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Sample records for instruction ii teaching

  1. Instruction in teaching and teaching opportunities for residents in US dermatology programs: Results of a national survey.

    Science.gov (United States)

    Burgin, Susan; Homayounfar, Gelareh; Newman, Lori R; Sullivan, Amy

    2017-04-01

    Dermatology residents routinely teach junior co-residents and medical students. Despite the importance of teaching skills for a successful academic career, no formal teaching instruction programs for dermatology residents have been described to our knowledge, and the extent of teaching opportunities for dermatology residents is unknown. We sought to describe the range of teaching opportunities and instruction available to dermatology residents and to assess the need for additional teaching training from the perspective of dermatology residency program directors nationwide. A questionnaire was administered to 113 US dermatology residency program directors or their designees. Descriptive statistics were used to analyze questionnaire item responses. The response rate was 55% (62/113). All program directors reported that their residents teach; 59% (33/56) reported offering trainees teaching instruction; 11% (7/62) of programs offered a short-term series of formal sessions on teaching; and 7% (4/62) offered ongoing, longitudinal training. Most program directors (74%, 40/54) believed that their residents would benefit from more teaching instruction. Response rate and responder bias are potential limitations. Dermatology residents teach in a broad range of settings, over half receive some teaching instruction, and most dermatology residency program directors perceive a need for additional training for residents as teachers. Copyright © 2016 American Academy of Dermatology, Inc. Published by Elsevier Inc. All rights reserved.

  2. TRUPACT-II Operating and Maintenance Instructions

    Energy Technology Data Exchange (ETDEWEB)

    Westinghouse Electric Corporation, Waste Isolation Division

    1999-12-31

    The purpose of this document is to provide the technical requirements for preparation for use, operation, inspection, and maintenance of a Transuranic Package Transporter Model II (TRUPACT-II) Shipping Package and directly related components. This document complies with the minimum requirements as specified in the TRUPACT-II Safety Analysis Report for Packaging (SARP) and Nuclear Regulatory Commission (NRC) Certificate of Compliance (C of C) 9218. In the event there is a conflict between this document and the TRUPACT-II SARP, the TRUPACT-II SARP shall govern. TRUPACT-II C of C number 9218 states, ''... each package must be prepared for shipment and operated in accordance with the procedures described in Chapter 7.0, Operating Procedures, of the application.'' It further states, ''... each package must be tested and maintained in accordance with the procedures described in Chapter 8.0, Acceptance Tests and Maintenance Program of the application.'' Chapter 9 of the TRUPACT-II SARP charges the Westinghouse Electric Corporation Waste Isolation Division (WID) with assuring that the TRUPACT-II is used in accordance with the requirements of the C of C. To meet this requirement and verify consistency of operations when loading and unloading the TRUPACT-II on the trailer, placing a payload in the packaging, unloading the payload from the packaging, or performing maintenance, the U.S. Department of Energy Carlsbad Area Office (U.S. DOE/CAO) finds it necessary to implement the changes that follow. This TRUPACT-II maintenance document represents a change to previous philosophy regarding site specific procedures for the use of the TRUPACT-II. This document details the instructions to be followed to consistently operate and maintain the TRUPACT-II. The intent of these instructions is to ensure that all users of the TRUPACT-II follow the same or equivalent instructions. Users may achieve this intent by any of the following methods: (1

  3. Teaching Machines and Programmed Instruction; an Introduction.

    Science.gov (United States)

    Fry, Edward B.

    Teaching machines and programed instruction represent new methods in education, but they are based on teaching principles established before the development of media technology. Today programed learning materials based on the new technology enjoy increasing popularity for several reasons: they apply sound psychological theories; the materials can…

  4. Active Learning and Teaching: Improving Postsecondary Library Instruction.

    Science.gov (United States)

    Allen, Eileen E.

    1995-01-01

    Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

  5. evaluation of teachers' use of instructional materials for teaching ...

    African Journals Online (AJOL)

    Global Journal

    The purpose of this survey was to evaluate the teachers' use of the instructional materials for teaching ... These and other benefits justify the teaching of .... The use of ICT is very effective for foreign language teaching and learning. 40. PRISCA ...

  6. Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

    Science.gov (United States)

    Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

    2018-01-01

    Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

  7. Instructional Approaches in Teaching the Holocaust

    Science.gov (United States)

    Lindquist, David H.

