Documenting Instructional Practices in Large Introductory STEM Lecture Courses

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Vu, Viet Quoc

STEM education reform in higher education is framed around the need to improve student learning outcomes, increase student retention, and increase the number of underrepresented minorities and female students in STEM fields, all of which would ultimately contribute to America's competitiveness and prosperity. To achieve these goals, education reformers call for an increase in the adoption of research-based "promising practices" in classrooms. Despite efforts to increase the adoption of more promising practices in classrooms, postsecondary instructors are still likely to lecture and use traditional teaching approaches. To shed light on this adoption dilemma, a mix-methods study was conducted. First, instructional practices in large introductory STEM courses were identified, followed by an analysis of factors that inhibit or contribute to the use of promising practices. Data were obtained from classroom observations (N = 259) of large gateway courses across STEM departments and from instructor interviews (N = 67). Results show that instructors are already aware of promising practices and that change strategies could move from focusing on the development and dissemination of promising practices to focusing on improving adoption rates. Teaching-track instructors such as lecturers with potential for security of employment (LPSOE) and lecturers with security of employment (LSOE) have adopted promising practices more than other instructors. Interview data show that LPSOEs are also effective at disseminating promising practices to their peers, but opinion leaders (influential faculty in a department) are necessary to promote adoption of promising practices by higher ranking instructors. However, hiring more LPSOEs or opinion leaders will not be enough to shift instructional practices. Variations in the adoption of promising practices by instructors and across departments show that any reform strategy needs to be systematic and take into consideration how information is

Windows into Instructional Practice

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Steinbacher-Reed, Christina; Rotella, Sam A.

2017-01-01

Administrators are often removed from the daily instructional realities in classrooms, while teachers aren't given enough opportunities to lead in their schools, write Christina Steinbacher-Reed and Sam A. Rotella Jr. The result is a wall that prevents the two parties from collaborating in a way that improves school culture, teaching practices,…

Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration

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Koutsoftas, Anthony D.; Dubasik, Virginia L.; Moss DiDonato, Alicia

2017-01-01

Background: Preschool teacher's instructional practices are one component of high-quality early education classrooms that have the potential to directly influence young children's school readiness and success; therefore, the type and quality of instructional practices used by preschool teachers should be explored. Purpose: The purpose of this…

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

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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…

Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course

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Amanda Nichols Hess

2016-12-01

Full Text Available In this article, the authors share how a team of librarians used the ADDIE instructional design model to incorporate best practices in teaching and learning into an online, four-credit information literacy course. In this redesign process, the Association of American Colleges and Universities’ high-impact practices and e-learning best practices were integrated as scaffolds for course content. The authors' experience with this systematic process and the concepts of instructional design suggest that the ADDIE model can be used to achieve several different ends in information literacy instruction. First, it can provide a structure around which librarians can develop a variety of instructional interactions. Second, it can help librarians consider student engagement, learning, and assessment more intentionally. And third, it can help to marry information literacy-specific standards and other learning guidelines, such as high-impact practices and e-learning best practices. From the authors' experience, other academic librarians may find applications for instructional design constructs into their own teaching practices, both in online and face-to-face learning environments.

Motivational Design in Information Literacy Instruction

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Hess, Amanda Nichols

2015-01-01

Motivational design theory complements instructional design theory and, when used together, both principles can affect learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best…

How are scientific thinking skills best developed? Direct instruction vs. inquiry practice

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Dean, David Worth, Jr.

Despite its support and adoption by most major scientific and educational organizations, some researchers have questioned whether inquiry learning is indeed the best method for acquiring the skills of inquiry. Klahr and colleagues have investigated the development of the control of variables strategy, or controlled comparison (CC), and claim that a brief session of direct instruction, characterized by explicit training of CC, as opposed to allowing children to discover CC through inquiry learning, is sufficient for acquisition, maintenance, and transfer of this core aspect of inquiry. Kuhn and colleagues, however, argue that direct instruction may be insufficient for development of the metastrategic level of understanding necessary to adequately maintain and transfer inquiry skills. In the present study, I attempt to identify the intervention most effective in supporting acquisition, maintenance, and transfer of these skills. Three groups of students received either a direct instruction session followed by standard classroom instruction (DI-only), an introductory session (without direct instruction) followed by practice sessions only (PR-only), or a direct instruction session followed by practice sessions (DI+PR). Practice sessions involved the use of a computer-based inquiry task requiring students to investigate the effects of five potential causal variables on an outcome. The two practice groups worked with this program during 12 sessions over nine weeks. They worked with structurally identical software programs during five weekly maintenance sessions. During this time, the DI-only group received standard classroom instruction. All groups were assessed on familiar and unfamiliar computer-based inquiry tasks at the conclusion of intervention (immediate assessment) and maintenance sessions (delayed assessment). Students in the two practice groups demonstrated improvement in an integrative measure of inquiry skill (valid intent, valid strategy, valid inference, and

The pedagogy of argumentation in science education: science teachers' instructional practices

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Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

2017-07-01

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

Learning and performance under alternative instructional manifestations of experimental practice

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Ford, Michael J.

Before we can understand how students learn "to do" science, we must make explicit our assumptions about what scientific practice is. This study compares the learning outcomes of two sixth-grade instructional units on experimentation, each based on a particular characterization of practice. In one unit, instruction focused on acquisition and application of the control of variables strategy (CVS; Chen & Klahr, 1999), which is consistent with a popular conception of science education, stemming from Piaget, as the mastery of logical forms. In the other unit, students designed experimental apparatus to answer a target question, and instruction emphasized practices of rendering and transforming the material world in ways that support scientific understanding. Students in both groups were assessed for CVS acquisition and subsequent experimental performance on a novel task, and group performances on these assessments different across instructional conditions. I will argue that student understandings of goals, norms of instructional expectation, and strategies explain these differences, in some cases by supporting performance and in other cases by hindering it. I will also argue that the results question the role typically attributed to logical method in learning to design experiments.

Best Practices for Implementing Inquiry-Based Science Instruction for English Language Learners

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Williams, Erica

This applied dissertation was designed to provide better access to current information to link literacy and science. Students frequently used literacy skills to gather information and communicate understanding of scientific concepts to others. Science became applicable through the tools associated with literacy. There was a need for instruction that integrated language development with science content. This research focused on revealing the instructional trends of English language learners science teachers in the United Arab Emirates. The researcher introduced the questionnaire surveys in the form of a professional development session. The participants were asked to complete the questionnaire concurrently with the descriptive presentation of each component of the sheltered instruction observation protocol (SIOP) model. Completing the SIOP Checklist Survey provided data on the type of constructivist strategies (best practices) teachers were utilizing and to what degree of fidelity the strategies were being implemented. Teachers were encouraged to continue to use these services for curriculum enrichment and as an additional source for future lesson plans. An analysis of the data revealed authentic learning as the most common best practice used with the most fidelity by teachers. The demographic subgroup, teaching location, was the only subgroup to show statistical evidence of an association between teaching location and the use of problem-based learning techniques in the classroom. Among factors that influenced the degree of teacher fidelity, teachers' expectation for student achievement had a moderate degree of association between the use of scaffolding techniques and co-operative learning.

Undergraduate Information Literacy Instruction Is Not Enough to Prepare Junior Doctors for Evidence Based Practice. A Review of: Cullen, R., Clark, M., & Esson, R. (2011. Evidence-based information-seeking skills of junior doctors entering the workforce: An evaluation of the impact of information literacy training during pre-clinical years. Health Information & Libraries Journal, 28(2, 119-129. doi:10.1111/j.1471-1842.2011.00933.x

Directory of Open Access Journals (Sweden)

Carol D. Howe

2012-06-01

Full Text Available Objective – To determine if junior doctorsentering the workforce retain the informationliteracy skills they learned as undergraduates.Design – Structured interviews andobservations.Setting – Wellington Medical School of theUniversity of Otago in New Zealand. Medicinein New Zealand is an undergraduate program.Subjects – Thirty-eight University of Otagostudents who were starting their fourth year ofundergraduate medical training between 1994and 2004. At the time of this study, thestudents had graduated and were a number ofyears into advanced training for theirspeciality, i.e., junior doctors. The participantsrepresented five cohorts, each having receiveda different level of information literacyinstruction as undergraduates. Cohort 1, withthe most years in clinical practice at the time ofthe study, received no formal informationliteracy instruction as undergraduates. Cohorts2 to 5 received information literacy instructionin their fourth undergraduate year. The focusof instruction for cohorts 2 and 3 was ondeveloping an effective search strategy,whereas the instruction for cohorts 4 and 5focused more on the critical appraisal ofarticles. Methods – In 2008 and 2009, the authors contacted cohort graduates. Two medical librarians from the Wellington Medical Library interviewed and observed participants to establish their level of information literacy. The librarians asked an initial six questions to determine how much participants remembered of their undergraduate information literacy instruction, how they search for clinical information, what databases they use, how they evaluate information, and if they have had any formal or informal information literacy instruction since graduating. For question seven, participants described a recent situation in which they searched for clinical information relating to a given patient. For question eight, participants rated their own skill level as “no skills”, “some skills”, or “highly skilled�

Pronunciation Instruction and Students’ Practice to Develop Their Confidence in EFL Oral Skills

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Ana Cristina Tlazalo Tejeda

2014-10-01

Full Text Available The aim of this article is to inform on research intended to find out how pronunciation instruction of English as a foreign language was handled in the language classroom with elementary students and also understand if pronunciation instruction had an impact on students’ confidence when using it. In order to do this, a qualitative case study was carried out with learners of elementary English as a foreign language at the Language School of Universidad Veracruzana, Mexico. Class observation, a written text, and semi-structured interviews comprised the data collection instruments. The findings showed that not only teacher pronunciation instruction is necessary when learning English as a foreign language but that a lot of student practice is key to developing and enhancing learners’ pronunciation as well.

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

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Carol A. Gordon

2009-09-01

Full Text Available Objective – The purpose of this paper is to articulate a theory for the use of action research as a tool of evidence based practice for information literacy instruction in school libraries. The emerging theory is intended to capture the complex phenomenon of information skills teaching as it is embedded in school curricula. Such a theory is needed to support research on the integrated approach to teaching information skills and knowledge construction within the framework of inquiry learning. Part 1 of this paper, in the previous issue, built a foundation for emerging theory, which established user‐centric information behavior and constructivist learning theory as the substantive theory behind evidence based library instruction in schools. Part 2 continues to build on the Information Search Process and Guided Inquiry as foundational to studying the information‐to‐knowledge connection and the concepts of help and intervention characteristic of 21st century school library instruction.Methods – This paper examines the purpose and methodology of action research as a tool of evidence based instruction. This is accomplished through the explication of three components of theory‐building: paradigm, substantive research, and metatheory. Evidence based practice is identified as the paradigm that contributes values and assumptions about school library instruction. It establishes the role of evidence in teaching and learning, linking theory and practice. Action research, as a tool of evidence based practice is defined as the synthesis of authentic learning, or performance‐based assessment practices that continuously generate evidence throughout the inquiry unit of instruction and traditional data collection methods typically used in formal research. This paper adds social psychology theory from Lewin’s work, which contributes methodology from Gestalt psychology, field theory, group dynamics, and change theory. For Lewin the purpose of action

Deaf Autism: Common Instructional Practices Described by Deaf Educators

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Rutledge, Felicia

2017-01-01

The purpose of this research study was to identify common instructional practices described by teachers of the deaf with students who are deaf with autism that increase both student engagement and instructional outcomes. As the diversity of students increase within deaf/hard of hearing programs, research is emerging in the area of deaf autism.…

Instruction in Information Structuring Improves Bayesian Judgment in Intelligence Analysts

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David R. Mandel

2015-04-01

Full Text Available An experiment was conducted to test the effectiveness of brief instruction in information structuring (i.e., representing and integrating information for improving the coherence of probability judgments and binary choices among intelligence analysts. Forty-three analysts were presented with comparable sets of Bayesian judgment problems before and immediately after instruction. After instruction, analysts’ probability judgments were more coherent (i.e., more additive and compliant with Bayes theorem. Instruction also improved the coherence of binary choices regarding category membership: after instruction, subjects were more likely to invariably choose the category to which they assigned the higher probability of a target’s membership. The research provides a rare example of evidence-based validation of effectiveness in instruction to improve the statistical assessment skills of intelligence analysts. Such instruction could also be used to improve the assessment quality of other types of experts who are required to integrate statistical information or make probabilistic assessments.

Constructivist Instructional Practices and Teacher Beliefs Related to Secondary Science Teaching and Learning

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Nelson, Adrienne Fleurette

The purpose of this mixed method research study was to examine the constructivist beliefs and instructional practices of secondary science teachers. The research also explored situations that impacted whether or not student centered instruction occurred. The study revealed science teachers held constructive beliefs pertaining to student questioning of the learning process and student autonomy in interacting with other learners. Teachers held the least constructivist beliefs pertaining to student teacher collaboration on lesson design. Additionally, teacher beliefs and practice were not congruent due to instructional practices being deemed less constructivist than reported. The study found that curricular demands, teacher perceptions about students, inadequate laboratory resources, and the lack of teacher understanding about the components of constructivist instruction inhibited student centered instruction. The results of this study led to six recommendations that can be implemented by school districts in collaboration with science teachers to promote constructivist instruction.

Differentiated instruction: perceptions, practices and challenges of ...

African Journals Online (AJOL)

Differentiated instruction: perceptions, practices and challenges of primary school teachers. ... Different factors like knowledge and experience, commitment and motivation, availability of materials/resources, availability of time, class size, range of diversity in classroom, leadership and parental support and staff collaboration ...

Spelling Instruction in the Primary Grades: Teachers' Beliefs, Practices, and Concerns

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Doyle, Antoinette; Zhang, Jing; Mattatall, Chris

2015-01-01

This study examined Canadian teachers' beliefs, practices and concerns about spelling instruction in the primary grades. Data from surveys (n = 56) indicated that most teachers believe that spelling is important and plan for spelling instruction. For most teachers, the spelling words and activities used, and the instructional resources they chose,…

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

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Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-12-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students' science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers' value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers' instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.

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

Improving students' critical thinking : Empirical support for explicit instructions combined with practice

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Heijltjes, Anita; Van Gog, Tamara|info:eu-repo/dai/nl/294304975; Paas, Fred

2014-01-01

This experiment investigated the impact of different types of critical thinking instruction and dispositions on bias in economics students' (N=141) reasoning performance. The following conditions were compared: (A) implicit instruction; (B) implicit instruction with practice; (C) implicit

Beliefs and Practices of Writing Instruction in Japanese Elementary Schools

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Spence, Lucy K.; Kite, Yuriko

2018-01-01

Focusing on writing instruction within an era of international curricular reform, this study analysed classroom observations, educator interviews, and documents related to Japanese elementary writing instruction. A deductive approach using discourses of writing framework and an inductive approach to Japanese cultural practices uncovered beliefs…

Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws

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Parker, Zachari. A.

2012-01-01

The influence that teacher beliefs have on classroom instructional practices in areas such as science and mathematics have been studied and documented by researchers. However, only a few researchers were found to have specifically investigated the influence of technology teachers' beliefs on instructional practices, relating to the teaching…

Adapting research instruction to support the scholarship of practice: practice-scholar partnerships.

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Crist, Patricia A

2010-01-01

ABSTRACT Evidence-based practice (EBP) is crucial to the success of delivering quality occupational therapy services. The skill to engage in the scholarship of practice is central to being able to create evidence specific to one's everyday practice and leads to an emerging role within occupational therapy called the practice-scholar. The purpose of this retrospective study was to investigate the effectiveness of an instructional approach that engaged the scholarship of practice and the functions of a practice-scholar. Occupational therapy graduate students and practitioners collaborated to develop a practice-based study proposal during a traditional experimental research class. The objective was to apply research concepts contextualized within the natural practice context while developing the role of the practice-scholar in designing outcomes studies. As part of an entry-level research course, students (n == 39) and practitioners (n == 14) were grouped into learning teams and discussed two self-assessments to reflect on their self-efficacy perceptions of practice-scholarship research at the beginning and the end of a series of guided sessions to design a research proposal. Postcourse results show that students' perceptions of self-efficacy improved regarding their abilities to participate in practice-scholarship as a result of the learning partnerships. Anecdotal similarities were found for practitioners. As an instructional method, the learning partnership facilitated the development of foundational knowledge and skills related to becoming practice-scholars through increased self-efficacy in using proposal design. This educational approach proactively used the scholarship of practice research to bridge practice and education using a meaningful, partnership-based model for entry-level graduate students and occupational therapy practitioners.

Flipped Instruction: Breakthroughs in Research and Practice

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IGI Global, 2017

2017-01-01

The integration of technology into modern classrooms has enhanced learning opportunities for students. With increased access to educational content, students gain a better understanding of the concepts being taught. "Flipped Instruction: Breakthroughs in Research and Practice" is a comprehensive reference source for the latest scholarly…

Instructional practices and science performance of 10 top-performing regions in PISA 2015

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Lau, Kwok-chi; Lam, Terence Yuk-ping

2017-10-01

This study analysed 10 top-performing regions in PISA 2015 on their science performances and instructional practices. The regions include Singapore, Japan, Estonia, Taipei, Finland, Macao, Canada, Hong Kong, China and Korea. The science performances of the 10 regions and their teaching practices are described and compared. The construct of enquiry-based instruction as developed in PISA 2015 is revised into two new constructs using factor analysis. Then, the relationships of the teaching practices with science performance are analysed using hierarchical linear modelling. Adaptive instruction, teacher-directed instruction and interactive application are found positively associated with performance in all regions, while investigation and perceived feedback are all negative. The regions except Japan and Korea tend to have a high frequency of teacher-directed instruction facilitated by more or less authoritative class discussion in class. A fair amount of practical work is done, but not many of them are investigations. The cultural influences on teaching practices are discussed on how an amalgam of didactic and constructivist pedagogy is created by the Western progressive educational philosophy meeting the Confucian culture. The reasons for investigation's negative association with performance are also explored.

Exploring Principals' Instructional Leadership Practices in Malaysia: Insights and Implications

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Harris, Alma; Jones, Michelle; Cheah, Kenny Soon Lee; Devadason, Edward; Adams, Donnie

2017-01-01

Purpose: The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals' instructional leadership practice in Malaysian primary schools. The dimensions and functions of instructional leadership, explicitly explored in this study, are those outlined in the Hallinger and Murphy's (1985) model.…

An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 1: Building a Foundation

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Carol A. Gordon

2009-06-01

Full Text Available Objective – Part I of this paper aims to create a framework for an emerging theory of evidence based information literacy instruction. In order to ground this framework in existing theory, a holistic perspective views inquiry as a learning process that synthesizes information searching and knowledge building. An interdisciplinary approach is taken to relate user-centric information behavior theory and constructivist learning theory that supports this synthesis. The substantive theories that emerge serve as a springboard for emerging theory. A second objective of this paper is to define evidence based information literacy instruction by assessing the suitability of performance based assessment and action research as tools of evidence based practice.Methods – An historical review of research grounded in user-centered information behavior theory and constructivist learning theory establishes a body of existing substantive theory that supports emerging theory for evidence based information literacy instruction within an information-to-knowledge approach. A focused review of the literature presents supporting research for an evidence based pedagogy that is performance assessment based, i.e., information users are immersed in real-world tasks that include formative assessments. An analysis of the meaning of action research in terms of its purpose and methodology establishes its suitability for structuring an evidence based pedagogy. Supporting research tests a training model for school librarians and educators which integrates performance based assessment, as well as action research. Results – Findings of an historical analysis of information behavior theory and constructivist teaching practices, and a literature review that explores teaching models for evidence based information literacy instruction, point to two elements of evidence based information literacy instruction: the micro level of information searching behavior and the macro level of

Correlates of Teacher Practices Influencing Student Outcomes in Reading Instruction for Advanced Readers

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Hunsaker, Scott L.; Nielsen, Aubree; Bartlett, Brianne

2010-01-01

In a professional development project, six teaching practices were posited as necessary for improving affective and cognitive outcomes for identified advanced readers. These practices were identification, organization for instruction, content, instructional strategies, continuous improvement assessment, and ambassadorship. Sixty-one teachers…

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

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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

18 CFR 367.9090 - Account 909, Informational and instructional advertising expenses.

Science.gov (United States)

2010-04-01

..., Informational and instructional advertising expenses. 367.9090 Section 367.9090 Conservation of Power and Water... Account 909, Informational and instructional advertising expenses. (a) This account must include the cost... supervision of informational activities. (2) Preparing informational materials for newspapers, periodicals...

Using Critical Incidents of Instructional Design and Multimedia Production Activities to Investigate Instructional Designers' Current Practices and Roles

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Sugar, William A.; Luterbach, Kenneth J.

2016-01-01

Through consideration of critical incidents, this study analyzed 106 effective, ineffective and extraordinary instructional design and multimedia production (MP) activities discussed by 36 instructional design professionals. This evaluation provided insights into these professionals' best and not so best practices during the past 6 months.…

Promising Instructional Practices for English Language Learners

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Prince, Johanna

2018-01-01

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be…

Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

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Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

2013-02-01

This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the

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

Experimental Evaluation of Instructional Consultation Teams on Teacher Beliefs and Practices

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Vu, Phuong; Shanahan, Katherine Bruckman; Rosenfield, Sylvia; Gravois, Todd; Koehler, Jessica; Kaiser, Lauren; Berger, Jill; Vaganek, Megan; Gottfredson, Gary D.; Nelson, Deborah

2013-01-01

Instructional Consultation Teams (IC Teams) are an early intervention service intended to support teachers in working with struggling students. This is a large-scale experimental trial investigating the effects of IC Teams on teacher efficacy, instructional practices, collaboration, and job satisfaction. Public elementary schools (N = 34) were…

Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course

OpenAIRE

Amanda Nichols Hess; Katie Greer

2016-01-01

In this article, the authors share how a team of librarians used the ADDIE instructional design model to incorporate best practices in teaching and learning into an online, four-credit information literacy course. In this redesign process, the Association of American Colleges and Universities’ high-impact practices and e-learning best practices were integrated as scaffolds for course content. The authors' experience with this systematic process and the concepts of instructional design suggest...

Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review.

Science.gov (United States)

Boruff, Jill T; Harrison, Pamela

2018-01-01

This scoping review investigates how knowledge and skills are assessed in the information literacy (IL) instruction for students in physical therapy, occupational therapy, or speech-language pathology, regardless of whether the instruction was given by a librarian. The objectives were to discover what assessment measures were used, determine whether these assessment methods were tested for reliability and validity, and provide librarians with guidance on assessment methods to use in their instruction in evidence-based practice contexts. A scoping review methodology was used. A systematic search strategy was run in Ovid MEDLINE and adapted for CINAHL; EMBASE; Education Resources Information Center (ERIC) (EBSCO); Library and Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); and Proquest Theses and Dissertations from 1990 to January 16, 2017. Forty articles were included for data extraction. Three major themes emerged: types of measures used, type and context of librarian involvement, and skills and outcomes described. Thirty-four measures of attitude and thirty-seven measures of performance were identified. Course products were the most commonly used type of performance measure. Librarians were involved in almost half the studies, most frequently as instructor, but also as author or assessor. Information literacy skills such as question formulation and database searching were described in studies that did not involve a librarian. Librarians involved in instructional assessment can use rubrics such as the Valid Assessment of Learning in Undergraduate Education (VALUE) when grading assignments to improve the measurement of knowledge and skills in course-integrated IL instruction. The Adapted Fresno Test could be modified to better suit the real-life application of IL knowledge and skills.

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

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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…

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…

Connecting Practice and Research: Integrated Reading and Writing Instruction Assessment

Science.gov (United States)

Caverly, David C.; Taylor, Judi Salsburg; Dimino, Renee K.; Lampi, Jodi P.

2016-01-01

The first "Connecting Practice and Research" column (Lampi, Dimino, & Salsburg Taylor, 2015), introduced a Research-to-Practice partnership (Coburn & Penuel, 2016) between two faculty from a community college and a university professor who were aiming to develop effective integrated reading and writing (IRW) instruction through a…

Head Start Instructional Professionals' Inclusion Perceptions and Practices

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Muccio, Leah S.; Kidd, Julie K.; White, C. Stephen; Burns, M. Susan

2014-01-01

This study considered the facilitators and barriers of successful inclusion in Head Start classrooms by examining the perspectives and practices of instructional professionals. A cross-sectional survey design was combined with direct observation in inclusive Head Start classrooms. Survey data were collected from 71 Head Start instructional…

Mapping Instructional Leadership in Thailand: Has Education Reform Impacted Principal Practice?

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Hallinger, Phillip; Lee, Moosung

2014-01-01

Over the past two decades a growing body of international research suggests that instructional leadership from the principal is essential for the improvement of teaching and learning in schools. However, in many parts of the world, the practice of instructional leadership remains both poorly understood and outside the main job description of the…

A Deliberate Practice Instructional Approach for Upper Division Physics Courses

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Jones, David

2015-05-01

In upper division physics courses, an overarching educational goal is to have students think about and use the material much as a practicing physicist in the field does. Specifically, this would include knowledge (such as concepts, formalism, and instruments), approaches, and metacognitive skills that physicists use in solving ``typical'' (research context) problems to both understand and predict physical observations and accompanying models. Using an interactive instructional approach known as deliberate practice (described earlier in this session) we will discuss our work on how to provide students with the necessary practice and feedback to achieve these skills in a core DAMOP course of modern optics. We present the results of a direct and explicit comparison between this approach and traditional lecture-based instruction revealing evidence that a significant improvement of the students' mastery of these skills occurs when deliberate practice is employed. Our work was supported by the University of British Columbia through the CWSEI.

Information Literacy Instruction Assessment and Improvement through Evidence Based Practice: A Mixed Method Study

Directory of Open Access Journals (Sweden)

Diana K. Wakimoto

2010-03-01

Full Text Available Objective — This study explored first-year students’ learning and satisfaction in a required information literacy course. The study asked how students understand connections between themselves and information literacy in terms of power, society, and personal relevance to assess if students’ understanding of information literacy increased after taking the course. Student satisfaction with the course also was measured.Methods — The study used pre- and post tests and focus group session transcripts which were coded and analyzed to determine student learning and satisfaction during the regular 2008-2009 academic year at California State University, East Bay.Results — Many students entered the course without any concept of information literacy; however, after taking the course they found information literacy to be personally relevant and were able to articulate connections among information, power, and society. The majority of students were satisfied with the course. The results from analyzing the pre- and post-tests were supported by the findings from the focus group sessions.Conclusion — The results of this study are supported by other studies that show the importance of personal relevancy to student learning. In order to fully assess information literacy instruction and student learning, librarians should consider incorporating ways of assessing student learning beyond testing content knowledge and levels of competency.

Instructional Technology Practices in Developmental Education in Texas

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Martirosyan, Nara M.; Kennon, J. Lindsey; Saxon, D. Patrick; Edmonson, Stacey L.; Skidmore, Susan T.

2017-01-01

The purpose of this study was to examine the current state of technology integration in developmental education in Texas higher education. Analyzing survey data from developmental education faculty members in 70 2- and 4-year colleges in Texas, researchers identified instructor-reported best instructional technology practices in developmental…

Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns.

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Suárez, Natalia; Sánchez, Carmen R; Jiménez, Juan E; Anguera, M Teresa

2018-01-01

The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.

School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices

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Hongboontri, Chantarath; Keawkhong, Natheeporn

2014-01-01

This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.…

Which Instructional Practices Most Help First Grade Students with and without Mathematics Difficulties?

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Morgan, Paul L.; Farkas, George; Maczuga, Steve

2015-01-01

We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268

Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns

Directory of Open Access Journals (Sweden)

Natalia Suárez

2018-02-01

Full Text Available The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading; fluency (i.e., individual and group reading, both out loud and silently, with and without intonation; literal or inference comprehension exercises (i.e., summarizing, asking questions; and use of educational resources (i.e., stories, songs, poems. Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP. Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.

Broadening Boundaries: Opportunities for Information Literacy Instruction inside and outside the Classroom

Science.gov (United States)

Rutledge, Lorelei; LeMire, Sarah

2017-01-01

This article proposes that libraries reimagine their information literacy instructional programs using a broader conceptualization and implementation of information literacy that promotes collaborative and personalized learning experiences for students, faculty, and staff, while embracing scalable instruction and reference strategies to maximize…

Unraveling the Effects of Critical Thinking Instructions, Practice, and Self-Explanation on Students' Reasoning Performance

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Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

2015-01-01

Acquisition of critical thinking skills is considered an important goal in higher education, but it is still unclear which specific instructional techniques are effective for fostering it. The main aim of this study was to unravel the impact of critical thinking instructions, practice, and self-explanation prompts during practice, on students'…

The STEM Lecture Hall: A Study of Effective Instructional Practices for Diverse Learners

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Reimer, Lynn Christine

First-generation, low-income, underrepresented minority (URM) and female undergraduates are matriculating into science, technology, engineering, and math (STEM) majors at unprecedented levels. However, a disproportionate number of these students end up graduating in non-STEM disciplines. Attrition rates have been observed to spike in conjunction with introductory STEM courses in chemistry, biology, and physics. These "gateway" courses tend to be housed in large, impersonal lecture halls. First-generation and URM students struggle in this environment, possibly because of instructors' reliance on lecture-based content delivery and rote memorization. Recent social psychological studies suggest the problem may be related to cultural mismatch, or misalignment between independent learning norms typical of American universities and interdependent learning expectancies for first-generation and URM students. Value-affirming and utility-value interventions yield impressive academic achievement gains for these students. These findings overlap with a second body of literature on culturally responsive instruction. Active gateway learning practices that emphasize interactive instruction, frequent assessment, and epistemological instruction can be successful because of their propensity to incorporate values affirming and utility-value techniques. The present study observed instruction for gateway STEM courses over a three-year period at the University of California, Irvine (N = 13,856 undergraduates in 168 courses). Exploratory polychoric factor analysis was used to identify latent variables for observational data on gateway STEM instructional practices. Variables were regressed on institutional student data. Practices implemented in large lecture halls fall into three general categories: Faculty-Student Interaction, Epistemological Instruction, and Peer Interaction . The present study found that Faculty-Student Interaction was negatively associated with student outcomes for

Using Student Achievement Data Effectively to Inform Instruction

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Bunns, Sandra D.

