Citizen-based Strategies to Improve Community Security: Working ...

International Development Research Centre (IDRC) Digital Library (Canada)

Citizen-based Strategies to Improve Community Security: Working with Vulnerable Populations to Address Urban Violence in Medellin ... Water Resources Association, in close collaboration with IDRC, is holding a webinar titled “Climate change and adaptive water management: Innovative solutions from the Global South”.

Asthma in the community: Designing instruction to help students explore scientific dilemmas that impact their lives

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Tate, Erika Dawn

School science instruction that connects to students' diverse home, cultural, or linguistic experiences can encourage lifelong participation in the scientific dilemmas that impact students' lives. This dissertation seeks effective ways to support high school students as they learn complex science topics and use their knowledge to transform their personal and community environments. Applying the knowledge integration perspective, I collaborated with education, science, and community partners to design a technology enhanced science module, Improving Your Community's Asthma Problem. This exemplar community science curriculum afforded students the opportunity to (a) investigate a local community health issue, (b) interact with relevant evidence related to physiology, clinical management, and environmental risks, and (c) construct an integrated understanding of the asthma problem in their community. To identify effective instructional scaffolds that engage students in the knowledge integration process and prepare them to participate in community science, I conducted 2 years of research that included 5 schools, 10 teachers, and over 500 students. This dissertation reports on four studies that analyzed student responses on pre-, post-, and embedded assessments. Researching across four design stages, the iterative design study investigated how to best embed the visualizations of the physiological processes breathing, asthma attack, and the allergic immune response in an inquiry activity and informed evidence-based revisions to the module. The evaluation study investigated the impact of this revised Asthma module across multiple classrooms and differences in students' prior knowledge. Combining evidence of student learning from the iterative and evaluation studies with classroom observations and teacher interviews, the longitudinal study explored the impact of teacher practices on student learning in years 1 and 2. In the final chapter, I studied how the Asthma module and

Making Instructional Decisions Based on Data: What, How, and Why

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Mokhtari, Kouider; Rosemary, Catherine A.; Edwards, Patricia A.

2007-01-01

A carefully coordinated literacy assessment and instruction framework implemented school-wide can support school teams in making sense of various types of data for instructional planning. Instruction that is data based and goal driven sets the stage for continuous reading and writing improvement. (Contains 2 figures.)

Home-based walking improves cardiopulmonary function and health-related QOL in community-dwelling adults.

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Okamoto, N; Nakatani, T; Morita, N; Saeki, K; Kurumatani, N

2007-12-01

The objective of our study was to investigate the effects of a home-based walking program on physical fitness and QOL among community residents. Subjects (n = 200, mean age: 64.2 years, range: 42 - 75 years) who participated in the 32-week trial were randomly allocated to one of two groups: an exercise (E) group and a control (C) group. The E group was instructed to increase the number of steps a day that they walked and to perform aerobic walking at a target heart rate for 20 minutes or more daily, 2 or more days a week. The C group was told to continue their normal level of activity. Outcome measures were the 3-minute shuttle stamina walk test (SSWT), 30-second chair-stand test (CS-30), and SF-36. Increases in SSWT values were significantly greater in the E group than in the C group (men 24.1 m vs. 6.3 m; women 8.8 m vs. 2.4 m), as were increases in CS-30 values (men 5.9 vs. 2.6; women 4.5 vs. - 0.1). On the SF-36, the scores in the E group for vitality and mental health increased significantly. Home-based walking is considered to be an effective and feasible method to improve physical fitness and QOL among community residents.

An Organizational Model for Instructional Support at a Community College.

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Mundell, Jacqueline; Celene-Martel, Coryl; Braziunas, Tom

2003-01-01

Describes the Instructional and Information Support Services (IISS) division at North Seattle Community College, which brings together the college's library, media services, and distance learning units as well as the Teaching and Learning center to support instruction campus-wide. Discusses the campus technological infrastructure, online courses,…

Using community-based interventions to improve disease ...

African Journals Online (AJOL)

management, improved health systems support, and improved family and community practices, also known as Community-. IMCI (C-IMCI). Since families have the major responsibility of caring for their children, success in reducing childhood mortality and in promoting optimal growth and development of children requires a ...

Enhancing The EFL Learners’ Speaking Skill Through Folktales Based Instruction

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Nyoman Mantra Ida Bagus

2018-01-01

Full Text Available This present research was conducted to improve the EFL learners’ speaking skill through the implementation of Folktales Based Instruction. Consequently this study was intended to explore the valuable usefulness of folktales based instruction implemented intensively in EFL classroom. The subject of the present study consisted of 30 EFL adult learners. The study was conducted in two consecutive cycles in which two learning sessions were carried out for each cycle. The t ea ching ses sions were s t rongly focused on the learners’ active engagement in various communicative classroom activities to ensure that the learners gain higher level of speaking ability. The research result showed that the learners’ speaking skill improved significantly in the second cycle compared to the first cycle. The questionnaire result also showed that the learners strongly enjoyed learning speaking through the integration of folktales based instruction.Therefore it is recommended that teachers should consider utilizing folktales based instruction in teaching speaking skill.

Using adapted quality-improvement approaches to strengthen community-based health systems and improve care in high HIV-burden sub-Saharan African countries.

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Horwood, Christiane M; Youngleson, Michele S; Moses, Edward; Stern, Amy F; Barker, Pierre M

2015-07-01

Achieving long-term retention in HIV care is an important challenge for HIV management and achieving elimination of mother-to-child transmission. Sustainable, affordable strategies are required to achieve this, including strengthening of community-based interventions. Deployment of community-based health workers (CHWs) can improve health outcomes but there is a need to identify systems to support and maintain high-quality performance. Quality-improvement strategies have been successfully implemented to improve quality and coverage of healthcare in facilities and could provide a framework to support community-based interventions. Four community-based quality-improvement projects from South Africa, Malawi and Mozambique are described. Community-based improvement teams linked to the facility-based health system participated in learning networks (modified Breakthrough Series), and used quality-improvement methods to improve process performance. Teams were guided by trained quality mentors who used local data to help nurses and CHWs identify gaps in service provision and test solutions. Learning network participants gathered at intervals to share progress and identify successful strategies for improvement. CHWs demonstrated understanding of quality-improvement concepts, tools and methods, and implemented quality-improvement projects successfully. Challenges of using quality-improvement approaches in community settings included adapting processes, particularly data reporting, to the education level and first language of community members. Quality-improvement techniques can be implemented by CHWs to improve outcomes in community settings but these approaches require adaptation and additional mentoring support to be successful. More research is required to establish the effectiveness of this approach on processes and outcomes of care.

Community-based dental education and the importance of faculty development.

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McAndrew, Maureen

2010-09-01

Community-based dental education offers a variety of positive learning experiences for students while providing needed dental services for the underserved. More dental students are being instructed by a growing body of largely volunteer community-based faculty who practice in a wide range of community settings including community hospitals and clinics, nursing homes, and private practices. These geographically dispersed instructors may have little experience as educators. Their practice styles and their motivation to improve teaching effectiveness are likely to differ from the styles and motivation of school-based faculty members. Moreover, many dental schools have begun to emphasize practices that may be unfamiliar to community-based faculty such as evidence-based practice. Providing faculty development for them is challenging, yet crucial to the success of these programs and dental education in general. Fundamental elements that must be considered for effective community faculty development programming include fostering a culture of respect between school-based and community faculty members, basing programs on the actual needs of these educators, integrating principles of adult learning theory, and establishing ongoing institutional support. This article provides background on this movement, reviews the literature for faculty development programs geared specifically to community-based educators, makes recommendations for development programs for these dental educators, and includes suggestions for future research.

Web-Based Instruction on Preservice Teachers' Knowledge of Fraction Operations

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Lin, Cheng-Yao

2010-01-01

This study determines whether web-based instruction (WBI) represents an improved method for helping preservice teachers learn procedural and conceptual knowledge of fractions.. The purpose was to compare the effectiveness of web-based instruction (WBI) with the traditional lecture in mathematics content and methods for the elementary school…

How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction

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Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who were self-reported users of, former users of, or knowledgeable nonusers of the research-based instructional strategy Peer Instruction. Interview questions included in this analysis focused on the faculty's experiences, knowledge, and use of Peer Instruction, along with general questions about current and past teaching methods used by the interviewee. The primary findings include the following: (i) Faculty self-reported user status is an unreliable measure of their actual practice. (ii) Faculty generally modify specific instructional strategies and may modify out essential components. (iii) Faculty are often unaware of the essential features of an instructional strategy they claim to know about or use. (iv) Informal social interactions provide a significant communication channel in the dissemination process, in contrast to the formal avenues of workshops, papers, websites, etc., often promoted by change agents, and (v) experience with research-based strategies as a graduate student or through curriculum development work may be highly impactful. These findings indicate that educational transformation can be better facilitated by improving communication with faculty, supporting effective modification by faculty during implementation, and acknowledging and understanding the large impact of informal social interactions as a mode of dissemination.

Improving the quality of learning in science through optimization of lesson study for learning community

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Setyaningsih, S.

2018-03-01

Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.

Improving Students' Attitudes toward Science Using Instructional Congruence

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Zain, Ahmad Nurulazam Md; Samsudin, Mohd Ali; Rohandi, Robertus; Jusoh, Azman

2010-01-01

The objective of this study was to improve students' attitudes toward science using instructional congruence. The study was conducted in Malaysia, in three low-performing secondary schools in the state of Penang. Data collected with an Attitudes in Science instrument were analysed using Rasch modeling. Qualitative data based on the reflections of…

Community College Economics Instruction: Results from a National Science Foundation Project

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Maier, Mark; Chi, W. Edward

2016-01-01

The principal investigator of a National Science Foundation project, "Economics at Community Colleges," surveyed community college economics faculty and organized workshops, webinars, and regional meetings to address community college faculty isolation from new ideas in economics and economics instruction. Survey results, combined with…

Servant First: A Multicase Study Exploring Servant Leadership in Community College Instructional Administrators

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Elliott, Marvin Lee

2012-01-01

The purpose of this study was to explore the application of servant leadership principles to community college instructional administration. The study conducted was a multicase research design. The conceptual framework for the study was based on Greenleaf's work in servant leadership as expressed in 10 characteristics of servant leaders…

Instructional scaffolding to improve students' skills in evaluating clinical literature.

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Dawn, Stefani; Dominguez, Karen D; Troutman, William G; Bond, Rucha; Cone, Catherine

2011-05-10

To implement and assess the effectiveness of an activity to teach pharmacy students to critically evaluate clinical literature using instructional scaffolding and a Clinical Trial Evaluation Rubric. The literature evaluation activity centered on a single clinical research article and involved individual, small group, and large group instruction, with carefully structured, evidence-based scaffolds and support materials centered around 3 educational themes: (1) the reader's awareness of text organization, (2) contextual/background information and vocabulary, and (3) questioning, prompting, and self-monitoring (metacognition). Students initially read the article, scored it using the rubric, and wrote an evaluation. Students then worked individually using a worksheet to identify and define 4 to 5 vocabulary/concept knowledge gaps. They then worked in small groups and as a class to further improve their skills. Finally, they assessed the same article using the rubric and writing a second evaluation. Students' rubric scores for the article decreased significantly from a mean pre-activity score of 76.7% to a post-activity score of 61.7%, indicating that their skills in identifying weaknesses in the article's study design had improved. Use of instructional scaffolding in the form of vocabulary supports and the Clinical Trial Evaluation Rubric improved students' ability to critically evaluate a clinical study compared to lecture-based coursework alone.

Socioscientific Issues-Based Instruction: An Investigation of Agriscience Students' Content Knowledge Based on Student Variables

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Shoulders, Catherine W.; Myers, Brian E.

2013-01-01

Numerous researchers in science education have reported student improvement in areas of scientific literacy resulting from socioscientific issues (SSI)-based instruction. The purpose of this study was to describe student agriscience content knowledge following a six-week SSI-based instructional unit focusing on the introduction of cultured meat…

Evaluating the Use of Instructional Coaching as a Tool to Improve Teacher Instructional Strategies at a Title 1 Middle School: An Action Research Study

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Learmond, Karen W.

2017-01-01

This action research study focused on the use of an instructional coaching model to support teachers in the use of Marzano's nine research-based instructional strategies at a low performing Title 1 middle school. The intervention was carried out over five and a half -month period and was aimed at improving teachers' classroom instruction. The…

State of laboratory manual instruction in California community college introductory (non-majors) biology laboratory instruction

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Priest, Michelle

College students must complete a life science course prior to graduation for a bachelor's degree. Generally, the course has lecture and laboratory components. It is in the laboratory where there are exceptional opportunities for exploration, challenge and application of the material learned. Optimally, this would utilize the best of inquiry based approaches. Most community colleges are using a home-grown or self written laboratory manual for the direction of work in the laboratory period. Little was known about the motivation, development and adaptation of use. It was also not known about the future of the laboratory manuals in light of the recent learning reform in California Community Colleges, Student Learning Outcomes. Extensive interviews were conducted with laboratory manual authors to determine the motivation, process of development, who was involved and learning framework used in the creation of the manuals. It was further asked of manual authors their ideas about the future of the manual, the development of staff and faculty and finally, the role Student Learning Outcomes would play in the manual. Science faculty currently teaching the non-majors biology laboratories for at least two semesters were surveyed on-line about actual practice of the manual, assessment, manual flexibility, faculty training and incorporation of Student Learning Outcomes. Finally, an evaluation of the laboratory manual was done using an established Laboratory Task Analysis Instrument. Laboratory manuals were evaluated on a variety of categories to determine the level of inquiry instruction done by students in the laboratory section. The results were that the development of homegrown laboratory manuals was done by community colleges in the Los Angeles and Orange Counties in an effort to minimize the cost of the manual to the students, to utilize all the exercises in a particular lab and to effectively utilize the materials already owned by the department. Further, schools wanted to

Development Of Training Curriculum In Improving Community-Based Geological Hazard Mitigation Competency

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Rusman Rusman

2017-12-01

Full Text Available The purpose of this study was to provide training curriculum model in improving community-based geological hazard mitigation competency. The goal was achieved through research and development method, is divided into three main stages. First, applied need analysis as the introduction. Second, developed the curriculum model. Third, tested the curriculum model in order to explore the curriculum effectiveness in improving the competency for mitigation measurement related to geological hazard. This study showed that the training curriculum model, which is developed based on the result of need analysis, is effective to improve the participant’s competency. The result of pre-post test shows that the improvement of the participant’s cognitive aspect.  The significant improvement is identified in the training competency showing the effectiveness of Test II in improving the participant’s practical competency to carry out the training. Some factors that support the training curriculum model development related to community-based Landslides management are: (a the public servant’s competency for geological hazard mitigation; (b the motivation of the community who becomes the volunteer; and (c support from the decision maker. On the other hand, the inhibitors are the lack of competency for training related to geological field, the lack of educational background and knowledge of geology and landslides, and the lack of time.

Using Informal Classroom Observations to Improve Instruction

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Ing, Marsha

2010-01-01

Purpose: The purpose of this study is to describe the variability of principals' classroom observations across schools and to relate classroom observations to the schools' instructional climate. This helps identify the conditions under which classroom observations effectively improve instruction in some schools and not in other schools.…

Research based instruction in the teaching of islamic education.

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Asyafah, Abas

2014-01-01

In an effort to produce skilled and competent graduates, Indonesia University of Education with its motto of "producing knowledgeable, educated and religious human-beings", considers the development of required scientific attitudes, good behaviour, and strong religious values of students as an integral and important component needed to develop students' noble character and their intellectual ability. Developing such qualities requires innovative teaching and learning techniques which are enjoyable and able to motivate students. In this paper, the author seeks to answer four(4) questions: 1. How can one plan a research-based instruction for an Islamic education seminar course? 2. What are the steps considered in research-based instruction for a seminar course? 3. How is the evaluation of research-based instruction in an Islamic education seminar course? And 4. What are the weaknesses and strength of the research based instruction model in regard to facilitating an Islamic education seminar? To establish an appropriate answer to these questions, the author has used a descriptive-qualitative approach. The data have been obtained through observation, interviews and a study of relevant documents. The findings reveal that the implementation of an instruction research-based model is appropriate and applicable in the teaching of Islamic education seminar course. The study concludes that instruction research based model has the capacity to engage students and it is able to improve their problem solving skills in daily life.

School Climate Improvement Action Guide for Instructional Staff. School Climate Improvement Resource Package

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National Center on Safe Supportive Learning Environments, 2017

2017-01-01

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that instructional staff--including teachers, paraprofessionals, and others in the classroom who provide instruction or assistance--can take to support school climate improvements. Key action steps are provided…

Case-Based Instruction: Improving Students' Conceptual Understanding through Cases in a Mechanical Engineering Course

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Yadav, Aman; Vinh, Megan; Shaver, Gregory M.; Meckl, Peter; Firebaugh, Stephanie

2014-01-01

Recently, there has been a push within engineering curricula to adopt more learner-centered pedagogies, such as case-based instruction. Case-based instruction has been hypothesized to make the curriculum more relevant and motivating for students by pushing them to integrate the concepts they have learned with other experiences. The current study…

Improving educational achievement and anaemia of school children: design of a cluster randomised trial of school-based malaria prevention and enhanced literacy instruction in Kenya

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Halliday Katherine E

2010-10-01

Full Text Available Abstract Background Improving the health of school-aged children can yield substantial benefits for cognitive development and educational achievement. However, there is limited experimental evidence on the benefits of school-based malaria prevention or how health interventions interact with other efforts to improve education quality. This study aims to evaluate the impact of school-based malaria prevention and enhanced literacy instruction on the health and educational achievement of school children in Kenya. Design A factorial, cluster randomised trial is being implemented in 101 government primary schools on the coast of Kenya. The interventions are (i intermittent screening and treatment of malaria in schools by public health workers and (ii training workshops and support for teachers to promote explicit and systematic literacy instruction. Schools are randomised to one of four groups: receiving either (i the malaria intervention alone; (ii the literacy intervention alone; (iii both interventions combined; or (iv control group where neither intervention is implemented. Children from classes 1 and 5 are randomly selected and followed up for 24 months. The primary outcomes are educational achievement and anaemia, the hypothesised mediating variables through which education is affected. Secondary outcomes include malaria parasitaemia, school attendance and school performance. A nested process evaluation, using semi-structured interviews, focus group discussion and a stakeholder analysis will investigate the community acceptability, feasibility and cost-effectiveness of the interventions. Discussion Across Africa, governments are committed to improve health and education of school-aged children, but seek clear policy and technical guidance as to the optimal approach to address malaria and improved literacy. This evaluation will be one of the first to simultaneously evaluate the impact of health and education interventions in the improvement of

Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory

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Johnson, David W.; Johnson, Roger T.; Smith, Karl A.

2014-01-01

Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic…

Do science coaches promote inquiry-based instruction in the elementary science classroom?

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Wicker, Rosemary Knight

The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.

Using the Cognitive Apprenticeship Web-Based Argumentation System to Improve Argumentation Instruction

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Tsai, Chun-Yen; Jack, Brady Michael; Huang, Tai-Chu; Yang, Jin-Tan

2012-01-01

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled "Cognitive Apprenticeship Web-based Argumentation" (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental…

Creating a Cycle of Continuous Improvement through Instructional Rounds

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Meyer-Looze, Catherine L.

2015-01-01

Instructional Rounds is a continuous improvement strategy that focuses on the technical core of educational systems as well as educators collaborating side-by-side. Concentrating on collective learning, this process only makes sense within an overall strategy of improvement. This case study examined the Instructional Rounds process in a northern…

Beyond the Initiatives: Developing instructional leadership in school principals as a system-wide effort to improve the quality of classroom instruction.

OpenAIRE

Aguilera, Sondra Denise

2016-01-01

This design research effort implemented a series of intervention activities designed to support a small group of elementary school principals improve their instructional leadership practices. The purpose of this research was to improve the skills of principals to lead instructional improvements identified through classroom observations, work with their school-level Instructional Leadership Team (ILT) to create teacher professional development that addresses the instructional improvement, and ...

The Impact of Data-Based Science Instruction on Standardized Test Performance

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Herrington, Tia W.

Increased teacher accountability efforts have resulted in the use of data to improve student achievement. This study addressed teachers' inconsistent use of data-driven instruction in middle school science. Evidence of the impact of data-based instruction on student achievement and school and district practices has been well documented by researchers. In science, less information has been available on teachers' use of data for classroom instruction. Drawing on data-driven decision making theory, the purpose of this study was to examine whether data-based instruction impacted performance on the science Criterion Referenced Competency Test (CRCT) and to explore the factors that impeded its use by a purposeful sample of 12 science teachers at a data-driven school. The research questions addressed in this study included understanding: (a) the association between student performance on the science portion of the CRCT and data-driven instruction professional development, (b) middle school science teachers' perception of the usefulness of data, and (c) the factors that hindered the use of data for science instruction. This study employed a mixed methods sequential explanatory design. Data collected included 8th grade CRCT data, survey responses, and individual teacher interviews. A chi-square test revealed no improvement in the CRCT scores following the implementation of professional development on data-driven instruction (chi 2 (1) = .183, p = .67). Results from surveys and interviews revealed that teachers used data to inform their instruction, indicating time as the major hindrance to their use. Implications for social change include the development of lesson plans that will empower science teachers to deliver data-based instruction and students to achieve identified academic goals.

Pronunciation improvement in EFL young learners through phonics instruction

Directory of Open Access Journals (Sweden)

María Andrea Beltrán-Herrera

2016-12-01

based on Lloyd (2007 six types of sections. The participants were 13 students aged 10 to 12 years old from fifth grade; a mixed method was carried out to analyze collected data through the following instruments: 2 tests (pre-post, recordings and artifacts. This analysis was made using randomly 6 chosen students. At first the students did the pre-test with 20 words containing the sounds / i: /, / I /, / / θ / and / ð /. In the second phase, the researchers implemented the stages of Phonics Instruction focusing on making visual, auditory, Kinesthetic and tactile. In the third stage, students did the post-test with 40 words containing / i: /, / I /, / θ / and / ð / sounds, the recordings obtained the pronunciation of students and transcripts of tests; so it could be determined if students improved their pronunciation of sounds with the use of Phonics Instruction. There were also artifacts as evidence of activities did by students. Finally, the results showed that the students had a breakthrough and Phonics Instruction contributed in their pronunciation achieving to identify differences and similarities in word pronunciation based on the minimal pairs.

Enhancing The EFL Learners’ Speaking Skill Through Folktales Based Instruction

OpenAIRE

Nyoman Mantra Ida Bagus; Maba Wayan

2018-01-01

This present research was conducted to improve the EFL learners’ speaking skill through the implementation of Folktales Based Instruction. Consequently this study was intended to explore the valuable usefulness of folktales based instruction implemented intensively in EFL classroom. The subject of the present study consisted of 30 EFL adult learners. The study was conducted in two consecutive cycles in which two learning sessions were carried out for each cycle. The t ea ching ses sions were ...

SaludABLEOmaha: improving readiness to address obesity through healthy lifestyle in a Midwestern Latino community, 2011-2013.

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Frerichs, Leah; Brittin, Jeri; Robbins, Regina; Steenson, Sharalyn; Stewart, Catherine; Fisher, Christopher; Huang, Terry T-K

2015-02-12

A community's readiness for change is a precursor to the effective application of evidence-based practices for health promotion. Research is lacking regarding potential strategies to improve readiness to address obesity-related health issues in underserved communities. This case study describes SaludABLEOmaha, an initiative to increase readiness of residents in a Midwestern Latino community to address obesity and adopt healthy lifestyles. SaludABLEOmaha emphasized 2 core approaches, youth activism and collaboration among public and private institutions, which we applied to planning and implementing tactics in support of 3 interconnected strategies: 1) social marketing and social media, 2) service learning in schools (ie, curricula that integrate hands-on community service with instruction and reflection), and 3) community and business engagement. Following the Community Readiness Model protocol (http://triethniccenter.colostate.edu/communityReadiness.htm), structured interviews were conducted with community leaders and analyzed before and 2.5 years after launch of the program. The community increased in readiness from stage 3 of the Community Readiness Model, "vague awareness," at baseline to stage 5, "preparation," at follow-up. SaludABLEOmaha improved community readiness (eg, community knowledge, community climate), which probably contributed to the observed increase in readiness to address obesity through healthy lifestyle. Community mobilization approaches such as youth activism integrated with social marketing and social media tactics can improve community responsiveness to obesity prevention and diminish health disparities.

A Performance-Based Instructional Theory

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Lawson, Tom E.

1974-01-01

The rationale for a performanced- based instructional theory has arisen from significant advances during the past several years in instructional psychology. Four major areas of concern are: analysis of subject-matter content in terms of performance competencies, diagnosis of pre-instructional behavior, formulation of an instructional…

Improving Instructional Leadership Behaviors of School Principals by Means of Implementing Time Management Training Sessions

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Su, Yu

2013-01-01

The No Child Left Behind Act of 2001 increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more…

Kuwaiti Science Teachers' Beliefs and Intentions Regarding the Use of Inquiry-Based Instruction

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Alhendal, Dalal; Marshman, Margaret; Grootenboer, Peter

2016-01-01

To improve the quality of education, the Kuwaiti Ministry of Education has encouraged schools to implement inquiry-based instruction. This study identifies psychosocial factors that predict teachers' intention to use inquiry-based instruction in their science classrooms. An adapted model of Ajzen's (1985) theory of planned behaviour--the Science…

Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students' Proportional Reasoning: A Randomized Experiment

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Jitendra, Asha K.; Star, Jon R.; Dupuis, Danielle N.; Rodriguez, Michael C.

2013-01-01

This study examined the effect of schema-based instruction (SBI) on 7th-grade students' mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a…

Community-Based Rehabilitation to Improve Stroke Survivors' Rehabilitation Participation and Functional Recovery.

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Ru, Xiaojuan; Dai, Hong; Jiang, Bin; Li, Ninghua; Zhao, Xingquan; Hong, Zhen; He, Li; Wang, Wenzhi

2017-07-01

The aim of this study was to evaluate the effectiveness of a community-based rehabilitation appropriate technique (CRAT) intervention program in increasing rehabilitation participation and improving functional recovery of stroke survivors. This study followed a quasi-experimental design. In each of 5 centers servicing approximately 50,000 individuals, 2 communities were designated as either the intervention or control community. A CRAT intervention program, including 2-year rehabilitation education and 3-month CRAT treatment, was regularly implemented in the intervention communities, whereas there was no special intervention in the control community. Two sampling surveys, at baseline and after intervention, were administered to evaluate the rehabilitation activity undertaken. In intervention communities, stroke survivor's motor function, daily activity, and social activity were evaluated pretreatment and posttreatment, using the Fugl-Meyer Motor Function Assessment, Barthel index, and Social Functional Activities Questionnaire. The proportion of individuals participating in rehabilitation-related activity was increased significantly (P rehabilitation (P 0.05). Community-based rehabilitation appropriate technique increases rehabilitation participation rates and enhances motor function, daily activity, and social activity of stroke survivors.

Explicit or Implicit Instruction of Metadiscourse Markers and Writing Skill Improvement

Directory of Open Access Journals (Sweden)

Ahmad Yaghoubi

2014-07-01

Full Text Available The current study is an attempt to investigate the explicit or the implicit instruction of metadiscourse markers and the writing skill improvement. The participants of the study (N = 90 were female Iranian students at Kish Institute of Science and Technology. Two experimental groups were defined in this study: experimental group “A” which received the explicit instruction of metadiscourse markers and experimental group “B” which were taught implicitly based on Hyland’s (2005 classification of metadiscourse markers. Two instruments were employed in the study: a pretest and a posttest. To elicit the pertinent data, the participants were given a pretest of writing ability to investigate if the learners had knowledge regarding the correct application of ‎metadiscourse markers in their writing. After 8-session treatment, a posttest was administered to compare the participants’ performance in use of matediscourse markers. The findings of the present study indicated that there was a significant difference in the participants’ pretest and posttest writing scores with regard to the application of metadiscourse markers. The findings revealed that metadiscourse instruction had a positive effect on the learners’ writing. In addition, the results showed that both the explicit and the implicit instruction of metadiscourse markers significantly improved participants’ writing ability.

Implementing Task-Oriented Content-Based Instruction for First- and Second-Generation Immigrant Students

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Santana-Williamson, Eliana

2013-01-01

This article discusses how the ESL program at an ethnically/linguistically diverse community college (between San Diego and the Mexican border) moved from a general, grammar-based ESL curriculum to a content-based instruction (CBI) curriculum. The move was designed to better prepare 1st- and 2nd-generation immigrant students for freshman…

A Simulation-Based Quality Improvement Initiative Improves Pediatric Readiness in Community Hospitals.

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Whitfill, Travis; Gawel, Marcie; Auerbach, Marc

2017-07-17

The National Pediatric Readiness Project Pediatric Readiness Survey (PRS) measured pediatric readiness in 4149 US emergency departments (EDs) and noted an average score of 69 on a 100-point scale. This readiness score consists of 6 domains: coordination of pediatric patient care (19/100), physician/nurse staffing and training (10/100), quality improvement activities (7/100), patient safety initiatives (14/100), policies and procedures (17/100), and availability of pediatric equipment (33/100). We aimed to assess and improve pediatric emergency readiness scores across Connecticut's hospitals. The aim of this study was to compare the National Pediatric Readiness Project readiness score before and after an in situ simulation-based assessment and quality improvement program in Connecticut hospitals. We leveraged in situ simulations to measure the quality of resuscitative care provided by interprofessional teams to 3 simulated patients (infant septic shock, infant seizure, and child cardiac arrest) presenting to their ED resuscitation bay. Assessments of EDs were made based on a composite quality score that was measured as the sum of 4 distinct domains: (1) adherence to sepsis guidelines, (2) adherence to cardiac arrest guidelines, (3) performance on seizure resuscitation, and (4) teamwork. After the simulation, a detailed report with scores, comparisons to other EDs, and a gap analysis were provided to sites. Based on this report, a regional children's hospital team worked collaboratively with each ED to develop action items and a timeline for improvements. The National Pediatric Readiness Project PRS scores, the primary outcome of this study, were measured before and after participation. Twelve community EDs in Connecticut participated in this project. The PRS scores were assessed before and after the intervention (simulation-based assessment and gap analysis/report-out). The average time between PRS assessments was 21 months. The PRS scores significantly improved 12

Instructional and Career Guidance in STEM: An Improvement Initiative to Create Opportunities for Female High School Students

Science.gov (United States)

Belcher, Aaron Heath

The purpose of this disquisition is to disseminate an improvement initiative in a public high school that addressed female Science, Technology, Engineering and Math (STEM) disparity in STEM classes. In this high school current instructional and career guidance practices were inadequate in providing female STEM students opportunities to experience relevant instruction in STEM through the application of real world practices. The improvement initiative identified four interventions using qualitative research that addressed the question, how do instructional and career guidance practices that emphasize the real world application of STEM impact the academic choices and career aspirations of female STEM students? The interventions include (1) instructional feedback (2) instructional resources, (3) career coaching, and (4) community college partnership. These interventions were chosen as a result of insider research methods that followed a scan, focus, summarize framework for understanding the problem. The aim of the improvement initiative was to develop structured protocols that impact STEM classroom and career guidance practices. An intervention team intended to identify opportunities for female STEM students to experience the real world application of STEM. First, the research context is explained. Then, a review of the literature explains foundation knowledge that led to the conceptual and leadership framework. Next, the research methodology is outlined including design and participants, survey instruments, procedures, timeline, and measures. The research methodology is followed by an analysis of data for instructional and career guidance practice efficacy. Finally, a discussion of the initiative and its outcome are illustrated through the stories of three female STEM students. As a result of these stories, the intervention team developed STEM classroom observation protocols. These protocols can be used by school leaders as a structure for STEM instruction and career

Community action research track: Community-based participatory research and service-learning experiences for medical students.

Science.gov (United States)

Gimpel, Nora; Kindratt, Tiffany; Dawson, Alvin; Pagels, Patti

2018-04-01

Community-based participatory research (CBPR) and service-learning are unique experiential approaches designed to train medical students how to provide individualized patient care from a population perspective. Medical schools in the US are required to provide support for service-learning and community projects. Despite this requirement, few medical schools offer structured service-learning. We developed the Community Action Research Track (CART) to integrate population medicine, health promotion/disease prevention and the social determinants of health into the medical school curriculum through CBPR and service-learning experiences. This article provides an overview of CART and reports the program impact based on students' participation, preliminary evaluations and accomplishments. CART is an optional 4‑year service-learning experience for medical students interested in community health. The curriculum includes a coordinated longitudinal program of electives, community service-learning and lecture-based instruction. From 2009-2015, 146 CART students participated. Interests in public health (93%), community service (73%), primary care (73%), CBPR (60%) and community medicine (60%) were the top reasons for enrolment. Significant improvements in mean knowledge were found when measuring the principles of CBPR, levels of prevention, determining health literacy and patient communication strategies (all p's Projects were disseminated by at least 65 posters and four oral presentations at local, national and international professional meetings. Six manuscripts were published in peer-reviewed journals. CART is an innovative curriculum for training future physicians to be community-responsive physicians. CART can be replicated by other medical schools interested in offering a longitudinal CBPR and service-learning track in an urban metropolitan setting.

Improving medication adherence: a framework for community pharmacy-based interventions

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Pringle J

2015-11-01

Full Text Available Janice Pringle,1 Kim C Coley2 1Program Evaluation and Research Unit, Department of Pharmacy and Therapeutics, School of Pharmacy, University of Pittsburgh, Pittsburgh, PA, USA; 2Department of Pharmacy and Therapeutics, School of Pharmacy, University of Pittsburgh, Pittsburgh, PA, USA Abstract: Evidence supports that patient medication adherence is suboptimal with patients typically taking less than half of their prescribed doses. Medication nonadherence is associated with poor health outcomes and higher downstream health care costs. Results of studies evaluating pharmacist-led models in a community pharmacy setting and their impact on medication adherence have been mixed. Community pharmacists are ideally situated to provide medication adherence interventions, and effective strategies for how they can consistently improve patient medication adherence are necessary. This article suggests a framework to use in the community pharmacy setting that will significantly improve patient adherence and provides a strategy for how to apply this framework to develop and test new medication adherence innovations. The proposed framework is composed of the following elements: 1 defining the program's pharmacy service vision, 2 using evidence-based, patient-centered communication and intervention strategies, 3 using specific implementation approaches that ensure fidelity, and 4 applying continuous evaluation strategies. Within this framework, pharmacist interventions should include those services that capitalize on their specific skill sets. It is also essential that the organization's leadership effectively communicates the pharmacy service vision. Medication adherence strategies that are evidence-based and individualized to each patient's adherence problems are most desirable. Ideally, interventions would be delivered repeatedly over time and adjusted when patient's adherence circumstances change. Motivational interviewing principles are particularly well

Content-Based Instruction Approach In Instructional Multimedia For English Learning

OpenAIRE

Farani, Rizki

2016-01-01

Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentatio...

Teaching Literacy: Methods for Studying and Improving Library Instruction

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Meggan Houlihan

2012-12-01

Full Text Available Objective – The aim of this paper is to evaluate teaching effectiveness in one-shotinformation literacy (IL instruction sessions. The authors used multiple methods,including plus/delta forms, peer evaluations, and instructor feedback surveys, in aneffort to improve student learning, individual teaching skill, and the overall IL programat the American University in Cairo.Methods – Researchers implemented three main evaluation tools to gather data in thisstudy. Librarians collected both quantitative and qualitative data using studentplus/delta surveys, peer evaluation, and faculty feedback in order to draw overallconclusions about the effectiveness of one-shot IL sessions. By designing a multi-methodstudy, and gathering information from students, faculty, and instruction librarians,results represented the perspectives of multiple stakeholders. Results – The data collected using the three evaluation tools provided insight into the needs and perspectives of three stakeholder groups. Individual instructors benefit from the opportunity to improve teaching through informed reflection, and are eager for feedback. Faculty members want their students to have more hands-on experience, but are pleased overall with instruction. Students need less lecturing and more authentic learning opportunities to engage with new knowledge.Conclusion – Including evaluation techniques in overall information literacy assessment plans is valuable, as instruction librarians gain opportunities for self-reflection and improvement, and administrators gather information about teaching skill levels. The authors gathered useful data that informed administrative decision making related to the IL program at the American University in Cairo. The findings discussed in this paper, both practical and theoretical, can help other college and university librarians think critically about their own IL programs, and influence how library instruction sessions might be evaluated and

A community based participatory approach to improving health in a Hispanic population

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Urquieta de Hernandez Brisa

2011-04-01

Full Text Available Abstract Background The Charlotte-Mecklenburg region has one of the fastest growing Hispanic communities in the country. This population has experienced disparities in health outcomes and diminished ability to access healthcare services. This city is home to an established practice-based research network (PBRN that includes community representatives, health services researchers, and primary care providers. The aims of this project are: to use key principles of community-based participatory research (CBPR within a practice-based research network (PBRN to identify a single disease or condition that negatively affects the Charlotte Hispanic community; to develop a community-based intervention that positively impacts the chosen condition and improves overall community health; and to disseminate findings to all stakeholders. Methods/design This project is designed as CBPR. The CBPR process creates new social networks and connections between participants that can potentially alter patterns of healthcare utilization and other health-related behaviors. The first step is the development of equitable partnerships between community representatives, providers, and researchers. This process is central to the CBPR process and will occur at three levels -- community members trained as researchers and outreach workers, a community advisory board (CAB, and a community forum. Qualitative data on health issues facing the community -- and possible solutions -- will be collected at all three levels through focus groups, key informant interviews and surveys. The CAB will meet monthly to guide the project and oversee data collection, data analysis, participant recruitment, implementation of the community forum, and intervention deployment. The selection of the health condition and framework for the intervention will occur at the level of a community-wide forum. Outcomes of the study will be measured using indicators developed by the participants as well as geospatial

SaludABLEOmaha: Improving Readiness to Address Obesity Through Healthy Lifestyle in a Midwestern Latino Community, 2011–2013

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Frerichs, Leah; Brittin, Jeri; Robbins, Regina; Steenson, Sharalyn; Stewart, Catherine; Fisher, Christopher

2015-01-01

Background A community’s readiness for change is a precursor to the effective application of evidence-based practices for health promotion. Research is lacking regarding potential strategies to improve readiness to address obesity-related health issues in underserved communities. Community Context This case study describes SaludABLEOmaha, an initiative to increase readiness of residents in a Midwestern Latino community to address obesity and adopt healthy lifestyles. Methods SaludABLEOmaha emphasized 2 core approaches, youth activism and collaboration among public and private institutions, which we applied to planning and implementing tactics in support of 3 interconnected strategies: 1) social marketing and social media, 2) service learning in schools (ie, curricula that integrate hands-on community service with instruction and reflection), and 3) community and business engagement. Following the Community Readiness Model protocol (http://triethniccenter.colostate.edu/communityReadiness.htm), structured interviews were conducted with community leaders and analyzed before and 2.5 years after launch of the program. Outcome The community increased in readiness from stage 3 of the Community Readiness Model, “vague awareness,” at baseline to stage 5, “preparation,” at follow-up. Interpretation SaludABLEOmaha improved community readiness (eg, community knowledge, community climate), which probably contributed to the observed increase in readiness to address obesity through healthy lifestyle. Community mobilization approaches such as youth activism integrated with social marketing and social media tactics can improve community responsiveness to obesity prevention and diminish health disparities. PMID:25674679

How Faculty Learn about and Implement Research-Based Instructional Strategies: The Case of Peer Instruction

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Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-01-01

The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who…

Integrating UNESCO ICT-Based Instructional Materials in Chemistry Lessons

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CHARLIE P. NACARIO

2014-08-01

Full Text Available This study determined the effectiveness of the lessons in Chemistry integrating UNESCO ICT-based instructional material on the achievement of Chemistry students at Central Bicol State University of Agriculture. It aimed to identify lessons that may be developed integrating UNESCO ICT-based instructional materials, determine the effect of the developed lessons using the material on: conceptual understanding; science process skills; and attitude towards chemistry and gather insights from the experiences of the students and teacher. The study used the single group pretest and posttest experimental design. Descriptive, quantitative and qualitative techniques were also utilized. Quantitative data were taken from the pretest-posttest results on the Test on Conceptual Understanding, Science Process Skills and Chemistry Attitudinaire. Qualitative data were drawn from the experts’ assessment of the developed lessons and research instruments, and the insights of students and teacher. The developed lessons integrating UNESCO ICT-based instructional materials were Atomic Model and Structure, Periodic Table of Elements, Chemical Bonding, and Balancing Chemical Equation. These lessons increased the conceptual understanding of the students by topic and skill from very low mastery to average mastery level. The students have slightly improved along the different science process skills. After teaching the lessons, the students’ attitude also improved. The students became more motivated and interested in Chemistry and the lessons were student centered and entailed teacher’s competence and flexibility in computer use.

