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One of the most important tasks of higher educational institutions is the training of specialists to be able to adapt to changes in their professional life. At the end of the twentieth and the beginning of the 21st centuries, some methods for developing foreign language competence, needed for their future professional activity, were created by teachers. However, the effectiveness of these methods has not been studied. This fact has aroused the authors’ interest and generated the idea about the necessity to conduct scientific research in order to identify the most effective methods of teaching foreign languages for special purposes. Methods: The given research paper is based on the analysis of Russian and foreign scholars’ scientific works covering the problem of teaching foreign languages for special purposes to the students of humanitarian professions, as well as on the basis of the results from questioning students of bachelor degree programs who study foreign languages for special purposes in the field of humanitarian professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students’ opinion, the most effective methods of teaching foreign languages for special purposes in the field of humanitarian professions are the following: discussion, ICT (information and communication technologies), and SCRUM (framework that helps teams work together, encourages team to learn through on a problem). According to the interviewed teachers’ opinion, the most effective methods are discussion, ICT, and round table. The “dilemma” method is the least effective according to the students. As for the teachers, the less effective method is CLIL (content and language integrated learning). Conclusions: The study showed some common views among teachers and students concerning the effectiveness of methods of teaching foreign languages for professional purposes, such as discussion and ICT. The effectiveness of the discussion method is explained by the fact that it allows the integration of students’ knowledge from different areas when solving a problem and provides an opportunity to apply language knowledge and skills into practice. This contributes to forming students’ ability to think clearly, to perceive information critically, to highlight the main idea and find the means and arguments to confirm and substantiate it, and, consequently, to improve the understanding of any theoretical material. The use of ICT in the educational process allows the efficiency of the educational process itself to be improved significantly and leads to new approaches and organizational forms of educational work. In fact, while preparing educational programs and creating didactic materials, special attention should be given to the implementation of ICT methods and discussions in educational activities. Nevertheless, the respondents’ subjective opinion should not reduce the scientific value and effectiveness of other methods of teaching a foreign language for professional purposes. The authors of the paper believe that methods that have not found much support from students and teachers should be studied more thoroughly and carefully. To this end, it could be recommended to organize special training seminars that would allow teachers to be informed of new methods of teaching foreign languages for professional purposes, of their particularities, and to help their active implementation in the learning process.

Nationwide experimentation with programmed learning materials has shown their general efficiency. But how well do programmed materials fare when tested against the classroom teaching of a skilled and experienced professor?

University lecturers reached the consensus that more outcome oriented and visual teaching is favoured by Generation Y. However, it is crucial to assess students' perceptions about the effectiveness of various active and passive teaching methods, as their perceptions determine how students approach their learning, and as a result affect learning outcomes. In the theoretical part of the paper, previous empirical findings and conclusions about the effectiveness of different teaching methods (TM), as well as students' preferences of teaching methods related to their generational membership and other demographic characteristics are reviewed. In the empirical part of the paper, the effectiveness of various teaching methods was assessed by 99 graduate program students in Management from the Faculty of Economics and Business Zagreb. Students' perceptions are explored through a comprehensive list of 52 individual TM, as well as through TM bundles obtained through a factor analysis. As well, respondents' perceptions were related to their demographic characteristics (gender, undergraduate and graduate grade point average (GPA), (relevant) work experience, and extracurricular engagement).

The problem of optimum instruction in economics includes all kinds of technological constraints created by choices among different media of instruction. It also includes the problem of how long a course is required for adequate instruction. Traditionally, principles of economics has been taught as a two-semester, three-hour credit course. This article investigates the extent to which the results achieved by students after one semester's study are equivalent to those achieved after two semesters, and finds the differences less than might be supposed.

Experiments with various techniques of teaching have generally not permitted students to elect the combination of techniques they most prefer. Gordon discusses preliminary results that contrast with some of the findings reported to date.

There has been scientific evaluation of televised versus live conventional instruction and also analogous evaluation of conventional instruction versus programmed learning. What about a simultaneous comparison of all three methods? Paden and Moyer tackle this complex question with attention to both student learning (cognition) and affect. Their results should help to guide teachers of economics in their selection and evaluation of media.

Lectures have generally been considered essential to good instruction. Indeed, some colleges have severely penalized truant students who dared absent themselves from the lecture hall. In this article, McConnell and Lamphear present important evidence that \"students taking principles of economics with lectures, and those taking the course on a lectureless basis [perform] equally well on an intensive battery of objective examinations.\"

Only in the last decade have significant attempts been made to evaluate scientifically the methods of instruction in economics. Noting the acceleration in scientific evaluation, Lumsden focuses his attention on where we now stand in the evaluation of two methods of instruction: programmed learning materials and television.

Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs' underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.

Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse terminology surrounding the same phenomenon impedes effective communication and comprehensive understanding of this important aspect of classroom instruction. Moreover, researchers have studied this phenomenon using a variety of methods, in various disciplines, with different results. Therefore, our research team completed a comprehensive literature review of the empirical research studying adaptability across academic disciplines. In this article, we describe how adaptive teaching is defined and conceptualized in the education research literature from 1975 to 2014, the methods used to study instructional adaptations, and the results of these studies.