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"Case method Study and teaching."
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Features of a Project-Case Technology in Teaching Students Further Mathematics
The relevance of the research is due to the fact that the study of further mathematics in an engineering university provides the level of general education and general cultural development of students, and educational background in special disciplines for the subsequent professional tasks solution. At the same time, there are significant difficulties in mastering the “Further Mathematics” course by students. In this regard, this work is aimed at solving the problem of improving the process of teaching further mathematics in an engineering university using a combination of project based learning and case study (project-case technology). It contributes to developing professional competencies of students of architectural and engineering specialties through the use of solving practice-oriented problems, which brings them closer to real future professional activities. The leading methods in the problem study were: entrance subject testing of the training level in mathematical; pedagogical observation during lessons where project based learning and case study were used; questionnaires upon completion of the “Further Mathematics” course, aimed at identifying both the level of mathematical maturity and the level of ability to conduct research activities necessary to solve non-standard professional tasks. Methods of mathematical statistics were used to process the experimental data. The main results of the study consist in highlighting the features of the combination of project based learning and case study when mastering the “Further Mathematics” course by students, future architect engineers. The significance of the obtained results lies in the fact that the proposed organization of the educational process can be implemented in various engineering specialties, considering a selection of specific professional case tasks.
Journal Article
Factors affecting the application of case study method: case studies at universities training in the economic block in Southern region, Vietnam
AbstractThe objective of this study is to identify the factors and their level of influence on the application of case study teaching method for students majoring in Economics at Southern Universities, Vietnam. Through the synthesis of relevant outstanding studies at home and abroad, the author has built a research model. The author has conducted a survey of 250 people including lecturers and students at Faculties and majors of Economics at universities that train this major in the Southern region, Vietnam. The results show that there are 5 factors influencing the application of case study teaching method in the following order: (1) quality of learning materials; (2) Lecturers; (3) readiness to apply technology; (4) University management perspective and (5) Students. Through the research results and comments recorded from lecturers and students, the benefits of applying the case study teaching method have been shown, thereby suggesting more opportunities for applying this method more widely.
Journal Article
Mentoring development at student international business case competitions
PurposeManagement education has received an immense amount of attention from both scholars and practitioners in the last few decades. Most research efforts have aimed at improving classroom education processes, programs and outcomes. Only a limited amount of research has focused on extracurricular activities such as mentoring top talented students for international business case competitions. This paper aims to examine the knowledge flow between mentors and strategic management undergraduates while they prepare for international business case competitions. This flow provides the opportunity for the development of phronetic skills, knowledge and leadership potential of undergraduates.Design/methodology/approachTo understand the flow, 55 mentors worldwide were examined to provide evidence of their mentoring practices, perceived development of undergraduates and reverse learning of the business schools' top talents. For the analysis, the study used partial least squares–structural equation modeling.FindingsThe results of the study indicate that extracurricular mentoring of business case competitors strongly affects their development and creates recursive effects on the development of mentoring activities.Research limitations/implicationsGiven the parsimony of mentors for premier global case study competitions, the findings of this study cannot easily be generalized to mentoring as such.Originality/valueDespite the importance of the topics, to the best of the authors’ knowledge, a study of this kind has never been conducted before. For the construct of the authors’ model, the study was inspired by the multistage mentoring process theory.
Journal Article
Learners' Experience of Immersion Education
This text follows the progress of two groups of learners in late immersion programmes. It adds to the literature on such programmes by its emphasis on the processes of learning in such programmes. Another aim of the book is to extend knowledge of learning processes in character-based languages.
eBook
Becoming biliterate
This book describes the development process and dynamics of change in the course of implementing a two-way bilingual immersion education program in two school communities. The focus is on the language and literacy learning of elementary-school students and on how it is influenced by parents, teachers, and policymakers. Pérez provides rich, highly detailed descriptions, both quantitative and qualitative, of the change process at the two schools involved, including student language and achievement data for five years of program implementation that were used to test the basic two-way bilingual theory, the specific school interventions, and the particular classroom instructional practices.
The contribution of Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education is to provide a comprehensive description of contextual and instructional factors that might help or hinder the attainment of successful literacy and student outcomes in both languages. The study has broad theoretical, policy, and practical instructional relevance for the many other U.S. school districts with large student populations of non-native speakers of English.
This volume is highly relevant for researchers, teacher educators, and graduate students in bilingual and ESL education, language policy, linguistics, and language education, and as a text for master's- and doctoral-level classes in these areas.
\"[I]...highly recommend this unique, readable, and informative book\" -- Journal of Language, Identity, & Education , 8:54-64, January 1, 2009
Contents: M. Torres-Guzman, Foreword. Preface. Introduction. Language and Literacy Education of Mexican-Origin and Mexican American Children. The Community, School Context, and Students. Leadership and Parents. Oral Language Practices. Developing Literacy. Academic Biliteracy. Testing Pressures and Student Outcomes. Teachers' Role and Impact. Politics, Policy, and Theory. Appendix: Research Methodology.
eBook
Learners' experiences of immersion education
This text follows the progress of two groups of learners in late immersion programmes. It adds to the literature on such programmes by its emphasis on the processes of learning in such programmes. Another aim of the book is to extend knowledge of learning processes in character-based languages.
eBook