Predicting the Use of Instructional Technology among Community College Instructors: An Extension of the Technology Acceptance Model (TAM)

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Miller, Emma Rebecca

2017-01-01

The purpose of this study was to determine what variables predict the use of instructional technology among community college instructors. Legislators, community college administrators, and students expect innovative lessons from instructors that use technology. This study addresses the problem of not knowing what predicts instructional technology…

Investing in Community-Based Education to Improve the Quality, Quantity, and Retention of Physicians in Three African Countries

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Talib, Zohray Moolani; Baingana, Rhona Kezabu; Sagay, Atiene Solomon; Van Schalkwyk, Susan Camille; Mehtsun, Sinit; Kiguli-Malwadde, Elsie

2014-01-01

Context The Medical Education Partnership Initiative (MEPI) is a $US 130 million program funded by the United States government supporting 13 African medical schools to increase the quantity, quality, and retention of physicians in underserved areas. This paper examines how community-based education (CBE) is evolving at MEPI schools to achieve these goals. Methods We utilized data from the first two years of site visits and surveys to characterize CBE efforts across the MEPI network and provide detailed descriptions of three models of CBE among the MEPI programs. Results There is widespread investment in CBE, with considerable diversity in the goals and characteristics of training activities among MEPI schools. Three examples described here show how schools are strengthening and evaluating different models of CBE to achieve MEPI goals. In Nigeria, students are being sent for clinical rotations to community hospitals to offload the tertiary hospital. In Uganda, the consistency and quality of teaching in CBE is being strengthened by adopting a competency-based curriculum and developing criteria for community sites. At Stellenbosch University in South Africa, students are now offered an elective year-long comprehensive rural immersion experience. Despite the diversity in CBE models, all schools are investing in e-learning and faculty development. Extensive evaluations are planned to examine the impact of CBE strategies on the health workforce and health services. Discussion The MEPI program is stimulating an evolution in CBE among African medical schools to improve the quality, quantity, and retention of physicians. Identifying the strategies within CBE that are reproducible, scalable and optimize outcomes will be instructive for health professions training programs across the continent. PMID:24200732

Improving village poultry's survival rate through community-based poultry health management

DEFF Research Database (Denmark)

Sodjinou, Epiphane; Henningsen, Arne; Koudande, Olorounto Delphin

2012-01-01

Community-based poultry health management (CBM) is a strategy for village poultry improvement based on the installment of “poultry interest groups” in experimental villages. These groups serve as a channel for the dissemination of village poultry improvement technologies. The use of CBM is due...... to the fact that village poultry farming is practiced in a total or partial scavenging system which gives the impression that all the birds in the village belong to the same flock. Accordingly, actions that target all farmers of the same village may have a larger impact on the village poultry's survival rate...... than actions that target individual producers. The objective of this study is to assess the impact of CBM on the survival rate of village poultry. Based on data collected on 353 poultry keepers, the study shows that CBM significantly improves the survival rate of village poultry. The adoption...

Implementation of Case-Based Instruction on Electrochemistry at the 11th Grade Level

Science.gov (United States)

Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen

2017-01-01

This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools…

Does reading strategy instruction improve students’ comprehension?

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Oyetunji, Christianah Oluwatoyin

2013-12-01

Full Text Available This paper describes the effect of reading strategy instruction on Second Language (L2 students’ reading comprehension in a Botswana College of Education. The intervention programme was implemented based on the observation that some trainee teachers failed to improve on their L2 proficiency after spending a year in the L2 classroom. Prior to the intervention, difficulty in reading and comprehending had been identified as one of the contributing factors to their failure to improve on their proficiency level. A reading comprehension test was used to collect data from participants who were trainee teachers at a College of Education in Botswana before and after the intervention. The six-week intervention programme focused on seven reading strategies, namely the use of background knowledge, self-questioning, inferencing, rereading, drawing conclusions, identifying main ideas and summarising. The findings suggest that strategy training can increase L2 students’ reading comprehension. Based on the findings, it is recommended that strategy training be introduced into the L2 syllabus of the primary school teacher trainees in all Botswana Colleges of Education.

Influence of Pre-question and genre-based instructional strategies on reading

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Titi J. Fola-Adebayo

2014-12-01

Full Text Available This study investigated the influence of Pre-question and genre-based instructional strategies on science undergraduates’ achievement in, and attitude to, reading. Using purposive sampling,two specialised universities in Nigeria were selected and stratified sampling was employed in assigning students to research groups based on gender and performance in a verbal ability test. Two hundred and eighty-five students participated in the study. Pre-post randomised block experimental design was used with three experimental groups and one control group. The experimental procedure involving Pre-question, genre-based instruction and a combination of Pre-question and genre-based instructional strategies were used for the experimental groups for four weeks whilst the control group received normal teacher input. Data were collected through a Reading Comprehension Achievement Test and Students’ Attitude Questionnaire. Qualitative data, obtained from videotapes of classroom interactions, were subjected to conversation and interaction analyses and quantitative data were analysed with Analysis of Covariance (ANCOVA. The results indicate that although there was no significant main effect of instructional strategy on students’ achievement in reading comprehension, there was significant main effect of instructional strategy on students’ attitude to reading (F(3,231 = 30.9;p <.05. Findings from the qualitative enquiry revealed that female students were more voluble and assertive in their responses probably because of the need to resist male domination whilst male students used discourse strategies to affirm their authority. The study indicated that the combination of pre-question and genre-based approach was the most effective in enhancing the students’ attitude to reading. Reading is one of the most useful of the Language Arts skills which learners need for academic reasons and for lifelong learning. The globalised world demands that the second language

Web-based multimedia vignettes in advanced community pharmacy practice experiences.

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Flowers, Schwanda K; Vanderbush, Ross E; Hastings, Jan K; West, Donna

2010-04-12

To evaluate the effectiveness of Web-based multimedia vignettes on complex drug administration techniques to augment the training of pharmacy students in advanced community pharmacy practice experiences. During the orientation for a community APPE, students were randomly assigned to either a study group or control group After they began their APPE, students in the study group were given an Internet address to access multimedia vignettes which they were required to watch to augment their training and standardize their counseling of patients in the use of inhalers and ear and eye drops. A 12-item questionnaire was administered to students in both groups at the orientation and again on the last day of the APPE to evaluate their knowledge of counseling patients in the use of inhalers and ear and eye drops. The control group did not experience any improvement in their counseling knowledge of the research topics during their month-long experience. Students in the intervention group scored higher on their postintervention test than students in the control group (p < 0.001). Student learning outcomes from experiential training can be improved through the use of Web-based multimedia instructional vignettes.

Computer-based instruction system DIDAK and its application

International Nuclear Information System (INIS)

Gvozdjak, L.; Hanulova, L.; Jankovicova, A.; Scepanek, L.

1983-01-01

The DIDAK system has been developed for the instruction and training of specialized personnel of nuclear power plants. The structure of the instruction system comprises three processes: the author process, the instruction process and the administration process. Author processes provide the didactic data structure with instruction texts. In the text data base the instruction material is stored in 6 direct access nonformatted files. The instruction system receives information from the text data base and presents it to the student. According to the student's response it creates the preconditions for the further operation of the system which it stores in the data base for administration of instruction. This base contains data on the identification of students, on the instruction process of the individual and the instruction process as a whole. Administrative processes take place in the final stage. They provide information on the general course of instruction and make final evaluations. From the data base of products of the instruction process the said administrative processes produce output information for the teacher. The subject matter of each subject is divided into a finite number of elementary units of subject matter. Each elementary unit provides basic information on the explained subject matter and is followed by a check of the student's knowledge. In dependence on the results of this check the student either advances to a higher level elementary unit or proceeds to an alternative branch of the initial unit. (E.S.)

Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions

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Abercrombie, Sara

2011-01-01

The case-based instructional method uses fictionalized or actual narratives as instructional tools to support learning, decision-making, and improved transfer to practical settings. Educational theorists and researchers specializing in case-based instruction have suggested that cases can be made more realistic, engaging, and challenging, thus…

Instructional Uses of Web-Based Survey Software

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Concetta A. DePaolo, Ph.D.

2006-07-01

Full Text Available Recent technological advances have led to changes in how instruction is delivered. Such technology can create opportunities to enhance instruction and make instructors more efficient in performing instructional tasks, especially if the technology is easy to use and requires no training. One such technology, web-based survey software, is extremely accessible for anyone with basic computer skills. Web-based survey software can be used for a variety of instructional purposes to streamline instructor tasks, as well as enhance instruction and communication with students. Following a brief overview of the technology, we discuss how Web Forms from nTreePoint can be used to conduct instructional surveys, collect course feedback, conduct peer evaluations of group work, collect completed assignments, schedule meeting times among multiple people, and aid in pedagogical research. We also discuss our experiences with these tasks within traditional on-campus courses and how they were enhanced or expedited by the use of web-based survey software.

Teaching and Learning Geometry in Drama Based Instruction

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Ubuz, Behiye; Duatepe-Paksu, Asuman

2016-01-01

This paper explains what drama-based instruction is and offers insights into the phases in drama-based instruction. Further, examples of drama-based lessons in geometry related to ring and circle, and altitude of a triangle together with the teacher and students perceptions related to the strengths and limitations of drama based instruction in…

Evidence-Based Approaches to Improving Chemical Equilibrium Instruction

Science.gov (United States)

Davenport, Jodi L.; Leinhardt, Gaea; Greeno, James; Koedinger, Kenneth; Klahr, David; Karabinos, Michael; Yaron, David J.

2014-01-01

Two suggestions for instruction in chemical equilibrium are presented, along with the evidence that supports these suggestions. The first is to use diagrams to connect chemical reactions to the effects of reactions on concentrations. The second is the use of the majority and minority species (M&M) strategy to analyze chemical equilibrium…

Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory vs Traditional Instruction in Blended Courses

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Colakoglu, Ozgur M.; Akdemir, Omur

2012-01-01

The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different…

Effectiveness of Self Instructional Module on Coping Strategies of Tri-Dimensional Problems of Premenopausal Women – A Community Based Study

Science.gov (United States)

Boro, Enu; Jamil, MD; Roy, Aakash

2016-01-01

Introduction Pre-menopause in women presents with diverse symptoms, encompassing the tri-dimensional spheres of physical, social and psychological domains, which requires development of appropriate coping strategies to overcome these problems. Aim To assess level of knowledge about tri-dimensional problems in pre-menopausal women and evaluate effectiveness of self instruction module on coping strategies of these problems by pre-test and post-test analysis. Materials and Methods In a cross-sectional, community based study, in pre-menopausal women aged 40-49years baseline knowledge of tridimensional problems was assessed in 300 pre-menopausal women, selected by convenient sampling after satisfying selection criteria, by a pre-formed questionnaire. This was followed by administration of a pre-tested, Self-Instructional Module (SIM). The SIM dealt with imparting knowledge about coping strategies regarding pre-menopausal problems and the participants were required to read and retain the SIM. Post-test was conducted using same questionnaire after seven days. Statistical Analysis Chi-square test/ Paired t-test was used for comparing ratios. A ‘p-value’ <0.05 was considered statistically significant. Results Baseline knowledge of tridimensional problems was adequate in 10%, moderate in 73% and inadequate in 17% women with a pre-test mean knowledge score of 8.66±2.45. The post-test mean knowledge score was higher (19.11±3.38) compared to the pre-test score. The post-test mean knowledge difference from pre-test was -10.45 with a highly significant paired t-value of -47.45 indicating that the self-instructional module was effective in increasing the knowledge score of pre- menopausal women under study. Conclusion Administration of self instructional module was shown to significantly increase the knowledge scores in all areas of pre-menopausal tri-dimensional problems. Such self-instructional module can be used as an effective educational tool in increasing the knowledge

Modelling Web-Based Instructional Systems

NARCIS (Netherlands)

Retalis, Symeon; Avgeriou, Paris

2002-01-01

The size and complexity of modern instructional systems, which are based on the World Wide Web, bring about great intricacy in their crafting, as there is not enough knowledge or experience in this field. This imposes the use of new instructional design models in order to achieve risk-mitigation,

PLE-based instruction concept

Science.gov (United States)

Javorcik, Tomas

2017-11-01

The paper is aimed at the description of a PLE (Personal Learning Environment)-based teaching model suitable for implementation in the instruction of upper primary school students. The paper describes the individual stages of the model and its use of ICT (Information and Communication Technologies) tools. The Personal Learning Environment is a form of instruction which allows for the meaningful use of information and communication technologies (including mobile technologies) in their entirety.

Improvement of Organizational Performance and Instructional Design: An Analogy Based on General Principles of Natural Information Processing Systems

Science.gov (United States)

Darabi, Aubteen; Kalyuga, Slava

2012-01-01

The process of improving organizational performance through designing systemic interventions has remarkable similarities to designing instruction for improving learners' performance. Both processes deal with subjects (learners and organizations correspondingly) with certain capabilities that are exposed to novel information designed for producing…

Creating Shared Instructional Products: An Alternative Approach to Improving Teaching

Science.gov (United States)

Morris, Anne K.; Hiebert, James

2011-01-01

To solve two enduring problems in education--unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction--the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching. By examining systems outside…

The Effectiveness of Web-Based Instruction: An Initial Inquiry

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Tatana M. Olson

2002-10-01

Full Text Available As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom instruction in order to determine which method is “better.” However, major differences in technology and presentation rather than instructional content can obscure the true relationship between Web-based instruction and these outcomes. Computer-based instruction (CBI, with more features similar to Web-based instruction, may be a more appropriate benchmark than conventional classroom instruction. Furthermore, there is little consensus as to what variables should be examined or what measures of learning are the most appropriate, making comparisons between studies difficult and inconclusive. In this article, we review the historical findings of CBI as an appropriate benchmark to Web-based instruction. In addition, we review 47 reports of evaluations of Web-based courses in higher education published between 1996 and 2002. A tabulation of the documented findings into eight characteristics is offered, along with our assessments of the experimental designs, effect sizes, and the degree to which the evaluations incorporated features unique to Web-based instruction.

Impact of health instructions on improving knowledge and practices of haemophilia A adolescents: a single centre experience.

Science.gov (United States)

El Dakhakhny, A M; Hesham, M A; Hassan, T H; El Awady, S; Hanfy, M M

2014-07-01

Nowadays, health education has been elevated to a higher standing in healthcare systems in managing chronic illness; yet, this approach has not received sufficient support in developing countries as these societies still tend to the traditional stage of 'treatment after disease'. Adolescence is a critical period and voyage into adulthood can be more challenging for haemophilia teens. For teens with haemophilia, learning to care for their own disorder is a giant step forward in asserting their independence and preparation for adult life. We aimed to determine impact of health instructions on improving knowledge and practices of haemophilia A adolescents. An interventional study was conducted on 50 haemophilia A adolescents at outpatient clinic of Pediatric Hematology Unit of Zagazig University Hospitals. Three tools were used. The first was a structured interview sheet to evaluate patients' knowledge. The second was a clinical checklist to evaluate patients' practices. The third was health instructions program. Tools were developed by the researchers based on a thorough review of related literature and a full understanding of the needs of haemophilic adolescents. Evaluation of health instructions success was based on comparing scores of tool I and tool II before health instructions (pretest) and after health instructions immediately (posttest) and after 2 months (follow-up test). There was a significant improvement in knowledge and practices of haemophilia A adolescents in posttest and follow-up test compared to pretest. Health instructions have an impact on improving knowledge and practices of haemophilia A adolescents. © 2014 John Wiley & Sons Ltd.

The Effective Supervision, Coordination and Improvement of the Instructional Activities of Professional Colleagues.

Science.gov (United States)

Schonberger, Vincent L.

1982-01-01

Focuses upon general improvement of classroom instruction, advocating a more personal and analytical supervisory approach. Advocates a change from the present supervisory practices of fear and distrust, in which power stifles creativity and innovative thought, to that of consultation and collaboration based on social management principles of…

Improving Science Process Skills for Primary School Students Through 5E Instructional Model-Based Learning

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Choirunnisa, N. L.; Prabowo, P.; Suryanti, S.

2018-01-01

The main objective of this study is to describe the effectiveness of 5E instructional model-based learning to improve primary school students’ science process skills. The science process skills is important for students as it is the foundation for enhancing the mastery of concepts and thinking skills needed in the 21st century. The design of this study was experimental involving one group pre-test and post-test design. The result of this study shows that (1) the implementation of learning in both of classes, IVA and IVB, show that the percentage of learning implementation increased which indicates a better quality of learning and (2) the percentage of students’ science process skills test results on the aspects of observing, formulating hypotheses, determining variable, interpreting data and communicating increased as well.

Improving information for community-based adaptation

Energy Technology Data Exchange (ETDEWEB)

Huq, Saleemul

2011-10-15

Community-based adaptation aims to empower local people to cope with and plan for the impacts of climate change. In a world where knowledge equals power, you could be forgiven for thinking that enabling this type of adaptation boils down to providing local people with information. Conventional approaches to planning adaptation rely on 'expert' advice and credible 'science' from authoritative information providers such as the Intergovernmental Panel on Climate Change. But to truly support the needs of local communities, this information needs to be more site-specific, more user-friendly and more inclusive of traditional knowledge and existing coping practices.

Contract Training and Computer-Assisted Instruction at Santa Fe Community College.

Science.gov (United States)

Ortego, Sheila; Richards, Beverly

In summer 1993, Santa Fe Community College, New Mexico, created the External Programs Division (EPD) under its credit instruction program to serve the needs of non-traditional students. The EPD encompasses contract training, the Flex Lab, distance education, the AutoDesk Training Center, an Alternative Fuels program, and the corrections training…

From community-based pilot testing to region-wide systems change: lessons from a local quality improvement collaborative.

Science.gov (United States)

Keyser, Donna J; Pincus, Harold Alan

2010-01-01

A community-based collaborative conducted a 2-year pilot study to inform efforts for improving maternal and child health care practice and policy in Allegheny County, Pennsylvania. (1) To test whether three small-scale versions of an evidence-based, systems improvement approach would be workable in local community settings and (2) to identify specific policy/infrastructure reforms for sustaining improvements. A mixed methods approach was used, including quantitative performance measurement supplemented with qualitative data about factors related to outcomes of interest, as well as key stakeholder interviews and a literature review/Internet search. Quantitative performance results varied; qualitative data revealed critical factors for the success and failure of the practices tested. Policy/infrastructure recommendations were developed to address specific practice barriers. This information was important for designing a region-wide quality improvement initiative focused on maternal depression. The processes and outcomes provide valuable insights for other communities interested in conducting similar quality improvement initiatives.

Evaluating Community-Based Participatory Research to Improve Community-Partnered Science and Community Health

Science.gov (United States)

Hicks, Sarah; Duran, Bonnie; Wallerstein, Nina; Avila, Magdalena; Belone, Lorenda; Lucero, Julie; Magarati, Maya; Mainer, Elana; Martin, Diane; Muhammad, Michael; Oetzel, John; Pearson, Cynthia; Sahota, Puneet; Simonds, Vanessa; Sussman, Andrew; Tafoya, Greg; Hat, Emily White

2013-01-01

Background Since 2007, the National Congress of American Indians (NCAI) Policy Research Center (PRC) has partnered with the Universities of New Mexico and Washington to study the science of community-based participatory research (CBPR). Our goal is to identify facilitators and barriers to effective community–academic partnerships in American Indian and other communities, which face health disparities. Objectives We have described herein the scientific design of our National Institutes of Health (NIH)-funded study (2009–2013) and lessons learned by having a strong community partner leading the research efforts. Methods The research team is implementing a mixed-methods study involving a survey of principal investigators (PIs) and partners across the nation and in-depth case studies of CBPR projects. Results We present preliminary findings on methods and measures for community-engaged research and eight lessons learned thus far regarding partnership evaluation, advisory councils, historical trust, research capacity development of community partner, advocacy, honoring each other, messaging, and funding. Conclusions Study methodologies and lessons learned can help community–academic research partnerships translate research in communities. PMID:22982842

Improving Argumentation through Goal Instructions in Asynchronous Online Discussions

Science.gov (United States)

Prudchenko, Yekaterina

2014-01-01

Argumentation incorporated into class discussions can improve students' problem solving skills and enhance their epistemic and conceptual understanding. Research indicates students sometimes need scaffolding such as goal instructions to improve their argumentation skills. This study examined the effectiveness of different types of goal…

Improving village poultry’s survival rate through community-based poultry health management

DEFF Research Database (Denmark)

Sodjinou, Epiphane; Henningsen, Arne; Koudande, Olorounto D.

Community-based poultry health management (CBM) is a strategy for village poultry improvement based on the installment of “poultry interest groups” in experimental villages. These groups serve as a channel for the dissemination of village poultry improvement technologies. The use of CBM is due...... to the fact that village poultry farming is practiced in a total or partial scavenging system which gives the impression that all the birds in the village belong to the same flock. Accordingly, actions that target all farmers of the same village may have a larger impact on the village poultry’s survival rate...... than actions that target individual producers. The objective of this study is to assess the impact of CBM on the survival rate of village poultry. Based on data collected on 353 poultry keepers, the study shows that CBM significantly improves the survival rate of village poultry. The adoption...

Inquiry-Based Instruction and High Stakes Testing

Science.gov (United States)

Cothern, Rebecca L.

Science education is a key to economic success for a country in terms of promoting advances in national industry and technology and maximizing competitive advantage in a global marketplace. The December 2010 Program for International Student Assessment (PISA) ranked the United States 23rd of 65 countries in science. That dismal standing in science proficiency impedes the ability of American school graduates to compete in the global market place. Furthermore, the implementation of high stakes testing in science mandated by the 2007 No Child Left Behind (NCLB) Act has created an additional need for educators to find effective science pedagogy. Research has shown that inquiry-based science instruction is one of the predominant science instructional methods. Inquiry-based instruction is a multifaceted teaching method with its theoretical foundation in constructivism. A correlational survey research design was used to determine the relationship between levels of inquiry-based science instruction and student performance on a standardized state science test. A self-report survey, using a Likert-type scale, was completed by 26 fifth grade teachers. Participants' responses were analyzed and grouped as high, medium, or low level inquiry instruction. The unit of analysis for the achievement variable was the student scale score average from the state science test. Spearman's Rho correlation data showed a positive relationship between the level of inquiry-based instruction and student achievement on the state assessment. The findings can assist teachers and administrators by providing additional research on the benefits of the inquiry-based instructional method. Implications for positive social change include increases in student proficiency and decision-making skills related to science policy issues which can help make them more competitive in the global marketplace.

Improving English Instruction through Neuro-Linguistic Programming

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Helm, David Jay

2009-01-01

This study examines the background information and numerous applications of neuro-linguistic programming as it applies to improving English instruction. In addition, the N.L.P. modalities of eye movement, the use of predicates, and posturing are discussed. Neuro-linguistic programming presents all students of English an opportunity to reach their…

Quality of life improves in children and adolescents during a community-based overweight and obesity treatment.

Science.gov (United States)

Mollerup, Pernille M; Nielsen, Tenna R H; Bøjsøe, Christine; Kloppenborg, Julie T; Baker, Jennifer L; Holm, Jens-Christian

2017-06-01

The quality of life is compromised in children and adolescents with overweight or obesity. The aim of this study was to evaluate whether the quality of life improves during a community-based overweight and obesity treatment, and whether improvements depend on reductions in the degree of obesity. Quality of life was assessed using the Pediatric Quality of Life Inventory (PedsQL) 4.0 in children and adolescents aged 3-18 years with overweight or obesity [body mass index (BMI) ≥85th percentile] upon entry into a community-based chronic care overweight and obesity treatment based upon The Children's Obesity Clinic's Treatment protocol, and upon follow-up after 10-30 months of treatment. Height and weight were measured at each consultation and converted into a BMI standard deviation score (SDS). Upon entry, 477 children (212 boys) completed a PedsQL, and 317 (143 boys) completed another PedsQL after a median of 13 months of treatment. Quality of life improved (p quality of life (p ≤ 0.047). However, improvements also occurred in children and adolescents with low socioeconomic status or who increased their BMI SDS (p quality of life occurred in children and adolescents during a community-based overweight and obesity treatment, even in children and adolescents who increased their BMI SDS. Thus, improvements may be due to the treatment itself and not exclusively to reductions in BMI SDS. Clinicaltrials.gov, ID-no.: NCT02013843.

New pathways to physics instruction: Blending a MOOC and in-person discussion to train physics graduate students and postdocs in evidence-based teaching

Science.gov (United States)

Goldberg, Bennett

A challenge facing physics education is how to encourage and support the adoption of evidence-based instructional practices that decades of physics education research has shown to be effective. Like many STEM departments, physics departments struggle to overcome the barriers of faculty knowledge, motivation and time; institutional cultures and reward systems; and disciplinary traditions. Research has demonstrated successful transformation of department-level approaches to instruction through local learning communities, in-house expertise, and department administrative support. In this talk, I will discuss how physics and other STEM departments can use a MOOC on evidence-based instruction together with in-person seminar discussions to create a learning community of graduate students and postdocs, and how such communities can affect departmental change in teaching and learning. Four university members of the 21-university network working to prepare future faculty to be both excellent researchers and excellent teachers collaborated on an NSF WIDER project to develop and deliver two massive open online courses (MOOCs) in evidence-based STEM instruction. A key innovation is a new blended mode of delivery where groups of participants engaged with the online content and then meet weekly in local learning communities to discuss content, communicate current experiences, and delve deeper into particular techniques of local interest. The MOOC team supported these so-called MOOC-Centered Learning Communities, or MCLCs, with detailed facilitator guides complete with synopses of online content, learning goals and suggested activities for in-person meetings, as well as virtual MCLC communities for sharing and feedback. In the initial run of the first MOOC, 40 MCLCs were created; in the second run this past fall, more than 80 MCLCs formed. Further, target audiences of STEM graduate students and postdocs completed at a 40-50% rate, indicating the value they place in building their

Computer Assisted Instructional Design for Computer-Based Instruction. Final Report. Working Papers.

Science.gov (United States)

Russell, Daniel M.; Pirolli, Peter

Recent advances in artificial intelligence and the cognitive sciences have made it possible to develop successful intelligent computer-aided instructional systems for technical and scientific training. In addition, computer-aided design (CAD) environments that support the rapid development of such computer-based instruction have also been recently…

Community-based first aid: a program report on the intersection of community-based participatory research and first aid education in a remote Canadian Aboriginal community.

Science.gov (United States)

VanderBurgh, D; Jamieson, R; Beardy, J; Ritchie, S D; Orkin, A

2014-01-01

Community-based first aid training is the collaborative development of locally relevant emergency response training. The Sachigo Lake Wilderness Emergency Response Education Initiative was developed, delivered, and evaluated through two intensive 5-day first aid courses. Sachigo Lake First Nation is a remote Aboriginal community of 450 people in northern Ontario, Canada, with no local paramedical services. These courses were developed in collaboration with the community, with a goal of building community capacity to respond to medical emergencies. Most first aid training programs rely on standardized curriculum developed for urban and rural contexts with established emergency response systems. Delivering effective community-based first aid training in a remote Aboriginal community required specific adaptations to conventional first aid educational content and pedagogy. Three key lessons emerged during this program that used collaborative principles to adapt conventional first aid concepts and curriculum: (1) standardized approaches may not be relevant nor appropriate; (2) relationships between course participants and the people they help are relevant and important; (3) curriculum must be attentive to existing informal and formal emergency response systems. These lessons may be instructive for the development of other programs in similar settings.

Assessing Community Based Improved Maternal Neonatal Child Survival (IMNCS Program in Rural Bangladesh.

Directory of Open Access Journals (Sweden)

Mahfuzar Rahman

Full Text Available A community based approach before, during and after child birth has been proven effective address the burden of maternal, neonatal and child morbidity and mortality in the low and middle income countries. We aimed to examine the overall change in maternal and newborn health outcomes due the "Improved Maternal Newborn and Child Survival" (IMNCS project, which was implemented by BRAC in rural communities of Bangladesh.The intervention was implemented in four districts for duration of 5-years, while two districts served as comparison areas. The intervention was delivered by community health workers who were trained on essential maternal, neonatal and child health care services. A baseline survey was conducted in 2008 among 7, 200 women with pregnancy outcome in last year or having a currently alive child of 12-59 months. A follow-up survey was administered in 2012-13 among 4, 800 women of similar characteristics in the same villages.We observed significant improvements in maternal and essential newborn care in intervention areas over time, especially in health care seeking behaviors. The proportion of births taking place at home declined in the intervention districts from 84.3% at baseline to 71.2% at end line (P<0.001. Proportion of deliveries with skilled attendant was higher in intervention districts (28% compared to comparison districts (27.4%. The number of deliveries was almost doubled at public sector facility comparing with baseline (P<0.001. Significant improvement was also observed in healthy cord care practice, delayed bathing of the new-born and reduction of infant mortality in intervention districts compared to that of comparison districts.This study demonstrates that community-based efforts offer encouraging evidence and value for combining maternal, neonatal and child health care package. This approach might be considered at larger scale in similar settings with limited resources.

Effect of community based behavioural change communication intervention to improve neonatal mortality in developing countries: A Systematic Review.

Science.gov (United States)

Tilahun, Dejene; Birhanu, Zewdie

2011-01-01

Background A great burden of infant and under-five childhood mortality occurs during the neonatal period, usually within a few days of birth. Community based behavioural change communication (such as interpersonal, group and mass media channels, including participatory methods at community level) intervention trials have been shown to be effective in reducing this mortality. However, to guide policy makers and programme planners, there is a need to systematically appraise and synthesise this evidence.Objective To systematically search, appraise and synthesise the best available evidence on the effect of community based behavioural change communication intervention to improve neonatal mortality in developing countries.Inclusion Criteria This review considered randomised controlled community trials on the effectiveness of community based behavioural change communication interventions aimed at decreasing neonatal mortality that were conducted in developing countries.Search Strategy This review considered English language articles on studies published between December, 2006 to January, 2011 and indexed in PubMed, CINAHL, EMBASE, Mednar, popline, Proquest, or Hinari.Methodological quality Studies that met the inclusion criteria were assessed for methodological quality using the Joanna Briggs Institute Meta Analysis of Statistical Assessment and Review Instrument by two independent reviewers. Data were analysed using a fixed effects model with RevMan5 software. Community based behavioural change communication interventions were found to be associated with a significant reduction in neonatal mortality of 19% (average OR 0.81; 95%CI 0. to 0.88), early neonatal mortality by 20% (average 0.80; 95%CI 0. to 0.91), late neonatal mortality by 21% (average 0.79; 95%CI 0. to 0.99). In addition, the intervention also resulted in significant improvement of newborn care practice; breast feeding initiation, clean cord cutting and delay in bathing were improved by 185%, 110% and 196

Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office

Science.gov (United States)

Cobb, Paul; Jackson, Kara; Henrick, Erin; Smith, Thomas M.

2018-01-01

In "Systems for Instructional Improvement," Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe…

Web-Based Instruction (WBI): An Introduction.

Science.gov (United States)

Khan, Badrul H.

1998-01-01

Advances in information technology, coupled with changes in society, are creating new paradigms for education. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed resources. A table of features and components associated with Web-based instruction learning environments is provided.…

Can "Withitness Skills" Improve Instruction and Safety for Those Who Coach or Train?

Science.gov (United States)

McDaniel, Larry W.

2009-01-01

"Withitness skills" developed by Kounin in the 1970's have been emphasized as an important classroom tool for student management and instruction. (Kounin, 1970) "Withit" instructors develop the ability to know what is going on in the classroom. Improving awareness in the classroom may reduce misbehavior and improve instruction.…

Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

Science.gov (United States)

Sloan, H.

2002-05-01

"Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

Theoretical framework of community education improvement

Directory of Open Access Journals (Sweden)

Zaúl Brizuela Castillo

2015-05-01

Full Text Available The paper explains the connection between the approach selected for the analysis and development of community education and the contradictions manifested in its theoretical and practical comprehension. As a result, a comprehensive model for community education, describing the theoretical and methodological framework to improve community education, is devised. This framework is based on a conscious organizing of educative influences applied to the regular task of the community under the coordinate action of social institutions and organization that promote the transformational action of the neighborhood assuming a protagonist role in the improvement of the quality of live and morals related to the socialism updating process. The comprehensive model was proved experimentally at District 59 of San Miguel town; the transformation of the community was scientifically registered together with the information gather by means of observation and interviewing. The findings proved the pertinence and feasibility of the proposed model.

Examining Ratings on the VAL-ED Evaluation Instrument of Principals to Improve Instructional Leadership Practices

Science.gov (United States)

Babin, Erin Pevey

2017-01-01

The biggest challenge facing American public schools today is increasing student achievement, and this depends on the educational system's ability to improve the quality of instruction. Principals play a key role in improving the quality of instruction on their campus through the instructional leadership practices they engage in on a daily basis.…

Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement

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Hatch, Thomas; Hill, Kathryn; Roegman, Rachel

2016-01-01

In this article, we explore how organizational routines involving instructional rounds--collective, structured observations and reflections on classroom practice--might contribute to the development of social networks among administrators and support a common, district-wide focus on instruction. Building on work on communities of practice, we…

Instructional strategies for online introductory college physics based on learning styles

Science.gov (United States)

Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

The influence inquiry-based science has on elementary teachers' perception of instruction and self-efficacy

Science.gov (United States)

Lewis, Felecia J.

The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted interviews with elementary teachers from five elementary schools within the same school district. The interviews focused on the teachers' experiences with inquiry-based science and their perceptions of quality science instruction. The Teachers' Sense of Efficacy Scale was used to collect quantitative data regarding the teachers' perception of instructional practice and student engagement. The study revealed that limited science content knowledge, inadequate professional development, and a low sense of self-efficacy have a substantial effect on teacher outcomes, instructional planning, and ability to motivate students to participate in inquiry-based learning. It will take a collective effort from administrators, teachers, parents, and students to discover ways to improve elementary science education.

Pay It Forward: High School Video-based Instruction Can Disseminate CPR Knowledge in Priority Neighborhoods.

Science.gov (United States)

Del Rios, Marina; Han, Josiah; Cano, Alejandra; Ramirez, Victor; Morales, Gabriel; Campbell, Teri L; Hoek, Terry Vanden

2018-03-01

The implementation of creative new strategies to increase layperson cardiopulmonary resuscitation (CPR) and defibrillation may improve resuscitation in priority populations. As more communities implement laws requiring CPR training in high schools, there is potential for a multiplier effect and reach into priority communities with low bystander-CPR rates. We investigated the feasibility, knowledge acquisition, and dissemination of a high school-centered, CPR video self-instruction program with a "pay-it-forward" component in a low-income, urban, predominantly Black neighborhood in Chicago, Illinois with historically low bystander-CPR rates. Ninth and tenth graders followed a video self-instruction kit in a classroom setting to learn CPR. As homework, students were required to use the training kit to "pay it forward" and teach CPR to their friends and family. We administered pre- and post-intervention knowledge surveys to measure knowledge acquisition among classroom and "pay-it-forward" participants. Seventy-one classroom participants trained 347 of their friends and family, for an average of 4.9 additional persons trained per kit. Classroom CPR knowledge survey scores increased from 58% to 93% (p pay-it-forward cohort saw an increase from 58% to 82% (p pay-it-forward" component can disseminate CPR knowledge beyond the classroom. Because schools are centrally-organized settings to which all children and their families have access, school-based interventions allow for a broad reach that encompasses all segments of the population and have potential to decrease disparities in bystander CPR provision.

