors of human‘s life including education. One of the ICT implementations in education is integrating ICT into curriculum, syllabus or course outline. Meanwhile, speaking has become a skill that utmost significance to acquire. Thus, this study aims at designing ICT competences integrated – speaking syllabuses for English Language Education Study Program (ELESP) by analyzing the existing speaking syllabuses from various universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The study applied Design and Development Research (DDR) as the research design and qualitative as the research method. The stages of DDR in this study are Need Analysis; Describe the Objectives, Design and Develop the Syllabus, Evaluate the Prototypical Syllabus, Design Revision. The result of the study revealed that the ICT competences are mostly integrated in the component of Teaching Method or Classroom Activities and Learning Media in the syllabuses. The most applied level of ICT competences in the existing syllabuses is Knowledge Deepening level. However, the integration or infusions of ICT competences were explicitly or implicitly mentioned in the syllabuses of speaking subject. The study provides procedure of ICT integration and the design of ICT competences integrated – speaking syllabuses; General Speaking, Professional Speaking and Academic Speaking. The proposed syllabuses implemented the skill based syllabus and functional – notional syllabus design.
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orva, Abo, Sow miya, Sow miya, and Naga rajan. "Student Syllabus Tracker." International Academic Journal of Science and Engineering 9, no. 2 (July 16, 2022): 05–10. http://dx.doi.org/10.9756/iajse/v9i2/iajse0907.

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Syllabus are crucial tools that aid university teachers in explaining to students the goal and course direction. Syllabi creation and storage using conventional methods can get tiresome and time-consuming. At a sizable private institution, the Center for Teaching and Learning has created a tool to speed up the process of creating, modifying, and saving syllabi. The designer and developer will introduce and demonstrate the recently developed tool during the roundtable session, facilitate a discussion about how the tool can be used to enhance communication between teachers, students, and departments, and then give the attendees the opportunity to use the tool. Easy to view the students syllabus detail. Identify the particular set of the syllabus of the students. It is easy for each subject faculty. Serve as the framework for the selected course materials, course details, and method of instructions. University teaching and learning is always accessed through syllabi. Using this analogy as a foundation, this paper introduces Open Syllabus, a model-based REACT JS, NODE JS, MANGO DB approach to course outlines for online courses. The resources (files, citations, assignments, etc.), activities (quiz, forum, etc.), and course information (description, objectives, etc.) are all organized in Open Syllabus in a way that gives instructors direction, students navigational clarity, and export/import capabilities for sharing content across platforms.
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Johnson, Claire. "Best Practices in Syllabus Writing: Contents of a Learner-Centered Syllabus." Journal of Chiropractic Education 20, no. 2 (January 1, 2006): 139–44. http://dx.doi.org/10.7899/1042-5055-20.2.139.

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This article presents an overview of syllabus structure for faculty members and administrators who would like to develop and evaluate their syllabi. A brief overview about syllabus contents and a checklist is provided.
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Patwary, Md N., Md M. Reza, and Sadia A. Tithi. "Exploring tertiary EFL learners’ and teachers’ perceptions of the effectiveness of EFL writing course syllabi: Pedagogical implications." Feedback Research in Second Language 2 (October 2024): 19–41. http://dx.doi.org/10.32038/frsl.2024.02.02.

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Given the importance of effective and standard syllabi in developing tertiary students’ EFL writing skills, this study aimed to analyze the perceptions of Bangladeshi tertiary EFL learners and teachers towards the effectiveness of English writing course syllabi in developing writing proficiency. The study involved 392 students and 14 EFL teachers from seven Bangladeshi universities in a five-point Likert-scale questionnaire survey using a purposive sampling procedure. The results show that both students and teachers had a negative perception of the effectiveness of most of the components of the syllabus, namely, objectives of the syllabus, content and skill coverage, instructional time, suitability, and effectivity of the instructional materials covered in the syllabus. However, students had a positive perception of the effectiveness of the writing content, while teachers had a low perception of this aspect of the writing syllabus. Recommendations call for policymakers and syllabus designers to ensure that EFL writing course syllabi include essential subject components and skills, adhere to global standards, and provide ample classroom practice time for students. The study also highlights the need for devising better syllabi to meet the needs of tertiary EFL learners' academic and professional needs and guide EFL teachers to meet the expectations of Bangladeshi tertiary EFL education.
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Tesis sobre el tema "Syllabus"

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Parana, Jeanne Marie Feder. "Lexical syllabus." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24503.

