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Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievementThe use of student response systems (SRS) in the form of polling and quizzing via multiple choice questions has been well documented in the literature (Caldwell 2007). This study addressed the gap in the literature and considered content-generating SRS, such as Socrative and Google Slides, during formative assessment activities in college composition courses. Content-generating SRS display student responses to formative assessment questions, and instructors are able to evaluate and adjust course material and feedback in real-time. Quantitative data measuring student perception using Likert-scale surveys and student achievement using essay scores were collected. The statistically significant results between the treatment and control groups for essay scores are objective measurements of student achievement and have implications for how to support both students and faculty in innovative curriculum design. Content-generating SRS allow for a more robust illustration of student understanding and can be adopted for larger lecture classes.
The effectiveness of flipped learning strategy in the development of scientific research skills in procedural research course among higher education diploma studentsThere have been efforts to investigate the effectiveness of the flipped learning strategy in the development of scientific research skills (SRS) in the procedural research course among higher education diploma students. However, studies examining the effectiveness of the flipped learning strategy in the development of SRS are, thus far, rare. This study adopted a quasi-experimental design, with two types of teaching methods. One research group was assigned to the flipped learning teaching method (n = 30) and the other to the conventional teaching method (n = 30). A multiple-choice SRS test was developed and used. The results showed that the flipped learning teaching method was more effective than the conventional teaching method, in gauging students’ SRS.
On the Origins of the Hijrī Calendar: A Multi-Faceted Perspective Based on the Covenants of the Prophet and Specific Date VerificationThere has been much speculation as to the type of calendar that was used by the pre-Islamic Arabs and the early Muslim community. The Hijrī calendar is said to have been adopted by ‘Umar b. al-Khaṭṭāb during his Caliphate despite evidence suggesting that it was instituted as soon as the Prophet emigrated to Madīnah. In this paper, we argue that a number of competing Arabian calendars existed up until 17 AH/AD 638, after which the Hijrī calendar was adopted as the definitive calendar of the Muslims. We propose that attempts at reconciling dates emanating from different calendars for major events in the Prophet’s life led to miscalculations which subsequently affected the chronology of the <i>sīrah</i>. This study ultimately argues that a purely lunar calendar was used by the pre-Islamic Arabs in parallel to a lunisolar calendar, and that specific dates reported in the covenants of the Prophet and in the historical works could shed new light in reconstructing the chronology of major events in the Prophet’s life.
NGOization of Islamic Education: The Post-Coup Turkish State and Sufi Orders in Africa South of the SaharaThis article analyzes the recently formed transnational networks of Islamic education between Turkey and Africa south of the Sahara through the study of the neglected case of Erenköy Cemaati. The expansion of the schools affiliated with Erenköy Cemaati cannot be divorced from Turkey’s Africa strategy and the growing importance of education within it since the late 2000s. Although Sufi orders and state institutions historically represent two divergent and conflicting streams of Islamic education in Turkey, the analysis of Erenköy Cemaati’s schools in Africa south of the Sahara reveal their rapprochement in novel ways. Drawing on ethnographic fieldwork in Turkey, Tanzania, and Senegal, this article shows that the complex relations between the Turkish state and Sufi orders in the field of education in Africa are facilitated by a constellation of non-governmental organizations (NGOs). Situating ethnographic data in historical context, it argues that the Islamic schools of Erenköy Cemaati are produced by the overlapping processes of the NGOization of Sufi orders in response to earlier state repression in Turkey and the NGOization of education in the wake of the neoliberal restructuring in Africa. While contributing to our understanding of post-coup Turkey and its evolving relations with Africa south of the Sahara, this article provides at the same time a new window into the NGOization of Islamic education on the continent.
DMin as Practical TheologyThe Doctor of Ministry is a professional degree accredited by the Association of Theological Schools. As delineated by ATS, the theological program requires to meet specific learning outcomes in a minimum of 30 credit hours with a culminating project that contributes to the understanding of ministry practice. Practical theology is a discipline that seeks to take “both practice and theology seriously”. As a consequence, the DMin can be generally conceptualized as practical theology. However, this paper demonstrates a number of the specific ways in which this general claim can be substantiated. It does this with reference to a number of theoretical discussions within practical theology as to the discipline’s nature. It then examines the implication of this for the status of the DMin, student learning, program design, and the nature of the DMin project.