Pay It Forward: High School Video-based Instruction Can Disseminate CPR Knowledge in Priority Neighborhoods

Science.gov (United States)

Han, Josiah; Cano, Alejandra; Ramirez, Victor; Morales, Gabriel; Campbell, Teri L.; Hoek, Terry Vanden

2018-01-01

Introduction The implementation of creative new strategies to increase layperson cardiopulmonary resuscitation (CPR) and defibrillation may improve resuscitation in priority populations. As more communities implement laws requiring CPR training in high schools, there is potential for a multiplier effect and reach into priority communities with low bystander-CPR rates. Methods We investigated the feasibility, knowledge acquisition, and dissemination of a high school-centered, CPR video self-instruction program with a “pay-it-forward” component in a low-income, urban, predominantly Black neighborhood in Chicago, Illinois with historically low bystander-CPR rates. Ninth and tenth graders followed a video self-instruction kit in a classroom setting to learn CPR. As homework, students were required to use the training kit to “pay it forward” and teach CPR to their friends and family. We administered pre- and post-intervention knowledge surveys to measure knowledge acquisition among classroom and “pay-it-forward” participants. Results Seventy-one classroom participants trained 347 of their friends and family, for an average of 4.9 additional persons trained per kit. Classroom CPR knowledge survey scores increased from 58% to 93% (p CPR educational intervention with a “pay-it-forward” component can disseminate CPR knowledge beyond the classroom. Because schools are centrally-organized settings to which all children and their families have access, school-based interventions allow for a broad reach that encompasses all segments of the population and have potential to decrease disparities in bystander CPR provision. PMID:29560076

The Community Preceptor Crisis: Recruiting and Retaining Community-Based Faculty to Teach Medical Students-A Shared Perspective From the Alliance for Clinical Education.

Science.gov (United States)

Christner, Jennifer G; Dallaghan, Gary Beck; Briscoe, Gregory; Casey, Petra; Fincher, Ruth Marie E; Manfred, Lynn M; Margo, Katherine I; Muscarella, Peter; Richardson, Joshua E; Safdieh, Joseph; Steiner, Beat D

2016-01-01

Community-based instruction is invaluable to medical students, as it provides "real-world" opportunities for observing and following patients over time while refining history taking, physical examination, differential diagnosis, and patient management skills. Community-based ambulatory settings can be more conducive to practicing these skills than highly specialized, academically based practice sites. The Association of American Medical Colleges and other national medical education organizations have expressed concern about recruitment and retention of preceptors to provide high-quality educational experiences in community-based practice sites. These concerns stem from constraints imposed by documentation in electronic health records; perceptions that student mentoring is burdensome resulting in decreased clinical productivity; and competition between allopathic, osteopathic, and international medical schools for finite resources for medical student experiences. In this Alliance for Clinical Education position statement, we provide a consensus summary of representatives from national medical education organizations in 8 specialties that offer clinical clerkships. We describe the current challenges in providing medical students with adequate community-based instruction and propose potential solutions. Our recommendations are designed to assist clerkship directors and medical school leaders overcome current challenges and ensure high-quality, community-based clinical learning opportunities for all students. They include suggesting ways to orient community clinic sites for students, explaining how students can add value to the preceptor's practice, focusing on educator skills development, recognizing preceptors who excel in their role as educators, and suggesting forms of compensation.

Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

Science.gov (United States)

Bulut, Neslihan

2016-01-01

The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and…

Elementary Students' Learning of Materials Science Practices Through Instruction Based on Engineering Design Tasks

Science.gov (United States)

Wendell, Kristen Bethke; Lee, Hee-Sun

2010-12-01

Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and the learning process was assessed by students' workbooks completed during the instruction. The interviews included two materials selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion of their workbooks, and (3) students who were highly engaged with the workbook's reflective record-keeping tasks showed the greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary students' learning of science through authentic activity such as engineering design.

EFFORTS TO IMPROVE WELFARE BASED ON AQUACULTURE TOWARDS THE COMMUNITY ECONOMIC DEVELOPMENT

Directory of Open Access Journals (Sweden)

Yunikewaty

2018-04-01

Full Text Available This study aims to produce a continuous improvement model of river basin community welfare by applying the moral values of the society culture. The subject of research is the community of the river Kahayan River Palangkaraya. Based on the results of research can be concluded that the aquaculture based eco-business activities can be done by applying the moral values of the river society culture, so that all economic activities do not damage the environment. The Kahayan River has a high economic potential for the people living around it. However, the current condition has been greatly reduced due to various obstacles encountered, including environmental damage in the upper river, due to refinery plantation companies (accompanied by high levels of pesticide use and chemical fertilizers and intensive cultivation, illegal gold mining, deforestation, illegal use of poison while fishing, industrial and household waste disposal into the Kahayan river.

An improved label propagation algorithm based on node importance and random walk for community detection

Science.gov (United States)

Ma, Tianren; Xia, Zhengyou

2017-05-01

Currently, with the rapid development of information technology, the electronic media for social communication is becoming more and more popular. Discovery of communities is a very effective way to understand the properties of complex networks. However, traditional community detection algorithms consider the structural characteristics of a social organization only, with more information about nodes and edges wasted. In the meanwhile, these algorithms do not consider each node on its merits. Label propagation algorithm (LPA) is a near linear time algorithm which aims to find the community in the network. It attracts many scholars owing to its high efficiency. In recent years, there are more improved algorithms that were put forward based on LPA. In this paper, an improved LPA based on random walk and node importance (NILPA) is proposed. Firstly, a list of node importance is obtained through calculation. The nodes in the network are sorted in descending order of importance. On the basis of random walk, a matrix is constructed to measure the similarity of nodes and it avoids the random choice in the LPA. Secondly, a new metric IAS (importance and similarity) is calculated by node importance and similarity matrix, which we can use to avoid the random selection in the original LPA and improve the algorithm stability. Finally, a test in real-world and synthetic networks is given. The result shows that this algorithm has better performance than existing methods in finding community structure.

Improved physical fitness among older female participants in a nationally disseminated, community-based exercise program.

Science.gov (United States)

Seguin, Rebecca A; Heidkamp-Young, Eleanor; Kuder, Julia; Nelson, Miriam E

2012-04-01

Strength training (ST) is an important health behavior for aging women; it helps maintain strength and function and reduces risk for chronic diseases. This study assessed change in physical fitness following participation in a ST program implemented and evaluated by community leaders. The StrongWomen Program is a nationally disseminated, research-based, community ST program active in 40 states. The Senior Fitness Test is used to assess upper and lower body strength, upper and lower body flexibility, aerobic fitness, and agility; data are collected prior to and following program participation. For these analyses, five states provided deidentified data for 367 female participants, mean age 63 (±11) years. Attendance in approximately 10 weeks of twice-weekly classes was 69.4%. Paired t tests were used to analyze pre-post change. Significant improvements were observed (p age-group and compared with published, age-based norms. This study demonstrates that it is feasible for community leaders to conduct pre-post physical fitness evaluations with participants and that participants experienced improvements across several important domains of physical fitness.

The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

Science.gov (United States)

Rothman, Alan H.

This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking

The assessment of instructional leadership as an aspect to improve learner achievement.

OpenAIRE

2008-01-01

M.Ed. The school effectiveness studies that began appearing in the 1970's have suggested that leadership in schools with improving learner achievement differed from leadership in schools with declining learner achievement. The difference was mainly due to the fact that principals of schools that were improving were seen to be instructional leaders who are focused on the implementation of effective instructional programmes (Sybouts and Wendel, 1994: 19). The research by Hallinger and Heck t...

Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited

Science.gov (United States)

Kay, Robin

2013-01-01

Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) on middle (n = 333)

A Model of an Expanded-Frame Hypermedia Knowledge-Base for Instruction.

Science.gov (United States)

Lacy, Mark J.; Wood, R. Kent

1993-01-01

Argues that current computer-based instruction does not exploit the instructional possibilities of computers. Critiques current models of computer-based instruction: behaviorist as too linear and constructivist as too unstructured. Offers a design model of Expanded-frame Hypermedia Knowledge-bases as an instructional approach allowing hypermedia…

Breaking the spell of differentiated instruction through equity pedagogy and teacher community

Science.gov (United States)

Bannister, Nicole A.

2016-06-01

Koomen's study of Wizard—an articulate, inquisitive, energetic seventh grader with a penchant for science—adversely juxtaposed his learning-centered identity with classroom experiences that marginalized him. I claim in my response that critical commentary about Wizard's race is germane to any analysis of his experiences, as participation in an inclusive science classroom can be conceptualized as a racialized form of experience. My paper contributes a counternarrative to deficit normalizations of African American children—including students identified with exceptionalities—by rendering the inequities of differentiated instruction visible and theorizing about how this approach restricted Wizard's learning and participation by positioning him as low status and less competent. I discuss four reasons why the strategy of differentiated instruction is ideologically opposed to goals for equitable classrooms and argue that this model invites reproductions of status orderings from the larger society into the classroom. I conclude with recommendations for an equity pedagogy through Complex Instruction developed inside teacher community as a viable alternative for this work.

Inquiry-Based Instruction in the Social Studies: Successes and Challenges

Science.gov (United States)

Beshears, Crystal M.

2012-01-01

The purpose of this study was to investigate teachers' perceptions, understanding, and use of inquiry-based instruction in the social studies, to assess the impact of inquiry-based units on instruction, to detail implementation successes and challenges reported by teachers when implementing inquiry-based instruction, and to provide…

Getting to the point: attempting to improve juror comprehension of capital penalty phase instructions.

Science.gov (United States)

Smith, Amy E; Haney, Craig

2011-10-01

This research examined the effects of several versions of capital penalty phase instructions on juror comprehension. Study One documented the impact of California's recently implemented "plain language" instruction. It showed that although the new instruction has clear advantages over the previous version, significant comprehension problems remain. Study Two evaluated several modified instructions designed to enhance comprehension. Participants heard either a standard patterned instruction or one of two alternatives-a psycholinguistically improved instruction, or a "pinpoint" instruction using case-related facts to illustrate key terms-in a simulated death penalty sentencing phase. Persons who heard modified instructions demonstrated higher levels of comprehension on virtually every measure as compared to those in the standard instruction condition.

Using Heuristic Task Analysis to Create Web-Based Instructional Design Theory

Science.gov (United States)

Fiester, Herbert R.

2010-01-01

The first purpose of this study was to identify procedural and heuristic knowledge used when creating web-based instruction. The second purpose of this study was to develop suggestions for improving the Heuristic Task Analysis process, a technique for eliciting, analyzing, and representing expertise in cognitively complex tasks. Three expert…

The Ripple Effect: Exploring How a Joint Science Specialist/TOSA Can Change Classroom Teachers' Instructional Practices through Project-Based Learning

Science.gov (United States)

Gradias, Jean

In 2013, California became one of the first states to adopt the rigorous Next Generation Science Standards (NGSS). However, the current state of science instruction does not support the conceptual shifts of the NGSS, which call for consistent science instruction K-12, increased inquiry, subject integration, as well as science instruction that connects students to their communities and their world. Therefore, teachers are in need of instructional support for science teaching that can enable them to achieve these higher expectations. This dissertation explored whether implementing a Project-Based Learning (PBL)-centered science specialist changed classroom teachers' frequency of science instruction and use of instructional strategies that support NGSS science delivery. In addition, this study examined how providing a PBL science specialist supported teachers in their comfort with using these more rigorous instructional strategies. Five elementary teachers participated in an action research project conducted over the course of a school year. The frequency with which teachers used the following instructional strategies was analyzed: connecting science to real world phenomena, accessing community resources, integrating science into other subject areas, and using inquiry in science instruction. Quantitative and qualitative data revealed that a PBL science specialist does support classroom teachers in implementing teaching practices aligned to the conceptual shifts implicated by the NGSS; however, individual growth rates varied by instructional strategy. The results of this study provide a foundation for the legitimacy of utilizing a PBL-focused science specialist to support teachers in shifting their instructional practices in order to achieve the Next Generation Science Standards.

Integrating Severely Handicapped Learners: Potential Teacher Liability in Community Based Programs.

Science.gov (United States)

Brady, Michael P.; Dennis, H. Floyd

1984-01-01

The paper examines elements of negligence and other legal concerns in view of the evolving trend to educate severely handicapped persons in integrated, community based settings. Duty, care, risk, and appropriate placement and instruction are discussed. Finally, recommendations for avoiding teacher liability are presented. (Author/CL)

Combining instruction prefetching with partial cache locking to improve WCET in real-time systems.

Directory of Open Access Journals (Sweden)

Fan Ni

Full Text Available Caches play an important role in embedded systems to bridge the performance gap between fast processor and slow memory. And prefetching mechanisms are proposed to further improve the cache performance. While in real-time systems, the application of caches complicates the Worst-Case Execution Time (WCET analysis due to its unpredictable behavior. Modern embedded processors often equip locking mechanism to improve timing predictability of the instruction cache. However, locking the whole cache may degrade the cache performance and increase the WCET of the real-time application. In this paper, we proposed an instruction-prefetching combined partial cache locking mechanism, which combines an instruction prefetching mechanism (termed as BBIP with partial cache locking to improve the WCET estimates of real-time applications. BBIP is an instruction prefetching mechanism we have already proposed to improve the worst-case cache performance and in turn the worst-case execution time. The estimations on typical real-time applications show that the partial cache locking mechanism shows remarkable WCET improvement over static analysis and full cache locking.

Combining instruction prefetching with partial cache locking to improve WCET in real-time systems.

Science.gov (United States)

Ni, Fan; Long, Xiang; Wan, Han; Gao, Xiaopeng

2013-01-01

Caches play an important role in embedded systems to bridge the performance gap between fast processor and slow memory. And prefetching mechanisms are proposed to further improve the cache performance. While in real-time systems, the application of caches complicates the Worst-Case Execution Time (WCET) analysis due to its unpredictable behavior. Modern embedded processors often equip locking mechanism to improve timing predictability of the instruction cache. However, locking the whole cache may degrade the cache performance and increase the WCET of the real-time application. In this paper, we proposed an instruction-prefetching combined partial cache locking mechanism, which combines an instruction prefetching mechanism (termed as BBIP) with partial cache locking to improve the WCET estimates of real-time applications. BBIP is an instruction prefetching mechanism we have already proposed to improve the worst-case cache performance and in turn the worst-case execution time. The estimations on typical real-time applications show that the partial cache locking mechanism shows remarkable WCET improvement over static analysis and full cache locking.

Factors Associated with Technology Integration to Improve Instructional Abilities: A Path Model

Science.gov (United States)

Uslu, Öner

2018-01-01

Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers' instructional abilities…

Influence of verbal instructions on effect-based action control.

Science.gov (United States)

Eder, Andreas B; Dignath, David

2017-03-01

According to ideomotor theory, people use bidirectional associations between movements and their effects for action selection and initiation. Our experiments examined how verbal instructions of action effects influence response selection without prior experience of action effects in a separate acquisition phase. Instructions for different groups of participants specified whether they should ignore, attend, learn, or intentionally produce acoustic effects produced by button presses. Results showed that explicit instructions of action-effect relations trigger effect-congruent action tendencies in the first trials following the instruction; in contrast, no evidence for effect-based action control was observed in these trials when instructions were to ignore or to attend to the action effects. These findings show that action-effect knowledge acquired through verbal instruction and direct experience is similarly effective for effect-based action control as long as the relation between the movement and the effect is clearly spelled out in the instruction.

A 12-Week Physical and Cognitive Exercise Program Can Improve Cognitive Function and Neural Efficiency in Community-Dwelling Older Adults: A Randomized Controlled Trial.

Science.gov (United States)

Nishiguchi, Shu; Yamada, Minoru; Tanigawa, Takanori; Sekiyama, Kaoru; Kawagoe, Toshikazu; Suzuki, Maki; Yoshikawa, Sakiko; Abe, Nobuhito; Otsuka, Yuki; Nakai, Ryusuke; Aoyama, Tomoki; Tsuboyama, Tadao

2015-07-01

To investigate whether a 12-week physical and cognitive exercise program can improve cognitive function and brain activation efficiency in community-dwelling older adults. Randomized controlled trial. Kyoto, Japan. Community-dwelling older adults (N = 48) were randomized into an exercise group (n = 24) and a control group (n = 24). Exercise group participants received a weekly dual task-based multimodal exercise class in combination with pedometer-based daily walking exercise during the 12-week intervention phase. Control group participants did not receive any intervention and were instructed to spend their time as usual during the intervention phase. The outcome measures were global cognitive function, memory function, executive function, and brain activation (measured using functional magnetic resonance imaging) associated with visual short-term memory. Exercise group participants had significantly greater postintervention improvement in memory and executive functions than the control group (P cognitive exercise program can improve the efficiency of brain activation during cognitive tasks in older adults, which is associated with improvements in memory and executive function. © 2015, Copyright the Authors Journal compilation © 2015, The American Geriatrics Society.

A comparison of video modeling, text-based instruction, and no instruction for creating multiple baseline graphs in Microsoft Excel.

Science.gov (United States)

Tyner, Bryan C; Fienup, Daniel M

2015-09-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance. Participants who used VM constructed graphs significantly faster and with fewer errors than those who used text-based instruction or no instruction. Implications for instruction are discussed. © Society for the Experimental Analysis of Behavior.

One Happy Union: Infusing Community-Based Learning Projects through Online Instruction

Science.gov (United States)

Lee, Jason W.; Kane, Jennifer; Cavanaugh, Terence

2015-01-01

Both community-based learning (CBL) and online learning are popular pedagogical practices, with distinct benefits and issues for teaching and learning. The integration of these practices may seem challenging, but they can be compatible. This article seeks to provide effective examples and support for conducting CBL projects in online courses while…

Optimal Sequential Rules for Computer-Based Instruction.

Science.gov (United States)

Vos, Hans J.

1998-01-01

Formulates sequential rules for adapting the appropriate amount of instruction to learning needs in the context of computer-based instruction. Topics include Bayesian decision theory, threshold and linear-utility structure, psychometric model, optimal sequential number of test questions, and an empirical example of sequential instructional…

Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students

Science.gov (United States)

Apino, E.; Retnawati, H.

2017-02-01

This study aimed to describe the instructional design to improve the Higher Order Thinking Skills (HOTS) of students in learning mathematics. This research is design research involving teachers and students of class X MIPA 1 MAN Yigyakarta III, Special Region of Yogyakarta, Indonesia. Data collected through focus group discussions and tests. Data analyzed by quantitative descriptive. The results showed that the instructional design developed is effective to improving students’ HOTS in learning mathematics. Instructional design developed generally include three main components: (1) involve students in the activities non-routine problem solving; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and the ability to create (creative thinking); and (3) encourage students to construct their own knowledge.

Interteaching: An Evidence-Based Approach to Instruction

Science.gov (United States)

Brown, Thomas Wade; Killingsworth, Kenneth; Alavosius, Mark P.

2014-01-01

This paper describes "interteaching" as an evidence-based method of instruction. Instructors often rely on more traditional approaches, such as lectures, as means to deliver instruction. Despite high usage, these methods are ineffective at achieving desirable academic outcomes. We discuss an innovative approach to delivering instruction…

Econometric Model of Rice Policy Based On Presidential Instruction

Science.gov (United States)

Abadi Sembiring, Surya; Hutauruk, Julia

2018-01-01

The objective of research is to build an econometric model based on Presidential Instruction rice policy. The data was monthly time series from March 2005 to September 2009. Rice policy model specification using simultaneous equation, consisting of 14 structural equations and four identity equation, which was estimated using Two Stages Least Squares (2SLS) method. The results show that: (1) an increase of government purchasing price of dried harvest paddy has a positive impact on to increase in total rice production and community rice stock, (2) an increase community rice stock lead to decrease the rice imports, (3) an increase of the realization of the distribution of subsidized ZA fertilizers and the realization of the distribution of subsidized NPK fertilizers has a positive impact on to increase in total rice production and community rice stock and to reduce rice imports, (4) the price of the dried harvest paddy is highly responsive to the water content of dried harvest paddy both the short run and long run, (5) the quantity of rice imported is highly responsive to the imported rice price, both short run and long run.

The impact of inquiry-based instructional professional development upon instructional practice: An action research study

Science.gov (United States)

Broom, Frances A.

This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.

Quality of life improves in children and adolescents during a community-based overweight and obesity treatment

DEFF Research Database (Denmark)

Mollerup, Pernille M; Nielsen, Tenna R H; Bøjsøe, Christine

2017-01-01

PURPOSE: The quality of life is compromised in children and adolescents with overweight or obesity. The aim of this study was to evaluate whether the quality of life improves during a community-based overweight and obesity treatment, and whether improvements depend on reductions in the degree...... of obesity. METHODS: Quality of life was assessed using the Pediatric Quality of Life Inventory (PedsQL) 4.0 in children and adolescents aged 3-18 years with overweight or obesity [body mass index (BMI) ≥85th percentile] upon entry into a community-based chronic care overweight and obesity treatment based...... upon The Children's Obesity Clinic's Treatment protocol, and upon follow-up after 10-30 months of treatment. Height and weight were measured at each consultation and converted into a BMI standard deviation score (SDS). RESULTS: Upon entry, 477 children (212 boys) completed a PedsQL, and 317 (143 boys...

Makiguchi Tsunesaburo and Language, Value-Creative Composition Instruction, and the Geography of Identity in Community Studies: A Response to Politicized Imagining and Ineffective Critical Approaches

Science.gov (United States)

Goulah, Jason

2013-01-01

In this article, the author examines Makiguchi Tsunesaburo's philosophy and practice of human geography ("jinsei chirigaku"), community studies ("kyodoka"), and composition instruction based on "value-creating pedagogy" ("soka kyoikugaku") for thinking through and responding to two competing trends…

The Health Literacy and ESL study: a community-based intervention for Spanish-speaking adults.

Science.gov (United States)

Soto Mas, Francisco; Ji, Ming; Fuentes, Brenda O; Tinajero, Josefina

2015-04-01

Although Hispanics have a documented high risk of limited health literacy, there is a scarcity of research with this population group, and particularly with Hispanic immigrants who generally confront language barriers that have been related to low health literacy. The National Action Plan to Improve Health Literacy identified community-based English-language instruction as a strategy that can facilitate a health literate society. However, the literature lacks discussion on this type of intervention. This randomized control trial aimed to test the feasibility of using conventional English-as-a-second-language (ESL) instruction for improving health literacy among Spanish-speaking adults. Objectives included the development, implementation, and evaluation of a health literacy/ESL curriculum. The Test of Functional Health Literacy in Adults (TOFHLA) in English was used to assess health literacy levels. Analyses included independent sample t test, chi-square, and multiple linear regression. A total of 155 people participated. Results showed a significantly higher increase in the TOFHLA posttest score in the intervention group (p = .01), and noticeable differences in health literacy levels between groups. Results indicate that ESL constitutes a promising venue for improving health literacy among Spanish-speaking adults. Incorporating health literacy-related content may provide additional benefits.

The Health Literacy and ESL Study: A Community-Based Intervention for Spanish-Speaking Adults

Science.gov (United States)

MAS, FRANCISCO SOTO; JI, MING; FUENTES, BRENDA O.; TINAJERO, JOSEFINA

2015-01-01

Although Hispanics have a documented high risk of limited health literacy, there is a scarcity of research with this population group, and particularly with Hispanic immigrants who generally confront language barriers that have been related to low health literacy. The National Action Plan to Improve Health Literacy identified community-based English-language instruction as a strategy that can facilitate a health literate society. However, the literature lacks discussion on this type of intervention. This randomized control trial aimed to test the feasibility of using conventional English-as-a-second-language (ESL) instruction for improving health literacy among Spanish-speaking adults. Objectives included the development, implementation, and evaluation of a health literacy/ESL curriculum. The Test of Functional Health Literacy in Adults (TOFHLA) in English was used to assess health literacy levels. Analyses included independent sample t test, chi-square, and multiple linear regression. A total of 155 people participated. Results showed a significantly higher increase in the TOFHLA posttest score in the intervention group (p = .01), and noticeable differences in health literacy levels between groups. Results indicate that ESL constitutes a promising venue for improving health literacy among Spanish-speaking adults. Incorporating health literacy-related content may provide additional benefits. PMID:25602615

The Comparative Instructional Effectiveness of Print-Based and Video-Based Instructional Materials for Teaching Practical Skills at a Distance

Science.gov (United States)

Donkor, Francis

2010-01-01

Print-based instructional materials have been more popular than any other medium for teaching practical skills during the delivery of technical and vocational education and training via distance learning. However, the approach has its shortcomings and in recent times alternatives have been sought. The comparative instructional effectiveness of one…

The improved business valuation model for RFID company based on the community mining method.

Science.gov (United States)

Li, Shugang; Yu, Zhaoxu

2017-01-01

Nowadays, the appetite for the investment and mergers and acquisitions (M&A) activity in RFID companies is growing rapidly. Although the huge number of papers have addressed the topic of business valuation models based on statistical methods or neural network methods, only a few are dedicated to constructing a general framework for business valuation that improves the performance with network graph (NG) and the corresponding community mining (CM) method. In this study, an NG based business valuation model is proposed, where real options approach (ROA) integrating CM method is designed to predict the company's net profit as well as estimate the company value. Three improvements are made in the proposed valuation model: Firstly, our model figures out the credibility of the node belonging to each community and clusters the network according to the evolutionary Bayesian method. Secondly, the improved bacterial foraging optimization algorithm (IBFOA) is adopted to calculate the optimized Bayesian posterior probability function. Finally, in IBFOA, bi-objective method is used to assess the accuracy of prediction, and these two objectives are combined into one objective function using a new Pareto boundary method. The proposed method returns lower forecasting error than 10 well-known forecasting models on 3 different time interval valuing tasks for the real-life simulation of RFID companies.

The Effects of Verbal Instruction and Shaping to Improve Tackling by High School Football Players

Science.gov (United States)

Harrison, Antonio M.; Pyles, David A.

2013-01-01

We evaluated verbal instruction and shaping using TAG (teaching with acoustical guidance) to improve tackling by 3 high school football players. Verbal instruction and shaping improved tackling for all 3 participants. In addition, performance was maintained as participants moved more quickly through the tackling procedure.

Improving health and energy efficiency through community-based housing interventions.

Science.gov (United States)

Howden-Chapman, Philippa; Crane, Julian; Chapman, Ralph; Fougere, Geoff

2011-12-01

Houses designed for one climate and cultural group may not be appropriate for other places and people. Our aim is to find cost-effective ways to improve the characteristics of older homes, ill-fitted for New Zealand's climate, in order to improve the occupants' health. We have carried out two community randomised trials, in partnership with local communities, which have focused on retrofitted insulation and more effective heating and have two other studies under way, one which focuses on electricity vouchers and the other on housing hazard remediation. The Housing, Insulation and Health Study showed that insulating 1,350 houses, built before insulation was required, improved the occupants' health and well being as well as household energy efficiency. In the Housing, Heating and Health Study we investigated the impact of installing more effective heating in insulated houses for 409 households, where there was a child with doctor-diagnosed asthma. Again, the study showed significant results in the intervention group; indoor temperatures increased and levels of NO(2) were halved. Children reported less poor health, lower levels of asthma symptoms and sleep disturbances by wheeze and dry cough. Children also had fewer days off school. Improving the energy efficiency of older housing leads to health improvements and energy efficiency improvements. Multidisciplinary studies of housing interventions can create compelling evidence to support policies for sustainable housing developments which improve health.

Implementation of Socioscientific Issues Instruction to Fostering Students’ Decision Making Based Gender on Environmental Pollution

Science.gov (United States)

Rizal, H. P.; Siahaan, P.; Yuliani, G.

2017-02-01

The purpose of this study was to investigate the implementation socioscientific issues (SSI) instruction to examine students’ decision making based gender. Selection of environmental problem based on the consideration this issue has potential to evaluate from various scientific disciplines and may initiate to make decision. The participant was students grade VII in South Sulawesi. Pre experiment method was utilized in study with one group pre-test and post-test design. The instrument used in this study comprised of open-ended question, observation sheets for group discussion, sheet for interview and observation sheet of implementation instruction in class. The result indicated that instruction has been implemented successfully. It was found that pre-test and post-test was fostered with N-gain for male and female in medium category. Based on independent t test was found there was no difference improvement of decision making between male and female students. The group showed there was no difference between male group and female group, but a significant difference was noted in mix group. Students and teacher give positive response to the implementation of instruction. It is concluded that science instruction based SSI can be implemented to foster male and female decision making by forming group discussion.

Self-instructional "virtual pathology" laboratories using web-based technology enhance medical school teaching of pathology.

Science.gov (United States)

Marchevsky, Alberto M; Relan, Anju; Baillie, Susan

2003-05-01

Second-year medical students have traditionally been taught pulmonary pathophysiology at the University of California-Los Angeles (UCLA) School of Medicine using lectures, discussion groups, and laboratory sessions. Since 1998, the laboratory sessions have been replaced by 4 interactive, self-instructional sessions using web-based technology and case-based instruction. This article addresses nature of transformation that occurred from within the course in response to the infusion of new technologies. The vast majority of the course content has been digitized and incorporated into the website of the Pathophysiology of Disease course. The teaching histological slides have been photographed digitally and organized into "cases" with clinical information, digital images and text, and audio descriptions. The students study the materials from these cases at their own pace in 2 "virtual pathology" laboratory, with a few instructors supervising the on-site sessions. The students discuss additional cases available on the website in 2 other laboratory sessions supervised by a pulmonologist and a pathologist. Marked improvement in student participation and satisfaction was seen with the use of web-based instruction. Attendance at laboratory sessions, where the students had previously been required to bring their own microscopes to study histological slides at their own pace, increased from approximately 30% to 40% of the class in previous years to almost 100%. Satisfaction surveys showed progressive improvement over the past 4 years, as various suggestions were implemented. The value of web-based instruction of pathology at the UCLA School of Medicine is discussed.

Improving self-perception and self-efficacy in patients with spinal cord injury: the efficacy of DVD-based instructions.

Science.gov (United States)

Chen, Hsiao-Yu; Wu, Tzu-Jung; Lin, Chiu-Chu

2015-06-01

We assessed the effects of a spinal cord injury home rehabilitation DVD on patients with spinal cord injury. Multimedia have been used widely in health care in the digital age. The provision of rehabilitation instructions is a major responsibility of the rehabilitation staff. This study adopted a quasi-experimental pretest-posttest control group design. We collected data from a rehabilitation nursing ward at a medical centre between October 2011-April 2012. The participants were recruited before being discharged from the hospital. The experimental group (n = 28) received multimedia DVD instructions for three months, in addition to teaching sessions conducted by the researcher, whereas the control group (n = 31) received instructions without a DVD. Both groups completed the self-perception and self-efficacy scales used in this study before and after the intervention. The results indicated that, after the multimedia DVD intervention, the experimental group exhibited a considerably greater improvement in self-perception than did the control group. Although we recorded increased scores for both self-perception and self-efficacy for both groups, no marked differences emerged between the control and the intervention groups by using a generalised estimating equation. These results suggest that the home rehabilitation DVD is an effective instrument for improving self-perception and self-efficacy in patients with spinal cord injury. However, monitoring these patients over the long term is necessary. Our study results confirmed that the spinal cord injury home rehabilitation DVD is a practical health education tool. We plan to use the proposed DVD intervention with a larger number of hospitalised patients, and to continuously monitor their improvement. © 2015 John Wiley & Sons Ltd.

Internet-based instruction in college teaching

Science.gov (United States)

Flickinger, Kathleen Anne

Distance education and Internet instruction are increasingly being used in college science teaching. In an effort to reach more students, Iowa State University's Human Anatomy and Physiology course was offered via Internet as well as via traditional lecture format. To assess the educational ramifications of this offering, three studies were conducted. In the first study, a collective case study approach was utilized to describe the learning environment created by an Internet-based college science course. In this study, three students were followed as they worked their way through the course. Collective case study methodologies were used to provide a rich description of the learning environment experienced by these students. Motivation, computer savvy, and academic and personal self-confidence appeared to impact the satisfaction level of the students enrolled in the class. To evaluate the effectiveness of the learning environment offered through the Internet-based science course, a quantitative comparison study was undertaken. In this study a comparison of achievement scores and study habits between students enrolled in the Internet-based class and those enrolled in the traditional section was made. Results from this study indicated that content understanding and retention did not appear to be effected by the type of instruction. Desirable study habits were reportedly used more frequently in the Internet section of the class than in the traditional class. To complete the description of the Internet course experience, a qualitative examination of Internet instructors' time commitment and level of teaching satisfaction was conducted. Data for this study consisted of interviews and researcher observations. Instructor time-on-task was initially quite high, and remained above the average spent on average face-to-face instruction in subsequent semesters. Additionally the role of the faculty member changed dramatically, causing some lessening of job satisfaction. Taken as

Evaluation of cognitive loads imposed by traditional paper-based and innovative computer-based instructional strategies.

Science.gov (United States)

Khalil, Mohammed K; Mansour, Mahmoud M; Wilhite, Dewey R

2010-01-01

Strategies of presenting instructional information affect the type of cognitive load imposed on the learner's working memory. Effective instruction reduces extraneous (ineffective) cognitive load and promotes germane (effective) cognitive load. Eighty first-year students from two veterinary schools completed a two-section questionnaire that evaluated their perspectives on the educational value of a computer-based instructional program. They compared the difference between cognitive loads imposed by paper-based and computer-based instructional strategies used to teach the anatomy of the canine skeleton. Section I included 17 closed-ended items, rated on a five-point Likert scale, that assessed the use of graphics, content, and the learning process. Section II included a nine-point mental effort rating scale to measure the level of difficulty of instruction; students were asked to indicate the amount of mental effort invested in the learning task using both paper-based and computer-based presentation formats. The closed-ended data were expressed as means and standard deviations. A paired t test with an alpha level of 0.05 was used to determine the overall mean difference between the two presentation formats. Students positively evaluated their experience with the computer-based instructional program with a mean score of 4.69 (SD=0.53) for use of graphics, 4.70 (SD=0.56) for instructional content, and 4.45 (SD=0.67) for the learning process. The mean difference of mental effort (1.50) between the two presentation formats was significant, t=8.26, p≤.0001, df=76, for two-tailed distribution. Consistent with cognitive load theory, innovative computer-based instructional strategies decrease extraneous cognitive load compared with traditional paper-based instructional strategies.

THE EFFECTIVENESS OF USING PHONICS INSTRUCTION AND STORYBOOKS IN ENGLISH READING CLASSES TO IMPROVE STUDENT PARTICIPATION

Directory of Open Access Journals (Sweden)

Naning Tri Wahyuni

2016-08-01

Full Text Available The purpose of this study is to examine the effectiveness of instructional methods based on phonics instruction in reading classes to improve students participation therefore they can develop to their maximum potential. Using qualitative tools of observation, documentation and interview, this research was focusing the inquiry on investigating students’ reception to the phonics instruction model, observing their participation in the classroom activities, also investigating instructional methods which attract students to more actively contribute in learning activities. The finding shows that the reception of students to the model was good and they showed much eagerness in following the program. Further investigation revealed that students keen to participate more in the classroom activities especially in certain activities with the use of sound sheets, sound book, flash card sheets, word box sheets, songs, games and storybooks. However, there were two challenges identified during 16 weeks running the study; the lack of teachers’ skill in delivering this method efficiently also the limited collection of English story books in school. Hence, to improve the effectiveness of the use of phonics instruction in reading classroom, firstly, training for teachers would be needed to deliver the method effectively, secondly, considering the fact that school still have limited collection of English story books or any English books, the collaboration with government agencies or other promising bodies could be done to help in providing more collection of storybooks in school.

Improving coverage of postnatal care in rural Ethiopia using a community-based, collaborative quality improvement approach.

Science.gov (United States)

Tesfaye, Solomon; Barry, Danika; Gobezayehu, Abebe Gebremariam; Frew, Aynalem Hailemichael; Stover, Kim Ethier; Tessema, Hana; Alamineh, Lamesgin; Sibley, Lynn M

2014-01-01

Ethiopia has high maternal and neonatal mortality and low use of skilled maternity care. The Maternal and Newborn Health in Ethiopia Partnership (MaNHEP), a 3.5-year learning project, used a community collaborative quality improvement approach to improve maternal and newborn health care during the birth-to-48-hour period. This study examines how the promotion of community maternal and newborn health (CMNH) family meetings and labor and birth notification contributed to increased postnatal care within 48 hours by skilled providers or health extension workers. Baseline and endline surveys, monthly quality improvement data, and MaNHEP's CMNH change package, a compendium of the most effective changes developed and tested by communities, were reviewed. Logistic regression assessed factors associated with postnatal care receipt. Monthly postnatal care receipt was plotted with control charts. The baseline (n = 1027) and endline (n = 1019) surveys showed significant increases in postnatal care, from 5% to 51% and from 15% to 47% in the Amhara and Oromiya regions, respectively (both P care. Women with any antenatal care were 1.7 times more likely to have had a postnatal care visit (odds ratio [OR], 1.67; 95% confidence interval [CI], 1.10-2.54; P care (OR, 4.86; 95% CI, 2.67-8.86; P care far exceeds the 7% postnatal care coverage rate reported in the 2011 Ethiopian Demographic and Health Survey (EDHS). This result was linked to ideas generated by community quality improvement teams for labor and birth notification and cooperation with community-level health workers to promote antenatal care and CMNH family meetings. © 2014 by the American College of Nurse-Midwives.

Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

Science.gov (United States)

Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook

2018-01-01

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However,…

Capacity and readiness for quality improvement among home and community-based service providers.

