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Comparison of Service Quality Gaps among Teachers and Students as Internal and External Customers
Rahim Mosahab,Osman Mahamad,T. Ramayah
International Journal of Marketing Studies , 2010, DOI: 10.5539/ijms.v2n2p13
Abstract: Using an internal marketing (IM) approach, this study aims to compare the quality gap of educational services among students (service customers) and teachers (service providers) at the district 6 public high schools of Tehran, Iran. In a cross-sectional study, the survey questionnaire was completed by two distinct groups of respondents, 230 teachers and 384 students. Findings indicate that there is negative gap in each of the five dimensions among both groups of teachers and students. Quality gaps from viewpoint of both groups were negative. The largest mean quality gap from students and teachers viewpoint was in the responsiveness and tangibility dimensions, respectively. The largest and smallest differences between students and teachers viewpoint were in the responsiveness and tangibility dimensions. The findings show a need for implementation of IM.
Internal and External Influences on the University Teachers in Semester System  [PDF]
Sadia Sarwar
International Journal of Emerging Sciences , 2011,
Abstract: There are so many influences a faculty member has to undergo at the higher education level in universities in semester system. We wanted to comb the universities for the internal and external influences on the university teachers and their consequences in Balochistan. It was done to determine the loss we bear due to the influences on the university teachers in Balochistan, and to generate such influence-free-mechanism in the universities of Balochistan to strengthen the educational milieu in the province. Faculty members play pivotal role in imparting the education at the higher education level in any country. They happen to be the nucleus of the education system. Disturbing and disrupting them in any was is, in effect, disturbing and disrupting the education process. Influencing them, directly or indirectly, halts the true teaching process. It creates many obstacles ranging from class boycotts, hunger strikes to processions and demonstrations either inside the institute or outside the institute. To forge such a composite mechanism not only to control these both internal and external factors in order to streamline the learning and imparting education process but also to afford a healthy and sound teaching environment.
How to Write Academically as a Postgraduate Student from Non-English Speaking Background: A Study from Teachers’ Perspective  [cached]
Nick Zhiwei Bi
International Journal of English Linguistics , 2011, DOI: 10.5539/ijel.v1n2p58
Abstract: This paper looks at issues on postgraduate students’ academic writing by interviewing two academic staff at an English speaking university. From teachers’ point of view, the study attempts to explain how to develop different kinds of skills to enable international students from EFL (English as a Foreign Language) backgrounds to apply the academic writing theories to their written assessment. The paper also aims to build a connection between students and academic staff with regard to the requirements and expectations of writing academically at university.
Characteristics of Students with Emotional/Behavioral Disorders: Perspectives of General Education Teachers in Saudi Arabia  [PDF]
Abdulrahman A. Abaoud, Nabil S. Almalki
Psychology (PSYCH) , 2015, DOI: 10.4236/psych.2015.65050
Abstract: Students with emotional/behavioral disorders (EBDs) have a number of characteristics that distinguish them from other students with special needs. Some teachers may be aware of these problems through their teaching level, level of education, and/or experience in education but others are not. This study was conducted through a survey to determine teachers’ perspectives of students with EBDs because an important relationship exists between what is believed by teachers about such students and what is practiced concerning them. Participants in this study included 296 general education teachers from Saudi Arabia. The results showed that the participants who responded to the survey have neutral perspectives on the characteristics of students with EBDs. The study has found additional significant differences between male and female teachers regarding their perceptions of characteristics of students with EBDs. No significant differences were discovered in the level of education, the number of years of teaching experience, or the school level taught. Implications and conclusions are discussed.
An Analysis of Perception and Perspectives of Geography Teachers With Reference to Professional Development  [cached]
S Tamilenthi,K Mohanasundaram
World Journal of Science and Technology , 2011,
Abstract: The present investigation is intended to study the professional development of geography teachers with reference to professional perception and perspectives of the teachers and how far it is lead to the students for their education. The scale of professional perception and professional perspective is constructed. Samples of 444 high schools geography teachers with normative survey and purposive sampling method. Suitable statistical techniques were applied to draw the appropriate result. The personal variables were studied with respect to gender, school location; medium of instruction, type of management, age group, and length of service and qualifications of Geography teacher is compared. The significant difference is found in medium of teaching and type of the management and found no significant in locality of the institution. There is a positive, significant correlation between the profession perception and profession commitments of geography teachers.
ДОБ Р КОМП'ЮТЕРНОГО ПРОГРАМНОГО ЗАБЕЗПЕЧЕННЯ ДИСТАНЦ ЙНОГО НАВЧАННЯ ДЛЯ ОРГАН ЗАЦ П СЛЯДИПЛОМНО ОСВ ТИ ВЧИТЕЛ В НФОРМАТИКИ DISTANCE LEARNING COMPUTER SOFTWARE FOR THE ORGANIZATION OF THE POSTGRADUATE EDUCATION FOR INFORMATICS TEACHERS  [cached]
K.Р. Ковальська
Information Technologies and Learning Tools , 2010,
Abstract: У статт визначено та охарактеризовано основн вимоги до дистанц йних систем, що використовуються для забезпечення потреб навчального процесу; наведено низку безкоштовних систем управл ння навчальними ресурсами; зроблено пор вняльний анал з основних систем для визначення оптимально дистанц йно платформи до розвитку предметно-ор нтовно компетентност вчител в у п слядипломн й педагог чн осв т . The main demands to the distance learning systems which are used for providing the needs of the studying process are defined and characterized in the article. There is also a list of free of charge systems for the management of the educational resources. A comparative analysis of the main systems has been done for determining the optimal distance learning platform for the development of the teachers’ subject-oriented competence in the postgraduate pedagogical education.