    2011-01-01

    Holocaust education requires teachers to carefully determine which instructional approaches ensure effective teaching of the subject while avoiding potential difficulties. The article identifies several complicating factors that must be considered when making pedagogical decisions. It then examines five methodological approaches that can be used…

  8. Teaching Literacy: Methods for Studying and Improving Library Instruction

    Directory of Open Access Journals (Sweden)

    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

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

    Science.gov (United States)

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

    2013-01-01

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

  10. Teaching as Interaction: Challenges in Transitioning Teachers' Instruction to Small Groups

    Science.gov (United States)

    Wyatt, Tasha; Chapman-DeSousa, Brook

    2017-01-01

    Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching…

  11. The Role of Grammar Instruction in Language Teaching

    Institute of Scientific and Technical Information of China (English)

    2001-01-01

    @@ The role of grammar instruction in foreign or second language acquisition is one of the most con troversial issues in foreign/second language teach ing and learning research. The advocators of gram mar instruction argue that grammar should be the core of language instruction and formal instruction enhances formal accuracy. On the other hand, crit ics naintain that the grammar knowledge has lim ited uses and may hinder the students from acquir ing the communicative competence and efficiency. Undoubtedly these two extreme theories often put teachers into a dilemma. What theory should they believe then? Do they accept the one and ignore the other?

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

    Directory of Open Access Journals (Sweden)

    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.

  13. Research based instruction in the teaching of islamic education.

    Science.gov (United States)

    Asyafah, Abas

    2014-01-01

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

  14. Teaching Machines, Programming, Computers, and Instructional Technology: The Roots of Performance Technology.

    Science.gov (United States)

    Deutsch, William

    1992-01-01

    Reviews the history of the development of the field of performance technology. Highlights include early teaching machines, instructional technology, learning theory, programed instruction, the systems approach, needs assessment, branching versus linear program formats, programing languages, and computer-assisted instruction. (LRW)

  15. Integrating Direct and Inquiry-Based Instruction in the Teaching of Critical Thinking: An Intervention Study

    Science.gov (United States)

    Ku, Kelly Y. L.; Ho, Irene T.; Hau, Kit-Tai; Lai, Eva C. M.

    2014-01-01

    Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the…

  16. Creating Shared Instructional Products: An Alternative Approach to Improving Teaching

    Science.gov (United States)

    Morris, Anne K.; Hiebert, James

    2011-01-01

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

  17. Flute Teachers’ One-to-One Instructional Strategies at Individual Teaching Stages in Music School

    Directory of Open Access Journals (Sweden)

    Ana Kavčič Pucihar

    2017-12-01

    Full Text Available This article focuses on one-to-one studio based instrumental instruction in music schools. Some novelties in the music school woodwind curricula are presented within various contexts. Teacher – student relationship, their interactions, and knowledge transfer are essential in individual instrumental instruction. The learning process is systematically structured within six teaching stages, ranging from new content presentation to learning reviews. We examined music school flute teachers’ beliefs (N=78 about teaching stages in individual studio based instruction. We researched their new content teaching strategies, guided practice and reinforcement, feedback, homework monitoring strategies, formative review and assessment within music studio academic year.

  18. Using Discrete Trial Instruction to Teach Children with Angelman Syndrome

    Science.gov (United States)

    Summers, Jane; Szatmari, Peter

    2009-01-01

    Discrete trial instruction (DTI) was used to teach functional skills to three children with Angelman syndrome, a neurogenetic disorder that overlaps with autism and is associated with severe cognitive, speech, and motor impairments. Children received individual DTI teaching sessions 2 to 3 times per week over a 12-month period and displayed…

  19. Impacts of insufficient instructional materials on teaching biology: Higher education systems in focus

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    Sutuma Edessa

    2017-01-01

    Full Text Available Abstract The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was collected while these trainees were attending the course of Biology Teaching Methods in the Post Graduate Diploma in Teaching, both in the regular and summer 2015/2016 training programs at Addis Ababa University. The study employs a mixed method design of both qualitative and quantitative data evaluations. Data was collected through classroom observations and interviews with the trainees. The findings indicated that insufficient instructional materials and ineffective teaching methods in higher education had negative impacts; that have affected the skills of performing biological tasks of graduates 71%. In the course of the Post Graduate Diploma in Teaching training, trainees were unsuccessful to conduct essential biological tasks expected from graduates of biology upon the completion of their undergraduate study program. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching.