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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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Turk, Cathy Christine. "Syllabus for Advanced Placement Biology." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2203/.

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The purpose of this syllabus is to provide a working copy to those teachers of the advanced placement biology course taught at the high school level. Reference materials used were the Texas Education Agency ( TEA ) approved Campbell text Biology and the College Board's, Advanced Placement Biology Laboratory Manual. The syllabus is divided into major topics with outlined notes and includes laboratory exercises as recommended by the College Board. The AP biology course is intended to be equivalent to college biology. College freshman biology courses can differ among colleges and among teachers within the same college. This syllabus is intended to serve as an aid to AP teachers, to cover the topics and experiments as set out by the College Board, and to the high school student, the necessary material to successfully complete the AP examination while providing freshman biology equivalence.
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Sardo, Claudia Estima. "An EFL student-generated syllabus." reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157786.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão<br>Made available in DSpace on 2016-01-08T18:04:13Z (GMT). No. of bitstreams: 1 95701.pdf: 2994303 bytes, checksum: d8e166a784bc3aa673478453bde9c7cd (MD5) Previous issue date: 1993<br>Na área de estudos da aquisição de uma segunda língua, os pesquisadores têm discutido a respeito dos insumos linguísticos sob duas pespectivas: do tipo e seu efeito na aprendizagem. Quanto ao tipo de insumos, a literatura tem abordado, entre outros aspectos, o discurso do professor, a fala modificada, o maternales, livros texto e matérias de ensino autênticos. A relação entre insumos que são gerados espontaneamente pelos alunos. O objetivo deste estudo é observar o insumo gerado por um grupo de alunos quando aprende inglês através do método comunitário. Os dados indicam que os alunos deram pouca atenção à expansão do vocabulário e à análise gramatical de estruturas. O método mostrou-se estimulante para a aprendizagem e os resultados mostram que o grupo estava pronto para assumir as suas próprias responsabilidades na criação dos insumos necessários para a aprendizagem.
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Decroo, Kenneth Louis. "Creating a student accessible online syllabus." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1737.

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This project addresses how to create an online syllabus that is accessible to students and parents, that empowers students to take responsibility for their own learning while enhancing school/home communication, and serves as a graphic representation of what students have accomplished. Web quests are used as the principle means of instructional delivery to engage middle school students in problem-based projects that address real life situations using rigorous and relevant curricula. Elements of an online syllabus and the content of the course it supports are examined. The role, an online syllabus plays in fulfilling the goals of techno-constructivism, the move from a top down, broadcast model toa decentralized, constructivism model of instructional delivery is addressed.
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Jensen, Michael J. "Special operations aerial mobility vehicle training syllabus." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/38957.

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Approved for public release; distribution is unlimited.Approved for public release; distribution is unlimited.<br>This project extends research initiated by Major Dave Kenney into Special Operations Forces use of light-sport aircraft to gain an operational advantage over known and potential adversaries. Major Kenneys December 2012 masters thesis concluded that Special Operations Air Mobility Vehicles (SOAMV) enabled a proven doctrine for sustainable circumvention of anti-access and area-denial technologies. This conclusion sparked intense interest across USSOCOM and created demand for a feasible SOAMV program. This project represents a first step toward establishing a SOAMV program for USSOCOM by researching and developing a safe, effective, and efficient training protocol for training SOAMV fliers. If a full-scale program is not immediately required, building an established protocol will precisely define the cost and time required to build a SOAMV-capable force if needed. This syllabus project blends USSOCOM training standards with existing proven programs (Federal Aviation Administration Regulations) and adds military Tactics, Techniques, and procedures.
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Preston, E. Lynn. "Syllabus Outline for Genetics Lecture and Laboratory." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2241/.

