排序方式： 共有4条查询结果，搜索用时 46 毫秒
1
1.
Vusi Vincent Mshayisa 《Journal of Food Science Education》2020,19(2):49-58
In higher education, there are calls to incorporate active learning experiences that place the student at the center of learning, rather than encouraging students to be passive listeners. For students to have a deeper and more meaningful learning experience, educators can use an active learning approach. This approach attempts to engage students at higher levels of thinking so that they are more interested in, better engaged with, and understand the course material better. The aim of this study was to investigate students’ perceptions of Plickers and crossword puzzles as low‐cost pedagogical tools to foster active learning in an undergraduate course in food science and technology. A mixed‐method survey consisting of a 5‐point Likert scale and open‐ended qualitative questions was administered via Blackboard to elicit student responses. A total of 121 students were enrolled for the course and 70.2% (n = 85) completed the survey. Plickers were found to be easy to use (mean = 4.66), provided opportunities to answer to formative questions anonymously (mean = 4.60), and helped increase participation in class (mean 4.05). The majority of students felt that crossword puzzles required them to think critically (mean = 4.53) and provided them with the opportunity to assess how well they understood the course content (mean = 4.45). Moreover, a statistically positive relationship was found between student collaborative learning and crossword puzzle implementation scores (r = .506, p < .01). The findings demonstrated that when implemented effectively, Plickers and crossword puzzles contributed to greater enhanced student engagement. These pedagogical tools can be applied as formative assessment instruments and offer a low‐cost alternative to the limitations encapsulated by didactic pedagogy. 相似文献
2.
An interview-based qualitative study was undertaken to explore the experiences and practices of educators in providing democratic schooling as a way of delivering quality education for learners in schools. The exploration looked at educators’ understandings of the concept of democracy in schools, their understanding of the concept quality education and whether there is any link between democratic schooling and quality education. The findings suggest that there is a perceived link between democracy in schools and the delivery of quality education for learners, even though there are tensions and contradictions in democratising schools. 相似文献
3.
Vusi S. Mncube 《Journal of educational administration and history》2007,39(2):129-143
Despite the powers that parents are endowed with regarding governance of schools in South Africa, they are not yet given sufficient room and space to deliberate on issues of school governance; instead they are still excluded by some teaching staff who deny them (explicitly or implicitly) from taking part in crucial decisions affecting education of their children. There are still issues excluding parents from participation in school governing bodies, namely: the lack of clear demarcation between the roles of the teaching staff and those of the school governing body (SGB), lack of time, lack of confidence from some parents, transport problems which result in non‐attendance of SGB meetings by some parents, poor communication of information, lack of training which results in lack of knowledge of the Act and roles and responsibilities, the language barrier, and the high turnover rate of governors as parents have to leave the SGB as soon as his/her child leaves the school. The findings of this research partly concur with Karlsson, who also found that SGBs perpetuate rather than prevent the apartheid‐era inequalities of race, gender and social class. Despite these discrepancies, the study found that SGBs operate according to the general intentions of the South African Schools Act 84 of 1996 and also help spread democracy in the school and to the wider society of South Africa. 相似文献
4.
Vusi Mncube 《Journal of educational administration and history》2009,41(1):29-43
This article explores governors’ perceptions of the role played by school principals in the democratic governance of secondary schools in South Africa. The South African Schools Act No. 84 of 1996 has mandated that all public schools in South Africa must have democratically elected school governing bodies, comprised of the principal (in his or her official capacity), educators, non‐teaching staff, parents and learners, but the latter is applicable only in secondary schools. This reform is intended to foster tolerance, rational discussion and collective decision‐making. In the light of this reform an empirical study investigated the role of the principal in the school governing body (SGB), particularly in promoting parent and learner participation in SGBs. The findings highlighted the important functions that principals fulfil with regard to the functioning of the SGB. Principals are viewed by governors as playing a positive role in SGBs. Governors referred to principals as ‘the finger on the pulse of what is happening at school’; they are resource persons for other members of the SGBs and ‘the engines’ of the schools. Governors viewed the principal as in charge of the professional management of the school, ensuring that all duties are carried out adequately, setting the tone in SGB meetings, and responsible for interpreting education policies and ensuring that they are well implemented. Furthermore, principals have the responsibility of ensuring the maximum participation of both parent and learner governors in SGBs meetings. Principals can also contribute greatly to school governance issues, since they are usually at an advantage in terms of their familiarity with official regulations, provincial directives and knowledge of educational reform measures. The findings highlighted persistent power struggles in rural schools that may arise when principals overplay their roles as this creates tension among SGB members. However, principals enabled implementation of democratic values such as tolerance, rational discussion and collective decision‐making in schools through their leadership roles. 相似文献
1