  20. Determination Instructions Efficiency of Teaching Methods in Teaching Physics in the Case of Teaching Unit "Viscosity. Newtonian and Stokes Law"

    Science.gov (United States)

    Radulovic, Branka; Stojanovic, Maja

    2015-01-01

    The use of different teaching methods has resulted in different quality and quantity of students' knowledge. For this reason, it is important to constantly review the teaching methods and applied most effectively. One way of determining instruction efficiency is by using cognitive load and student achievement. Cognitive load can be generally…

  1. Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program.

    Science.gov (United States)

    Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi; Tanaka, Pedro

    2016-06-01

    In this study, we examined the regularly scheduled, formal teaching sessions in a single anesthesiology residency program to (1) map the most common primary instructional methods, (2) map the use of 10 known teaching techniques, and (3) assess if residents scored sessions that incorporated active learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5-question written survey rating the session. The most common primary instructional methods were computer slides-based classroom lectures (66%), workshops (15%), simulations (5%), and journal club (5%). The number of teaching techniques used per formal teaching session averaged 5.31 (SD, 1.92; median, 5; range, 0-9). Clinical applicability (85%) and attention grabbers (85%) were the 2 most common teaching techniques. Thirty-eight percent of the sessions defined learning objectives, and one-third of sessions engaged in active learning. The overall survey response rate equaled 42%, and passive sessions had a mean score of 8.44 (range, 5-10; median, 9; SD, 1.2) compared with a mean score of 8.63 (range, 5-10; median, 9; SD, 1.1) for active sessions (P = 0.63). Slides-based classroom lectures were the most common instructional method, and faculty used an average of 5 known teaching techniques per formal teaching session. The overall education scores of the sessions as rated by the residents were high.

  2. Internet-based instruction in college teaching

    Science.gov (United States)

    Flickinger, Kathleen Anne

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

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

    Science.gov (United States)

    Donkor, Francis

    2010-01-01

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

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

    Science.gov (United States)

    Lin, Zheng

    2016-01-01

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

  5. Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Maskiewicz, April Lee

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

  7. English Language Teaching Methods: State of the Art in Grammar Instruction

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    Rusdiana Junaid

    2014-02-01

    Full Text Available The teaching of grammar has fluctuated and shifted over years. This paper addresses issues such as different ways of teaching grammar, changes in ideas, and practices at the present stage of its development as well as the current state of the art in grammar instruction. Several grammar textbooks which were published in different years also are looked at in order to discover the extent of change in terms of the materials used to teach grammar from time to time. A considerable array of English language teaching methods is available for teacher to utilize since 1980s. Before deciding to employ a particular method, however, educational practitioners need to take several things into consideration such as the objectives of the instruction, the needs, the interests, the expectation, the age, and the level of the learners, and the available supporting facilities. Equally important, the possible constraints such as the environment where the students are learning, the time, and the expectation of the institution are also needed to be considered.

  8. The impact of three instructional styles of teaching physics on students' achievement and attitudes

    Science.gov (United States)

    Al-Arfaj, Maher Mohammed

    The aim of this study was to investigate the impact of three instructional styles (traditional teaching, problem-based instruction, and teaching by demonstration) of teaching physics on students' attitudes and achievement. The sample consisted of 106 Saudi students in three physics classes in the second semester of the academic year 1998--1999. Three instruments were used in collecting the data for both quantitative and qualitative parts of the study. For the quantitative part, the researcher developed and pilot tested a 35-item questionnaire with versions to measure students' attitudes before the start of the experiment and then to measure students' attitudes toward the method of teaching. In addition, the researcher developed a 12-item achievement test to measure students gain scores which was administered at the beginning and the end of the treatment. For the qualitative part, the researcher constructed an interview guide consisting of five-open ended questions. The questions were geared to discover students' attitudes toward the implemented instructional style, and if this instructional style assisted them to acquire a good understanding of the studied unit. In the quantitative part, the results showed a significant correlation between students' attitudes toward the method of teaching and their achievement on the posttests. Furthermore, the findings from the one-way ANOVA indicated that there was a significant difference among the three groups in terms of achievement. The mean of achievement gain scores was highest for the problem-based group, followed by the group that was taught by demonstration, and then the traditional teaching group. The findings from the ANOVA indicated that there was also no significant difference between the three groups in terms of attitudes. In the qualitative part, the answers of the five questions revealed four themes: attitudes toward the method of teaching, reasons for liking or disliking the method of teaching, methods of

  9. The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

    Science.gov (United States)

    Park, Soonhye; Steve Oliver, J.

