Effects of Generic and Subject-Didactic Teaching Characteristics on Student Performance in Mathematics in Secondary School: A Scoping Review

<p style="text-align: justify;">Research on instructional quality has been of great interest for several decades, leading to an immense and diverse body of literature. However, due to different definitions and operationalisations, the picture of what characteristics are important for instructional quality is not entirely clear. Therefore, in this paper, a scoping review was performed to provide an overview of existing evidence of both generic and subject-didactic characteristics with regard to student performance. More precisely, this paper aims to (a) identify both generic and subject-didactic characteristics affecting student performance in mathematics in secondary school, (b) cluster these characteristics into categories to show areas for quality teaching, and (c) analyse and assess the effects of these characteristics on student performance to rate the scientific evidence in the context of the articles considered. The results reveal that teaching characteristics, and not just the instruments for recording the quality of teaching as described in previous research, can be placed on a continuum ranging from generic to subject-didactic. Moreover, on account of the inconsistent definition of subject-didactic characteristics, the category of ‘subject-didactic specifics’ needs further development to establish it as a separate category in empirical research. Finally, this study represents a further step toward understanding the effects of teaching characteristics on student performance by providing an overview of teaching characteristics and their effects and evidence.</p>

Application of Simulation Technology in Military Education

Based on the teaching characteristics in military academies, simulation technology has been applied in their teaching methods. The issues faced in the application of virtual simulation technology to relevant professional teaching in armed police academies are analyzed in this article. Secondly, in view of the difficulties encountered in the organization and implementation of practical teaching as well as in the development of the current teaching, this article explores the impact of simulation technology in its application in teaching methods, training practices, and teaching channels.

Rural Child in the Polish Educational Discourse during the Interwar Period or about Less Known Roots of Regionalism at School

The article is devoted to the process of discovering the specificity of life and development of a village child, initiated at the turn of the second and third decades of the 20th century. It was one of the consequences of the then developing educational discourse, supported by the achievements of child psychology, pedology, and the New Upbringing trend. In 1929, the first Polish research on the level of development of children from urban and rural environments was conducted. The results were very unfavorable for children from the countryside. This gave an impulse for further action. In 1930, in the pages of “Praca Szkolna” (“School Work”), a competition was announced among teachers to describe a rural child from various regions. Twenty-two papers were submitted, the best of which were published in the book Dziecko wsi polskiej (A Child of the Polish Countryside). These works allowed us to penetrate both the problems faced by rural children at school and the difficulties faced by teachers working in the countryside. To a large extent, they resulted from the lack of a proper diagnosis of the educational and upbringing needs of a rural child and from difficulties in cooperation between schools and villages. The perspective of changes in this area was opened only by regionalism, introduced to school curricula as a result of the education reform in 1932, which was to support the education of rural children and contribute to the integration of the school with the local community. Thus, the teaching characteristics of a rural child contributed, in a sense, to the introduction of regionalism in Polish schools.

Los buenos profesores universitarios, en la voz de padres de familia. Un insumo para el diseño de programas de formación docente con pertinencia social

El objetivo de esta investigación fue describir las percepciones de padres de familia acerca de las características de la enseñanza de los buenos profesores universitarios, consideradas como un insumo para el diseño de programas de formación docente con pertinencia social. Es un estudio cualitativo con indagación naturalista. Participaron 93 padres de familia con hijos universitarios del Estado de Sonora, México. Se empleó una guía de tópicos que respondieron por medio de la técnica de composición escrita y una entrevista semiestructurada. Emergieron categorías de forma inductiva siendo éstas las que presentaron mayor densidad: a) crea clima agradable de confianza, b) explica claramente, c) preparados en su materia y la didáctica, d) enseña de forma entusiasta y práctica y e) apoya a los estudiantes en su aprendizaje. Para validar estas categorías se compararon con estudios de temas similares realizados en universidades ubicadas en los primeros lugares del ranking académico QS Latin América Rankings. Se obtuvieron coincidencias en un 80% de las categorías de las percepciones de padres y de los estudios, lo que valida su voz y abre posibilidades de participación en los procesos de redefinición de políticas y contenidos en los procesos de formación docente The objective of this research was to describe the perceptions of parents about the teaching characteristics of good university professors, considered as a social input for the design of teacher training programs. It is a qualitative study with naturalistic inquiry. 93 parents with university children from the State of Sonora, Mexico participated. A topic guide was used that responded through the written composition technique and a semi-structured interview. Inductive categories emerged, these being the ones that presented the highest density: a) creates a pleasant climate of trust, b) explains clearly, c) prepared in their subject and didactics, d) teaches enthusiastically and practically, and e) supports students in their learning. In order to validate these categories, they were compared with studies on similar topics carried out in universities located in the first places of the QS Latin America Rankings academic ranking. Agreements were obtained in 80% of the categories of the perceptions of parents and the studies, which validates their voice and opens possibilities for participation in the processes of redefining policies and contents in the teacher training processes

