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Though formulation and prioritization of instructional objectives is an important link in the chain of course design, little research has been done in this regard in the field of translation and interpreting (T&I) education. This paper aims at demonstrating how to prioritize instructional objectives in implementing a consecutive interpreting course by inviting students to voice their wants and lacks. Thirty undergraduates and one instructor contributed to data collection through questionnaires and self-evaluation reports. Results of students’ pre-course wants and lacks helped prioritize the objectives formulated in the course design phase. Their pre-course post-course gains and post-course lacks were used to measure teaching effectiveness of prioritized instruction and learning, direct the design of the subsequent course, and thus achieve coordination and integration between courses in the overall T&I curriculum. The current study may inspire colleagues to become selfreflective researchers by formulating and prioritizing their instructional objectives and to contribute to instructional effectiveness at the course level and promote course sequencing and integration at the program level.

This collection of 14 key papers deriving from CEEJA's 2nd international conference exploring the Japanese history of technology, concentrates on the routes to acquiring and transmitting technical knowledge in Japan's modern era.

When we ask the question, \"what is the purpose of education?\" we are asking, \"what is the purpose of educating human beings?\" and any sincere answer to this question can only be advanced following our reflections upon the interrelated question, \"what do we mean by being human?\" This 'Who are We?\" question is embedded, though usually not explicitly, in school inspection regimes, in day-to-day teaching practice, and in all educational dialogue and policy. It affects the wellbeing of those on the frontline of education. But it is possible for staff, policy makers and academics to uncover these hidden assumptions, explore counter-narratives, and transform school curricula in the light of these reformed narratives. The author approaches these questions from a Christian Contemplative standpoint, via Radical Orthodoxy (RO) - an academic, persuasive and polemical sensibility - and through the prayerful and relational aspiration of the contemplative tradition. It takes as a central case study the inspection of a school by the UK Government inspection body, Ofsted, the Office for Standards in Education.

The Conference, gathered participants from nine countries, to deliberate on a cross section of factors regarding teacher education in the region and landscaping the same on global perspectives.

When parents are asked what they want for their children, they usually answer that they want their children to be happy. Why, then, is happiness rarely mentioned as an aim of education? This book explores what we might teach if we were to take happiness seriously as an aim of education. It asks, first, what it means to be happy and, second, how we can help children to understand what happiness is. It notes that, to be truly happy, we have to develop a capacity for unhappiness and a willingness to alleviate the suffering of others. Criticizing the present almost exclusive emphasis on economic well-being and pleasure, it discusses the contributions of making a home, parenting, cherishing a place, development of character, interpersonal growth, finding work that one loves, and participating in a democratic way of life. Finally, it explores ways in which to make schools and classrooms happy places.

Empower students to become creative, well-rounded citizens who are prepared to meet and overcome real-world challenges. With Teaching for Transfer, you'll discover a road map for reconfiguring K-12 classroom instruction to ensure learners can expertly apply their knowledge and skills to new contexts. The resource includes ample practices and protocols you can begin using today to cultivate essential transfer-level skills in students. Use this resource to introduce students to varied perspectives and instances of perplexity: * Study the three levels of complexity: (1) surface, (2) deep, and (3) transfer. * Understand how foundational knowledge and skills can be leveraged to create transfer-level learning experiences and increase student engagement and problem-solving skills. * Learn specific teaching strategies and protocols for incorporating perspective and perplexity in the classroom to mimic real-world challenges. * Use end-of-chapter reflection questions individually and collaboratively, with other teachers, to build students' transferable skills. Contents: Acknowledgments Table of Contents About the Author Introduction Chapter 1: Laying Foundations: Building Surface-and-Deep Networks Chapter 2: Co-constructing Learning Intentions at Transfer: Building Transfer Networks Chapter 3: Introducing Change in the Learning Experience: Leveraging Perspective and Perplexity Chapter 4: Engaging Students in Transfer-Level Learning Chapter 5: Creating the Right Conditions for Transfer in the School Context: Transitioning and Teaming Epilogue Appendix A: Resources for Foundational Learning Appendix B: Resources for Transfer-Network Development Appendix C: Resources for Engagement in Transfer-Level Work References and Resources Index

This challenging and provocative book reimagines the justification, substance, process, and study of education in open, pluralistic, liberal democratic societies.Hanan Alexander argues that educators need to enable students to embark on a quest for intelligent spirituality, while paying heed to a pedagogy of difference.

Changing your mind to change the world is the general principle proposed to educate for responsibility.Using an interdisciplinary scientific approach, this book dissects the functioning of the ego, that is to say the belief in a self, an illusion that causes disharmony.

This book addresses the threat of misinformation and disinformation in education, providing examples and remedies. It explores factors influencing misinformation endorsement and practices to reduce its impact. Topics include \"zombie concepts,\" cognitive biases, misinformation in ASD education, and teaching critical thinking.

The design and deployment of a conventional water treatment experiment, the Jar Test, are presented in a virtual format. It used a low-cost online platform to reproduce the experimental steps and the actual lab setting to empower students with experiential skills. Skills like experimentation, instrumentation, learning from failure, and communication for their professional success. These skills are evaluated in the accreditation criteria for engineering programs of the Accreditation Board for Engineering and Technology. This virtual experience provided one-hundred and sixty-three civil engineering students with the knowledge to perform experimentation at an engineering level, from water sampling campaigns to performing the Jar Test experiment and measuring physicochemical quantities to draw technical conclusions. According to students' perceptions, the simulation strengthened their capacity for conducting experiments and data collection-processing using virtualized lab instruments. It also consolidated theoretical knowledge to report conclusions according to research findings and enhanced their confidence to perform in-person experiments based on the revised virtual procedure. The results from this study demonstrate that virtual tools could be deployed as a powerful supplement to deliver the practical syllabus when limitations of face-to-face interaction occur. It can also be a blended educational approach since the computer-assisted simulation provides the necessary pre-knowledge that maximizes learning during in-person experimentation.