We are now more connected to one another, globally, than at any other time in earth’s history, and these connections comprise a significant portion of our already limited 24-hour day. While each 24-hour cycle promises new experiences, the same also brings with it multiple demands on our time and attention.
I believe that my role as a teacher cannot be separated from my responsibility to lead others to Christ. In order for this to occur, I must first have my own relationship with Christ. It is impossible for anyone to see Christ in a human being in whom He does not reside.
As part of building a link between theoretical knowledge and lived experience, Avondale College of Higher Education in Cooranbong, New South Wales, Australia, has conducted study tours for more than two decades in a variety of disciplines.
Migration is a global trend, with more diverse sending and receiving countries than in the past. Teachers in more and more countries now face the daunting challenge of working with learners struggling to write across a language barrier.
The purpose of this article is to offer insight on how college educators can better understand ESL students in their classrooms, particularly from three different perspectives: ESL students’ backgrounds, the texts they produce, and the errors they make.
The Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities (AAA) was established in 1997 with the purpose to review the mission practices, spiritual values, and educational policies of Seventh-day Adventist academic institutions.
A review of relevant literature and dialogue with other educators suggested that implementing a variation of the flipped classroom1 might alleviate the students’ reading comprehension problems, increase their motivation, and consequently improve study habits, homework completion, and test grades.