2012-01-01

The use of student achievement data to improve teaching and learning is a national concern driven by accountability requirements of the No Child Left Behind Act of 2002. Research studies that examine how schools use student achievement data document the need for teachers to connect data to instructional practices. Bruner's social constructivist…

Learner Resistance to English-Medium Instruction Practices: A Qualitative Case Study

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Huang, Yi-Ping

2018-01-01

The internationalization of higher education has resulted in the growth of English-medium instruction (EMI) practices and research. The existing EMI research has documented learners' favorable attitudes toward EMI but not necessarily its practices. Learners' dissatisfaction has not been viewed as a form of resistance. Through the notion of learner…

Emerging Evidence for Instructional Practice: Repeated Viewings of Sign Language Models

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Beal-Alvarez, Jennifer S.; Huston, Sandra G.

2014-01-01

Current initiatives in education, such as No Child Left Behind and the National Common Core Standards movement, call for the use of evidence-based practices, or those instructional practices that are supported by documentation of their effectiveness related to student learning outcomes, including students with special needs. While hearing loss is…

Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math

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Ginsburg, Lynda

2016-01-01

Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they…

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

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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.

Special nuclear material information, security classification guidance. Instruction

International Nuclear Information System (INIS)

Flickinger, A.

1982-01-01

The Instruction reissues DoD Instruction 5210.67, July 5, 1979, and provides security classification guidance for information concerning significant quantities of special nuclear material, other than that contained in nuclear weapons and that used in the production of energy in the reactor plant of nuclear-powered ships. Security classification guidance for these data in the latter two applications is contained in Joint DoE/DoD Nuclear Weapons Classification Guide and Joint DoE/DoD Classification Guide for the Naval Nuclear Propulsion Program

Salient Key Features of Actual English Instructional Practices in Saudi Arabia

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Al-Seghayer, Khalid

2015-01-01

This is a comprehensive review of the salient key features of the actual English instructional practices in Saudi Arabia. The goal of this work is to gain insights into the practices and pedagogic approaches to English as a foreign language (EFL) teaching currently employed in this country. In particular, we identify the following central features…

Corporate Sector Practice Informs Online Workforce Training for Australian Government Agencies: Towards Effective Educational-Learning Systems Design

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McKay, Elspeth; Vilela, Cenie

2011-01-01

The purpose of this paper is to outline government online training practice. We searched individual research domains of the human-dimensions of Human Computer Interaction (HCI), information and communications technologies (ICT) and instructional design for evidence of either corporate sector or government training practices. We overlapped these…

Rehabilitation Counseling Information: Programmed Instruction for the Practitioner. Final Report.

Science.gov (United States)

Phelps, William R.

This programmed instruction rehabilitation counseling information test attempts to cover six areas as follows: testing, psychological information, medical information, counseling concepts, history of rehabilitation, and counselor-agency functioning. The information may be utilized for research purposes and/or replicated by others. (Author)

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

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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.…

Guiding Students from Consuming Information to Creating Knowledge: A Freshman English Library Instruction Collaboration

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Carolyn B. Gamtso

2012-04-01

Full Text Available In this paper we examine how faculty and librarians’ own approaches to and attitudes toward library tools, as well as their assumptions about student research practices, impede students’ ability to view learning as a recursive, creative, and ongoing inquiry. We propose first that librarians and faculty examine the assumptions of knowledge that characterize their respective university constituencies; second that they dismantle some of the disciplinary boundaries that separate these constituencies; third that they collaborate to craft analytical assignments that stress knowledge as process; and fourth that they transform library instruction from tool-based demonstrations to analytical, problem-based learning exercises. Finally, we describe how we have collaborated to craft a Freshman Composition library instruction session that moves beyond developing students’ information-gathering expertise by focusing on the development of transferable knowledge and critical thinking skills.

Information literacy instruction in special libraries: the situation in the year 2010 in comparison with the year 2002

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Uršula Tarfila

2011-01-01

Full Text Available Purpose: The aim of the research was to explore if information literacy instruction of Slovenian special library users has been improved since the last study in the year 2002,and if so, in which directions.Methodology/approach: Web-based survey was used to collect data from special libraries;the results were then compared with the findings of the survey carried out in 2002.Results: The results show that information literacy instruction of special library users has remained more or less unchanged. In the 2010 survey included special librarians are aware of the importance of developing information literacy but they are restricted by work overload, lack of resources and time, or are unskilled to perform this activity.As compared to the year 2002, a noticeable change has been observed only in the higher level of co-operation between special libraries and departments of their parent organizations.Research limitation: The sample size of both studies was not even, for advanced understanding of some results additional research methods should be used.Originality/practical implications: The study should stimulate special libraries to make a step forward in developing user instruction. However, information literacy is a core skill of the active working population and the driving force of innovation and competitiveness of the parent organization.

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

Formative Instructional Practices: How Core Content Teachers Can Borrow Ideas from IDEA

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Graham-Day, Kristall J.; Fishley, Katelyn M.; Konrad, Moira; Peters, Mary T.; Ressa, Virginia A.

2014-01-01

With many states moving toward increased accountability for all teachers, special educators, who have long been held accountable through the implementation of individualized education programs and the use of evidence-based practices, have much to offer. Formative instructional practices are evidence-based techniques that are familiar to special…

Orientation: Automotive Mechanics Instructional Program. Block 1.

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O'Brien, Ralph D.

The first six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in the basic theory and practice of a beginning course at the secondary and post-secondary level. The material, as organized, is a suggested sequence of instruction…

Instruction, Repetition, Discovery: Restoring the Historical Educational Role of Practice

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Trninic, Dragan

2018-01-01

This conceptual paper considers what it would mean to take seriously Freudenthal's suggestion that mathematics should be taught like swimming. The general claim being made is that "direct instruction" and "discovery" are not opposite but complementary, linked by repetitive yet explorative practice. This claim is elaborated…

Practicing Policy, Pursuing Change, and Promoting Social Justice: A Policy Instructional Approach

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Heidemann, Gretchen; Fertig, Ralph; Jansson, Bruce; Kim, Hansung

2011-01-01

Schools of social work are mandated to train students for policy practice. A new instructional approach is needed so that social workers skillfully engage in policy change to address the growing economic, social, and cultural problems that affect our clients. This article presents the Practicing Policy, Pursuing Change, and Promoting Social…

Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

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Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

2011-01-01

Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

Teacher perspectives on whole-task information literacy instruction

NARCIS (Netherlands)

Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia

2017-01-01

This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed

Teacher perspectives on whole-task information literacy instruction

NARCIS (Netherlands)

Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia

2018-01-01

This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed

Foundations of Mathematics Achievement: Instructional Practices and Diverse Kindergarten Students

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Bottia, Martha Cecilia; Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth

2014-01-01

Analyzing Early Childhood Longitudinal Survey--Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze…

Five Essential Practices for Communication: The Work of Instructional Coaches

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Walkowiak, Temple A.

2016-01-01

The work of instructional coaches, both general and discipline-specific, has become increasingly important as more schools rely on their leadership for improvements in teaching and learning. Much of their work hinges upon their effective communication with teachers and school administrators. This article outlines five practices for instructional…

Keeping Pace with Information Literacy Instruction for the Real World: When Will MLS Programs Wake Up and Smell the LILACs?

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Kimberly Davies-Hoffman

2013-08-01

Full Text Available For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library’s core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC, an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy skills effectively. They provide details of the program’s content, organization, funding, assessment methods, and learning outcomes. While regional initiatives like LILAC prove to be very valuable to their participants, the authors aim to apply pressure on MLS programs to establish curricular requirements better suited to the demands of today's librarianship.

Perceptions about the Influence of Instructional Leadership Practices of Elementary Principals on Teachers' ELA Pedagogical Changes in High-Poverty NYC Elementary Schools

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Green, Linda D.

2017-01-01

This quantitative study examined the relationships between instructional leadership practices of elementary school principals in high-poverty schools and changes in teachers' ELA instructional practices. This research sought to identify principals' perceptions about their use of instructional leadership practices and the teaching practices used in…

Documenting Instructional Practices in a Literacy-infused Arts Program: Respecting Pedagogues from the Community

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Brooks, Wanda; Smith, Michael W.

2013-01-01

This study examines the instructional practices around literacy that characterized the work of a community based arts program designed for urban adolescents. Two primary sources of data were collected: field notes on approximately 35 hours of instruction spread across seven months and interviews with the program's staff and students. Four…

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.

Multilevel Analysis of the Relationship between Principals' Perceived Practices of Instructional Leadership and Teachers' Self-Efficacy Perceptions

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Bellibas, Mehmet Sukru; Liu, Yan

2017-01-01

Purpose: The purpose of this paper is to investigate the extent to which principals' instructional leadership predicts teacher self-efficacy, in order to identify whether a relationship exists between principals' perceived instructional leadership practices and teachers perceived self-efficacy in classroom management, instruction, and student…

Procedural and declarative information in user instructions: what we do and don't about these information types.

NARCIS (Netherlands)

Karreman, Joyce; Ummelen, Nicole; Steehouder, M.F.

2005-01-01

The use and the effects of different information types in user instructions are not completely clear. Research showed that procedural information (information about the actions) is the most important information type during use. Research results about the effects of declarative information

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

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Archer-Bradshaw, Ramona E.

2017-01-01

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse,…

Unraveling the effects of critical thinking instructions, practice, and self-explanation on students’ reasoning performance

NARCIS (Netherlands)

Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

2015-01-01

Acquisition of critical thinking skills is considered an important goal in higher education, but it is still unclear which specific instructional techniques are effective for fostering it. The main aim of this study was to unravel the impact of critical thinking instructions, practice, and

Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course

Science.gov (United States)

Nichols Hess, Amanda Kathryn; Greer, Katie

2016-01-01

In this article, the authors share how a team of librarians used the ADDIE instructional design model to incorporate best practices in teaching and learning into an online, four-credit information literacy course. In this redesign process, the Association of American Colleges and Universities' high-impact practices and e-learning best practices…

Research into Practice: Listening Strategies in an Instructed Classroom Setting

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Graham, Suzanne

2017-01-01

This paper considers research and practice relating to listening in instructed classroom settings, limiting itself to what might be called unidirectional listening (Macaro, Graham & Vanderplank 2007)--in other words, where learners listen to a recording, a TV or radio clip or lecture, but where there is no communication back to the speaker(s).…

Elementary School Math Instruction: Can Reading Specialists Assist?

Science.gov (United States)

Heinrichs, Audrey S.

1987-01-01

Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

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…

Science Informational Trade Books: An Exploration of Text-based Practices and Interactions in a First-grade Classroom

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Schreier, Virginia A.

Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add to research on informational texts in the primary grades, the purpose of this study was to examine: (a) a first-grade teacher's use of science informational trade books (SITBs) in her classroom, (b) the ways students responded to her instruction, and (c) how students interacted with these texts. My study was guided by a sociocultural perspective (e.g., Bakhtin, 1981; Vygotsky, 1978), providing me a lens to examine participants during naturally occurring social practices in the classroom, mediated by language and other symbolic tools. Data were collected by means of 28 observations, 6 semi-structured interviews, 21 unstructured interviews, and 26 documents over the course of 10 weeks. Three themes generated from the data to provide insight into the teacher's and students' practices and interactions with SITBs. First, the first-grade teacher used SITBs as teaching tools during guided conversations around the text to scaffold students' understanding of specialized vocabulary, science concepts, and text features. Her instruction with SITBs included shared reading lessons, interactive read-alouds and learning activities during two literacy/science units. However, there was limited use of SITBs during the rest of her reading program, in which she demonstrated a preference for narrative. Second, students responded to instruction by participating in guided conversations around the text, in which they used prior knowledge, shared ideas, and visual representations (e.g., illustrations, diagrams, labels, and captions) to actively make meaning of the text. Third, students interacted with SITBs on their own to make sense of science, in

Communicating the relevance of the library in the age of Google: Improving undergraduate research skills and information literacy though new models of library instruction

Directory of Open Access Journals (Sweden)

Jennifer Rempel

2013-12-01

Full Text Available Most academic librarians have long been aware that the ascent of the Internet has posed a challenge to the primacy of the library as information hub. Recent studies have shown that the majority of undergraduate students do not begin their research in the library, but with Google and Wikipedia - and many students end their research here as well (Connaway, Dickey, & Radford, 2011. This trend would seem to bode ill for the quality of the research skills and the level of information literacy among current undergraduates, as many students privilege convenient access to information over quality of content (Colón-Aguirre & Fleming-May, 2012; Connaway, et al., 2011. But how do we prepare undergraduate students for the rigours of academic research given this circumstance? The library instruction session has been the path to information literacy traditionally taken by colleges and universities, but increasingly, librarians have begun questioning the value of these sessions. Many undergraduates do not find library instruction sessions relevant to their practical information needs and to changing modes of information access, and many students do not come away from library information sessions feeling fully prepared - or even fully willing - to move beyond Google and into the library in order to carry out quality information searches (Colón-Aguirre & Fleming-May, 2012. Indeed, many librarians also now feel that the classic model of library instruction no longer fully meets the information needs of undergraduates nor anticipates their Internet-focused research habits, and that library instruction needs to change dramatically in order to do so (Colón-Aguirre & Fleming-May, 2012; Farkas, 2012. Such means of improving library instruction include: breaking away from the single-session model and moving toward a multiple-session model (Farkas, 2012; incorporating discussion of Internet-based and electronic resources more fully into instruction sessions (Col

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

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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.

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

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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)

Using the instructional congruence model to change a science teacher's practices and English language learners' attitudes and achievement in science

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Salame, Hania Moussa

The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes improved in all contexts. At the conclusion of the study, all teacher's views on NOS were reported to be informed, teacher's practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students' attitudes and achievement in science and enhancing teacher's views and practices. This model has significant potential for meeting the challenging goals of reformed science education.

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.

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

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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…

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

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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.

A System for Individualizing Instruction. Practical Answers to U-SAIL Implementation Questions. Monograph No. 4.

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Utah System Approach to Individualized Learning Project.

The U-SAIL system is a practical approach to individualization of instruction in which a problem-solving process is employed to install a program in logical sequential phases. U-SAIL is a nationally validated, successfully replicated, cost-feasible system for individualization of instruction which can be implemented in a variety of settings with…

Teacher change in beliefs and practices in science and literacy instruction with English language learners

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Lee, Okhee

2004-01-01

This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth-grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed.

Latent Cluster Analysis of Instructional Practices Reported by High- and Low-performing Mathematics Teachers in Four Countries

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Cheng, Qiang; Hsu, Hsien-Yuan

2017-01-01

Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers’ instructional practic...

The Relationship between Early Elementary Teachers' Instructional Practices and Theoretical Orientations and Students' Growth in Writing

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Ritchey, Kristen D.; Coker, David L., Jr.; Jackson, Allison F.

2015-01-01

We investigated the relationship between 28 teachers' theoretical orientations to writing instruction and self-reported instructional practices and student writing performance. First-, second-, and third-grade teachers completed the Teacher Writing Orientation Scale developed by Graham, Harris, MacArthur, and Fink (2002) and reported the frequency…

Investigating Postsecondary Self-Regulated Learning Instructional Practices: The Development of the Self-Regulated Learning Observation Protocol

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Hoops, Leah D.; Yu, Shirley L.; Wang, Qianqian; Hollyer, Virginia L.

2016-01-01

Promoting students' self-regulated learning (SRL) is one way to improve postsecondary student success. However, few studies have investigated the instructional practices of postsecondary instructors that may support students' SRL. This study sought to fill this gap. An undergraduate mathematics course was observed to determine instruction utilized…

Instructional Experiment of Practical Competencies-Oriented Teaching Materials in Technical Universities

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Chen, Su-Chang

2010-01-01

This study aims to conduct experimental instruction on the human resource management unit of business management in practical competencies-oriented business program developed by Chen (2005). This study is based on the quasi-experiment method and the subjects are two classes of students in a four-year technical university who have completed the…

The impact of high-stakes, state-mandated student performance assessment on 10th grade English, mathematics, and science teachers' instructional practices

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Vogler, Kenneth E.

The purpose of this study was to determine if the public release of student results on high-stakes, state-mandated performance assessments influence instructional practices, and if so in what manner. The research focused on changes in teachers' instructional practices and factors that may have influenced such changes since the public release of high-stakes, state-mandated student performance assessment scores. The data for this study were obtained from a 54-question survey instrument given to a stratified random sample of teachers teaching at least one section of 10th grade English, mathematics, or science in an academic public high school within Massachusetts. Two hundred and fifty-seven (257) teachers, or 62% of the total sample, completed the survey instrument. An analysis of the data found that teachers are making changes in their instructional practices. The data show notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, use of rubrics or scoring guides, writing assignments, and inquiry/investigation. Teachers also have decreased the use of multiple-choice and true-false questions, textbook-based assignments, and lecturing. Also, the data show that teachers felt that changes made in their instructional practices were most influenced by an "interest in helping my students attain MCAS assessment scores that will allow them to graduate high school" and by an "interest in helping my school improve student (MCAS) assessment scores," Finally, mathematics teachers and teachers with 13--19 years of experience report making significantly more changes than did others. It may be interpreted from the data that the use of state-mandated student performance assessments and the high-stakes attached to this type of testing program contributed to changes in teachers' instructional practices. The changes in teachers' instructional practices have included increases in the use of instructional practices deemed

The Collegial Focus: Teaching Fields, Collegial Relationships, and Instructional Practice in American High Schools.

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Bidwell, Charles E.; Yasumoto, Jeffrey Y.

1999-01-01

Presents a theory of collegial social control of teacher's instructional beliefs and practices that centers on the idea of "collegial focus." Examines whether social control affects teachers' practices, if collegial focus strengthens social control, the role of subject-matter specialization, and the effects of bureaucratic control on collegial…

Guide to Effective Business Practices in Buying School Supplies, Instructional Materials, Equipment and Services.

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Association of School Business Officials International, Reston, VA.

This guide to effective business practices is intended to assist schools in establishing general policies and procedures for buying supplies, instructional materials, equipment, and services. Federal, state, and local laws must be considered in addition to the recommendations made in this report. Practical guidelines are given for selecting…

An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish: Before and after Instructional Guidance

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Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Taylor, Aaron B.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

2012-01-01

Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after…

Cuadernos de Autoformacion en Participacion Social: Orientaciones Practicas. Volumen 4. Primera Edicion (Self-Instructional Notebooks on Social Participation: Practical Orientations. Volume 4. First Edition).

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Instituto Nacional para la Educacion de los Adultos, Mexico City (Mexico).

The series "Self-instructional Notes on Social Participation" is a six volume series intended as teaching aids for adult educators. The theoretical, methodological, informative and practical elements of this series will assist professionals in their work and help them achieve greater success. The specific purpose of each notebook is…

Instructional Strategies and Practices Used to Enhance Student Success in the High School Algebra I Inclusive Classroom

OpenAIRE

Lowery, Lillian Margretta

2003-01-01

Instructional Strategies and Practices Used to Enhance Student Success in the High School Algebra I Inclusive Classroom Lillian M. Lowery Dr. Jean B. Crockett, Chair (ABSTRACT) The purpose of this qualitative study was to examine the instructional conditions and practices described as successful for teachers in the Algebra I inclusive classroom. In the southeastern suburban school district used for this study, students who began their freshman year of high school in fiscal y...

Making things explicit using instructional materials: a case study of a Singapore teacher's practice

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Leong, Yew Hoong; Cheng, Lu Pien; Toh, Wei Yeng Karen; Kaur, Berinderjeet; Toh, Tin Lam

2018-04-01

The phrase `make it explicit' is a common advice given to teachers. It is, however, not clear to us what this actually means when translated into classroom practice. Our review found that we are not alone: "explicit" is used in different ways in the education literature. This paper explores, through a case study of a teacher who stated "making things explicit" as an ostensible goal of his instructional practice, how the explicitation is realised in teaching mathematics. In particular, we examine how he used the instructional materials that he crafted to fulfil his goal of explicitation. We were able to uncover three strategies he used: explicit-from, explicit-within, and explicit-to.

Disentangling School Leadership and Its Ties to Instructional Practices--An Empirical Comparison of Various Leadership Styles

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Pietsch, Marcus; Tulowitzki, Pierre

2017-01-01

This paper investigates the direct and indirect ties between various leadership styles, namely, instructional, transformational, transactional, and laissez-faire leadership, and the instructional practices of teachers by applying a structural equation model. For this purpose, we analyzed survey data of n = 3,746 teachers from 126 schools collected…

A case study examining classroom instructional practices at a U.S. dental school.

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Behar-Horenstein, Linda S; Mitchell, Gail S; Dolan, Teresa A

2005-06-01

A case study is used to illustrate how an evaluation strategy was used to assess classroom instructional practices following a multiyear institutional curriculum revision process. From January through April of 2003, twelve faculty in medicine and three faculty in dentistry who taught in the first- and second-year basic science courses within the dental curriculum participated in a qualitative study. The purpose was to use a formative evaluation process to assess the impact of the curriculum revision at the level of classroom instruction. The observations revealed that seventeen of the twenty classes observed were teacher-centered, passive, and lacked observable effort to help students understand the relationship of the lecture content to the oral health problems. Findings illustrate the importance of using formative evaluation as a mechanism to assess change efforts and how evidence-based study can be used to support initiatives directed toward assessing active student learning and problem solving. Raising faculty awareness about the importance of acquiring evidence-based educational skills, aligning instruction with course goals and objectives, formatively assessing teaching, and providing learning experiences that will actually be used in practice are essential to ensuring that active learning and critical thinking are demonstrated in the curriculum.

Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

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Xu, Xiaoying; Lewis, Jennifer E.; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L.

2017-01-01

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts—hydrogen bonding, bond energy, and pKa—were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept. PMID:28188280

Examining Instructional Practices, Intellectual Challenge, and Supports for African American Student Writers

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Alston, Chandra L.

2012-01-01

The debate surrounding how best to support African American student writers continues today as the gap between achievement scores persists. This qualitative analysis documents the classroom structures and instructional practices of two English Language Arts teachers working in a predominately African American public middle school, whose students…

Designing evidence-based medicine training to optimize the transfer of skills from the classroom to clinical practice: applying the four component instructional design model.

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Maggio, Lauren A; Cate, Olle Ten; Irby, David M; O'Brien, Bridget C

2015-11-01

Evidence-based medicine (EBM) skills, although taught in medical schools around the world, are not optimally practiced in clinical environments because of multiple barriers, including learners' difficulty transferring EBM skills learned in the classroom to clinical practice. This lack of skill transfer may be partially due to the design of EBM training. To facilitate the transfer of EBM skills from the classroom to clinical practice, the authors explore one instructional approach, called the Four Component Instructional Design (4C/ID) model, to guide the design of EBM training. On the basis of current cognitive psychology, including cognitive load theory, the premise of the 4C/ID model is that complex skills training, such as EBM training, should include four components: learning tasks, supportive information, procedural information, and part-task practice. The combination of these four components can inform the creation of complex skills training that is designed to avoid overloading learners' cognitive abilities; to facilitate the integration of the knowledge, skills, and attitudes needed to execute a complex task; and to increase the transfer of knowledge to new situations. The authors begin by introducing the 4C/ID model and describing the benefits of its four components to guide the design of EBM training. They include illustrative examples of educational practices that are consistent with each component and that can be applied to teaching EBM. They conclude by suggesting that medical educators consider adopting the 4C/ID model to design, modify, and/or implement EBM training in classroom and clinical settings.

Quality management of clinical-practical instruction for Practical Year medical students in Germany - proposal for a catalogue of criteria from the German Society of Medical Education.

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Raes, Patricia; Angstwurm, Matthias; Berberat, Pascal; Kadmon, Martina; Rotgans, Jerome; Streitlein-Böhme, Irmgard; Burckhardt, Gerhard; Fischer, Martin R

2014-01-01

Amended in 2013, the current version of the German Medical Licensure Regulation contains structural specifications that are also required of non-university institutions involved in Practical Year clinical training. The criteria are worded in relatively general terms. Furthermore, not all of the structural specifications can be readily applied to every subject area. In order to ensure commensurability in Practical Year instruction in Germany, not least in light of recently introduced Practical Year mobility, it is necessary to define consistent quality criteria for Practical Year training. The authors therefore propose a catalogue of criteria for the quality management process in Practical Year instruction facilities. In January 2014, the board of directors of the German Society for Medical Education decided to establish a committee comprised of representatives from various German medical faculties. In a process similar to the Delphi methodology, the group developed criteria for structure, process and outcome quality in Practical Year training in Germany. The criteria developed for structure, process and outcome quality apply to Practical Year training in academic teaching hospitals and university medical centres. Furthermore, modalities for review are proposed. The present catalogue of criteria is intended to contribute to the formation of a basis for the most consistent quality standards possible for Practical Year instruction in Germany.

“Mind-Blowing”: Fostering Self-Regulated Learning in Information Literacy Instruction

Directory of Open Access Journals (Sweden)

Eveline Houtman

2015-06-01

Full Text Available The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how this concept could be important and helpful in implementing the related elements in the ACRL Framework and draw on the concept to devise strategies and activities that promote students’ self-awareness and learning skills. This focus promotes a more learner-centered approach to teaching. The article also adds to the conversation on developing a self-reflective pedagogical praxis in information literacy instruction.

Ideology and Critical Self-Reflection in Information Literacy Instruction

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Critten, Jessica

2015-01-01

Information literacy instruction traditionally focuses on evaluating a source for bias, relevance, and timeliness, and rightfully so; this critical perspective is vital to a well-formed research process. However, this process is incomplete without a similar focus on the potential biases that the student brings to his or her interactions with…

Theoretical Beliefs and Instructional Practices Used for Teaching Spelling in Elementary Classrooms

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McNeill, Brigid; Kirk, Cecilia

2014-01-01

The current study aimed to examine teachers' reported spelling assessment and instruction practices. Analysis of the match between teachers' theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An electronic…

Factors Influencing Teacher Instructional Practice in Mathematics When Participating in Professional Development

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Walker, William S., III

2016-01-01

In this research, I investigated teachers' interpretations of the goals of professional development and factors that contributed to enacted instructional practices. A multiple-case study design was used to examine the interpretations of four high school teachers participating in a year-long professional development program with a standards-based…

EFL Teachers' Beliefs/Practices Correspondence in Reading Instruction: Does Language Teacher Education Make a Difference?

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Karimi, Mohammad Nabi; Dehghani, Asieh

2016-01-01

The present study examined EFL teachers' theoretical orientations towards reading, their reading instructional practices and the correspondence between the theoretical orientations/practices. The study participants were 80 male and female Iranian EFL teachers teaching at a number of private English language institutes. Half of the teachers were…

Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles

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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:…

Language used in interaction during developmental science instruction

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Avenia-Tapper, Brianna

The coordination of theory and evidence is an important part of scientific practice. Developmental approaches to instruction, which make the relationship between the abstract and the concrete a central focus of students' learning activity, provide educators with a unique opportunity to strengthen students' coordination of theory and evidence. Therefore, developmental approaches may be a useful instructional response to documented science achievement gaps for linguistically diverse students. However, if we are to leverage the potential of developmental instruction to improve the science achievement of linguistically diverse students, we need more information on the intersection of developmental science instruction and linguistically diverse learning contexts. This manuscript style dissertation uses discourse analysis to investigate the language used in interaction during developmental teaching-learning in three linguistically diverse third grade classrooms. The first manuscript asks how language was used to construct ascension from the abstract to the concrete. The second manuscript asks how students' non-English home languages were useful (or not) for meeting the learning goals of the developmental instructional program. The third manuscript asks how students' interlocutors may influence student choice to use an important discourse practice--justification--during the developmental teaching-learning activity. All three manuscripts report findings relevant to the instructional decisions that teachers need to make when implementing developmental instruction in linguistically diverse contexts.

Bridging theory and practice: Mixed methods approach to instruction of law and ethics within the pharmaceutical sciences

Directory of Open Access Journals (Sweden)

Kyle John Wilby

2016-11-01

Full Text Available Background: Professional responsibilities are guided by laws and ethics that must be introduced and mastered within pharmaceutical sciences training. Instructional design to teaching typically introduces concepts in a traditional didactic approach and requires student memorization prior to application within practice settings. Additionally, many centers rely on best practices from abroad, due to lack of locally published laws and guidance documents. Objectives: The aim of this paper was to summarize and critically evaluate a professional skills laboratory designed to enhance learning through diversity in instructional methods relating to pharmacy law and best practices regarding narcotics, controlled medications, and benzodiazepines. Setting: This study took place within the Professional Skills Laboratory at the College of Pharmacy at Qatar University. Method: A total of 25 students participated in a redesigned laboratory session administered by a faculty member, clinical lecturer, teaching assistant, and a professional skills laboratory technician. The laboratory consisted of eight independent stations that students rotated during the 3-h session. Stations were highly interactive in nature and were designed using non-traditional approaches such as charades, role-plays, and reflective drawings. All stations attempted to have students relate learned concepts to practice within Qatar. Main outcome measures: Student perceptions of the laboratory were measured on a post-questionnaire and were summarized descriptively. Using reflection and consensus techniques, two faculty members completed a SWOC (Strengths, Weaknesses, Opportunities, and Challenges analysis in preparation for future cycles. Results: 100% (25/25 of students somewhat or strongly agreed that their knowledge regarding laws and best practices increased and that their learning experience was enhanced by a mixed-methods approach. A total of 96% (24/25 of students stated that the mixed

Bridging theory and practice: Mixed methods approach to instruction of law and ethics within the pharmaceutical sciences.