Teacher Knowledge and Skill for Gifted and Talented Education

The gifted and talented education is one of national strategic projects, and the teachers of gifted and talented education are the core elements of gifted and talented education, which determine the quality of gifted and talented education. Exploring and analyzing professional development, the knowledge and skills in the new period from such ten aspects as theoretical basis, teaching characteristics, individual differences, learning strategy, learning environment,language and communication, teaching plan, talent evaluation, professional ethics, multi-dimensionalcooperation, we can draw an enlightenment that the developing quality of teachers of gifted and talented education can be raised by legislation, policy, planning, resources, guarantee, project and localization, which also provide solid support of manpower and intelligence for gifted and talented education.

The Design and Investigation of Teaching Evaluation Index System under the Background of Research University Construction

Based on the teaching characteristics of Research-oriented University, this paper designs the teaching evaluation index system of university economics and management courses. The index system includes 6 first level indexes and 31 second level indexes. We select all the graduate students in our school's business school as the survey object to study the importance of indicators at all levels in teaching evaluation. The results show that the weight of learning attitude is the highest among all the first level indicators. In all the secondary indicators, the indicators that can assess research, investigation and other related aspects generally have higher weight. These show that under the background of the construction of Research-oriented University, the traditional teaching mode of instilling knowledge into students by teachers can no longer meet the needs of the development of the times. The education in the new era should transform to the research-oriented teaching mode which mainly cultivates students' research and analysis ability.

Research on the integration of ideological and political education into the curriculum design of landscape architecture

The ideological and political construction of curriculum is the inevitable requirement to improve the quality of forestry talent training. The concrete contents of ideological and political teaching design including teaching goal, teaching method, teaching content design, teaching characteristics and teaching summary are expounded and three aspects of further optimization are put forward. Taking the ideological and political construction of the curriculum as an opportunity, based on the professional characteristics and discipline development, it provides reference for the ideological and political construction of the landscape architecture specialty curriculum.

STUDENTS PERCEPTION’S TOWARDS ONLINE TEACHING: AN EMPIRICAL STUDY IN BERHAMPUR UNIVERSITY

In the Coronavirus disease -19 (COVID-19) response, all the educational institutions have been compulsory to move all teaching and learning activities online at very short time notice by the University Grand Commission (UGC). Consequently, all classes, simulations, practicums, viva-voces, and valuation, etc., were adapted for the online setting. Online education has been at the forefront of discussions as a new and viable option for learning opportunities in higher education. Academic institutions continue to see remarkable growth of online education during COVID-19. Due to the pandemic situation, UGC has instruction with 40 per cent of online learning. Hence educational institutions have been implementing online classes. The article investigates to identify the factors which students perceive significant influence towards online class. From a student perception, there has been adaptation and the prospect to advance new skills, possibly providing online teaching via elearning or virtual learning. Further, this study sought to provide an investigation of online teaching in University with an intention on how the teaching and learning interaction will affect students ‘perceptions relating to their online class preparedness and experiences. The results revealed from descriptive statistics, correlation, and regression analysis that students reported a moderate relationship between the extracted factor scores and overall satisfaction of online teaching. The findings of four factors that affect the students' views about online teaching characteristics instruction seen that student perceptions about online teaching are positively affected by "Perceived Usefulness” of online teaching. The second most important factor is student supportiveness, followed by faculty responsiveness and perceived flexibility. Further, Multiple Regression Analysis has been analysed to inspect the relationship between the various online teaching characteristics and the overall satisfaction from online teaching. Thus, this study may be helpful to teachers in constructing proper pedagogical techniques which can be suitable and beneficial for learning, understanding and application of the online teaching-learning process.

Reform and Practice of the Course “Application of Computer in Materials Science”

<p>The application of computer in materials science, as a professional basic course for undergraduates majoring in materials science and engineering, is both theoretical and operational. At the same time, the practicality and applicability of this course are also obvious. Therefore, there are great challenges for teachers’ teaching and students’ learning. Based on this, combined with the teaching characteristics of the subject, this article explores the teaching reform and practice in terms of teaching content, teaching means and teaching methods, in order to improve the training of high-level applied talents in colleges and universities. The curriculum reform has changed the traditional one-way knowledge transmission teaching mode, which is of great benefit to cultivating students’ engineering literacy, engineering practice ability and innovation ability.</p>