Mahr as Contract: internal pluralism and external perspectives
Katherine Spencer
O?ati Socio-Legal Series , 2011,
Abstract: This paper examines the Islamic legal doctrine of mahr - an inherent component to the marriage contract. In the first part the principal aspects of the marriage contract are analysed and the pluralism between Islamic schools and geo-political regimes are acknowledged. In the second part the "mahr" itself is specifically considered, noting the difficulties for Western scholars in conceptualising and categorising a provision that has no equivalent in Judeo-Christian marriage. The third part looks at the ways in which US and UK courts have categorised the mahr as a contract, or a term within a contract and yet have reached different conclusions on its enforceability. This produces inconsistent and sometimes unfair results and begs the question whether the recognition of Islamic family law by "Western" courts is inherently problematic. In the final section I attempt to answer some of those larger questions and conclude with the view that giving effect to mahr agreements as enforceable personal rights is judicially feasible - with the proviso however that in circumstances of profound unfairness and where contrary to public policy courts maintain the discretion to render such contracts unenforceable. DOWNLOAD THIS PAPER FROM SSRN: http://ssrn.com/abstract=1898527
Investigating Internal Accountability and Collective Capacity: Taking a Closer Look at Mathematics Instruction  [cached]
Hall, Jori N.
Journal of Curriculum and Instruction , 2010,
Abstract: This case study uses multiple methods and gathers perspectives from administrators, teachers, and students to examine how a middle school develops internal accountability (Elmore, 2004) to address the needs of its diverse learners and external accountability mandates. Building on Newmann, King, and Rigdon’s (1997) framework for collective capacity, the school’s capacity to enact its internal accountability is explored. An in-depth investigation within the context of the school’s mathematics program, focusing on the academic needs of low-income, African American learners is conducted to further explore collective capacity as primarily enacted vis-à-vis teachers’ instructional strategies. The data presented contribute to a more complex and contextual perspective of teaching and learning within a high-stakes testing environment. The findings of this study show that despite tensions around student accountability and curricular demands, the school successfully incorporates internally-generated accountability and mandated strategies into their internal accountability system and demonstrates leadership capacity at multiple levels.
How Critical Thinking is Taught in Qatari Independent Schools’ Social Studies Classrooms: Teachers’ Perspectives  [cached]
Michael H Romanowski,Ramzi Nasser
International Journal of Education , 2012, DOI: 10.5296/ije.v4i1.1304
Abstract: Qatar is in the midst of a massive systemic education reform Education For a New Era. A key aspect of the reform is the expectation of teachers to develop students’ critical thinking skills. In this paper, an open-ended questionnaire and follow-up interviews revealed several aspects of critical thinking including how it is defined and taught, where in the curriculum does critical thinking flourish, and challenges and limitations of the teaching of critical thinking from the perspectives of social studies teachers in preparatory and secondary Qatari independent schools.
INTERNAL OR EXTERNAL MEDIATION FOR ATTENDED, ARTICULATE AND SELF-MANAGED PERMANENT PREPARATION AS METHODOLOGICAL STRATEGY FOR HIGHER EDUCATION TEACHERS / MEDIACIóN INTERNA O EXTERNA PARA PREPARACIóN ASISTIDA, ARTICULADA Y AUTOGESTIONADA PERMANENTE COMO ESTRATEGIA METODOLóGICA PARA DOCENTES UNIVERSITARIOS  [PDF]
Aquiles José Medina Marín
Didasc@lia : Didáctica y Educación , 2012,
Abstract: National Experimental University of the Armed Forces (UNEFA) Core Sucre promotes a new type of university education with a sense of rooted ness and social relevance, through training of professionals committed to improving society. Hence the importance of the level of preparation that teachers possess, specifically the Telecommunications engineering degree, focus in this paper. Results from the diagnostic tools applied even group of teachers from the race in the heart of Sucre UNEFA, showed that had not been updated in the last four years of his practice. It begins by recognizing that the process of preparation is not obtained from a linear and unique recipe. Internal or external mediation Preparation Assisted and Self-managed Articulated Permanent (PAAAP) as a methodological strategy action-oriented direction of the preparation process that helps ensure compliance with the requirements and needs of professionals from the objectives set out in plans and programs of study of the career of Telecommunications, will encourage the improvement of the quality of the educational process to lead in education. Hence, some theoretical considerations are made about methodological requirements and conditions for the development of this process.
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