Drawing on the theory of planned behaviour, this research attempts to examine the impacts of students' entrepreneurial learning on their entrepreneurial intention. In this study, self-report data were collected from 334 students in eight higher education institutions in Hong Kong. The results of the data analysis supported the association between entrepreneurial learning and entrepreneurial intention, as well as the mediating effect of entrepreneurial self-efficacy. The moderating effect of openness was also found to be significant, whereas that of entrepreneurial climate was not. This study provides practical implications to address the issues of low start-up rates of entrepreneurship among university students and some recommendations to university educators.

This study has the following general objectives: first, to present in detail the techniques that the author has developed and used in designed the course and the final materials produced for am introductory physics course in Mechanics; second, to state and examine the important blended ingredients used to get a new strategy for teaching-learning in which and individualized pace together with a group interaction is used; third, to analyze a combination of structural and operational course where concept, structure formation, and problem solving are emphasized.

This study was an attempt to better understand how law faculty search for and create linkages between subject matter being taught and law students’ existing (that is, prior) knowledge and experience. For faculty who do search for and create these linkages, the study can help them understand, and potentially give them access to, specific practices and resources that can support their teaching in this manner, while also helping them understand this approach to teaching. The study was informed and guided by three conceptual frames: pedagogical content knowledge, culturally framed theories of teaching and learning, and convergent teaching. The study included 14 faculty teaching first-year required classes at one of four law schools: two elite and two broad-access (two to four faculty members per campus). I collected data via a combination of interview, observation, and document analysis methods. The study’s findings are summarized as follows: First, a significant amount of participating faculty members’ first-year doctrinal teaching drew on students’ prior knowledge to support students in making connections to course material. It is possible, then, that teaching from students’ prior knowledge is common, at least in certain law schools, yet it is not acknowledged as such. Second, study participants described significant barriers to or stated concerns about the possibility of teaching in this way, including: hesitation to engage in sensitive or controversial discussions, limited instructional time, large class sizes, and a large amount of material to cover in a course. Third, teaching with attention to students’ prior knowledge is likely to be particularly challenging in subject matter areas that are distant from students’ everyday lives (though law school faculty can develop strategies for overcoming this challenge). Fourth, in study participants’ views, their institutions offered virtually no formal support for this kind of teaching to faculty wishing to engage in it. Fifth, virtually all participating faculty members identified as deeply committed to teaching in a way that draws on students’ prior knowledge worked at broad-access (non-elite) law schools, suggesting that these sites may be particularly amenable to such teaching. These faculty members also had certain characteristics in common—for example, possessing significant prior experience in full-time legal practice, being inclined to care for students and being attentive to their well-being, and having been educated themselves in non-elite law schools. The study concluded with discussion of the implications of these findings for law school institutional policy and leadership, faculty practice and professional development, future research, and theory. There was a particular focus on: (a) factors that encourage this type of teaching at broad access law schools and position such institutions as important leaders in this regard; and (b) the possibility that such teaching may help to democratize legal education in broad-access and elite institutions.

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The propose of this study was to determine the effectiveness and appropriateness of the integrated holistic method for teaching grammatical structure, cultural norms and behavior, writing and listening skills to beginning German language students. The study examined a sample of undergraduate students who were enrolled in the introductory college level German offered at the Collin County Community College, Spring Creek Campus in Plano, Texas. A total of 24 students participated in this study. This study utilized a pre- and posttest group to measure the instructional effectiveness of the integrated holistic teaching method. Structural grammar, cultural norms and behavior, writing, and listening skills were used as dependent variables. The holistic integrated teaching method were measured at the end of the course as independent variables. Individual pre- and posttests were used for each of the dependent variables. The higher posttest mean scores indicated significant improvement in student learning level in four major language skills such as structural grammar, cultural norms and behavior, writing, and listening through the holistic integrated teaching method.

The specific purposes of the study are as follows: first, to study the general requirements for the baccalaureate degree and teaching certificate in the institutions included in the study; second, to study and analyze the requirements in each of the institutions for a major or first minor in industrial arts; third, to determine the changes and trends with respect to the total programs of preparation and changes and trends in the various phases of industrial arts taught in each of the institutions.