Revised Bloom's taxonomy as a mentoring framework for successful promotion

Waite, Laura; Zupec, Jason; Quinn, Diane H.; Poon, Cathy Y.

doi:10.1016/j.cptl.2020.06.009

Cited by 8 publications

(10 citation statements)

References 2 publications

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“…This area of activity of the teachers and mentors is dominant. From the standpoint of modern pedagogy, the training of a qualified, competitive, creative specialist is guided by the goals of cognitive activity, represented by Bloom's taxonomy [15]. The transformed hierarchy of these goals (transformed Bloom's taxonomy) for 4 areas of the student's cognitive activity, led by a mentor, is shown in Table 1.…”

Section: Resultsmentioning

confidence: 99%

The Mentoring System as a Factor in the Sustainable Development of Higher Education

Stozhko¹,

Бортник²,

Stozhko³

2021

Proceedings of the Second Conference on Sustainable Development: Industrial Future of Territories (IFT 2021)

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The work examines the mentoring system as a mechanism for implementing continuity in education, which effectively contributes to the sustainable development of higher education. The authors propose a concept for the formation of this system, which is interpreted as a system of connections that dignifies the entire educational environment of the university and covers all areas of work. The work formulates the principles that determine the construction and functioning of the system in any of its models, provides a list of skills, abilities, competencies that mentors and their wards must possess for the successful implementation of mentoring in any areas of work. Particular attention is paid to the model of mentoring in the organization of practice-oriented scientific work of students, in particular, project activities.

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Section: Resultsmentioning

confidence: 99%

The Mentoring System as a Factor in the Sustainable Development of Higher Education

Stozhko¹,

Бортник²,

Stozhko³

2021

Proceedings of the Second Conference on Sustainable Development: Industrial Future of Territories (IFT 2021)

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“…Given the considerations mentioned above, mentoring aspiring professors would mitigate the difficulties encountered while preparing for a career in academia. Waite et al (2020) point out that while promotion is a milestone in any academic career, it is simultaneously a challenging process that a mentorship programme could enhance. Mentoring future professors is essential, and research shows there is no clarity around the criteria for tenure and promotion to the professorial position.…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…Senior academics should advise future professors on the criteria employed by gatekeepers because they are unclear, and there are difficulties of transformation that the gatekeepers may utilise. Sanfey and Hollands (2012), as well as Waite et al (2020), advocate for the active involvement of the chair of department (CoD) or division chief in preparation for promotion to the rank of associate professor and tenure during annual reviews. This proactive approach ensures that candidates are well-prepared and meet the necessary qualifications when the time for promotion comes.…”

Section: Role Of Mentoringmentioning

confidence: 99%

Professoriate: A Viewpoint of Promotions at an African University

Makokotlela

2024

Preprint

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Promotion is a milestone in an academic career that is a rewarding but challenging process. There are promotion criteria and guidelines that universities follow as standards for the promotion and tenure of prospective professors. This research purposed to explore the nature of promotion criteria and guidelines for future professors at a South African university during the transformation era. This qualitative, phenomenological and interpretive study involved document analysis and participant observation. The findings revealed that the university had criteria and guidelines for promoting future professors; however, they were not clearly defined. The chair of the department and the professors from within the department mentor future professors. Some aspects of transformation were observed during the process of promotion. All the criteria for promotion should be transformed. This study endeavoured to contribute to the selection criteria for prospective university professors throughout the transformation period.

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“…Comprehension step is considered as creating meaning from the messages from teaching process, which can be in oral, written or graphic forms (Churches, 2008). The implementation step is defined as executing or using the process path (Waite, Zupec, Quinn, & Poon, 2020). The analysis step, on the other hand, is defined as dividing the material into its constituent parts and determining the relations of the parts with each other and with the whole material (Susan, Warsono, & Faridi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Is the Revised Bloom’s Taxonomy Revisited in the EFL/ESL Reading Textbooks?

Ulum

2022

OPUS Toplum Araştırmaları Dergisi

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Benjamin Bloom and his colleagues produced a cognitive model for classifying educational objectives. This model has not been properly utilized by teachers and university instructors in their teaching settings. This cognitive model covers six main levels as knowledge, comprehension, application, analysis, synthesis, and evaluation which, after knowledge, were displayed as skills and abilities, with the fact that knowledge was the essential prerequisite for putting these skills and abilities into practice. In the taxonomy, each category bears a continuum from concrete to abstract and simple to complex. In 2001, a group of cognitive psychologist revisited and modernized Bloom's Taxonomy for teaching, learning, and assessment. Accordingly, the revised Bloom's taxonomy drew attention away from the partially passive image of educational objectives and hints on a more active conception of categorization. The revised taxonomy employs verbs and gerunds to refer to cognitive levels unlike the nouns employed in the original taxonomy. The dynamic words in the revised taxonomy define the cognitive processes through which thinkers confront and work with knowledge. The learning goals are significant to form a pedagogical interchange in order that learners and instructors perceive the aim of that interchange. Having and classifying objectives support teachers in planning and supplying quality education, forming proper assessment tasks, and ensuring teaching to go parallel with the objectives. Hence, this research paper hints on investigating to what extent the revised Bloom's taxonomy is employed in the reading comprehension questions of an EFL reading textbook. Thus, two research questions were developed to find out the state of cognitive skills stated in the revised taxonomy, the first question aiming at evaluating the lower level while the second one involving the higher cognition level. The investigated EFL reading textbook was analyzed through descriptive content analysis. The findings of the study showed that the examined textbook lacked the higher level cognitive skills highlighted in the revised version of the taxonomy. Related assumptions have been accordingly provided to recommend how the reading textbooks which are being written or will be written should be integrated with the revised Bloom's taxonomy when assessing reading skills.

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Revised Bloom's taxonomy as a mentoring framework for successful promotion

Cited by 8 publications

References 2 publications

The Mentoring System as a Factor in the Sustainable Development of Higher Education

The Mentoring System as a Factor in the Sustainable Development of Higher Education

Professoriate: A Viewpoint of Promotions at an African University

Is the Revised Bloom’s Taxonomy Revisited in the EFL/ESL Reading Textbooks?

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