Science.gov (United States)

Abrahamson, Kathleen; Myers, Jaclyn; Arling, Greg; Davila, Heather; Mueller, Christine; Abery, Brian; Cai, Yun

2016-01-01

The objective of this study was to explore home and community-based service (HCBS) providers' perspectives of organizational readiness for quality improvement (QI). Data were obtained from a survey of participants (N = 56) in a state-sponsored HCBS QI initiative. Quality improvement challenges included lack of time and resources, staff apprehension or resistance, resistance from consumers and families, and project sustainability. Support from leadership was viewed as an important factor in participating organizations' decision to engage in QI. Internal resources available to support QI varied widely between participating organizations, with differences observed between smaller and larger agencies, as well as between provider types and populations served.

Promoting Instructional Improvement: A Strategic Human Resource Management Perspective

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Smylie, Mark A.; Wenzel, Stacy A.

2006-01-01

This report argues that instructional improvement, which goes hand-in-hand with efforts at education reform, can be promoted through the strategic use of human resource management (HRM) practices at the school, district, and state levels. The authors present information from the organizational and management literatures on how firms in several…

Improving the instructional leadership of heads of department in ...

African Journals Online (AJOL)

According to policy, heads of department (HODs) are best placed to offer such leadership, but in many schools this is not happening. We explain how we engaged HODs in one such school in a participatory action research process, to help them construct a framework for improving their instructional leadership. Qualitative ...

The Impact of Task-Based Instruction Program on Fostering ESL Learners’ Speaking Ability: A Cognitive Approach

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Mohammad Mohammadipour

2015-04-01

Full Text Available Adopting a direct approach to contrive sufficient focus on form (accuracy would facilitate interlanguage development without decreasing the naturalness of communication that communicative tasks can generate. This study aimed to determine the effectiveness of a proposed task-based instruction programme within a cognitive approach in fostering overall speaking proficiency of undergraduate students. 72 students from several public universities participated in the study, which employed an experimental design. The students of the experimental group received training through the proposed task-based instruction programme for three months while those in the control group received regular instruction. The preliminary English Test (PET was administered as a pre- and post-test measure of speaking proficiency. Findings of the study showed a significant improvement in the overall speaking proficiency of the students who were exposed to the proposed programme.  The findings suggest the potential of the task-based programme in enhancing undergraduate students' overall speaking proficiency. Keywords: The cognitive approach, speaking skills, task based instruction, TESL, the communicative approach

Community Garden Information Systems: Analyzing and Strengthening Community-Based Resource Sharing Networks

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Loria, Kristen

2013-01-01

Extension professionals play an increasingly central role in supporting community garden and other community-based agriculture projects. With growing interest in community gardens as tools to improve community health and vitality, the best strategies for supporting these projects should be explored. Due to the importance of inter-personal networks…

Pay It Forward: High School Video-based Instruction Can Disseminate CPR Knowledge in Priority Neighborhoods

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Josiah Han

2018-02-01

Full Text Available Introduction: The implementation of creative new strategies to increase layperson cardiopulmonary resuscitation (CPR and defibrillation may improve resuscitation in priority populations. As more communities implement laws requiring CPR training in high schools, there is potential for a multiplier effect and reach into priority communities with low bystander-CPR rates. Methods: We investigated the feasibility, knowledge acquisition, and dissemination of a high school-centered, CPR video self-instruction program with a “pay-it-forward” component in a low-income, urban, predominantly Black neighborhood in Chicago, Illinois with historically low bystander-CPR rates. Ninth and tenth graders followed a video self-instruction kit in a classroom setting to learn CPR. As homework, students were required to use the training kit to “pay it forward” and teach CPR to their friends and family. We administered pre- and post-intervention knowledge surveys to measure knowledge acquisition among classroom and “pay-it-forward” participants. Results: Seventy-one classroom participants trained 347 of their friends and family, for an average of 4.9 additional persons trained per kit. Classroom CPR knowledge survey scores increased from 58% to 93% (p < 0.0001. The pay-it-forward cohort saw an increase from 58% to 82% (p < 0.0001. Conclusion: A high school-centered, CPR educational intervention with a “pay-it-forward” component can disseminate CPR knowledge beyond the classroom. Because schools are centrally-organized settings to which all children and their families have access, school-based interventions allow for a broad reach that encompasses all segments of the population and have potential to decrease disparities in bystander CPR provision.

An improvement of the fast uncovering community algorithm

International Nuclear Information System (INIS)

Wang Li; Wang Jiang; Shen Hua-Wei; Cheng Xue-Qi

2013-01-01

Community detection methods have been used in computer, sociology, physics, biology, and brain information science areas. Many methods are based on the optimization of modularity. The algorithm proposed by Blondel et al. (Blondel V D, Guillaume J L, Lambiotte R and Lefebvre E 2008 J. Stat. Mech. 10 10008) is one of the most widely used methods because of its good performance, especially in the big data era. In this paper we make some improvements to this algorithm in correctness and performance. By tests we see that different node orders bring different performances and different community structures. We find some node swings in different communities that influence the performance. So we design some strategies on the sweeping order of node to reduce the computing cost made by repetition swing. We introduce a new concept of overlapping degree (OV) that shows the strength of connection between nodes. Three improvement strategies are proposed that are based on constant OV, adaptive OV, and adaptive weighted OV, respectively. Experiments on synthetic datasets and real datasets are made, showing that our improved strategies can improve the performance and correctness. (interdisciplinary physics and related areas of science and technology)

Identifying Effective Methods of Instruction for Adult Emergent Readers through Community-Based Research

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Blackmer, Rachel; Hayes-Harb, Rachel

2016-01-01

We present a community-based research project aimed at identifying effective methods and materials for teaching English literacy skills to adult English as a second language emergent readers. We conducted a quasi-experimental study whereby we evaluated the efficacy of two approaches, one based on current practices at the English Skills Learning…

Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy.

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Allen, Edwin B; Walls, Richard T; Reilly, Frank D

2008-02-01

This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course. Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based interactive instructional techniques on written exam item performance and (2) differences between student opinions of the benefit level of five different types of interactive learning objects used. The interactive learning objects included Patient Case studies, review Games, Simulated Interactive Patients (SIP), Flashcards, and unit Quizzes. Exam item analysis scores were found to be significantly higher (p < 0.05) for students receiving the instructional treatment incorporating the web-based interactive learning objects than for students not receiving this treatment. Questionnaires using a five-point Likert scale were analysed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the Simulated Interactive Patients (SIP) highest, and this rating was significantly higher (p < 0.05) than all other learning objects. This study suggests that web-based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of Simulated Interactive Patient learning objects.

Engaging Faculty in Telecommunications-Based Instructional Delivery Systems.

Science.gov (United States)

Swalec, John J.

In the design and development of telecommunications-based instructional delivery systems, attention to faculty involvement and training is often overlooked until the system is operational. The Waubonsee Telecommunications Instructional Consortium (TIC), in Illinois, is one network that benefited from early faculty input. Even before the first…

Applications of decision theory to computer-based adaptive instructional systems

NARCIS (Netherlands)

Vos, Hendrik J.

1988-01-01

This paper considers applications of decision theory to the problem of instructional decision-making in computer-based adaptive instructional systems, using the Minnesota Adaptive Instructional System (MAIS) as an example. The first section indicates how the problem of selecting the appropriate

Web-Based Instruction: A Guide for Libraries, Third Edition

Science.gov (United States)

Smith, Susan Sharpless

2010-01-01

Expanding on the popular, practical how-to guide for public, academic, school, and special libraries, technology expert Susan Sharpless Smith offers library instructors the confidence to take Web-based instruction into their own hands. Smith has thoroughly updated "Web-Based Instruction: A Guide for Libraries" to include new tools and trends,…

Curriculum-based library instruction from cultivating faculty relationships to assessment

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Blevins, Amy

2014-01-01

Curriculum-Based Library Instruction: From Cultivating Faculty Relationships to Assessment highlights the movement beyond one-shot instruction sessions, specifically focusing on situations where academic librarians have developed curriculum based sessions and/or become involved in curriculum committees.

Research-based active-learning instruction in physics

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Meltzer, David E.; Thornton, Ronald K.

2013-04-01

The development of research-based active-learning instructional methods in physics has significantly altered the landscape of U.S. physics education during the past 20 years. Based on a recent review [D.E. Meltzer and R.K. Thornton, Am. J. Phys. 80, 478 (2012)], we define these methods as those (1) explicitly based on research in the learning and teaching of physics, (2) that incorporate classroom and/or laboratory activities that require students to express their thinking through speaking, writing, or other actions that go beyond listening and the copying of notes, or execution of prescribed procedures, and (3) that have been tested repeatedly in actual classroom settings and have yielded objective evidence of improved student learning. We describe some key features common to methods in current use. These features focus on (a) recognizing and addressing students' physics ideas, and (b) guiding students to solve problems in realistic physical settings, in novel and diverse contexts, and to justify or explain the reasoning they have used.

CNC Turning Technician. A Competency-Based Instructional System.

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Sloan, Kelly; Hilley, Robert

This competency-based curriculum guide for instructing students in using computer numerically controlled (CNC) turning machines is one of a series of instructional guides for the machinist field developed in Oklahoma. Although developed jointly with Baxter Technologies Corporation and oriented toward the Baxter Vo-Tec 2000 Future Builder CNC…

Motivating Calculus-Based Kinematics Instruction with Super Mario Bros

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Nordine, Jeffrey C.

2011-09-01

High-quality physics instruction is contextualized, motivates students to learn, and represents the discipline as a way of investigating the world rather than as a collection of facts and equations. Inquiry-oriented pedagogy, such as problem-based instruction, holds great promise for both teaching physics content and representing the process of doing real science.2 A challenge for physics teachers is to find instructional contexts that are meaningful, accessible, and motivating for students. Today's students are spending a growing fraction of their lives interacting with virtual environments, and these environments—physically realistic or not—can provide valuable contexts for physics explorations3-5 and lead to thoughtful discussions about decisions that programmers make when designing virtual environments. In this article, I describe a problem-based approach to calculus-based kinematics instruction that contextualizes students' learning within the Super Mario Bros. video game—a game that is more than 20 years old, but still remarkably popular with today's high school and college students.

Instructional design in mathematics for undergraduate students based on learning by mistakes approach utilizing scilab assistance

Science.gov (United States)

Kartika, H.

2018-03-01

The issue related to making mistake while learning such as negative emotion is found while students learn mathematics with the aid of a computer. When the computer output showed a mistake message, the students considered it as a computer software malfunction. Based on this issue, the writer designs an instructional model based on learning by mistake approach and which is Scilab assisted. The method used in this research is research design involving undergraduate students in matrix algebra courses. The data collected throught survey with questionnaire to gain feedback about the approach implemented. The data analyzed using quantitative descriptive. The instructional design proposed is the student act as a mistake corrector while the teacher acts as a mistake maker. Teacher deliberately makes mistakes with the help of Scilab software. On the other hand, students correct, analyze and explain errors resulting from Scilab software. The result of this research is an ICT based instructional design which is expected to be applicable as an alternative learning in directing students to think positively about mistakes in learning. Furthermore, students are also expected to improve their ability in understanding and thinking critically while solving problems and improving themselves in learning mathematics.

Direct Reading Instruction and the NYS ELA

Science.gov (United States)

Jones-Carey, Margaret H.

2013-01-01

This study analyzed the impact of classroom based reading instruction ("direct instruction") on the standardized test scores of 6th grade students as measured by the New York State English Language Arts assessment (NYS ELA). It was hypothesized that the implementation of direct instruction in reading in grade 6 would improve NYS ELA…

THE USE OF RESEARCH PAPER WRITING INSTRUCTIONAL MATERIALSTO IMPROVE STUDENTS‟ACADEMIC WRITING: A CLASSROOM ACTION RESEARCH

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M. Ali Ghufron

2017-04-01

Full Text Available Most of students in English Education Department of IKIP PGRI Bojonegoro frequently consider that academic writing, in term of writing scientific paper, is not easy task to do. The result of their academic writing performance at preliminary research indicated that they achieved low scores in writing a scientific article. Consequently, they are not motivated in academic writing. For this case, I used Research Paper Writing Instructional Materials as sources in teaching and learning. This research investigatedwhether the use of Research Paper Writing Instructional Materials can improve students‘ academic writing andhow class situation is when Research Paper Writing Instructional Materials are used as a source of teaching and learning process. This is a Classroom Action Research (CAR which is conducted at the fourth semester students of English Education Department of IKIP PGRI Bojonegoro in the academic year of 2014/2015. This research was done in two cycles. Each cycle consisted of four steps: Planning, Acting, Observing, and Reflecting. The qualitative data were collected through observation and interview. The quantitative data were collected through test. The research findings revealed that the use of Research Paper Writing Instructional Materialscan improve students‘ academic writing and improve students‘ motivation in academic writing class.Derived from the findings, it can be concluded that the use of Research Paper Writing Instructional Materialscan improve students‘ academic writing and class situation. Therefore, it is recommended for the lecturers to use Research Paper Writing Instructional Materialsas it can improve students‘ academic writing as well as class situation.

Corporate Philanthropy Toward Community Health Improvement in Manufacturing Communities.

Science.gov (United States)

McHugh, Megan; Farley, Diane; Maechling, Claude R; Dunlop, Dorothy D; French, Dustin D; Holl, Jane L

2018-06-01

Virtually all large employers engage in corporate philanthropy, but little is known about the extent to which it is directed toward improving community health. We conducted in-depth interviews with leaders of corporate philanthropy from 13 of the largest manufacturing companies in the US to understand how giving decisions were made, the extent to which funding was directed towards improving community health, and whether companies coordinate with local public health agencies. We found that corporate giving was sizable and directed towards communities in which the manufacturers have a large presence. Giving was aligned with the social determinants of health (i.e., aimed at improving economic stability, the neighborhood and physical environment, education, food security and nutrition, the community and social context, and the health care system). However, improving public health was not often cited as a goal of corporate giving, and coordination with public health agencies was limited. Our results suggest that there may be opportunities for public health agencies to help guide corporate philanthropy, particularly by sharing community-level data and offering their measurement and evaluation expertise.

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

Science.gov (United States)

Pilonieta, Paola

2010-01-01

Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…

Competency-Based Instruction for Marketing Students.

Science.gov (United States)

Heath, Betty; Williams, Terry M.

1982-01-01

Which method of instruction is more effective for postsecondary students: competency-based or traditional? This study reveals that the effectiveness of one method over the other depends on work experience of the student. (Author)

The Use of Audio and Animation in Computer Based Instruction.

Science.gov (United States)

Koroghlanian, Carol; Klein, James D.

This study investigated the effects of audio, animation, and spatial ability in a computer-based instructional program for biology. The program presented instructional material via test or audio with lean text and included eight instructional sequences presented either via static illustrations or animations. High school students enrolled in a…

Future thinking instructions improve prospective memory performance in adolescents.

Science.gov (United States)

Altgassen, Mareike; Kretschmer, Anett; Schnitzspahn, Katharina Marlene

2017-07-01

Studies on prospective memory (PM) development in adolescents point to age-related increases through to adulthood. The goal of the present study was to examine whether instructing adolescents to engage in an episodic prospection of themselves executing future actions (i.e., future thinking) when forming an intention would improve their PM performance and reduce age-related differences. Further, we set out to explore whether future thinking instructions result in stronger memory traces and/or stronger cue-context associations by evaluating retrospective memory for the PM cues after task completion and monitoring costs during PM task processing. Adolescents and young adults were allocated to either the future thinking, repeated-encoding or standard condition. As expected, adolescents had fewer correct PM responses than young adults. Across age groups, PM performance in the standard condition was lower than in the other encoding conditions. Importantly, the results indicate a significant interaction of age by encoding condition. While adolescents benefited most from future thinking instructions, young adults performed best in the repeated-encoding condition. The results also indicate that the beneficial effects of future thinking may result from deeper intention-encoding through the simulation of future task performance.

Comparison of traditional advanced cardiac life support (ACLS) course instruction vs. a scenario-based, performance oriented team instruction (SPOTI) method for Korean paramedic students.

Science.gov (United States)

Lee, Christopher C; Im, Mark; Kim, Tae Min; Stapleton, Edward R; Kim, Kyuseok; Suh, Gil Joon; Singer, Adam J; Henry, Mark C

2010-01-01

Current Advanced Cardiac Life Support (ACLS) course instruction involves a 2-day course with traditional lectures and limited team interaction. We wish to explore the advantages of a scenario-based performance-oriented team instruction (SPOTI) method to implement core ACLS skills for non-English-speaking international paramedic students. The objective of this study was to determine if scenario-based, performance-oriented team instruction (SPOTI) improves educational outcomes for the ACLS instruction of Korean paramedic students. Thirty Korean paramedic students were randomly selected into two groups. One group of 15 students was taught the traditional ACLS course. The other 15 students were instructed using a SPOTI method. Each group was tested using ACLS megacode examinations endorsed by the American Heart Association. All 30 students passed the ACLS megacode examination. In the traditional ACLS study group an average of 85% of the core skills were met. In the SPOTI study group an average of 93% of the core skills were met. In particular, the SPOTI study group excelled at physical examination skills such as airway opening, assessment of breathing, signs of circulation, and compression rates. In addition, the SPOTI group performed with higher marks on rhythm recognition compared to the traditional group. The traditional group performed with higher marks at providing proper drug dosages compared to the SPOTI students. However, the students enrolled in the SPOTI method resulted in higher megacode core compliance scores compared to students trained in traditional ACLS course instruction. These differences did not achieve statistical significance due to the small sample size. Copyright 2010 Elsevier Inc. All rights reserved.

Applied CAL on Problem Based Learning Using Gagne’s Instructional Design

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Sri Sundari Purbohadi

2014-10-01

Full Text Available Abstract— In the Problem-Based Learning (PBL model, students are expected to study independently. One of the methods that can improve the ability or skill of learners is using Computer Assisted Learning (CAL. Implementation of CAL in PBL should be able to create Self-Directed Learning (SDL culture through appropriate instructional design and interesting modules. In this paper, the CAL software is developed using multimedia learning principles, convenient appearance, and user-friendly navigation. The CAL’s learning content is designed using Gagne's instructional design. The experiment proved the CAL was able to give effect size 0.89 and developed self-directed learning culture. From the interviews, students were very glad and interested to use the CAL modules because they can learn anytime and can reach the course objectives without a lecturer.

Strategies to improve treatment coverage in community-based public health programs: A systematic review of the literature.

Directory of Open Access Journals (Sweden)

Katrina V Deardorff

2018-02-01

Full Text Available Community-based public health campaigns, such as those used in mass deworming, vitamin A supplementation and child immunization programs, provide key healthcare interventions to targeted populations at scale. However, these programs often fall short of established coverage targets. The purpose of this systematic review was to evaluate the impact of strategies used to increase treatment coverage in community-based public health campaigns.We systematically searched CAB Direct, Embase, and PubMed archives for studies utilizing specific interventions to increase coverage of community-based distribution of drugs, vaccines, or other public health services. We identified 5,637 articles, from which 79 full texts were evaluated according to pre-defined inclusion and exclusion criteria. Twenty-eight articles met inclusion criteria and data were abstracted regarding strategy-specific changes in coverage from these sources. Strategies used to increase coverage included community-directed treatment (n = 6, pooled percent change in coverage: +26.2%, distributor incentives (n = 2, +25.3%, distribution along kinship networks (n = 1, +24.5%, intensified information, education, and communication activities (n = 8, +21.6%, fixed-point delivery (n = 1, +21.4%, door-to-door delivery (n = 1, +14.0%, integrated service distribution (n = 9, +12.7%, conversion from school- to community-based delivery (n = 3, +11.9%, and management by a non-governmental organization (n = 1, +5.8%.Strategies that target improving community member ownership of distribution appear to have a large impact on increasing treatment coverage. However, all strategies used to increase coverage successfully did so. These results may be useful to National Ministries, programs, and implementing partners in optimizing treatment coverage in community-based public health programs.

Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction

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Asma Dabiri

2018-04-01

Full Text Available This research compared the effects of two types of instruction: Processing Instruction (PI and Meaning-based Output Instruction (MOI on the interpretation and production of English passive structures.  Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30 participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI. The data were analyzed by running one-way analysis of variance (ANOVA and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences.  This study supported the use of PI and MOI rather than the use of traditional instruction (TI in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.

Increasing instruction time in school does increase learning

DEFF Research Database (Denmark)

Andersen, Simon Calmar; Humlum, Maria; Nandrup, Anne Brink

2016-01-01

Increasing instruction time in school is a central element in the attempts of many governments to improve student learning, but prior research—mainly based on observational data—disputes the effect of this approach and points out the potential negative effects on student behavior. Based on a large......-scale, cluster-randomized trial, we find that increasing instruction time increases student learning and that a general increase in instruction time is at least as efficient as an expert-developed, detailed teaching program that increases instruction with the same amount of time. These findings support the value...... of increased instruction time....

Case-Based Instructional Practices: A Multiple-Case Study from Torts, Marketing, and Online Instructional Design Classes

Science.gov (United States)

Jung, Ji yoon

2017-01-01

The purpose of this study is to provide a comprehensive account on case-based instructional practices. Semester-long participant observation records in torts, marketing, and online instructional design classes, instructor interviews, course syllabi and teaching materials were used to describe the within-class complexity of the practices in terms…

Written instructions for the transport of hazardous materials: Accident management instruction sheets

International Nuclear Information System (INIS)

Ridder, K.

1988-01-01

In spite of the regulations and the safety provisions taken, accidents are not entirely avoidable in the transport of hazardous materials. For managing an accident and preventing further hazards after release of dangerous substances, the vehicle drivers must carry with them the accident management instruction sheets, which give instructions on immediate counter measures to be taken by the driver, and on information to be given to the police and the fire brigades. The article in hand discusses the purpose, the contents, and practice-based improvement of this collection of instruction sheets. Particular reference is given to the newly revised version of June 15, 1988 (Verkehrsblatt 1/88) of the 'Directives for setting up accident management instruction sheets - written instructions - for road transport of hazardous materials', as issued by the Federal Ministry of Transport. (orig./HP) [de

A community based approach to improve health care seeking for newborn danger signs in rural Wardha, India.

Science.gov (United States)

Dongre, Amol R; Deshmukh, Pradeep R; Garg, Bishan S

2009-01-01

To find out the effect of community mobilization and health education effort on health care seeking behavior of families with sick newborns, and to explore the rationale behind the changed health care seeking behaviors of mothers in a rural Indian community. In the present community based participatory intervention, a triangulated research design of quantitative (survey) and qualitative (Focus group discussions, FGDs) method was undertaken for needs assessment in year 2004. In community mobilization, women's self help groups; Kishori Panchayat (KP, forum of adolescent girls), Kisan Vikas Manch (Farmers' club) and Village Coordination Committees (VCC) were formed in the study area. The trained social worker facilitated VCCs to develop village health plans to act upon their priority maternal and child health issues. The pregnant women and group members were given health education. The Lot Quality Assurance Sampling (LQAS) technique was used to monitor awareness regarding newborn danger signs among pregnant women. In year 2007, a triangulation of quantitative survey and a qualitative study (free list and pile sort exercise) was undertaken to find out changes in health care seeking behaviors of mothers. There was significant improvement in mothers' knowledge regarding newborn danger signs. About half of the mothers got information from CLICS doot (female community health worker). The monitoring over three years period showed encouraging trend in level of awareness among pregnant women. After three years, the proportion of mothers giving no treatment/home remedy for newborn danger signs declined significantly. However, there was significant improvement in mothers' health care seeking from private health care providers for sick newborns. The present approach improved mothers' knowledge regarding newborn danger signs and improved their health care seeking behavior for newborn danger signs at community level. Due to lack of faith in government health services, women

Differentiated instruction in a data-based decision-making context

NARCIS (Netherlands)

Faber, Janke M.; Glas, Cees A.W.; Visscher, Adrie J.

2018-01-01

In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers’ differentiated instruction practices and to predict the mathematical achievement of

Scaffolding in Assisted Instruction

Directory of Open Access Journals (Sweden)

2007-01-01

Full Text Available On-The-Job Training, developed as direct instruction, is one of the earliest forms of training. This method is still widely in use today because it requires only a person who knows how to do the task, and the tools the person uses to do the task. This paper is intended to be a study of the methods used in education in Knowledge Society, with more specific aspects in training the trainers; as a result of this approach, it promotes scaffolding in assisted instruction as a reflection of the digital age for the learning process. Training the trainers in old environment with default techniques and designing the learning process in assisted instruction, as an application of the Vygotskian concept of the zone of proximal development (ZPD to the area of computer literacy for the younger users, generate diversity in educational communities and requires standards for technology infrastructure, standards for the content, developed as a concepts map, and applications for personalized in-struction, based on ZPD theory.

Using Blogs to Improve Differentiated Instruction

Science.gov (United States)

Colombo, Michaela W.; Colombo, Paul D.

2007-01-01

The authors discuss how the instructional impact of science teachers can be extended by using blogs, a technology popular among students that allows teachers to differentiate their instruction for students with diverse needs. Software now makes it easy for teachers to establish class blogs, Web sites that contain text, audio, and video postings on…

A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task.

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Benjamin A Motz

Full Text Available Despite widespread assertions that enthusiasm is an important quality of effective teaching, empirical research on the effect of enthusiasm on learning and memory is mixed and largely inconclusive. To help resolve these inconsistencies, we conducted a carefully-controlled laboratory experiment, investigating whether enthusiastic instructions for a memory task would improve recall accuracy. Scripted videos, either enthusiastic or neutral, were used to manipulate the delivery of task instructions. We also manipulated the sequence of learning items, replicating the spacing effect, a known cognitive technique for memory improvement. Although spaced study reliably improved test performance, we found no reliable effect of enthusiasm on memory performance across two experiments. We did, however, find that enthusiastic instructions caused participants to respond to more item prompts, leaving fewer test questions blank, an outcome typically associated with increased task motivation. We find no support for the popular claim that enthusiastic instruction will improve learning, although it may still improve engagement. This dissociation between motivation and learning is discussed, as well as its implications for education and future research on student learning.

A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task.

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Motz, Benjamin A; de Leeuw, Joshua R; Carvalho, Paulo F; Liang, Kaley L; Goldstone, Robert L

2017-01-01

Despite widespread assertions that enthusiasm is an important quality of effective teaching, empirical research on the effect of enthusiasm on learning and memory is mixed and largely inconclusive. To help resolve these inconsistencies, we conducted a carefully-controlled laboratory experiment, investigating whether enthusiastic instructions for a memory task would improve recall accuracy. Scripted videos, either enthusiastic or neutral, were used to manipulate the delivery of task instructions. We also manipulated the sequence of learning items, replicating the spacing effect, a known cognitive technique for memory improvement. Although spaced study reliably improved test performance, we found no reliable effect of enthusiasm on memory performance across two experiments. We did, however, find that enthusiastic instructions caused participants to respond to more item prompts, leaving fewer test questions blank, an outcome typically associated with increased task motivation. We find no support for the popular claim that enthusiastic instruction will improve learning, although it may still improve engagement. This dissociation between motivation and learning is discussed, as well as its implications for education and future research on student learning.

Development and Field Test of Competency Based Instructional Material for a Career Mobility Program for Licensed Practical Nurses. Final Report.

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Bergen Community Coll., Paramus, NJ.

The Associate Degree Nursing Program at Bergen Community College developed and field tested competency-based instructional modules in a program designed to allow licensed practical nurses to qualify to take the certification examination for registered nurses after a year of study. Thirteen licensed practical nurses were enrolled in the first class…

A Comparison of Video Modeling, Text-Based Instruction, and No Instruction for Creating Multiple Baseline Graphs in Microsoft Excel

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Tyner, Bryan C.; Fienup, Daniel M.

2015-01-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance.…

The Future of Instructional Teacher Leader Roles

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Mangin, Melinda M.; Stoelinga, Sara Ray

2010-01-01

In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers' instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of…

Food Safety Instruction Improves Knowledge and Behavior Risk and Protection Factors for Foodborne Illnesses in Pregnant Populations.

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Kendall, Patricia; Scharff, Robert; Baker, Susan; LeJeune, Jeffrey; Sofos, John; Medeiros, Lydia

2017-08-01

Objective This study compared knowledge and food-handling behavior after pathogen-specific (experimental treatment) versus basic food safety instruction (active control) presented during nutrition education classes for low-income English- and Spanish-language pregnant women. Methods Subjects (n = 550) were randomly assigned to treatment groups in two different locations in the United States. Food safety instruction was part of an 8-lesson curriculum. Food safety knowledge and behavior were measured pre/post intervention. Descriptive data were analyzed by Chi-Square or ANOVA; changes after intervention were analyzed by regression analysis. Results Knowledge improved after intervention in the pathogen-specific treatment group compared to active control, especially among Spanish-language women. Behavior change after intervention for the pathogen-specific treatment group improved for thermometer usage, refrigeration and consumption of foods at high risk for safety; however, all other improvements in behavior were accounted for by intervention regardless of treatment group. As expected, higher pre-instruction behavioral competency limited potential gain in behavior post-instruction due to a ceiling effect. This effect was more dominant among English-language women. Improvements were also linked to formal education completed, a partner at home, and other children in the home. Conclusions for Practice This study demonstrated that pathogen-specific food safety instruction leads to enhance knowledge and food handling behaviors that may improve the public health of pregnant women and their unborn children, especially among Spanish-language women. More importantly, food safety instruction, even at the most basic level, benefited pregnant women's food safety knowledge and food-handling behavior after intervention.

Comparison of Computer Based Instruction to Behavior Skills Training for Teaching Staff Implementation of Discrete-Trial Instruction with an Adult with Autism

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Nosik, Melissa R.; Williams, W. Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following…

Development and validation of science, technology, engineering and mathematics (STEM) based instructional material

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Gustiani, Ineu; Widodo, Ari; Suwarma, Irma Rahma

2017-05-01

This study is intended to examine the development and validation of simple machines instructional material that developed based on Science, Technology, Engineering and Mathematics (STEM) framework that provides guidance to help students learn and practice for real life and enable individuals to use knowledge and skills they need to be an informed citizen. Sample of this study consist of one class of 8th grader at a junior secondary school in Bandung, Indonesia. To measure student learning, a pre-test and post-test were given before and after implementation of the STEM based instructional material. In addition, a questionnaire of readability was given to examine the clarity and difficulty level of each page of instructional material. A questionnaire of students' response towards instructional material given to students and teachers at the end of instructional material reading session to measure layout aspects, content aspects and utility aspects of instructional material for being used in the junior secondary school classroom setting. The results show that readability aspect and students' response towards STEM based instructional material of STEM based instructional material is categorized as very high. Pretest and posttest responses revealed that students retained significant amounts information upon completion of the STEM instructional material. Student overall learning gain is 0.67 which is categorized as moderate. In summary, STEM based instructional material that was developed is valid enough to be used as educational materials necessary for conducting effective STEM education.

Toward a Common Understanding of Research-Based Instructional Strategies

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Goodwin, Deborah; Webb, Mary Ann

2014-01-01

A review of available books, articles and on-line resources which deal with "Research-Based Instructional Strategies" will produce a plethora of materials which promote the effectiveness of these strategies on student achievement. Also, a perusal of classroom instruction and teacher evaluation instruments will reveal that many of the…

IBES: A Tool for Creating Instructions Based on Event Segmentation

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Katharina eMura

2013-12-01

Full Text Available Receiving informative, well-structured, and well-designed instructions supports performance and memory in assembly tasks. We describe IBES, a tool with which users can quickly and easily create multimedia, step-by-step instructions by segmenting a video of a task into segments. In a validation study we demonstrate that the step-by-step structure of the visual instructions created by the tool corresponds to the natural event boundaries, which are assessed by event segmentation and are known to play an important role in memory processes. In one part of the study, twenty participants created instructions based on videos of two different scenarios by using the proposed tool. In the other part of the study, ten and twelve participants respectively segmented videos of the same scenarios yielding event boundaries for coarse and fine events. We found that the visual steps chosen by the participants for creating the instruction manual had corresponding events in the event segmentation. The number of instructional steps was a compromise between the number of fine and coarse events. Our interpretation of results is that the tool picks up on natural human event perception processes of segmenting an ongoing activity into events and enables the convenient transfer into meaningful multimedia instructions for assembly tasks. We discuss the practical application of IBES, for example, creating manuals for differing expertise levels, and give suggestions for research on user-oriented instructional design based on this tool.

IBES: a tool for creating instructions based on event segmentation.

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Mura, Katharina; Petersen, Nils; Huff, Markus; Ghose, Tandra

2013-12-26

Receiving informative, well-structured, and well-designed instructions supports performance and memory in assembly tasks. We describe IBES, a tool with which users can quickly and easily create multimedia, step-by-step instructions by segmenting a video of a task into segments. In a validation study we demonstrate that the step-by-step structure of the visual instructions created by the tool corresponds to the natural event boundaries, which are assessed by event segmentation and are known to play an important role in memory processes. In one part of the study, 20 participants created instructions based on videos of two different scenarios by using the proposed tool. In the other part of the study, 10 and 12 participants respectively segmented videos of the same scenarios yielding event boundaries for coarse and fine events. We found that the visual steps chosen by the participants for creating the instruction manual had corresponding events in the event segmentation. The number of instructional steps was a compromise between the number of fine and coarse events. Our interpretation of results is that the tool picks up on natural human event perception processes of segmenting an ongoing activity into events and enables the convenient transfer into meaningful multimedia instructions for assembly tasks. We discuss the practical application of IBES, for example, creating manuals for differing expertise levels, and give suggestions for research on user-oriented instructional design based on this tool.

Scaffolded Instruction Improves Student Understanding of the Scientific Method & Experimental Design

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D'Costa, Allison R.; Schlueter, Mark A.

2013-01-01

Implementation of a guided-inquiry lab in introductory biology classes, along with scaffolded instruction, improved students' understanding of the scientific method, their ability to design an experiment, and their identification of experimental variables. Pre- and postassessments from experimental versus control sections over three semesters…

Effects of socioscientific issues-based instruction on argumentation ability and biology concepts of upper secondary school students

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Faelt, Surasak; Samiphak, Sara; Pattaradilokrat, Sittiporn

2018-01-01

Argumentation skill is an essential skill needed in students, and one of the competencies in scientific literacy. Through arguing on socioscientific issues, students may gain deeper conceptual understanding. The purpose of this research is to examine the efficacy of a socioscientific issues-based instruction compared with an inquirybased instruction. This is to determine which one is better in promoting 10th grade students' argumentation ability and biology concepts of digestive system and cellular respiration. The forty 10th grade students included in this study were from two mathematics-science program classes in a medium-sized secondary school located in a suburb of Buriram province, Thailand. The research utilizes a quasi-experimental design; pre-test post-test control group design. We developed and implemented 4 lesson plans for both socioscientific issues-based instruction and inquiry-based instruction. Ten weeks were used to collect the data. A paper-based questionnaire and informal interviews were designed to test students' argumentation ability, and the two-tier multiple-choice test was designed to test their biology concepts. This research explore qualitatively and quantitatively students' argumentation abilities and biology concepts, using arithmetic mean, mean of percentage, standard deviation and t-test. Results show that there is no significant difference between the two group regarding mean scores of the argumentation ability. However, there is significant difference between the two groups regarding mean scores of the biology concepts. This suggests that socioscientific issues-based instruction could be used to improve students' biology concepts.

Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies

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Kurland, Shelley Chih-Hsian

Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

Removing Administrative Impediments to Instructional Improvement Efforts.

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Anderson, Lorin W.; Pigford, Aretha B.

1987-01-01

Principals can and should develop strategies that will enable them to provide instructional leadership despite increased demands from other tasks. Recommended actions include: delegation; peer observation; commitment to instructional leadership; and effective communication with teachers. (CB)

Evaluating community-based public health leadership training.

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Ceraso, Marion; Gruebling, Kirsten; Layde, Peter; Remington, Patrick; Hill, Barbara; Morzinski, Jeffrey; Ore, Peggy

2011-01-01

Addressing the nation's increasingly complex public health challenges will require more effective multisector collaboration and stronger public health leadership. In 2005, the Healthy Wisconsin Leadership Institute launched an annual, year-long intensive "community teams" program. The goal of this program is to develop collaborative leadership and public health skills among Wisconsin-based multisectoral teams mobilizing their communities to improve public health. To measure the scope of participation and program impacts on individual learning and practice, including application of new knowledge and collective achievements of teams on coalition and short-term community outcomes. End-of-year participant program evaluations and follow-up telephone interviews with participants 20 months after program completion. Community-based public health leadership training program. Sixty-eight participants in the Community Teams Program during the years 2006 to 2007 and 2007 to 2008. Professional diversity of program participants; individual learning and practice, including application of new knowledge; and collective achievements of teams, including coalition and short-term community outcomes. Participants in the Community Teams Program represent a diversity of sectors, including nonprofit, governmental, academic, business, and local public health. Participation increased knowledge across all public health and leadership competency areas covered in the program. Participating teams reported outcomes, including increased engagement of community leadership, expansion of preventive services, increased media coverage, strengthened community coalitions, and increased grant funding. Evaluation of this community-based approach to public health leadership training has shown it to be a promising model for building collaborative and public health leadership skills and initiating sustained community change for health improvement.

Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

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Manno, Christopher M.

This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence

Assessing Community Leadership: Understanding Community Capacity for Health Improvement.

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Castle, Billie; Wendel, Monica; Kelly Pryor, Brandy N; Ingram, Monique

The purpose of this study was to pilot a quantitative instrument to measure aspects of community leadership within an assessment framework. The instrument includes 14 Likert-type questions asking residents how they perceive leaders within 5 sectors: Louisville Metro Council/Mayor's Office, the faith community, education, business, and the civic sector. Louisville/Jefferson County, Kentucky, has a population of about 743 000 residents. Respondents were asked to examine leadership within West Louisville, an economically deprived area of the city made up of 9 contiguous neighborhoods. This area is predominantly African American (78% compared with 22% in Louisville Metro), with an overall poverty rate of 43% (compared with 18% in Louisville Metro), and unemployment rate of 23% (compared with 8% in Louisville Metro). Residents of West Louisville are looking to leadership to address many of the inequities. Twenty-seven participants representing 7 community sectors completed the survey, of whom 90% work in West Louisville. The instrument measured local perceptions of leadership strength, effectiveness, trust, communication, community building, and leadership development. The majority of respondents agree that strong leadership exists across the 5 sectors, with variation regarding perceptions of the quality of that leadership. City leadership within the Mayor's Office and Metro Council is largely viewed positively, while the growing tensions within the education sector were reflected in the survey results. The perception of community leadership is important to understanding local community capacity to improve health and also inclusivity of community voice in the assessment and community improvement processes. Results from such assessments can offer useful information for strengthening community capacity and sustaining relationships needed to enact progressive and equitable solutions to address local issues. Leaders in a variety of settings can utilize this instrument to

Learning With E-books and Project-based Strategy in a Community Health Nursing Course.