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This work is intended to be used as a teaching tool in conjunction with the text cited. It is written in outline format, highlighting the major concepts of each pertinent chapter. In this format, the concepts can be expanded upon at the discretion of the instructor. This work is to be used as a guide for lecture. The basic concepts contained in the outline are in such a format as to be able to work in more information regarding the subject matter if needed. The instructor can work from this outline as a starting point. Major topics in the chapters are highlighted, making lecture notes for the instructor easier to do.
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Schulz, Leslie. "Anatomy and Physiology Syllabus for Community Colleges." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2500/.

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This syllabus includes both lecture notes and laboratory activities for a two-semester anatomy and physiology community college course. The syllabus is based on a 16-week semester that is comprised of a three-hour lecture section and a one-hour laboratory class each week. Both the lecture course and laboratory are necessary to fulfill the requirement for anatomy and physiology. Laboratory activities coincide with lectures to enhance understanding of each topic by providing visual and hands-on experiments for the concepts learned in the lecture. Laboratory quizzes will be given each week to help students maintain a working knowledge of the material learned in the laboratory. This course is appropriate for the typical anatomy and physiology student and should benefit both students who plan to major in biology and also those who are non-biology majors. Because subject matter in anatomy and physiology is quite difficult, the importance of attendance and good study skills is stressed.
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Bell, Jacqueline Susan. "Syllabus interpretations : understanding the construction and implementation of locally agreed syllabuses for religious education through case studies." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247118.

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Levy, Andrea S. "Secondary mathematics teacher education : a methods course syllabus /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7636.

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Libros sobre el tema "Syllabus"

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Northern Examinations and Assessment Board. Syllabuses for 1998: GCSE syllabus summaries. Manchester: NEAB, 1997.

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Northampton Festival of Music and Drama. Syllabus. Northampton: Northampton Festival of Music and Drama, 1989.

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Music, Royal Conservatory of. Syllabus. 2nd ed. Mississauga, Ont: F. Harris Music, 1997.

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Society, Edinburgh Cine. Syllabus. Edinburgh: Edinburgh Cine Society, 1990.

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National Genealogical Society. Conference in the States. Syllabus. Nashville, Tenn: NGS, 1996.

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Club, Ladies Monday. Syllabus. [Edinburgh]: [Ladies Monday Club], 2002.

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Foundation, Edexcel. GCSE syllabus. Mansfield: Edexcel, 1998.

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Barnes, Mike. The syllabus. Toronto, Ont: Porcupine's Quill, 2002.

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Foundation, Edexcel. GCSE syllabus. Mansfield: Edexcel, 1999.

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Vlavianos-Arvanitis, Agni. Bio-syllabus. Athens, Greece: Biopolitics International Organisation, 1992.

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Capítulos de libros sobre el tema "Syllabus"

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Richlin, Laurie. "Syllabus." In Blueprint for Learning, 105–6. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443292-26.

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Bollhöfer, Matthias, and Volker Mehrmann. "Empfohlener Syllabus." In Numerische Mathematik, 273–74. Wiesbaden: Vieweg+Teubner Verlag, 2004. http://dx.doi.org/10.1007/978-3-322-80242-2_18.

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Davis, Philip J., Reuben Hersh, and Elena Anne Marchisotto. "Sample Syllabus." In The Companion Guide to the Mathematical Experience, 75–86. Boston, MA: Birkhäuser Boston, 1995. http://dx.doi.org/10.1007/978-1-4612-4280-2_11.

