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The purpose of this study was constructed a behavioral observation scale for avoiding food waste from the point of view of Chinese cuisine, used as an evaluation tool to examine food waste in the process of food preparation for hospitality students in Taiwan.

The status of food handling in the preparation process was understood through a literature review and interviews. In addition, the indicators that may cause food waste behaviors were established, and the observation and self-evaluation scales of food waste behaviors in the preparation process were developed.

Avoiding water waste, removing excessive edible parts, avoiding waste on seasonings, avoiding cooking for too long and avoiding water stains in the cleaning process were considered by both the observers and the students as items for improvement in the cooking process. The results of this study will help in understanding the intervention in the teaching practice of avoiding students’ food waste behaviors.

This study can only be based on the test results of the current observation behaviors. Meanwhile, many factors need to be taken into consideration, such as the differences in the amount of knowledge students have about food waste, the differences in preparation techniques, and other different factors, which may lead to differences in the research results.

The behavioral observation and self-evaluation behavior scales of “exploring food waste behaviors in the preparation process” were developed and implemented for the current status. The differences between the results of the observation scale and the self-evaluation scale were compared. In addition, the behaviors that may cause students’ food waste were pointed out. Then, the direction of the teaching content was formulated, and the curriculum plan integrating the content of avoiding food waste into teaching was evaluated. Furthermore, the scales can be applied to kitchen staff handling food materials to understand the current situation of their food handling, which can be used as a driving tool for restaurants to reduce food waste.

During oral exams at the German distance learning university, we noticed that students fear that they will be faced with questions that they have not anticipated. In our opinion, this is mainly because students have no chance to train and thereby gather positive experiences with exam situations as they are distributed all over Germany and thus it is difficult for them to meet each other. In this paper, we present a design space of 23 learning gadgets, i.e. tools that support collaborative learning, to allow collaborative exam preparation in peer‐based distributed student groups. We discuss this design space according to eight dimensions of the concept of FLOW (Csikszentmihalyi, 1991) that constitutes enjoyable situations. Two of the learning gadgets were implemented and integrated in the CURE environment, a web‐based collaborative learning platform that was developed to support different collaborative learning scenarios, e.g. collaborative exercises or virtual seminars. We discuss these learning gadgets in more detail and show how they promise an enjoyable collaborative exam preparation.

We examine and compare current practices in teaching preparation in U.S. accounting, finance, management, and economics doctoral programs.

We conduct an anonymous online survey of the pedagogical training practices experienced by Ph.D. students in accounting, finance, management, and economics programs in the United States.

Results indicate that accounting, finance, and management perform similarly with respect to providing doctoral students with first-hand teaching experience and requiring for-credit courses in teacher training. Accounting and management appear to utilize doctoral students as teaching assistants less than the other disciplines. A lower proportion of accounting doctoral students indicate that their program requires proof of English proficiency prior to teaching, and pedagogical mentoring is rare across disciplines. Accounting and management doctoral students feel more prepared to teach undergraduate courses compared to finance and economics students. However, all disciplines indicate a relative lack of perceived preparation to teach graduate courses.

This study provides empirical evidence of the current practices in pedagogical training of accounting, finance, management, and economics doctoral students.

The results highlight several areas where accounting could possibly improve with regard to pedagogical training in doctoral programs. In particular we suggest (1) changes in the teaching evaluation process, (2) development of teaching mentorships, (3) implementing a teaching portfolio requirement, and (4) incorporation of additional methods of assisting non-native English speakers for teaching duties.

The study fills a gap in the literature regarding the pedagogical training in accounting doctoral programs.

The purpose of this paper is to report on an applied research project that was conceived in response to the low number of Emirati high school graduates entering directly into undergraduate programmes in higher education institutions mainly due to lack of adequate academic English proficiency. Performing well in international standardised testing such as the International English Language Testing System (IELTS) is of primary importance in preparing non-English speaking learners for higher education delivered through the medium of English.

Three hundred ninety-one secondary education Emirati students were involved in an intervention study. The study was cross-sectional, and it used a pre/post-design to measure change and impact on the students’ IELTS scores with comparisons between different experimental groups by gender, region and overall. Additional attitudinal data were collected using a survey with students, teachers and principals involved in the intervention programme.

Results showed a statistically significant and educationally meaningful pre/post-improvement for the students who attended the IELTS preparation programme and a positive attitude towards the intervention programme.