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Sung, Tien-Wen; Wu, Ting-Ting

2018-03-01

With advances in information technology, "information-assisted instruction" has been gradually introduced to nursing education curricula. Specifically, the integration of an e-book system can effectively enhance nursing students' attention and interest. Most studies on nursing education that incorporated e-books have focused on the advantages of convenience and assistance provided by e-books. Few studies have addressed community health nursing and off-campus practice activities in relation to suitable teaching strategies for learning activities. This study involved designing and planning a multimedia e-book learning system with a project-based learning activity that conforms to the curriculum and practical requirements of a community health nursing course. The purpose was to reduce the gap between theory and practice and realize an effective learning process. For learning evaluations, a final examination analysis with an independent sample t test; a scoring scheme with intrateam, interteam, and expert ratings; and Bloom's taxonomy-based analysis were conducted. The evaluation results indicated that the comprehension and learning abilities of the experimental group using the e-book system with a mobile device were effectively improved. In addition, the exploratory process involved in project-based learning can develop multiple cognitive skills and problem-solving ability, thereby realizing effective learning.

Equivalence-based instruction of academic skills: Application to adolescents with autism.

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Stanley, Caleb R; Belisle, Jordan; Dixon, Mark R

2018-04-01

This study evaluated the efficacy of three equivalence-based instruction procedures on the acquisition of novel academic skills by 3 adolescents diagnosed with autism in a school setting. The skills targeted for instruction were related to topics in history, science, and mathematics, and were taught using different training structures from the PEAK-E curriculum. All participants demonstrated mastery of the trained relations and the tested derived relations following all variants of equivalence-based instruction. © 2018 Society for the Experimental Analysis of Behavior.

Factors influencing effective learning in instructional skill training for vocational instructors : learning for change : a case of Training Institute for Technical Instruction (TITI), Bhaktapur, Nepal

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Neupane, S.K.

2008-01-01

This study was based on Instructional Skills (IS) training module which was imparted by Training Institute for Technical Instruction (TITI) Nepal to improve the performance of vocational instructors. Instructional skill training is a three months training course split in to three modules; each

Cognitive aging and training: the role of instructional coherence and advance organizers.

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Wolfson, Natalie E; Kraiger, Kurt

2014-01-01

BACKGROUND/STUDY CONTEXT: This study investigates whether there is a need for age-specific computer-based instructional design. The authors examined the effect of two design principles, instructional coherence and advance organizers, on learning outcomes of older and younger adults. Instructional coherence refers to the idea that people learn more deeply when information not directly relevant to learning goals is removed from training. Advance organizers are organizing frameworks for intended training content. Participants consisted of younger and older adults (mean ages were 21.7 and 75.1, respectively). Younger adults were university students and older adults were recruited from various sources, including retirement homes, senior activity centers, and online communities. We used a 2 (young, old) × 2 (low coherence, high coherence) × 2 (no advance organizer, advance organizer) between-subjects design and analyzed data using a multivariate analysis of variance (MANOVA). Analyses revealed that (1) older adults performed worse on learning outcome measures compared with younger adults; (2) instructional coherence significantly improved the learning performance of both older and younger adults (Hypothesis 1 supported); and (3) advanced organizers improved the performance of older adults but did not affect the performance of younger adults in transfer tasks (Hypothesis 4 supported). The latter finding (that advance organizers had differential effects on older and younger adults) suggests that perhaps there is a need for age-specific instructional formats. Future researchers should further explore whether and how age affects the learning process by examining the effect of different design principles on learning outcomes of older and younger adults.

Lessons learnt from comprehensive evaluation of community-based education in Uganda: a proposal for an ideal model community-based education for health professional training institutions

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Atuyambe Lynn

2011-03-01

Full Text Available Abstract Background Community-based education (CBE can provide contextual learning that addresses manpower scarcity by enabling trainees acquire requisite experiences, competence, confidence and values. In Uganda, many health professional training institutions conduct some form of community-based education (CBE. However, there is scanty information on the nature of the training: whether a curriculum exists (objectives, intended outcomes, content, implementation strategy, administration and constraints faced. The objective was to make a comprehensive assessment of CBE as implemented by Ugandan health professional training institutions to document the nature of CBE conducted and propose an ideal model with minimum requirements for health professional training institutions in Uganda. Methods We employed several methods: documentary review of curricula of 22 institutions, so as to assess the nature, purpose, outcomes, and methods of instruction and assessment; site visits to these institutions and their CBE sites, to assess the learning environment (infrastructure and resources; in-depth interviews with key people involved in running CBE at the institutions and community, to evaluate CBE implementation, challenges experienced and perceived solutions. Results CBE was perceived differently ranging from a subject, a course, a program or a project. Despite having similar curricula, institutions differ in the administration, implementation and assessment of CBE. Objectives of CBE, the curricula content and implementation strategies differ in similar institutions. On collaborative and social learning, most trainees do not reside in the community, though they work on group projects and write group reports. Lectures and skills demonstrations were the main instruction methods. Assessment involved mainly continuous assessment, oral or written reports and summative examination. Conclusion This assessment identified deficiencies in the design and implementation

The Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Acquisition: A Meta-Analysis

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Shintani, Natsuko

2015-01-01

This article reports a meta-analysis of 42 experiments in 33 published studies involving processing instruction (PI) and production-based instruction (PB) used in the PI studies. The comparative effectiveness of PI and PB showed that although PI was more effective than PB for developing receptive knowledge, PB was just as effective as PI for…

An Improved Particle Swarm Optimization Algorithm and Its Application in the Community Division

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Jiang Hao

2016-01-01

Full Text Available With the deepening of the research on complex networks, the method of detecting and classifying social network is springing up. In this essay, the basic particle swarm algorithm is improved based on the GN algorithm. Modularity is taken as a measure of community division [1]. In view of the dynamic network community division, scrolling calculation method is put forward. Experiments show that using the improved particle swarm optimization algorithm can improve the accuracy of the community division and can also get higher value of the modularity in the dynamic community

Does Ultrasound-Enhanced Instruction of Musculoskeletal Anatomy Improve Physical Examination Skills of First-Year Medical Students?

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Walrod, Bryant J; Schroeder, Allison; Conroy, Mark J; Boucher, Laura C; Bockbrader, Marcia; Way, David P; McCamey, Kendra L; Hartz, Clinton A; Jonesco, Michael A; Bahner, David P

2018-01-01

Ultrasound imaging is commonly used to teach basic anatomy to medical students. The purpose of this study was to determine whether learning musculoskeletal anatomy with ultrasound improved performance on medical students' musculoskeletal physical examination skills. Twenty-seven first-year medical students were randomly assigned to 1 of 2 instructional groups: either shoulder or knee. Both groups received a lecture followed by hands-on ultrasound scanning on live human models of the assigned joint. After instruction, students were assessed on their ability to accurately palpate 4 anatomic landmarks: the acromioclavicular joint, the proximal long-head biceps tendon, and the medial and lateral joint lines of the knee. Performance scores were based on both accuracy and time. A total physical examination performance score was derived for each joint. Scores for instructional groups were compared by a 2-way analysis of variance with 1 repeated measure. Significant findings were further analyzed with post hoc tests. All students performed significantly better on the knee examination, irrespective of instructional group (F = 14.9; df = 1.25; P = .001). Moreover, the shoulder instruction group performed significantly better than the knee group on the overall assessment (t = -3.0; df = 25; P soft tissue landmark. Both groups performed similarly on palpation of all other anatomic structures. The use of ultrasound appears to provide an educational advantage when learning musculoskeletal physical examination of soft tissue landmarks. © 2017 by the American Institute of Ultrasound in Medicine.

A community-based, environmental chronic disease prevention intervention to improve healthy eating psychosocial factors and behaviors in indigenous populations in the Canadian Arctic.

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Mead, Erin L; Gittelsohn, Joel; Roache, Cindy; Corriveau, André; Sharma, Sangita

2013-10-01

Diet-related chronic diseases are highly prevalent among indigenous populations in the Canadian Arctic. A community-based, multi-institutional nutritional and lifestyle intervention-Healthy Foods North-was implemented to improve food-related psychosocial factors and behaviors among Inuit and Inuvialuit in four intervention communities (with two comparison communities) in Nunavut and the Northwest Territories, Canada, in 2008. The 12-month program was developed from theory (social cognitive theory and social ecological models), formative research, and a community participatory process. It included an environmental component to increase healthy food availability in local stores and activities consisting of community-wide and point-of-purchase interactive educational taste tests and cooking demonstrations, media (e.g., radio ads, posters, shelf labels), and events held in multiple venues, including recreation centers and schools. The intervention was evaluated using pre- and postassessments with 246 adults from intervention and 133 from comparison communities (311 women, 68 men; mean age 42.4 years; 78.3% retention rate). Outcomes included psychosocial constructs (healthy eating knowledge, self-efficacy, and behavioral intentions), frequency of healthy and unhealthy food acquisition, healthiness of commonly used food preparation methods, and body mass index (kg/m(2)). After adjustment for demographic, socioeconomic status, and body mass index variables, respondents living in intervention communities showed significant improvements in food-related self-efficacy (β = 0.15, p = .003) and intentions (β = 0.16, p = .001) compared with comparison communities. More improvements from the intervention were seen in overweight, obese, and high socioeconomic status respondents. A community-based, multilevel intervention is an effective strategy to improve psychosocial factors for healthy nutritional behavior change to reduce chronic disease in indigenous Arctic populations.

How Case-Based Reasoning on e-Community Knowledge Can Be Improved Thanks to Knowledge Reliability

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Gaillard , Emmanuelle; Lieber , Jean; Nauer , Emmanuel; Cordier , Amélie

2014-01-01

International audience; This paper shows that performing case-based reasoning (CBR) on knowledge coming from an e-community is improved by taking into account knowledge reliability. MKM (meta-knowledge model) is a model for managing reliability of the knowledge units that are used in the reasoning process. For this, MKM uses meta-knowledge such as belief, trust and reputation, about knowledge units and users. MKM is used both to select relevant knowledge to conduct the reasoning process, and ...

Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

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Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

2013-01-01

This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…

The Impacts of Theme-Based Language Instruction: A Case Study of an Advanced Chinese Intensive Program

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Song Jiang

2017-06-01

Full Text Available Theme-based language teaching under Content-Based Instruction (CBI is a pedagogical approach that emphasizes learning professional content along with language skills. This paper reports a case study on the impacts of a theme-based advanced Chinese intensive program in a university setting. It begins with a review of CBI and its theme-based approach and then discusses the program design, curriculum development, and instructional practice of the program. The impacts of the theme-based approach are examined based on the pre- and post-proficiency test results, learners’ self-reported surveys on the themes and topics, and the reading strategies covered in the program. Qualitative analysis of learners’ self-reflections and program evaluations is also presented. Based on the evidence collected, this paper argues that the theme-based model has positive impacts on improving language proficiency, preparing for academic and professional language use, cultivating strategic language learners, and revitalizing Chinese teaching at the superior level.

Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise

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Blayney, Paul; Kalyuga, Slava; Sweller, John

2015-01-01

Tailoring of instructional methods to learner levels of expertise may reduce extraneous cognitive load and improve learning. Contemporary technology-based learning environments have the potential to substantially enable learner-adapted instruction. This paper investigates the effects of adaptive instruction based on using the isolated-interactive…

Photovoice: A Community-Based Socioscientific Pedagogical Tool

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Cook, Kristin; Buck, Gayle

2010-01-01

Situating instruction in a local context, socioscientific issues (SSIs) offers students an opportunity to become active participants in the community and has the potential to encourage them to authentically and critically participate and engage in understanding, caring for, and transforming the world to which they belong. Photovoice is one way…

Resource Letter ALIP-1: Active-Learning Instruction in Physics

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Meltzer, David E.; Thornton, Ronald K.

2012-06-01

This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

Communities of practice: Participation patterns and professional impact for high school mathematics and science teachers

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Printy, Susan M.

Improving the quality of teachers in schools is a keystone to educational improvement. New and veteran teachers alike need to enhance their content knowledge and pedagogical skills, but they must also examine, and often change, their underlying attitudes, beliefs, and values about the nature of knowledge and the abilities of students. Best accomplished collectively rather than individually, the interactions between teachers as they undertake the process of collaborative inquiry create "communities of practice." This dissertation investigates the importance of science and mathematics teachers' participation in communities of practice to their professional capabilities. The study tests the hypothesis that the social learning inherent in community of practice participation encourages teachers to learn from others with expertise, enhances teachers' sense of competence, and increases the likelihood that teachers' will use student-centered, problem-based instructional techniques aligned with national disciplinary standards. The researcher conceptualizes communities of practice along two dimensions that affect social learning: legitimate participation in activities and span of engagement with school members. Differences in teachers' subject area and the curricular track of their teaching assignment contribute to variation in teachers' participation in communities of practice along those dimensions. Using data from the National Educational Longitudinal Study, first and second follow-up, the study has two stages of multi-level analysis. The first stage examines factors that contribute to teachers' participation in communities of practice, including teachers' social and professional characteristics and school demographic and organizational characteristics. The second stage investigates the professional impact of such participation on the three outcome variables: teacher learning, teacher competence, and use of standards-based pedagogy. Hierarchical linear models provide

Rural Elementary Teachers and Place-Based Connections to Text during Reading Instruction

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Waller, Rachael; Barrentine, Shelby J.

2015-01-01

Schooling can play a role in bolstering a sense of community, but research suggests that curriculum may serve to isolate teachers and students from their rural surroundings. In this qualitative case study, we asked if the literacy curriculum and instruction supported readers to make connections to their rural setting. We analyzed curriculum…

A case study of secondary teachers facilitating a historical problem-based learning instructional unit

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Pecore, John L.

Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers

The Impact of Computer Assisted Instruction As It Relates to Learning Disabled Adults in California Community Colleges.

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Brower, Mary Jo

A study was conducted to determine the advantages and disadvantages of using computer-assisted instruction (CAI) with learning disabled (LD) adults attending California community colleges. A questionnaire survey of the directors of the LD programs solicited information on the availability of CAI for LD adults, methods of course advertisement,…

The effect of problem-based and lecture-based instructional strategies on learner problem solving performance, problem solving processes, and attitudes

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Visser, Yusra Laila

This study compared the effect of lecture-based instruction to that of problem-based instruction on learner performance (on near-transfer and far-transfer problems), problem solving processes (reasoning strategy usage and reasoning efficiency), and attitudes (overall motivation and learner confidence) in a Genetics course. The study also analyzed the effect of self-regulatory skills and prior-academic achievement on performance for both instructional strategies. Sixty 11th grade students at a public math and science academy were assigned to either a lecture-based instructional strategy or a problem-based instructional strategy. Both treatment groups received 18 weeks of Genetics instruction through the assigned instructional strategy. In terms of problem solving performance, results revealed that the lecture-based group performed significantly better on near-transfer post-test problems. The problem-based group performed significantly better on far-transfer post-test problems. In addition, results indicated the learners in the lecture-based instructional treatment were significantly more likely to employ data-driven reasoning in the solving of problems, whereas learners in the problem-based instructional treatment were significantly more likely to employ hypothesis-driven reasoning in problem solving. No significant differences in reasoning efficiency were uncovered between treatment groups. Preliminary analysis of the motivation data suggested that there were no significant differences in motivation between treatment groups. However, a post-research exploratory analysis suggests that overall motivation was significantly higher in the lecture-based instructional treatment than in the problem-based instructional treatment. Learner confidence was significantly higher in the lecture-based group than in the problem-based group. A significant positive correlation was detected between self-regulatory skills scores and problem solving performance scores in the problem-based

Heuristic guidelines for making effective augmented-reality based training instruction

International Nuclear Information System (INIS)

Yim, Ho Bin

2009-02-01

As industrial plants and factories age, their maintenance requirements increase. Because maintenance mistakes directly increase the operating costs of a power plant, maintenance quality is of significant concern to plant management. By law, all personnel working with nuclear technology must be re-trained every three years; however, as the statistical data show, the number of shutdown accidents at nuclear power plants (NPPs) due to maintenance failure is still high and needs to be reduced. Industries have started to adopt various technologies to increase the speed and accuracy of maintenance. Among those technologies, augmented reality (AR) is the latest multimedia presentation technology to be applied to plant maintenance, and it offers superior intuitiveness and user interactivity over other conventional multimedia. The objectives of this empirical study are to measure the optimum amounts of information to be delivered at a time and to identify what types of information enhance the learning ability of novices and to suggest heuristic guidelines by which to make effective AR training instructions. In addition, AR training instructions will be composed based on the suggested heuristic guidelines and on the Cognitive Theory of Multimedia Learning, which provides guidelines for multimedia instructions, and the efficiency of those guidelines will be compared with that of other AR instructions. Cognitive Load Theory addresses how working memory is structured. Intrinsic cognitive load refers to the cognitive load that is inherent in information to be learned. It depends on the basic amount of processing required for understanding a presentation. Intrinsic cognitive load is determined by the complexity of the learning material. Extraneous cognitive load refers to the cognitive load created through the presentation, format and delivery of the instruction. Germane cognitive load is the remaining part of the cognitive load, and it helps the learner transfer information from

Heuristic guidelines for making effective augmented-reality based training instruction

Energy Technology Data Exchange (ETDEWEB)

Yim, Ho Bin

2009-02-15

As industrial plants and factories age, their maintenance requirements increase. Because maintenance mistakes directly increase the operating costs of a power plant, maintenance quality is of significant concern to plant management. By law, all personnel working with nuclear technology must be re-trained every three years; however, as the statistical data show, the number of shutdown accidents at nuclear power plants (NPPs) due to maintenance failure is still high and needs to be reduced. Industries have started to adopt various technologies to increase the speed and accuracy of maintenance. Among those technologies, augmented reality (AR) is the latest multimedia presentation technology to be applied to plant maintenance, and it offers superior intuitiveness and user interactivity over other conventional multimedia. The objectives of this empirical study are to measure the optimum amounts of information to be delivered at a time and to identify what types of information enhance the learning ability of novices and to suggest heuristic guidelines by which to make effective AR training instructions. In addition, AR training instructions will be composed based on the suggested heuristic guidelines and on the Cognitive Theory of Multimedia Learning, which provides guidelines for multimedia instructions, and the efficiency of those guidelines will be compared with that of other AR instructions. Cognitive Load Theory addresses how working memory is structured. Intrinsic cognitive load refers to the cognitive load that is inherent in information to be learned. It depends on the basic amount of processing required for understanding a presentation. Intrinsic cognitive load is determined by the complexity of the learning material. Extraneous cognitive load refers to the cognitive load created through the presentation, format and delivery of the instruction. Germane cognitive load is the remaining part of the cognitive load, and it helps the learner transfer information from

Review of performance-based incentives in community-based family planning programmes

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Bellows, Nicole M; Askew, Ian; Bellows, Benjamin

2015-01-01

Background One strategy for improving family planning (FP) uptake at the community level is the use of performance-based incentives (PBIs), which offer community distributors financial incentives to recruit more users of FP. This article examines the use of PBIs in community-based FP programmes via a literature search of the peer-reviewed and grey literature conducted in April 2013. Results A total of 28 community-based FP programmes in 21 countries were identified as having used PBIs. The most common approach was a sales commission model where distributors received commission for FP products sold, while a referral payment model for long-term methods was also used extensively. Six evaluations were identified that specifically examined the impact of the PBI in community-based FP programmes. Overall, the results of the evaluations are mixed and more research is needed; however, the findings suggest that easy-to-understand PBIs can be successful in increasing the use of FP at the community level. Conclusion For future use of PBIs in community-based FP programmes it is important to consider the ethics of incentivising FP and ensuring that PBIs are non-coercive and choice-enhancing. PMID:25037703

The application of brain-based learning principles aided by GeoGebra to improve mathematical representation ability

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Priatna, Nanang

2017-08-01

The use of Information and Communication Technology (ICT) in mathematics instruction will help students in building conceptual understanding. One of the software products used in mathematics instruction is GeoGebra. The program enables simple visualization of complex geometric concepts and helps improve students' understanding of geometric concepts. Instruction applying brain-based learning principles is one oriented at the efforts of naturally empowering the brain potentials which enable students to build their own knowledge. One of the goals of mathematics instruction in school is to develop mathematical communication ability. Mathematical representation is regarded as a part of mathematical communication. It is a description, expression, symbolization, or modeling of mathematical ideas/concepts as an attempt of clarifying meanings or seeking for solutions to the problems encountered by students. The research aims to develop a learning model and teaching materials by applying the principles of brain-based learning aided by GeoGebra to improve junior high school students' mathematical representation ability. It adopted a quasi-experimental method with the non-randomized control group pretest-posttest design and the 2x3 factorial model. Based on analysis of the data, it is found that the increase in the mathematical representation ability of students who were treated with mathematics instruction applying the brain-based learning principles aided by GeoGebra was greater than the increase of the students given conventional instruction, both as a whole and based on the categories of students' initial mathematical ability.

An Improved Topology-Potential-Based Community Detection Algorithm for Complex Network

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Zhixiao Wang

2014-01-01

Full Text Available Topology potential theory is a new community detection theory on complex network, which divides a network into communities by spreading outward from each local maximum potential node. At present, almost all topology-potential-based community detection methods ignore node difference and assume that all nodes have the same mass. This hypothesis leads to inaccuracy of topology potential calculation and then decreases the precision of community detection. Inspired by the idea of PageRank algorithm, this paper puts forward a novel mass calculation method for complex network nodes. A node’s mass obtained by our method can effectively reflect its importance and influence in complex network. The more important the node is, the bigger its mass is. Simulation experiment results showed that, after taking node mass into consideration, the topology potential of node is more accurate, the distribution of topology potential is more reasonable, and the results of community detection are more precise.

Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

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Hvidsten, Connie J.

Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

Study of the 5E Instructional Model to Improve the Instructional Design Process of Novice Teachers

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Hu, Jiuhua; Gao, Chong; Liu, Yang

2017-01-01

This study investigated the effects of 5E instructional model on the teaching processes of novice teachers. First, we conducted a teaching design training project based on the 5E model for 40 novice teachers, and compared pre-texts of the teachers' teaching process from before the training with post-texts obtained immediately following the…

Using inquiry-based instruction to meet the standards of No Child Left Behind for middle school earth science

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Harris, Michael W.

This study examined the effectiveness of a specific instructional strategy employed to improve performance on the end-of-the-year Criterion-Referenced Competency Test (CRCT) as mandated by the No Child Left Behind (NCLB) Act of 2001. A growing body of evidence suggests that the perceived pressure to produce adequate aggregated scores on the CRCT causes teachers to neglect other relevant aspects of teaching and attend less to individualized instruction. Rooted in constructivist theory, inquiry-based programs provide a o developmental plan of instruction that affords the opportunity for each student to understand their academic needs and strengths. However, the utility of inquiry-based instruction is largely unknown due to the lack of evaluation studies. To address this problem, this quantitative evaluation measured the impact of the Audet and Jordan inquiry-based instructional model on CRCT test scores of 102 students in a sixth-grade science classroom in one north Georgia school. A series of binomial tests of proportions tested differences between CRCT scores of the program participants and those of a matched control sample selected from other district schools that did not adopt the program. The study found no significant differences on CRCT test scores between the treatment and control groups. The study also found no significant performance differences among genders in the sample using inquiry instruction. This implies that the utility of inquiry education might exist outside the domain of test scores. This study can contribute to social change by informing a reevaluation of the instructional strategies that ideally will serve NCLB high-stakes assessment mandates, while also affording students the individual-level skills needed to become productive members of society.

Comprehension instruction research-based best practices

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Parris, Sheri R; Morrow, Lesley Mandel

2015-01-01

All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the gr

Hyperbolic mapping of complex networks based on community information

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Wang, Zuxi; Li, Qingguang; Jin, Fengdong; Xiong, Wei; Wu, Yao

2016-08-01

To improve the hyperbolic mapping methods both in terms of accuracy and running time, a novel mapping method called Community and Hyperbolic Mapping (CHM) is proposed based on community information in this paper. Firstly, an index called Community Intimacy (CI) is presented to measure the adjacency relationship between the communities, based on which a community ordering algorithm is introduced. According to the proposed Community-Sector hypothesis, which supposes that most nodes of one community gather in a same sector in hyperbolic space, CHM maps the ordered communities into hyperbolic space, and then the angular coordinates of nodes are randomly initialized within the sector that they belong to. Therefore, all the network nodes are so far mapped to hyperbolic space, and then the initialized angular coordinates can be optimized by employing the information of all nodes, which can greatly improve the algorithm precision. By applying the proposed dual-layer angle sampling method in the optimization procedure, CHM reduces the time complexity to O(n2) . The experiments show that our algorithm outperforms the state-of-the-art methods.

Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms

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Mumba, F.; Banda, A.; Chabalengula, V. M.

2015-01-01

Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This…

A Community-based Healthy Living Promotion Program Improved Self-esteem Among Minority Children.

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Wong, William W; Ortiz, Christina L; Stuff, Janice E; Mikhail, Carmen; Lathan, Debra; Moore, Louis A; Alejandro, Mercedes E; Butte, Nancy F; Smith, Elliot O'Brian

2016-07-01

Improving self-esteem, dietary habits, and physical activity is essential for long-term success in childhood obesity prevention. The aim is to evaluate the effects of a healthy living promotion program, Healthy Kids-Houston, on BMI, dietary habits, self-esteem, and physical activity among minority children. The after-school program was implemented at community centers in low-income neighborhoods with close proximity to public schools. The program consisted of 3 6-week sessions. Each week, children attended 2 2-hour sessions. Each 2-hour session in the intervention included 90 minutes of structured physical activities and 30 minutes of nutrition and healthy habit lessons. The control group received typical enrichment programs. Outcomes were measured before the intervention and at the end of each 6-week session. We enrolled 877 children (age 10.2 ± 0.1 years (mean ± SE); body mass index z score: 1.49 ± 0.1; 52.0% boys; 72.6% Hispanic) in the program with 524 children received the intervention at 14 community centers and 353 children served as control at 10 community centers. The intervention led to no improvements in BMI z score (P = 0.78) and dietary habits (P = 0.46). Significant improvements (P ≤ 0.02) were detected in the amount of exercise that a child perceived to be required to offset a large meal and in several key self-esteem scores. No improvements were detected in physical activities (P ≥ 0.21). The improvement in some key self-esteem scores and nutrition knowledge may act as a mediator to motivate these children to adopt a healthier lifestyle in the future.

The Curriculum Customization Service: A Tool for Customizing Earth Science Instruction and Supporting Communities of Practice

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Melhado, L. C.; Devaul, H.; Sumner, T.

2010-12-01

Accelerating demographic trends in the United States attest to the critical need to broaden access to customized learning: reports refer to the next decade as the era of “extreme diversity” in K-12 classrooms, particularly in large urban school districts. This diverse student body possesses a wide range of knowledge, skills, and abilities in addition to cultural differences. A single classroom may contain students with different levels of quantitative skills, different levels of English language proficiency, and advanced students preparing for college-level science. A uniform curriculum, no matter how well designed and implemented, cannot possibly serve the needs of such diverse learners equally well. Research has shown positive learning outcomes when pedagogical strategies that customize instruction to address specific learner needs are implemented, with under-achieving students often benefiting most. Supporting teachers in the effective adoption and use of technology to meet these instructional challenges is the underlying goal of the work to be presented here. The Curriculum Customization Service (CCS) is an integrated web-based platform for middle and high school Earth science teachers designed to facilitate teachers’ instructional planning and delivery; enhancing existing curricula with digital library resources and shared teacher-contributed materials in the context of articulated learning goals. The CCS integrates interactive resources from the Digital Library for Earth System Education (DLESE) with an inquiry-based curriculum component developed by the American Geological Institute (EarthComm and Investigating Earth Systems). The digital library resources emphasize visualizations and animations of Earth processes that often challenge students’ understanding, offering multiple representations of phenomena to address different learning styles, reading abilities, and preconceived ideas. Teachers can access these materials, as well as those created or

Exergames versus self-regulated exercises with instruction leaflets to improve adherence during geriatric rehabilitation: a randomized controlled trial

OpenAIRE

Oesch, Peter; Kool, Jan; Fernandez-Luque, Luis; Brox, Ellen; Evertsen, Gunn; Civit, Anton; Hilfiker, Roger; Bachmann, Stefan

2017-01-01

Background Improving mobility in elderly persons is a primary goal in geriatric rehabilitation. Self-regulated exercises with instruction leaflets are used to increase training volume but adherence is often low. Exergames may improve adherence. This study therefore compared exergames with self-regulated exercise using instruction leaflets. The primary outcome was adherence. Secondary outcomes were enjoyment, motivation and balance during walking. Methods Design: single center parallel group n...

Exergames versus self-regulated exercises with instruction leaflets to improve adherence during geriatric rehabilitation: a randomized controlled trial.

OpenAIRE

Oesch, Peter; Kool, Jan; Fernandez-Luque, Luis; Brox, Ellen; Evertsen, Gunn; Civit, Anton; Hilfiker, Roger; Bachmann, Stefan

2017-01-01

BACKGROUND Improving mobility in elderly persons is a primary goal in geriatric rehabilitation. Self-regulated exercises with instruction leaflets are used to increase training volume but adherence is often low. Exergames may improve adherence. This study therefore compared exergames with self-regulated exercise using instruction leaflets. The primary outcome was adherence. Secondary outcomes were enjoyment, motivation and balance during walking. METHODS Design: single center para...

Using Observation to Improve Instruction

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Powell, William; Napoliello, Susan

2005-01-01

The International School of Kuala Lumpur in Malaysia, which serves international students in preschool through middle school, focused a great deal of professional attention on differentiation. The administrators in Malaysian school, by making rounds of classrooms, raised teachers' awareness of differentiated instruction.

USING GOOGLE+ FOR INSTRUCTION

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Kevin YEE

Full Text Available Introduced in July, 2011 in a beta test of invited users only, the new social media service Google+ (or G+ quickly spread by word of mouth, and Google leader Larry Page (2011 blogged that within sixteen days it had 10 million users. By August, it had 25 million users (Cashmore, 2011. Even with slower growth ahead (still with no marketing budget, the service looks likely to crest 100 million users perhaps as early as ten months, a feat that took Facebook three years. Other social networks, most notably Facebook and Twitter, have been used increasingly as instructional tools, since they are platforms with which students are already familiar (Maloney, 2007; McLoughlin & Lee, 2007. Selwyn (2009 found that students often eschew official channels for communication in favor of less formal community-based formats such as Facebook, implying a growing need for instructional communication tools that will be used willingly by students. The question is whether Google+ can be used like Twitter or Facebook to augment instruction, or even, perhaps, to improve upon those predecessors for academic purposes. Google+ is like Twitter in that anyone can follow a given user’s posts. There is no direct “friend” relationship required to read the posts written by others. However, it also approximates some features of Facebook. Rather than friends sorted into “lists” like in Facebook, Google+ allows users to place feeds into one or more “circles,” the better to monitor (or control the flow of information to and from different audiences. Circles are more intuitive, and more central to the experience, than the Facebook lists. They provide an explicit organizational structure, compared to the less-obvious listing functionality, which feels like an afterthought, found in Facebook.

Content-Based Instruction Understood in Terms of Connectionism and Constructivism

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Lain, Stephanie

2016-01-01

Despite the number of articles devoted to the topic of content-based instruction (CBI), little attempt has been made to link the claims for CBI to research in cognitive science. In this article, I review the CBI model of foreign language (FL) instruction in the context of its close alignment with two emergent frameworks in cognitive science:…

Factors affecting medication adherence in community-managed patients with hypertension based on the principal component analysis: evidence from Xinjiang, China.

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Zhang, Yuji; Li, Xiaoju; Mao, Lu; Zhang, Mei; Li, Ke; Zheng, Yinxia; Cui, Wangfei; Yin, Hongpo; He, Yanli; Jing, Mingxia

2018-01-01

The analysis of factors affecting the nonadherence to antihypertensive medications is important in the control of blood pressure among patients with hypertension. The purpose of this study was to assess the relationship between factors and medication adherence in Xinjiang community-managed patients with hypertension based on the principal component analysis. A total of 1,916 community-managed patients with hypertension, selected randomly through a multi-stage sampling, participated in the survey. Self-designed questionnaires were used to classify the participants as either adherent or nonadherent to their medication regimen. A principal component analysis was used in order to eliminate the correlation between factors. Factors related to nonadherence were analyzed by using a χ 2 -test and a binary logistic regression model. This study extracted nine common factors, with a cumulative variance contribution rate of 63.6%. Further analysis revealed that the following variables were significantly related to nonadherence: severity of disease, community management, diabetes, and taking traditional medications. Community management plays an important role in improving the patients' medication-taking behavior. Regular medication regimen instruction and better community management services through community-level have the potential to reduce nonadherence. Mild hypertensive patients should be monitored by community health care providers.

Web-based vs. traditional classroom instruction in gerontology: a pilot study.

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Gallagher, Judith E; Dobrosielski-Vergona, Kathleen A; Wingard, Robin G; Williams, Theresa M

2005-01-01

Numerous studies have documented comparable outcomes from Web-based and traditional classroom instruction. However, there is a paucity of literature comparing these two delivery formats for gerontology courses in dental hygiene curricula. This study examines the effectiveness of alternative methods of course delivery by comparing student profiles and instructional outcomes from a dental hygiene gerontology course offered both on the Web and in a traditional classroom setting. Questionnaires were sent to both groups of students completing the course. The instrument was designed to establish profiles of the participating students. The data collected included familiarity with Web-based instruction, extent of prior computer training, previous interaction with the elderly, and student evaluations of course effectiveness. Traditional instructional outcomes from evaluated course work were compared, as were post-course exam outcomes that assessed retention of course information six months after course completion. The statistical significance of these data was determined using Statistical Package for Social Scientists software (SPSS, Inc., version 12.0, Chicago, IL). A comparison of student characteristics enrolled in the two course formats revealed marked differences. The Web-based group (n=12) included dental hygiene students (67%) and other health care providers (25%). All participants in the traditional classroom format (n=32) were dental hygiene students. Half of the Web-based respondents were over 25 years of age, and the majority (n=8) had previously taken an online course. The majority of traditional classroom students were 25 years of age or younger (n=21) and had never taken a Web-based course (n=20). Statistically significant differences in instructional outcomes were observed between students enrolled in these two formats. Student retention of course material six months after completion of the course was greater in the Web-based format. Students selecting a Web-based

Espoused Theory and Theory-in-Use of Instructional Designers in the Use of Constructivism in Online Writing Instruction Programs

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Merrell, Cheryl

2013-01-01

Online Writing Instruction (OWI) has become a viable educational alternative in online instruction in the K-12 educational community. To continue to effectively compete in a global society, educators have identified a necessity for instruction that replicates real-world situations and problem-solving tasks which is consistent with constructivism.…

An improved model for provision of rural community-based health rehabilitation services in Vhembe District, Limpopo Province of South Africa

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Rudzani E. Luruli

2016-03-01

Full Text Available Background: In 1991, Riakona Community Rehabilitation Programme initiated community-based rehabilitation (CBR in the Vhembe District of Limpopo Province. Subsequently, the South African government adopted the programme. Aim: The aim of the study was to suggest an improvement in the model of providing CBR services. Setting: The study was conducted in six rehabilitation centres located in hospitals in the Vhembe District in Limpopo Province of South Africa. Method: A mixed-mode research design with qualitative and quantitative elements was used to conduct the study. Content analysis, the chi-square test for Goodness of Fit and the Kruskal–Wallis and Mann–Whitney non-parametric tests were conducted. Results: The key determinants of client satisfaction with the services that the community rehabilitation workers rendered included provision of assistive devices and the adoption of a holistic approach to their work. Overall, satisfaction per domain for each one of the five domains of satisfaction scored less than 90%. More than 80% of clients were satisfied with empathy (83% and assurance (80% domains. Tangibles, reliability and responsiveness domains had scores of 78%, 72% and 67%, respectively. These results, together with the reasoning map of conceptual framework description, were used as the building blocks of the CBR model. Conclusion: The improved CBR model is useful for putting the programme into practice. This is particularly so for the CBR managers in the districts of the Limpopo Province. Keywords: client satisfaction, disability, community-based rehabilitation, community rehabilitation worker

Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

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Ucar, Sedat

The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual

Implementing knowledge into practice for improved neonatal survival; a cluster-randomised, community-based trial in Quang Ninh province, Vietnam

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Huy Tran Q

2011-09-01

Full Text Available Abstract Background Globally, almost 4 million newborns die during the first 4 weeks of life every year. By increased use of evidence-based knowledge in the healthcare system a large proportion of these neonatal deaths could be prevented. But there is a severe lack of knowledge on effective methods for successful implementation of evidence into practice, particularly in low- and middle-income countries. Recent studies have demonstrated promising results with increased survival among both mothers and newborns using community-based approaches. In Vietnam evidence-based guidelines on reproductive health were launched in 2003 and revised in 2009. The overall objective of the current project is to evaluate if a facilitation intervention on the community level, with a problem-solving approach involving local representatives if the healthcare system and the community, results in improvements of neonatal health and survival. Methods/Design The study, which has been given the acronym NeoKIP (Neonatal Health - Knowledge Into Practice, took place in 8 districts composed by 90 communes in a province in northern Vietnam, where neonatal mortality rate was 24/1000 in 2005. A cluster randomised design was used, allocating clusters, as defined as a commune and its correponding Commune Health Center (CHC to either intervention or control arm. The facilitation intervention targeted staff at healthcare centres and key persons in the communes. The facilitator role was performed by lay women (Women's Union representatives using quality improvement techniques to initiate and sustain improvement processes targeting identified problem areas. The intervention has been running over 3 years and data were collected on the facilitation process, healthcare staff knowledge in neonatal care and their behaviour in clinical practice, and reproductive and perinatal health indicators. Primary outcome is neonatal mortality. Discussion The intervention is participatory and dynamic

Leading to Learn: Knowledge Management Enables Administrators to Excel as Instructional Leaders

Science.gov (United States)

Weischadle, David E.