    2009-08-01

    This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

  10. 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.

  11. Teaching geometry in schools: An investigative rather than instructive process

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    Rasheed Sanni

    2007-10-01

    Full Text Available Research has documented the prevalence of lessons  characterised by homework check,  followed by teacher lecture and demonstration, followed in turn, by learner practice sequence of classroom instructional activities in  our classrooms. This sequence of classroom activities does not allow for the development of sound mathematics practices and mathematical proficiency. Meanwhile, curriculum reforms in South Africa as well as in other parts  of the world recommend classroom activities where teachers create opportunities for, listen to  and extend learners.  This paper presents  a sequence of activities to be used in the teaching of geometry and surface areas of solid shapes in a grade 8 classroom. The sequence portrays the teaching of these concepts as an investigative rather than instructive process.

  12. Inclusive college teaching: universal design for instruction and diverse learners

    Directory of Open Access Journals (Sweden)

    Joan M. McGuire

    2011-11-01

    Full Text Available Shifts in enrollment patterns are affecting college classrooms and elements of teaching ranging from options for delivering course materials online to multiple methods of assessing learning. With the enrollment of more diverse college learners comes a call to intentionally design instruction that is more inclusive and responsive to multiple learning styles. The notion of Universal Design for Instruction (UDI is examined from its roots in the architectural field to its application as a model for teaching that anticipates diversity including students with disabilities. Principles of UDI are defined, and pedagogical examples are provided. Several implementation projects based on the UDI concept are described as are preliminary results regarding outcomes. Substantive issues are identified that have bearing on the direction this innovative idea will take over the next several years.

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

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    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.

  14. Effectiveness of Using Computer-Assisted Supplementary Instruction for Teaching the Mole Concept

    Science.gov (United States)

    Yalçinalp, Serpil; Geban, Ömer; Özkan, Ilker

    This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.Received: 26 April 1994; Revised: 6 April 1995;

  15. Bedside teaching-making it an effective instructional tool.

    Science.gov (United States)

    Khan, Ishtiaq Ali

    2014-01-01

    Bedside teaching is defined as any teaching in the presence of patient and is the core teaching strategy during the clinical years of a medical student. Although it is considered the most effective method to teach clinical and communication skills but its quality is deteriorating with the passage of time. The objective of this study is to explore faculty's perceptions about bedside teaching. This study was conducted in clinical disciplines of Ayub Medical College and hospital Abbottabad, Pakistan from January 2012 to July 2012. Pragmatic paradigm was selected to gather both quantitative and qualitative information. Data was collected sequentially to validate findings. Perceptions of all professors of clinical subjects about bed side teaching were recorded on a close-ended structured questionnaire. Then in-depth interviews were taken from 5 professors using an open ended questionnaire. Quantitative data was analysed using, SPSS-16. Qualitative research data was analysed through content analysis. Out of 20 professors of clinical departments 18 agreed to respond to the questionnaire assessing their perceptions about bed side teaching. Non-existence of bedside teaching curriculum, lack of discipline in students and faculty, lack of accountability, poor job satisfaction and low salary were identified as major factors responsible for decline in quality of bedside teaching. Most of them advocated that curriculum development, planning bedside teaching, implementation of discipline and accountability, improved job satisfaction and performance based promotions will improve quality of clinical teaching. Curriculum development for bedside teaching, institutional discipline, application of best planning strategies, performance based appraisal of faculty and good job satisfaction can make bedside teaching an effective instructional tool.

  16. 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.

  17. Instructional Reasoning about Interpretations of Student Thinking That Supports Responsive Teaching in Secondary Mathematics

    Science.gov (United States)

    Dyer, Elizabeth B.; Sherin, Miriam Gamoran

    2016-01-01

    Basing instruction on the substance of student thinking, or responsive teaching, is a critical strategy for supporting student learning. Previous research has documented responsive teaching by identifying observable teaching practices in a broad range of disciplines and classrooms. However, this research has not provided access to the teacher…

  18. 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…

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

    Science.gov (United States)

    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.

