scholarly journals Comparison of University and School Tutorial Teaching

2021 ◽  
Vol 1 ◽  
pp. 56-63
Author(s):  
Ian Hamilton
Keyword(s):  
Teaching Practice ◽  
The Other ◽  
Mathematics Students ◽  
Online Tutorial ◽  
Second Year

In the Spring term of 2021, I performed two online tutorial-based teaching roles. One was with groups of second year university Statistics students; the other was with groups of Year 11 GCSE Mathematics students. In this essay I aim to compare those experiences and draw out some learnings for PGR teaching practice.

Folding and Fracturing of Rocks: the birth of modern structural geology

2018 ◽  
Vol 487 (1) ◽  
pp. 7-9 ◽  
Author(s):  
Susan H. Treagus ◽  
Peter J. Hudleston
Keyword(s):  
Structural Geology ◽  
Imperial College ◽  
The Other ◽  
Postgraduate Student ◽  
Teaching And Research ◽  
The World ◽  
Second Year

AbstractIn 1967, the publication of John Ramsay's book, Folding and Fracturing of Rocks, was a landmark event that affected both of us, inspiring us into careers in structural geology. At that time, one of us was a postgraduate student at Imperial College, London, the other a second-year undergraduate at Manchester University. It is hard to convey, 50 years on, how precious this book was then. The true and lasting value is how this book has changed individuals, and influenced the teaching and research in structural geology, in Britain and around the world. In our view, Folding and Fracturing of Rocks marks the birth of modern structural geology.

scholarly journals From projects to problems

2006 ◽  
pp. 81-83
Author(s):  
Derek Raine
Keyword(s):  
Group Work ◽  
Problem Based Learning ◽  
Theoretical Work ◽  
The Other ◽  
Project Work ◽  
Work Skills ◽  
Other Hand ◽  
Group Projects ◽  
Second Year ◽  
Teaching Physics

Projects are a familiar feature of physics curricula and many courses include one or more group projects as a way of developing group work skills, if not for teaching physics. Problem-based learning on the other hand, which is designed primarily to teach physics while enhancing group work skills, is not so familiar. In this article we shall show how project work can be developed rather simply into problem-based learning by contextualising the project in terms of a problem and a viewpoint. The examples given will be based on developments of first and second year courses at Leicester to integrate practical, computational and theoretical work within the programme of specialist options. The benefits to staff and students will be discussed.

scholarly journals Ações de Docência com Uso de Tecnologias Digitais na Formação Inicial de Professores de Matemática

2020 ◽  
Vol 13 (2) ◽  
pp. 211-221
Author(s):  
Ivanete Fátima Blauth ◽  
Suely Scherer
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Digital Technologies ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Mathematical Content ◽  
Initial Formation ◽  
Practice Teaching ◽  
Teaching Learning ◽  
School Space

ResumoNeste artigo discutimos resultados de uma pesquisa em que se analisou ações propostas em uma disciplina de Prática de Ensino, identificando aquelas que podem ter possibilitado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo, por egressos de um curso de Licenciatura em Matemática. Dentre as ações identificadas, duas são relacionadas à aprendizagem da docência, uma vivenciada na sala de aula da disciplina, em que o acadêmico teve colegas como alunos, e a outra realizada no espaço da escola, em que o acadêmico assumiu a regência de uma aula de matemática em escolas de Educação Básica. O objetivo neste artigo é analisar essas duas ações e possíveis relações com a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Os dados foram produzidos na pesquisa a partir de entrevistas realizadas com 27 egressos desse curso de Licenciatura em Matemática, que realizaram a disciplina de Prática de Ensino e concluíram o curso, no período de 2010 a 2015. A partir da análise de “falas de egressos”, concluiu se que as duas ações propostas na disciplina de Prática de Ensino, nas quais os professores em formação tiveram a oportunidade de praticar a docência, podem ter oportunizado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Nessas ações, esses egressos tiveram que estudar conteúdos matemáticos e tecnologias, de maneira a atender objetivos de aulas e favorecer a aprendizagem de seus alunos.Palavras-chave: Prática de Ensino. Formação Inicial. Matemática. Tecnologias Digitais.AbstractIn this paper we discuss the results of a research in which actions proposed in a Teaching Practice discipline were analyzed, identifying those may have made the construction of technological and pedagogical knowledge, by graduates of a Mathematics Degree. Among the actions identified, two are related to teaching learning, and other experienced in the classroom, in which the students was the academic’s colleagues, and the other was in the school space, in which the academic took over the conduct of a class of mathematics in Basic Education schools. The objective of this article is to analyze these two actions and possible relationships with the construction of technological and pedagogical knowledge of Mathematical content. The data were produced in the research based on interviews with 27 graduates of this Mathematics Degree, who took the Teaching Practice discipline and completed the course, from 2010 to 2015. From the analysis of the “speeches of graduates”, it was concluded that the two actions proposed in the Teaching Practice discipline, in which the teachers in training had the opportunity to practice teaching, may have given rise to the construction of technological and pedagogical knowledge of Mathematical content. In these actions, these graduates had to study Mathematical content and technologies, in order to meet class objectives and favor the learning of their students.Keywords: Teaching Practice. Initial Formation. Mathematics. Digital Technologies.