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de Souza, Paulo Ney, and Jorge-Nuno Silva. "The Syllabus." In Berkeley Problems in Mathematics, 523–24. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4684-9294-1_17.

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Decan, Shen, and Zhang Kan. "Psychology Syllabus." In The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1005-1.

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Stazicker, Anne, and Nancy Woods. "Syllabus design." In Teaching International Foundation Year, 20–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003253624-2.

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Bellucci, Francesco. "The Syllabus." In Peirce’s Speculative Grammar, 215–83. 1 [edition]. | New York : Routledge, 2017. | Series: Routledge studies in American philosophy ; 11: Routledge, 2017. http://dx.doi.org/10.4324/9781315211008-8.

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Helfen, Andreas, and Harald Becher. "EACVI Core Syllabus." In Kursbuch Kontrastechokardiografie, 297–303. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-49566-7_8.

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Rocha, Samuel D. "Syllabus as Essay." In The Syllabus as Curriculum, 151–53. New York, NY : Routledge, 2020. | Series: Studies in curriculum theory series: Routledge, 2020. http://dx.doi.org/10.4324/9780429027901-15.

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Rocha, Samuel D. "Syllabus as Outline." In The Syllabus as Curriculum, 183–87. New York, NY : Routledge, 2020. | Series: Studies in curriculum theory series: Routledge, 2020. http://dx.doi.org/10.4324/9780429027901-21.

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Actas de conferencias sobre el tema "Syllabus"

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Wallwey, Cassie. "Centering Engineering Students' Voices Through Course Syllabus Negotiations & Co-Creation." In 2024 IEEE Frontiers in Education Conference (FIE), 1–8. IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893451.

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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 students to the content of the syllabus. The research consists of three stages: 1) compilation of statistics and analysis on the number of readings of syllabi; 2) analysis of students’ self-assessment of the learning outcomes to be achieved; 3) survey of lecturers on the process of the introduction of syllabi. In the results, it was concluded that in the 2nd academic year there are more students who have read the syllabi than in the 1st and 3rd academic year. It was discovered that 64% of students agree with the statement that the lecturer introduces the requirements of the study course and 56.5% of students agree that at the end of the study course they have achieved the learning outcomes specified in the syllabus. The results of lecturers’ surveys indicate that the vast majority 78.8.5% are convinced that only a few read the syllabi, 41.2% use the presentation, 5.9% create a separate report to introduce students to the syllabus and learning outcomes and 60.6% devote around 10 minutes to it. According to the obtained results, it would be necessary to encourage lecturers to devote more time when introducing students to the syllabus and to inform the lecturers about the feedback on the reading statistics of their syllabi.
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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 delivery, inclusive assessment, and learning-focused syllabi, then identifying examples of those elements in syllabi of local experienced practitioners, and deepening the good practices in interviews with the experienced practitioners. The final syllabus template presents authentic practices from local syllabi, with explanations of the relevance of those examples and reference to educational literature, links to teaching tools, and contact-information for individual colleagues. The shared syllabus template deliberately situates academic development within the practice of the local CoP. We found that even the most experienced practitioners find it challenging to work on inclusive practices, which is all the more reason to stimulate a collaborative approach.
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Kasik, Dave. "Syllabus." In ACM SIGGRAPH 2007 courses. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1281500.1281562.

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Barbosa, Alayde A., and Mary I. Abercrombie. "A GRAPHIC SYLLABUS." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-322652.

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Yu, Xiaoyan, Manas Tungare, Weiguo Fan, Manuel Perez-Quinones, Edward A. Fox, William Cameron, GuoFang Teng, and Lillian Cassel. "Automatic syllabus classification." In the 2007 conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1255175.1255265.

