ULOGA AKORDSKIH DOPUNjALKI U PROCESU ZAPISIVANjA HARMONSKIH VEZA NA NASTAVI SOLFEĐA NA STUDIJAMA MUZIČKE UMETNOSTI

2020 ◽  
pp. 141-153
Author(s):  
Aleksandar Vulovic
Keyword(s):  
Teaching Practice ◽  
Harmonic Series ◽  
Experimental Program ◽  
First Year ◽  
Program Music ◽  
Study Program ◽  
Frequent Use ◽  
Pedagogical Research ◽  
The University ◽  
Academic Year

The paper describes the role of chord fill-in exercises in the process of scribing chords in harmonic series of chords which are part of the teaching program of Solfeggio in the basic academic (musical) studies. In a pilot experimental research, exact results have shown the extent to which the experimental factor (chord fill-in exercises) participate in achievement a better students accuracy when listening and scribing chords in harmonic series of chords. Pedagogical research was carried out in the academic year 2017/18 in which the main method was an experiment with one group of respondents consisting of six students of the first year of the study program Music Theory and Pedagogy of the Faculty of Philology and Arts at the University of Kragujevac. The results of the conducted experimental program confirmed the research hypothesis. They proved that chord fillers help students to identify and scribe chords in harmonic series of chords more effectively / accurately, which also indicates the necessity of a more frequent use of chord fill-in exercises in teaching practice, specifically in the work on the writing of chords in harmonic series of chords in teaching Solfeggio

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

scholarly journals Substantiation of the Impact of Fitball Gymnastics and Fitness Yoga Activities on the Health Level of University Students

2020 ◽  
pp. 206-213
Author(s):  
E.K. Gilfanova ◽  
T.B. Gorbatenko ◽  
O.Yu. Sharova
Keyword(s):  
University Students ◽  
Positive Impact ◽  
Educational Process ◽  
First Year ◽  
Recreational Facilities ◽  
First Year Students ◽  
Health Level ◽  
Pedagogical Research ◽  
The University ◽  
The Impact

The article considers the possibility of using non-traditional recreational facilities in the educational process with university students. The purpose of the study is to assess the impact of the developed methodology for fitball gymnastics and fitness yoga on the health level of students. To achieve the goal, the following tasks were set: theoretically substantiate the proposed methodology of classes; identify and conduct a comparative analysis of adaptive potential according to the method of R.M. Baevsky and the level of the functional state of first-year students during an experimental study. Scientific novelty lies in the expansion of theoretical and practical approaches to physical education at the university. The positive impact of the proposed teaching methods on the level of functional readiness of first-year students is substantiated and experimentally proved. To improve the methodology, a set of methods was used: analysis of scientific and methodological literature, the method of pedagogical research, pedagogical experiment, methods of mathematical statistics.

scholarly journals The development and implementation of a Peer Assisted Learning programme at the University of Liverpool

2015 ◽  
Author(s):  
Gita Sedghi ◽  
Trish Lunt
Keyword(s):  
Undergraduate Students ◽  
First Year ◽  
Peer Assisted Learning ◽  
The Past ◽  
Programme Design ◽  
Evaluation Feedback ◽  
Set Up ◽  
Student Input ◽  
The University ◽  
Academic Year

A Peer Assisted Learning (PAL) programme was designed and implemented in the Department of Chemistry in the University of Liverpool during the 2012-13 academic year. The PAL programme was initially set up to support first year chemistry undergraduate students with one particular maths module but was extended to offer support to all Year 1 modules. The PAL programme was also designed to meet the needs of a second cohort of students, year 2 direct entry international students, but this paper focuses on the first year student programme.   A key element to the development of the Liverpool PAL programme was the contribution of student input throughout the initial programme design stages and, importantly, the ongoing involvement of students during the operation of the programme over the last three years. They provided evaluation and feedback on the programme’s organisation and effectiveness, and were involved in subsequent discussions to analyse the data from these processes in order to improve and develop the programme. The concept of working with students as partners is not new, but it has risen in profile in recent years as highlighted by Healey et al. (2014) and many others. We believe that the PAL programme would not be as effective as it is without the ongoing involvement of students in all elements of the programme.   The paper will discuss the development and implementation of the PAL programme over the past three years, and highlight the value and importance of the role and contribution of the students in making the programme what it is today, as evidenced by the evaluation feedback from the students.