Science.gov (United States)

Wilby, Kyle John; Nasr, Ziad Ghantous

2016-11-01

Background: Professional responsibilities are guided by laws and ethics that must be introduced and mastered within pharmaceutical sciences training. Instructional design to teaching typically introduces concepts in a traditional didactic approach and requires student memorization prior to application within practice settings. Additionally, many centers rely on best practices from abroad, due to lack of locally published laws and guidance documents. Objectives: The aim of this paper was to summarize and critically evaluate a professional skills laboratory designed to enhance learning through diversity in instructional methods relating to pharmacy law and best practices regarding narcotics, controlled medications, and benzodiazepines. Setting: This study took place within the Professional Skills Laboratory at the College of Pharmacy at Qatar University. Method: A total of 25 students participated in a redesigned laboratory session administered by a faculty member, clinical lecturer, teaching assistant, and a professional skills laboratory technician. The laboratory consisted of eight independent stations that students rotated during the 3-h session. Stations were highly interactive in nature and were designed using non-traditional approaches such as charades, role-plays, and reflective drawings. All stations attempted to have students relate learned concepts to practice within Qatar. Main outcome measures: Student perceptions of the laboratory were measured on a post-questionnaire and were summarized descriptively. Using reflection and consensus techniques, two faculty members completed a SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis in preparation for future cycles. Results: 100% (25/25) of students somewhat or strongly agreed that their knowledge regarding laws and best practices increased and that their learning experience was enhanced by a mixed-methods approach. A total of 96% (24/25) of students stated that the mixed

Quality Mathematics Instructional Practices Contributing to Student Achievements in Five High-Achieving Asian Education Systems: An Analysis Using TIMSS 2011 Data

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Cheng, Qiang

2014-01-01

Although teaching quality is seen as crucial in affecting students' performance, what types of instructional practices constitute quality teaching remains a question. With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide, this study examined the types of quality mathematics instructional practices that…

Do 2nd and 3rd Grade Teachers' Linguistic Knowledge and Instructional Practices Predict Spelling Gains in Weaker Spellers?

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Puliatte, Alison; Ehri, Linnea C.

2018-01-01

The relationship between 2nd and 3rd grade teachers' linguistic knowledge and spelling instructional practices and their students' spelling gains from fall to spring was examined. Second grade (N = 16) and 3rd grade (N = 16) teachers were administered an instructional practices survey and a linguistic knowledge test. Total scores on the two…

The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction

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Hernandez, Cecilia M.

2011-12-01

Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content

The knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning.

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Koedinger, Kenneth R; Corbett, Albert T; Perfetti, Charles

2012-07-01

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. Copyright © 2012 Cognitive Science Society, Inc.

Designing Interactive Multimedia Instruction To Enable and Enhance Information Literacy.

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Amidon, Leslie E.

2001-01-01

Addresses key strategies for the design and development of Interactive Multimedia Instruction (IMI) programs for adult learners, focusing on the removal of learning barriers and the incorporation of information literacy principles. Barriers include financial constraints, socio-economic and social class, communication skills, time constraints,…

Instructional Supervision and the Pedagogical Practices of Secondary School Teachers in Uganda

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Malunda, Paul; Onen, David; Musaazi, John C. S.; Oonyu, Joseph

2016-01-01

This paper looks at the effect of instructional supervision by school authorities on the pedagogical practices of teachers in public secondary schools in Uganda. To date, research into this field in the country has focused more on the technicalities of supervision rather than on how the teachers have been responding to it. The study employed a…

Pedagogy for Practical Library Instruction: What Do We "Really" Need to Know?

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Montgomery, Molly

2015-01-01

The majority of librarians who have taken on instruction responsibilities have had little to no formal training in educational theories or pedagogical practices. We do the best we can without a foundation for our teaching. This Perspectives column looks at how much theory we really need to know, and how can we gain this knowledge in order to…

Supporting students' scientific explanations: A case study investigating the synergy focusing on a teacher's practices when providing instruction and using mobile devices

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Delen, Ibrahim

Engage students in constructing scientific practices is a critical component of science instruction. Therefore a number of researchers have developed software programs to help students and teachers in this hard task. The Zydeco group, designed a mobile application called Zydeco, which enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve students' scientific explanations, but these programs ignored how scientific explanation technologies can support teacher practices. Thus, to increase our knowledge how different scaffolds can work together, this study aimed to portray the synergy between a teacher's instructional practices (part 1) and using supports within a mobile devices (part 2) to support students in constructing explanations. Synergy can be thought of as generic and content-specific scaffolds working together to enable students to accomplish challenging tasks, such as creating explanations that they would not normally be able to do without the scaffolds working together. Providing instruction (part 1) focused on understanding how the teacher scaffolds students' initial understanding of the claim-evidence-reasoning (CER) framework. The second component of examining synergy (part 2: using mobile devices) investigated how this teacher used mobile devices to provide feedback when students created explanations. The synergy between providing instruction and using mobile devices was investigated by analyzing a middle school teacher's practices in two different units (plants and water quality). Next, this study focused on describing how the level of synergy influenced the quality of students' scientific explanations. Finally, I investigated the role of focused teaching intervention sessions to inform teacher in relation to students' performance. In

Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms

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Michael Zuniga

2016-03-01

Full Text Available Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discourse features. While various classroom observation studies have successfully measured the communicative orientation of classroom environments, most of the indicators of interactivity analyzed in those studies were obtained through micro-level discourse analyses and not through macro-level analyses of task-related factors shown to directly influence the interactivity of instructional practices. Such a macro-level scale has potential practical implications for teachers and administrators seeking an efficient tool for assessing and improving the interactivity afforded by a given curriculum. The objective of the present study was therefore to develop macro-level scale to determine the extent to which teachers of French and English as a second language use interaction-friendly instructional practices. Using an observation scheme designed to code data on factors shown to influence interactivity, 63 hours of FSL and ESL classes from secondary schools in the Montreal area were observed and analyzed. Results indicate clear differences between the two groups. While both ESL and FSL classes were less teacher-centered than those observed in previous studies, they were still rated as not-very-interactive. Target language differences showed that the FSL classes were more teacher-centered and characterized by fewer interaction-friendly tasks and activities than the ESL classes. Task characteristics, reasons for ESL and FSL differences and recommendations for improvement are discussed.

"Mind-Blowing:" Fostering Self-Regulated Learning in Information Literacy Instruction

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Houtman, Eveline

2015-01-01

The new ACRL "Framework for Information Literacy for Higher Education" brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how…

Informing Instruction of Students with Autism in Public School Settings

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Kuo, Nai-Cheng

2016-01-01

The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum…

Making Information Literacy Instruction More Efficient by Providing Individual Feedback

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Peter, Johannes; Leichner, Nikolas; Mayer, Anne-Kathrin; Krampen, Günter

2017-01-01

This paper presents an approach to information literacy instruction in colleges and universities that combines online and classroom learning (Blended Learning). The concept includes only one classroom seminar, so the approach presented here can replace existing one-shot sessions at colleges and universities without changes to the current workflow.…

Information in general medical practices: the information processing model.

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Crowe, Sarah; Tully, Mary P; Cantrill, Judith A

2010-04-01

The need for effective communication and handling of secondary care information in general practices is paramount. To explore practice processes on receiving secondary care correspondence in a way that integrates the information needs and perceptions of practice staff both clinical and administrative. Qualitative study using semi-structured interviews with a wide range of practice staff (n = 36) in nine practices in the Northwest of England. Analysis was based on the framework approach using N-Vivo software and involved transcription, familiarization, coding, charting, mapping and interpretation. The 'information processing model' was developed to describe the six stages involved in practice processing of secondary care information. These included the amendment or updating of practice records whilst simultaneously or separately actioning secondary care recommendations, using either a 'one-step' or 'two-step' approach, respectively. Many factors were found to influence each stage and impact on the continuum of patient care. The primary purpose of processing secondary care information is to support patient care; this study raises the profile of information flow and usage within practices as an issue requiring further consideration.

Writing Information Literacy Assessment Plans: A Guide to Best Practice

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Megan Oakleaf

2010-03-01

Full Text Available Academic librarians throughout higher education add value to the teaching and learning missions of their institutions though information literacy instruction. To demonstrate the full impact of librarians on students in higher education, librarians need comprehensive information literacy assessment plans, composed of instructional program-level and outcome-level components, that summarize the purpose of information literacy assessment, emphasize the theoretical basis of their assessment efforts, articulate specific information literacy goals and outcomes, describe the major assessment methods and tools used to capture evidence of student learning, report assessment results, and highlight improvements made as a consequence of learning assessment.

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.

The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

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Sara Arnold-Garza

2014-07-01

Full Text Available The “flipped classroom” teaching model has emerged in a variety of educational settings. It provides many advantages for students and exploits the affordances of modern technology. This article describes some of the pedagogical and logistical characteristics of the flipped teaching model. It situates the flipped classroom in higher education and library instruction, and make the case that there are characteristics of information literacy instruction that fit well with the flipped teaching model, in addition to providing some unique challenges.

The Influences of Middle School Mathematics Teachers' Practical Rationality on Instructional Decision Making Regarding the Common Core State Standards for Mathematical Practices

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Sobolewski-McMahon, Lauren M.

2017-01-01

The purpose of this study was to examine the influences of various facets of middle school mathematics teachers' practical rationality on their instructional decision making as they plan to enact the Common Core State Standards for Mathematical Practice, CCSS-MP1 (perseverance in problem solving) and CCSS-MP3 (communicating and critiquing). The…

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

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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.

Inspiring Instructional Change in Elementary School Science: The Relationship Between Enhanced Self-efficacy and Teacher Practices

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Sandholtz, Judith Haymore; Ringstaff, Cathy

2014-10-01

This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers' beliefs and science instruction. Results showed significant increases in teachers' overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers' direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction.

The Effects of Professional Development Activities on Principals' Perceived Instructional Leadership Practices: Multi-Country Data Analysis Using TALIS 2013

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Gumus, Emine; Bellibas, Mehmet Sukru

2016-01-01

The purpose of this study was to investigate the extent to which professional development predicts principals' instructional leadership in order to identify whether a relationship exists between the duration of principals' participation in distinct professional development activities and their perceived practice of instructional leadership while…

Bridging the Gap of Practice and Research: A Preliminary Investigation of Evidence-based Practice for Library and Information Science Research

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吳寂絹 Chi-Chuan Wu

2015-10-01

Full Text Available The gap between practice and research is commonly found in disciplines with both ofprofessional practitioners and academic researchers. How to bridge the gap is also acontinuing concern in the field of Library and Information Studies. This article describes therecent development of Evidence-based Practice for Library and Information ScienceResearch (EBLIP, and provides analysis of the journal EBLIP including its authors’backgrounds, methods, and topics. The results show that the United States and Canadaare the two major nations of contributors; more than 70% of first authors are librarians; 76%of the articles were contributed by one single institute, co-authorship by cross-nationinstitutes were rarely seen, and demonstrates local research interests; type of co-authoredagency is primarily among libraries; 60% methods employed include questionnaires,interviews and content analysis; the coverage of topics is rather broad, and the top threecategories of research topics include Information Literacy & Instruction, Information Needs& Seeking Behavior, and Reference Services / Digital Reference Services (15%, 10%, and8%; many datasets were obtained from real library practice, and 72% of articles provide specific implications for applications which highlight the value of implementation. Manylibrarians have the research capability, and this article serves as a purpose to introduce theevidence-based research and encourage more such research done in Taiwan. Hopefully itmay benefit and further enhance the quality of library decision-making and their professionalimage.

Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses.

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Xu, Xiaoying; Lewis, Jennifer E; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L

2017-01-01

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts-hydrogen bonding, bond energy, and pK a -were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept. © 2017 X. Xu et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design.

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McClurg, Caitlin; Powelson, Susan; Lang, Eddy; Aghajafari, Fariba; Edworthy, Steven

2015-06-01

The Undergraduate Medical Education (UME) programme at the University of Calgary is a three-year programme with a strong emphasis on small group learning. The purpose of our study was to determine whether librarian led small group information literacy instruction, closely integrated with course content and faculty participation, but without a hands on component, was an effective means to convey EBM literacy skills. Five 15-minute EBM information literacy sessions were delivered by three librarians to 12 practicing physician led small groups of 15 students. Students were asked to complete an online survey before and after the sessions. Data analysis was performed through simple descriptive statistics. A total of 144 of 160 students responded to the pre-survey, and 112 students answered the post-survey. Instruction in a small group environment without a mandatory hands on component had a positive impact on student's evidence-based information literacy skills. Students were more likely to consult a librarian and had increased confidence in their abilities to search and find relevant information. Our study demonstrates that student engagement and faculty involvement are effective tools for delivering information literacy skills when working with students in a small group setting outside of a computer classroom. © 2015 Health Libraries Group.

A qualitative study of the instructional behaviors and practices of a dyad of educators in self-contained and inclusive co-taught secondary biology classrooms during a nine-week science instruction grading period

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Hardy, Shanon D.

The Individuals with Disabilities Education Act (IDEA) (1997) mandates that students with disabilities have access to the general education curriculum. School districts have developed a variety of service delivery models to provide challenging educational experiences for all students. Co-teaching or collaborative teaching is the most widely used of the different service delivery models. While the philosophy of inclusion is widely accepted, the efficacy of the various inclusion models has recently been the focus of educational research. Researchers have questioned whether the presence of a special educator in the general education classroom has resulted in students with high incidence disabilities receiving specialized instruction. A qualitative study was designed to examine the instructional behaviors and practices exhibited and used by a dyad of educators in self-contained learning disabilities and inclusive co-taught secondary Biology classrooms during a nine-week science instruction grading period. In addition to utilizing interviews, observations, and classroom observation scales to answer the research questions, supporting student data (time-sampling measurement/opportunity to learn and student grades) were collected. The study concluded that the presence of a special educator in a co-taught classroom: (1) did contribute to the creation of a new learning environment, and notable changes in the instructional behaviors and practices of a general educator; (2) did contribute to limited specialized instruction for students with disabilities in the co-taught classrooms and embedded (not overt) special education practices related to the planning and decision-making of the educators; (3) did contribute to the creation of a successful co-teaching partnership including the use of effective teaching behaviors; and (4) did impact success for some of the students with disabilities in the co-taught classrooms; but (5) did not ensure the continuation of some of the new

Information behaviour and practice

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Rafferty, Pauline; Baker, David

2015-01-01

This special issue explores information behaviour and practice in general, and specifically focuses on the implications for library and information services. Information seeking behaviour and information practice remain areas of importance in information science and librarianship, perhaps even more so in the digital age. This special issue is an opportunity to share ideas and scholarship and to explore models and methods. The papers chosen for inclusion cover a range of topics and approach them from a number of different epistemological and methodological positions demonstrating the liveliness

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

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Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-01-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

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Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-02-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

Instructional Coaching through Dialogic Interaction: Helping a Teacher to Become Agentive in Her Practice

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Haneda, Mari; Teemant, Annela; Sherman, Brandon

2017-01-01

We investigate the instructional coaching interactions between a kindergarten teacher and an experienced coach using the analytic lens of dialogic teaching. The data were collected in the context of a US professional development project that supports urban elementary school teachers in enacting critical sociocultural teaching practices. We…

Evaluation of Fourth-Year Veterinary Students' Client Communication Skills: Recommendations for Scaffolded Instruction and Practice.

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Stevens, Brenda J; Kedrowicz, April A

Effective client communication is important for success in veterinary practice. The purpose of this project was to describe one approach to communication training and explore fourth-year veterinary students' communication skills through an evaluation of their interactions with clients during a general practice rotation. Two raters coded 20 random videotaped interactions simultaneously to assess students' communication, including their ability to initiate the session, incorporate open-ended questions, listen reflectively, express empathy, incorporate appropriate nonverbal communication, and attend to organization and sequencing. We provide baseline data that will guide future instruction in client communication. Results showed that students' communication skills require development. Half of the students sampled excelled at open-ended inquiry (n=10), and 40% (n=8) excelled at nonverbal communication. Students needed improvement on greeting clients by name and introducing themselves and their role (n=15), reflective listening (n=18), empathy (n=17), and organization and sequencing (n=18). These findings suggest that more focused instruction and practice is necessary in maintaining an organized structure, reflective listening, and empathy to create a relationship-centered approach to care.

Information Literacy Practices and Student Protests: Mapping Community Information Landscapes

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Špiranec, Sonja; Kos, Denis

2013-01-01

Introduction: This paper provides a contribution to understandings of information literacy regarding context and transferability of information practices. Specifically, the paper analyses the subset of information practices in situations of student protests and addresses issues of transfer of information literacy practice from a highly formal…

Explicit Instruction Elements in Core Reading Programs

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Child, Angela R.

2012-01-01

Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…

Individual and Contextual Factors Related to Secondary Special Education Teachers' Reading Instructional Practices

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Leko, Melinda M.; Chiu, Ming Ming; Roberts, Carly A.

2018-01-01

This article reports findings from an initial investigation of the impact multiple individual and contextual factors have on secondary special educators' reading instructional practices. Data from 577 special educators from 221 school districts in a large Midwestern state were collected via an online and paper survey and analyzed using…

Comparing the Effects of Instructional and Transformational Leadership on Student Achievement: Implications for Practice

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Shatzer, Ryan H.; Caldarella, Paul; Hallam, Pamela R.; Brown, Bruce L.

2014-01-01

The purpose of this study was to compare transformational and instructional leadership theories, examine the unique impact that school leaders have on student achievement, and determine which specific leadership practices are associated with increased student achievement. The sample for this study consisted of 590 teachers in 37 elementary schools…

Self-Assessment Methods in Writing Instruction: A Conceptual Framework, Successful Practices and Essential Strategies

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Nielsen, Kristen

2014-01-01

Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large-scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices.…

Faculty Best Practices Using Blended Learning in E-Learning and Face-to-Face Instruction

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Mortera-Gutierrez, Fernando

2006-01-01

Presenting a higher education case study from Mexico: "Instituto Tecnologico y de Estudios Superiores de Monterrey" (ITESM-CCM) College, Mexico city campus, describing faculty best and worst practices using a blended learning approach in e-learning and face-to-face instruction. The article comments on conceptual definitions of blended…

Information Book Read-Alouds as Models for Second-Grade Authors

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Bradley, Linda Golson; Donovan, Carol A.

2010-01-01

This article discusses the instructional practice of supporting second graders' information book writing with focused read-alouds that include discussions of information book genre elements, features, and organizational structure. The authors present specific examples of instruction and discuss the resulting information book compositions by…

Conceptions of Scientific Knowledge Influence Learning of Academic Skills: Epistemic Beliefs and the Efficacy of Information Literacy Instruction

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Rosman, Tom; Peter, Johannes; Mayer, Anne-Kathrin; Krampen, Günter

2018-01-01

The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially…

Evaluation of an Online Instructional Database Accessed by QR Codes to Support Biochemistry Practical Laboratory Classes

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Yip, Tor; Melling, Louise; Shaw, Kirsty J.

2016-01-01

An online instructional database containing information on commonly used pieces of laboratory equipment was created. In order to make the database highly accessible and to promote its use, QR codes were utilized. The instructional materials were available anytime and accessed using QR codes located on the equipment itself and within undergraduate…

Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

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Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

2013-03-01

This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.

Application of Instructional Design Principles in Developing an Online Information Literacy Curriculum.

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Mi, Misa

2016-01-01

An online information literacy curriculum was developed as an intervention to engage students in independent study and self-assessment of their learning needs and learning outcomes, develop proficiency in information skills, and foster lifelong learning. This column demonstrates how instructional design principles were applied to create the learning experiences integrated into various courses of the medical curriculum to promote active learning of information skills and maximize self-directed learning outcomes for lifelong learning.

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

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Wendell, Kristen Bethke; Lee, Hee-Sun

2010-01-01

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…

Integrating Assessment into Recurring Information Literacy Instruction: A Case Study from LIS Education

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Searing, Susan E.

2007-01-01

Information literacy instruction is integrated into the distance education program in library and information science (LEEP) at the University of Illinois, Urbana-Champaign (UIUC). This article describes the LEEP program and the library services provided to its students. Published research on LEEP and related topics in librarianship is reviewed.…

Kindergarten girls "illuminating" their identities-in-practice through science instruction framed in explanation building: From the shadows into the light

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McDyre, Alicia M.

Recent research on young children's learning has revealed that they are capable of sophisticated scientific reasoning and has prompted a new era of reform framed around the integration of three main strands -- core disciplinary ideas, scientific and engineering practices, and cross-cutting themes. Given the documented issues with girls in science in later grades, I chose to examine their participation in scientific norms and practices in kindergarten to gain insights into their identities-in-practice. From the perspective of identity as an enactment of self, I used the lens identities-in-practice (Lave & Wenger, 1991) to examine the impact that having classroom science instruction framed around constructing explanations with evidence would have on the girls in the class. In this study, I drew from theories of sociocultural learning, positioning, and identities-in-practice to study: a) the norms of participation, b) the authoring and positioning of girls, and c) the identities-in-practice that the girls' enacted in the kindergarten science classroom. Using a research design informed by qualitative methods and participant observation, I analyzed data using a constant comparative approach and crafted case studies of four girls in the science classroom. Three assertions were generated from this study: a) Identity-in-practice manifests differently in different literacy practices and shows how students chose to be science students across time and activities- a focus on one literacy practice alone is insufficient to understand identity; b) The ways in which the teacher positions girls, especially "quiet" girls, is essential for engaging them in productive participation in science discourse and learning; and c) A focus on classroom science instruction grounded in constructing explanations from evidence provided a consistent framework for students' writing and talking, which facilitated the establishment of expectations and norms of participation for all students

Presenting practice financial information.

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Webster, Lee Ann H

2007-01-01

Medical practice leadership teams, often consisting primarily of physicians with limited financial backgrounds, must make important business decisions and continuously monitor practice operations. In order to competently perform this duty, they need financial reports that are relevant and easy to understand. This article explores financial reporting and decision-making in a physician practice. It discusses reports and tools, such as ratios, graphs, and comparisons, that practices typically include in their reports. Because profitability and cash flow are often the most important financial considerations for physician practices, reports should generally focus on the impact of various activities and potential decisions upon these concerns. This article also provides communication tips for both those presenting practice financial information and those making the decisions. By communicating effectively, these leaders can best use financial information to improve decision-making and maximize financial performance.

Mental Rotation of Tactical Instruction Displays Affects Information Processing Demand and Execution Accuracy in Basketball

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Koopmann, Till; Steggemann-Weinrich, Yvonne; Baumeister, Jochen; Krause, Daniel

2017-01-01

Purpose: In sports games, coaches often use tactic boards to present tactical instructions during time-outs (e.g., 20 s to 60 s in basketball). Instructions should be presented in a way that enables fast and errorless information processing for the players. The aim of this study was to test the effect of different orientations of visual tactical…

Principals' Application of Instructional Leadership Practices for Secondary School Effectiveness in Oyo State

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Loyce, Onyali Chiedozie; Victor, Akinfolarin Akinwale

2017-01-01

This study ascertained the principals' application of instructional leadership practices for secondary school effectiveness in Oyo State. Two research questions guided the study and two null hypotheses were tested. The descriptive survey research design was adopted for the study. The population of the study comprised 8,701 which were made of 969…

Enhancing Quality in Educational Practice and Instructional Delivery ...

African Journals Online (AJOL)

FIRST LADY

instructions to students in technical and vocational education (TVE) programs. ... in Nigeria perceive their traditional methods of instruction as obsolete with ..... Even so, skills necessary to adapt to the modern technology should be taught.

Learning Through Quests and Contests: Games in Information Literacy Instruction

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Maura A Smale

2011-01-01

Games-based learning is an innovative pedagogical strategy employed at all levels of education, and much research in education, psychology, and other disciplines supports its effectiveness in engaging and motivating students, as well as increasing student learning. Many libraries have incorporated games into their collections and programming. College and university libraries have begun to use games for information literacy and library instruction. Academic librarians use commercially-produ...

Undergraduate Students' Information Search Practices

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Nikolopoulou, Kleopatra; Gialamas, Vasilis

2011-01-01

This paper investigates undergraduate students' information search practices. The subjects were 250 undergraduate students from two university departments in Greece, and a questionnaire was used to document their search practices. The results showed that the Web was the primary information system searched in order to find information for…

Impacts of autonomy-supportive versus controlling instructional language on motor learning.

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Hooyman, Andrew; Wulf, Gabriele; Lewthwaite, Rebecca

2014-08-01

The authors examined the influence of autonomy-supportive (ASL), controlling (CL), and neutral instructional language (NL) on motor skill learning (cricket bowling action). Prior to and several times during the practice phase, participants watched the same video demonstration of the bowling action but with different voice-over instructions. The instructions were designed to provide the same technical information but to vary in terms of the degree of choice performers would perceive when executing the task. In addition to measurements of throwing accuracy (i.e., deviation from the target), perceived choice, self-efficacy, and positive and negative affect were assessed at the end of the practice phase and after a retention test without demonstrations and instructions on Day 2. ASL resulted in perceptions of greater choice, higher self-efficacy, and more positive affect during practice than CL, and enhanced learning as demonstrated by retention test performance. Thus, granting learners autonomy appeared to endow them with confidence in their ability, diminished needs for control of negative emotional responses, and created more positive affect, which may help consolidate motor memories. Copyright © 2014 Elsevier B.V. All rights reserved.

Transferation of the theoretical and practical subjects concerning ionizing radiation physics to interactive multimedia-software for instructional purposes

International Nuclear Information System (INIS)

Salcher, R.

1999-05-01

The aim of this thesis was to produce a computer based training which allows the knowledge transfers of the theoretical and practical subjects of a radiation protection course according to the provisions of national law. An overview of the recent developments concerning 'Multimedia' is given in the first part of this work. General teaching methods and present-day national and international trends in information technology and instructional multimedia are analysed and differences between comparable methods are pointed out. The importance of producing computer based training courses by universities and external research centers is discussed. The basics of instructional multimedia and the authoring process are summarized and examples are given. An analysis of up-to-date authoring tools is also included. The individual modules of the developed computer based training like the transfer of two typical radiation protection experiments into a virtual counterpart are described in detail one by one (this partially also includes the specific programming solutions). The advantages of this form of knowledge transfer like the elimination of radiation risk by the use of virtual simulations are discussed. The efficiency of the knowledge transfer of this computer based training is verified by means of test persons. This project shows the potential of recent developments in the area of multimedia and information technology for the professional transfer of specific scientific know-how. (author)

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.…

The Instructional Practice of School Principals and Its Effect on Teachers' Job Satisfaction

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Kouali, Georgia

2017-01-01

Purpose: The purpose of this paper is to present the results of a piece of research concerning the practice of Cypriot school principals' instructional role and its effect on teachers' job satisfaction, and also to investigate whether higher levels of teachers' job satisfaction can be predicted when school principals deal with and accomplish their…

Instructional Practices in Introductory Geoscience Courses: Results of a National Faculty Survey

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MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

2004-12-01

teaching methods from a wide variety of sources, they rely more heavily on discussions with their colleagues for information about teaching methods. This description of current teaching practices provides a benchmark against which we can monitor how instruction in introductory courses responds to increased understanding of student learning as well as to broad sharing of expertise among geoscience faculty through professional meetings, publications, workshops, and new on-line resources.

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

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Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

2016-04-01

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

Approaches to inclusive English classrooms a teacher's handbook for content-based instruction

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Mastruserio Reynolds, Kate

2015-01-01

This accessible book takes a critical approach towards content-based instruction methods, bridging the gap between theory and practice in order to allow teachers to make an informed decision about best practices for an inclusive classroom. It is a resource for both educators and ESL teachers working within an English learner inclusion environment.

Instructional maps of safe working methods and practices for separate types of opera-tions conducted in the oil mine

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И. В. Климова

2017-06-01

Full Text Available Instructing personnel in the issues of labor protection and industrial safety at hazardous facilities is one of the main tasks that face the employer; the quality with which this procedure is organized and carried out defines not only company’s indicators, but the mere possibility of its normal functioning. The paper contains a detailed overview of the typical content of standard documentation, which is currently used when conducting operations in the oil mines of Yarega high-viscosity oil deposit. Distinct features and unique nature of this oil field require special measures to guarantee safety of personnel and all facilities in general.The author proposes and reviews an additional type of operating guidelines – instructional map of safe working methods and practices. It is more illustrative than existing documentation (charts of inclined shaft development, labor protection regulations, which allows to upgrade the process of instructing personnel in the oil mines, to improve the quality of instructions and to reduce the risk of emergencies, accidents, industrial injuries.The author reviews the structure of suggested instructional map, offers a detailed arrangement diagram for the main thematic sections of the map, as well as their content. Instructional maps are regarded as a type of operating guidelines that include: description and characteristics of equipment, instruments and appliances; general safety requirements; content and execution sequence of operational elements with their graphical images; distribution of responsibilities with an indication of their priority in case the operations are conducted by several workers; specific safety requirements for equipment, materials, instruments, safety clothes and footwear, personal protective gear etc. (prohibitions, warnings.Advantages and disadvantages of proposed instructional maps of safe working methods and practices are highlighted.

Instructional Design as Knowledge Management: A Knowledge-in-Practice Approach to Choosing Instructional Methods

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McIver, Derrick; Fitzsimmons, Stacey; Flanagan, David

2016-01-01

Decisions about instructional methods are becoming more complex, with options ranging from problem sets to experiential service-learning projects. However, instructors not trained in instructional design may make these important decisions based on convenience, comfort, or trends. Instead, this article draws on the knowledge management literature…

Re-Envisioning Instructional Technology Research in Higher Education Environments: A Content Analysis of a Grant Program

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Paulus, Trena M.; Phipps, Gina; Harrison, John; Varga, Mary Alice

2012-01-01

Within the field of instructional technology, scholars have long worked to define the scope and purpose of research and its role in informing practice. Increasingly, researchers outside of the instructional technology field are conducting studies to examine their use of technology in educational contexts. Few studies have been done on how…

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 Computer-Based System Integrating Instruction and Information Retrieval: A Description of Some Methodological Considerations.

