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Article
Publication date: 4 November 2013

Kumaran Rajaram and John B. Collins

This exploratory research project investigated how mainland Chinese business students studying overseas conceptualize and describe the learning effectiveness of ten…

Abstract

Purpose

This exploratory research project investigated how mainland Chinese business students studying overseas conceptualize and describe the learning effectiveness of ten different instructional techniques commonly encountered in their business courses. A large numbers of mainland Chinese students enroll in business courses in private international institutions in Singapore – dislocated from their home cultures – but needing to adapt to Western learning curricula and ultimately to acquire proficiency in Western business practices. Certain instructional techniques are likely to bridge the cultural gap better than others. The paper aims to discuss these issues.

Design/methodology/approach

Twenty consenting students selected from 400+ geographically diverse Chinese students participating in a larger study provided face-to-face interview information on how different instructional techniques stimulated different aspects of content acquisition, learner group dynamics, decision-making, learning efficiency, comfort, flexibility, familiarity, and applicability.

Findings

Interviewees' free-form descriptions of “learning effectiveness” included phrases such as “quality of learning”, “control over my learning”, “scope of knowledge”, “efficiency of learning”, “gaining/acquiring knowledge”, “understanding theories”, “flexibility in time and place”, “applicability of new information”, “attractive learning environment”, “[absence of] ambiguity and uncertainty”, “security and ease of mind”, etc. Their 340 descriptors were classified into 30 qualitative indicator categories, four of them common to many instructional techniques and ten more specific to individual techniques.

Originality/value

Although Chinese mainland students generally prefer rote-learning styles of instructional techniques due to their prolonged exposure to it, rote-style techniques may not always be the preferred choices for learning effectiveness and adaptation to new culture norms and practices. This paper reports qualitative “consultations” with learners in new cultures and argues for holistic and engaged approaches to learning effectiveness for students dislocated from their home cultures while providing a starting-point for further research in mainland Chinese students' Western-based business education in Singapore and elsewhere.

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Article
Publication date: 6 May 2011

Kumaran Rajaram and Sarbari Bordia

The purpose of this paper is to investigate a new trend of training mainland Chinese students in Western‐style business education in Singapore. The paper examines the…

Abstract

Purpose

The purpose of this paper is to investigate a new trend of training mainland Chinese students in Western‐style business education in Singapore. The paper examines the influence of the inferred learning effectiveness and cultural dislocation variables when measured across ten commonly used instructional techniques.

Design/methodology/approach

The use of consensual qualitative research allowed the data to be qualitatively analysed. The random selection of 20 participants represents mainland Chinese students, from the northern, southern, eastern and western regions. The study reports the level of knowledge acquisition, the relationship between comfort and knowledge acquired and the differences between the active and passive instructional techniques on students' learning effectiveness.

Findings

Rote‐learning styles of instructional techniques may not be the Chinese students' only preferred choice in terms of acquisition of knowledge and how they learn most effectively.

Research limitations/implications

The present exploratory study provides a starting‐point for further research into understanding how to teach Western‐based business education to mainland Chinese students in Singapore.

Practical implications

The findings will give institutions conducting Western‐based education programs in Singapore an advantage in providing effective learning pedagogies, and will assist in increasing their quality, which will enable them to nurture well‐qualified business professionals.

Social implications

The quality of the educational standard and its compatibility with the Asian client base are further enhanced both in terms of contents' intensity and educational services provided to students.

Originality/value

The paper offers practical help from the perspective of the curriculum design and development of an effective business educational framework to sustain profitability by offering tailor‐made, superior quality course programs.

Details

Journal of International Education in Business, vol. 4 no. 1
Type: Research Article
ISSN: 2046-469X

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Abstract

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A Machine Learning, Artificial Intelligence Approach to Institutional Effectiveness in Higher Education
Type: Book
ISBN: 978-1-78973-900-8

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Article
Publication date: 1 May 1987

Clifton P. Campbell

The rapid introduction of new technology and the various needs for human resource development are changing the priorities for vocational and technical training. While the…

Abstract

The rapid introduction of new technology and the various needs for human resource development are changing the priorities for vocational and technical training. While the fundamental goals for training remain, emphasis is shifting from a focus on content delivery to a recognition of the importance of a systems approach. As a consequence, professionals involved with training are increasingly aware of the need for more rigour in the process by which training is developed, implemented and evaluated. The chief purpose of this monograph is to introduce training and other interested personnel to the Instructional Systems Development (ISD) approach. Collected in this one document is the essential information on the ISD process for the development and conduct of efficient and effective performance‐based training programmes. For those planning a new training programme, this logical and organised approach provides a road map. Furthermore, the procedural steps presented are useful when modifying and revising existing programmes. Instructional Systems Development methodology is presented in five phases: analyse, design, develop, implement and control.

Details

Journal of European Industrial Training, vol. 11 no. 5
Type: Research Article
ISSN: 0309-0590

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Article
Publication date: 7 August 2017

Xiu Cravens, Timothy A. Drake, Ellen Goldring and Patrick Schuermann

The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai…

Abstract

Purpose

The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes.

Design/methodology/approach

Data for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted.

Findings

The findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics.

Social implications

The TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching.

Originality/value

The indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.

Details

Journal of Educational Administration, vol. 55 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Content available
Article
Publication date: 2 October 2019

Tessa Withorn, Carolyn Caffrey Gardner, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated…

Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

Findings

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 47 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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Book part
Publication date: 28 March 2012

Daniel L. Pearce and Wolfram E. Verlaan

Purpose – To provide a resource for educators and graduate students that contains information about using formal assessment data to plan literacy instruction and…

Abstract

Purpose – To provide a resource for educators and graduate students that contains information about using formal assessment data to plan literacy instruction and intervention.