The Analysis of Learning Listening Difficulties Toward English Education Study Program Students at University of Ma'arif Nahdlatul Ulama Kebumen in the Academic Year 2019/2020

2021 ◽  
Vol 1 (01) ◽  
pp. 9-15
Author(s):  
Alek Andika ◽  
Alya Indah Sari
Keyword(s):  
Qualitative Analysis ◽  
English Education ◽  
Limited Time ◽  
Study Program ◽  
Training And Education ◽  
Education Study ◽  
Nahdlatul Ulama ◽  
Time To Learn ◽  
The University ◽  
Academic Year

Abstrak Listening adalah salah satu keterampilan yang harus dikuasai dalam belajar bahasa Inggris. Bagaimanapun, belajar Listening sangat penting karena dapat membantu membangun pondasi untuk belajar keterampilan lainnya. Tujuan dari penelitian ini adalah untuk menemukan kesulitan belajar Listening  yang paling sering dihadapi mahasiswa di Universitas Ma’arif Nahdlatul Ulama Kebumen. Penelitian ini dilakukan di Universitas Ma’arif Nahdlatul Ulama Kebumen. Tipe penelitian ini adalah penelitian deskriptif kualitatif. Data yang dikumpulkan dalam bentuk gambar dan kata. Subjek dari penelitian ini adalah mahasiswa yang telah mendapatkan pelajaran Listening dan terdaftar sebagai mahasiswa Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan di Universitas Ma’arif Nahdlatul Ulama Kebumen. Hasil penelitian ini adalah sebagai berikut: terdapat lima permasalahan yang menyebabkan mahasiswa mengalami kesulitan dalam belajar dan melakukan Listening. (1) Speakers berbicara terlalu cepat. (2) Keterbatasan kosa kata yang dimiliki siswa dalam aktivitas atau latihan Listening, menyebabkan siswa sulit menangkap kata-kata dengan jelas dalam pelajaran Listening. (3) Kurang konsentrasi dalam Listening. (4) mahasiswa merasa audio speaker tidak jelas. (5) sedikitnya waktu untuk belajar dan praktek Listening. Kata Kunci : Listening, Kesulitan, Kualitatif, Analisis Abstract Listening is one of the skills that must be comprehended in learning English. Therefore, learning listening is very important because it helps students to  build a foundation for other skill. The aims of this study is to find out the difficulties that mostly faced by students in learning listening at University of Maarif Nahdlatul Ulama Kebumen. This research was conducted at University of Maarif Nahdlatul Ulama Kebumen. The type of  this research was descriptive qualitative. The data were collected in the form of images and words. The subjects of this research were students who had taken listening course and registered to English Education Study Program, Faculty of Teacher Training and Education at the University of Ma'arif Nahdlatul Ulama Kebumen. The result of this research as following : there were five problems that caused students faced  difficulties in learning and doing listening exercises. (1) Speakers spoke fastly. (2) Students lacked of vocabulary in listening activity or exercise, that was why students did not catch the word clearly in listening course. (3) Students lacked of concentration in listening. (4) Students felt the audio speaker did not work well. (5) There was limited time to learn listening and to practice it. Keyword : Listening, Difficulties, Qualitative, Analysis

Analyzing human factor impacts of a programming pedagogy strategy at University of Coimbra

2021 ◽  
Vol 50 (1) ◽  
pp. 20-26
Author(s):  
Scheila Martins
Keyword(s):  
Problem Solving ◽  
Human Factor ◽  
Teaching Practice ◽  
Ethnographic Study ◽  
Point Of View ◽  
Study Behavior ◽  
Pedagogical Strategy ◽  
Engineering Department ◽  
The University ◽  
Academic Year

