Leadership for learning and the characteristics of instructional practice in primary school in Slovenia

Krivec, Laura Rožman; Koren, Andrej; Grmek, Milena Ivanuš; Čagran, Branka

doi:10.1504/ijmie.2020.105410

Cited by 2 publications

(2 citation statements)

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“…First, some authors analyzed the effectiveness of specific instructional methods used to teach a particular discipline such as health sciences (Boeker, Andel, Vach, & Frankenschmidt, 2013;Reder, Cummings, & Quan, 2006). Second, other scholars studied the effectiveness of certain instructional methods for certain levels of instruction such as preschool or primary education (Huebner & Meltzoff, 2005;Krivec, Koren, Grmek, & Čagran, 2020;Nist & Joseph, 2019). Third, other researchers focused on trying to understand the effectiveness of a specific instructional method in improving student engagement and learning (Campbell & Mayer, 2009) or to promote education on preventative healthcare (Evans, Edmundson-Drane, & Harris, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Instructional methods in emergency online teaching: The case of a Latin American business school

Valcazar

Avolio²,

Prados-Suárez³

2023

JEELR

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Instructional methods have an impact on the learning process and the quality of educational services aimed at accomplishing learning objectives. The purpose of this paper is to examine the most preferred instructional methods during emergency online teaching used by instructors. The data was collected through semi-structured interviews with 36 full-time and part-time faculty members belonging to an accredited Hispanic business school. The results showed that faculty used many different instructional methods during synchronous and asynchronous sessions. Similarly, there is a relationship between the professors’ academic areas and the instructional methods used. Based on these results, this study proposes a reference model of instructional methods for higher education based on professors’ experiences during emergency online teaching that includes five categories: group methods, active methods to contribute to the development of competencies, methods to ascertain prior knowledge, methods that promote understanding through the organization of information and methods that use digital tools. The originality of the study lies in the fact that it analyzes the migration experience from in-person to online teaching at an accredited Hispanic business institution.

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Section: Literature Reviewmentioning

confidence: 99%

Instructional methods in emergency online teaching: The case of a Latin American business school

Valcazar

Avolio²,

Prados-Suárez³

2023

JEELR

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“…Research has shown that migrant children perform worse in school than local students [21] and drop out earlier [22]. It has also been shown that primary school pupils who speak languages other than the language at school have a poorer sense of belonging to the school and are more exposed to violence at school [6,23]. Such data point to the need to make efforts to support the children of migrants.…”

Section: Attitudes Toward Culturally Differentmentioning

confidence: 99%

Teachers’ competencies for working in an intercultural environment

Dermol

Mirazchiyski

Trunk

et al. 2021

HSM

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BACKGROUND: Today, multiculturalism is present in all spheres of life. Teachers are at the forefront to first formally encounter children from different cultures, and as the first ones, children from different cultures will face it in their social life. Teachers are supposed to prepare students to meet and live with people from cultures different from their own. Hence, it is necessary to identify the competencies teachers need to work in an intercultural environment, given the globalising world where different cultures meet more often, coexist, and exchange values and ways of living. OBJECTIVE: This paper discusses the teachers’ competencies to work in an intercultural environment and presents the results from data collected within the RoMigSc project. These data are analysed to identify the competencies teachers need to work in a multicultural environment. METHODS: In the study, data from the RoMigSc survey were used, where information on the inclusion of migrant students was collected using the survey questionnaire method. All analyses in this paper are on a descriptive level with exploratory purpose. RESULTS: The results show that teachers don’t feel well prepared to support learning or teach human rights, emigration and immigration, shared values and discrimination. They also need more support in teaching in an intercultural and multicultural environment, especially out-of-school support. CONCLUSIONS: In general, teachers find their school and own practices inclusive for migrant and Roma students, but not in all aspects. None of the teachers has participated in a project to raise awareness of Roma issues.

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Leadership for learning and the characteristics of instructional practice in primary school in Slovenia

Cited by 2 publications

References 0 publications

Instructional methods in emergency online teaching: The case of a Latin American business school

Instructional methods in emergency online teaching: The case of a Latin American business school

Teachers’ competencies for working in an intercultural environment

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