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izz aty

Problems of Development Today | Globalization101 - 0 views

www.globalization101.org/problems-of-development-today

shared by izz aty on 11 Oct 14 - No Cached
  • the problems facing developing countries revolve around what are generally called “structural constraints” to development
  • a modern economy cannot function without a division and diversification of labor. Thus, countries with small populations may have trouble developing and gaining access to markets, while landlocked countries may struggle to integrate with global markets and expand their economies.
  • Other common constraints on development are high economic poverty, hunger, high mortality rates, unsafe water supplies, poor education systems, corrupt governments, war, and poor sanitation. These factors all combine to create what the World Bank calls “poverty traps”—cycles that must be broken for countries to develop
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  • geographic advantages do not always result in sound development in cases when governments squander valuable natural resources. The World Bank, therefore, recommends that countries focus on six areas of policy to improve chances of development: Investment in education and health Increasing productivity of small farms Improving infrastructure (for example, roads) Developing an industrial policy to promote manufacturing Promoting democracy and human rights Ensuring environmental protection
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What is a Teaching Portfolio? | The Gwenna Moss Centre for Teaching Effectiveness - 0 views

www.usask.ca/...what

shared by izz aty on 03 Jun 15 - No Cached
  • The teaching portfolio as an effective way for teachers to reflect upon, describe, and document their teaching philosophy, goals, and achievements.
  • hese files are teaching portfolios that document and describe your philosophy, activities, achievements and plans in teaching
  • A Portfolio is:A personal record drawn up and compiled by the teacher, often according to institutional, departmental, or college guidelines.A structured means of reflection on one's work, a process of self-evaluation and goal setting.An approach to teaching enhancement whereby a teacher can gauge successes, opportunities for improvement, and means for their fulfillment.A means of presenting information for job search or career enhancement, such as promotion, tenure, job application.  In short, creating a portfolio involves reflection, collection, selection, and connection.
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  • Six Steps are Involved: Clarify your teaching responsibilities.Reflect on your teaching goals, philosophy and style. Consider using the Teaching Perspectives Inventory (available in the Teaching Porfolio Resources section).Organize the material to support your purpose and the evaluators' guidelines or needs.Write the statement of philosophy.Select and append your best evidence, connecting it to your statement of philosophy. You want to provide enough evidence to convict you of the charge of excellent teaching. Show your draft to a colleague or instructional developer.
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Teaching strategies and students' learning approaches by Dr. Lew Tek Yew | Curtin Saraw... - 0 views

www.curtin.edu.my/...IN13_18.htm

education higher education learning

shared by izz aty on 29 May 15 - No Cached
  • Malaysian Quality Assurance (QA) system in higher education evolved from certain educational legislation and directives that aspire to achieve international recognition and excellence and make Malaysia the educational hub in the Asian region.
  • established in 2007 with the overall responsibility for the local accreditation of higher education programmes and qualifications, and for supervising and regulating quality and standards in education providers
  • a principle instrument that classifies qualifications based on a set of criteria that is agreed nationally and benchmarked with international practices, and which clarifies the academic levels and learning outcomes. 
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  • Curtin Sarawak is committed to developing the abilities, knowledge and skills of its undergraduates so that they are able to apply concepts and understanding of the business disciplines for the benefit of the society and the nation.  
  • they will assume intellectually demanding positions in industry such as consulting, market research and policy making. These types of work require students to go beyond the rote memorisation skills that characterise surface approaches and develop deeper research and analytical skills. 
  • Biggs (1987) and Biggs and Moore (1993) have distinguished two common approaches to learning adopted by students. According to the researchers, the deep approach is characterised by a personal commitment to learning and an interest in the subject, and consequently, searches for relationships among materials and interprets knowledge in light of previous knowledge structures and experiences. The deep approach to learning is likely to result in better retention and transfer of knowledge and may lead to quality learning outcomes
  • This allows face-to-face class sessions to be used for active engagement and discussions between students in order to develop their critical thinking skills
  • Students using the deep approach study longer, perform better, and tend to be more intrinsically motivated than those adopting a surface approach (Mashishi & Rabin, 1999)
  • the conventional lecture style approach will thwart students’ ability to learn real world skills. Hence, a combination of the traditional teaching method and a student-centred learning approach will develop relevant skills and knowledge to fulfil the requirement of a dynamic and complex business environment.
  • classes where students report adopting a deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students, encourage students to construct their own knowledge, involve the students and challenge the students’ conceptions and current ideas through questions, discussions and presentations (Trigwell, Prosser & Waterhouse, 1999; Trigwell & Prosser, 2004).  
  • At Curtin Sarawak’s School of Business, we are encouraged to use the ‘flipped classroom’ model of teaching. This method requires students to prepare well before classes commence using the learning materials posted in the online learning platform
  • On the other hand, a surface approach to learning is characterised by an intention to acquire only sufficient knowledge to complete the task or pass the subject. Students rely on memorisation and reproduction of material and do not seek further connections, meaning or the implications of what is learned. Therefore, they are unlikely to experience high quality learning outcomes or develop appropriate skills and competencies.
  • the School invites prominent industry speakers to share practical industry applications of business theories and concepts with the students.         
  • to produce critical thinkers, academics need to adopt teaching strategies that challenge the students to think likewise on a regular basis. Conceptual change/student focused approaches to teaching are more likely to lead to student abilities to seek creative and innovative solutions to future issues, problems and situations.  
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Evaluation practical guide - 0 views