This paper presents an ethnographic study, focusing on the human factor impacts, by analyzing the relation of the pedagogical strategy requirements implemented into a regular programming classes with the efficacy of the classroom changes proposed to improve teaching practice and study behavior. The paper summarizes the updates implemented in the Introduction to Programming and Problem Solving (IPRP in Portuguese equivalent acronym), the first programming course offered for two undergraduates degrees, Informatics Engineering and Design and Multimedia, by the Informatics Engineering Department at the University of Coimbra. The changes applied in IPRP were inspired by pedagogical strategy recommendations developed in previous research, and its updated version has been run since 2011/12 academic year. The present study reports only the developments observed in IPRP classes from the Design and Multimedia degree through the lecturer's point of view assessments

scholarly journals PROPOSIONAL COURSES OF TEACHER EDUCATION: ISSUES AND CHALLENGES

2012 ◽  
Vol 47 (1) ◽  
pp. 110-125
Author(s):  
Joana Paulin Romanowski ◽  
Pura Oliver Martins ◽  
Simone Manosso Cartaxo
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching Practice ◽  
Research Problem ◽  
The State ◽  
Academic Disciplines ◽  
First Year ◽  
Educational Legislation ◽  
Teacher Formation ◽  
The University

The research focuses on the reformulation of undergraduate courses in universities in the state of Parana, Brazil. The research problem arises in the context of reformulations in the courses of teacher formation, the undergraduate courses encouraged by the demands of current educational policies for these courses, with the following questions: What changes to current policies of teacher education were produced in the organization of undergraduate courses? The overall objective was to analyze the reformulations of the undergraduate courses in relation to established priorities and the implications to the professional development of teachers indicating the tensions caused in this process and to indicate alternatives that contribute to the improvement of basic teacher education. The methodology of the study considers the assumptions of the theory as practice of expression, performs the analysis of educational legislation, organization of curriculum matrices of undergraduate courses at universities in the State of Parana and includes interviews with coordinators and teachers from the course. Results show that the courses differ in the composition of the curriculum matrices in each of the institutions examined, as for example: the organization of the curriculum regarding the disciplines that are part of it; sorting the disciplines; the number of hours of each discipline; the design of the training process; the apprenticeship supervision processes. This means that the tensions and priorities generated at each university in the constitution of the identity of the undergraduate courses are disparate from the proceedings in which these courses are instituted because of the institutional clashes priorities. The performed reformulations extend the amount of teaching time for teaching practice, starting from the first year of the course, in the form of professional practice and in the final years the completion of supervised practice. However, the university remains far removed from the elementary school, the academic disciplines do not articulate these practices. It is noteworthy that the undergraduate courses in Brazil have been the subject of debates and proposals, since the 1.980s. Key words: teacher education, undergraduate courses, professional development.

scholarly journals Own Business Enterprise in the Professional Plans of Tourism and Recreation Students

2012 ◽  
Vol 19 (1) ◽  
pp. 58-62
Author(s):  
Małgorzata Skiert ◽  
Krystyna Buchta
Keyword(s):  
Physical Education ◽  
First Year ◽  
Full Time ◽  
Business Enterprise ◽  
Main Obstacle ◽  
Career Plans ◽  
Survey Technique ◽  
Professional Business ◽  
The University ◽  
Academic Year

Own Business Enterprise in the Professional Plans of Tourism and Recreation StudentsIntroduction. This study deals with the issue of career plans of tourism and recreation students. The aim of this study was to determine the degree of willingness of the respondents to take on business proprietorship, and to identify determinants of their behaviour in this regard. The research focused on the preparation of students in the course of their education to take on business initiatives their own. Material and methods. The study was conducted in the 2010/2011 academic year, using the method of diagnostic poll and the auditorium survey technique. It included 167 first-year full time students majoring in Tourism and Recreation of the University of Physical Education in Warsaw (Faculty of Physical Education and Sport in Biała Podlaska). Results. The results of studies have showed that students express a great deal of interest in business proprietorship. They are primarily motivated by desire to maintain independence of decision-making, the need to develop their own interests and the expected high incomes. The main obstacle in this respect appears to be the lack of necessary funds to run own company. The assessed their professional business entrepreneurship skills relatively low, pointing to the lack of proper preparation in the course of the studies. Particularly low assessment was given to their skills regarding the raising funds necessary to start and run a business.

scholarly journals Using Incoming Data to Monitor Engagement and Inform Mathematics Support Interventions