scholarly journals The Autonomy of Indonesian EFL Students: A Mixed Method Investigation

2021 ◽  
Vol 20 (11) ◽  
pp. 422-443
Author(s):  
M Melvina ◽  
Nenden Sri Lengkanawati ◽  
Yanty Wirza
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Teaching Practice ◽  
Learner Autonomy ◽  
Independent Learning ◽  
Self Awareness ◽  
State University ◽  
Mixed Method Design ◽  
Efl Students ◽  
Second Year

The present study sought to scrutinize undergraduate EFL students’ learning autonomy in a state university in Indonesia. This study employed a triangulation study of mixed-method design by distributing questionnaires and conducting interviews to get quantitative and qualitative data. The questionnaire was distributed to 40 second year participants enrolled in listening, speaking, reading, and writing for academic purposes classes, whereas 15 participants were selected for the interview Descriptive statistics and thematic analysis were used to analyse the data collected from the questionnaire and the interview. Findings revealed that the level of students’ learner autonomy was classified as moderate level of autonomy. This indicated that Indonesian undergraduate students were considered somewhat autonomous learners. In addition, the Indonesian undergraduate students defined learner autonomy as independent learning with or without the teacher’s assistance, students responsible for their own learning, and learner autonomy was the student’s self-awareness and self-initiated to learn outside the classroom to find ways of learning and collaborate with others. The study recommended that teachers should consistently develop learner autonomy in their teaching practice.

CROP RESPONSE TO LIME AND FERTILIZER SUPERIMPOSED ON DIFFERENT TILLAGE TREATMENTS FOR A VIRGIN GREY WOODED SOIL

1963 ◽  
Vol 43 (2) ◽  
pp. 298-308
Author(s):  
Herman A. Hamilton ◽  
J. R. Lessard
Keyword(s):  
Surface Soil ◽  
The Other ◽  
First Year ◽  
Crop Response ◽  
Nitrogen And Phosphorus ◽  
Residual Phosphorus ◽  
Second Year ◽  
Tillage Treatment ◽  
Nitrogen Phosphorus ◽  
Forage Yields

A virgin Grey Wooded soil was subjected to different tillage treatments receiving various rates of nitrogen, phosphorus and lime. In a 5-year rotation of oats followed by 4 years of hay, oat forage yields with 24-inch plowing appeared to be less than those obtained with shallower tillage treatments, but the subsequent first- and second-year hay yields were substantially higher. Nitrogen and phosphorus significantly increased oat forage yields irrespective of tillage treatment. Increases in first-year hay yields due to residual phosphorus were highly significant with 12-inch and 24-inch plowing. Second-year hay yields were significantly increased by residual phosphorus on all tillage treatments with increases being in the order 12-inch plowing and disking greater than 6-inch and 24-inch plowing. Irrespective of tillage treatment, lowest hay yields were obtained in the first year of harvest. Despite the greater saturation of the sub-surface soil with bases, lime significantly increased hay yields on plots plowed to 24 inches. Whereas the legume component of the hay mixture was initially high on plots plowed to 24 inches, in the succeeding years the percentage decreased considerably. On the other hand, legume percentage, which was initially low, increased for plots that were disked or plowed to 6 inches. Plowing to a depth of 12 inches appeared to be the most satisfactory procedure in maintaining the best hay yields with a high percentage of legumes.

EFFECTS OF PLANT SPACING ON PERFORMANCE OF THE STRAWBERRY CULTIVAR BOUNTY

1975 ◽  
Vol 55 (4) ◽  
pp. 1013-1016
Author(s):  
D. L. CRAIG
Keyword(s):  
Fruit Weight ◽  
The Other ◽  
Plant Spacing ◽  
Strawberry Cultivar ◽  
Plant Stand ◽  
Second Year

Strawberry cv. Bounty was grown for 2 yr in matted rows with plant spacings of two, four and six plants per 0.093 m2, and noncontrolled spacing. In the 1st fruiting yr, yields were lowest from two plants per 0.093 m2 and yields of other spacings did not differ significantly. Second-year yields from the same plots were lowest from the noncontrolled spacing and did not differ significantly for other spacings. The percentage of the marketable crop weighing 7 g or more per fruit ranged from 84.3% from the noncontrolled stand to 93% for two plants per 0.093 m2. Seasonal mean fruit weight was not affected by treatments in 1973. In 1974, fruit from the noncontrolled spacing was significantly smaller than fruit from the other spacings. The data show that optimum marketable yields of 46,629 kg/ha and a seasonal mean weight per fruit of 12 g can be produced by cv. Bounty from a plant stand of six plants per 0.093 m2.