2005-01-01

The article discusses knowledge management as a means of changing the way administrators carry out their role as instructional leaders. Knowledge management utilizes many concepts from learning organizations, encourages the formation of communities of practice, and employs best practices as a means of leading others to improve learning. Instead of…

MVP and Instructional Systems Design in Online Courses

Science.gov (United States)

Franklin, Jennifer L.

2017-01-01

This chapter is based on three premises. The first premise is that the use of instructional systems design (ISD) methods is important in online as well as traditional classroom settings. A second premise is that improving the motivational design of instruction brings benefits to teachers and learners alike. The third premise, specific to this…

Effectiveness of MMORPG-Based Instruction in Elementary English Education in Korea

Science.gov (United States)

Suh, S.; Kim, S. W.; Kim, N. J.

2010-01-01

This study investigated the effectiveness of massive multiplayer online role-playing game (MMORPG)-based (massive multiplayer online role-playing game) instruction in elementary English education. The effectiveness of the MMORPG program was compared with face-to-face instruction and the independent variables (gender, prior knowledge, motivation…

Leading for Instructional Improvement in the Context of Accountability: Central Office Leadership

Science.gov (United States)

Rigby, Jessica Goodman; Corriell, Rebecca; Kuhl, Katie J.

2018-01-01

This case was written to help prepare central office leaders who are expected to design systems and lead toward instructional improvement in the context of both educational accountability and implementation of standards with increased rigor. The intent of this case study is to encourage educators to examine the complex and multiple challenges of…

Applying community-based participatory research to better understand and improve kinship care practices

DEFF Research Database (Denmark)

Chukwudozie, Oge; Feinstein, Clare; Jensen, Celina

2015-01-01

While the principles behind community-based participatory research are firmly established, the process of taking community-based participatory research with children and youth to scale and integrating it into the programming of non-governmental organizations has been scarcely documented. This art...... and highlights how the research process enabled action and advocacy initiatives at different levels-leading to an increase in support and policy attention for children living in kinship care....

History-Based Instruction Enriched with Various Sources of Situational Interest on the Topic of the Atom: the Effect on Students' Achievement and Interest

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Pekdağ, Bülent; Azizoğlu, Nursen

2018-05-01

This study examines the effect of history-based instruction on the topic of the atom on students' academic achievement and their interest in the history of science, investigating as well the relationship between student interest and academic achievement. The sample of the study consisted of two groups of freshman students from an undergraduate elementary science teachers program. The same chemistry instructor taught the groups, which were randomly assigned as an experimental and a control group. The students in the control group received traditional teacher-centered instruction, while the experimental group students were taught the topic of the atom using history-based instruction enriched with various sources of situational interest such as novelty, autonomy, social involvement, and knowledge acquisition (NASK). Data gathering instruments were the Atom Achievement Test and the History of Science Interest Scale, administered to both of the groups before and after the instruction. The data were analyzed with the independent-samples t test, the paired-samples t test, and one-way ANCOVA statistical analysis. The results showed that the history-based instruction including NASK was more effective than traditional instruction in improving the students' learning of the subject of the atom as well as in stimulating and improving students' interest in the history of science. Further, students with high interest displayed significantly better achievement than students with low interest. The better learning of the topic of the atom was more pronounced in the case of students with a high interest in the history of science compared to students with moderate or low interest.

NASA IDEAS to Improve Instruction in Astronomy and Space Science

Science.gov (United States)

Malphrus, B.; Kidwell, K.

1999-12-01

The IDEAS to Improve Instructional Competencies in Astronomy and Space Science project is intended to develop and/or enhance teacher competencies in astronomy and space sciences of teacher participants (Grades 5-12) in Kentucky. The project is being implemented through a two-week summer workshop, a series of five follow-up meetings, and an academic year research project. The resources of Kentucky's only Radio Astronomy Observatory- the Morehead Radio Telescope (MRT), Goldstone Apple Valley Radio Telescope (GAVRT) (via remote observing using the Internet), and the Kentucky Department of Education regional service centers are combined to provide a unique educational experience. The project is designed to improve science teacher's instructional methodologies by providing pedagogical assistance, content training, involving the teachers and their students in research in radio astronomy, providing access to the facilities of the Morehead Astrophysical Observatory, and by working closely with a NASA-JOVE research astronomer. Participating teachers will ultimately produce curriculum units and research projects, the results of which will be published on the WWW. A major goal of this project is to share with teachers and ultimately students the excitement and importance of scientific research. The project represents a partnership of five agencies, each matching the commitment both financially and/or personnel. This project is funded by the NASA IDEAS initiative administered by the Space Telescope Science Institute and the National Air and Space Administration (NASA).

Benefits of Case-Based versus Traditional Lecture-Based Instruction in a Preclinical Removable Prosthodontics Course.

Science.gov (United States)

Samuelson, David B; Divaris, Kimon; De Kok, Ingeborg J

2017-04-01

This study compared the acceptability and relative effectiveness of case-based learning (CBL) versus traditional lecture-based (LB) instruction in a preclinical removable prosthodontics course in the University of North Carolina at Chapel Hill School of Dentistry DDS curriculum. The entire second-year class (N=82) comprised this crossover study's sample. Assessments of baseline comprehension and confidence in removable partial denture (RPD) treatment planning were conducted at the beginning of the course. Near the end of the course, half of the class received CBL and LB instruction in an RPD module in alternating sequence, with students serving as their own control group. Assessments of perceived RPD treatment planning efficacy, comprehension, and instruction method preference were administered directly after students completed the RPD module and six months later. Analyses of variance accounting for period, carryover, and sequence effects were used to determine the relative effects of each approach using a peffects, CBL was also associated with higher gains in RPD treatment planning comprehension (p=0.04) and perceived efficacy (p=0.01) compared to LB instruction. These gains diminished six months after the course-a finding based on a 49% follow-up response rate. Overall, the students overwhelmingly preferred CBL to LB instruction, and the findings suggest small albeit measurable educational benefits associated with CBL. This study's findings support the introduction and further testing of CBL in the preclinical dental curriculum, in anticipation of possible future benefits evident during clinical training.

A Study of the Literature on Lab-Based Instruction in Biology

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Puttick, Gillian; Drayton, Brian; Cohen, Eliza

2015-01-01

We analyzed the practitioner literature on lab-based instruction in biology in "The American Biology Teacher" between 2007 and 2012. We investigated what laboratory learning looks like in biology classrooms, what topics are addressed, what instructional methods and activities are described, and what is being learned about student…

Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

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Reddy, Linda A.; Dudek, Christopher M.

2014-01-01

In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…

An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

Directory of Open Access Journals (Sweden)

Kumar Yelamarthi

2016-12-01

Full Text Available Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.

Conversation Walks: Improving Instructional Leadership

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Zepeda, Sally J.; Lanoue, Philip D.

2017-01-01

Principals are tasked with being the instructional leaders in their schools--developing teacher's abilities through formal and informal classroom observations and feedback. But how can school districts ensure that principals have the skills they need to fulfill this crucial role? In Clarke County School District in Georgia, central-office leaders…

Source Materials for the Healthy Communities Toolkit: A Resource Guide for Community and Faith-Based Organizations.

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Acosta, Joie; Chandra, Anita; Williams, Malcolm; Davis, Lois M

2011-01-01

The Patient Protection and Affordable Care Act places significant emphasis on the role of community-based health promotion initiatives; within this focus, community and faith-based organizations (CFBOs) are seen as critical partners for improving community well-being. This article describes a report that provides the content for a toolkit that will prepare community and faith-based organizations to take advantage of opportunities presented in the Patient Protection and Affordable Care Act and engage faith and community leaders in promoting health in their communities. This includes key facts and figures about health topics, handouts for community groups, and web links for resources and other information in the following areas: healthcare reform; community health centers and development of the community health workforce; promotion of healthy families; mental health; violence and trauma; prevention of teen and unintended pregnancy and HIV/AIDS; and chronic disease prevention. The report also includes recommendations for testing the content of the toolkit with communities and considerations for its implementation.

Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

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Blevins, Kathryn

The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By

Leveraging community-academic partnerships to improve healthy food access in an urban, Kansas City, Kansas, community.

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Mabachi, Natabhona M; Kimminau, Kim S

2012-01-01

Americans can combat overweight (OW) and obesity by eating unprocessed, fresh foods. However, all Americans do not have equal access to these recommended foods. Low-income, minority, urban neighborhoods in particular often have limited access to healthy resources, although they are vulnerable to higher levels of OW and obesity. This project used community-based participatory research (CBPR) principles to investigate the food needs of residents and develop a business plan to improve access to healthy food options in an urban, Kansas City, Kansas, neighborhood. Partner community organizations were mobilized to conduct a Community Food Assessment survey. The surveys were accompanied by flyers that were part of the communication engagement strategy. Statistical analysis of the surveys was conducted. We engaged low-income, minority population (40% Latino, 30% African American) urban communities at the household level. Survey results provided in-depth information about residents' food needs and thoughts on how to improve food access. Results were reported to community members at a town hall style meeting. Developing a strategic plan to engage a community and develop trust is crucial to sustaining a partnership particularly when working with underserved communities. This project demonstrates that, if well managed, the benefits of academic and community partnerships outweigh the challenges thus such relationships should be encouraged and supported by communities, academic institutions, local and national government, and funders. A CBPR approach to understanding an urban community's food needs and opinions is important for comprehensive food access planning.

Improving the recommender algorithms with the detected communities in bipartite networks

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Zhang, Peng; Wang, Duo; Xiao, Jinghua

2017-04-01

Recommender system offers a powerful tool to make information overload problem well solved and thus gains wide concerns of scholars and engineers. A key challenge is how to make recommendations more accurate and personalized. We notice that community structures widely exist in many real networks, which could significantly affect the recommendation results. By incorporating the information of detected communities in the recommendation algorithms, an improved recommendation approach for the networks with communities is proposed. The approach is examined in both artificial and real networks, the results show that the improvement on accuracy and diversity can be 20% and 7%, respectively. This reveals that it is beneficial to classify the nodes based on the inherent properties in recommender systems.

An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 2: Building a Culture of Inquiry

Directory of Open Access Journals (Sweden)

Carol A. Gordon

2009-09-01

research was social reform, while action research in education targeted self through the improvement of practice. The dichotomy between purposes of self and society is resolved by the Lewin‐Dewey connection, where the reiterative cycle of action and reflection is the basis for a common intent for both types of action research. Dewey’s approach comprises the metatheory for emerging theory: a philosophy of purpose and methodology that determines how the research is done.Results – The emerging theory developed in this paper postulates that evidence based information literacy instruction uses action research for two purposes. Self‐oriented action research (AR(S1 targets self‐improvement on the local level of teaching and learning in school libraries; social‐oriented action research (AR(S2 targets social reform on the global level of educational improvement. Corollaries of the theory indicate a research agenda and methodologies for the research.Conclusion – Implicit in the content of the research is methodology that evolves from the distinction between the purposes of self‐ and social‐oriented action research. Clearly, evidence is generated in the field of teaching and learning that is situated in theory‐based practices, such as user‐centered information processing, constructivist learning, and a culture of inquiry that grows from social processes. Librarianship is well suited to developing practitioner‐researchers who are proficient in making the information‐to‐knowledge connection that informs their professional performance.

The impact of professional development on classroom teaching for science educators participating in a long term community of practice

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Jensen, Aaron C.

Efforts to modify and improve science education in the United States have seen minimal success (Crawford, 2000; Borko & Putman, 1996; Puntambekar, Stylianou & Goldstein, 2007; Lustick, 2011). One important reason for this is the professional development that teachers go through in order to learn about and apply these new ideas is generally of poor quality and structured incorrectly for long-term changes in the classroom (Little, 1993; Fullen, 1996; Porter, 2000; Jeanpierre, Oberhauser, & Freeman, 2005). This grounded theory study explores a science community of practice and how the professional development achieved through participation in that community has effected the instruction of the teachers involved, specifically the incorporation of researched based effective science teaching instructional strategies. This study uses personal reflection papers written by the participants, interviews, and classroom observations to understand the influence that the science community of practice has had on the participants. Results indicate that participation in this science community of practice has significant impact on the teachers involved. Participants gained greater understanding of science content knowledge, incorporated effective science instructional strategies into their classroom, and were able to practice both content knowledge and strategies in a non-threatening environment thus gaining a greater understanding of how to apply them in the classrooms. These findings motivate continued research in the role that communities of practice may play in teacher professional develop and the effectiveness of quality professional development in attaining long-term, sustained improvement in science education.

Simulation-based instruction of technical skills

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Towne, Douglas M.; Munro, Allen

1991-01-01

A rapid intelligent tutoring development system (RAPIDS) was developed to facilitate the production of interactive, real-time graphical device models for use in instructing the operation and maintenance of complex systems. The tools allowed subject matter experts to produce device models by creating instances of previously defined objects and positioning them in the emerging device model. These simulation authoring functions, as well as those associated with demonstrating procedures and functional effects on the completed model, required no previous programming experience or use of frame-based instructional languages. Three large simulations were developed in RAPIDS, each involving more than a dozen screen-sized sections. Seven small, single-view applications were developed to explore the range of applicability. Three workshops were conducted to train others in the use of the authoring tools. Participants learned to employ the authoring tools in three to four days and were able to produce small working device models on the fifth day.

Learning to Express Gratitude in Mandarin Chinese through Web-Based Instruction

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Yang, Li

2016-01-01

This study explored the effectiveness of a self-access website as a tool to teach expressions of gratitude to learners of Mandarin Chinese. The web-based instruction included explicit instruction on how to express gratitude appropriately in Mandarin and various consciousness-raising exercises/activities. Two groups of learners who differed in…

Quality Is Key--The Impact of Community Service, Community Service Quality, and Reflection on Adolescents' Volunteering Intentions

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van Goethem, Anne A. J.; van Hoof, Anne; Orobio de Castro, Bram; van Aken, Marcel A. G.

2014-01-01

This study examined the effect of community service program-quality on changes in adolescents' intentions to volunteer. Based on the literature, volunteering intentions were expected to increase by programs with high quality community service activities (e.g., instructive activities) and educational activities including reflection. Adolescents (N=…

The SNEDAX Data Base, General Description and Users' Instructions

International Nuclear Information System (INIS)

Helm, F.

1996-09-01

The SNEDAX Data Base contains information on assemblies built and experiments performed in the fast neutron critical facilities SNEAK (FZK Karlsruhe), MASURCA (CEA Cadarache), ZEBRA (AEA Winfrith) and RRR (Rossendorf Ringzonenreaktor). This report describes the general scope of SNEDAX, the transfer of information from the experimental facilities, and the capabilities to produce graphics and input files for frequently used computer codes. The first part contains general information about the contents and the capabilities of the data base. The second part gives the instructions for persons who actually work with it. The contents in both parts is arranged in a similar way using as far as practical an analogous decimal coding of the sections. In the figures and the annex examples are given in the way in which the data are stored and how they are presented as graphics. The data base is described as it exists in the middle of 1996. It is recognized that there are still many improvements desirable, in particular with respect to a consistent description of the experiments, giving reasonable but not excessive amount of information. Since work in the field of fast critical experiments will be discontinued at FZK, it is planned that the further administration and improvement will be taken over by CEA Cadarache with the support of IPPE Obninsk

A community based approach to improving resilience of forests and water resources: A local and regional climate adaptation methodology

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Toby Thaler; Gwen Griffith; Nancy Gilliam

2014-01-01

Forest-based ecosystem services are at risk from human-caused stressors, including climate change. Improving governance and management of forests to reduce impacts and increase community resilience to all stressors is the objective of forest-related climate change adaptation. The Model Forest Policy Program (MFPP) has applied one method designed to meet this objective...

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

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Çam, Aylin; Geban, Ömer

2011-02-01

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students' epistemological beliefs and attitudes toward chemistry.

Holistic School Leadership: Systems Thinking as an Instructional Leadership Enabler

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Shaked, Haim; Schechter, Chen

2016-01-01

As instructional leadership involves attempts to understand and improve complex systems, this study explored principals' perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following…

Improving Auditory Sequencing Skills in the Kindergarten-Age Child through the Increased Instruction of Music.

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Brandt, Millicent Hume

A music teacher specialist at an elementary school with a typical kindergarten music program implemented a 10-week practicum intervention designed to improve the auditory sequencing skills of kindergarten children through increased instruction in music. Test scores on screening measures indicated the need to improve the children's auditory memory…

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

Science.gov (United States)

Soruç, Adem; Qin, Jingjing; Kim, YouJin

2017-01-01

This article reports on a study that investigated whether processing instruction(PI) or production-based instruction (PBI) is more effective for the teaching of regular past simple verb forms in English. In addition, this study examined whether explicit grammatical information (EI) mediates the effectiveness of PI or PBI. A total of 194 Turkish…

Randomized controlled trial comparing tailoring methods of multimedia-based fall prevention education for community-dwelling older adults.

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Schepens, Stacey L; Panzer, Victoria; Goldberg, Allon

2011-01-01

We attempted to determine whether multimedia fall prevention education using different instructional strategies increases older adults' knowledge of fall threats and their fall prevention behaviors. Fifty-three community-dwelling older adults were randomized to iwo educational groups or a control group. Multimedia-based educational interventions to increase fall threats knowledge and encourage fall prevention behaviors had two tailoring strategies: (1) improve content realism for individual learners (authenticity group) and (2) highlight program goals and benefits while using participants' content selections (motivation group). Knowledge was measured at baseline and 1-mo follow-up. Participants recorded prevention behaviors for 1 mo. Intervention group participants showed greater knowledge gains and posttest knowledge than did control group participants. The motivation group engaged in more prevention behaviors over 1 mo than did the other groups. Tailoring fall prevention education by addressing authenticity and motivation successfully improved fall threats knowledge. Combining motivational strategies with multimedia education increased the effectiveness of the intervention in encouraging fall prevention behaviors.

Investigating Effect of Origami-Based Instruction on Elementary Students' Spatial Skills and Perceptions

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Cakmak, Sedanur; Isiksal, Mine; Koc, Yusuf

2014-01-01

The authors' purpose was to investigate the effect of origami-based instruction on elementary students' spatial ability. The students' self-reported perceptions related to the origami-based instruction were also examined. Data was collected via purposive sampling techniques from students enrolled in a private elementary school. A spatial ability…

Interactive Instruction in Bayesian Inference

DEFF Research Database (Denmark)

Khan, Azam; Breslav, Simon; Hornbæk, Kasper

2018-01-01

An instructional approach is presented to improve human performance in solving Bayesian inference problems. Starting from the original text of the classic Mammography Problem, the textual expression is modified and visualizations are added according to Mayer’s principles of instruction. These pri......An instructional approach is presented to improve human performance in solving Bayesian inference problems. Starting from the original text of the classic Mammography Problem, the textual expression is modified and visualizations are added according to Mayer’s principles of instruction....... These principles concern coherence, personalization, signaling, segmenting, multimedia, spatial contiguity, and pretraining. Principles of self-explanation and interactivity are also applied. Four experiments on the Mammography Problem showed that these principles help participants answer the questions...... that an instructional approach to improving human performance in Bayesian inference is a promising direction....

Context-Model-Based Instruction in Teaching EFL Writing: A Narrative Inquiry

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Lin, Zheng

2016-01-01

This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's…

Explicit vs. Contrastive-based Instruction of Formulaic Expressions in Developing EFL Learners’ Reading Ability

Directory of Open Access Journals (Sweden)

Gholam-Reza Abbasian

2012-05-01

Full Text Available As an integrative component of textual structure, formulaic expressions (FEs play a key role in communicating the message and comprehending the text. Furthermore, interlingually contrastive features of FEs add to their both significance and complexity of their instruction. Given these facts, this study was an attempt to explore a sound mechanism on how to teach FEs; whether an explicit or CA-based approach to FEs instruction could entail various achievements among EFL learners’ reading ability. To this end, three groups of Iranian EFL learners, identified as homogeneous based on Nelson Proficiency Test, were classified into one control and two experimental (i.e. explicit and CA-based instruction ones. They were exposed to conventional, explicit and CA-based instructions of a set of selected FEs developed into and presented in the form of an instructional handout. Their Knowledge of reading was also tested based on a researcher-made diagnostic test prior to the experiment. Both quantitative and qualitative paradigms were employed to measure both the achievements and the extent of contrast between Persian and English languages in terms of FEs. The former analysis revealed significance difference among the groups in terms of instruction type effectiveness; both explicit and CA-based instruction groups outperformed the control group; on the contrary, no statistically significant difference was revealed between the experimental groups. Additionally, the latter paradigm revealed differences and mismatches between Persian and English FEs in terms of semantic, syntactic and pragmatic parameters. The findings could be insightful for EFL instructors, learners, textbook writers, and syllabus designers to take into account issues like these in their pedagogical programs.

Fashions in Instructional Development.

Science.gov (United States)

Knapper, Christopher K.

This paper on instructional development notes the trend toward teaching improvement efforts, classifies instructional development centers in terms of their differing philosophies of operation, and identifies some general problems that have been encountered in institutional efforts to improve teaching and learning. Centers in North America, Europe,…

Process Evaluation and Continuous Improvement in Community Youth Programs

Directory of Open Access Journals (Sweden)

Jennifer V. Trachtenberg

2008-06-01

Full Text Available A method of using process evaluation to provide improvement plans in order to promote community youth programs is described. The core elements of this method include the following: (1 collection and analysis of baseline data, (2 feedback provided to programs describing their strengths and limitations, (3 programs provided with assistance in preparing improvement plans in regard to their baseline data, and (4 follow-up evaluation assessed program changes based on their improvement plans and baseline data. A case study of an inner-city neighborhood youth center is used to demonstrate this method.

Instructional Strategies Used to Improve Students' Comfort and Skill in Addressing the Occupational Therapy Process

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Knecht-Sabres, Lisa Jean; Egan, Brad E.; Wallingford, Minetta S.; Kovic, Mark

2015-01-01

The purpose of this study was to investigate the effectiveness of an intentional blending of instructional strategies in an occupational therapy (OT) entry-level master's course. The OT Adult Practice course uses case-based instructional strategies, clinical skills labs, and standardized patient experiences in a dovetailed approach across three…

Web-Delivered Supplemental Instruction: Dynamic Customizing of Search Algorithms to Enhance Independent Learning for Developmental Mathematics Students

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Taksa, Isak; Goldberg, Robert

2004-01-01

Traditional peer-to-peer Supplemental Instruction (SI) was introduced into higher education over a quarter of a century ago and promptly became an integral part of the developmental mathematics curricula in many senior and community colleges. Later, some colleges introduced Video-based Supplemental Instruction (VSI) and, in recent years,…

Supplemental Instruction: The Effect of Demographic and Academic Preparation Variables on Community College Student Academic Achievement in STEM-Related Fields

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Rabitoy, Eric R.; Hoffman, John L.; Person, Dawn R.

2015-01-01

This study evaluated variables associated with academic preparation and student demographics as predictors of academic achievement through participation in supplemental instruction (SI) programs for community college students in Science, Technology, Engineering, and Math (STEM) fields. The findings suggest a differential impact of SI outcome for…

Improving physics instruction by analyzing video games

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Beatty, Ian D.

2013-01-01

Video games can be very powerful teaching systems, and game designers have become adept at optimizing player engagement while scaffolding development of complex skills and situated knowledge. One implication is that we might create games to teach physics. Another, which I explore here, is that we might learn to improve classroom physics instruction by studying effective games. James Gee, in his book What Video Games Have to Teach Us About Learning and Literacy (2007), articulates 36 principles that make good video games highly effective as learning environments. In this theoretical work, I identify 16 themes running through Gee's principles, and explore how these themes and Gee's principles could be applied to the design of an on-campus physics course. I argue that the process pushes us to confront aspects of learning that physics instructors and even physics education researchers generally neglect, and suggest some novel ideas for course design.

Strategy community development based on local resources

Science.gov (United States)

Meirinawati; Prabawati, I.; Pradana, G. W.

2018-01-01

The problem of progressing regions is not far from economic problems and is often caused by the inability of the regions in response to changes in economic conditions that occur, so the need for community development programs implemented to solve various problems. Improved community effort required with the real conditions and needs of each region. Community development based on local resources process is very important, because it is an increase in human resource capability in the optimal utilization of local resource potential. In this case a strategy is needed in community development based on local resources. The community development strategy are as follows:(1) “Eight Line Equalization Plus” which explains the urgency of rural industrialization, (2) the construction of the village will be more successful when combining strategies are tailored to regional conditions, (3) the escort are positioning themselves as the Planner, supervisor, information giver, motivator, facilitator, connecting at once evaluators.

Rethinking biology instruction: The application of DNR-based instruction to the learning and teaching of biology

Science.gov (United States)

Maskiewicz, April Lee

Educational studies report that secondary and college level students have developed only limited understandings of the most basic biological processes and their interrelationships from typical classroom experiences. Furthermore, students have developed undesirable reasoning schemes and beliefs that directly affect how they make sense of and account for biological phenomena. For these reasons, there exists a need to rethink instructional practices in biology. This dissertation discusses how the principles of Harel's (1998, 2001) DNR-based instruction in mathematics could be applied to the teaching and learning of biology. DNR is an acronym for the three foundational principles of the system: Duality, Necessity, and Repeated-reasoning. This study examines the application of these three principles to ecology instruction. Through clinical and teaching interviews, I developed models of students' existing ways of understanding in ecology and inferred their ways of thinking. From these models a hypothetical learning trajectory was developed for 16 college level freshmen enrolled in a 10-week ecology teaching experiment. Through cyclical, interpretive analysis I documented and analyzed the evolution of the participants' progress. The results provide empirical evidence to support the claim that the DNR principles are applicable to ecology instruction. With respect to the Duality Principle, helping students develop specific ways of understanding led to the development of model-based reasoning---a way of thinking and the cognitive objective guiding instruction. Through carefully structured problem solving tasks, the students developed a biological understanding of the relationship between matter cycling, energy flow, and cellular processes such as photosynthesis and respiration, and used this understanding to account for observable phenomena in nature. In the case of intellectual necessity, the results illuminate how problem situations can be developed for biology learners

The impact of design-based modeling instruction on seventh graders' spatial abilities and model-based argumentation

Science.gov (United States)

McConnell, William J.

Due to the call of current science education reform for the integration of engineering practices within science classrooms, design-based instruction is receiving much attention in science education literature. Although some aspect of modeling is often included in well-known design-based instructional methods, it is not always a primary focus. The purpose of this study was to better understand how design-based instruction with an emphasis on scientific modeling might impact students' spatial abilities and their model-based argumentation abilities. In the following mixed-method multiple case study, seven seventh grade students attending a secular private school in the Mid-Atlantic region of the United States underwent an instructional intervention involving design-based instruction, modeling and argumentation. Through the course of a lesson involving students in exploring the interrelatedness of the environment and an animal's form and function, students created and used multiple forms of expressed models to assist them in model-based scientific argument. Pre/post data were collected through the use of The Purdue Spatial Visualization Test: Rotation, the Mental Rotation Test and interviews. Other data included a spatial activities survey, student artifacts in the form of models, notes, exit tickets, and video recordings of students throughout the intervention. Spatial abilities tests were analyzed using descriptive statistics while students' arguments were analyzed using the Instrument for the Analysis of Scientific Curricular Arguments and a behavior protocol. Models were analyzed using content analysis and interviews and all other data were coded and analyzed for emergent themes. Findings in the area of spatial abilities included increases in spatial reasoning for six out of seven participants, and an immense difference in the spatial challenges encountered by students when using CAD software instead of paper drawings to create models. Students perceived 3D printed

Using a Personalized System of Instruction to Improve the Writing Skills of Undergraduates.

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Allen, George J.

1984-01-01

A traditional abnormal psychology course was restructured to emphasize writing using a personalized system of instruction. The major benefit was that students showed significant improvement in writing style and clarity. The major costs of the course were the high student turnover and the abnormally large workload for students and instructor. (RM)

The ASEAN community-based tourism standards: looking beyond certification

OpenAIRE

Novelli, M.; Klatte, N.; Dolezal, C.

2017-01-01

This paper reports findings from an opportunity study on the appropriateness of implementing community-based tourism standards (CBTS) certification through the Association of Southeast Asian Nations (ASEAN) criteria, as a way to improve sustainable tourism provision in the region. Framed by critical reflections on community-based tourism (CBT) literature and existing sustainable tourism standards (STS) practices, qualitative research consisting of interviews with six key industry experts prov...

Community-Based Ecotourism: The Transformation of Local Community

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Pookhao Nantira

2014-01-01

Full Text Available Community-based ecotourism (CBET is considered a sustainable form of tourism that improves the quality of life of hosts at the tourist destination. Scholars have yet to explore the long-term operation of CBET in relation to its effects on the local way of life. Consequently, the purpose of this paper is to examine the transformation of a local community due to the operation of CBET in relation to sociocultural, economic and environmental aspects. The findings reveal that the community encounters both positive and negative impacts of transformation. However, unintended impacts of the CBET operation lay embedded in the transformation of relationships among the community members. The study identifies that close relationships among the villagers has been initially transformed to loose relationships due to forgotten communal goals; CBET has transformed from being a conservation tool to being a business-oriented goal which causes conflicts of interest among local people and alters traditional social structure. The study also agrees with the notion of social exchange theory for villagers to enhance environmental sustainability, and proposes that slight inequalities of benefits received from CBET causes social transformation at the local level.

Common and Critical Components Among Community Health Assessment and Community Health Improvement Planning Models.

Science.gov (United States)

Pennel, Cara L; Burdine, James N; Prochaska, John D; McLeroy, Kenneth R

Community health assessment and community health improvement planning are continuous, systematic processes for assessing and addressing health needs in a community. Since there are different models to guide assessment and planning, as well as a variety of organizations and agencies that carry out these activities, there may be confusion in choosing among approaches. By examining the various components of the different assessment and planning models, we are able to identify areas for coordination, ways to maximize collaboration, and strategies to further improve community health. We identified 11 common assessment and planning components across 18 models and requirements, with a particular focus on health department, health system, and hospital models and requirements. These common components included preplanning; developing partnerships; developing vision and scope; collecting, analyzing, and interpreting data; identifying community assets; identifying priorities; developing and implementing an intervention plan; developing and implementing an evaluation plan; communicating and receiving feedback on the assessment findings and/or the plan; planning for sustainability; and celebrating success. Within several of these components, we discuss characteristics that are critical to improving community health. Practice implications include better understanding of different models and requirements by health departments, hospitals, and others involved in assessment and planning to improve cross-sector collaboration, collective impact, and community health. In addition, federal and state policy and accreditation requirements may be revised or implemented to better facilitate assessment and planning collaboration between health departments, hospitals, and others for the purpose of improving community health.

Improving Instruction through a Videotape Library.

Science.gov (United States)

Batesky, James

1979-01-01

Videotape and a videotape library can be used to expand the quality of instruction of a physical education program by allowing greater diversity of material taught and increased use of professionals and experts in various sports. (JMF)

Improving maternity care in the Dominican Republic: a pilot study of a community-based participatory research action plan by an international healthcare team.

Science.gov (United States)

Foster, Jennifer; Gossett, Sarah; Burgos, Rosa; Cáceres, Ramona; Tejada, Carmen; Dominguez García, Luis; Ambrosio Rosario, Angel; Almonte, Asela; Perez, Lydia J

2015-05-01

This article is a report of the process and results of a feasibility pilot study to improve the quality of maternity care in a sample of 31 women and their newborns delivering in a public, tertiary hospital in the Dominican Republic. The pilot study was the first "action step" taken as a result of a formative, community-based participatory research (CBPR) study conducted between 2008 and 2010 by an interdisciplinary, international partnership of U.S. academic researchers, Dominican medical/nursing personnel, and Dominican community health workers. Health personnel and community health workers separately identified indicators most important to measure quality of antepartum maternity care: laboratory and diagnostic studies and respectful, interpersonal communication. At the midpoint and the completion of data collection, the CBPR team evaluated the change in quality indicators to assess improvement in care. The pilot study supports the idea that joint engagement of community health workers, health personnel, and academic researchers with data creation and patient monitoring is motivating for all to continue to improve services in the cultural context of the Dominican Republic. © The Author(s) 2014.

Instructions to "push as hard as you can" improve average chest compression depth in dispatcher-assisted cardiopulmonary resuscitation.

Science.gov (United States)

Mirza, Muzna; Brown, Todd B; Saini, Devashish; Pepper, Tracy L; Nandigam, Hari Krishna; Kaza, Niroop; Cofield, Stacey S

2008-10-01

Cardiopulmonary resuscitation (CPR) with adequate chest compression depth appears to improve first shock success in cardiac arrest. We evaluate the effect of simplification of chest compression instructions on compression depth in dispatcher-assisted CPR protocol. Data from two randomized, double-blinded, controlled trials with identical methodology were combined to obtain 332 records for this analysis. Subjects were randomized to either modified Medical Priority Dispatch System (MPDS) v11.2 protocol or a new simplified protocol. The main difference between the protocols was the instruction to "push as hard as you can" in the simplified protocol, compared to "push down firmly 2in. (5cm)" in MPDS. Data were recorded via a Laerdal ResusciAnne SkillReporter manikin. Primary outcome measures included: chest compression depth, proportion of compressions without error, with adequate depth and with total release. Instructions to "push as hard as you can", compared to "push down firmly 2in. (5cm)", resulted in improved chest compression depth (36.4 mm vs. 29.7 mm, pCPR instructions by changing "push down firmly 2in. (5cm)" to "push as hard as you can" achieved improvement in chest compression depth at no cost to total release or average chest compression rate.

A community-based Falls Management Exercise Programme (FaME) improves balance, walking speed and reduced fear of falling.

Science.gov (United States)

Yeung, Pui Yee; Chan, Wayne; Woo, Jean

2015-04-01

Although effective community falls prevention programmes for the older persons have been described, challenges remain in translating proven interventions into daily practice. To evaluate the efficacy, feasibility and acceptability of a falls prevention programme that can be integrated into daily activities in a group of community-dwelling older adults with risk of falling. A cohort study with intervention and comparison groups was designed to evaluate a 36-week group-based falls prevention exercise programme (FaME) in the community setting. Participants were aged 60 years or older, had fallen in the past 12 months, had fear of falling with avoidance of activities or had deficits in balance control. Primary outcome measures included assessment of balance control and mobility; secondary outcome measures included level of physical activity, assessment of fear of falling and health-related quality of life. There were 48 and 51 participants in the intervention and comparison groups, respectively. There were improvements in measurements of balance, walking speed and self-efficacy. The drop out rate was low (14.6% and 3.9% from the intervention and comparison groups, respectively). Overall compliance in the intervention group was 79%. Factors that motivated continued participation include the regular and long-term nature of the programme helping to reinforce their exercise habits, the simplicity of movements and friendliness of the group. The FaME programme improves balance, walking speed and reduces fear of falling. It could be widely promoted and integrated into regular health and social activities in community settings.

Moving university hydrology education forward with community-based geoinformatics, data and modeling resources

Directory of Open Access Journals (Sweden)

V. Merwade

2012-08-01

Full Text Available In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that data and modeling driven geoscience cybereducation (DMDGC approaches are essential for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve science, technology, engineering, and mathematics (STEM education at the university level. The authors have undertaken a series of surveys and a workshop involving university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials, integrating lecture-format and DMDGC

Speakeasy Studio and Cafe: Information Literacy, Web-based Library Instruction, and Technology.

Science.gov (United States)

Jacobs, Mark

2001-01-01

Discussion of academic library instruction and information literacy focuses on a Web-based program developed at Washington State University called Speakeasy Studio and Cafe that is used for bibliographic instruction. Highlights include the research process; asking the right question; and adapting to students' differing learning styles. (LRW)

Intelligent Web-Based English Instruction in Middle Schools

Science.gov (United States)

Jia, Jiyou

2015-01-01

The integration of technology into educational environments has become more prominent over the years. The combination of technology and face-to-face interaction with instructors allows for a thorough, more valuable educational experience. "Intelligent Web-Based English Instruction in Middle Schools" addresses the concerns associated with…

Guided Instruction Improves Elementary Student Learning and Self-Efficacy in Science

Science.gov (United States)

Hushman, Carolyn J.; Marley, Scott C.

2015-01-01

The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a…

Adaptive Management and Social Learning in Collaborative and Community-Based Monitoring: a Study of Five Community-Based Forestry Organizations in the western USA

Directory of Open Access Journals (Sweden)

Maria E. Fernandez-Gimenez

2008-12-01

Full Text Available Collaborative and community-based monitoring are becoming more frequent, yet few studies have examined the process and outcomes of these monitoring approaches. We studied 18 collaborative or community-based ecological assessment or monitoring projects undertaken by five community-based forestry organizations (CBFs, to investigate the objectives, process, and outcomes of collaborative ecological monitoring by CBF organizations. We found that collaborative monitoring can lead to shared ecological understanding among diverse participants, build trust internally and credibility externally, foster social learning and community-building, and advance adaptive management. The CBFs experienced challenges in recruiting and sustaining community participation in monitoring, building needed technical capacity for monitoring, and communicating monitoring results back to the broader community. Our results suggest that involving diverse and sometimes adversarial interests at key points in the monitoring process can help resolve conflicts and advance social learning, while also strengthening the link between social and ecological systems by improving the information base for management and increasing collective awareness of the interdependence of human and natural forest communities.