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Selig, Judith A.; And Others

This report, summarizing the activities of the Vision Information Center (VIC) in the field of computer-assisted instruction from December, 1966 to August, 1967, describes the methodology used to load a large body of information--a programed text on basic opthalmology--onto a computer for subsequent information retrieval and computer-assisted…

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…

Characterizing pedagogical practices of university physics students in informal learning environments

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Hinko, Kathleen A.; Madigan, Peter; Miller, Eric; Finkelstein, Noah D.

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] University educators (UEs) have a long history of teaching physics not only in formal classroom settings but also in informal outreach environments. The pedagogical practices of UEs in informal physics teaching have not been widely studied, and they may provide insight into formal practices and preparation. We investigate the interactions between UEs and children in an afterschool physics program facilitated by university physics students from the University of Colorado Boulder. In this program, physics undergraduates, graduate students, and postdoctoral researchers work with K-8 children on hands-on physics activities on a weekly basis over the course of a semester. We use an activity theoretic framework as a tool to examine situational aspects of individuals' behavior in the complex structure of the afterschool program. Using this framework, we analyze video of UE-child interactions and identify three main pedagogical modalities that UEs display during activities: instruction, consultation, and participation modes. These modes are characterized by certain language, physical location, and objectives that establish differences in UE-child roles and division of labor. Based on this analysis, we discuss implications for promoting pedagogical strategies through purposeful curriculum development and university educator preparation.

Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics.

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Artzt, Alice F.; Armour-Thomas, Eleanor

1998-01-01

Uses a "teaching as problem solving" perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning secondary-school mathematics teachers. Data analysis of observations, lesson plans, videotapes, and audiotapes of structured interviews suggests that the metacognition of…

Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

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Kuda Malwathumullage, Chamathca Priyanwada

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom

Universal Design for Instruction: Extending the Universal Design Paradigm to College Instruction

Science.gov (United States)

McGuire, Joan M.; Scott, Sally S.

2006-01-01

Universal design for instruction (UDI) represents the systematic application of universal design, the construct from architecture and product development, to instructional practices in higher education. In addition to a description of the deliberative process by which UDI was developed, this article provides confirmatory evidence of the validity…

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

Library instruction in medical education: a survey of current practices in the United States and Canada.

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Nevius, Amanda M; Ettien, A'Llyn; Link, Alissa P; Sobel, Laura Y

2018-01-01

The most recent survey on instruction practices in libraries affiliated with accredited medical institutions in the United States was conducted in 1996. The present study sought to update these data, while expanding to include Canadian libraries. Additional analysis was undertaken to test for statistically significant differences between library instruction in the United States and Canada and between libraries affiliated with highly ranked and unranked institutions. A twenty-eight-question survey was distributed to libraries affiliated with accredited US and Canadian medical schools to assess what and how often librarians teach, as well as how librarians are involved in the curriculum committee and if they are satisfied with their contact with students and faculty. Quantitative data were analyzed with SAS, R, and MedCalc. Most of the seventy-three responding libraries provided instruction, both asynchronously and synchronously. Library instruction was most likely to be offered in two years of medical school, with year one seeing the most activity. Database use was the most frequently taught topic, and libraries reported a median of five librarians providing instruction, with larger staffs offering slightly more education sessions per year. Libraries associated with highly ranked schools were slightly more likely to offer sessions that were integrated into the medical school curriculum in year four and to offer sessions in more years overall. In US and Canadian libraries, regardless of the rank of the affiliated medical school, librarians' provision of instruction in multiple formats on multiple topics is increasingly common.

Natural Resource Information System. Volume 2: System operating procedures and instructions

Science.gov (United States)

1972-01-01

A total computer software system description is provided for the prototype Natural Resource Information System designed to store, process, and display data of maximum usefulness to land management decision making. Program modules are described, as are the computer file design, file updating methods, digitizing process, and paper tape conversion to magnetic tape. Operating instructions for the system, data output, printed output, and graphic output are also discussed.

Technology Use in Higher Education Instruction

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Elzarka, Sammy

2012-01-01

The significance of integrating technology use in higher education instruction is undeniable. The benefits include those related to access to instruction by underserved populations, adequately preparing students for future careers, capitalizing on best instructional practices, developing higher order thinking activities, and engaging students…

A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

Science.gov (United States)

Shieh, Chich-Jen; Yu, Lean

2016-01-01

In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

A grounded theory study on the role of differentiated instruction in effective middle school science teaching

Science.gov (United States)

Jones, Brian Kirby

The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching. The study examined the best teaching practices and differentiated elements from eight general education middle school science teachers, all scoring at the highest level of a teaching effectiveness measure on their evaluations, through a collection of observational, interview, survey, and teaching artifact data. The data were analyzed through the methodology of a systematic grounded theory qualitative approach using open, axial, and selective coding to develop a model describing how and to what degree effective middle school science teachers differentiated their best teaching practices. The model that emerged from the data shows instruction as a four-phase process and highlights the major elements of best practices and DI represented at each phase. The model also depicts how teachers narrowed the scope of their differentiating strategies as instruction progressed. The participants incorporated DI into their pedagogies, though in different degrees at each phase, and primarily by using variety to present concepts with multiple types of instruction followed by a series of sense-making activities related to several learning modalities. Teachers scaffolded students carefully, using informal and formal assessment data to inform future instructional decisions and especially their plans to reteach or extend on a concept. The model is intended to provide insight into the value of DI for middle school science teaching.

Optimizing students' motivation in inquiry-based learning environments: The role of instructional practices

Science.gov (United States)

Kempler, Toni M.

The influence of inquiry science instruction on the motivation of 1360 minority inner-city seventh graders was examined. The project-based curriculum incorporates motivating features like real world questions, collaboration, technology, and lesson variety. Students design investigations, collect and analyze data, and create artifacts; challenging tasks require extensive use of learning and metacognitive strategies. Study 1 used Structural Equation Modeling to investigate student perceptions of the prevalence of project-based features, including real world connections, collaboration, academic press, and work norms, and their relation to interest, efficacy, cognitive engagement, and achievement. Perceptions of features related to different motivational outcomes, indicating the importance of using differentiated rather than single measures to study motivation in context. Cognitive engagement was enhanced by interest and efficacy but did not influence achievement, perhaps because students were not proficient strategy users and were new to inquiry. Study 2 examined the relationship between instructional practices and motivation. The 23 teachers in study 1 were observed six times during one unit. Observations focused on curriculum congruence, content accuracy, contextualization, sense making, and management and climate. A majority of teacher enactment was congruent with the curriculum, indicating that students experienced motivating features of project-based science. Hierarchical Linear Modeling showed that contextualization accounted for between-teacher variance in student interest, efficacy, and cognitive engagement; Teachers encouraged motivation through extended real world examples that related material to students' experiences. Cluster analysis was used to determine how patterns of practice affected motivation. Unexpectedly these patterns did not differentially relate to cognitive engagement. Findings showed that interest and efficacy were enhanced when teachers

Perspectives on Teacher Quality: Bilingual Education and ESL Teacher Certification, Test-Taking Experiences, and Instructional Practices

Science.gov (United States)

Lemberger, Nancy; Reyes-Carrasquillo, Angela

2011-01-01

This descriptive exploratory study looked at the certification process, test-taking experiences, and instructional practices of a group of graduate bilingual education (BE) and English-as-a-Second-Language (ESL) teachers to understand why some had problems passing teacher certification tests after completing their degrees. The study surveyed 63 BE…

LATENT CLUSTER ANALYSIS OF INSTRUCTIONAL PRACTICES REPORTED BY HIGH- AND LOW-PERFORMING MATHEMATICS TEACHERS IN FOUR COUNTRIES

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Qiang Cheng

2017-06-01

Full Text Available Using Trends in International Mathematics and Science Study (TIMSS 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers’ instructional practices across the four education systems. It was found that all mathematics teachers in the high- and low-performing groups used procedurally as well as conceptually oriented practices in their teaching. However, one group of high-performing mathematics teachers from the U.S. sample and all the high-performing teachers from Finland, Korea, and Russia showed more frequent use of conceptually oriented practices than their corresponding low-performing teachers. Another group of U.S. high-performing mathematics teachers showed a distinctive procedurally oriented pattern, which presented a rather different picture. Such results provide useful suggestions for practitioners and policy makers in their effort to improve mathematics teaching and learning in the US and in other countries as well.DOI: http://dx.doi.org/10.22342/jme.8.2.4066.115-132

The Relationship among Elementary Teachers’ Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement

OpenAIRE

Hadley, Kristin M.; Dorward, Jim

2011-01-01

Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers (N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found betwee...

Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

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Rosa M. Alvarez-Bell

2017-09-01

Full Text Available When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students’ ratings of engagement and instructional practices to predict their learning in a cooperative (team-based framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a four-factor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.

Science Teachers' Understanding and Practice of Inquiry-Based Instruction in Uganda

Science.gov (United States)

Ssempala, Fredrick

High school students in Uganda perform poorly in science subjects despite the Ugandan government's efforts to train science teachers and build modern science laboratories in many public high schools. The poor performance of students in science subjects has been largely blamed on the inability by many science teachers to teach science through Inquiry-Based Instruction (IBI) to motivate the students to learn science. However, there have been no empirical studies done to establish the factors that influence science teachers' understanding and practice of IBI in Uganda. Most of the published research on IBI has been conducted in developed countries, where the prevailing contexts are very different from the contexts in developing countries such as Uganda. Additionally, few studies have explored how professional development (PD) training workshops on inquiry and nature of science (NOS) affect chemistry teachers' understanding and practice of IBI. My purpose in this multi-case exploratory qualitative study was to explore the effect of a PD workshop on inquiry and NOS on chemistry teachers' understanding and practice of IBI in Kampala city public schools in Uganda. I also explored the relationship between chemistry teachers' NOS understanding and the nature of IBI implemented in their classrooms and the internal and external factors that influence teachers' understanding and practice of IBI. I used a purposive sampling procedure to identify two schools of similar standards from which I selected eight willing chemistry teachers (four from each school) to participate in the study. Half of the teachers (those from School A) attended the PD workshop on inquiry and NOS for six days, while the control group (those from School B) did not. I collected qualitative data through semi-structured interviews, classroom observation, and document analysis. I analyzed these data by structural, conceptual and theoretical coding approach. I established that all the participating chemistry

How to use Gagne's model of instructional design in teaching psychomotor skills.

Science.gov (United States)

Khadjooi, Kayvan; Rostami, Kamran; Ishaq, Sauid

2011-01-01

Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's "events of instruction" to design a lesson plan for this subject.

Harmonization of malaria rapid diagnostic tests: best practices in labelling including instructions for use.

Science.gov (United States)

Jacobs, Jan; Barbé, Barbara; Gillet, Philippe; Aidoo, Michael; Serra-Casas, Elisa; Van Erps, Jan; Daviaud, Joelle; Incardona, Sandra; Cunningham, Jane; Visser, Theodoor

2014-12-17

Rapid diagnostic tests (RDTs) largely account for the scale-up of malaria diagnosis in endemic settings. However, diversity in labelling including the instructions for use (IFU) limits their interchangeability and user-friendliness. Uniform, easy to follow and consistent labelling, aligned with international standards and appropriate for the level of the end user's education and training, is crucial but a consolidated resource of information regarding best practices for IFU and labelling of RDT devices, packaging and accessories is not available. The Roll Back Malaria Partnership (RBM) commissioned the compilation of international standards and regulatory documents and published literature containing specifications and/or recommendations for RDT design, packaging and labelling of in vitro diagnostics (IVD) (which includes RDTs), complemented with a questionnaire based survey of RDT manufacturers and implementers. A summary of desirable RDT labelling characteristics was compiled, which was reviewed and discussed during a RBM Stakeholder consultation meeting and subsequently amended and refined by a dedicated task force consisting of country programme implementers, experts in RDT implementation, IVD regulatory experts and manufacturers. This process led to the development of consensus documents with a list of suggested terms and abbreviations as well as specifications for labelling of box, device packaging, cassettes, buffer bottle and accessories (lancets, alcohol swabs, transfer devices, desiccants). Emphasis was placed on durability (permanent printing or water-resistant labels), legibility (font size, letter type), comprehension (use of symbols) and ease of reference (e.g. place of labelling on the box or cassette packaging allowing quick oversight). A generic IFU template was developed, comprising background information, a template for procedure and reading/interpretation, a selection of appropriate references and a symbol key of internationally recognized

Is it Possible to Design a Math-Art Instructional Practice? Cases of Pre-service Teachers

Directory of Open Access Journals (Sweden)

Işıkhan UĞUREL

2013-10-01

Full Text Available To many people, establishing relationships between mathematics and art is difficult or surprising. However, these two disciplines are quite interrelated. Today, the literature of mathematics reveals that there has been an increasing interest in interaction between these two disciplines. As also observed in our country, the studies on relationships between mathematics and art have gained more popularity in mathematics education. There is a course entitled, “Mathematics and Art” offered as one of elective courses and taught for ten years to juniors of the Department of Secondary Mathematics Education, Dokuz Eylül University. The course covers a wide range of activities derived from relationships between mathematics and music to activities derived from those between mathematics and handicraft. In this study, cases of pre-service teachers attending this course were analysed. They were asked to do an instructional design integrating mathematics into art at secondary education level. Their designs were analyzed based on the use of art in which contexts and for what purposes. Furthermore, their designs were analyzed in terms of whether they enhance learning. This qualitative study had a case study design. The participants were 43 pre-service mathematics teachers voluntarily selected from students taking the course. Descriptive analysis was done to analyze the data. As a consequence of the analysis, math-art instructional practices developed by pre-service teachers were clustered under three primary categories (good, average and inadequate. The majority of math-art instructional practices were categorized under the average category. In the study, these categories were described and cases in each category were discussed.

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

Science.gov (United States)

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.

Documenting Elementary Teachers' Sustainability of Instructional Practices: A Mixed Method Case Study

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Cotner, Bridget A.

School reform programs focus on making educational changes; however, research on interventions past the funded implementation phase to determine what was sustained is rarely done (Beery, Senter, Cheadle, Greenwald, Pearson, et al., 2005). This study adds to the research on sustainability by determining what instructional practices, if any, of the Teaching SMARTRTM professional development program that was implemented from 2005--2008 in elementary schools with teachers in grades third through eighth were continued, discontinued, or adapted five years post-implementation (in 2013). Specifically, this study sought to answer the following questions: What do teachers who participated in Teaching SMARTRTM and district administrators share about the sustainability of Teaching SMARTRTM practices in 2013? What teaching strategies do teachers who participated in the program (2005--2008) use in their science classrooms five years postimplementation (2013)? What perceptions about the roles of females in science, technology, engineering, and mathematics (STEM) do teachers who participated in the program (2005--2008) have five years later (2013)? And, What classroom management techniques do the teachers who participated in the program (2005--2008) use five years post implementation (2013)? A mixed method approach was used to answer these questions. Quantitative teacher survey data from 23 teachers who participated in 2008 and 2013 were analyzed in SAS v. 9.3. Descriptive statistics were reported and paired t-tests were conducted to determine mean differences by survey factors identified from an exploratory factor analysis, principal axis factoring, and parallel analysis conducted with teacher survey baseline data (2005). Individual teacher change scores (2008 and 2013) for identified factors were computed using the Reliable Change Index statistic. Qualitative data consisted of interviews with two district administrators and three teachers who responded to the survey in both

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

Science.gov (United States)

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…

Instructional Leadership and Schools Effectiveness

Science.gov (United States)

Hung, Daisy Kee Mui; Ponnusamy, Premavathy

With the influx of information technology through the Internet and the use of ICT in our daily lives, our future generation has traversed from a mere change of era to a dynamic era of change. Thus, the role of school leaders is becoming more challenging than ever. They need to make greater strides to ensure that they are able to make adjustments and readjustments in instructional practices to cater for the changing elements in their organization. In brief, the school leaders have to be creative, innovative with entrepreneurial drive in order to steer their subordinates (teachers) towards school excellence. Leadership of principal is therefore considered as a main criterion to create successful schools in country's educational advancement. Besides, the school effectiveness plays a crucial role in country's academic advancement. This paper focuses on a comprehensive review of literature on the relationship between instructional leadership and school effectiveness.

The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries

Science.gov (United States)

Sawetrattanasatian, Oranuch

2014-01-01

Web 2.0 technology has drawn much attention recently as a fascinating tool for Information Literacy Instruction (ILI), especially in academic libraries. This research was aimed to investigate the implementation of Web 2.0 technology for ILI in Thai university libraries, in terms of information literacy skills being taught, types of Web 2.0…

77 FR 40383 - Comment Request for Information Collection for Labor Condition Application and Instructions for H...

Science.gov (United States)

2012-07-09

... information collection, Office of Management and Budget (OMB) Control Number 1205- 0310, containing Form ETA... for Nonimmigrants (electronic version); Form ETA 9035CP--General Instructions for the 9035 & 9035E... Information Form. OMB Control Number: 1205-0310. Affected Public: Businesses or other for-profits, not-for...

Latent Cluster Analysis of Instructional Practices Reported by High- and Low-Performing Mathematics Teachers in Four Countries

Science.gov (United States)

Cheng, Qiang; Hsu, Hsien-Yuan

2017-01-01

Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the…

Exploring Cross-National Changes in Instructional Practices: Evidence from Four Cycles of TIMSS. Policy Brief No. 13

Science.gov (United States)

Rožman, Mojca; Klieme, Eckhard

2017-01-01

The International Association for the Evaluation of Educational Achievement's (IEA's) Trends in International Mathematics and Science Study (TIMSS) can reveal a great deal about national teaching cultures and policies. Changes in instructional practices over more than a decade may be studied from a cross-cultural perspective. Using teacher and…

An investigation of teachers' reported use of scientific practices in elementary instruction: Implications for student outcomes and principals' self-efficacy

Science.gov (United States)

Rangasammy, Godfrey

Innovative and ambitious efforts are taking place to implement the new vision for science education--the Next Generation of Science Standards (NGSS) in the United States. To implement this new vision, teachers must reconsider how they use their science content knowledge (SCK) and pedagogical content knowledge (PCK) in new ways that require teachers to use the three dimensions, of the NGSS to deliver phenomena -based science instruction. The use of the science and engineering practices for students to make sense of the world will be at the core of this shift. This study was conducted in a mid-Atlantic state that is one of the leaders in the adoption and implementation of NGSS. All of the local education agencies (LEAs) are expected to implement these standards by revising their science curriculum and providing professional development to their teachers. Additionally, students in grades 5, 8, and 10 will be assessed using a new and more rigorous state science assessment based on the NGSS that will be used for school and district accountability by 2020. If students will be expected to demonstrate their knowledge of the new standards, science instruction aligned with the new standards needs to begin early. Therefore, the purpose of this study was to document the extent to which grade 1-5 teachers in one district within the state report using one of the eight NGSS science and engineering practices, specifically the development and use of models in their science instruction. Selection of this practice was supported by research that supports the development and use of models in elementary science instruction as an anchor for all the other NGSS seven science and engineering practices. This exploratory study utilized an online survey to document the frequency, barriers, and relationships and differences between teacher characteristics and demographics on the use of models to support students' learning outcomes. Findings suggest that grade 1-5 teachers have a low frequency

Instructional principles used to teach critical comprehension skills to a Grade 4 learner

Directory of Open Access Journals (Sweden)

Suzanne Beck

2017-08-01

Full Text Available The current approach to reading comprehension instruction is not producing the desired outcomes. Provincial, national and international tests indicate that more than half of South African learners cannot read, understand and answer basic comprehension questions. This research project was informed by Vygotsky’s socio-cultural theory. A case study was conducted with a ten-year old Grade 4 boy who experienced difficulty with understanding comprehension questions. A six-week intervention was designed to improve his comprehension abilities and to identify instructional principles that were appropriate for him. Interviews and observations were conducted and inductively analysed. Findings showed that the learner was well equipped to retrieve explicitly stated information but struggled with higher-order level questions such as drawing inferences or evaluating content. Certain instructional practices were more favourable than others when teaching reading strategies.

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

Science.gov (United States)

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.

Children’s comprehension of informational text: Reading, engaging, and learning

Directory of Open Access Journals (Sweden)

Linda BAKER

2011-11-01

Full Text Available The Reading, Engaging, and Learning project (REAL investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned second through fourth grades. Treatment conditions were: (1 Text Infusion/Reading for Learning Instruction -- students were given greater access to informational books in their classroom libraries and in reading instruction; (2 Text Infusion Alone -- the same books were provided but teachers were not asked to alter their instruction; (3 Traditional Instruction -- students experienced business as usual in the classroom. Children were assessed each year on measures of reading and reading engagement, and classroom instructional practices were observed. On most measures, the informational text infusion intervention did not yield differential growth over time. However, the results inform efforts to increase children’s facility with informational text in the early years in order to improve reading comprehension.

Providing Students with Foundational Field Instruction within a 50 Minute Class Period: A Practical Example

Science.gov (United States)

Percy, M.

2014-12-01

There is a growing recognition among secondary educators and administrators that students need to have a science education that provides connections between familiar classes like biology, chemistry, and physics. Because of this waxing interest in an integrative approach to the sciences, there is a broader push for school districts to offer classes geared towards the earth sciences, a field that incorporates knowledge and skills gleaned from the three core science subjects. Within the contexts of a regular secondary school day on a traditional schedule (45- to 50-minute long classes), it is challenging to engage students in rigorous field-based learning, critical for students to develop a deeper understanding of geosciences content, without requiring extra time outside of the regular schedule. We suggest instruction using common, manmade features like drainage retention ponds to model good field practices and provide students with the opportunity to calculate basic hydrologic budgets, take pH readings, and, if in an area with seasonal rainfall, make observations regarding soils by way of trenching, and near-surface processes, including mass wasting and the effects of vegetation on geomorphology. Gains in student understanding are discussed by analyzing the difference in test scores between exams provided to the students after they had received only in-class instruction, and after they had received field instruction in addition to the in-class lectures. In an advanced setting, students made measurements regarding ion contents and pollution that allowed the classes to practice lab skills while developing a data set that was analyzed after field work was completed. It is posited that similar fieldwork could be an effective approach at an introductory level in post-secondary institutions.

The Effects of Principals' Perceived Instructional and Distributed Leadership Practices on Their Perceptions of School Climate

Science.gov (United States)

Bellibas, Mehmet Sukru; Liu, Yan

2018-01-01

The purpose of this study was to investigate the extent to which leadership styles predict school climate, in order to identify whether a relationship exists between principals' perceived practices of instructional and distributed leadership and their perceptions of school climate (mutual respect and school delinquency), controlling for a net of…

Revisiting Classroom Practices in East Asian Countries: Examination of Within-Country Variations and Effects of Classroom Instruction

Science.gov (United States)

Kim, Yoonjeon

2018-01-01

Background/Context: East Asian schools receive much attention for the comparatively high achievement of their students. To account for this success, scholars and commentators advance broad claims about the rote character of instruction or the complexity of classroom practice, typically generalizing to an entire nation. Yet little is known about…

Instructional skills evaluation in nuclear industry training

International Nuclear Information System (INIS)

Mazour, T.J.; Ball, F.M.

1985-11-01

This report provides information to nuclear power plant training managers and their staffs concerning the job performance requirements of instructional personnel to implement prformance-based training programs (also referred to as the Systems Approach Training). The information presented in this report is a compilation of information and lessons learned in the nuclear power industry and in other industries using performance-based training programs. The job performance requirements in this report are presented as instructional skills objectives. The process used to develop the instructional skills objectives is described. Each objective includes an Instructional Skills Statement describing the behavior that is expected and an Instructional Skills Standard describing the skills/knowledge that the individual should possess in order to have achieved mastery. The instructional skills objectives are organized according to the essential elements of the Systems Approach to Training and are cross-referenced to three categories of instructional personnel: developers of instruction, instructors, and instructional managers/supervisors. Use of the instructional skills objectives is demonstrated for reviewing instructional staff training and qualification programs, developing criterion-tests, and reviewing the performance and work products of individual staff members. 22 refs

An impoverished machine: challenges to human learning and instructional technology.

Science.gov (United States)

Taraban, Roman

2008-08-01

Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing.

A Methodological Study Evaluating a Pretutorial Computer-Compiled Instructional Program in High School Physics Instruction Initiated from Student-Teacher Selected Instructional Objectives. Final Report.

Science.gov (United States)

Leonard, B. Charles; Denton, Jon J.

A study sought to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides to account for the idiosyncratic variations among students in physics classes at the secondary school level. The students in the treatment groups were oriented toward the practices of selecting…

A Simulation Model that Decreases Faculty Concerns about Adopting Web-Based Instruction

Science.gov (United States)

Song, Hae-Deok; Wang, Wei-Tsong; Liu, Chao-Yueh

2011-01-01

Faculty members have different concerns as they integrate new technology into their teaching practices. The integration of Web-Based Instruction in higher-education settings will not be successful if these faculty concerns are not addressed. Four main stages of faculty concern (information, personal, management, and impact) were identified based…

Instructional Guidelines. Welding.

Science.gov (United States)

Fordyce, H. L.; Doshier, Dale

Using the standards of the American Welding Society and the American Society of Mechanical Engineers, this welding instructional guidelines manual presents a course of study in accordance with the current practices in industry. Intended for use in welding programs now practiced within the Federal Prison System, the phases of the program are…

Waste Generator Instructions: Key to Successful Implementation of the US DOE's 435.1 for Transuranic Waste Packaging Instructions (LA-UR-12-24155) - 13218

International Nuclear Information System (INIS)

French, David M.; Hayes, Timothy A.; Pope, Howard L.; Enriquez, Alejandro E.; Carson, Peter H.

2013-01-01

In times of continuing fiscal constraints, a management and operation tool that is straightforward to implement, works as advertised, and virtually ensures compliant waste packaging should be carefully considered and employed wherever practicable. In the near future, the Department of Energy (DOE) will issue the first major update to DOE Order 435.1, Radioactive Waste Management. This update will contain a requirement for sites that do not have a Waste Isolation Pilot Plant (WIPP) waste certification program to use two newly developed technical standards: Contact-Handled Defense Transuranic Waste Packaging Instructions and Remote-Handled Defense Transuranic Waste Packaging Instructions. The technical standards are being developed from the DOE O 435.1 Notice, Contact-Handled and Remote-Handled Transuranic Waste Packaging, approved August 2011. The packaging instructions will provide detailed information and instruction for packaging almost every conceivable type of transuranic (TRU) waste for disposal at WIPP. While providing specificity, the packaging instructions leave to each site's own discretion the actual mechanics of how those Instructions will be functionally implemented at the floor level. While the Technical Standards are designed to provide precise information for compliant packaging, the density of the information in the packaging instructions necessitates a type of Rosetta Stone that translates the requirements into concise, clear, easy to use and operationally practical recipes that are waste stream and facility specific for use by both first line management and hands-on operations personnel. The Waste Generator Instructions provide the operator with step-by-step instructions that will integrate the sites' various operational requirements (e.g., health and safety limits, radiological limits or dose limits) and result in a WIPP certifiable waste and package that can be transported to and emplaced at WIPP. These little known but widely productive Waste

Typology of after-hours care instructions for patients

Science.gov (United States)

Bordman, Risa; Bovett, Monica; Drummond, Neil; Crighton, Eric J.; Wheler, David; Moineddin, Rahim; White, David

2007-01-01

OBJECTIVE To develop a typology of after-hours care (AHC) instructions and to examine physician and practice characteristics associated with each type of instruction. DESIGN Cross-sectional telephone survey. Physicians’ offices were called during evenings and weekends to listen to their messages regarding AHC. All messages were categorized. Thematic analysis of a subset of messages was conducted to develop a typology of AHC instructions. Logistic regression analysis was used to identify associations between physician and practice characteristics and the instructions left for patients. SETTING Family practices in the greater Toronto area. PARTICIPANTS Stratified random sample of family physicians providing office-based primary care. MAIN OUTCOME MEASURES Form of response (eg, answering machine), content of message, and physician and practice characteristics. RESULTS Of 514 after-hours messages from family physicians’ offices, 421 were obtained from answering machines, 58 were obtained from answering services, 23 had no answer, 2 gave pager numbers, and 10 had other responses. Message content ranged from no AHC instructions to detailed advice; 54% of messages provided a single instruction, and the rest provided a combination of instructions. Content analysis identified 815 discrete instructions or types of response that were classified into 7 categories: 302 instructed patients to go to an emergency department; 122 provided direct contact with a physician; 115 told patients to go to a clinic; 94 left no directions; 76 suggested calling a housecall service; 45 suggested calling Telehealth; and 61 suggested other things. About 22% of messages only advised attending an emergency department, and 18% gave no advice at all. Physicians who were female, had Canadian certification in family medicine, held hospital privileges, or had attended a Canadian medical school were more likely to be directly available to their patients. CONCLUSION Important issues identified

INSTRUCTIONAL SYSTEMS DESIGN (ISD: Theory and Practice in Second Life

Directory of Open Access Journals (Sweden)

Nil GOKSEL CANBEK

2011-08-01

Full Text Available The considerable changes in distance learning related technologies and Web 2.0 tools direct new immersive platforms to serve on the concept of avatar-driven interactions. In this sense, the immersive learning platforms, like Second Life (SL, embrace innovative forms of network based settings for effective community interactions. SL, as an interactive learning milieu, conducts 3D interactions and active education within the context of Instructional Systems Design (ISD which makes learning experiences efficient for both the tutor and learners on the platform designed on social networking. The platform gives an appropriate service to its users to be part of an instructional application of virtual worlds in where learners become connected though online activities. Within the learning theories existing nowadays, instructional designers, who are working in 3D environment like SL, are using mainly cognitive theory and constructivist strategy of learning. According to cognitive learning theory, people learn in different ways that are individually contextual and new trends in Instructional Design (ID had to address these differences. There are number of already approbated instructional models, which are used widely in the process of creation learning courses for 3D environments. The most frequently used model is ADDIE (Assess–Design–Develop–Implement– Evaluate, and the model PIE (Plan-Integrate–Evaluate, that is relatively new and become increasingly popular as it allows easy integration of technology in the classroom-oriented (virtual or real teaching. Based on the above mentioned concerns, this paper will examine the instructional design models used to create immersive courses within SL. Further, the paper will collect ideas on the instructional tools and technologies used for designing SL courses as these new technologies used in this environment draws heavily on andragogy. The paper will also clarify the obstacles on virtual learning

Leaving the Lecture Behind: Putting PubMed Instruction into the Hands of the Students.

