Quality of education based upon
how we identify effective teachers

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Part I: Education Myths
    1. Myths toward Effective Teaching
    2. Myths toward the Lecture Method
Part II: Effective Ways of Teaching
    1. Structure of Instructional Continuum
    2. Knowing Students' Background
    3. Setting up Objectives
    4. Psychological Security for Students' Leaning Environment
    5. Advantages of Teacher Questions
    6. Outcomes of the Grouping Process
    7. Elements of Effective Instruction
Part III: Making Curricula and Performing Assessments
    1. John Goodlad's Five Levels of Curriculum
    2. Elliot Eisner's Three Levels of Curriculum
    3. Assessment of Three Main Domains
Part IV: Conclusions and Discussions

What do students really want for the university education?


The reason why I decided to write this article is: Even though most people say, "Education is important." , "Education is necessary.", they do not know the reasons and evaluations toward it. Professors and instructors could say, "We have the student-centered quality of education.", but what is the criteion? The term, quality, is frequently used as an ambiguous meaning. We must think of how we implement and evaluate the quality of education. It should be referred to as the effectiveness and efficiency of teaching. First, I start with pointing out traditional teaching myths. In later sections, I will discuss how we could accomplish quality teaching by citing detailed methods from "Universal Teaching Strategies."

This article is not just a copy of references, or the collection of other people's methods. It is important to point out stereo-typical common senses in education. Then, our other goal is to disseminate such education literacy to general people. Every citation is under such context, which is also based upon my experience and students' voice.

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