Community-based Ecotourism in Tenganan Dauh Tukad: An Indigenous Conservation Perspective

Directory of Open Access Journals (Sweden)

I Ketut Sardiana

2015-11-01

Full Text Available Abstract Community-based ecotourism involves conservation, business, and community development. It is a subset of nature-based tourism that are owned and managed by the community and used to improve the well-being of its community members. Research conducted in Indigenous Tenganan Dauh Tukad Village, Bali. This paper examines the linkage of community participation in ecotourism with the conservation practices and perspectives. This study revealed that there is a positive linkage between community participation to their practices and perspective of conservation. This includes conservation of biodiversity environment and cultural heritage of the local community.

The Effects of Inquiry-Based Integrated Information Literacy Instruction: Four-Year Trends

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Lin Ching Chen

2014-07-01

Full Text Available The purpose of this study was to examine the effects of four-year integrated information literacy instruction via a framework of inquiry-based learning on elementary students’ memory and comprehension. Moderating factors of students’ academic achievement was another focus of this study. The subjects were 72 students who have participated in this study since they entered an elementary school in Chiayi district. This elementary school adopted the integrated information literacy instruction, designed by the researchers and elementary school teachers, and integrated it into various subject matters via a framework of inquiry-based learning, such as Super 3 and Big6 models. A series of inquiry-based integrated information literacy instruction has been implemented since the second semester of the subjects’ first grade. A total of seven inquiry learning projects has been implemented from grade one through grade four. Fourteen instruments were used as pretests and posttests to assess students’ factual recall and conceptual understanding of subject contents in different projects. The results showed that inquiry-based integrated information literacy instruction couldhelp students memorize facts and comprehend concepts of subject contents. Regardless ofacademic achievements, if students would like to devote their efforts to inquiry processes, their memory and comprehension of subject contents improvedeffectively. However, students of low-academic achievement might need more time to be familiar with the inquiry-based learning strategy.

75 FR 32428 - Office of Innovation and Improvement; Overview Information; Full-Service Community Schools...

Science.gov (United States)

2010-06-08

... challenges such as poverty, violence, poor physical health, and family instability can become education... success and foster student engagement. When characterized by stable leadership and a strong instructional... sustaining effective full-service community schools. There is greater potential impact when full-service...

Undergraduate nursing students' perceptions of service-learning through a school-based community project.

Science.gov (United States)

Bassi, Sherry

2011-01-01

Service-learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' academic learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' academic, social, and personal development while building a partnership between the school of nursing and key players in the community, including school-based nurses, teachers, administrators, families, and community leaders. The author suggests that service-learning projects can help nursing students accomplish key developmental tasks of the college years (such as building their competence, autonomy, and integrity), while helping impart the skills and values they will need as they graduate and seek professional nursing roles.

Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms.

Science.gov (United States)

Longmuir, Kenneth J

2014-03-01

In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ∼20 screens of information, on the subjects of the CO2-bicarbonate buffer system, other body buffer systems, and acid-base disorders. Five clinical case modules were also developed. For the learning modules, the interactive, active learning activities were primarily step-by-step learner control of explanations of complex physiological concepts, usually presented graphically. For the clinical cases, the active learning activities were primarily question-and-answer exercises that related clinical findings to the relevant basic science concepts. The student response was remarkably positive, with the interactive, active learning aspect of the instruction cited as the most important feature. Also, students cited the self-paced instruction, extensive use of interactive graphics, and side-by-side presentation of text and graphics as positive features. Most students reported that it took less time to study the subject matter with this online instruction compared with subject matter presented in the lecture hall. However, the approach to learning was highly examination driven, with most students delaying the study of the subject matter until a few days before the scheduled examination. Wider implementation of active learning computer-assisted instruction will require that instructors present subject matter interactively, that students fully embrace the responsibilities of independent learning, and that institutional administrations measure instructional effort by criteria other than scheduled hours of instruction.

Making Learning Last: Teachers' Long-Term Retention of Improved Nature of Science Conceptions and Instructional Rationales

Science.gov (United States)

Mulvey, Bridget K.; Bell, Randy L.

2017-01-01

Despite successful attempts to improve learners' nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators'…

Collaboration of chemistry instructional games and group investigation (Gi) model to improve learning outcome in high school students

Science.gov (United States)

Puspita, Ita; Sugiyarto, Kristian H.; Ikhsan, Jaslin

2017-05-01

The aims of this research are to: (1) develop chemistry instructional games on reaction rate matter; and (2) reveal the collaboration of chemistry instructional games and group investigation model to improvement learning outcome in high school student. This study is research and development (R&D). The procedure of developing product was adapted from Borg & Gall that modified into three principal steps: product planning, product developing, and product evaluating. The product planning step consist of field study, literature study, and manufacturing product. Product developing was developed product using Adobe Flash Professional CS 6 program. The last, product evaluating was performed by year XI of high school students, uses experimental methods nonequivalent control-group design by control class and experiment class. The results of this research show that: (1) a software of chemistry instructional games successfully developed using Adobe Flash Professional CS 6 and can be run on Android device; and (2) the test results of students showed that the collaboration of instructional games and group investigation model able to improvement learning outcome of hight school student.

The effect of task-based instruction on reading comprehension of Iranian EFL learners

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Azizeh Chalak

2015-02-01

Full Text Available Developing reading comprehension ability is an important aspect in acquisition of a language. The present study focused on improving reading comprehension ability through Task-based Instruction (TBI. TBI is a methodology that develops from a focus on classroom tasks. The participants of the study were 135 Iranian female students at different levels selected from high schools in Isfahan, Iran, through a quasi-experimental design. The participants were divided into four groups, two control groups (CGs and two experimental groups (EGs. They received a pre-test, the instruction, and a post-test. The participants in EGs were taught through TBI, whereas CGs were exposed to a traditional method. The comparison between CGs and EGs were made through paired sample t-tests. The results revealed that the students in EGs outperformed CGs. The difference between the two grades was also investigated by independent sample t-test. The results showed that students at first-grade outperformed fourth-graders. The findings suggest that using flexible and interactive tasks in English classes improves reading comprehension ability of Iranian EFL learners. This study may have pedagogical implications for practitioners in the field and for syllabus designers to include appropriate tasks in English textbooks.

A Community-Based Positive Deviance/Hearth Infant and Young Child Nutrition Intervention in Ecuador Improved Diet and Reduced Underweight.

Science.gov (United States)

Roche, Marion L; Marquis, Grace S; Gyorkos, Theresa W; Blouin, Brittany; Sarsoza, Julieta; Kuhnlein, Harriet V

2017-03-01

Underweight and stunting are serious problems in Ecuador that require interventions in the first 2 years of life. The researchers assessed the effectiveness of a Positive Deviance (PD)/Hearth community-based intervention using local foods to improve infant and young children's nutrition. A quasi-experimental nonrandomized study was conducted between March and October, 2009. The intervention and study were implemented in the Ecuadorian highlands provinces of Chimborazo and Tungurahua. Eighty mother-child pairs in 6 intervention communities and 184 mother-child pairs in 9 comparison communities. Mothers met in participatory peer-led PD/Hearth cooking and nutrition education sessions for 12 days. Dietary intake and nutritional status were collected at baseline and 6-month follow-up. Multiple linear and logistic regression were used for growth outcomes, and ANCOVA for mean dietary intakes. Mothers in the intervention were 1.3-5.7 times more likely to feed their children the promoted foods (P Hearth interventions support mothers to improve infant and young children's nutrition practices and reduce underweight. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Applying Case-Based Method in Designing Self-Directed Online Instruction: A Formative Research Study

Science.gov (United States)

Luo, Heng; Koszalka, Tiffany A.; Arnone, Marilyn P.; Choi, Ikseon

2018-01-01

This study investigated the case-based method (CBM) instructional-design theory and its application in designing self-directed online instruction. The purpose of this study was to validate and refine the theory for a self-directed online instruction context. Guided by formative research methodology, this study first developed an online tutorial…

Trialing the Community-Based Collaborative Action Research Framework: Supporting Rural Health Through a Community Health Needs Assessment.

Science.gov (United States)

Van Gelderen, Stacey A; Krumwiede, Kelly A; Krumwiede, Norma K; Fenske, Candace

2018-01-01

To describe the application of the Community-Based Collaborative Action Research (CBCAR) framework to uplift rural community voices while conducting a community health needs assessment (CHNA) by formulating a partnership between a critical access hospital, public health agency, school of nursing, and community members to improve societal health of this rural community. This prospective explorative study used the CBCAR framework in the design, collection, and analysis of the data. The framework phases include: Partnership, dialogue, pattern recognition, dialogue on meaning of pattern, insight into action, and reflecting on evolving pattern. Hospital and public health agency leaders learned how to use the CBCAR framework when conducting a CHNA to meet Affordable Care Act federal requirements. Closing the community engagement gap helped ensure all voices were heard, maximized intellectual capital, synergized efforts, improved communication by establishing trust, aligned resources with initiatives, and diminished power struggles regarding rural health. The CBCAR framework facilitated community engagement and promoted critical dialogue where community voices were heard. A sustainable community-based collaborative was formed. The project increased the critical access hospital's capacity to conduct a CHNA. The collaborative's decision-making capacity was challenged and ultimately strengthened as efforts continue to be made to address rural health.

Data-feedback in teacher training : Using observational data to improve student teachers' reading instruction

NARCIS (Netherlands)

Henk van den Hurk; Dr. Thoni Houtveen; W.J.C.M. van de Grift; Dorothe Cras

A study of the improvement of the quality of student teachers’ lessons in interactive (story)book reading through the use of data-feedback on observed lessons. Variables regarding the optimal time use, the quality of instruction and the student teachers’ pedagogical relation with pupils were

Accredited Health Department Partnerships to Improve Health: An Analysis of Community Health Assessments and Improvement Plans.

Science.gov (United States)

Kronstadt, Jessica; Chime, Chinecherem; Bhattacharya, Bulbul; Pettenati, Nicole

The Public Health Accreditation Board (PHAB) Standards & Measures require the development and updating of collaborative community health assessments (CHAs) and community health improvement plans (CHIPs). The goal of this study was to analyze the CHAs and CHIPs of PHAB-accredited health departments to identify the types of partners engaged, as well as the objectives selected to measure progress toward improving community health. The study team extracted and coded data from documents from 158 CHA/CHIP processes submitted as part of the accreditation process. Extracted data included population size, health department type, data sources, and types of partner organizations. Health outcome objectives were categorized by Healthy People 2020 Leading Health Indicator (LHI), as well as by the 7 broad areas in the PHAB reaccreditation framework for population health outcomes reporting. Participants included health departments accredited between 2013 and 2016 that submitted CHAs and CHIPs to PHAB, including 138 CHAs/CHIPs from local health departments and 20 from state health departments. All the CHAs/CHIPs documented collaboration with a broad array of partners, with hospitals and health care cited most frequently (99.0%). Other common partners included nonprofit service organizations, education, business, and faith-based organizations. Small health departments more frequently listed many partner types, including law enforcement and education, compared with large health departments. The majority of documents (88.6%) explicitly reference Healthy People 2020 goals, with most addressing the LHIs nutrition/obesity/physical activity and access to health services. The most common broad areas from PHAB's reaccreditation framework were preventive health care and individual behavior. This study demonstrates the range of partners accredited health departments engage with to collaborate on improving their communities' health as well as the objectives used to measure community health

What Does Research on Computer-Based Instruction Have to Say to the Reading Teacher?

Science.gov (United States)

Balajthy, Ernest

1987-01-01

Examines questions typically asked about the effectiveness of computer-based reading instruction, suggesting that these questions must be refined to provide meaningful insight into the issues involved. Describes several critical problems with existing research and presents overviews of research on the effects of computer-based instruction on…

Using the ICOT Instrument to Improve Instructional Technology Usage in the ABE Classroom

Science.gov (United States)

Lentz, Brannon W.

2011-01-01

The International Society for Technology (ISTE) in Education promotes the use of a specific tool--the ISTE Classroom Observation Tool (ICOT)--to measure and improve the use of instructional technologies in Adult Basic Education (ABE) classrooms. The purpose of this article is to describe an application process for the use of the ICOT instrument…

Piloting case-based instruction in a didactic clinical immunology course.

Science.gov (United States)

Hoag, Kathleen; Lillie, Janet; Hoppe, Ruth

2005-01-01

To assess (1) the effect of case-based instructional modules on student critical thinking, class attendance, and satisfaction and (2) student opinion of case formats. University-based upper division course in clinical immunology and serology. The course was taught by the same instructor for two consecutive semesters with the intervention introduced in the second semester. Sixty-seven students experienced the intervention and 56 students were in the baseline cohort. Nine cases were interspersed between lectures during the semester. Each case took one 50-minute class in which students worked in groups of five or six. Student performance on five critical thinking multiple-choice examination questions and percent student attendance on case days versus lecture days were analyzed using the Mann-Whitney test. Student ratings on course evaluations were analyzed using t-test comparing semesters with and without intervention. Student opinion of cases was obtained through surveys and a focus group. Student performance on critical thinking exam questions was similar in the two groups. Student attendance was significantly higher on case days (95.6%) versus lecture days (80.3%; p student-instructor interaction, and course organization were significantly improved in the semester with cases compared to the semester with lecture only (p student performance on critical thinking questions, they still proved to be a valuable instructional method. Student attendance, student-instructor interaction, and instructor involvement in the course were all positively affected by incorporation of case studies. Discussion of cases also helped to uncover student misconceptions of course material.

Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large

NARCIS (Netherlands)

Mooij, Ton

2008-01-01

Mooij, T. (2007). Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large. Inaugural address, Open University of the Netherlands, The Netherlands.

The effects of 3D interactive animated graphics on student learning and attitudes in computer-based instruction

Science.gov (United States)

Moon, Hye Sun

Visuals are most extensively used as instructional tools in education to present spatially-based information. Recent computer technology allows the generation of 3D animated visuals to extend the presentation in computer-based instruction. Animated visuals in 3D representation not only possess motivational value that promotes positive attitudes toward instruction but also facilitate learning when the subject matter requires dynamic motion and 3D visual cue. In this study, three questions are explored: (1) how 3D graphics affects student learning and attitude, in comparison with 2D graphics; (2) how animated graphics affects student learning and attitude, in comparison with static graphics; and (3) whether the use of 3D graphics, when they are supported by interactive animation, is the most effective visual cues to improve learning and to develop positive attitudes. A total of 145 eighth-grade students participated in a 2 x 2 factorial design study. The subjects were randomly assigned to one of four computer-based instructions: 2D static; 2D animated; 3D static; and 3D animated. The results indicated that: (1) Students in the 3D graphic condition exhibited more positive attitudes toward instruction than those in the 2D graphic condition. No group differences were found between the posttest score of 3D graphic condition and that of 2D graphic condition. However, students in the 3D graphic condition took less time for information retrieval on posttest than those in the 2D graphic condition. (2) Students in the animated graphic condition exhibited slightly more positive attitudes toward instruction than those in the static graphic condition. No group differences were found between the posttest score of animated graphic condition and that of static graphic condition. However, students in the animated graphic condition took less time for information retrieval on posttest than those in the static graphic condition. (3) Students in the 3D animated graphic condition

Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests

Directory of Open Access Journals (Sweden)

Candice Benjes-Small

2009-11-01

Full Text Available A challenging situation has developed in regards to library instruction. With increases in both the quantity of information and the variety of information technologies being made available to researchers, the information literacy landscape is getting more complex. Simultaneously, the time allotted for library instruction is remaining essentially the same. In order to market the breadth of content available for library instruction sessions and to promote collaboration between librarians and teaching faculty in order to create optimal instruction sessions an 'a la carte menu' approach to library instruction requests was adopted by Radford University in 2004. Since the late 1990s a number of community colleges and universities have included some type of menu in their instruction request forms or documentation and the authors desired to understand what approach these institutions had taken and whether they were effective in marketing instruction and improving communication between library instructors and teaching faculty. They analyzed forty-seven adaptations of the menu available on the web and surveyed the librarians who created them. In this article the authors present the findings of the web analysis and the survey, and recommendations are given for using the menu approach to library instruction requests.

Peer Instruction Improves Performance on Quizzes.

Science.gov (United States)

Rao, Sumangala P.; DiCarlo, Stephen E.

2000-01-01

Applies Benson's think-pair-share and Mazur's peer instruction techniques to enhance student involvement during the respiratory component of the medical physiology class. Investigates changes in students' level of understanding and ability to synthesize and integrate material. Includes 15 references. (Author/YDS)

Using community-based participatory research and organizational diagnosis to characterize relationships between community leaders and academic researchers.

Science.gov (United States)

Wang, Karen H; Ray, Natasha J; Berg, David N; Greene, Ann T; Lucas, Georgina; Harris, Kenn; Carroll-Scott, Amy; Tinney, Barbara; Rosenthal, Marjorie S

2017-09-01

Sustaining collaborations between community-based organization leaders and academic researchers in community-engaged research (CEnR) in the service of decreasing health inequities necessitates understanding the collaborations from an inter-organizational perspective. We assessed the perspectives of community leaders and university-based researchers conducting community-engaged research in a medium-sized city with a history of community-university tension. Our research team, included experts in CEnR and organizational theory, used qualitative methods and purposeful, snowball sampling to recruit local participants and performed key informant interviews from July 2011-May 2012. A community-based researcher interviewed 11 community leaders, a university-based researcher interviewed 12 university-based researchers. We interviewed participants until we reached thematic saturation and performed analyses using the constant comparative method. Unifying themes characterizing community leaders and university-based researchers' relationships on the inter-organizational level include: 1) Both groups described that community-engaged university-based researchers are exceptions to typical university culture; 2) Both groups described that the interpersonal skills university-based researchers need for CEnR require a change in organizational culture and training; 3) Both groups described skepticism about the sustainability of a meaningful institutional commitment to community-engaged research 4) Both groups described the historical impact on research relationships of race, power, and privilege, but only community leaders described its persistent role and relevance in research relationships. Challenges to community-academic research partnerships include researcher interpersonal skills and different perceptions of the importance of organizational history. Solutions to improve research partnerships may include transforming university culture and community-university discussions on race

Improving Health with Science: Exploring Community-Driven Science Education in Kenya

Science.gov (United States)

Leak, Anne Emerson

This study examines the role of place-based science education in fostering student-driven health interventions. While literature shows the need to connect science with students' place and community, there is limited understanding of strategies for doing so. Making such connections is important for underrepresented students who tend to perceive learning science in school as disconnected to their experiences out of school (Aikenhead, Calabrese-Barton, & Chinn, 2006). To better understand how students can learn to connect place and community with science and engineering practices in a village in Kenya, I worked with community leaders, teachers, and students to develop and study an education program (a school-based health club) with the goal of improving knowledge of health and sanitation in a Kenyan village. While students selected the health topics and problems they hoped to address through participating in the club, the topics were taught with a focus on providing opportunities for students to learn the practices of science and health applications of these practices. Students learned chemistry, physics, environmental science, and engineering to help them address the health problems they had identified in their community. Surveys, student artifacts, ethnographic field notes, and interview data from six months of field research were used to examine the following questions: (1) In what ways were learning opportunities planned for using science and engineering practices to improve community health? (2) In what ways did students apply science and engineering practices and knowledge learned from the health club in their school, homes, and community? and (3) What factors seemed to influence whether students applied or intended to apply what they learned in the health club? Drawing on place-based science education theory and community-engagement models of health, process and structural coding (Saldana, 2013) were used to determine patterns in students' applications of their

DESIGNING INSTRUCTION FOR THE TRADITIONAL, ADULT, AND DISTANCE LEARNER: A New Engine for Technology-Based Teaching

Directory of Open Access Journals (Sweden)

Lawrence A. Tomei

2011-10-01

Full Text Available Adult students demand a wider variety of instructional strategies that encompass real-world, interactive, cooperative, and discovery learning experiences.Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based Teaching explores how technology impacts the process of devising instructional plans as well as learning itself in adult students. Containing research from leading international experts, this publication proposes realistic and accurate archetypes to assist educators in incorporating state-of-the-art technologies into online instruction.This text proposes a new paradigm for designing, developing, implementing, and assessed technology-based instruction. It addresses three target populations of today's learner: traditional, adult, and distance education. The text proposes a new model of instructional system design (ISD for developing effective technology-based education that involves a five-step process focusing on the learner, learning theories, resources, delivery modalities, and outcomes.

Promoting collaboration skills on reflection concept through multimedia-based integrated instruction

Science.gov (United States)

Hermawan, Hermawan; Siahaan, Parsaoran; Suhendi, Endi; Samsudin, Achmad

2017-05-01

Multimedia-Based Integrated Instructions (MBI2) has been developed to promote the collaboration skills on reflection concepts turn into more real and meaningful learning. The initial design of MBI2 in the form of a multimedia computer that allows users to explore the concept of the overall reflectance of the light through the conceptual and practical aspects that have been developed. MBI2has been developed to promoteone of the skills that the 21st-century skills to students'junior high school that is collaboration skill in order to compete in the future life. The ability to collaborate is divided into five aspects, namely contributions, time management, problem-solving, working with others and research techniques. Research methods utiliseed in this study is an exploration and instructional development 4D model (define, design, develop and disseminate). Based on data analysis, it can be concluded that the development of integrated multimedia-based instruction (MBI2) on the concept of reflection through the 4D developing model was effectively to enhance collaboration skills of students'junior high school.

Computer-assisted instruction: a library service for the community teaching hospital.

Science.gov (United States)

McCorkel, J; Cook, V

1986-04-01

This paper reports on five years of experience with computer-assisted instruction (CAI) at Winthrop-University Hospital, a major affiliate of the SUNY at Stony Brook School of Medicine. It compares CAI programs available from Ohio State University and Massachusetts General Hospital (accessed by telephone and modem), and software packages purchased from the Health Sciences Consortium (MED-CAPS) and Scientific American (DISCOTEST). The comparison documents one library's experience of the cost of these programs and the use made of them by medical students, house staff, and attending physicians. It describes the space allocated for necessary equipment, as well as the marketing of CAI. Finally, in view of the decision of the National Board of Medical Examiners to administer the Part III examination on computer (the so-called CBX) starting in 1988, the paper speculates on the future importance of CAI in the community teaching hospital.

Providing Elementary Teachers in South Texas with Professional Development to Improve Earth Science Instruction

Science.gov (United States)

Borrego, H.; Ellins, K. K.

2011-12-01

Through three years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development program, my knowledge of earth science, new pedagogical approaches, and confidence has improved dramatically. I have also received instructional materials and learned how to access high quality online resources and use a variety of web-based tools. In this session, I will share my experiences and report on how I used my own learning to help both teachers and students to become more earth science literate individuals. Earth Science test scores at the elementary level throughout South Texas are consistently low in comparison to other regions in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach Earth Sciences. My TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Particularly noteworthy are TERC's EarthLabs: Earth System Science and GLOBE activities. Although these Earthlab investigations are designed for high schools students, I demonstrated how they could be adapted for elementary students. As a result, I have provided professional development in the Earth Sciences to about 300 South Texas elementary teachers. TXESS Revolution has also equipped me to empower the students I teach. My students this past year presented their challenge Legacy Cycle Project to the community. The TXESS Revolution teamed up with the Texas Water Development Board to deliver training on the implementation of a new online challenged-based curriculum called the Water Exploration Legacy Cycles. This training gave me the tools to guide my students learning through authentic scientific research. To carry out their challenge, students researched an area of interest, read literature, consulted with experts in the field, consider different prospective, and presented their final products via PowerPoint, poster

The Effect of Input-Based Instruction Type on the Acquisition of Spanish Accusative Clitics

Science.gov (United States)

White, Justin

2015-01-01

The purpose of this paper is to compare structured input (SI) with other input-based instructional treatments. The input-based instructional types include: input flood (IF), text enhancement (TE), SI activities, and focused input (FI; SI without implicit negative feedback). Participants included 145 adult learners enrolled in an intermediate…

Effects of curriculum-based measurement on teachers' instructional planning.

Science.gov (United States)

Fuchs, L S; Fuchs, D; Stecker, P M

1989-01-01

This study assessed the effects of curriculum-based measurement (CBM) on teachers' instructional planning. Subjects were 30 teachers, assigned randomly to a computer-assisted CBM group, a noncomputer CBM group, and a contrast group. In the CBM groups, teachers specified 15-week reading goals, established CBM systems to measure student progress toward goals at least twice weekly, and systematically evaluated those data bases to determine when instructional modifications were necessary. Contrast teachers monitored student progress toward Individualized Education Program (IEP) goals as they wished and were encouraged to develop instructional programs as necessary. At the end of a 12- to 15-week implementation period, teachers completed a questionnaire with reference to one randomly selected pupil. Analyses of variance indicated no difference between the CBM groups. However, compared to the contrast group, CBM teachers (a) used more specific, acceptable goals; (b) were less optimistic about goal attainment; (c) cited more objective and frequent data sources for determining the adequacy of student progress and for deciding whether program modifications were necessary; and (d) modified student programs more frequently. Questionnaire responses were correlated with verifiable data sources, and results generally supported the usefulness of the self-report information. Implications for special education research and practice are discussed.

Using instructional design process to improve design and development of Internet interventions.

Science.gov (United States)

Hilgart, Michelle M; Ritterband, Lee M; Thorndike, Frances P; Kinzie, Mable B

2012-06-28

Given the wide reach and extensive capabilities of the Internet, it is increasingly being used to deliver comprehensive behavioral and mental health intervention and prevention programs. Their goals are to change user behavior, reduce unwanted complications or symptoms, and improve health status and health-related quality of life. Internet interventions have been found efficacious in addressing a wide range of behavioral and mental health problems, including insomnia, nicotine dependence, obesity, diabetes, depression, and anxiety. Despite the existence of many Internet-based interventions, there is little research to inform their design and development. A model for behavior change in Internet interventions has been published to help guide future Internet intervention development and to help predict and explain behavior changes and symptom improvement outcomes through the use of Internet interventions. An argument is made for grounding the development of Internet interventions within a scientific framework. To that end, the model highlights a multitude of design-related components, areas, and elements, including user characteristics, environment, intervention content, level of intervention support, and targeted outcomes. However, more discussion is needed regarding how the design of the program should be developed to address these issues. While there is little research on the design and development of Internet interventions, there is a rich, related literature in the field of instructional design (ID) that can be used to inform Internet intervention development. ID models are prescriptive models that describe a set of activities involved in the planning, implementation, and evaluation of instructional programs. Using ID process models has been shown to increase the effectiveness of learning programs in a broad range of contexts. ID models specify a systematic method for assessing the needs of learners (intervention users) to determine the gaps between current

Supporting Community-Oriented Educational Change

Directory of Open Access Journals (Sweden)

Linda Mabry

1999-04-01

Full Text Available A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.

Instructional Design Thought Processes of Expert Nurse Educators

OpenAIRE

Gross, Monty Dale

2006-01-01

This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud proto...

The Functioning of Context-Based Physics Instruction in Higher Education

Science.gov (United States)

Tural, Guner

2014-01-01

The effects of the context-based approach have been discussed in educational settings as one of the innovative instructional approaches. Many countries throughout the world have implemented context-based physics projects or programs to make physics more relevant to students' lives. This paper examined the effects of context-based physics…

Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles

Science.gov (United States)

Kuster, George; Johnson, Estrella; Keene, Karen; Andrews-Larson, Christine

2018-01-01

Research has highlighted that inquiry-based learning (IBL) instruction leads to many positive student outcomes in undergraduate mathematics. Although this research points to the value of IBL instruction, the practices of IBL instructors are not well-understood. Here, we offer a characterization of a particular form of IBL instruction:…

Creating and Sustaining University-Community Partnerships in Science Education (Invited)

Science.gov (United States)

Finkelstein, N.

2009-12-01

Despite years of research and investment, we have yet to see the widespread implementation of a myriad research-proven instructional strategies in STEM education[1]. To address this challenge, we present and analyze one such strategy, a theoretically-grounded model of university-community partnership [2] that engages university students and children in a collective enterprise that has the potential to improve the participation and education of all. We document the impact of this effort on: university participants who learn about education, the community and science; children in the community who learn about science, the nature of science and develop their identities and attitudes towards science; and, shifts in institutional structures which may allow these programs to be part of standard practice. This project is designed to be sustained and scaled, and is analyzed through the application of a new framework [3] which brings together theories of STEM change that come from studies in higher education, faculty development and disciplinary-based education research in STEM. [1] National Research Council. (2003). Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of A Workshop. Washington, D.C.: The National Academies Press. [2] Finkelstein, N. and Mayhew, L. (2008). Acting in Our Own Self-Interest: Blending University and Community. Proceedings of the 2008 Physics Education Research Conf, AIP Press. Melville NY, 1064, 19-22. [3] Henderson, C., Finkelstein, N. & Beach A. (to appear). Beyond Dissemination in College science teaching: An Introduction to Four Core Change Strategies. Accepted May 2009 in Journal of College Science Teaching.

Using Errors to Improve the Quality of Instructional Programs.

Science.gov (United States)

Anderson, Lorin W.; And Others

Clinchy and Rosenthal's error classification scheme was applied to test results to determine its ability to differentiate the effectiveness of instruction in two elementary schools. Mathematics retention tests matching the instructional objectives of both schools were constructed to measure the understanding of arithmetic concepts and the ability…

An Interactive Multimedia Based Instruction in Experimental Modelling

DEFF Research Database (Denmark)

Knudsen, Morten; Nielsen, J.N.; Østergaard, J.

1997-01-01

A CD-ROM based interactive multimedia instruction in experimental modelling for Danish Engineering School teachers is described. The content is based on a new sensitivity approach for direct estimation of physical parameters in linear and nonlinear dynamic systems. The presentation is inspired of...... of Solomans=s inventory of learning styles. To enhance active learning and motivation by real life problems, the simulation tool Matlab is integrated in the authoring program Medi8or....

Using community-based interventions to improve disease ...

African Journals Online (AJOL)

Department of Community Health and Primary Care, College of Medicine, University ..... Gove S. Integrated management of childhood illness by outpatient ... management guidelines for asthma and chronic heart failure, other common chronic.

Enhancing Community Detection By Affinity-based Edge Weighting Scheme

Energy Technology Data Exchange (ETDEWEB)

Yoo, Andy [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Sanders, Geoffrey [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Henson, Van [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Vassilevski, Panayot [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

2015-10-05

Community detection refers to an important graph analytics problem of finding a set of densely-connected subgraphs in a graph and has gained a great deal of interest recently. The performance of current community detection algorithms is limited by an inherent constraint of unweighted graphs that offer very little information on their internal community structures. In this paper, we propose a new scheme to address this issue that weights the edges in a given graph based on recently proposed vertex affinity. The vertex affinity quantifies the proximity between two vertices in terms of their clustering strength, and therefore, it is ideal for graph analytics applications such as community detection. We also demonstrate that the affinity-based edge weighting scheme can improve the performance of community detection algorithms significantly.

Using community-based participatory research and organizational diagnosis to characterize relationships between community leaders and academic researchers

Directory of Open Access Journals (Sweden)

Karen H. Wang

2017-09-01

Full Text Available Sustaining collaborations between community-based organization leaders and academic researchers in community-engaged research (CEnR in the service of decreasing health inequities necessitates understanding the collaborations from an inter-organizational perspective. We assessed the perspectives of community leaders and university-based researchers conducting community-engaged research in a medium-sized city with a history of community-university tension. Our research team, included experts in CEnR and organizational theory, used qualitative methods and purposeful, snowball sampling to recruit local participants and performed key informant interviews from July 2011–May 2012. A community-based researcher interviewed 11 community leaders, a university-based researcher interviewed 12 university-based researchers. We interviewed participants until we reached thematic saturation and performed analyses using the constant comparative method. Unifying themes characterizing community leaders and university-based researchers' relationships on the inter-organizational level include: 1 Both groups described that community-engaged university-based researchers are exceptions to typical university culture; 2 Both groups described that the interpersonal skills university-based researchers need for CEnR require a change in organizational culture and training; 3 Both groups described skepticism about the sustainability of a meaningful institutional commitment to community-engaged research 4 Both groups described the historical impact on research relationships of race, power, and privilege, but only community leaders described its persistent role and relevance in research relationships. Challenges to community-academic research partnerships include researcher interpersonal skills and different perceptions of the importance of organizational history. Solutions to improve research partnerships may include transforming university culture and community

Context-model-based instruction in teaching EFL writing: A narrative inquiry

Directory of Open Access Journals (Sweden)

Zheng Lin

2016-12-01

Full Text Available This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students’ development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher’s memos, and the students’ reflections on their learning experience in the study. The findings that have resulted from this narrative inquiry show (1 the context-model-based instruction has helped students develop their context model; (2 students could learn to configure the four elements of the context model (i.e. “the purpose of communication, the subject matter, the relationship with the reader and the normal pattern of presentation”; and (3 students could learn to be mindful to proactively apply the context model in the process of EFL writing to manage the situated, dynamic and intercultural issues involved.

Improving the Instruction of Infinite Series

Science.gov (United States)

Lindaman, Brian; Gay, A. Susan

2012-01-01

Calculus instructors struggle to teach infinite series, and students have difficulty understanding series and related concepts. Four instructional strategies, prominently used during the calculus reform movement, were implemented during a 3-week unit on infinite series in one class of second-semester calculus students. A description of each…

Contribution of community-based newborn health promotion to reducing inequities in healthy newborn care practices and knowledge: evidence of improvement from a three-district pilot program in Malawi.

Science.gov (United States)

Callaghan-Koru, Jennifer A; Nonyane, Bareng A S; Guenther, Tanya; Sitrin, Deborah; Ligowe, Reuben; Chimbalanga, Emmanuel; Zimba, Evelyn; Kachale, Fannie; Shah, Rashed; Baqui, Abdullah H

2013-11-07

Inequities in both health status and coverage of health services are considered important barriers to achieving Millennium Development Goal 4. Community-based health promotion is a strategy that is believed to reduce inequities in rural low-income settings. This paper examines the contributions of community-based programming to improving the equity of newborn health in three districts in Malawi. This study is a before-and-after evaluation of Malawi's Community-Based Maternal and Newborn Care (CBMNC) program, a package of facility and community-based interventions to improve newborn health. Health Surveillance Assistants (HSAs) within the catchment area of 14 health facilities were trained to make pregnancy and postnatal home visits to promote healthy behaviors and assess women and newborns for danger signs requiring referral to a facility. "Core groups" of community volunteers were also trained to raise awareness about recommended newborn care practices. Baseline and endline household surveys measured the coverage of the intervention and targeted health behaviors for this before-and-after evaluation. Wealth indices were constructed using household asset data and concentration indices were compared between baseline and endline for each indicator. The HSAs trained in the intervention reached 36.7% of women with a pregnancy home visit and 10.9% of women with a postnatal home visit within three days of delivery. Coverage of the intervention was slightly inequitable, with richer households more likely to receive one or two pregnancy home visits (concentration indices (CI) of 0.0786 and 0.0960), but not significantly more likely to receive a postnatal visit or know of a core group. Despite modest coverage levels for the intervention, health equity improved significantly over the study period for several indicators. Greater improvements in inequities were observed for knowledge indicators than for coverage of routine health services. At endline, a greater proportion of

A Case for Improved Reading Instruction for Academic English Reading Proficiency

Directory of Open Access Journals (Sweden)

Glenn Ole Hellekjær

2008-06-01

Full Text Available This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.

A Modularity Degree Based Heuristic Community Detection Algorithm

Directory of Open Access Journals (Sweden)

Dongming Chen

2014-01-01

Full Text Available A community in a complex network can be seen as a subgroup of nodes that are densely connected. Discovery of community structures is a basic problem of research and can be used in various areas, such as biology, computer science, and sociology. Existing community detection methods usually try to expand or collapse the nodes partitions in order to optimize a given quality function. These optimization function based methods share the same drawback of inefficiency. Here we propose a heuristic algorithm (MDBH algorithm based on network structure which employs modularity degree as a measure function. Experiments on both synthetic benchmarks and real-world networks show that our algorithm gives competitive accuracy with previous modularity optimization methods, even though it has less computational complexity. Furthermore, due to the use of modularity degree, our algorithm naturally improves the resolution limit in community detection.

Improvement of the SEP protocol based on community structure of node degree

Science.gov (United States)

Li, Donglin; Wei, Suyuan

2017-05-01

Analyzing the Stable election protocol (SEP) in wireless sensor networks and aiming at the problem of inhomogeneous cluster-heads distribution and unreasonable cluster-heads selectivity and single hop transmission in the SEP, a SEP Protocol based on community structure of node degree (SEP-CSND) is proposed. In this algorithm, network node deployed by using grid deployment model, and the connection between nodes established by setting up the communication threshold. The community structure constructed by node degree, then cluster head is elected in the community structure. On the basis of SEP, the node's residual energy and node degree is added in cluster-heads election. The information is transmitted with mode of multiple hops between network nodes. The simulation experiments showed that compared to the classical LEACH and SEP, this algorithm balances the energy consumption of the entire network and significantly prolongs network lifetime.

Formation of community-based hypertension practice networks: success, obstacles, and lessons learned.

Science.gov (United States)

Dart, Richard A; Egan, Brent M

2014-06-01

Community-based practice networks for research and improving the quality of care are growing in size and number but have variable success rates. In this paper, the authors review recent efforts to initiate a community-based hypertension network modeled after the successful Outpatient Quality Improvement Network (O'QUIN) project, located at the Medical University of South Carolina. Key lessons learned and new directions to be explored are highlighted. ©2014 Wiley Periodicals, Inc.

Improving Urban Minority Girls' Health Via Community Summer Programming.

Science.gov (United States)

Bohnert, Amy M; Bates, Carolyn R; Heard, Amy M; Burdette, Kimberly A; Ward, Amanda K; Silton, Rebecca L; Dugas, Lara R

2017-12-01

Summertime has emerged as a high-risk period for weight gain among low-income minority youth who often experience a lack of resources when not attending school. Structured programming may be an effective means of reducing risk for obesity by improving obesogenic behaviors among these youth. The current multi-method study examined sedentary time, physical activity, and dietary intake among low-income urban minority girls in two contexts: an unstructured summertime setting and in the context of a structured 4-week community-based summer day camp program promoting physical activity. Data were analyzed using paired-sample t tests and repeated-measure analyses of variance with significance at the p time of over 2 h/day and dairy consumption when engaged in structured summer programming. All improvements were independent of weight status and age, and African-American participants evidenced greater changes in physical activity during programming. The study concludes that structured, community-based summertime programming may be associated with fewer obesogenic behaviors in low-income urban youth and may be a powerful tool to address disparities in weight gain and obesity among high-risk samples.

Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

Science.gov (United States)

Beaver, Melanie S.

This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Second Edition

Science.gov (United States)

Dean, Ceri B.; Stone, BJ; Hubbell, Elizabeth; Pitler, Howard

2012-01-01

First published in 2001, "Classroom Instruction That Works" revolutionized teaching by linking classroom strategies to evidence of increased student learning. Now this landmark guide has been reenergized and reorganized for today's classroom with new evidence-based insights and a refined framework that strengthens instructional planning. Whether…

The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program

Directory of Open Access Journals (Sweden)

Shelly Meyers

2013-08-01

Full Text Available This article examines the value of using an alternative approach to college course instruction in an off-campus location, an agency for individuals with developmental disabilities. The situated learning model is an alternative to the traditional college course instructional approach for preservice teachers. This model immerses students in the actual setting where they can practice the skills and apply the concepts emphasized in the curriculum. Through a partnership between the college, the community agency, and a public school, graduate students in the special education program developed and implemented a life-skills curriculum for individuals with developmental disabilities, at the same time learning essential principles of delivering instruction. The school-aged students who participated in the study were from a racially mixed urban school district, while the adult clients from the community agency attended the program at the end of their community-based workday. Based on the results of surveys and focus group discussions, participants in the study indicated that the situated learning model of instruction in a community setting better prepared them in the acquisition and application of their teaching skills, and built their competence in developing educational programs for individuals with disabilities.

Investigating the effects of cognitive apprenticeship-based instructional coaching on science teaching efficacy beliefs

Science.gov (United States)

Cooper, Teo O. H.

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based

Closer to Learning: Social Networks, Trust, and Professional Communities

Science.gov (United States)

Liou, Yi-Hwa; Daly, Alan J.

2014-01-01

Researchers, educators, and policymakers suggest the use of professional learning communities as one important approach to the improvement of teaching and learning. However, relatively little research examines the interplay of professional interactions (structural social capital) around instructional practices and key elements of professional…

The Accuracy of Cognitive Monitoring during Computer-Based Instruction.

Science.gov (United States)

Garhart, Casey; Hannafin, Michael J.

This study was conducted to determine the accuracy of learners' comprehension monitoring during computer-based instruction and to assess the relationship between enroute monitoring and different levels of learning. Participants were 50 university undergraduate students enrolled in an introductory educational psychology class. All students received…

Community Mental Health as a Population-based Mental Health Approach.

Science.gov (United States)

Yuxuan Cai, Stefanie; Shuen Sheng Fung, Daniel

2016-01-01

Mental health services for youths in Singapore were challenged by accessibility and resource constraints. A community-based mental health program working with schools and other partners was developed to address the population needs. To describe the formation of a community-based mental health program and evaluate the program in terms of its outcome and the satisfaction of the users of this program. Based on needs analyses, a community multidisciplinary team was set up in 15 schools to pilot a new model of care for youths. Implemented progressively over five years, networks of teams were divided into four geographic zones. Each zone had clusters of 10 to 15 schools. These teams worked closely with school counselors. Teams were supported by a psychiatrist and a resident. Interventions were focused on empowering school-based personnel to work with students and families, with the support of the teams. 4,184 students were served of whom 10% were seen by the school counselors and supported by the community team. Only 0.15% required referral to tertiary services. Outcome measured by counselor and teacher ratings showed improvements in the Clinical Global Impression scale and Strengths and Difficulties Questionnaire. These included reductions in conduct problems, emotional problems, hyperactive behaviors and peer problems. Furthermore, prosocial behavior also significantly improved. Preliminary cost effectiveness analyses suggest that community treatments are superior to clinic interventions.

Effectiveness of Instruction Based on the Constructivist Approach on Understanding Chemical Equilibrium Concepts

Science.gov (United States)

Akkus, Huseyin; Kadayifci, Hakki; Atasoy, Basri; Geban, Omer

2003-01-01

The purpose of this study was to identify misconceptions concerning chemical equilibrium concepts and to investigate the effectiveness of instruction based on the constructivist approach over traditional instruction on 10th grade students' understanding of chemical equilibrium concepts. The subjects of this study consisted of 71 10th grade…

Classroom-based narrative and vocabulary instruction: results of an early-stage, nonrandomized comparison study.

Science.gov (United States)

Gillam, Sandra Laing; Olszewski, Abbie; Fargo, Jamison; Gillam, Ronald B

2014-07-01

This nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting. Forty-three children attending 2 first-grade classrooms participated in the study. Children in each classroom were divided into high- and low-risk subgroups on the basis of their performance on a narrative test. Narrative and vocabulary instruction was provided by an SLP in 1 classroom for three 30-min periods per week for 6 weeks. The children in the experimental classroom made clinically significant improvements on narrative and vocabulary measures; children in the comparison classroom did not. Within the experimental classroom, children in the high-risk subgroup demonstrated greater gains in narration and fewer gains in vocabulary than children in the low-risk subgroup. There were no subgroup differences in the comparison classroom. These preliminary results provide early evidence of the feasibility of implementing a narrative instruction program in a classroom setting. Children at a high risk for language difficulties appeared to profit more from the narrative instruction than from the embedded vocabulary instruction. More extensive research on this instructional program is warranted.

Safety warnings and first aid instructions on consumer and pharmaceutical products in Nigeria: has there been an improvement?

Science.gov (United States)

Nonyelum, Stanley Catherine; Nkem, Nwachukwu; Ifeyinwa, Chijoke-Nwauche; Orisakwe, Orish Ebere

2010-10-01

To investigate the adequacy of safety warnings and first aid instructions on the labels of pharmaceutical and consumer products in Nigeria. A market basket method (total collection of all available samples) was used to investigate the adequacy of safety warnings and first aid instructions on the labels of 600 pharmaceutical and consumer products in Nigeria. The results showed that 69.8% of the products had adequate warnings whereas 385 (64.1%) of the products screened had legible product warnings. Only 52 (8.7%) of the total number of products had appropriate first aid instructions while only 25 (4.12%) of the products described symptoms and full treatment of poisoning by the product and 319 (53.2%) products surveyed recommended calling a health professional. A total of 31 (5.2%) products had labels that were considered too technical (non English). Of the 600 products, 386 (64.3%) had dosage instructions that were considered adequate while 538 (89.6%) had adequate storage instructions. About 68% of the products had partially correct warnings while 44 or 7.3% had partially correct first aid instructions. Some products had neither warnings nor first aid instructions. This study suggests a not too impressive improvement in the correctness and appropriateness of label information.

Teaching Floating and Sinking Concepts with Different Methods and Techniques Based on the 5E Instructional Model

Science.gov (United States)

Cepni, Salih; Sahin, Cigdem; Ipek, Hava

2010-01-01

The purpose of this study was to test the influences of prepared instructional material based on the 5E instructional model combined with CCT, CC, animations, worksheets and POE on conceptual changes about floating and sinking concepts. The experimental group was taught with teaching material based on the 5E instructional model enriched with…

A Simulation-Based LED Design Project in Photonics Instruction Based on Industry-University Collaboration

Science.gov (United States)

Chang, S. -H.; Chen, M. -L.; Kuo, Y. -K.; Shen, Y. -C.

2011-01-01

In response to the growing industrial demand for light-emitting diode (LED) design professionals, based on industry-university collaboration in Taiwan, this paper develops a novel instructional approach: a simulation-based learning course with peer assessment to develop students' professional skills in LED design as required by industry as well as…

Learning from disaster: Community-based marine protected areas in Fiji

OpenAIRE

Yoshito Takasaki

2013-01-01

This paper empirically examines whether and how experiencing climate-related disasters can improve the rural poor fs adaptation to climate change through community-based resource management. Original household survey data in Fiji capture the unique sequence of a tropical cyclone and the establishment of community-based marine protected areas as a natural experiment. The analysis reveals that household disaster victimization increases its support for establishing marine protected areas for fut...

Exploring the Strategies for a Community College Transition into a Cloud-Computing Environment

Science.gov (United States)

DeBary, Narges

2017-01-01

The use of the Internet has resulted in the birth of an innovative virtualization technology called cloud computing. Virtualization can tremendously improve the instructional and operational systems of a community college. Although the incidental adoption of the cloud solutions in the community colleges of higher education has been increased,…

A comparative analysis of on-line and classroom-based instructional formats for teaching social work research

OpenAIRE

David Westhuis; Philip M. Ouellette; Corey L. Pfahler

2006-01-01

Research comparing courses taught exclusively in traditional face-to-face settings versus courses taught entirely online have shown similar levels of student satisfaction. This article reports findings from a comparative study of student achievement in research skills from classes using two different instructional formats. One group used a classroom-based instructional format and the other group used an online web-based instructional format. Findings indicate that there were no statistically ...

Improving Web-Based Student Learning Through Online Video Demonstrations

Science.gov (United States)

Miller, Scott; Redman, S.

2010-01-01

Students in online courses continue to lag their peers in comparable face-to-face (F2F) courses (Ury 2004, Slater & Jones 2004). A meta-study of web-based vs. classroom instruction by Sitzmann et al (2006) discovered that the degree of learner control positively influences the effectiveness of instruction: students do better when they are in control of their own learning. In particular, web-based courses are more effective when they incorporate a larger variety of instructional methods. To address this need, we developed a series of online videos to demonstrate various astronomical concepts and provided them to students enrolled in an online introductory astronomy course at Penn State University. We found that the online students performed worse than the F2F students on questions unrelated to the videos (t = -2.84), but that the online students who watched the videos performed better than the F2F students on related examination questions (t = 2.11). We also found that the online students who watched the videos performed significantly better than those who did not (t = 3.43). While the videos in general proved helpful, some videos were more helpful than others. We will discuss our thoughts on why this might be, and future plans to improve upon this study. These videos are freely available on iTunesU, YouTube, and Google Video.

Making Design Decisions Visible: Applying the Case-Based Method in Designing Online Instruction

Directory of Open Access Journals (Sweden)

Heng Luo,

2011-01-01

Full Text Available The instructional intervention in this design case is a self-directed online tutorial that applies the case-based method to teach educators how to design and conduct entrepreneurship programs for elementary school students. In this article, the authors describe the major decisions made in each phase of the design and development process, explicate the rationales behind them, and demonstrate their effect on the production of the tutorial. Based on such analysis, the guidelines for designing case-based online instruction are summarized for the design case.

Applying Intervention Mapping to develop a community-based intervention aimed at improved psychological and social well-being of unmarried teenage mothers in Uganda

NARCIS (Netherlands)

Leerlooijer, J.N.; Kok, G.; Weyusya, J.; Bos, A.E.R.; Ruiter, R.A.C.; Rijsdijk, E.; Nshakira, N.; Bartholomew, L.K.

2014-01-01

Out-of-wedlock pregnancy among adolescents in sub-Saharan Africa is a major concern, because of its association with health, social, psychological, economic and demographic factors. This article describes the development of the Teenage Mothers Project, a community-based intervention to improve

The use of computer based instructions to enhance Rwandan ...

African Journals Online (AJOL)

Annestar

(2) To what extent the newly acquired ICT skills impact on teachers' competency? (3) How suitable is computer based instruction to enhance teachers' continuous professional development? Literature review. ICT competency for teachers. Regardless of the quantity and quality of technology available in classrooms, the key ...

EEG Based Analysis of Cognitive Load Enhance Instructional Analysis

Science.gov (United States)

Dan, Alex; Reiner, Miriam

2017-01-01

One of the recommended approaches in instructional design methods is to optimize the value of working memory capacity and avoid cognitive overload. Educational neuroscience offers novel processes and methodologies to analyze cognitive load based on physiological measures. Observing psychophysiological changes when they occur in response to the…

Trial Protocol: Home-based exercise programs to prevent falls and upper limb dysfunction among community-dwelling older people: study protocol for the BEST (Balance Exercise Strength Training at Home randomised, controlled trial

Directory of Open Access Journals (Sweden)

Amanda Bates

2018-04-01

Full Text Available Introduction: Falling when older is a major public health issue. There is compelling evidence to show that specific exercise programs can reduce the risk and rate of falls in community-dwelling older people. Another major health issue for older people living in the community is upper limb dysfunction, including shoulder pain. Home-based exercise programs appeal to some older people, due to their convenience. Research questions: This trial aims to determine the effectiveness and cost-effectiveness of a home-based lower limb exercise program compared with a home-based upper limb exercise program to prevent falls and upper limb dysfunction among community-dwelling people aged 65+ years. Design: Randomised, controlled trial. Participants and setting: A total of 576 community-dwelling people will be recruited from the Illawarra and Shoalhaven regions of New South Wales, Australia. Intervention: Participants will be randomised to either a home-based lower limb exercise intervention or a home-based upper limb exercise intervention. The lower limb program is designed to improve balance and strength in the lower limbs. The upper limb program is designed to improve upper limb strength and mobility. Participants will attend three group-based instruction sessions to learn and progress the exercises, and will be instructed to perform the exercises three times per week at home for 12 months. Outcome measures: The two primary outcomes will be fall rates, recorded with monthly calendars for a 12-month period, and upper limb dysfunction, measured with the Disability of the Arm, Shoulder and Hand questionnaire. Secondary outcomes will include: lower limb strength and balance; shoulder strength and mobility; physical activity; quality of life; attitudes to exercise; proportion of fallers; fear of falling; and health and community service use. The cost-effectiveness of both exercise programs from a health and community service provider perspective will be evaluated

Trial Protocol: Home-based exercise programs to prevent falls and upper limb dysfunction among community-dwelling older people: study protocol for the BEST (Balance Exercise Strength Training) at Home randomised, controlled trial.

Science.gov (United States)

Bates, Amanda; Furber, Susan; Tiedemann, Anne; Ginn, Karen; van den Dolder, Paul; Howard, Kirsten; Bauman, Adrian; Chittenden, Catherine; Franco, Lisa; Kershaw, Michelle; Sherrington, Catherine

2018-04-01

Falling when older is a major public health issue. There is compelling evidence to show that specific exercise programs can reduce the risk and rate of falls in community-dwelling older people. Another major health issue for older people living in the community is upper limb dysfunction, including shoulder pain. Home-based exercise programs appeal to some older people, due to their convenience. This trial aims to determine the effectiveness and cost-effectiveness of a home-based lower limb exercise program compared with a home-based upper limb exercise program to prevent falls and upper limb dysfunction among community-dwelling people aged 65+ years. Randomised, controlled trial. A total of 576 community-dwelling people will be recruited from the Illawarra and Shoalhaven regions of New South Wales, Australia. Participants will be randomised to either a home-based lower limb exercise intervention or a home-based upper limb exercise intervention. The lower limb program is designed to improve balance and strength in the lower limbs. The upper limb program is designed to improve upper limb strength and mobility. Participants will attend three group-based instruction sessions to learn and progress the exercises, and will be instructed to perform the exercises three times per week at home for 12 months. The two primary outcomes will be fall rates, recorded with monthly calendars for a 12-month period, and upper limb dysfunction, measured with the Disability of the Arm, Shoulder and Hand questionnaire. Secondary outcomes will include: lower limb strength and balance; shoulder strength and mobility; physical activity; quality of life; attitudes to exercise; proportion of fallers; fear of falling; and health and community service use. The cost-effectiveness of both exercise programs from a health and community service provider perspective will be evaluated. Negative binomial regression models will be used to estimate the between-group difference in fall rates. Modified

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes toward Chemistry

Science.gov (United States)

Cam, Aylin; Geban, Omer

2011-01-01

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes…

Connecting Vietnam's isolated communities to improve healthcare ...

International Development Research Centre (IDRC) Digital Library (Canada)

2018-01-29

Jan 29, 2018 ... Connecting Vietnam's isolated communities to improve healthcare ... of pregnancy and new motherhood improved their interactions with health workers. ... Return to main page: Overcoming eHealth challenges with social and ...

Low Level Evidence Suggests That Librarian-Led Instruction in Evidence Based Practice is Effective Regardless of Instructional Model

Directory of Open Access Journals (Sweden)

Lindsay J. Alcock

2017-06-01

Full Text Available A Review of: Swanberg, S. M., Dennison, C. C., Farrell, A., Machel, V., Marton, C., O'Brien, K. K., … & Holyoke, A. N. (2016. Instructional methods used by health sciences librarians to teach evidence-based practice (EBP: a systematic review. Journal of the Medical Library Association: JMLA, 104(3, 197-208. http://dx.doi.org/10.3163/1536-5050.104.3.004 Abstract Objective – To determine both the instructional methods and their effectiveness in teaching evidence based practice (EBP by librarians in health sciences curricula. Design – Systematic review. Setting – A total of 16 databases, Google Scholar, and MLA Annual Meeting abstracts. Subjects – There were 27 studies identified through a systematic literature search. Methods – An exhaustive list of potential articles was gathered through searching 16 online databases, Google Scholar, and MLA Annual Conference abstracts. Inclusion and exclusion criteria were identified to inform the literature search and determine article eligibility. Duplicates were removed and the remaining search results were divided into sets and assigned to two reviewers who screened first by title/abstract and then by full-text. A third reviewer addressed disagreement in article inclusion. Data extraction, using a validated method described by Koufogiannakis and Wiebe (2006, and critical appraisal, using the Glasgow checklist (1999, were performed concurrently. Main Results – After removal of duplicates 30,043 articles were identified for initial title/abstract screening. Of the 637 articles assessed for full-text screening 26 articles and 1 conference proceeding ultimately met all eligibility criteria. There was no meta-analysis included in the synthesis. There were 16 articles published in library and information science journals and 10 in health sciences journals. Of those studies, 22 were conducted in the United States. A wide range of user groups was identified as participants in the studies with medical

Factors affecting medication adherence in community-managed patients with hypertension based on the principal component analysis: evidence from Xinjiang, China

Directory of Open Access Journals (Sweden)

Zhang YJ

2018-05-01

Full Text Available Yuji Zhang,* Xiaoju Li,* Lu Mao, Mei Zhang, Ke Li, Yinxia Zheng, Wangfei Cui, Hongpo Yin, Yanli He, Mingxia Jing Department of Public Health, Shihezi University School of Medicine, Shihezi, Xinjiang, China *These authors contributed equally to this work Purpose: The analysis of factors affecting the nonadherence to antihypertensive medications is important in the control of blood pressure among patients with hypertension. The purpose of this study was to assess the relationship between factors and medication adherence in Xinjiang community-managed patients with hypertension based on the principal component analysis.Patients and methods: A total of 1,916 community-managed patients with hypertension, selected randomly through a multi-stage sampling, participated in the survey. Self-designed questionnaires were used to classify the participants as either adherent or nonadherent to their medication regimen. A principal component analysis was used in order to eliminate the correlation between factors. Factors related to nonadherence were analyzed by using a χ2-test and a binary logistic regression model.Results: This study extracted nine common factors, with a cumulative variance contribution rate of 63.6%. Further analysis revealed that the following variables were significantly related to nonadherence: severity of disease, community management, diabetes, and taking traditional medications.Conclusion: Community management plays an important role in improving the patients’ medication-taking behavior. Regular medication regimen instruction and better community management services through community-level have the potential to reduce nonadherence. Mild hypertensive patients should be monitored by community health care providers. Keywords: hypertension, medication adherence, factors, principal component analysis, community management, China

The effectiveness of community-based interventions to improve maternal and infant health in the Northeast of Brazil

Directory of Open Access Journals (Sweden)

Emond Alan

2002-01-01

/1 000 live births. By 1998, using data collected locally by active surveillance, the infant mortality rate was 37/1 000 live births. The causes of infant death in both those periods were dominated by respiratory infections and diarrheal disease. Over 95% of both samples initiated breast-feeding, but a higher proportion of the post-intervention sample reported breast-feeding for longer than 6 months (41% vs. 32%, P = 0.0005. No differences were apparent in the use of under-5 clinics, but immunization rates improved. Post-intervention, significant improvements were documented in the mothers' understanding of basic hygiene, their knowledge of causes of common diseases, and their management of acute respiratory infections and diarrhea in children. This was particularly true for the households visited by a community health agent. Conclusions. Inequalities in health care in poor urban populations can be reduced by integrated community-based interventions, including the use of health agents recruited from the local community.

The iSchool Community

DEFF Research Database (Denmark)

Bogers, Toine; Greifeneder, Elke

2016-01-01

the reviewer pool more representative of the iSchool community as a whole by including more women and more researchers from Asian institutions. Other recommendations are to improve the continuity of the reviewer pool and to provide clearer instructions to reviewers to ensure that written reviews explicitly...... cover all the aspects represented by the review scores. The results of our study provide the iSchool community with a descriptive analysis of its community and a better understanding of its review process.......A fair review process is essential to the success of any scientific conference. In this paper we present an analysis of the reviewing process of the 2014-2015 iConferences as well as a demographic analysis of the iConference community as a whole. The results show a clear need for making...

Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

Science.gov (United States)

Farrar, Cynthia Hamen

In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to

The Effect of Performance-Contingent Incentives when Task Complexity is Manipulated through Instruction

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Monte Wynder

2010-12-01

Full Text Available When, and how, performance-contingent incentives improve performance is an important question fororganisations. Empirical results have been mixed – performance-contingent incentives sometimes increaseperformance, sometimes decrease performance, and sometimes have no effect. Theorists have called forfurther research to identify the effect of various moderating variables, including knowledge and taskcomplexity. This study responds by considering the role of instruction in providing the necessary knowledgeto reduce task complexity. The results suggest that a performance-contingent penalty can be a particularlyeffective means of directing effort for a simple task. For a complex task, performance can be improvedthrough instruction. The type of instruction is important – with rule-based instruction effectively directingeffort – however principle-based instruction is necessary to facilitate problem investigation and problemsolving.

Reciprocal Questioning and Computer-based Instruction in Introductory Auditing: Student Perceptions.

Science.gov (United States)

Watters, Mike

2000-01-01

An auditing course used reciprocal questioning (Socratic method) and computer-based instruction. Separate evaluations by 67 students revealed a strong aversion to the Socratic method; students expected professors to lecture. They showed a strong preference for the computer-based assignment. (SK)

A community-based aquatic exercise program to improve endurance and mobility in adults with mild to moderate intellectual disability

Science.gov (United States)

Hakim, Renée M.; Ross, Michael D.; Runco, Wendy; Kane, Michael T.

2017-01-01

The purpose of this study was to investigate the impact of a community-based aquatic exercise program on physical performance among adults with mild to moderate intellectual disability (ID). Twenty-two community-dwelling adults with mild to moderate ID volunteered to participate in this study. Participants completed an 8-week aquatic exercise program (2 days/wk, 1 hr/session). Measures of physical performance, which were assessed prior to and following the completion of the aquatic exercise program, included the timed-up-and-go test, 6-min walk test, 30-sec chair stand test, 10-m timed walk test, hand grip strength, and the static plank test. When comparing participants’ measures of physical performance prior to and following the 8-week aquatic exercise program, improvements were seen in all measures, but the change in scores for the 6-min walk test, 30-sec chair stand test, and the static plank test achieved statistical significance (P<0.05). An 8-week group aquatic exercise program for adults with ID may promote improvements in endurance and balance/mobility. PMID:28349039

The Plasma-Based Instruction in Ethiopia: Utopia or Dystopia?

Science.gov (United States)

Abera, Berhanu

2013-01-01

This article highlights the utopian and dystopian viewpoints held on the plasma-based instruction in Ethiopian by looking into the existing literature works and by analyzing attitudes of implementing bodies and implementers towards the program. The article identified that though implementing bodies were enthusiastic in developing and expanding the…

Integrating evidence based medicine into undergraduate medical education: combining online instruction with clinical clerkships.

Science.gov (United States)

Aronoff, Stephen C; Evans, Barry; Fleece, David; Lyons, Paul; Kaplan, Lawrence; Rojas, Roberto

2010-07-01

Incorporation of evidence based medicine into the undergraduate curriculum varies from school to school. The purpose of this study was to determine if an online course in evidence based medicine run concurrently with the clinical clerkships in the 3rd year of undergraduate medical education provided effective instruction in evidence based medicine (EBM). During the first 18 weeks of the 3rd year, students completed 6 online, didactic modules. Over the next 24 weeks, students developed questions independently from patients seen during clerkships and then retrieved and appraised relevant evidence. Online, faculty mentors reviewed student assignments submitted throughout the course to monitor progress. Mastery of the skills of EBM was assessed prior to and at the conclusion of the course using the Fresno test of competency. Paired data were available from 139 students. Postcourse test scores (M= 77.7; 95% CI = 59-96.4) were significantly higher than precourse scores (M= 66.6; 95% CI = 46.5-86.7), ponline, faculty mentored instruction. This method of instruction provided uniform instruction across geographic sites and medical specialties and permitted efficient use of faculty time.

PROPOSAL FOR A MOOC INSTRUCTIONAL DESIGN BASED ON THE THEORY DEVELOPMENT AND MASTERY LEARNIG

Directory of Open Access Journals (Sweden)

José Emilio Sánchez-García

2016-07-01

Full Text Available The first massive open online courses cMOOC lacked an instructional design and have now shifted to models that have an instructional design called xMOOC. This document makes a proposal instructional design for MOOC using the simplified adaptive method SAM inspired by the theory development and strategy of Mastery Learning as part of the research method based on the design of the qualitative paradigm. The results explain and justify the procedure used for the preparation of instructional design. The conclusion that has been reached is that both SAM and strategy Mastery Learning has allowed the instructional design for MOOC easily with emphasis in practice but supported with theoretical, personalized basis by tracking post and considering the learning strategy for the domain.

An improved null model for assessing the net effects of multiple stressors on communities.

Science.gov (United States)

Thompson, Patrick L; MacLennan, Megan M; Vinebrooke, Rolf D

2018-01-01

Ecological stressors (i.e., environmental factors outside their normal range of variation) can mediate each other through their interactions, leading to unexpected combined effects on communities. Determining whether the net effect of stressors is ecologically surprising requires comparing their cumulative impact to a null model that represents the linear combination of their individual effects (i.e., an additive expectation). However, we show that standard additive and multiplicative null models that base their predictions on the effects of single stressors on community properties (e.g., species richness or biomass) do not provide this linear expectation, leading to incorrect interpretations of antagonistic and synergistic responses by communities. We present an alternative, the compositional null model, which instead bases its predictions on the effects of stressors on individual species, and then aggregates them to the community level. Simulations demonstrate the improved ability of the compositional null model to accurately provide a linear expectation of the net effect of stressors. We simulate the response of communities to paired stressors that affect species in a purely additive fashion and compare the relative abilities of the compositional null model and two standard community property null models (additive and multiplicative) to predict these linear changes in species richness and community biomass across different combinations (both positive, negative, or opposite) and intensities of stressors. The compositional model predicts the linear effects of multiple stressors under almost all scenarios, allowing for proper classification of net effects, whereas the standard null models do not. Our findings suggest that current estimates of the prevalence of ecological surprises on communities based on community property null models are unreliable, and should be improved by integrating the responses of individual species to the community level as does our

Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

Science.gov (United States)

Martin, Lynn A.

The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

The effects of video-based and activity-based instruction on high school students' knowledge, attitudes, and behavioral intentions related to seat belt use

Science.gov (United States)

Jones, Tudor Griffith, III

The purpose of this study was to determine the effect of video-based science instruction and accompanying activity-based instruction on the knowledge, attitudes, and behavioral intentions of high school students' use of seat belts. Secondarily, the purpose was to determine order effects and interactions between the two treatments used in the study: video-based instruction and hands-on activity-based instruction. The study used Ajzen and Fishbein's theory of reasoned action to investigate the factors influencing high school students' behavioral intentions regarding seat belt use. This study used a pretest-posttest-posttest treatment design. Data were collected on 194 students in high school introductory biology and chemistry classes in Gainesville, Florida. Ten intact high school science classes (eight treatment and two control) took pretests and posttests measuring physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to and after participating in the two treatments. The treatment group students participated in at least 500 minutes of instructional time divided among five lessons over 10 instructional days. All participants were pretested on physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to two treatments. Treatment A was defined as participating in one 50-minute video-based instructional lesson. Treatment B was defined as participating in four hands-on science activities regarding crash-related physics concepts. Cronbach's coefficient alpha was used for analysis of the researcher-designed instruments, and ANOVA was used to analyze the data. The results of the analyses (p young adults.

Community-Based Progressive Aquatic Exercise for the Management of Knee Osteoarthritis

Directory of Open Access Journals (Sweden)

Dayle Maryanna Masslon

2016-10-01

Full Text Available Background We examined the feasibility and effectiveness of a community-based progressive aquatic exercise program for community dwelling older adults, with moderate to severe knee osteoarthritis (OA. Objectives The purposes of this study were to 1, assess the effects of a progressive aquatic exercise program on the walking ability, stair climbing ability, quadriceps muscle strength, as well as self-reported symptoms, function, and quality of life in community dwelling adults with moderate to severe knee OA and; 2, assess the feasibility of a community-based aquatic program for community dwelling adults with knee OA. Methods Seventeen volunteers (12 women (x = 61.1 years and 5 men (x = 69.0 years participated in a progressive 8 - 10 week aquatic exercise program, consisting of 20 - 24, 1-hour sessions. Outcome measures, acquired twice before beginning the exercise protocol as well as after 4 and 8 weeks of exercise, included the Knee Injury and Osteoarthritis outcome score (KOOS instrument, a 2 minute walk test (2MWT, a 10 step stair climb for time, and an isometric knee extension strength assessment. Results Significant improvements were detected in 2 MWT, 10 step stair climb, right quadriceps isometric force development, and the KOOS symptoms and stiffness subscale. Significant improvement was found on KOOS function subscales between baseline testing sessions and maintained at follow-up. Non-significant improvements were identified in left quadriceps isometric force development, KOOS pain, and KOOS quality of life. Conclusions These data suggest that a community-based, progressive aquatic exercise program is feasible and results in measurable improvements in function without worsening symptoms. Further study is warranted to investigate the impact of a longer program and the role of aquatic exercise in the long-term management of patients with knee OA.

Evaluating Instructor Technology Integration in Community and Technical Colleges: A Performance Evaluation Matrix

Science.gov (United States)

Del Favero, Marietta; Hinson, Janice M.

2007-01-01

The press for implementing technology based instructional delivery systems in community and technical colleges is well documented. Yet faculty face numerous challenges in integrating technology into instruction (AL-Bataineh & Brooks, 2003; Groves & Zemel, 2000; Khoury, 1997). Stimulating faculty ownership in technology, diffusion of technology use…

Partnered Evaluation of a Community Engagement Intervention: Use of a “Kickoff” Conference in a Randomized Trial for Depression Care Improvement in Underserved Communities

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Mendel, Peter; Ngo, Victoria K.; Dixon, Elizabeth; Stockdale, Susan; Jones, Felica; Chung, Bowen; Jones, Andrea; Masongsong, Zoe; Khodyakov, Dmitry

2013-01-01

Community partnered research and engagement strategies are gaining recognition as innovative approaches to improving healthcare systems and reducing health disparities in underserved communities. These strategies may have particular relevance for mental health interventions in low income, minority communities in which there often is great stigma and silence surrounding conditions such as depression and difficulty in implementing improved access and quality of care. At the same time, there is a relative dearth of evidence on the effectiveness of specific community engagement interventions and on the design, process, and context of these interventions necessary for understanding their implementation and generalizability. This paper evaluates one of a number of community engagement strategies employed in the Community Partners in Care (CPIC) study, the first randomized controlled trial of the role of community engagement in adapting and implementing evidence-based depression care. We specifically describe the unique goals and features of a community engagement “kickoff” conference as used in CPIC and provide evidence on the effectiveness of this type of intervention by analyzing its impact on: 1) stimulating a dialogue, sense of collective efficacy, and opportunities for learning and networking to address depression and depression care in the community, 2) activating interest and participation in CPIC’s randomized trial of two different ways to implement evidence-based quality improvement (QI) programs for depression across diverse community agencies, and 3) introducing evidence-based toolkits and collaborative care models to potential participants in both intervention conditions and other community members. We evaluated the effectiveness of the conference through a community-partnered process in which both community and academic project members were involved in study design, data collection and analysis. Data sources include participant conference evaluation

Toward an Instructionally Oriented Theory of Example-Based Learning

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Renkl, Alexander

2014-01-01

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from…

Effect of lecture instruction on student performance on qualitative questions

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Heron, Paula R. L.

2015-06-01

The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques. This paper contributes to the research base through a retrospective analysis of 20 randomly selected qualitative questions on topics in kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington over a period of 15 years. In some classes, questions were administered after relevant lecture instruction had been completed; in others, it had yet to begin. Simple statistical tests indicate that the average performance of the "after lecture" classes was significantly better than that of the "before lecture" classes for 11 questions, significantly worse for two questions, and indistinguishable for the remaining seven. However, the classes had not been randomly assigned to be tested before or after lecture instruction. Multiple linear regression was therefore conducted with variables (such as class size) that could plausibly lead to systematic differences in performance and thus obscure (or artificially enhance) the effect of lecture instruction. The regression models support the results of the simple tests for all but four questions. In those cases, the effect of lecture instruction was reduced to a nonsignificant level, or increased to a significant, negative level when other variables were considered. Thus the results provide robust evidence that instruction in lecture can increase student ability to give correct answers to conceptual questions but does not necessarily do so; in some cases it can even lead to a decrease.

Conceptual Foundations of Improving the Living Standards of Territorial Community Based on the Introduction and Development of New Forms of Innovation and Investment Cooperation Between Regional Authorities and the Local Community

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Popadynets, V.I.

2015-03-01

Full Text Available The main provisions have been formulated for elaboration, implementation and development of the regional target programs based on new methodological and financial resources and realization of sales of the most significant products of regional companies and organizations for the sustainable improvement of the local community living standards.

Framework for an Evidence-Based Physical Activity Intervention: Promoting Healthy Communities

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Laura E. Bruno

2017-05-01

Conclusions: Opportunities to participate in a community based intervention program should be extended throughout all communities in an effort to improve holistic well-being. Further, type and duration as well as point of data collection of such programs should be differentiated in future research.

Show and Tell: Video Modeling and Instruction Without Feedback Improves Performance but Is Not Sufficient for Retention of a Complex Voice Motor Skill.

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Look, Clarisse; McCabe, Patricia; Heard, Robert; Madill, Catherine J

2018-02-02

Modeling and instruction are frequent components of both traditional and technology-assisted voice therapy. This study investigated the value of video modeling and instruction in the early acquisition and short-term retention of a complex voice task without external feedback. Thirty participants were randomized to two conditions and trained to produce a vocal siren over 40 trials. One group received a model and verbal instructions, the other group received a model only. Sirens were analyzed for phonation time, vocal intensity, cepstral peak prominence, peak-to-peak time, and root-mean-square error at five time points. The model and instruction group showed significant improvement on more outcome measures than the model-only group. There was an interaction effect for vocal intensity, which showed that instructions facilitated greater improvement when they were first introduced. However, neither group reproduced the model's siren performance across all parameters or retained the skill 1 day later. Providing verbal instruction with a model appears more beneficial than providing a model only in the prepractice phase of acquiring a complex voice skill. Improved performance was observed; however, the higher level of performance was not retained after 40 trials in both conditions. Other prepractice variables may need to be considered. Findings have implications for traditional and technology-assisted voice therapy. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Evaluation of Community Health Education Workshops among Chinese Older Adults in Chicago: A Community-Based Participatory Research Approach

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Dong, Xinqi; Li, Yawen; Chen, Ruijia; Chang, E-Shien; Simon, Melissa

2013-01-01

Background: Health education is one of the proven ways to improve knowledge and change health attitudes and behaviors. This study is intended to assess the effectiveness of five health workshops in a Chinese community, focusing on depression, elder abuse, nutrition, breast cancer and stroke. Methods: A community-based participatory research…

PENERAPAN MODEL PROBLEM BASED INSTRUCTION UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH EKONOMI PEMBANGUNAN

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Tiara Anggia Dewi

2016-05-01

Full Text Available Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan model Problem Based Instruction (PBI untuk meningkatkan hasil belajar mahasiswa pada matakuliah Ekonomi Pembangunan. Metode yang digunakan dalam penelitian ini eksperimen design yaitu pretest posttest control group design.Analisis data menunjukkan hasil belajar model Problem Based Instruction mengalami peningkatan 51,5% dilihat dari perbandingan evaluasi pretestmahasiswa 28,5% sedangkan mahasiswa yang mencapai kriteria ketuntasan minimal pada evaluasi posttest adalah 80%.Berdasarkan hasil penelitian tersebut maka hipotesis dapat diterima sebab thitung (tdaf = 3,76 lebih besar dari pada ttabel (ttab = 1,70 dan 2,47. Dengan demikian menunjukkan bahwa penerapan model Problem Based Instruction pada matakuliah Ekonomi Pembangunan dapat meningkatkan hasil belajar mahasiswa di UM Metro

Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis.

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Cook, David A; Hamstra, Stanley J; Brydges, Ryan; Zendejas, Benjamin; Szostek, Jason H; Wang, Amy T; Erwin, Patricia J; Hatala, Rose

2013-01-01

Although technology-enhanced simulation is increasingly used in health professions education, features of effective simulation-based instructional design remain uncertain. Evaluate the effectiveness of instructional design features through a systematic review of studies comparing different simulation-based interventions. We systematically searched MEDLINE, EMBASE, CINAHL, ERIC, PsycINFO, Scopus, key journals, and previous review bibliographies through May 2011. We included original research studies that compared one simulation intervention with another and involved health professions learners. Working in duplicate, we evaluated study quality and abstracted information on learners, outcomes, and instructional design features. We pooled results using random effects meta-analysis. From a pool of 10,903 articles we identified 289 eligible studies enrolling 18,971 trainees, including 208 randomized trials. Inconsistency was usually large (I2 > 50%). For skills outcomes, pooled effect sizes (positive numbers favoring the instructional design feature) were 0.68 for range of difficulty (20 studies; p simulation-based education.