  20. A Framework for Describing Mathematics Discourse in Instruction and Interpreting Differences in Teaching

    Science.gov (United States)

    Adler, Jill; Ronda, Erlina

    2015-01-01

    We describe and use an analytical framework to document mathematics discourse in instruction (MDI), and interpret differences in mathematics teaching. MDI is characterised by four interacting components in the teaching of a mathematics lesson: exemplification (occurring through a sequence of examples and related tasks), explanatory talk (talk that…

  1. Teaching Splinting Techniques Using a Just-in-Time Training Instructional Video.

    Science.gov (United States)

    Cheng, Yu-Tsun; Liu, Deborah R; Wang, Vincent J

    2017-03-01

    Splinting is a multistep procedure that is seldom performed by primary care physicians. Just-in-time training (JITT) is an emerging teaching modality and can be an invaluable asset for infrequently performed procedures or in locations where teaching resources and trained professionals are limited. Our objective was to determine the utility of JITT for teaching medical students the short-arm (SA) volar splinting technique. This was a prospective randomized controlled pilot study. An instructional video on SA volar splinting was produced. Students viewed the video or had access to standard medical textbooks (control group) immediately before applying an SA volar splint. The students were assessed for the quality of the splint via a standard 6-point skills checklist. The times required for presplinting preparation and for completion of the splint were also measured. Just-in-time training group students scored higher on the splint checklist (mean [SD], 5.45 [1.06]; 95% confidence interval [CI], 4.99-5.92 vs mean [SD], 1.58 [1.12]; 95% CI, 1.04-2.12; P < 0.0001), had higher pass rates (73%; 95% CI, 53%-93% vs 0%; P < 0.0001), and required less time (minutes) for presplinting preparation (mean [SD], 7.86 [2.45]; 95% CI, 6.78-8.94 vs mean [SD], 9.89 [0.46]; 95% CI, 9.67-10.12; P < 0.0001) compared with the control group. No difference was seen in the time required to complete a splint, successful or not. In comparison with reading standard textbooks, watching a brief JITT instructional video before splinting yielded faster learning times combined with more successful procedural skills. The use of a JITT instructional video may have potential applications, including globally, as an alternative resource for teaching and disseminating procedural skills, such as SA volar splinting.

  2. Teaching for Diversity: Addressing Diversity Issues in Responsive ESL Instruction

    Science.gov (United States)

    Fu, Jing

    2013-01-01

    Student diversity has become a typical phenomenon in American public schools. The impact of increasing diversity on literacy instruction is unchallenged. Teachers reinforce this message by often citing ESL student diversity as a barrier for literacy teaching. In order to better understand the complexity of diversity issues, I explored two ESL…

  3. The College Science Learning Cycle: An Instructional Model for Reformed Teaching.

    Science.gov (United States)

    Withers, Michelle

    2016-01-01

    Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. 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).

  4. Computer-Assisted Instruction to Teach DOS Commands: A Pilot Study.

    Science.gov (United States)

    McWeeney, Mark G.

    1992-01-01

    Describes a computer-assisted instruction (CAI) program used to teach DOS commands. Pretest and posttest results for 65 graduate students using the program are reported, and it is concluded that the CAI program significantly aided the students. Sample screen displays for the program and several questions from the pre/posttest are included. (nine…

  5. Using embedded computer-assisted instruction to teach science to students with Autism Spectrum Disorders

    Science.gov (United States)

    Smith, Bethany

    The need for promoting scientific literacy for all students has been the focus of recent education reform resulting in the rise of the Science Technology, Engineering, and Mathematics movement. For students with Autism Spectrum Disorders and intellectual disability, this need for scientific literacy is further complicated by the need for individualized instruction that is often required to teach new skills, especially when those skills are academic in nature. In order to address this need for specialized instruction, as well as scientific literacy, this study investigated the effects of embedded computer-assisted instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom setting. A multiple probe across participants research design was used to examine the effectiveness of the intervention. Results of this study showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Additionally, all three participants maintained the acquired science terms and applications over time and generalized these skills across materials and settings. The findings of this study suggest several implications for practice within inclusive settings and provide suggestions for future research investigating the effectiveness of computer-assisted instruction to teach academic skills to students with Autism Spectrum Disorders and intellectual disability.

