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Different images of teacher knowledge and of teaching are described using the conceptual structure of Cochran-Smith and Lytle (1999a), in which knowledge and practice are viewed as either formal, practical, or transformative. Instructional design (ID) represents a formal image of knowledge and frames the teacher as a problem-solver. Teachers, however, have been resistant to the use of ID. In a graduate ID course, students were given the task of drawing their own representation of the ID process. Two research questions framed the study, including How might these models be categorized? and What views of teaching were found in the models? From 13 deliveries of the course, 123 models and explanatory narratives were analyzed from students who were teachers. The course and ID model task are described. A recursive cycle of categorization and theme-building were used. Types of models included those characterized by Human Activity (51 models), Components (23), Artifacts (20), Organic (15), and Flow Charts (14). Views of teaching included Teacher-centered (47 models), Designer-centered (36 models), Co-centered (18), Learner-centered (16), and De-centered (6). Analysis revealed that for teachers ID activity is a human activity and the principal focus for design activity is teacher needs. Implications are summarized in terms of teacher knowledge and expertise, as well as limitations to our methodology.

Until relatively recently, science teaching was based on conveying theoretical concepts. Nevertheless, in the last few years we have gradually understood the importance of building mental models that represent scientific reality. Model-based science teaching has been used at a school level with satisfactory results. However, only a few studies have been published so far on science modelling in higher education.

The present thematic review analyses the concept of model in science and the works published in recent years on models in physics education.

Throughout these years, special importance has been given to the acquisition of student learning models. These models can either be introduced in the teaching process or acquired by students in their learning process using specific teaching tools. As a conclusion of this review, the authors say that although such strategies are increasingly used in the teaching of science at a school level, few works delve into the importance of acquiring models in higher education. More specifically, there are few research works published in the context of teaching physics in university courses.

This study review and analyses works published on this issue and aims to provide knowledge as a starting point for future research.

The study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.

The research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.

Key finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.

The present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.

The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.

The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.

This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.

This research aims to examine the main findings of the SusTEACH study of the carbon-based environmental impacts of 30 higher education (HE) courses in 15 UK institutions, based on an analysis of the likely energy consumption and carbon emissions of a range of face-to-face, distance, online and information and communication technology (ICT)-enhanced blended teaching models.

An environmental assessment of 19 campus-based and 11 distance-based HE courses was conducted using questionnaire surveys to gather data from students and lecturers on course-related travel: the purchase and use of ICTs and paper materials, residential energy consumption and campus site operations. Results were converted into average energy and CO₂ emissions, normalised per student per 100 study hours, and then classified by the primary teaching model used by lecturers.

The main sources of HE course carbon emissions were travel, residential energy consumption and campus site operations. Distance-based HE models (distance, online and ICT-enhanced teaching models) reduced energy consumption by 88 per cent and achieved significant carbon reductions of 83 per cent when compared with campus-based HE models (face-to-face and ICT-enhanced teaching models). The online teaching model achieved the lowest energy consumption and carbon emissions, although there were potential rebound effects associated with increased ICT-related energy consumption and paper used for printing.

New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel via residential and campus accommodation.

Few studies have examined the environmental performance of HE teaching models. A new classification of HE traditional, online and blended teaching models is used to examine the role of ICTs and the likely carbon impacts.

The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in teaching experience.

The study was carried out among Estonian entrepreneurship lecturers who participated in a lecturer-training programme. A qualitative research method was adopted, focussing on thematic analysis. The framework for research and the analysis of results relied on the teaching and learning model, enabling the model to be tested in the context of entrepreneurship education.

The results show that the lecturers with learning-centred mind-sets tended to make changes in their teaching approaches and introduced changes in other teaching and learning components, such as the content (learning process) and outcomes of the learning subject. These inconsistent applications of changes justify the need for a systematic approach to entrepreneurship teaching and learning.

The results of the study contribute to a more systematic understanding of conceptions of teaching entrepreneurship among entrepreneurship lecturers, thereby allowing school management to understand the need for developing staff in addition to curricula. The study results are useful for informing training for entrepreneurship lecturers, designing entrepreneurship courses and choosing the appropriate methodology in such design.

This paper provides input for creating a conceptual teaching and learning model of entrepreneurship education that contributes to a more systematic understanding of the relationships between the components of teaching and learning when designing entrepreneurship education programmes. In the context of entrepreneurship education, the use of the teaching and learning model is required when considering the timeline between different components of the model. This means that it is important to first make decisions about the presage factors (including conceptual understanding of teachers), which provide the frame (context) for the teaching and learning process, as well as learning outcomes.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

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

The purpose of this paper is to investigate what is the most important characteristic that leads to effective teaching in the general education schools in Oman, as perceived by the students.

Methodologically, this research is a survey in nature, using questionnaires for data collection. The sample size consists of 2,628 students from the General Education Schools in most of the regions in Oman. To ensure the reliability and construct validity, this research has applied the principal component analysis (PCA) to determine whether the relevant items have been accordingly loaded on their respective construct. For data analysis, the confirmatory factor analysis (CFA) or the measurement model was employed to determine the indictors and factors as well as the predictor that can positively lead to effective teaching and teachers.

In terms of the findings, this research discovered that, the “community relationships” factor is the most important factor that leads to effective teaching and that it predicts an effective teacher in Oman. This indicates that to have effective teaching in Oman from the students' perspectives, the school must involve the society to participate and support the educational process, while an effective teacher should align his/her teaching service with society needs. Teaching strategies were found to be the second factor and predictor for teaching effectiveness.

This research is timely, as the Omani Ministry of Education is striving to achieve quality education. The study described in the paper is aligned with the Ministry's aims and objectives and will be of benefit to the Omani Ministry of education, educational policy‐makers and planners in terms of setting a standard for effective teaching and has provided a model to follow in becoming an effective teacher, according to General Education students in Oman. This paper has bridged gaps in the existing literature on providing characteristics for effective teaching and teachers in Oman. No other paper or research, based on researchers' best knowledge, has dealt with the issue of teaching effectiveness in Oman and presented criteria to follow in determining an effective teacher. Therefore, this research is unique and has taken a bold step to design a model which the Omani government can use as a standard for effective teaching and teachers in Oman.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

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

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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