Mit Inkrafttreten der neuen Approbationsordnung für Ärzte hat die Medizinische Fakultät der Universität Leipzig zum Wintersemester 2003/04 ihr Curriculum umgestellt. Der Studiengang wurde komplett neu konzipiert und es wurden erstmalig für Leipzig auch 3 Kurse mit problemorientiertem Lernen (POL) eingeführt.

<p>The active learning literature lacks systematic investigations into whether the amount of active learning implemented in class and the ordering of lecture and active learning make a difference in how much students learn in STEM disciplines. Therefore, I investigated how the dosage amount and schedule of lecture and active learning affect student learning of science content. The first experiment involved 146 subjects who learned about biological taxonomies through either a lecture (100% lecture/0% active learning) or an active learning activity (0% lecture/100% active learning). Results indicated that subjects in the pure lecture condition scored 20.27 percentage points higher on the posttest as compared to the pure active learning condition; these results held across different question types. Further, the pure lecture condition did not significantly differ from the pure active learning condition on subjects’ judgements of learning and their satisfaction with the instructional mode they received. The second experiment involved 219 subjects who learned about biological taxonomies through a lecture, a lecture and active learning activity that were interspersed (alternation between lecture and the active learning activity), or a lecture and active learning activity that were blocked (all lecture done before the active learning activity). Results indicated that subjects in the interspersed condition scored significantly higher than subjects in the blocked and pure lecture conditions (by 10.96 and 13.95 percentage points, respectively); these results generally held across different question types. Further, the pure lecture condition was significantly lower than the interspersed and blocked conditions on subjects’ judgements of learning and their satisfaction with the lecture. Based on these two experiments, it may not be a question of whether to choose lecture or active learning but rather a question of how to integrate them to maximize their benefits.</p>

Hochschuldidaktisches Zentrum Sachsen (HDS)

Effective ELL teaching and learning is profoundly influenced by the teachers’ personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teacher’s reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers’ different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.

School principals lead and manage schools to achieve success. However, some schools are located in multiple deprived contexts, which affect the school internally and externally. Little is known about how principals in well-performing schools manage teaching and learning despite the contextual challenges. This study explored the role of successful school principals managing teaching and learning in schools in multiple deprived contexts in Gauteng Province. A qualitative case study within a constructive / interpretivist paradigm was adopted for the research. The theoretical framework of this study is grounded in the Context-Responsive Leadership theory by Bredeson, Klar and Johansson. Eleven secondary schools performing well in the Senior Certificate Examination in Tshwane North District were purposefully selected for the study. The school principals were the participants in this study. The data was obtained from different sources which include semi-structured interviews, observations and documents review. The data was thematically analysed and the results were categorised according to themes and sub-themes. The findings of the study highlight the economic and social factors used by the principals to describe the context of their schools as well as other external and internal factors that affected teaching and learning. Collaborative leadership, as well as instructional leadership of the school principal, seem to be a common strategy used by the principals of successful schools to overcome the contextual challenges. The principals also applied other relevant context-responsive leadership practices in their multiple deprived schools. The study concluded that leadership practices of school principals seemed to be based on an understanding and interaction of self and the context in which the school operates. / Thesis (PhD)--University of Pretoria, 2019. / Education Management and Policy Studies / PhD / Unrestricted

Magister Educationis - MEd / When a first-time teacher graduate and start working in a school, the first-time teacher is expected to adapt and adjust to the demands of a daily teaching programme (Carter & Francis, 2001). This can be overwhelming by taking on the same responsibility as the more experienced teachers. This can be a reality shock to first-time teachers as they may often be disadvantaged with the fact that they are often unprepared for the real world (Johnson & Kardos, 2002; Carter & Francis, 2001). Furthermore, many schools have appointed first-time teachers, but not all first-time teachers have been given proper support or introduced a mentor or a mentoring programme to help them adjust to their new career. This can contribute to the fact that first- time teachers are unprepared for their new roles and the challenges they may face (Carter & Francis, 2001). I will therefore look at mentoring and the preparedness of firsttime teachers, the study will focus on a non-governmental Joint Mentoring Project (JMP). This study aims at investigating how the JMP contributed toward first-time teachers’ teaching and learning experiences in selected primary schools.