Science.gov (United States)

Turner, Rose L; M Ketchum, Andrea; Ratajeski, Melissa A; Wessel, Charles B

2017-01-01

This column describes the development of a one-shot PubMed instruction class for medical students at a health sciences library. Background information on the objective is presented and discussed in the context of educational practice literature. The new course design centers on a guided group method of instruction in order to integrate more active learning. Surveyed students reported that the method was an effective way to learn how to search PubMed and that they preferred it to a traditional lecture. Pros and cons of the method are offered for other health sciences libraries interested in presenting PubMed instruction in a similar manner.

Practicing What We Teach: Trauma-Informed Educational Practice

Science.gov (United States)

Carello, Janice; Butler, Lisa D.

2015-01-01

This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors' initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and…

46 CFR 160.151-59 - Operating instructions and information for the ship's training manual.

Science.gov (United States)

2010-10-01

... 46 Shipping 6 2010-10-01 2010-10-01 false Operating instructions and information for the ship's training manual. 160.151-59 Section 160.151-59 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) EQUIPMENT, CONSTRUCTION, AND MATERIALS: SPECIFICATIONS AND APPROVAL LIFESAVING EQUIPMENT Inflatable Liferafts (SOLAS) § 160.151-59...

The best of both worlds: Building on the COPUS and RTOP observation protocols to easily and reliably measure various levels of reformed instructional practice.

Science.gov (United States)

Lund, Travis J; Pilarz, Matthew; Velasco, Jonathan B; Chakraverty, Devasmita; Rosploch, Kaitlyn; Undersander, Molly; Stains, Marilyne

2015-01-01

Researchers, university administrators, and faculty members are increasingly interested in measuring and describing instructional practices provided in science, technology, engineering, and mathematics (STEM) courses at the college level. Specifically, there is keen interest in comparing instructional practices between courses, monitoring changes over time, and mapping observed practices to research-based teaching. While increasingly common observation protocols (Reformed Teaching Observation Protocol [RTOP] and Classroom Observation Protocol in Undergraduate STEM [COPUS]) at the postsecondary level help achieve some of these goals, they also suffer from weaknesses that limit their applicability. In this study, we leverage the strengths of these protocols to provide an easy method that enables the reliable and valid characterization of instructional practices. This method was developed empirically via a cluster analysis using observations of 269 individual class periods, corresponding to 73 different faculty members, 28 different research-intensive institutions, and various STEM disciplines. Ten clusters, called COPUS profiles, emerged from this analysis; they represent the most common types of instructional practices enacted in the classrooms observed for this study. RTOP scores were used to validate the alignment of the 10 COPUS profiles with reformed teaching. Herein, we present a detailed description of the cluster analysis method, the COPUS profiles, and the distribution of the COPUS profiles across various STEM courses at research-intensive universities. © 2015 T. J. Lund et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Traditional microscopy instruction versus process-oriented virtual microscopy instruction: a naturalistic experiment with control group.

Science.gov (United States)

Helle, Laura; Nivala, Markus; Kronqvist, Pauliina; Gegenfurtner, Andreas; Björk, Pasi; Säljö, Roger

2011-03-30

Virtual microscopy is being introduced in medical education as an approach for learning how to interpret information in microscopic specimens. It is, however, far from evident how to incorporate its use into existing teaching practice. The aim of the study was to explore the consequences of introducing virtual microscopy tasks into an undergraduate pathology course in an attempt to render the instruction more process-oriented. The research questions were: 1) How is virtual microscopy perceived by students? 2) Does work on virtual microscopy tasks contribute to improvement in performance in microscopic pathology in comparison with attending assistant-led demonstrations only? During a one-week period, an experimental group completed three sets of virtual microscopy homework assignments in addition to attending demonstrations. A control group attended the demonstrations only. Performance in microscopic pathology was measured by a pre-test and a post-test. Student perceptions of regular instruction and virtual microscopy were collected one month later by administering the Inventory of Intrinsic Motivation and open-ended questions. The students voiced an appreciation for virtual microscopy for the purposes of the course and for self-study. As for learning gains, the results indicated that learning was speeded up in a subgroup of students consisting of conscientious high achievers. The enriched instruction model may be suited as such for elective courses following the basic course. However, the instructional model needs further development to be suited for basic courses.

77 FR 57576 - Notice of Proposed Information Collection to OMB and Comment Request: Legal Instructions...

Science.gov (United States)

2012-09-18

... connection with the assignment, legal documents (e.g., mortgage, mortgage note, security agreement, title... Information Collection to OMB and Comment Request: Legal Instructions Concerning Applications for Full... mortgages to HUD. In connection with the assignment, legal documents (e.g., mortgage, mortgage note...

Examining instruction, achievement, and equity with NAEP mathematics data.

Directory of Open Access Journals (Sweden)

Sarah Theule Lubienski

2006-06-01

Full Text Available The purpose of this article is two-fold. First, it reports on a study of the distribution of reform-oriented instructional practices among Black, White and Hispanic students, and the relationship between those practices and student achievement. The study identified many similarities in instruction across student groups, but there were some differences, such as Black and Hispanic students being assessed with multiple-choice tests significantly more often than were White students. Using hierarchical linear modeling, this study identified several significant positive—and no negative—relationships between reform-oriented practices and 4th-grade student achievement. Specifically, teacher emphasis on non-number mathematics strands, collaborative problem solving, and teacher knowledge of the NCTM Standards were positive predictors of achievement. An analysis of interaction effects indicated that the relationships between various instructional practices and achievement were roughly similar for White, Black and Hispanic students. The second purpose of this article is to make comparisons with another study that used the same NAEP data, but drew very different conclusions about the potential for particular instructional practices to alleviate inequities. A study published in EPAA by Wenglinsky (2004 concluded that school personnel can eliminate race-related gaps within their schools by changing their instructional practices. Similarities and differences between these two studies are discussed to illuminate how a researcher's framing, methods, and interpretations can heavily influence a study's conclusions. Ultimately, this article argues that the primary conclusion of Wenglinsky's study is unwarranted. Keywords: equity, hierarchical linear modeling; mathematics achievement; mathematics instruction; NAEP.

Development of an informative system on aspects of radiological protection in the medical practices

International Nuclear Information System (INIS)

Lopez B, G.M.; Martinez G, A.; Gonzalez R, N.; Hernandez A, R.; Valdes R, M.; Cardenas H, J.; Zaldivar H, W.; Diaz B, M.; Machado T, A.

2006-01-01

Today in day is difficult to imagine the development of the medical practices in the diagnosis and treatment of diverse illnesses without the use of the ionizing radiations. In spite of the diffusion and application of these practices, the patients and the public in general don't have full conscience of like the procedures are carried out and the risks that these involve. For it diverse international and national organizations in the last years recommend to include in the programs of radiological protection, all the information that should be given to the patients and the one public that attend as users to the medical institutions to undergo to procedures that imply the use of the ionizing radiations. In Cuba a growing and quick tendency exists to the introduction of nuclear techniques for medical ends, however paradoxically the relative aspects to the communication to the patients and the public in general about the risks of the procedures to that they will be subjected and in consequence on the measures to minimize them is not adequate. Keeping in mind the above-mentioned, specialists of national centers linked to the control and consultant ship in the topics of radiological protection in the medical practices that use ionizing radiations, they worked in the country in the design of an information system that should contribute to elevate the population's culture before the mentioned aspects. The present work describes the structure of this system in function of the different medical attention levels of our national health system. Additionally it exposes the development of a package of varied informative and training tools among those that are folding, posters, guides, instructions, CD Show that its approach general and specific aspects of the uses and risks of medical practices in nuclear medicine, radiodiagnostic and radiotherapy directed so much to health professionals, patients as public in general. (Author)

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

Science.gov (United States)

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.

Bibliographic Instruction in the 21st Century.

Science.gov (United States)

Poirier, Gayle

2000-01-01

Discusses bibliographic instruction in libraries. Topics include a history of bibliographic instruction; the Internet and electronic searching; librarians' use of technology; defining information needs; locating and accessing information, including classification systems and Boolean searching; evaluating information; using and communication…

Associations of Newly Qualified Teachers' Beliefs with Classroom Management Practices and Approaches to Instruction over One School Year

Science.gov (United States)

Aus, Kati; Jõgi, Anna-Liisa; Poom-Valickis, Katrin; Eisenschmidt, Eve; Kikas, Eve

2017-01-01

We focus on assessing whether newly qualified teachers' professional outcome expectations and their beliefs about students' intellectual potential are associated with teachers' self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during…

An Analysis of Instructional Facilitators' Relationships with Teachers and Principals

Science.gov (United States)

Range, Bret G.; Pijanowski, John C.; Duncan, Heather; Scherz, Susan; Hvidston, David

2014-01-01

This study examines the perspectives of Wyoming instructional facilitators, concerning three coaching constructs--namely, their instructional leadership roles, teachers' instructional practices, and the support that they receive from principals and teachers. Findings suggest that instructional facilitators were positive about their instructional…

Waste Generator Instructions: Key to Successful Implementation of the US DOE's 435.1 for Transuranic Waste Packaging Instructions (LA-UR-12-24155) - 13218

Energy Technology Data Exchange (ETDEWEB)

French, David M. [LANL EES-12, Carlsbad, NM, Los Alamos National Laboratory, P.O. Box 1663, Los Alamos, NM 87545 (United States); Hayes, Timothy A. [LANL EES-12, Carlsbad, NM, Los Alamos National Laboratory, P.O. Box 1663, Los Alamos, NM 87545 (United States); Pope, Howard L. [Aspen Resources Ltd., Inc., P.O. Box 3038, Boulder, CO 80307 (United States); Enriquez, Alejandro E. [LANL NCO-4, Los Alamos National Laboratory, P.O. Box 1663, Los Alamos, NM 87545 (United States); Carson, Peter H. [LANL NPI-7, Los Alamos National Laboratory, P.O. Box 1663, Los Alamos, NM 87545 (United States)

2013-07-01

In times of continuing fiscal constraints, a management and operation tool that is straightforward to implement, works as advertised, and virtually ensures compliant waste packaging should be carefully considered and employed wherever practicable. In the near future, the Department of Energy (DOE) will issue the first major update to DOE Order 435.1, Radioactive Waste Management. This update will contain a requirement for sites that do not have a Waste Isolation Pilot Plant (WIPP) waste certification program to use two newly developed technical standards: Contact-Handled Defense Transuranic Waste Packaging Instructions and Remote-Handled Defense Transuranic Waste Packaging Instructions. The technical standards are being developed from the DOE O 435.1 Notice, Contact-Handled and Remote-Handled Transuranic Waste Packaging, approved August 2011. The packaging instructions will provide detailed information and instruction for packaging almost every conceivable type of transuranic (TRU) waste for disposal at WIPP. While providing specificity, the packaging instructions leave to each site's own discretion the actual mechanics of how those Instructions will be functionally implemented at the floor level. While the Technical Standards are designed to provide precise information for compliant packaging, the density of the information in the packaging instructions necessitates a type of Rosetta Stone that translates the requirements into concise, clear, easy to use and operationally practical recipes that are waste stream and facility specific for use by both first line management and hands-on operations personnel. The Waste Generator Instructions provide the operator with step-by-step instructions that will integrate the sites' various operational requirements (e.g., health and safety limits, radiological limits or dose limits) and result in a WIPP certifiable waste and package that can be transported to and emplaced at WIPP. These little known but widely

Information security principles and practice

CERN Document Server

Stamp, Mark

2011-01-01

Now updated-your expert guide to twenty-first century information security Information security is a rapidly evolving field. As businesses and consumers become increasingly dependent on complex multinational information systems, it is more imperative than ever to protect the confidentiality and integrity of data. Featuring a wide array of new information on the most current security issues, this fully updated and revised edition of Information Security: Principles and Practice provides the skills and knowledge readers need to tackle any information security challenge. Taking a pract

A Classroom Observational Study of Qatar's Independent Schools: Instruction and School Reform

Science.gov (United States)

Palmer, Douglas J.; Sadiq, Hissa M.; Lynch, Patricia; Parker, Dawn; Viruru, Radhika; Knight, Stephanie; Waxman, Hersh; Alford, Beverly; Brown, Danielle Bairrington; Rollins, Kayla; Stillisano, Jacqueline; Abu-Tineh, Abdullah M. Hamdan; Nasser, Ramzi; Allen, Nancy; Al-Binali, Hessa; Ellili, Maha; Al-Kateeb, Haithem; Al-Kubaisi, Huda

2016-01-01

Qatar initiated a K-12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29…

Instructional leaders for all? High school science department heads and instructional leadership across all science disciplines

Science.gov (United States)

Sanborn, Stephen

Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.

Instructional Leadership in Elementary School Science

Science.gov (United States)

Sherman, Ann; MacDonald, Leo

2008-01-01

Instructional leadership is internationally recognized as being a key role for school administrators to advance in their relationships with teachers. But what happens when a principal lacks content knowledge or specific pedagogical knowledge about certain curriculum areas? How do administrators support instructional practices of teachers who teach…

Reading Comprehension Instruction Practices in Sierra Leone

NARCIS (Netherlands)

Hersbach, S.; Denessen, E.J.P.G.; Droop, W.

2014-01-01

Aim: In this study an attempt was made to give insight in the way reading comprehension is taught in Sierra Leone. Attention was paid to the didactical strategies and the materials used during reading comprehension instruction. Methodology: Primary school teachers in Sierra Leone (N=43) were

IBES: A Tool for Creating Instructions Based on Event Segmentation

Directory of Open Access Journals (Sweden)

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.

Science.gov (United States)

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.

Information literacy as the foundation for evidence-based practice in graduate nursing education: a curriculum-integrated approach.

Science.gov (United States)

Jacobs, Susan Kaplan; Rosenfeld, Peri; Haber, Judith

2003-01-01

As part of a system-wide initiative to advance evidence-based practice among clinicians, graduate students, and educators, the New York University Division of Nursing embarked on a curricular initiative to integrate components of information literacy in all core courses of the master's program. Increasing competency in information literacy is the foundation for evidence-based practice and provides nursing professionals with the skills to be literate consumers of information in an electronic environment. Competency in information literacy includes an understanding of the architecture of information and the scholarly process; the ability to navigate among a variety of print and electronic tools to effectively access, search, and critically evaluate appropriate resources; synthesize accumulated information into an existing body of knowledge; communicate research results clearly and effectively; and appreciate the social issues and ethical concerns related to the provision, dissemination, and sharing of information. In collaboration with the New York University Division of Libraries' Health Sciences Librarian, instructional modules in information literacy relevant to each of the 5 core nursing master's courses were developed, complemented by a Web-based tutorial: http://library.nyu.edu/research/health/tutorial. The Web site is multifaceted, with fundamentals for the beginner, as well as more complex content for the advanced user. Course assignments were designed to promote specific competencies in information literacy and strategies for evaluating the strength of the evidence found. A survey of information literacy competencies, which assessed students' knowledge, misconceptions, and use of electronic information resources, was administered when students entered the program and at 1-year intervals thereafter.

Evaluation: Processes and Practices. Selected Papers from the Conference for the Evaluation of Instructional Materials (Washington, D.C., April 5-6, 1968).

Science.gov (United States)

Swisher, Ginny, Ed.; And Others

Selected papers from the Conference for the Evaluation of Instructional Materials treat the area of evaluation by describing Richard Dershimer's three-part evaluative schema, the Educational Products Information Exchange approach to evaluating instructional materials, the evaluation procedures in Montgomery county (Maryland), the Consumers Union…

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.)

Transforming information for computer-aided instruction: using a Socratic Dialogue method to teach gross anatomy.

Science.gov (United States)

Constantinou, P; Daane, S; Dev, P

1994-01-01

Traditional teaching of anatomy can be a difficult process of rote memorization. Computers allow information presentation to be much more dynamic, and interactive; the same information can be presented in multiple organizations. Using this idea, we have implemented a new pedagogy for computer-assisted instruction in The Anatomy Lesson, an interactive digital teacher which uses a "Socratic Dialogue" metaphor, as well as a textbook-like approach, to facilitate conceptual learning in anatomy.

Curriculum and instructional methods for drug information, literature evaluation, and biostatistics: survey of US pharmacy schools.

Science.gov (United States)

Phillips, Jennifer A; Gabay, Michael P; Ficzere, Cathy; Ward, Kristina E

2012-06-01

The drug information curriculum in US colleges of pharmacy continues to evolve. The American College of Clinical Pharmacy (ACCP) Drug Information Practice and Research Network (DI PRN) published an opinion paper with specific recommendations regarding drug information education in 2009. Adoption of these recommendations has not been evaluated. To assess which recommendations made in the ACCP DI PRN opinion paper are included in US pharmacy school curricula and characterize faculty qualifications, educational methods, and recent changes in drug information education. An electronic survey was designed using the ACCP DI PRN opinion paper and the Accreditation Council for Pharmacy Education standards and guidelines for accreditation of PharmD programs in the US. Survey questions addressed curricular content within the following categories: drug information, literature evaluation, and biostatistics. A letter including the online survey link was sent via email to the dean of each US college/school of pharmacy (N = 128). Recipients were instructed to forward the email to the individual at their institution who was the most knowledgeable about the content and methodology used for didactic drug information education. Sixty-four responses were included in the final analysis. Of the 19 ACCP DI PRN minimum core concepts, 9 (47%) were included in curricula of all responding institutions; 14 of 19 (74%) were included in curricula for all but 1 institution. In contrast, 5 of 16 concepts (31%) were not formally taught by a number of institutions. Many respondents noted an increased focus on evidence-based medicine, medication safety, and informatics. Although a survey of drug information curricula documented substantial inclusion of the essential concepts presented in the ACCP DI PRN opinion paper, room for improvement remains in drug information curricula in US colleges of pharmacy.

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 ...

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.

Disclosure of information and informed consent: ethical and practical considerations.

Science.gov (United States)

Steinberg, Avraham

2009-12-01

Disclosure of information and informed consent are relatively new concepts in the patient-physician relationship. They are based primarily on the principle of autonomy and they have many favorable practical advantages. However, the practical implementation of these requirements is fraught with difficulties, some of which can cause harm to the patient or be obstacles in fulfilling the moral obligation of beneficence. This is particularly true when disclosure of information and informed consent are done by physicians in a defensive way for fear of malpractice suits. The most ethically defensible approach is to tailor and navigate the information according to the needs and desires of each individual patient in a sensitive and empathic manner. The informed consent should be a process of mutually shared responsibility by the patient and the physician, ensuring adequate and relevant information that is well comprehended by the individual patient, and is used correctly for his or her decision making.

The Impact of a Teacher Development Program for Strategic Reading on EFL Teachers’ Instructional Practice

Directory of Open Access Journals (Sweden)

Fatemeh Khonamri

2010-10-01

Full Text Available Research on teacher development has been the focus of attention in recent decades. The overall aim of this study was to explore the impact of reading strategy training on high school teachers' reading instructional practices. The study was conducted in the EFL context of Iran. To meet this aim, four EFL high school teachers voluntarily took part in the study. Teachers' reading classes were observed and audio-recorded both before and after the teachers took part in a three-hour workshop on reading strategies. Drawing on data from observations, the results showed some degree of change in teachers' reading practices after their having taken part in the workshops. That is, they took a more strategic approach to the teaching of reading in their classes.

Reconsidering the Study of Mathematics Instructional Practices: The Importance of Curricular Context in Understanding Local and Global Teacher Change

Science.gov (United States)

Herbel-Eisenmann, Beth A.; Lubienski, Sarah Theule; Id-Deen, Lateefah

2006-01-01

This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum ("Core Plus") and a more…

76 FR 49459 - Notice of Proposed Information Collection Requests

Science.gov (United States)

2011-08-10

... countries review current policy and develop informed education policy by providing accurate and relevant... feedback; teachers' instructional beliefs and pedagogical practices; school climate and ethos; [[Page 49460...

Wisconsin System for Instructional Management: Terminal Operator Manual. Practical Paper No. 19.

Science.gov (United States)

Bozeman, William C.; And Others

The Wisconsin System for Instructional Management (WIS-SIM) is a computer managed instruction (CMI) system designed to improve instructional decision making in order to maximize the educational progress of each child while making efficient use of the available human, material, and financial resources within an organizational structure such as the…

Making the Most of Instructional Coaches

Science.gov (United States)

Kane, Britnie Delinger; Rosenquist, Brooks

2018-01-01

Although coaching holds great promise for professional development, instructional coaches are often asked to take on responsibilities that are not focused on improving instruction. The authors discuss a quantitative study of four school districts and a qualitative analysis of a single district that, together, reveal how hiring practices and school…

Digitization and digital archiving a practical guide for librarians

CERN Document Server

Leggett, Elizabeth R

2014-01-01

Modern library patrons are embracing the ease with which information can be accessed digitally, and so many librarians are currently working toward making information available electronically. Digitization and Digital Archiving: A Practical Guide for Librarians is a comprehensive guide with step-by-step instructions for forming digital archives.

Fostering Upper Secondary Students' Ability to Engage in Practices of Scientific Investigation: a Comparative Analysis of an Explicit and an Implicit Instructional Approach

Science.gov (United States)

Vorholzer, Andreas; von Aufschnaiter, Claudia; Boone, William J.

2018-02-01

Inquiry-based teaching is considered as contributing to content-related, procedural, and epistemic learning goals of science education. In this study, a quasi-experimental research design was utilized to investigate to what extent embedding inquiry activities in an explicit and an implicit instructional approach fosters students' ability to engage in three practices of scientific investigation (POSI): (1) formulating questions and hypotheses, (2) planning investigations, (3) analyzing and interpreting data. Both approaches were implemented in a classroom-based intervention conducted in a German upper secondary school (N = 222). Students' procedural knowledge of the three POSI was assessed with a paper-pencil test prior and post to the intervention, their content knowledge and dispositional factors (e.g., cognitive abilities) were gathered once. Results show that not only explicit but also implicit instruction fosters students' knowledge of POSI. While overall explicit instruction was found to be more effective, the findings indicate that the effectiveness depends considerably on the practice addressed. Moreover, findings suggest that both approaches were equally beneficial for all students regardless of their prior content knowledge and their prior procedural knowledge of POSI. Potential conditions for the success of explicit and implicit approaches as well as implications for instruction on POSI in science classrooms and for future research are discussed.

Prendre Au Serieux Les Jeux pedagogiques (Taking Instructional Games Seriously).

Science.gov (United States)

Boudin, Herve

1989-01-01

Three types of instructional games (learning, practice, and creative) are distinguished and discussed, and their place in the second language classroom is considered. It is emphasized that instructional games should complement, not repeat, classroom instruction. (MSE)

The Relationship between Recreational Reading Habits, Knowledge of Contemporary Young Adult Literature and Anticipated Instructional Practices in Secondary Education Majors

Science.gov (United States)

Bodensteiner, Lacey

2016-01-01

Despite the importance of encouraging the development of recreational reading habits in secondary students, there is considerable evidence that many secondary schools implement instructional practices that negatively shape literary experiences. This study examined the recreational reading habits of secondary education majors, their knowledge of…

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

Science.gov (United States)

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

2010-12-01

contributed by colleagues to create personalized, annotated collections of resources best suited to address the needs of the students in their classroom. Teachers can see the resources that their colleagues are using to customize their instruction, and share their ideas about the suitability of resources for different learners or learning styles through the use of tags and annotations thus creating a community of practice in support of differentiated instruction. A field trial involving 124 middle and high school Earth science teachers in a large urban school district was conducted in the 2009-2010 academic year, accompanied by a mixed-method research and evaluation study to investigate the impact of the use of this system on teacher beliefs and practice, and student learning. This presentation will include a demonstration of the system as well as discuss the results of the research thus far.

Tritium control and accountability instructions

International Nuclear Information System (INIS)

Wall, W.R.; Cruz, S.L.

1985-08-01

This instruction describes the tritium accountability procedures practiced by the Tritium Research Laboratory, at Sandia National Laboratories, Livermore. The accountability procedures are based upon the Sandia National Laboratories, Livermore, Nuclear Materials Operations Manual, SAND83-8036. The Nuclear Materials Operations Manual describes accountability techniques which are in compliance with the Department of Energy 5630 series Orders, Code of Federal Regulations, and Sandia National Laboratories Instructions

Tritium control and accountability instructions

International Nuclear Information System (INIS)

Wall, W.R.

1981-03-01

This instruction describes the tritium accountability procedures practiced by the Tritium Research Laboratory, Building 968 at Sandia National Laboratories, Livermore. The accountability procedures are based upon the Sandia National Laboratories, Livermore, Nuclear Materials Operations Manual, SAND78-8018. The Nuclear Materials Operations Manual describes accountability techniques which are in compliance with the Department of Energy Manual, Code of Federal Regulations, and Sandia National Laboratories Instructions

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching.

Science.gov (United States)

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. © 2016 P. Brickman et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

Science.gov (United States)

Sahingoz, Selcuk

research found that several contextual factors contributed to teachers' instructional practices including internal and external issues such as school environment, limited resources, large class sizes, standardized test pressure, and limited accessibility to professional development. The findings provide insight on the readiness of middle school teachers to implement the Turkish Curriculum Framework, specifically, teacher readiness to put science inquiry instructional approaches into actual classroom practice. Given that new Turkish policy calls for greater inquiry instruction, this study can help inform teacher development efforts directed at promoting science inquiry instruction.

Current Practices in the Delivery of Undergraduate Exercise Physiology Content

Science.gov (United States)

Fisher, Michele M.

2013-01-01

The purpose of this study was to identify current practices for the delivery of exercise physiology content at the undergraduate level. An anonymous 22-item survey was sent to instructors of exercise physiology to collect information concerning the structure of course offerings and instructional practices. One hundred ten instructors responded to…

Understanding Science Teaching Effectiveness: Examining How Science-Specific and Generic Instructional Practices Relate to Student Achievement in Secondary Science Classrooms

Science.gov (United States)

Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-01-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student…

Missing in Action: Writing Process-Based Instructional Practices and Measures of Higher-Order Literacy Achievement in Predominantly Urban Elementary Schools

Science.gov (United States)

Briddell, Andrew

2013-01-01

This study of 1,974 fifth grade students investigated potential relationships between writing process-based instruction practices and higher-order thinking measured by a standardized literacy assessment. Writing process is defined as a highly complex, socio-cognitive process that includes: planning, text production, review, metacognition, writing…

Engaging in Argument from Evidence and the Ocean Sciences Sequence for Grades 3-5: A case study in complementing professional learning experiences with instructional materials aligned to instructional goals

Science.gov (United States)

Schoedinger, S. E.; Weiss, E. L.

2016-12-01

K-5 science teachers, who often lack a science background, have been tasked with a huge challenge in implementing NGSS—to completely change their instructional approach from one that views science as a body of knowledge to be imparted to one that is epistemic in nature. We have found that providing high-quality professional learning (PL) experiences is often not enough and that teachers must have instructional materials that align with their instructional goals. We describe a case study in which the Lawrence Hall of Science (the Hall) used the Hall-developed Ocean Sciences Sequence for Grades 3-5 (OSS 3-5) to support a rigorous PL program for grade 3-5 teachers focused on the NGSS science and engineering practice, engaging in argument from evidence. Developed prior to the release of NGSS, the Ocean Literacy Framework and the NGSS precursor, A Framework for K-12 Science Education, informed the content and instructional approaches of OSS 3-5. OSS 3-5 provides a substantial focus on making evidence-based explanations (and other science practices), while building students' ocean sciences content knowledge. From 2013-2015, the Hall engaged cohorts of teachers in a rigorous PL experience focused on engaging in argument from evidence. During the summer, teachers attended a week-long institute, in which exemplar activities from OSS 3-5 were used to model instructional practices to support arguing from evidence and related practices, e.g., developing and using models and constructing explanations. Immediately afterward, teachers enacted what they'd learned during a two-week summer school practicum. Here, they team-taught the OSS 3-5 curriculum, participated in video reflection groups, and received coaching and just-in-time input from instructors. In the subsequent academic year, many teachers began by teaching OSS 3-5 so that they could practice engaging students in argumentation in curriculum they'd already used for that purpose. Throughout the year, teachers

Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency

Science.gov (United States)

Toste, Jessica R.; Williams, Kelly J.; Capin, Philip

2017-01-01

Poorly developed word recognition skills are the most pervasive and debilitating source of reading challenges for students with learning disabilities (LD). With a notable decrease in word reading instruction in the upper elementary grades, struggling readers receive fewer instructional opportunities to develop proficient word reading skills, yet…

Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction: a randomized crossover trial.

Science.gov (United States)

Cook, David A; Thompson, Warren G; Thomas, Kris G; Thomas, Matthew R

2009-03-01

Adaptation to learning styles has been proposed to enhance learning. We hypothesized that learners with sensing learning style would perform better using a problem-first instructional method while intuitive learners would do better using an information-first method. Randomized, controlled, crossover trial. Resident ambulatory clinics. 123 internal medicine residents. Four Web-based modules in ambulatory internal medicine were developed in both "didactic" (information first, followed by patient problem and questions) and "problem" (case and questions first, followed by information) format. Knowledge posttest, format preference, learning style (Index of Learning Styles). Knowledge scores were similar between the didactic (mean +/- standard error, 83.0 +/- 0.8) and problem (82.3 +/- 0.8) formats (p = .42; 95% confidence interval [CI] for difference, -2.3 to 0.9). There was no difference between formats in regression slopes of knowledge scores on sensing-intuitive scores (p = .63) or in analysis of knowledge scores by styles classification (sensing 82.5 +/- 1.0, intermediate 83.7 +/- 1.2, intuitive 81.0 +/- 1.5; p = .37 for main effect, p = .59 for interaction with format). Format preference was neutral (3.2 +/- 0.2 [1 strongly prefers didactic, 6 strongly prefers problem], p = .12), and there was no association between learning styles and preference (p = .44). Formats were similar in time to complete modules (43.7 +/- 2.2 vs 43.2 +/- 2.2 minutes, p = .72). Starting instruction with a problem (versus employing problems later on) may not improve learning outcomes. Sensing and intuitive learners perform similarly following problem-first and didactic-first instruction. Results may apply to other instructional media.