www.icbl.hw.ac.uk/...eval.htm

education

shared by izz aty on 06 Aug 15 - Cached
  • "Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have." Mary Thorpe in "Handbook of Education Technology" (Ellington, Percival and Race, 1988)
  • Evaluation is concerned at the macro or holistic level of the learning event, taking into account the context of learning and all the factors that go with it,
  • assessment can be seen as the measurement of student learning and is one of the elements that go into an evaluation, the micro-level
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  • Tessmer and Harris (1992) make great use of checklists as templates for conducting evaluations. Having a checklist of the stages within an evaluation can help in the shaping and structuring of the overall evaluation design, besides their use in the evaluation itself.
  • It is useful to document all aspects of the evaluation procedure and check this off once completed
  • Evaluation is a planned systematic and open endeavour.
  • Evaluation: A practical guide to methods Philip Crompton
  • Ellington, H, Percival, F, and Race, P (1993) "Handbook of Educational Technology", Kogan Page, London
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Special Education History | History of Special Ed in the U.S. - 0 views

www.alleducationschools.com/...special-education-history

special education american special ed american education IDEA EHA NCLB

shared by izz aty on 09 Nov 14 - No Cached
  • for nearly 200 years after the United States was established in 1776, little was done to advance the rights of its disabled students
  • over 4.5 million children were denied adequate schooling before legislation to ensure equal education opportunities for special education children began in the early 1970s.
  • once legislation began, a steady stream of mandates, laws and decisions presented special needs students with opportunities previously unheard of. Suddenly, the foundation of a quality, individualized education in an accepting, unrestricted environment made independent living an option.
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  • victories were a culmination of decades of advocacy and dedication that helped build the rich selection of special education resources in the United States today.
  • The first advocacy groups to fight for quality special education were made up of parents whose children were marginalized as far back as 1933.
  • In the 1960s, multiple laws were passed, granting funds for special education students.
  • The majority of these family associations began making waves in the 1950s when their lobbying encouraged the passage of laws that provided training for teachers who worked with deaf, hard-of-hearing or intellectually disabled students (historically called "mentally retarded").**
  • In the early 1970s, multiple landmark court decisions giving states the responsibility to provide special education resources and schooling to students in need of it.
  • Currently, state and local institutions provide 91 percent of special education funding, while federal funds take care of the remaining 9 percent when states meet federal criteria. This balance allows for the varying special education programs you'll find across the country, as well as the uniform regulations that hold states to certain standards and encourage excellence in teaching.
  • The 1970s brought more significant improvement to the lives of special education students than any other decade in special education history
  • the Rehabilitation Act of 1973 guaranteed civil rights to all disabled people and required accommodations for disabled students in schools.
  • in 1975, the Education for All Handicapped Children Act (EHA) guaranteed and enforced the right of children with disabilities to receive a free, appropriate education.
  • providing unique educational opportunities suited to the needs of disabled students and delivering it in the "least restrictive environment" possible, this law is still the foundation of modern-day special education history in the U.S. today.
  • onset of IDEA brought about a widespread focus on providing the best-researched, most effective methods for special education teaching. Now, not only were students guaranteed an equal education, they were provided with viable schooling options and the individualized attention they needed.
  • IDEA emphasized the use of individual education plans, or IEPs, for all special education students. IDEA also initiated the use of individualized transition plans, or ITPs, to best prepare students for successful in their adult lives.
  • During its reauthorization in 1997, EHA underwent a number of substantial revisions and became known as the Individuals with Disabilities Education Act (IDEA)
  • IDEA took many of the aims represented in EHA and brought them to life by providing applicable standards and structure to its best intentions.
  • In 2001 and 2004, the No Child Left Behind Act (NCLB) provided further accountability to schools and added technology assistance and loan programs to help schools acquire needed special education resources.
  • basic rights are set in place, advocacy groups similar to those first started in 1933 are forming to put forth legislation. These groups work toward a number of differing goals in regard to teaching methods, the recognition of certain disabilities and greater choice in schools.
  • *Source: "Back to School on Civil Rights: Advancing the Federal Commitment to Leave No Child Behind," by the National Council on Disability; January 25, 2000
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