2019 ◽  
Vol 17 (3) ◽  
pp. 15-27
Author(s):  
Ioannis Lignos
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Engineering Students ◽  
Performance Data ◽  
First Year ◽  
Teaching Activities ◽  
Student Behaviour ◽  
And Performance ◽  
The University ◽  
Academic Year

Students who do not engage enough with their studies could place themselves at risk of underperforming or failing. Such a risk may be higher for students who are assessed in one or more mathematics modules and lack the appropriate background knowledge, or do not engage enough with related teaching activities. It has been shown for students who engage with mathematics support, there is a significant impact on student performance and progression in the relevant modules. Thus, improving the mechanisms of engagement with mathematics support should be a priority for any student success strategy.We discuss the monitoring of attendance and performance data of first-year engineering students, as it becomes available, in order to inform interventions which suit the observed student behaviour best. Specifically, the method described was used with first-year engineering students at the University of East London (UEL) during the 2017-8 academic year. We find that when monitoring processes are applied to an already tailored support package, they can often help maintain engagement levels, understand why some students do not engage, and prompt us to differentiate support further.

scholarly journals Design of a Completely New First Year Engineering Program at the University of Saskatchewan – Part II

2019 ◽  
Author(s):  
Joel B. Frey ◽  
Sean Maw ◽  
Susan Bens ◽  
Jim Bugg ◽  
Bruce Sparling
Keyword(s):  
Lessons Learned ◽  
Current Status ◽  
First Year ◽  
Final Exam ◽  
Course Scheduling ◽  
Summative Assessments ◽  
Blank Slate ◽  
College Of Engineering ◽  
The University ◽  
Academic Year

Over the last three years, the University of Saskatchewan’s College of Engineering has embarked upon a complete redesign of its first year common program. This project started from a blank slate and posed the question, "If we could design any first year program that we wanted, what would we create?" The goal is to offer a first year program that excites, engages, inspires, and holistically prepares students for learning in subsequent years. At CEEA 2018, Phase I of this project was reviewed with a focus on the content of the new first year. This year, the focus is on the structure of the proposed program and how it aims to satisfy programmatic design objectives. The proposed first year program is highly modular, allowing for more intentional uses of time during the academic year. Course duration and intensity vary and are selected to best serve student learning, rather than conform to the traditional academic schedule. To provide more timely and targeted feedback, summative assessments occur throughout each term allowing course scheduling to extend into the traditional end-of-term final exam period. This paper presents the current structural design of the new first year and the rationale for its significant features. Some of the program design objectives that have been facilitated by this structure include: • strategic sequencing of learning with opportunities to integrate and reinforce essential skills, • multiple, individualized opportunities for students to stumble and recover, • holistic balancing of content and pacing for better student wellbeing, and • comprehensive, well-timed exposure to wide-ranging programmatic choices for students. Throughout this project, the program structure has evolved continuously. This paper will describe the development process, the challenges faced in that process, and the lessons learned. The paper will conclude by describing the current status of the project, and the focus of work currently being undertaken to prepare for implementation.  

scholarly journals A Comparative Study Between Extrovert and Introvert Student’s Achievement in English Conversation Course

2021 ◽  
Vol 5 (4) ◽  
pp. 582-593
Author(s):  
Rieke Ayu Oktriani ◽  
Indah Damayanti ◽  
Mei Hardiah
Keyword(s):  
Comparative Study ◽  
Comparative Research ◽  
English Department ◽  
Study Program ◽  
Significant Difference ◽  
The Subject ◽  
Causal Comparative ◽  
Conversation Class ◽  
The University ◽  
Academic Year

This research aimed to find out whether there is a significant difference in achievement between extrovert and introvert students in speaking ability in the English Conversation subject for 2nd-semester students of the University of Bengkulu. This research was causal-comparative research. The subject of this research was students at the 2nd semester English Department Study Program of University Bengkulu who has taken the English conversation subject in the academic year 2019/2020. The researcher used a Questionnaire and achievement result as the instrument. The result of this research shows that there were no significant differences between introvert and extrovert personalitiesin English Conversation Class achievement. It was concluded that the student's personality does not affect the score achieved in the speaking class.

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