General Education Issues, Distance Education Practices: Building Community and Classroom Interaction through the Integration of Curriculum, Instructional Design, and Technology.

Science.gov (United States)

Childers, Jeri L.; Berner, R. Thomas

2000-01-01

Examines the issues in a case study surrounding the integration of videoconferencing and Web-based instruction to bring the literature of journalism to life for undergraduate students. Sets forth examples of principles and practices for successful integration of distance education and general education. Also describes the students' reactions in…

Principals Management Support Practices to Promote Teachers' Instructional Improvement for Sustainable Development in Secondary Education in Anambra State, Nigeria

Science.gov (United States)

Victor, Akinfolarin Akinwale; Emetarom, Uche Grace

2017-01-01

This study ascertained the principals management support practices to promote teachers instructional improvement for sustainable development in secondary education in Anambra State. Two specific purposes were formulated and two research questions guided the study. The study adopted a descriptive survey design. The study was conducted in the six…

Investigating Instructional Design Management and Leadership Competencies--A Delphi Study

Science.gov (United States)

Gardner, Joel; Chongwony, Lewis; Washington, Tawana

2018-01-01

Research in instructional design and educational technology journals typically focuses on the theories, technologies, and processes related to practice of instructional design. There is little research emphasis, however, on leadership and management of instructional design in higher education. Investigating the competencies associated with…

Instruction timing for the CDC 7600 computer

International Nuclear Information System (INIS)

Lipps, H.

1975-01-01

This report provides timing information for all instructions of the Control Data 7600 computer, except for instructions of type 01X, to enable the optimization of 7600 programs. The timing rules serve as background information for timing charts which are produced by a program (TIME76) of the CERN Program Library. The rules that co-ordinate the different sections of the CPU are stated in as much detail as is necessary to time the flow of instructions for a given sequence of code. Instruction fetch, instruction issue, and access to small core memory are treated at length, since details are not available from the computer manuals. Annotated timing charts are given for 24 examples, chosen to display the full range of timing considerations. (Author)

Collaborative Metaliteracy: Putting the New Information Literacy Framework into (Digital) Practice

Science.gov (United States)

Gersch, Beate; Lampner, Wendy; Turner, Dudley

2016-01-01

This article describes a course-integrated collaborative project between a subject librarian, a communication professor, and an instructional designer that illustrates how the TPACK (Technological Pedagogical Content Knowledge) framework, developed by Mishra and Koehler (2006), and the new ACRL Framework for Information Literacy (Framework)…

Hobbies and Hobby-Related Reading: Exploring Preferences, Practices, and Instructional Possibilities.

Science.gov (United States)

Hoffman, Amy R.; Boraks, Nancy E.; Bauer, David

2000-01-01

Considers the relationship between hobbies and hobby-related reading to evaluate a common instructional assumption about using hobbies as a basis for recommending reading. Supports: (1) the potential for recommending authentic, non-traditional hobby-related reading materials in home and instructional settings; and (2) the potential for tapping the…

Self-Instructional Module Based on Cognitive Load Theory: A Study on Information Retention among Trainee Teachers

Science.gov (United States)

Ong, Chiek Pin; Tasir, Zaidatun

2015-01-01

The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the…

A Taxonomy of Asynchronous Instructional Video Styles

Science.gov (United States)

Chorianopoulos, Konstantinos

2018-01-01

Many educational organizations are employing instructional videos in their pedagogy, but there is a limited understanding of the possible video formats. In practice, the presentation format of instructional videos ranges from direct recording of classroom teaching with a stationary camera, or screencasts with voiceover, to highly elaborate video…

Instructional Technology, Temper, Technique, and Teacher Empowerment.

Science.gov (United States)

Hunter, J. Mark; Garrison, James W.

1991-01-01

Scientific management and hierarchical accountability tend to destroy dialogue and issue ideas as orders to be obeyed. Instructional technology packages can actually enslave teachers. The emendation or feedback loop built into all instructional systems should allow educators to alter design in the context of practice and help technologists design…

Inclusive differentiated instruction

Directory of Open Access Journals (Sweden)

Jerković Ljiljana S.

2017-01-01

expressive reading and information reception and comprehension; and C critical and creative reading and creative information processing. The students assigned to the experimental group learnt about and acquired literary theory concepts and special characteristics of literary genres within their 'zones of proximal development,' while the lessons taught to the control group were structured to suit an average or imaginary student. The same requirements were set on all students in the control group, regardless of their individual level of familiarity with literary theory notions and concepts and the degree to which they were capable of comprehending and experiencing a literary text. The results of the experiment carried out with such parallel groups show that the achievement of the students included in the experimental group, who were taught according to individualized instruction plans, was better in a way that was statistically significant, in comparison with both their knowledge of the subject matter before the experiment and the control group, whose members attended classes organized in a predominantly traditional, non-individualistic way.

The Information Book Genre: Its Role in Integrated Science Literacy Research and Practice

Science.gov (United States)

Pappas, Christine C.

2006-01-01

There has been a call for approaches that connect science learning with literacy, yet the use of, and research on, children's literature information books in science instruction has been quite limited. Because the discipline of science involves distinctive generic linguistic registers, what information books should be integrated in science…

Evidence-based practice for information professionals a handbook

CERN Document Server

Booth, Andrew

2004-01-01

Examines to what extent the skills and techniques of evidence-based practice are transferable to the areas of professional practice of librarians and information professionals? Is it desirable for information professionals to integrate research findings into their day-to-day decision making?

Toward Instructional Design Principles: Inducing Faraday's Law with Contrasting Cases

Science.gov (United States)

Kuo, Eric; Wieman, Carl E.

2016-01-01

Although physics education research (PER) has improved instructional practices, there are not agreed upon principles for designing effective instructional materials. Here, we illustrate how close comparison of instructional materials could support the development of such principles. Specifically, in discussion sections of a large, introductory…

Robot-assisted laparoscopic skills development: formal versus informal training.

Science.gov (United States)

Benson, Aaron D; Kramer, Brandan A; Boehler, Margaret; Schwind, Cathy J; Schwartz, Bradley F

2010-08-01

The learning curve for robotic surgery is not completely defined, and ideal training components have not yet been identified. We attempted to determine whether skill development would be accelerated with formal, organized instruction in robotic surgical techniques versus informal practice alone. Forty-three medical students naive to robotic surgery were randomized into two groups and tested on three tasks using the robotic platform. Between the testing sessions, the students were given equally timed practice sessions. The formal training group participated in an organized, formal training session with instruction from an attending robotic surgeon, whereas the informal training group participated in an equally timed unstructured practice session with the robot. The results were compared based on technical score and time to completion of each task. There was no difference between groups in prepractice testing for any task. In postpractice testing, there was no difference between groups for the ring transfer tasks. However, for the suture placement and knot-tying task, the technical score of the formal training group was significantly better than that of the informal training group (p formal training may not be necessary for basic skills, formal instruction for more advanced skills, such as suture placement and knot tying, is important in developing skills needed for effective robotic surgery. These findings may be important in formulating potential skills labs or training courses for robotic surgery.

Computer-assisted instruction

NARCIS (Netherlands)

Voogt, J.; Fisser, P.; Wright, J.D.

2015-01-01

Since the early days of computer technology in education in the 1960s, it was claimed that computers can assist instructional practice and hence improve student learning. Since then computer technology has developed, and its potential for education has increased. In this article, we first discuss

Principals' Perceptions of Experiences That Helped to Improve Their Practice as Instructional Leaders

Science.gov (United States)

Thompson, Matthew Douglas

2013-01-01

The concept of instructional leadership has emerged as a vital characteristic of the role of school principal. Yet there remains a lack of a universally accepted definition for instructional leadership within the research literature. Concepts such as transformational leadership, shared instructional leadership, integrated leadership, and balanced…

Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

Directory of Open Access Journals (Sweden)

Michael Whitacre

2013-01-01

Full Text Available Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004. The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI, and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI developed by Haager, Gersten, Baker, and Graves (2003. To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.

22 CFR 96.39 - Information disclosure and quality control practices.

Science.gov (United States)

2010-04-01

... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Information disclosure and quality control... for Convention Accreditation and Approval Information Disclosure, Fee Practices, and Quality Control Policies and Practices § 96.39 Information disclosure and quality control practices. (a) The agency or...

Classroom Instruction: The Influences of Marie Clay

Science.gov (United States)

McNaughton, Stuart

2014-01-01

Marie Clay's body of work has influenced classroom instruction in direct and indirect ways, through large overarching themes in our pedagogical content knowledge as well as specific smart practices. This paper focuses on her the contributions to our thinking about instruction which come from two broad theoretical concepts; emergent literacy…

The Pedagogy of Flipped Instruction in Oman

Science.gov (United States)

Lane-Kelso, Mary

2015-01-01

"Flipping the classroom", or reverse instruction has been hailed the new pedagogical approach for preparing students for the 21st century. The idea behind this method is relatively simple. Instead of structuring class work to deliver direct instruction from the teacher in class and giving homework to students to practice outside of…

Effects of memory instruction on attention and information processing: Further investigation of inhibition of return in item-method directed forgetting.

Science.gov (United States)

Thompson, Kate M; Hamm, Jeff P; Taylor, Tracy L

2014-02-01

In the item-method directed-forgetting paradigm, the magnitude of inhibition of return (IOR) is larger after an instruction to forget (F) than after an instruction to remember (R). In the present experiments, we further investigated this increased magnitude of IOR after F as compared to R memory instructions (dubbed the F > R IOR difference), in order to understand both the consequences for information processing and the purpose of the differential withdrawal of attention that results in this difference. Words were presented in one of four peripheral locations, followed by either an F or an R memory instruction. Then, a target appeared in either the same location as the previous word or one of the other locations. The results showed that the F > R IOR difference cannot be explained by attentional momentum (Exp. 1), that the spatial compatibility of the response options with target locations is not necessary for the F > R IOR difference to emerge (Exp. 2), and that the F > R IOR difference is location-specific rather than response-specific (Exp. 3). These results are consistent with the view that F > R IOR represents a bias against responding to information emanating from an unreliable source (Taylor & Fawcett, 2011).

Detecting Target Objects by Natural Language Instructions Using an RGB-D Camera

Directory of Open Access Journals (Sweden)

Jiatong Bao

2016-12-01

Full Text Available Controlling robots by natural language (NL is increasingly attracting attention for its versatility, convenience and no need of extensive training for users. Grounding is a crucial challenge of this problem to enable robots to understand NL instructions from humans. This paper mainly explores the object grounding problem and concretely studies how to detect target objects by the NL instructions using an RGB-D camera in robotic manipulation applications. In particular, a simple yet robust vision algorithm is applied to segment objects of interest. With the metric information of all segmented objects, the object attributes and relations between objects are further extracted. The NL instructions that incorporate multiple cues for object specifications are parsed into domain-specific annotations. The annotations from NL and extracted information from the RGB-D camera are matched in a computational state estimation framework to search all possible object grounding states. The final grounding is accomplished by selecting the states which have the maximum probabilities. An RGB-D scene dataset associated with different groups of NL instructions based on different cognition levels of the robot are collected. Quantitative evaluations on the dataset illustrate the advantages of the proposed method. The experiments of NL controlled object manipulation and NL-based task programming using a mobile manipulator show its effectiveness and practicability in robotic applications.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 51: Workplace communications skills and the value of communications and information-use skills instruction: Engineering students' perspectives

Science.gov (United States)

Pinelli, Thomas E.; Barclay, Rebecca O.; Kennedy, John M.

1995-01-01

Studies indicate that communications and information-related activities take up a substantial portion of an engineer's work week; therefore, effective communications and information use skills are one of the key engineering competencies that recent graduates of engineering programs are expected to possess. Feedback from industry rates communications and information use skills of entry-level engineers low. Missing from current discussions of communications and information use skills and competencies for engineering students is a clear explanation from the professional engineering community about what constitutes 'acceptable and desirable communications and information norms' within that community. To gather adequate and generalizable data about communications and information skills instruction and to provide a student perspective on the communications skills of engineers, we undertook a national study of aerospace engineering students in March 1993. The study included questions about the importance of certain communications and information skills to professional success, the instruction students had received in these skills, and perceived helpfulness of the instruction. Selected results from the study study are reported in this paper.

Patient understanding of oral contraceptive pill instructions related to missed pills: a systematic review.

Science.gov (United States)

Zapata, Lauren B; Steenland, Maria W; Brahmi, Dalia; Marchbanks, Polly A; Curtis, Kathryn M

2013-05-01

Instructions on what to do after pills are missed are critical to reducing unintended pregnancies resulting from patient non-adherence to oral contraceptive (OC) regimens. Missed pill instructions have previously been criticized for being too complex, lacking a definition of what is meant by "missed pills," and for being confusing to women who may not know the estrogen content of their formulation. To help inform the development of missed pill guidance to be included in the forthcoming US Selected Practice Recommendations, the objective of this systematic review was to evaluate the evidence on patient understanding of missed pill instructions. We searched the PubMed database for peer-reviewed articles that examined patient understanding of OC pill instructions that were published in any language from inception of the database through March 2012. We included studies that examined women's knowledge and understanding of missed pill instructions after exposure to some written material (e.g., patient package insert, brochure), as well as studies that compared different types of missed pill instructions on women's comprehension. We used standard abstract forms and grading systems to summarize and assess the quality of the evidence. From 1620 articles, nine studies met our inclusion criteria. Evidence from one randomized controlled trial (RCT) and two descriptive studies found that more women knew what to do after missing 1 pill than after missing 2 or 3 pills (Level I, good, to Level II-3, poor), and two descriptive studies found that more women knew what to do after missing 2 pills than after missing 3 pills (Level II-3, fair). Data from two descriptive studies documented the difficulty women have understanding missed pill instructions contained in patient package inserts (Level II-3, poor), and evidence from two RCTs found that providing written brochures with information on missed pill instructions in addition to contraceptive counseling significantly improved

Information Governance: A Model for Security in Medical Practice

Directory of Open Access Journals (Sweden)

Patricia A.H. Williams

2007-03-01

Full Text Available Information governance is becoming an important aspect of organisational accountability. In consideration that information is an integral asset of most organisations, the protection of this asset will increasingly rely on organisational capabilities in security.  In the medical arena this information is primarily sensitive patient-based information. Previous research has shown that application of security measures is a low priority for primary care medical practice and that awareness of the risks are seriously underestimated. Consequently, information security governance will be a key issue for medical practice in the future. Information security governance is a relatively new term and there is little existing research into how to meet governance requirements. The limited research that exists describes information security governance frameworks at a strategic level. However, since medical practice is already lagging in the implementation of appropriate security, such definition may not be practical although it is obviously desirable. This paper describes an on-going action research project undertaken in the area of medical information security, and presents a tactical approach model aimed at addressing information security governance and the protection of medical data. 

The Impacts of Workplace Advantage, Learning Intentions, and Technology Skills on the Use of Information Technology-Assisted Instruction by Early Childhood Pre-Service Teachers

Science.gov (United States)

Chen, Ru-Si

2015-01-01

The practical value and usefulness of IT-assisted instruction for Taiwanese preschool children are popular topics in academic and practical settings. The purpose of this study was to survey early childhood pre-service teachers' attitudes regarding the workplace advantage of IT-related pedagogy and their learning intentions regarding IT-based…

Smart grids, information flows and emerging domestic energy practices

International Nuclear Information System (INIS)

Naus, Joeri; Spaargaren, Gert; Vliet, Bas J.M. van; Horst, Hilje M. van der

2014-01-01

Smart energy grids and smart meters are commonly expected to promote more sustainable ways of living. This paper presents a conceptual framework for analysing the different ways in which smart grid developments shape – and are shaped by – the everyday lives of residents. Drawing upon theories of social practices and the concept of informational governance, the framework discerns three categories of ‘information flows’: flows between household-members, flows between households and energy service providers, and flows between local and distant households. Based on interviews with Dutch stakeholders and observations at workshops we examine, for all three information flows, the changes in domestic energy practices and the social relations they help to create. The analysis reveals that new information flows may not produce more sustainable practices in linear and predictable ways. Instead, changes are contextual and emergent. Second, new possibilities for information sharing between households open up a terrain for new practices. Third, information flows affect social relationships in ways as illustrated by the debates on consumer privacy in the Netherlands. An exclusive focus on privacy, however, deviates attention from opportunities for information disclosure by energy providers, and from the significance of transparency issues in redefining relationships both within and between households. - Highlights: • Smart grids generate three key new information flows that affect social relations. • Practice theory can reveal the ways in which households handle/govern information. • Householders show ambivalence about the workings of the different information flows. • Policies should account for the ‘bright’ as well as the ‘dark’ sides of information

Assessing the Reliability of Merging Chickering & Gamson's Seven Principles for Good Practice with Merrill's Different Levels of Instructional Strategy (DLISt7)

Science.gov (United States)

Jabar, Syaril Izwann; Albion, Peter R.

2016-01-01

Based on Chickering and Gamson's (1987) Seven Principles for Good Practice, this research project attempted to revitalize the principles by merging them with Merrill's (2006) Different Levels of Instructional Strategy. The aim was to develop, validate, and standardize a measurement instrument (DLISt7) using a pretest-posttest Internet…

Subject Specialization and Science Teachers' Perception of Information and Communication Technology for Instruction in Kwara State

Science.gov (United States)

Fakomogbon, Michael Ayodele; Adebayo, Rachael Funmi; Adegbija, Mosiforeba Victoria; Shittu, Ahmed Tajudeen; Oyelekan, Oloyede Solomon

2014-01-01

This study examined Kwara State secondary school science teachers' perception of [information and communications technology] ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government…

Listening Instruction and Practice for Advanced ESL Students.

Science.gov (United States)

Godfrey, Dennis

This paper attempts to enact Rivers' (1971 and 1972) urgings to base ESL listening instruction on both psychological and linguistic findings and contends that advanced ESL students' listening needs call for improvement in processing spoken English discourse. Psychological data on memory span is cited to demonstrate that advanced ESL students…

CF Procedures and Practices Involving Information Aggregation

National Research Council Canada - National Science Library

Bandali, F; Bruyn, L; Vokac, R; Keeble, R; Zobarich, R; Berger, N; Rehak, L; Lamoureux, Tabbeus

2007-01-01

.... However in a practical setting, especially under time constraints, an individual rarely has access to all relevant information or may find it difficult to judge the reliability of all the information...

Changing Throwing Pattern: Instruction and Control Parameter

Science.gov (United States)

Southard, Dan

2006-01-01

The purpose of this study was to determine the effects of instruction and scaling up a control parameter (velocity of throw) on changes in throwing pattern. Sixty adult female throwers (ages 20-26 years) were randomly placed into one of four practice conditions: (a) scale up on velocity with no instruction, (b) maintain constant velocity with no…

The Effects of Using Multimedia Presentations and Modular Worked-Out Examples as Instructional Methodologies to Manage the Cognitive Processing Associated with Information Literacy Instruction at the Graduate and Undergraduate Levels of Nursing Education

Science.gov (United States)

Calhoun, Shawn P.

2012-01-01

Information literacy is a complex knowledge domain. Cognitive processing theory describes the effects an instructional subject and the learning environment have on working memory. Essential processing is one component of cognitive processing theory that explains the inherent complexity of knowledge domains such as information literacy. Prior…

A Descriptive Analysis of Instructional Coaches' Data Use in Science

Science.gov (United States)

Snodgrass Rangel, Virginia; Bell, Elizabeth R.; Monroy, Carlos

2017-01-01

A key assumption of accountability policies is that educators will use data to improve their instruction. In practice, however, data use is quite hard, and more districts are looking to instructional coaches to support their teachers. The purpose of this descriptive analysis is to examine how instructional coaches in elementary and middle school…

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…

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

Science.gov (United States)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

Setting Instructional Expectations: Patterns of Principal Leadership for Middle School Mathematics

Science.gov (United States)

Katterfeld, Karin

2013-01-01

Principal instructional leadership has been found to support improved instruction. However, the methods through which principal leadership influences classroom instruction are less clear. This study investigates how principals' leadership may predict the expectations that mathematics teachers perceive for classroom practice. Results from a…

The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality

Directory of Open Access Journals (Sweden)

Adriana Biedroń

2016-09-01

Full Text Available While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.

Practical Theory: Teaching Political and Economic Citizenship

Science.gov (United States)

Martin, J. Wesley

2010-01-01

How can philosophical instruction inform practical analysis and decision making among college students in a way that demonstrably benefits them as individual members of our polity and economy? I pose this question because each year, I introduce classic political theory to first- and second-year college students who simultaneously confront a fiscal…

The role of veterinary medical librarians in teaching information literacy.

Science.gov (United States)

Dinkelman, Andrea L; Viera, Ann R; Bickett-Weddle, Danelle A

2011-01-01

This qualitative study seeks to determine the nature of the instruction librarians provide to veterinary medical students at all 28 United States veterinary colleges. A secondary goal of the study was to determine in what ways and to what extent librarians participated in other instructional activities at their colleges. Over half of the librarians formally taught in one or more courses, predominantly in the first two years of the veterinary curriculum. One presentation per course was most common. Over half of the librarians interviewed stated that evidence-based veterinary medicine was taught at their colleges, and about half of these librarians collaborated with veterinary faculty in this instruction. Many librarians participated in orientation for first-year veterinary students. The librarians also taught instructional sessions for residents, interns, faculty, graduate students, and practicing veterinarians. This study found that librarians teach information literacy skills both formally and informally, but, in general, instruction by librarians was not well integrated into the curriculum. This study advances several recommendations to help veterinary students develop information literacy skills. These include: encourage veterinary faculty and administrators to collaborate more closely with librarians, incorporate a broader array of information literacy skills into assignments, and add a literature evaluation course to the curriculum.

Destinations without regulations: Informal practices in Romanian rural tourism

Directory of Open Access Journals (Sweden)

Maria Miruna Rădan-Gorska

2013-12-01

Full Text Available This article is an ethnographic account of the informal practices I encountered during my fieldwork in three touristic destinations in the Romanian countryside. In these places, as in other parts of rural Romania, over half of the accommodation units are unregistered, making tourism ‘on the black’ [market] widespread. This research is focused on unregistered businesses, as well as on those that aim to be law-abiding, but sometimes engage in informal practices. A typology of informal practices is outlined, dividing them into intended, unintended, and contextual. These categories are illustrated with evidence from interview data and from mass media accounts. Informality is discussed in relation to the legislative framework and to the actions of those authorities responsible with enforcing regulations. Local sense-making strategies are taken into account in explaining informal practices, as well as the wider national and historical contexts. The positive and negative implications of informality are examined and the article concludes by making a number of suggestions that could help to develop more appropriate norms and policies regarding rural guesthouses.

M&A information technology best practices

CERN Document Server

Roehl-Anderson, Janice M

2013-01-01

Add value to your organization via the mergers & acquisitions IT function  As part of Deloitte Consulting, one of the largest mergers and acquisitions (M&A) consulting practice in the world, author Janice Roehl-Anderson reveals in M&A Information Technology Best Practices how companies can effectively and efficiently address the IT aspects of mergers, acquisitions, and divestitures. Filled with best practices for implementing and maintaining systems, this book helps financial and technology executives in every field to add value to their mergers, acquisitions, and/or divestitures via the IT

Formal education of curriculum and instructional designers

NARCIS (Netherlands)

McKenney, Susan; Visscher-Voerman, Irene

2013-01-01

In practice, few researchers and designers have strong conceptual understanding of the marriage between the design discipline and scientific research traditions. Rather, most have strong exposure to either research methodologies or instructional design methods, theories and/or practices. Within the

Information Technology and the QS Practice

Directory of Open Access Journals (Sweden)

Peter Smith

2011-08-01

Full Text Available The paper examines how Quantity Surveying practices can improve their business performance, market share and profit levels by embracing and evolving with the latest technological developments in electronic business practices and data/information analysis and exchange in the construction industry. Firms in the new millenium will need towork smarterto gain competitive advantage and electronic commerce provides probably the greatest scope for this to be achieved. More importantly, current project procurement trends strongly indicate that firms not able to communicating electronically at all levels with project participants will find it increasingly difficult to secure work. The results of three nationwide surveys of the Australian Quantity Surveying profession spanning from 1995 to 1999 are used to identify current business practices and technology utilisation by Quantity Surveying firms and to analyse whether firms are positioning themselves to meet future industryrequirements. The paper concludes with a range of Information Technology strategies aimed at improving business opportunities and performance for Quantity Surveying firms.

In-Depth Analysis of Handwriting Curriculum and Instruction in Four Kindergarten Classrooms

Science.gov (United States)

Vander Hart, Nanho; Fitzpatrick, Paula; Cortesa, Cathryn

2010-01-01

The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of students was also evaluated to assess the impact of the instructional practices observed. The…

Typology of after-hours care instructions for patients: telephone survey and multivariate analysis.

Science.gov (United States)

Bordman, Risa; Bovett, Monica; Drummond, Neil; Crighton, Eric J; Wheler, David; Moineddin, Rahim; White, David

2007-03-01

To develop a typology of after-hours care (AHC) instructions and to examine physician and practice characteristics associated with each type of instruction. Cross-sectional telephone survey. Physicians' offices were called during evenings and weekends to listen to their messages regarding AHC. All messages were categorized. Thematic analysis of a subset of messages was conducted to develop a typology of AHC instructions. Logistic regression analysis was used to identify associations between physician and practice characteristics and the instructions left for patients. Family practices in the greater Toronto area. Stratified random sample of family physicians providing office-based primary care. Form of response (eg, answering machine), content of message, and physician and practice characteristics. Of 514 after-hours messages from family physicians' offices, 421 were obtained from answering machines, 58 were obtained from answering services, 23 had no answer, 2 gave pager numbers, and 10 had other responses. Message content ranged from no AHC instructions to detailed advice; 54% of messages provided a single instruction, and the rest provided a combination of instructions. Content analysis identified 815 discrete instructions or types of response that were classified into 7 categories: 302 instructed patients to go to an emergency department; 122 provided direct contact with a physician; 115 told patients to go to a clinic; 94 left no directions; 76 suggested calling a housecall service; 45 suggested calling Telehealth; and 61 suggested other things. About 22% of messages only advised attending an emergency department, and 18% gave no advice at all. Physicians who were female, had Canadian certification in family medicine, held hospital privileges, or had attended a Canadian medical school were more likely to be directly available to their patients. Important issues identified included the recommendation to use an emergency department as the sole source of AHC

Influence of Head Teachers' General and Instructional Supervisory Practices on Teachers' Work Performance in Secondary Schools in Entebbe Municipality, Wakiso District, Uganda

Science.gov (United States)

Jared, Nzabonimpa Buregeya

2011-01-01

The study examined the Influence of Secondary School Head Teachers' General and Instructional Supervisory Practices on Teachers' Work Performance. Qualitative and qualitative methods with a descriptive-correlational research approach were used in the study. Purposive sampling technique alongside random sampling technique was used to select the…

A Methodological Alternative to Media Comparison Studies: Linking Information Utilization Strategies and Instructional Approach in Hypermedia Learning

OpenAIRE

Catrambone, Richard; Gerjets, Peter; Scheiter, Katharina; Vollmann, Brigitte

2006-01-01

Literature reviews on hypermedia learning have yet failed to show consistent positive effects of learner-controlled nonlinear information access. We argue that a possible reason for this lack of evidence in favor of hypermedia learning results from the fact that not sufficient attention is paid to the strategies of information utilization learners deploy. The few studies that do analyze these strategies fail to link them to an instructional approach, which hampers a deeper interpretation of s...

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

Library Learning: Undergraduate Students’ Informal, Self-directed, and Information Sharing Strategies

Directory of Open Access Journals (Sweden)

Jo Ann Murphy

2014-04-01

Full Text Available A focus group study of fourteen University of Saskatchewan second to fourth year humanities and social science undergraduate students was conducted in the fall of 2011. The purpose of the research was to determine how students learn about library resources and services. Findings indicate that the participants often use a variety of informal, self-directed and information sharing strategies. Seeking help from professors, peers, friends, and family members is a common practice. Convenience, familiarity, and perceived knowledge are key factors that determine who and how these students learn about the library. Formal instruction and seeking assistance from librarians did not resonate for participants as a typical approach for learning about the library. The author suggests that undergraduate students engage in informal learning and information sharing as many ‘adult learners’ do, similar to an employment setting. The library, within the formal educational structure, lends itself to a more informal learning context. The study concludes that libraries must continue to develop resources, services, and innovative programs that support students’ informal learning styles, while also providing formal instruction as part of the undergraduate curriculum ensuring students are exposed early on to core foundational skills that contribute to their success as informal and self-directed learners.

CCP-NAP operator instructions at ANL

International Nuclear Information System (INIS)

Tantillo, V.V.

1986-03-01

CCP-NAP Operator Instructions at ANL (ANL/TM 435) supplements the CCPGUIDE (Category 26) prepared by the National Magnetic Fusion Energy Computer Center (NMFECC), Lawrence Livermore National Laboratory. The instructions in CCP-NAP Operator Instructions at ANL serve as a reference guide for Computing Services operators when operator intervention is necessary for ANL's MFEnet Nodes located in Building 221, Room A-134. Use this document in conjunction with the CCPGUIDE. The CCPGUIDE, a guide for network operators, outlines the procedures for loading the Communications Control Processor (CCP) and monitoring its activity. The CCPGUIDE contains detailed information on Software Loading, System Status, System Monitoring, Command Summary, etc. The material in this document is the result of additional information provided by Jim Morton and Jim Gigliaridi (NMFECC) when our Argonne National Laboratory/Computing Services MFEnet Nodes were installed. This document provides two formats: QUICK instructions and procedures, and detailed general text

Instructional games in allied health education.