Design/methodology/approach – Several aspects of formal assessment are presented, including a definition of formal assessment, types of formal assessment scores, commonly used formal assessments, and recommendations for using formal assessments for individuals and groups. Information about formal assessment is informed both by documented sources and the experiences of the authors.

Findings – The authors provide an overview of common, commercially available assessments designed to measure literacy achievement in either individuals or groups. Reviews of formal assessments include scores, number of forms, literacy domains measured, and published reliability figures. Recommendations for formal assessment use include using assessment data to plan instruction and intervention for both individuals and groups. In addition, a case study is presented demonstrating the efficacy of using formal assessment data to plan instruction and intervention in a K-6 elementary school in the United States.

Research limitations/implications – The review of commercially available individual and group literacy assessments does not constitute an exhaustive list.

Practical implications – Information about formal assessments, assessment score types, and formal assessment uses is consolidated in one location for easy access by graduate students and other educators.

Originality/value – This chapter provides graduate students and others in the field of education an overview of formal assessments and how formal assessment data can be used to make instructional decisions for both individuals and groups.

Details

Using Informative Assessments towards Effective Literacy Instruction
Type: Book
ISBN: 978-1-78052-630-0

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Article
Publication date: 9 October 2017

Xiu Cravens and Timothy Drake

The purpose of this paper is to document a three-year international project aimed to improve the capacity of participating schools and districts in implementing and…

Abstract

Purpose

The purpose of this paper is to document a three-year international project aimed to improve the capacity of participating schools and districts in implementing and scaling Teacher Peer Excellence Groups (TPEGs). The TPEG model involves teams of teachers organized by subject matter or grade levels, deeply engaged in communities of practice for instructional improvement. It facilitates the professionalization of teaching through the de-privatization of teacher practice, collaborative planning, giving and receiving actionable feedback, and holding one another accountable for implementing improvement measures.

Design/methodology/approach

The project is a collaborative partnership between US and Chinese universities and school districts in Tennessee and Shanghai. Mixed-method approaches were used to track the development and implementation of the TPEG model in 27 pilot schools in six Tennessee districts from 2013 to 2016. Data were collected through school site visits, lesson-planning documents, classroom observations, focus groups, interviews, and teacher and principal surveys.

Findings

This paper compiles the key findings from multiple research studies and program reports about the TPEG project. Findings provide encouraging evidence that, given sufficient support and guidance, teachers can construct productive learning communities. The results show consistent positive and statistically significant result across all three key signposts for effective communities of practice – increases in instructional collaboration, comfort with deprivatized teaching practice, and engagement in deprivatized teaching practice. These findings hold after controlling for key enabling conditions and school characteristics. Qualitative analyses provide a rich and nuanced picture of how TPEGs were doing after the implementation grants. Participating schools reported a full range of engagements in TPEGs, and emphasized the role of school leadership in facilitating and supporting teachers to lead and participate in TPEGs.

Originality/value

The TPEG project provides a valuable case study to address the benefits, concerns, and potential risks associated with cross-cultural learning of effective instructional practices. Findings from the three-year process highlight the key steps of cultivating the necessary culture and expertise to support, implement, and sustain effective TPEGs school-wide and district-wide. It also underscores the necessity of developing and customizing tools and resource kit for supporting this work such as observation protocols, feedback guides, and examples of timetables to conduct TPEG activities.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 1 June 1995

C.L. Sharma

The quality of education and the dedication of the teaching profession are perhaps the most important determinants of the development of a nation. These have become…

Abstract

The quality of education and the dedication of the teaching profession are perhaps the most important determinants of the development of a nation. These have become inordinately significant in the highly competitive world of today. A nation that fails to recognise the imperative of this axiom is destined to lag behind in its quest for the development of its human and material resources and in creating a better society for its people. The schools serve as a mirror of the society and accurately reflect the stage of its development. Progressive countries of the world continually seek to improve their schools in order to provide quality education for their children, to train skilled work force for their businesses and industries, to maintain competitive edge in the global economy, and to alleviate the chronic, epidemic, and exasperating societal problems.

Details

International Journal of Sociology and Social Policy, vol. 15 no. 6
Type: Research Article
ISSN: 0144-333X

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Article
Publication date: 25 January 2013

Parinya Showanasai, Jiafang Lu and Philip Hallinger

The extant literature on school leadership development is dominated by conceptual analysis, descriptive studies of current practice, critiques of current practice, and…

Abstract

Purpose

The extant literature on school leadership development is dominated by conceptual analysis, descriptive studies of current practice, critiques of current practice, and prescriptions for better ways to approach practice. Relatively few studies have examined impact of leadership development using experimental methods, among which even fewer studies have employed a cross‐cultural comparative perspective. The aim of this paper is to discuss the feasibility of using a computer simulation as tools for research in leadership development.

Design/methodology/approach

This is a methodology development paper. It discusses the feasibility of using a computer simulation as tools for research in leadership development. Exemplary research questions, research designs, and data analyses are used to illustrate the potential of this approach for addressing under‐explored issues in management education.

Findings

Three categories of cross‐cultural comparative research questions are proposed: comparative study of leadership expertise, comparative study of instructional approaches, and comparative study of leadership development processes. This study demonstrates the research potential of using the computer simulations to address complex issues in leadership development across cultures.

Originality/value

Although computer simulations have been used as training tools for several decades, few scholars have explored their potential for use in the collection of complex data in an efficient fashion. The current study not only demonstrates how a specific simulation has been adapted to collect data on leadership development in education, but also models the means by which computer simulations could be employed in a similar fashion in other domains of education and training.

Details

Journal of Educational Administration, vol. 51 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

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