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Exploring Effective Teaching Methods in the Vocational Education of Cyprus

Abstract

The study aim was to determine which teaching methods are most effective for developing the students’ appropriate professional competencies in the culinary arts programs of Cyprus’ Senior Secondary Vocational Education (SSVE). A qualitative case study research design was considered appropriate and a criterion sampling strategy was used to select 52 participants. Findings showed that chef instructors prefer to use a combination of teaching methods by considering class dynamics and students’ personal learning style. Students learn primarily by doing and repetition and a two-day sequel laboratory could become an effective in-class activity. The positive impact of modern audio-visual means was identified as a factor, stimulating students’ learning appetite. Thus, a competitive learning environment is needed to boost class performance. However, the written examination assessment calls for change due to basic student issues and new approaches, means, and techniques that should be used for the final assessment of the SSVE students.

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The Concept of Nontraditional Student

each other. Chronicle of Higher Education , 54(16), 1-9. 7. Bradley, M., & Cleveland-Innes, M. (1992). Valuing diversity: Responding to the needs of adult students at the University of Calgary . University of Calgary. 8. Carney-Crompton, S., & Tan, J. (2002). Support systems, psychological functioning, and academic performance of nontraditional female students. Adult Education Quarterly , 52, 140-154. 9. Chartrand, J. M. (1990). A Causal analysis to predict the personal and academic adjustment of nontraditional students. Journal of Counseling

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Importance of Promoting Metacognitive Awareness at University

culturally disadvantaged students in Formative Learning Environments. Improving Schedule , 17, 1–27. Coutinho, S. (2008). Self-efficacy, meta-cognition and performance. North American Journal of Psychology, 10, 165–172. 8. David, N., Nowen, A., & Vogelet, K. (2008). The sense of agency and its underlying cognitive and neural mechanism. Consciousness and Cognition, 17, 523-534. 9. Decety, J., & Lamm, C. (2007). The role of the right temporoparietal junction in social interaction: how low-level computational processes contribute to metacognition

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Charisma as a Phenomenon in Social Work

References 1. Abishevaa, K., & Assylbekova, L. (2016). Risk Management and Ethical Issues in Social Work. The European Proceedings of Social & Behavioural Scienes. World LUMEN Congress. Logos Universality Mentality Education Novelty 2016 | LUMEN 15th Anniversary Edition. 2. Agostino (2006). La citta di Dio . Roma: Citta Nuova. 3. Bass, B. M. (1985). Leadership and performance beyond expectation. New York: Free Press. 4. Bommes M., & Scherr A. (2000). Soziologie der Sozialcn Arbcit. Eine Einfiihrung in Formen und Funktionen

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Convergence Of The Virtual And The Living Realities: A Constructivist Grounded Theory On University Students’ Self-Regulated Learning

learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. Pintrich, P. R., & Garcia, T. (1994). Self-regulated learning in college students: Knowledge, strategies, and motivation. Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie , 113-133. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology , 82(1), 33-40. Robertson, J. (2011). The educational affordances of blogs for self

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