Science.gov (United States)

Meyer, M A

1980-08-01

A theoretical framework and practical suggestions for incorporating games and simulation into allied health instruction are presented. Research findings that support the use of educational simulation/games as a tool for higher cognitive learning are discussed. Examples and step-by-step instructions are given to help allied health educatiors and students write their own simulation games, try them out, evaluate them, and incorporate them into classroom use to stimulate interaction. Advantages of using educational simulation/games in allied health education as well as possible disadvantages of this teaching strategy are discussed. Use of instructional games to enhance teaching effectiveness as measured by student achievement in the allied health fields is emphasized.

Health information technology adoption in New Zealand optometric practices.

Science.gov (United States)

Heidarian, Ahmadali; Mason, David

2013-11-01

Health information technology (HIT) has the potential to fundamentally change the practice of optometry and the relationship between optometrists and patients and to improve clinical outcomes. This paper aims to provide data on how health information technology is currently being used in New Zealand optometric practices. Also this paper aims to explore the potential benefits and barriers to the future adoption of health information technology in New Zealand. One hundred and six New Zealand optometrists were surveyed about their current use of health information technology and about potential benefits and barriers. In addition, 12 semi-structured interviews were carried out with leaders of health information technology in New Zealand optometry. The areas of interest were the current and intended use of HIT, the potential benefits of and barriers to using HIT in optometric offices and the level of investment in health information technology. Nearly all optometrists (98.7 per cent) in New Zealand use computers in their practices and 93.4 per cent of them use a computer in their consulting room. The most commonly used clinical assessment technology in optometric practices in New Zealand was automated perimeter (97.1 per cent), followed by a digital fundus/retinal camera (82.6 per cent) and automated lensometer (62.9 per cent). The pachymeter is the technology that most respondents intended to purchase in the next one to five years (42.6 per cent), followed by a scanning laser ophthalmoscope (36.8 per cent) and corneal topographer (32.9 per cent). The main benefits of using health information technology in optometric practices were improving patient perceptions of ‘state of the art’ practice and providing patients with information and digital images to explain the results of assessment. Barriers to the adoption of HIT included the need for frequent technology upgrades, cost, lack of time for implementation, and training. New Zealand optometrists are using HIT

The Mere Exposure Instruction Effect.

Science.gov (United States)

Van Dessel, Pieter; Mertens, Gaëtan; Smith, Colin Tucker; De Houwer, Jan

2017-09-01

The mere exposure effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to that stimulus. We investigated whether a change in stimulus evaluation can occur also when participants are not repeatedly exposed to a stimulus, but are merely instructed that one stimulus will occur frequently and another stimulus will occur infrequently. We report seven experiments showing that (1) mere exposure instructions influence implicit stimulus evaluations as measured with an Implicit Association Test (IAT), personalized Implicit Association Test (pIAT), or Affect Misattribution Procedure (AMP), but not with an Evaluative Priming Task (EPT), (2) mere exposure instructions influence explicit evaluations, and (3) the instruction effect depends on participants' memory of which stimulus will be presented more frequently. We discuss how these findings inform us about the boundary conditions of mere exposure instruction effects, as well as the mental processes that underlie mere exposure and mere exposure instruction effects.

Promising Practices in the Preparation of Special Educators to Provide Reading Instruction

Science.gov (United States)

Sayeski, Kristin L.; Gormley Budin, Shannon E.; Bennett, Katie

2015-01-01

The majority of students with disabilities require support in the area of reading. Given the importance of reading instruction, it is essential that special education teacher preparation programs prepare candidates who are knowledgeable about reading development and skilled in the delivery of reading instruction. The purpose of this article is…

Instructional methods used by health sciences librarians to teach evidence-based practice (EBP: a systematic review

Directory of Open Access Journals (Sweden)

Stephanie M. Swanberg, MSI, AHIP

2016-09-01

Full Text Available Background: Librarians often teach evidence-based practice (EBP within health sciences curricula. It is not known what teaching methods are most effective. Methods: A systematic review of the literature was conducted searching CINAHL, EMBASE, ERIC, LISTA, PubMed, Scopus, and others. Searches were completed through December 2014. No limits were applied. Hand searching of Medical Library Association annual meeting abstracts from 2009–2014 was also completed. Studies must be about EBP instruction by a librarian within undergraduate or graduate health sciences curricula and include skills assessment. Studies with no assessment, letters and comments, and veterinary education studies were excluded. Data extraction and critical appraisal were performed to determine the risk of bias of each study. Results: Twenty-seven studies were included for analysis. Studies occurred in the United States (20, Canada (3, the United Kingdom (1, and Italy (1, with 22 in medicine and 5 in allied health. Teaching methods included lecture (20, small group or one-on-one instruction (16, computer lab practice (15, and online learning (6. Assessments were quizzes or tests, pretests and posttests, peer review, search strategy evaluations, clinical scenario assignments, or a hybrid. Due to large variability across studies, meta-analysis was not conducted. Discussion: Findings were weakly significant for positive change in search performance for most studies. Only one study compared teaching methods, and no one teaching method proved more effective. Future studies could conduct multisite interventions using randomized or quasi-randomized controlled trial study design and standardized assessment tools to measure outcomes.

Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction

Science.gov (United States)

Firdausi, N.; Prabawa, H. W.; Sutarno, H.

2017-02-01

In an effort to maximize a student’s academic growth, one of the tools available to educators is the explicit instruction. Explicit instruction is marked by a series of support or scaffold, where the students will be guided through the learning process with a clear statement of purpose and a reason for learning new skills, a clear explanation and demonstration of learning targets, supported and practiced with independent feedback until mastery has been achieved. The technology development trend of todays, requires an adjustment in the development of learning object that supports the achievement of explicit instruction targets. This is where the gamification position is. In the role as a pedagogical strategy, the use of gamification preformance study class is still relatively new. Gamification not only use the game elements and game design techniques in non-game contexts, but also to empower and engage learners with the ability of motivation on learning approach and maintains a relaxed atmosphere. With using Reseach and Development methods, this paper presents the integration of technology (which in this case using the concept of gamification) in explicit instruction settings and the impact on the improvement of students’ understanding.

Teachers' Implicit Attitudes, Explicit Beliefs, and the Mediating Role of Respect and Cultural Responsibility on Mastery and Performance-Focused Instructional Practices

Science.gov (United States)

Kumar, Revathy; Karabenick, Stuart A.; Burgoon, Jacob N.

2015-01-01

The theory of planned behavior and the dual process attitude-to-behavior MODE model framed an examination of how White teachers' (N = 241) implicit and explicit attitudes toward White versus non-White students were related to their classroom instructional practices in 2 school districts with a high percentage of Arab American and Chaldean American…

The Role of New Information Technologies in Facilitating Professional Reflective Practice across the Supervisory Triad.

Science.gov (United States)

Hodder, Jacqueline; Carter, David

This study investigated the role of new information management technologies in facilitating student teacher supervision across the supervisory triad of student teacher, cooperating teacher, and university supervisor. The study investigated how data routinely generated by teachers and stored within an Instructional Information Management System…

Differentiating Writing Instruction: Meeting the Diverse Needs of Authors in a Classroom

Science.gov (United States)

Shea, Mary

2015-01-01

This article outlines a rational for responsive, differentiated writing instruction that targets students' identified needs with respect to various dimensions of the writing process. Discussed is a cycle that requires ongoing assessment, instructional decision-making, responsive, differentiated instruction, guided practice, and assessment.…

Text-Picture Relations in Cooking Instructions

NARCIS (Netherlands)

van der Sluis, Ielka; Leito, Shadira; Redeker, Gisela; Bunt, Harry

2016-01-01

Like many other instructions, recipes on packages with ready-to-use ingredients for a dish combine a series of pictures with short text paragraphs. The information presentation in such multimodal instructions can be compact (either text or picture) and/or cohesive (text and picture). In an

Instructed fear learning, extinction, and recall: additive effects of cognitive information on emotional learning of fear.

Science.gov (United States)

Javanbakht, Arash; Duval, Elizabeth R; Cisneros, Maria E; Taylor, Stephan F; Kessler, Daniel; Liberzon, Israel

2017-08-01

The effects of instruction on learning of fear and safety are rarely studied. We aimed to examine the effects of cognitive information and experience on fear learning. Fourty healthy participants, randomly assigned to three groups, went through fear conditioning, extinction learning, and extinction recall with two conditioned stimuli (CS+). Information was presented about the presence or absence of conditioned stimulus-unconditioned stimulus (CS-US) contingency at different stages of the experiment. Information about the CS-US contingency prior to fear conditioning enhanced fear response and reduced extinction recall. Information about the absence of CS-US contingency promoted extinction learning and recall, while omission of this information prior to recall resulted in fear renewal. These findings indicate that contingency information can facilitate fear expression during fear learning, and can facilitate extinction learning and recall. Information seems to function as an element of the larger context in which conditioning occurs.

Apparel Manufacturing (Course Outline), Industrial Single Needle Machines and Machine Practice: 9377.02.

Science.gov (United States)

Dade County Public Schools, Miami, FL.

This course includes a study of the industrial single needle machine, its principal parts, general care, threading, and basic skills in machine practice. Instructional materials include films, illustration, information sheets, and other materials. (CK)

Practical ontologies for information professionals

CERN Document Server

AUTHOR|(CDS)2071712

2016-01-01

Practical Ontologies for Information Professionals provides an introduction to ontologies and their development, an essential tool for fighting back against information overload. The development of robust and widely used ontologies is an increasingly important tool in the fight against information overload. The publishing and sharing of explicit explanations for a wide variety of conceptualizations, in a machine readable format, has the power to both improve information retrieval and identify new knowledge. This new book provides an accessible introduction to the following: * What is an ontology? Defining the concept and why it is increasingly important to the information professional * Ontologies and the semantic web * Existing ontologies, such as SKOS, OWL, FOAF, schema.org, and the DBpedia Ontology * Adopting and building ontologies, showing how to avoid repetition of work and how to build a simple ontology with Protege * Interrogating semantic web ontologies * The future of ontologies and the role of the ...

Expectations and Experiences of Information Literacy Instruction

Directory of Open Access Journals (Sweden)

Saga Pohjola-Ahlin

2016-11-01

Full Text Available In May 2016, 48 third semester undergraduate students enrolled in the physiotherapy program at Karolinska Institutet in Sweden were given three sets of questionnaires; before the information literacy instruction (ILI started, at the end of the first session, and a week after, at the end of the second and last session. The aim of this small-scale pilot study was to shed some light on students’ motivation to attend ILI, how they value the sessions afterwards and how they assess their learning outcome. Furthermore, it was an attempt to do a "students’ user experience study” in a pedagogical setting, with the intention to evaluate and improve teaching in ILI to meet student expectations. The average response rate for the three questionnaires was 92%. The results show that students’ expectations were similar to the actual content of ILI, and that the students were satisfied with their own learning outcome. Both motivation and the sense of relevance got higher scores after students attended ILI. Motivation rose from 7,4 to 8,12 out of 10. This is positive because a high level of motivation often improves the learning outcome (Schunk, 2012. When asked which areas most needed improvement in order to further enhance their learning outcome, the most common responses were “the pedagogy” and “my own achievement”. It would be interesting to start collaborating with a group of students in order to explore new methods and learning activities.

Electronics lab instructors' approaches to troubleshooting instruction

Science.gov (United States)

Dounas-Frazer, Dimitri R.; Lewandowski, H. J.

2017-06-01

In this exploratory qualitative study, we describe instructors' self-reported practices for teaching and assessing students' ability to troubleshoot in electronics lab courses. We collected audio data from interviews with 20 electronics instructors from 18 institutions that varied by size, selectivity, and other factors. In addition to describing participants' instructional practices, we characterize their perceptions about the role of troubleshooting in electronics, the importance of the ability to troubleshoot more generally, and what it means for students to be competent troubleshooters. One major finding of this work is that, while almost all instructors in our study said that troubleshooting is an important learning outcome for students in electronics lab courses, only half of instructors said they directly assessed students' ability to troubleshoot. Based on our findings, we argue that there is a need for research-based instructional materials that attend to both cognitive and noncognitive aspects of troubleshooting proficiency. We also identify several areas for future investigation related to troubleshooting instruction in electronics lab courses.

Engine Fundamentals: Automotive Mechanics Instructional Program. Block 2.

Science.gov (United States)

O'Brien, Ralph D.

The second of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in engine fundamentals at the secondary and postsecondary level. The material, as organized, is a suggested sequence of instruction within each block. Each lesson…

Practice management companies. Creating sound information technology strategies.

Science.gov (United States)

Cross, M A

1997-10-01

Practice management companies are becoming more prominent players in the health care industry. To improve the performance of the group practices that they acquire, these companies are striving to use updated information technologies.

[Public health education integrated in hospital. An internship proposal, "Medical information and pharmacology"].

Science.gov (United States)

Boulay, F; Chevallier, T; Staccini, P; Chichmanian, R M

1997-06-01

According to a recent circular reforming french medical studies, we propose a teaching of medical information and pharmacology in situ within hospital instructions. Students could acquire an investigation methodology on the medicine economy. It will cover in four sessions the succeeding stages of medical information processing and be subject to an assessment: case studies and appreciation on student's, instruction record. By combining public health teaching with clinical practice, our project promotes its development in contact with other learnings and activities such as clinical research.

Explicit Instruction of Graphic Organizers as an Informational Text Reading Comprehension Strategy: Third-Grade Students' Strategies and Perceptions

Science.gov (United States)

Fealy, Erin Marie

2010-01-01

The purpose of this case study research was to explore the effects of explicit instruction of graphic organizers to support students' understandings of informational text. An additional purpose was to investigate students' perceptions of using graphic organizers as a comprehension strategy. Using case study methodology, this study occurred…

Teaching about teaching and instruction on instruction: a challenge for health sciences library education.

Science.gov (United States)

Detlefsen, Ellen Gay

2012-10-01

This is a review of the master's-level curricula of the fifty-eight America Library Association-accredited library and information science programs and iSchools for evidence of coursework and content related to library instruction. Special emphasis is placed on the schools and programs that also offer coursework in medical or health sciences librarianship. Fifty-eight school and program websites were reviewed. Course titles and course descriptions for seventy-three separate classes were analyzed. Twenty-three syllabi were examined. All North American library education programs offer at least one course in the general area of library instruction; some programs offer multiple courses. No courses on instruction, however, are focused directly on the specialized area of health sciences librarianship. Master's degree students can take appropriate classes on library instruction, but the medical library profession needs to offer continuing education opportunities for practitioners who want to have specific instruction for the specialized world of the health sciences.

Tune Up: Automotive Mechanics Instructional Program. Block 5.

Science.gov (United States)

O'Brien, Ralph D.

The fifth of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in automotive tune-ups at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each lesson…

Fuel System: Automotive Mechanics Instructional Program. Block 4.

Science.gov (United States)

O'Brien, Ralph D.

The fourth of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in automotive fuel systems at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each…

Cooling System: Automotive Mechanics Instructional Program. Block 6.

Science.gov (United States)

O'Brien, Ralph D.

The last of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in the automotive cooling system at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each…

Using Technology to Facilitate Differentiated High School Science Instruction

Science.gov (United States)

Maeng, Jennifer L.

2017-10-01

This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students' learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane's planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students' different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers.

Toward Better Goal Clarity in Instruction: How Focus on Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

Science.gov (United States)

Alles, Martina; Seidel, Tina; Gröschner, Alexander

2018-01-01

Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared…

Information management competencies for practicing nurses and new graduates

Directory of Open Access Journals (Sweden)

Corina Saratan

2015-09-01

Full Text Available Nursing informatics skills are required at all levels of nursing practice. Of those basic skills, management of information through the electronic health record (EHR is paramount. Previous research has explored computer literacy of nurses but has not investigated the competencies that relate specifically to information management. The purpose of this research study was to gather practicing nurses’ views of current information management competencies published by the Technology Informatics Guiding Education Reform (TIGER initiative, as they pertain to new graduates. A convenience sample of members from the InspireNet online user group was surveyed. The results suggest that overall, nurses tend to agree with the information management competencies; however, informatics education is most needed for those who have been practicing nursing for longer, rather than for novice nurses.

Recipe Modification Improves Food Safety Practices during Cooking of Poultry.

Science.gov (United States)

Maughan, Curtis; Godwin, Sandria; Chambers, Delores; Chambers, Edgar

2016-08-01

Many consumers do not practice proper food safety behaviors when preparing food in the home. Several approaches have been taken to improve food safety behaviors among consumers, but there still is a deficit in actual practice of these behaviors. The objective of this study was to assess whether the introduction of food safety instructions in recipes for chicken breasts and ground turkey patties would improve consumers' food safety behaviors during preparation. In total, 155 consumers in two locations (Manhattan, KS, and Nashville, TN) were asked to prepare a baked chicken breast and a ground turkey patty following recipes that either did or did not contain food safety instructions. They were observed to track hand washing and thermometer use. Participants who received recipes with food safety instructions (n = 73) demonstrated significantly improved food safety preparation behaviors compared with those who did not have food safety instructions in the recipe (n = 82). In addition, the majority of consumers stated that they thought the recipes with instructions were easy to use and that they would be likely to use similar recipes at home. This study demonstrates that recipes could be a good source of food safety information for consumers and that they have the potential to improve behaviors to reduce foodborne illness.

Preparing Instructional Objectives: Agony or Ecstasy?

Science.gov (United States)

Roberts, Wesley K.

This paper 1) discusses the problems encountered in preparing objectives for instructional programs; 2) describes an informal research project in which seven instructional designers working on the same project attempted to determine agreement on an objective; and 3) suggests how to prepare objectives so that difficulties can be minimized. One…

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.…

Library and information science practice in Nigeria: trends and issues

African Journals Online (AJOL)

Library and information science practice in Nigeria: trends and issues. ... library and information science practice whereby the advent of new technologies has had ... for the Nigerian library schools where future professionals are being trained.

Learning stoichiometry: A comparison of text and multimedia instructional formats

Science.gov (United States)

Evans, Karen L.

Even after multiple instructional opportunities, first year college chemistry students are often unable to apply stoichiometry knowledge in equilibrium and acid-base chemistry problem solving. Cognitive research findings suggest that for learning to be meaningful, learners need to actively construct their own knowledge by integrating new information into, and reorganizing, their prior understandings. Scaffolded inquiry in which facts, procedures, and principles are introduced as needed within the context of authentic problem solving may provide the practice and encoding opportunities necessary for construction of a memorable and usable knowledge base. The dynamic and interactive capabilities of online technology may facilitate stoichiometry instruction that promotes this meaningful learning. Entering college freshmen were randomly assigned to either a technology-rich or text-only set of cognitively informed stoichiometry review materials. Analysis of posttest scores revealed a significant but small difference in the performance of the two treatment groups, with the technology-rich group having the advantage. Both SAT and gender, however, explained more of the variability in the scores. Analysis of the posttest scores from the technology-rich treatment group revealed that the degree of interaction with the Virtual Lab simulation was significantly related to posttest performance and subsumed any effect of prior knowledge as measured by SAT scores. Future users of the online course should be encouraged to engage with the problem-solving opportunities provided by the Virtual Lab simulation through either explicit instruction and/or implementation of some level of program control within the course's navigational features.

Can information technology improve my ambulatory practice ...

African Journals Online (AJOL)

eHealth is the use of information and communication technologies for health. mHealth is the use of mobile technology in health. As with all information technology (IT), advances in development are rapidly taking place. The application of such technology to individual ambulatory anaesthesia practice should improve the ...

A Model for Designing Library Instruction for Distance Learning

Science.gov (United States)

Rand, Angela Doucet

2013-01-01

Providing library instruction in distance learning environments presents a unique set of challenges for instructional librarians. Innovations in computer-mediated communication and advances in cognitive science research provide the opportunity for designing library instruction that meets a variety of student information seeking needs. Using a…

48 CFR 215.403-5 - Instructions for submission of cost or pricing data or information other than cost or pricing data.

Science.gov (United States)

2010-10-01

... submission of cost or pricing data or information other than cost or pricing data. 215.403-5 Section 215.403... DEFENSE CONTRACTING METHODS AND CONTRACT TYPES CONTRACTING BY NEGOTIATION Contract Pricing 215.403-5 Instructions for submission of cost or pricing data or information other than cost or pricing data. When the...

Towards an evaluation framework for information quality management (IQM) practices for health information systems--evaluation criteria for effective IQM practices.

Science.gov (United States)

Mohammed, Siti Asma; Yusof, Maryati Mohd

2013-04-01

Poor information quality (IQ) must be understood as a business problem rather than systems problem. In health care organization, what is required is an effective quality management that continuously manages and reviews the factors influencing IQ in health information systems (HIS) so as to achieve the desired outcomes. Hence, in order to understand the issues of information quality management (IQM) practices in health care organizations, a more holistic evaluation study should be undertaken to investigate the IQM practices in health care organizations. It is the aim of this paper to identify the significant evaluation criteria that influence the production of good IQ in HIS. Six selected frameworks and best practices both from health informatics and information systems literature have been reviewed to identify the evaluation criteria from the perspective of human, organizational and technological factors. From the review, it was found that human and organization factors are of greater significance in influencing HIS IQ. Our review depicts that there is still shortage in finding a comprehensive IQM evaluation framework. Thus, the criteria from the frameworks reviewed can be used in combination for more comprehensive evaluation criteria. Integrated IQM evaluation criteria for HIS are then proposed in this study. Poor IQ is the result of complex interdependency within sociotechnical factors in health care organization and lack of formal and structured IQM practices. Thus, a feedback mechanism such as evaluation is needed to understand the issues in depth in the future. © 2012 Blackwell Publishing Ltd.

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.

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,…

7 CFR 1212.103 - Instructions.

Science.gov (United States)

2010-01-01

... Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS..., PROMOTION, CONSUMER EDUCATION AND INDUSTRY INFORMATION ORDER Referendum Procedures § 1212.103 Instructions... information sources, without incurring advertising expense, to publicize the dates, places, method of voting...

Strategic Information Resources Management: Fundamental Practices.

Science.gov (United States)

Caudle, Sharon L.

1996-01-01

Discusses six fundamental information resources management (IRM) practices in successful organizations that can improve government service delivery performance. Highlights include directing changes, integrating IRM decision making into a strategic management process, performance management, maintaining an investment philosophy, using business…

Informal Practices of Inequality in Recruitment in Finland

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Tuija Koivunen

2015-10-01

Full Text Available In this article, we explore the policies and processes of selection and recruitment from the perspective of equality. Focusing on tacit ideas of the ‘ideal worker,’ ideal recruitment, and selection that direct the recruitment process, we examine the ways in which implicit ideas and recruitmentrelated settings of daily interaction become informal practices of inequality. In this analysis, we rely on the conceptual framework of inequality regimes. The qualitative analysis of the semi-structured interviews focuses on the categories of gender, ethnicity, and age. We identified three categories of informal practices of inequality, which we have named as recruitment by the book, relocation of responsibility, and recruiting by addressing the difference. The findings suggest that although recruiters follow the legislation concerning equal treatment in recruitment, they do so because they want to avoid problems and possible litigation rather than because they are committed to promoting equality as an end in itself. However, equality promotion requires that gender, ethnicity, and age equality is itself the goal. If equality serves other goals, such as avoiding litigation or boosting business, the everyday practices of recruitment may turn into informal practices of inequality.

The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, “Our Aquarium”

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Lin Ching Chen

2013-06-01

Full Text Available This study investigated the student performance in an inquiry learning course which integrated information literacy and reading strategies in a fourth-grade science class. The curriculum design was based on the Big6 model, which includes the stages of task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. The study duration was one semester. The data was gathered through participant observations, interviews, surveys, tests, and from documents generated in the course implementation. The results showed that the integration of information literacy and reading strategies instruction was feasible. The students performed well in information seeking strategies, locating & accessing information, using and synthesizing information. In contrast, their abilities in task definition and evaluation needed further improvement. Also, while the students did acquire various reading strategies during the inquiry process, they needed more exercises to internalize the skills. The performance on the acquisition of subject knowledge was also improved through the inquiry learning. The participating instructors considered that the collaboration between teachers of different subject matters was the key to a successful integrated instruction [Article content in Chinese

Unpacking Corrections in Mobile Instruction

DEFF Research Database (Denmark)

Levin, Lena; Cromdal, Jakob; Broth, Mathias

2017-01-01

that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction...

No Certification, No Training...No Problem: The Influence of Formative Beliefs and Learning Experiences in the Instructional Practice of New Independent School Teachers

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Smith, Derick Graham

2012-01-01

This study sought to answer the question: "To what extent do prior beliefs about and experiences of teaching and learning influence the instructional practices of new independent school teachers," who are generally not required to have any formal pedagogical training or hold teacher certification prior to beginning full-time employment.…

Cultural Shifts: Putting Critical Information Literacy into Practice

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Hicks, Alison

2013-01-01

This paper uses the example of foreign languages to explore the integration of critical information literacy into the curriculum of various disciplines. By closely examining the practices and values inherent in the foreign language information environment, the paper suggests that a critical vision of information literacy provides the most…

The Integration of Instructional Technology by Teacher Educators at ...

African Journals Online (AJOL)

The argument put up in this study is that if teachers have to use instructional technology in their classroom, they have to see lecturers modelling the best practices in technology utilisation. As such, the purpose of the study was to investigate the use of instructional technology by teacher educators in the Faculty of Education ...

Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.

Science.gov (United States)

Desimone, Laura M.; Porter, Andrew C.; Garet, Michael S.; Yoon, Kwang Suk; Birman, Beatrice F.

2002-01-01

Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…

Faculty professional development in emergent pedagogies for instructional innovation in dental education.

Science.gov (United States)

Zheng, M; Bender, D; Nadershahi, N

2017-05-01

Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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

Mathematics Pedagogical Standards: A Suggested Model of Instruction in Enhancing the Mathematics Teacher’s Quality of Instruction

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Saad, N. S.; Jemali, M.; Zakaria, Z. Hj; Yusof, Q.

2018-01-01

The paper aims at identifying the standards for teaching and learning of mathematics based on National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) and Training and Development Agency for School (TDA, 2007). These known standards were used as a guide in identifying the constructs of the mathematics teacher’s instruction in the classroom. The survey method used in which a questionnaire instrument encompassed on the four identified constructs on the standards for teaching and learning of mathematics, namely professional practices, professional attributes, professional knowledge, and professional instructional processes. The instrument was tested during a pilot study and a Cronbach’s Alpha reliability index of greater than 0.85 was obtained. The actual research was carried out in Peninsular Malaysia involving 224 secondary schools with 1.120 mathematics teachers and 108 primary schools with 540 mathematics teachers. From the selected schools, only 820 secondary mathematics teachers (73.2%) and 361 primary teachers (66.9%) gave a response to the mailed questionnaires. The findings of the study revealed that the secondary and primary mathematics teachers strongly agreed on three constructs; professional practices, professional attributes and professional instructional processes.

Planting contemporary practice theory in the garden of information science

NARCIS (Netherlands)

Huizing, A.; Cavanagh, M.

2011-01-01

Introduction. The purpose of this paper is to introduce to information science in a coherent fashion the core premises of contemporary practice theory, and thus to engage the information research community in further debate and discussion. Method. Contemporary practice-based approaches are

The Current Practice of Integration of Information Communication Technology to English Teaching and the Emotions Involved in Blended Learning

Science.gov (United States)

Wang, Mei-jung

2014-01-01

The effective and confident integration of information communication technology (ICT) tools and programs can be frustrating. Hence, providing emotional support for teachers who are willing to adopt ICT in language instruction is an issue worthy of attention. In order to promote ICT-supported language instruction, this study aims to identify the…

Analytical implications of using practice theory in workplace information literacy research

DEFF Research Database (Denmark)

Moring, Camilla Elisabeth; Lloyd, Annemaree

2013-01-01

Introduction: This paper considers practice theory and the analytical implications of using this theoretical approach in information literacy research. More precisely the aim of the paper is to discuss the translation of practice theoretical assumptions into strategies that frame the analytical...... focus and interest when researching workplace information literacy. Two practice theoretical perspectives are selected, one by Theodore Schatzki and one by Etienne Wenger, and their general commonalities and differences are analysed and discussed. Analysis: The two practice theories and their main ideas...... of what constitute practices, how practices frame social life and the central concepts used to explain this, are presented. Then the application of the theories within workplace information literacy research is briefly explored. Results and Conclusion: The two theoretical perspectives share some...

Softball: Special Olympics Sports Skills Instructional Program.

Science.gov (United States)

Special Olympics, Inc., Washington, DC.

One of seven instructional units on Special Olympics Sports Skills Instructional Programs, this guide presents suggestions for coaching softball for mentally retarded persons. An overview section provides information on teaching suggestions, followed by a list of program goals, objectives, and benefits. Sports skill assessments measure athletes'…

Construct Validation--Community College Instructional Development Inventory

Science.gov (United States)

Xiong, Soua; Delgado, Nexi; Wood, J. Luke; Harris, Frank, III

2017-01-01

This white paper describes the construct validation of the Community College Instructional Development Inventory (CC-IDI). The CC-IDI is an institutional assessment tool designed to inform professional development programming for instructional faculty. The instrument was developed to serve as a standardized assessment tool to determine the…

Technology-Assisted Sheltered Instruction: Instructional Streaming Video in an EFL Multi-Purpose Computer Course

Science.gov (United States)

Huang, Yun-Hsuan; Chuang, Tsung-Yen

2016-01-01

Content-based instruction (CBI) has been widely adopted for decades. However, existing CBI models cannot always be effectively put into practice, especially for learners of lower English proficiency in English as a foreign language (EFL) context. This study examined an animation design course adopting CBI to promote reading abilities of English…

Report: Information Security Series: Security Practices Safe Drinking Water Information System

Science.gov (United States)

Report #2006-P-00021, March 30, 2006. We found that the Office of Water (OW) substantially complied with many of the information security controls reviewed and had implemented practices to ensure production servers are monitored.