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2004. / This research examined the role of school management teams (SMTs) in facilitating quality education in schools. The study made use of questionnaires to establish the perceptions of SMTs towards quality education they facilitate in their schools. This study was undertaken to investigate the challenges that are encountered by school management teams in facilitating quality education in schools. With regard to management, the research investigates the roles of school management teams such as building trust to support quality education, developing an enabling school culture and climate, demonstrating appropriate leadership. From the review of literature on the role of school management teams, the study provides a comprehensive exposition of what school management entails, especially as far as curricular management, visioning and strategy formulation, is concerned. Against this background, the study investigates the role of SMTs in secondary schools in the Insuze - Noodsberg Ward in Ndwedwe Circuit. On the basis of empirical work, the study makes recommendations regarding the role of SMTs. The recommendations made are a contribution towards improving SMTs and leading them in a process which can truly enhance them to perform their roles of facilitating quality education in schools.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Educational Psychology at the University of Zululand, 2018 / Teaching is regarded by many as one of the most stressful occupations, as evidenced by reports of academic results consistently poor in rural schools and teachers leaving the profession each day. Stress in general has always been a concern in many schools. The aim of this study was to investigate the effect of teacher stress on learner academic performance in rural secondary schools. This study used both quantitative and qualitative research approaches in which questionnaires and interviews were used for data collection processes. Simple random sampling and purposive sampling procedures were used to select participants from rural secondary schools in Vhembe District with a matric pass rate of less than sixty percent over a period of five years. Quantitative data was analyzed using IBM Statistical package for Social Sciences (SPSS) Version 24 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that teachers in secondary schools in the rural areas experience high levels of stress which has adverse effects on learner academic performance. These results guided me in developing the Three Pillars Teacher Stress Coping Model to assist teachers in rural areas to alleviate the stress they experience as they promote teaching and learning. The study contributed to the literature on the effect of the experience of stress by teachers on learner academic performance in rural secondary schools. / National Research Foundation Of South Africa (Grant Number CPT160513164973 and 105246

Magister Educationis - MEd / The current study framed as, ‘Emerging Technologies for Teaching and Learning: An Investigation into the Role and Use Of iPads In English Second Language in Three Primary Schools in Northern Zambia,’ is situated in Northern Zambia in the Mungwi District. The study set out to investigate the role and use of emerging technology/-ies that is iPads, for literacy development in Grade six English Second Language schools. The purpose was to gain insight into the role emerging technologies play in fostering English Second Language (ESL) and literacy development in the era of new multimodal texts. This entailed acquiring an understanding of how highly ZeduPad tablets might facilitate meaning-making in the process of developing literacy skills.

The American demographic landscape is no longer a homogeneous melting pot where all colors and flavors blend into indistinct variants. The challenges brought about by such a societal shift have made diversity issues increasingly important. Chief among them is the issue of organizational diversity. Although there has been an increase in organizational diversity research, there is a noted lack of organizational diversity research in the area of college-level forensics programs. This study seeks to fill this void. Specifically, the purpose of the study was to describe diversity levels in college and university forensics programs, and to compare current levels with those of five years past. Survey questionnaires were completed by almost 200 college and university coaches in AFA, CEDA, and Phi Rho Pi. The results of the survey show no significant increase in diversity levels has occurred since Swanson's indictment of elitism in 1989. Forensics continues to have an overwhelming white majority of coaches and competitors; two-thirds of all programs indicate no effort has been made to increase diversity. These results suggest forensics may be in a state of stasis, one inconsistent with its evolving environment.