The Attitude Towards and the Use of Social Networking in European Higher Education

2020 ◽  
Vol 10 (1) ◽  
pp. 51-69
Author(s):  
Silvia Gaftandzhieva ◽  
Rositsa Doneva
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Networking ◽  
Interest Groups ◽  
Social Networking Sites ◽  
Teaching Practice ◽  
The Other ◽  
European Countries ◽  
Statistical Software ◽  
European Higher Education

Nowadays, social networking is becoming a more and more powerful tool for students for communication, sharing of information and discussions on various topics. The study presented in this article investigates the extent to which teachers from different European countries use social networking sites in their teaching practice for different purposes and what their attitude is towards the use of social networking in higher education in general. The study is intended to seek clarity on the issues, whether the use of social networks is related to teacher information about social networking sites; their participation in interest groups and research for the use of social networks in education; and whether the results obtained from the survey vary according to the country. For this purpose, the statistical software IBM SPSS Statistics is used. On the other hand, the study explores specific areas of the use of social networking in higher education, with an emphasis on their efficacy.

Response of Young Unirrigated Clonal Tea to Nitrogen Fertilizer

1996 ◽  
Vol 32 (1) ◽  
pp. 63-66
Author(s):  
N. E. A. Malenga
Keyword(s):  
Nitrogen Fertilizer ◽  
Early Years ◽  
The Other ◽  
Virgin Soil ◽  
The Third ◽  
Second Year ◽  
Additional Nitrogen

SUMMARYThe response to nitrogen of four high yielding good quality clones of tea was investigated on fertile virgin soil. The yields of all the clones examined were maintained without additional nitrogen during the first two years after planting but Clone PC 81 responded to nitrogen in the second year after planting. This was the earliest recorded stage at which seedling or clonal tea had responded to nitrogen in Malawi. The other clones examined all responded to nitrogen in the third year after planting, and the yields of all the clones were substantially increased by the higher rates of nitrogen applied in the early years after planting, though the responses to nitrogen differed between seasons.

Effects of automatic item eliminations based on item test analysis

2007 ◽  
Vol 31 (3) ◽  
pp. 247-252
Author(s):  
Jaap H. J. Muntinga ◽  
Henk A. Schuil
Keyword(s):  
The Other ◽  
Cohort Effects ◽  
Test Results ◽  
Test Analysis ◽  
Course Content ◽  
Elimination Procedure ◽  
Item Statistics ◽  
Second Year ◽  
Automatic Elimination

Item test analysis is an aid to identify items that need to be eliminated from an assessment. An automatic elimination procedure based on item statistics, therefore, could help to increase the quality of a test in an objective manner. This was investigated by studying the effect of a standardized elimination procedure on the test results of a second-year course over a period of 6 successive years in 1,624 candidates. Cohort effects on the item elimination were examined by determining the number of additional items that had to be eliminated from three different tests in 3 successive academic years in two cohorts. The items that were part of more than one test and had to be eliminated according to the procedure in at least one of the tests appeared to have to be retained according to the same procedure in most of the other tests. The procedure harmed the high scoring students relatively more often than the other students, and the number of eliminated items appeared to be cohort dependent. As a consequence, automatic elimination procedures obscure the transparency of the grading process unacceptably and transform valid tests into inadequate samples of the course content.

The Homing of Salmon in Apple River, N.S.

1936 ◽  
Vol 2 (4) ◽  
pp. 391-400 ◽  
Author(s):  
H. C. White
Keyword(s):  
The Other ◽  
First Year ◽  
The West ◽  
Tidal Water ◽  
Spawning Time ◽  
Second Year ◽  
Tidal Pools

Salmon from the East branch marked as smolts in 1934 returned as grilse in the fall of 1935, entering only the East branch up to spawning time. After October 22 more entered the West than the East branch. Female salmon tagged as adults gave evidence of remaining each in a particular "home" pool. After spawning some females dropped down to tidal pools in early November and later reascended the stream. Male salmon tagged as adults left their "home" pools, roaming up and down and even going through tidal water to the other branch; yet males came back the second year to the same pool in which they were taken (in one case repeatedly) in the first year.

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