A limitation of the study is that it used a quasi-experimental design with some threats to the validity of the design, so some caution is suggested in drawing conclusions which are too strong.

This project is the first of its kind in the United Arab Emirated as it endeavoured to raise secondary education Emirati students’ awareness of the knowledge and skills involved in succeeding in the IELTS exam and provided evidence of the kind of programme that could have a positive impact on student learning.

Building upon McLeod and Wainwright's paradigm for rigorous scientific assessment of study abroad programs, this paper aims to use social learning theory to assess mainland Chinese students' satisfaction of the Chinese Curtin Student Accounting Academic Programme.

A sample of mainland Chinese students enrolled in Curtin units were invited to complete a short survey on their perspectives of the study abroad programme.

The author's results suggest that preparation for study in Australia, in addition to differences between Australia and China concerning culture and technical teaching, is essential for a mainland Chinese student to flourish in the programme.

McLeod and Wainwright's social learning theory proposes that behaviour is predicted by the expectancy that if a person behaves in a certain way that person will be rewarded by the extent that the person values the reward. The expectancy which is linked to a local of control is reflected in the mainland Chinese students' preparation of studies in China.

Mainland Chinese students who feel they are better prepared for study in Australia showed higher satisfaction. Preparation is, therefore, an important factor in getting satisfaction out of the study abroad programme.

The paper offers some helpful practical implications for managers and administrators wanting to continue the study abroad programmes. There is a clear need to convey to prospective students the need for sound preparation when students consider taking on a study abroad programme.

This chapter examines best practice and burgeoning needs within general and special education teacher preparation programs as identified within the literature and as evidenced in recent research (Cavendish, Harry, Menda, Espinosa, & Mahotiere, 2012) that examined the beliefs and practices of current educators teaching within schools utilizing a response to intervention (RtI) model. Specifically, our discussion of the emerging needs in teacher preparation programs that prepare both general and special education teachers for assessment, instructional delivery, and progress monitoring within an RtI framework is informed by a 3-year research project of the initial implementation of an RtI model in a diverse, urban school district. Implications for practice include the need to: (a) address deficit perspectives of culturally and linguistically diverse (CLD) students and youth with disabilities, (b) address changing perceptions of the function of special education, and (c) communicate the need for greater collaboration across silos within teacher preparation programs.

The purpose of this paper is to identify how current administrative interns enrolled in a university administrator preparation program describe and make meaning of their internship experiences.

For this qualitative study, the researchers interviewed administrative interns enrolled in one university preparation program throughout their internship regarding the experiences.

The findings from this study contribute and add value to research in the area of administrator preparation by highlighting the experiences of administrative interns as well as the implications of how interns make meaning of those experiences using a developmental concerns framework. Key factors influencing those perceptions cited by interns as a result of their internship experiences include the interns’ readiness to take on leadership positions, their change in perception of administration, perceptions of journal reflections as an internship component, supporting teachers, receiving feedback from others, and the level of support provided by their internship supervisor.

The findings from this study contribute to research in the area of administrator preparation at the university level, specifically pertaining to the structure of the internship, how university preparation programs can respond to interns’ concerns, and the design and emphasis of practicum experiences within those degree or certificate programs.

The purpose of this paper is to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance.

Students of an undergraduate business course of a British university took part in the survey. The survey questionnaire was distributed to students during the revision week of the course and a total of 61 valid responses were gathered from them. The linear regression analysis using statistical package for the social sciences was performed to analyse the data.

The results indicated the significant relationships for all six hypotheses. The model explains a variance of 43.2 per cent in learning performance, which indicates that independent constructs contribute significantly on the research model’s performance.

First, the sample only provides the students’ views about the use of clickers in the classroom setting. Second, the sample size for the gathered data is small. Third, the variance explained by the research model is reasonably moderate and hence can be improved further.

This is the first study to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance in the UK educational setting.

The current trends in teacher preparation for educators who will instruct students with learning disabilities reflect larger trends that are influencing teacher preparation in general. Some trends impact the ways in which educators and the public view aptitude and learning, such as the concept of multiple intelligences and the emerging discoveries of the workings of the brain. Some general trends include pre-service teacher testing and screening and specific standards for teacher training programs in efforts to increase educator accountability and classroom performance. Other trends emerge from philosophical and political positions regarding the rights of persons with disabilities to be educated in the least restrictive environment – the general education classroom.