Multikulturna edukacija: implicitna in eksplicitna etnocentricna edukacija – vsebinska analiza sodobnega izraelskega programa za vzgojo za vrednote

In the year 2000, Israel purportedly adopted a multicultural educational policy. It replaced the covert assimilation policy, which was referred to as ‘the integration policy’. The aim of the present study was to analyse the contemporary Israeli program of value education. Using the method of content analysis, the present study sought to determine whether the syllabi of the contemporary program reflect the adoption of a multicultural educational policy, or whether they produce only multicultural rhetoric. The findings reveal that the program reflected mainly the pluralistic approach while still maintaining traces of ethnocentric rhetoric of certain syllabi in the program. (DIPF/Orig.

Finding Computer Science Syllabi on the World Wide Web

Syllabi contain information useful to students, faculty, and many other people, and given the ubiquity of the WWW many schools are now putting their syllabi online for these people and the general public to access. Even though these syllabi may be available, they might be hard to find. This means that faculty, students, and anyone else who might have an interest in viewing those syllabi might find it useful to be able to browse a collection of reliable syllabi. To build a collection of reliable syllabi it is necessary to find those syllabi on the WWW but this is made easy with a tool like the Google Web API. Once the syllabi are found on the Web it is necessary to examine those syllabi and look for desired characteristics to be sure they are desired syllabi. The syllabi that contain the desired characteristics are kept and the rest are discarded. This elimination process can be accomplished using a tool like a classification tree, more specifically, tools like the Orange Data Mining Library and C4.5. This paper describes the process of finding syllabi on the WWW using the Google Web API, retrieving those syllabi using Python, and filtering them using the Orange Data Mining Library and C4.5 so that a reliable set of syllabi can be constructed

The Transformation of Accounting Information Systems Curriculum in the Last Decade

Accounting information systems (AIS) are an extremely important component of accounting and accounting education. The purpose of the current study is to examine the transformation of accounting information systems (AIS) curriculum in the last decade. The motivation for this research comes from the vast advances made in the world of information technology (IT) and information systems (IS). The specific research questions addressed in the current study are: (1) how has AIS curriculum changed in the 18 years since SOX? (2) How has AIS curriculum adjusted in recent years with the emergence of the new hot-button topic big data/data analytics? Overall, this study finds that the core of AIS curriculum has not significantly changed over the last decade. However, more emphasis is being placed on topics such as enterprise wide systems/ERP, IT audits, computer fraud, and transaction-processing. Related, several new topical coverages have been introduced such as business analysts and big data/data analytics. The key contribution of this paper is to provide accounting students and accounting educators with useful information regarding the most significant shifts in AIS over the last decade and insight into the most valuable current AIS topics

Then and Now: Using Syllabi to Shape the College Classroom

While the college classroom has been researched, its climate has received little attention in research. This study analyzes the climate of the classroom using 189 syllabi from various sociology courses. Drawing from data collected by Grauerholz and Gibson (2006) and syllabi from the Teaching Resources and Innovations Library for Sociology (TRAILS), the current study compares college classroom syllabi from two different times periods (pre-2005 and post- 2010) to analyze the frequency of classroom climate statements, the variables that may contribute to the presence of a statement, and common language/themes existent in syllabi that did contain a statement. Results showed a large increase in climate statements between the two time periods. The findings also indicated that compared to post-2010 syllabi, those with climate statements from the pre-2005 sample were more likely to also include a statement showing a sense of collaboration among students. The themes and language used in the statements were very similar, however syllabi after 2010 placed a stronger emphasis on behavioral expectations and contained punitive language. Since syllabi are available the very first day of class, these findings suggest that more instructors believe addressing behavioral expectations and shaping the dynamic of the classroom is important

SYLLABI PREPARATION AND UTILIZATION IN COLLEGE TEACHING

A curriculum plan served as a blueprint to anticipate an expected outcome (Inocian, 2013) that necessitated a better planning. This study investigated the faculty profile, the adequacy of preparation and utilization of syllabi and their instructional problems in the undergraduate studies; adopted the descriptive-correlation method and employed self-structured questionnaires. As to faculty profile, 38% were between 51-60 years old, majority were females (56.0%) were instructors who attained master’s level of education (42.0%). The respondents were rated adequate when measured as to the adequacy of the preparation of the syllabi in terms of course description, instructional delivery, major course activities, content development and course assessment. While the adequacy of syllabi utilization in terms of major course requirements, course content development and course assessment yielded to be adequate. The relationship between the faculty profile and the adequacy of syllabi preparation were not significant, while the relationship between the preparation and utilization of the syllabi by the faculty was significant except for the course content development and delivery. Generally, the difference on the adequacy of syllabi preparation and syllabi utilization were found to be significant. There were instructional problems of the faculty in the utilization of aids and devices and methods and strategies in teaching that needed administrative interventions

Assessing Student Exposure to and Use of Computer Technologies through an Examination of Course Syllabi

A syllabus analysis instrument was developed to assist program evaluators, administrators and faculty in the identification of skills that students use as they complete their college coursework. While this instrument can be tailored for use with a variety of learning domains, we used it to assess students\u27 use of and exposure to computer technology skills. The reliability and validity of the instrument was examined through an analysis of 88 syllabi from courses within the teacher education program and the core curriculum at a private Midwest US university. Results indicate that the instrument has good inter‐rater reliability and ratings by and interviews with faculty and students provide evidence of construct validity. The use and limitations of the instrument in educational program evaluation are discussed

Students’ Perceptions of Course Syllabi: The Role of Syllabi in Motivating Students

In this mixed methods study, researchers explored students’ perceptions of different types of syllabi, the course, and the instructor articulated through the syllabi. Students were randomly assigned to read one of two US History syllabi: a content-focused syllabus (CFS), characterized as a traditional, content-focused, policy-laden syllabus; or a learning-focused syllabus (LFS), characterized by strong learning objectives, authentic assessments, and a positive, motivating tone. Results show that LFS participants (n=61) had significantly more positive perceptions of the document, the course, and the instructor described by the document than CFS participants (n=66). LFS participants found, for example, more of the syllabus components to be useful, anticipated more student involvement in class, expected to learn more useful concepts and skills, and anticipated that the instructor would help them be successful. Although additional research is needed to determine generalizability of these results, we conclude that instructors have little to lose and much to gain by creating a learning-focused syllabus

General Education Subcommittee Agenda, November 19, 2019

Course Approvals/Removals/Syllabi Approvals Business “What is an Educated Person?”Conference Update Approving Syllabi Updat

Ecstatic Syllabi: Four Poems

Four poems with mathematical themes. Poems are entitled: Algebra I, Algebra II, Plane Geometry, Number Theory