The construction of different classroom norms during Peer Instruction: Students perceive differences

Directory of Open Access Journals (Sweden)

Chandra Turpen

2010-11-01

Full Text Available This paper summarizes variations in instructors’ implementation practices during Peer Instruction (PI and shows how these differences in practices shape different norms of classroom interaction. We describe variations in classroom norms along three dimensions of classroom culture that are integral to Peer Instruction, emphasis on: (1 faculty-student collaboration, (2 student-student collaboration, and (3 sense-making vs answer-making. Based on interpretations by an observing researcher, we place three different PI classrooms along a continuum representing a set of possible norms. We then check these interpretations against students’ perceptions of these environments from surveys collected at the end of the term. We find significant correspondence between the researchers’ interpretations and students’ perceptions of Peer Instruction in these environments. We find that variation in faculty practices can set up what students perceive as discernibly different norms. For interested instructors, concrete classroom practices are described that appear to encourage or discourage these norms.

Theory into Practice: Best Practices for a School-Wide Approach to Critical Thinking Instruction.

Science.gov (United States)

Kassem, Cherrie L.

Educators at one Georgia high school identified improved student proficiency in critical thinking as a major school goal. In order to infuse thinking skills instruction across the curriculum, a nine-member interdisciplinary team of teachers worked with a learning consultant for 1 year. Collaboration resulted in the development of a new model for…

Toward a Systemic Notion of Information: Practical Consequences

Directory of Open Access Journals (Sweden)

Nagib Callaos

2002-01-01

Full Text Available Our main purpose in this paper is to start a process of a systemic definition of the notion of information and to provide some initial practical consequences of it. We will try to do that providing: 1 a conceptual definition, following Ackoff's (1962 description and method of such a kind of definition, and 2 following Peirce's (1931-5,1958 conception of "meaning", where the practical consequences should be included. To our knowledge, no attempt has been done up to the present neither to find a Peircean meaning to the notion of information, nor to start a process of describing a systemic notion of information. Consequently, we will try to integrate the different definitions made on information. But to integrate we should first differentiate what is to be integrated. Thus, we will typify information conceptions in subjective and objective, providing brief description and analysis of each type, integrating them in the context of a systemic notion of information, and drawing the respective pragmatic consequences, as required by Peirce, for any meaning description, and by a pragmatic-teleological systemic epistemology (Churchmann, 1971

Three Logics of Instructional Leadership

Science.gov (United States)

Rigby, Jessica G.

2014-01-01

Purpose: This study examines conceptions of instructional leadership in the institutional environment. We know that principals' practices affect student learning and that principals are influenced by ideas in the broader environment. This article examines and defines the multiple conceptions of what it means for principals to be instructional…

AN INSTRUCTIONAL DESIGN MODEL FOR BLENDED HIGHER EDUCATION

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George Hack

2016-07-01

Full Text Available Instructional design models that are used by many higher education institutions to guide course design are insufficient for the unique opportunities of blended learning. Many established models are not practical tools for college faculty to use independently in the design of courses. Models like A.D.D.I.E., use a linear approach that can translate more easily into practical stages of course design, yet are historically rooted in the rapid prototyping of educational technologies or for designing military training and are inadequate for the complex demands of higher education, where learning outcomes are geared toward higher order thinking, scientific/clinical reasoning, and a syntheses of ideas into new knowledge. Presented here is an instructional design model that strategically incorporates the nuances of higher education, yet is practically framed to assist faculty with design challenges.

Institutionalization of evidence-informed practices in healthcare settings.

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Novotná, Gabriela; Dobbins, Maureen; Henderson, Joanna

2012-11-21

The effective and timely integration of the best available research evidence into healthcare practice has considerable potential to improve the quality of provided care. Knowledge translation (KT) approaches aim to develop, implement, and evaluate strategies to address the research-practice gap. However, most KT research has been directed toward implementation strategies that apply cognitive, behavioral, and, to a lesser extent, organizational theories. In this paper, we discuss the potential of institutional theory to inform KT-related research. Despite significant research, there is still much to learn about how to achieve KT within healthcare systems and practices. Institutional theory, focusing on the processes by which new ideas and concepts become accepted within their institutional environments, holds promise for advancing KT efforts and research. To propose new directions for future KT research, we present some of the main concepts of institutional theory and discuss their application to KT research by outlining how institutionalization of new practices can lead to their ongoing use in organizations. In addition, we discuss the circumstances under which institutionalized practices dissipate and give way to new insights and ideas that can lead to new, more effective practices. KT research informed by institutional theory can provide important insights into how knowledge becomes implemented, routinized, and accepted as institutionalized practices. Future KT research should employ both quantitative and qualitative research designs to examine the specifics of sustainability, institutionalization, and deinstitutionalization of practices to enhance our understanding of these complex constructs.

Obtaining subjects' consent to publish identifying personal information: current practices and identifying potential issues.

Science.gov (United States)

Yoshida, Akiko; Dowa, Yuri; Murakami, Hiromi; Kosugi, Shinji

2013-11-25

In studies publishing identifying personal information, obtaining consent is regarded as necessary, as it is impossible to ensure complete anonymity. However, current journal practices around specific points to consider when obtaining consent, the contents of consent forms and how consent forms are managed have not yet been fully examined. This study was conducted to identify potential issues surrounding consent to publish identifying personal information. Content analysis was carried out on instructions for authors and consent forms developed by academic journals in four fields (as classified by Journal Citation Reports): medicine general and internal, genetics and heredity, pediatrics, and psychiatry. An online questionnaire survey of editors working for journals that require the submission of consent forms was also conducted. Instructions for authors were reviewed for 491 academic journals (132 for medicine general and internal, 147 for genetics and heredity, 100 for pediatrics, and 112 for psychiatry). Approximately 40% (203: 74 for medicine general and internal, 31 for genetics and heredity, 58 for pediatrics, and 40 for psychiatry) stated that subject consent was necessary. The submission of consent forms was required by 30% (154) of the journals studied, and 10% (50) provided their own consent forms for authors to use. Two journals mentioned that the possible effects of publication on subjects should be considered. Many journal consent forms mentioned the difficulties in ensuring complete anonymity of subjects, but few addressed the study objective, the subjects' right to refuse consent and the withdrawal of consent. The main reason for requiring the submission of consent forms was to confirm that consent had been obtained. Approximately 40% of journals required subject consent to be obtained. However, differences were observed depending on the fields. Specific considerations were not always documented. There is a need to address issues around the study

Obtaining subjects’ consent to publish identifying personal information: current practices and identifying potential issues

Science.gov (United States)

2013-01-01

Background In studies publishing identifying personal information, obtaining consent is regarded as necessary, as it is impossible to ensure complete anonymity. However, current journal practices around specific points to consider when obtaining consent, the contents of consent forms and how consent forms are managed have not yet been fully examined. This study was conducted to identify potential issues surrounding consent to publish identifying personal information. Methods Content analysis was carried out on instructions for authors and consent forms developed by academic journals in four fields (as classified by Journal Citation Reports): medicine general and internal, genetics and heredity, pediatrics, and psychiatry. An online questionnaire survey of editors working for journals that require the submission of consent forms was also conducted. Results Instructions for authors were reviewed for 491 academic journals (132 for medicine general and internal, 147 for genetics and heredity, 100 for pediatrics, and 112 for psychiatry). Approximately 40% (203: 74 for medicine general and internal, 31 for genetics and heredity, 58 for pediatrics, and 40 for psychiatry) stated that subject consent was necessary. The submission of consent forms was required by 30% (154) of the journals studied, and 10% (50) provided their own consent forms for authors to use. Two journals mentioned that the possible effects of publication on subjects should be considered. Many journal consent forms mentioned the difficulties in ensuring complete anonymity of subjects, but few addressed the study objective, the subjects’ right to refuse consent and the withdrawal of consent. The main reason for requiring the submission of consent forms was to confirm that consent had been obtained. Conclusion Approximately 40% of journals required subject consent to be obtained. However, differences were observed depending on the fields. Specific considerations were not always documented. There is a need

Gaming used as an informal instructional technique: effects on learner knowledge and satisfaction.

Science.gov (United States)

Webb, Travis P; Simpson, Deborah; Denson, Steven; Duthie, Edmund

2012-01-01

Jeopardy!, Concentration, quiz bowls, and other gaming formats have been incorporated into health sciences classroom and online education. However, there is limited information about the impact of these strategies on learner engagement and outcomes. To address this gap, we hypothesized that gaming would lead to a significant increase in retained short- and long-term medical knowledge with high learner session satisfaction. Using the Jeopardy! game show model as a primary instructional technique to teach geriatrics, 8 PGY2 General Surgery residents were divided into 2 teams and competed to provide the "question" to each stated "answer" during 5 protected block curriculum units (1-h/U). A surgical faculty facilitator acted as the game host and provided feedback and brief elaboration of quiz answers/questions as necessary. Each quiz session contained two 25-question rounds. Paper-based pretests and posttests contained questions related to all core curriculum unit topics with 5 geriatric gaming questions per test. Residents completed the pretests 3 days before the session and a delayed posttest of geriatric topics on average 9.2 weeks (range, 5-12 weeks) after the instructional session. The cumulative average percent correct was compared between pretests and posttests using the Student t test. The residents completed session evaluation forms using Likert scale ratings after each gaming session and each protected curriculum block to assess educational value. A total of 25 identical geriatric preunit and delayed postunit questions were administered across the instructional sessions. The combined pretest average score across all 8 residents was 51.5% for geriatric topics compared with 59.5% (p = 0.12) for all other unit topics. Delayed posttest geriatric scores demonstrated a statistically significant increase in retained medical knowledge with an average of 82.6% (p = 0.02). The difference between delayed posttest geriatric scores and posttest scores of all other unit

Information structure design for databases a practical guide to data modelling

CERN Document Server

Mortimer, Andrew J

2014-01-01

Computer Weekly Professional Series: Information Structure Design for Databases: A Practical Guide to Data modeling focuses on practical data modeling covering business and information systems. The publication first offers information on data and information, business analysis, and entity relationship model basics. Discussions cover degree of relationship symbols, relationship rules, membership markers, types of information systems, data driven systems, cost and value of information, importance of data modeling, and quality of information. The book then takes a look at entity relationship mode

Effect of passive concentration as instructional set for training enhancement of EEG alpha.

Science.gov (United States)

Knox, S S

1980-12-01

The technique of passive concentration, employed by autogenic training and Transcendental Meditation for achieving relaxation, was tested here as a technique for enhancing EEG alpha. Of 30 subjects displaying between 15% and 74% alpha in their resting EEGs recruited, 10 had to be eliminated. The remaining 20 constituted two groups. One was instructed only to attempt to maintain a tone indicating alpha but given no information about technique (control group). The other was given additional instructions in passive concentration (experimental group). Both were given four 5-min. trials a day for 4 consecutive days. Heart rate and skin conductance were measured to monitor autonomic arousal. The group receiving instructions in passive concentration had significantly less alpha than the control group, which did not increase amount of alpha above baseline. The reduction of alpha in the experimental group was interpreted as resulting from beginning long training periods (20 min. per day), a practice advocated by Transcendental Meditation but discouraged by autogenic training. It was concluded that the relevance of passive concentration for alpha enhancement is doubtful.

Optimising assembly learning in older adults through the manipulation of instruction

NARCIS (Netherlands)

Verneau, M.M.N.; van der Kamp, J.; Savelsbergh, G.J.P.; de Looze, M.P.

2014-01-01

The present investigation assessed the putative benefits of reducing instructions for older adults' learning of an assembly task. Young and older adults had to build a product by assembling six components. Two groups practiced following instruction methods that differed in the degree of explicit

Cement Mason's Curriculum. Instructional Units.

Science.gov (United States)

Hendirx, Laborn J.; Patton, Bob

To assist cement mason instructors in providing comprehensive instruction to their students, this curriculum guide treats both the skills and information necessary for cement masons in commercial and industrial construction. Ten sections are included, as follow: related information, covering orientation, safety, the history of cement, and applying…

Differentiating Instruction in Early Childhood Care Education ...

African Journals Online (AJOL)

Nneka Umera-Okeke

Alvan Ikoku Federal College of Education, Owerri,. E-mail: ... Key words: childhood education, Differentiated instruction, teachers/ caregivers' practice ... differences in their readiness level, interests and learning profiles/styles (p. 940). Today's ...

A Pragmatic Approach to Ethical Decision-Making in Engineering Practice: Characteristics, Evaluation Criteria, and Implications for Instruction and Assessment.

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Zhu, Qin; Jesiek, Brent K

2017-06-01

This paper begins by reviewing dominant themes in current teaching of professional ethics in engineering education. In contrast to more traditional approaches that simulate ethical practice by using ethical theories to reason through micro-level ethical dilemmas, this paper proposes a pragmatic approach to ethics that places more emphasis on the practical plausibility of ethical decision-making. In addition to the quality of ethical justification, the value of a moral action also depends on its effectiveness in solving an ethical dilemma, cultivating healthy working relationships, negotiating existing organizational cultures, and achieving contextual plausibility in everyday professional practice. This paper uses a cross-cultural ethics scenario to further elaborate how a pragmatic approach can help us rethink ethical reasoning, as well as ethics instruction and assessment. This paper is expected to be of interest to educators eager to improve the ability of engineers and other professional students to effectively and appropriately deal with the kinds of everyday ethical issues they will likely face in their careers.

5D Building Information Modelling – A Practicability Review

Directory of Open Access Journals (Sweden)

Lee Xia Sheng

2016-01-01

Full Text Available Quality, time and cost are the three most important elements in any construction project. Building information that comes timely and accurately in multiple dimensions will facilitate a refined decision making process which can improve the construction quality, time and cost. 5 dimensional Building Information Modelling or 5D BIM is an emerging trend in the construction industry that integrates all the major information starting from the initial design to the final construction stage. After that, the integrated information is arranged and communicated through Virtual Design and Construction (VDC. This research is to gauge the practicability of 5D BIM with an action research type pilot study by the means of hands-on modelling of a conceptual bungalow design based on one of the most popular BIM tools. A bungalow is selected as a study subject to simulate the major stages of 5D BIM digital workflow. The whole process starts with developing drawings (2D into digital model (3D, and is followed by the incorporation of time (4D and cost (5D. Observations are focused on the major factors that will affect the practicability of 5D BIM, including the modelling effort, inter-operability, information output and limitations. This research concludes that 5D BIM certainly has high level practicability which further differentiates BIM from Computer Aided Design (CAD. The integration of information not only enhanced the efficiency and accuracy of process in all stages, but also enabled decision makers to have a sophisticated interpretation of information which is almost impossible with the conventional 2D CAD workflow. Although it is possible to incorporate more than 5 dimensions of information, it is foreseeable that excessive information may escalate the complexity unfavourably for BIM implementation. 5D BIM has achieved a significant level of practicability; further research should be conducted to streamline implementation. Once 5D BIM is matured and widely

Cuadernos de Autoformacion en Participacion Social. Principios y Valores. Volumen 1 (Self Instructional Notebooks on Social Participation. Principles and Values. Volume 1).

Science.gov (United States)

Instituto Nacional para la Educacion de los Adultos, Mexico City (Mexico).

The series "Self-instructional Notes on Social Participation" is a six-volume series intended as teaching aids for adult educators. The theoretical, methodological, informative and practical elements of this series will assist professionals in their work and help them achieve greater success. The specific purpose of each notebook is…

Cuadernos de Autoformacion en Participacion Social: Metodologia. Volumen 2. Primera Edicion (Self-Instructional Notebooks on Social Participation: Methodology. Volume 2. First Edition).

Science.gov (United States)

Instituto Nacional para la Educacion de los Adultos, Mexico City (Mexico).

The series "Self-instructional Notes on Social Participation" is a six-volume series intended as teaching aids for adult educators. The theoretical, methodological, informative and practical elements of this series will assist professionals in their work and help them achieve greater success. The specific purpose of each notebook is…

A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions

Science.gov (United States)

Vinson, Erin L.; Smith, Jeremy A.; Lewin, Justin D.; Stetzer, MacKenzie R.

2014-01-01

At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that student behavior differs greatly in classes with varied levels of lecture. Although faculty members who teach large-enrollment courses are more likely to lecture, we also identified instructors of several large courses using interactive teaching methods. Observed faculty members were also asked to complete a survey about how often they use specific teaching practices, and we find that faculty members are generally self-aware of their own practices. Taken together, these findings provide comprehensive information about the range of STEM teaching practices at a campus-wide level and how such information can be used to design targeted professional development for faculty. PMID:25452485

Effects of Instruction in Methodological Reasoning on Information Evaluation.

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Leshowitz, Barry; DiCerbo, Kristen Eignor; Okun, Morris A.

2002-01-01

Describes an instructional program focusing on the application of causal reasoning and related principles of the scientific method to problems that occur in daily life. Reports the results of a capstone exercise that investigated the changes in students' beliefs towards legalization of marijuana after reading persuasive communications. (CMK)

Processing irrelevant location information: practice and transfer effects in a Simon task.

Directory of Open Access Journals (Sweden)

Dan B Welch

Full Text Available How humans produce cognitively driven fine motor movements is a question of fundamental importance in how we interact with the world around us. For example, we are exposed to a constant stream of information and we must select the information that is most relevant by which to guide our actions. In the present study, we employed a well-known behavioral assay called the Simon task to better understand how humans are able to learn to filter out irrelevant information. We trained subjects for four days with a visual stimulus presented, alternately, in central and lateral locations. Subjects responded with one hand moving a joystick in either the left or right direction. They were instructed to ignore the irrelevant location information and respond based on color (e.g. red to the right and green to the left. On the fifth day, an additional testing session was conducted where the task changed and the subjects had to respond by shape (e.g. triangle to the right and rectangle to the left. They were instructed to ignore the color and location, and respond based solely on the task relevant shape. We found that the magnitude of the Simon effect decreases with training, however it returns in the first few trials after a break. Furthermore, task-defined associations between response direction and color did not significantly affect the Simon effect based on shape, and no significant associative learning from the specific stimulus-response features was found for the centrally located stimuli. We discuss how these results are consistent with a model involving route suppression/gating of the irrelevant location information. Much of the learning seems to be driven by subjects learning to suppress irrelevant location information, however, this seems to be an active inhibition process that requires a few trials of experience to engage.

Expert Search Strategies: The Information Retrieval Practices of Healthcare Information Professionals

OpenAIRE

Russell-Rose, Tony; Chamberlain, Jon

2017-01-01

Background Healthcare information professionals play a key role in closing the knowledge gap between medical research and clinical practice. Their work involves meticulous searching of literature databases using complex search strategies that can consist of hundreds of keywords, operators, and ontology terms. This process is prone to error and can lead to inefficiency and bias if performed incorrectly. Objective The aim of this study was to investigate the search behavior of healthcare inform...

An Assessment of the Perceived Instructional Leadership Behaviors of Assistant Principals

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Atkinson, Ronald E., Jr.

2013-01-01

This study examined the extent to which the role of the assistant principal is perceived to include instructional leadership behaviors. Specifically, this study compared the perceptions of instructional leadership practices of elementary, middle, and high school assistant principals from the perspectives of assistant principals, principals, and…

Children's learning of tennis skills is facilitated by external focus instructions

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Ricardo Hadler

2014-12-01

Full Text Available The present study examined the effects of instructions promoting external versus internal foci of attention on the learning of a tennis forehand stroke in 11-year old children. Three groups of participants practiced hitting tennis balls at a target. External focus group participants were instructed to direct their attention to the movement of the racquet, while participants in the internal focus group were asked to direct their attention to the movements of their arm. Participants in a control group did not receive attentional focus instructions. Two days after the practice phase (60 trials, learning was assessed in retention and transfer tests. The results showed that the external focus group demonstrated greater accuracy in hitting a target relative to the two other groups in retention, and relative to the internal focus group in transfer. We conclude that instructions inducing an external focus of attention can enhance children's sport skill learning.

Method of Computer-aided Instruction in Situation Control Systems

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Anatoliy O. Kargin

2013-01-01

Full Text Available The article considers the problem of computer-aided instruction in context-chain motivated situation control system of the complex technical system behavior. The conceptual and formal models of situation control with practical instruction are considered. Acquisition of new behavior knowledge is presented as structural changes in system memory in the form of situational agent set. Model and method of computer-aided instruction represent formalization, based on the nondistinct theories by physiologists and cognitive psychologists.The formal instruction model describes situation and reaction formation and dependence on different parameters, effecting education, such as the reinforcement value, time between the stimulus, action and the reinforcement. The change of the contextual link between situational elements when using is formalized.The examples and results of computer instruction experiments of the robot device “LEGO MINDSTORMS NXT”, equipped with ultrasonic distance, touch, light sensors.

Arts-Integrated Literacy Instruction: Promising Practices for Preservice Teaching Professionals

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Sharp, Laurie A.; Coneway, Betty; Hindman, Janet Tipton; Garcia, Beth; Bingham, Teri

2016-01-01

Classroom teachers are facing increasing responsibility to integrate the arts during literacy instruction. In order to address the arts effectively, teachers require understandings, confidence, and competence with visual arts, music, dance, and theater. Therefore, educator preparation programs must develop the knowledge and skills of preservice…

APPLICATIONS OF RESEARCH TO THE PROBLEM OF INSTRUCTIONAL FLEXIBILITY.

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SARTAIN, HARRY W.

SELECTED RESEARCH ON THE PROBLEM OF INSTRUCTIONAL FLEXIBILITY IS SURVEYED AND DISCUSSED. BROAD TOPICS OF DISCUSSION ARE DEPARTMENTALIZATION, HOMOGENEOUS SECTIONING, INTERCLASS ABILITY SECTIONING, THE EXTENT OF VARIABILITY IN READING DEVELOPMENT, AND PRACTICES THAT MAY INCREASE FLEXIBILITY. AMONG THOSE PRACTICES TO INCREASE FLEXIBILITY ARE TEAM…

Feasibility of Computer Processing of Technical Information on the Design of Instructional Systems. Final Report for the Period 1 July 1972 through 31 March 1973.

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Scheffler, F. L.; And Others

A feasibility study examined the capability of a computer-based system's handling of technical information pertinent to the design of instructional systems. Structured interviews were held to assess the information needs of both researchers and practitioners and an investigation was conducted of 10 computer-based information storage and retrieval…

Are pediatric Open Access journals promoting good publication practice? An analysis of author instructions.

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Meerpohl, Joerg J; Wolff, Robert F; Antes, Gerd; von Elm, Erik

2011-04-09

Several studies analyzed whether conventional journals in general medicine or specialties such as pediatrics endorse recommendations aiming to improve publication practice. Despite evidence showing benefits of these recommendations, the proportion of endorsing journals has been moderate to low and varied considerably for different recommendations. About half of pediatric journals indexed in the Journal Citation Report referred to the Uniform Requirements for Manuscripts of the International Committee of Medical Journal Editors (ICMJE) but only about a quarter recommended registration of trials. We aimed to investigate to what extent pediatric open-access (OA) journals endorse these recommendations. We hypothesized that a high proportion of these journals have adopted recommendations on good publication practice since OA electronic publishing has been associated with a number of editorial innovations aiming at improved access and transparency. We identified 41 journals publishing original research in the subject category "Health Sciences, Medicine (General), Pediatrics" of the Directory of Open Access Journals http://www.doaj.org. From the journals' online author instructions we extracted information regarding endorsement of four domains of editorial policy: the Uniform Requirements for Manuscripts, trial registration, disclosure of conflicts of interest and five major reporting guidelines such as the CONSORT (Consolidated Standards of Reporting Trials) statement. Two investigators collected data independently. The Uniform Requirements were mentioned by 27 (66%) pediatric OA journals. Thirteen (32%) required or recommended trial registration prior to publication of a trial report. Conflict of interest policies were stated by 25 journals (61%). Advice about reporting guidelines was less frequent: CONSORT was referred to by 12 journals (29%) followed by other reporting guidelines (MOOSE, PRISMA or STARD) (8 journals, 20%) and STROBE (3 journals, 7%). The EQUATOR

Effective Multicultural Instruction

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Franklin T. Thompson

2014-02-01

Full Text Available The reason why the Trayvon Martin murder trial and similar court cases create a philosophical rift in our nation is due in part to flaws in the delivery of multicultural education. Traditional multicultural instruction does not prepare citizens for the subtleties and complexities of race relations. This study investigates critical strategies and practices that address multicultural missing gaps. I also seek to fill a void in the literature created by a lack of student input regarding teaching strategies that encourage lifelong learning. Students (N = 337 enrolled at a Midwestern university were asked to rate the efficacy of selected instructional strategies. Utilizing a 9-point Likert-type scale, students gave themselves a personal growth rating of 7.15 (SD = 1.47. Variables important to predicting that growth (R2 = .56, p < .0005 were a six-factor variable known as a non-color-blind instructional approach (t = 10.509, p ≤ .0005, allowing students an opportunity to form their own opinions apart from the instructor (t = 4.797, p ≤ .0005, and a state law that mandated multicultural training (t = 3.234, p = .001. Results demonstrated that utilizing a 35% traditional and 65% critical pedagogy mixture when teaching multicultural education helped promote win/win scenarios for education candidates hoping to become difference makers.

Instructional Partners, Principals, Teachers, and Instructional Assistants.

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Indiana State Dept. of Public Instruction, Indianapolis.

This handbook examines various topics of interest and concern to teachers as they work with instructional assistants forming a classroom instructional partnership and functioning as a team. These topics include: (1) instructional assistant qualifications; (2) duties--instructional, classroom clerical, auxillary; (3) factors to be considered when…

Information Security Management Practices of K-12 School Districts

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Nyachwaya, Samson

2013-01-01

The research problem addressed in this quantitative correlational study was the inadequacy of sound information security management (ISM) practices in K-12 school districts, despite their increasing ownership of information assets. Researchers have linked organizational and sociotechnical factors to the implementation of information security…

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…

Medical Students’ First Male Urogenital Examination: Investigating the Effects of Instruction and Gender on Anxiety

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Lisa D. Howley

2003-06-01

Full Text Available Objectives: To investigate the effect that standardized instruction of the male urogenital examination had on the anxiety levels of students and to determine what influence, if any, the gender of the student had on this experience. Methods: One hundred thirty six second year medical students were asked to report their level of anxiety before and after participation in a small group teaching session on the male urogenital examination. We gathered both qualitative and quantitative information to better understand students’ anxiety surrounding this instruction. Results: Students had significantly lower state-anxiety scores following the instruction than before (F(1, 76=102.353, p=.000, eta2=.574 and female students were more likely to have greater state-anxiety than male students (F=6.952, p=.010, eta2=.084. Ninety-nine percent of students reported that the teaching associates successfully reduced their anxiety. This decrease was attributed predominantly to the personal qualities of the teaching associates and to the format of the instruction. Conclusions: This study provides both quantitative and qualitative evidence that the use of male teaching associates to provide standardized instruction on the urogenital exam is effective at reducing students’ anxiety, particularly with regard to female students. Added standardized instruction may lead to increased confidence, skill, and future compliance with intimate physical exam screening practices

Reading Strategy Instruction and Teacher Change: Implications for Teacher Training

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Klapwijk, Nanda M.

2012-01-01

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that…

Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions

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Tim Buszard

2017-08-01

Full Text Available Although it is generally accepted that certain practice conditions can place large demands on working memory (WM when performing and learning a motor skill, the influence that WM capacity has on the acquisition of motor skills remains unsubstantiated. This study examined the role of WM capacity in a motor skill practice context that promoted WM involvement through the provision of explicit instructions. A cohort of 90 children aged 8 to 10 years were assessed on measures of WM capacity and attention. Children who scored in the lowest and highest thirds on the WM tasks were allocated to lower WM capacity (n = 24 and higher WM capacity (n = 24 groups, respectively. The remaining 42 participants did not participate in the motor task. The motor task required children to practice basketball shooting for 240 trials in blocks of 20 shots, with pre- and post-tests occurring before and after the intervention. A retention test was administered 1 week after the post-test. Prior to every practice block, children were provided with five explicit instructions that were specific to the technique of shooting a basketball. Results revealed that the higher WM capacity group displayed consistent improvements from pre- to post-test and through to the retention test, while the opposite effect occurred in the lower WM capacity group. This implies that the explicit instructions had a negative influence on learning by the lower WM capacity children. Results are discussed in relation to strategy selection for dealing with instructions and the role of attention control.

Cuadernos de Autoformacion en Participacion Social: Normatividad. Volumen 5. Primera Edicion (Self-Instructional Notebooks on Social Participation: Legal Issues. Volume 5. First Edition).

Science.gov (United States)

Instituto Nacional para la Educacion de los Adultos, Mexico City (Mexico).

The series "Self-instructional Notes on Social Participation" is a six volume series intended as teaching aids for adult educators. The theoretical, methodological, informative and practical elements of this series will assist professionals in their work and help them achieve greater success. The specific purpose of each notebook is…

A Nordic comparison of national objectives for reading instruction and teachers' responses about actual reading practice

DEFF Research Database (Denmark)

Rønberg, Louise; Mejding, Jan

2014-01-01

and functional goals in Finland. It appears that the Finnish descriptions are more aligned with current empirical research on reading comprehension. Swedish and Norwegian teachers have the most varied used of both literary and informational text types during a week, whereas Finnish teachers give informational...... texts a higher priority than literary texts – and the opposite is apparent for Danish teachers. The Finnish and Norwegian teachers prioritise activities that enhance students’ oral reading fluency, which is important for reading comprehension development, to a greater extent than teachers in Denmark......This article presents a comparison of the Nordic countries’ official objectives for reading and analyses of 1005 Nordic teachers’ responses regarding their reading instruction. The specificity and transparency vary greatly in the objectives, from broad outlines in Norway to more specific...