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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 quantitative research tool for collecting data. 15 syllabi of syntax class have been collected in 8 public and private universities in Erbil-Kurdistan. To assess the learner-centeredness of the collected syllabi, the researchers adapted Cullen and Harris’ (2009) rubric in accordance to the syllabi in the universities in Kurdistan. The results show that syllabi of syntax class in the public and private universities in Erbil-Kurdistan are teacher-centered to a high degree. Moreover, the findings also show that the syllabi of syntax class would sound more student-centered if teachers start working on certain elements in their syllabi, such as accessibility of teacher, learning rationale, teacher’s role, student’s role, grades, feedback mechanisms, and revision/redoing. The results will benefit all the teachers in Erbil-Kurdistan and show them a clear picture of the state of their syllabi in terms of student-centeredness and encourage them to work on certain aspects in their syllabi to design a more student-centered syllabus.
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Sekiya, Takayuki, Yoshitatsu Matsuda, and Kazunori Yamaguchi. "Improvements of a Hybrid Syllabus Search Tool by Syllabus-related Heuristics." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962619.

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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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Belyaeva, E. G., and V. Yu Petrova. "SYLLABUS AS A TEAMBUILDING TOOL FOR TEACHERS." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/41.

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The aim of this small-scale research is to explore the team-building potential of writing a syllabus that can make communication and interaction between university teachers and students more open and transparent. The results of the study support the hypothesis about the role of the syllabus in the formation of a university teacher team, illustrating it with a case of creating the syllabus “English for Academic Purposes” at St Petersburg State University.
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Informes sobre el tema "Syllabus"

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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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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 1 “Foundational Practices for FAIR Data,” 2 “Collaborating in the Research Data Lifecycle,” 3 “Best Practices in the Ocean Sciences,” and concluding with 4 “The “R” in FAIR data lifecycle: Reusable data.” This package includes the syllabus which shows the schedule for delivery of the workshop series as well as an overview of content and learning objectives. There are no prerequisites to participate in this course. The training was delivered in English; recordings were provided ahead of the virtual sessions and a live transcript was implemented during the sessions to improve accessibility.
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Ragusa, Jordan. COURSE SYLLABUS - Charleston Classroom: Race, Elections and American Politics in the Holy City. Clemson University Press, July 2024. http://dx.doi.org/10.34068/teacher_scholars.01.

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Dairianathan, Eugene, Larry Francis Hilarian, Peter Stead, Chee Hoo Lum, and Hoon Hong Ng. Learning through popular music, lessons for the general music programme syllabus in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27422.

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This project sought to investigate the identity, role and function of popular music within classroom-based education in Singapore. Popular music is characterised by: (i) lnterdisclplinarity (music, dance, poetry, theatre, etc); (ii) It suffuses the lives of school-going youth in their out-of-school curriculum. (iii) Skill acquisition is frequently gained through more informal learning than is usual in institutional settings (Green, 2002). (iv) Participation in popular music by various communities seems to cut across ethnic, religious and age boundaries, which makes popular music participation an interesting study in social integration. (v) Engaging in popular music potentially provides students life-long engagement The impact of popular music in the classroom has not been fully explored. Creating, performing and responding to popular music genres arguably act as an apt medium of and for self expression considering the complex nature of an ever-shifting demographic mix and strategies to bring about more effective social integration across communities-of-practice (Wenger 1998) engaging the later cosmopolitan society in Singapore. The GMP (2008) document supports the value of popular music beginning with musical skills of composing, improvising and recreating extending to identity formation and multiplicity in identity negotiation in group dynamics (MOE 2008, pp. 7-10). Current broader educational aims are to develop creative, imaginative and socio-culturally well-tempered individuals and popular music has an important educational role to play in this respect. Dairianathan and Lum (2010) have discovered how popular musics re/iterate their place in the music curriculum for music as lived and living space. Secondary factors crucial to this research are: (a) to examine the place of popular music in local public and international schools across Singapore, (b) to draw out the intrinsic and extrinsic motivations for school-going youth to be engaged in popular music and (c) to critically examine popular music immersion in relation to the objectives established in the GMP syllabus (MOE 2008).
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