  6. STUDENTS’ PERCEPTIONS OF THE CONSTRUCTIVIST INSTRUCTIONAL METHODS IN A TEACHING AND LEARNING COURSE

    Directory of Open Access Journals (Sweden)

    Meri Fuji Siahaan

    2017-10-01

    Full Text Available Constructivism is defined as building one’s own understanding. Constructivist instructional method requires that teacher should not be the one who informs but who facilitates the students learning. The purpose of this study is to obtain the students’ perceptions on the implementation of constructivist instructional methods in Teaching and Learning course. A survey research methodology was used with first semester students who were taking teaching and learning course as the subjects of this study. Methods of collecting data were questionnaires with open ended questions, deep interview and documentation. A qualitative analysis technique was performed on data from the survey instrument and the interview to answer 4 research questions. A descriptive analysis technique was performed on data to answer 1 research question from the survey instrument and documents. The data analysis revealed that constructivism instructional methods were clearly experienced when they were required to answer a lot of probing questions, had discussion in the classroom, had Facebook online discussions with clear guidance to do so, created ted talks and debating.The study implies that the constructivist instructional methods experienced by the students in the class help them to better understand the constructivism theory and its implications.

  7. 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.

  8. Using the virtual-abstract instructional sequence to teach addition of fractions.

    Science.gov (United States)

    Bouck, Emily C; Park, Jiyoon; Sprick, Jessica; Shurr, Jordan; Bassette, Laura; Whorley, Abbie

    2017-11-01

    Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students. The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. The Use of Instructional Materials in the Teaching and Learning of ...

    African Journals Online (AJOL)

    The study sought to examine the extent to which instructional material have been used in the teaching and learning of Environmental Studies in the Primary Schools in Winneba. Purposive sampling was used to select 80 respondents comprising 60 Environmental Studies teachers and 20 pupils drawn from six public ...

  10. Treating of Content-Based Instruction to Teach Writing Viewed from EFL Learners' Creativity

    Science.gov (United States)

    Jaelani, Selamet Riadi

    2017-01-01

    The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Problem-based learning to teach writing to the EFL Learners; (2) whether the EFL Learners having high creativity have better writing than those having low creativity; and (3) whether there is an interaction between teaching methods and EFL…

  11. Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

    Science.gov (United States)

    Rattanavich, Saowalak

    2013-01-01

    This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

  12. The Development of Teaching and Learning Innovation by Using Instructional Media for Enhancement of Learning Achievement towards Tourism Product Knowledge in Tourism Marketing Class

    Directory of Open Access Journals (Sweden)

    Somnuek Pariwat

    2014-01-01

    Full Text Available This study aimed to investigate (1 analyzed perspectives of the traditional teaching and the instructional media teaching to improve the tourism product knowledge in the tourism marketing class, (2 satisfaction levels, among second-year students majoring in tourism program, towards the instructional media teaching, and (3 comparative learning achievement of the students in the class. Survey questionnaires, pretest and post-test, and instructional media were applied for data collection. Furthermore, descriptive analysis and statistics such as Average, Standard Deviation, and Paired T-Test were employed of data analysis. The findings revealed that the traditional teaching employed lesser time and it was uncomplicated when applying for a class with a large number of students and several knowledge sources. However, the students played unimportant role and felt uninterested towards the lesson if the teachers were unskillful. The traditional teaching could not meet the needs and individual differences of the students while the instructional media could better develop their learning quality and their participation in learning and cognitive processes. The students’ satisfaction towards the instructional media teaching was presented in the high level. Additionally, the students learning with instructional media performed the higher average test points than those learning with the traditional teaching.

  13. THE WORLD OF TEACHING MACHINES, PROGRAMED LEARNING AND SELF-INSTRUCTIONAL DEVICES.

    Science.gov (United States)

    FOLTZ, CHARLES I.

    TEACHING MACHINES HAVE SEVERAL ADVANTAGES--TIME IS SAVED, CORRECT RESPONSE IS REINFORCED IMMEDIATELY, AND STUDENTS ARE NOT PUBLICLY CONFRONTED WITH FAILURE. THERE ARE TWO APPROACHES TO THE PROGRAMED INSTRUCTION INTRINSIC TO THEIR USE--ONE (THE SKINNER METHOD) IS BASED ON FILLING IN BLANK SPACES, THE OTHER (THE CROWDER METHOD) EMPLOYS…

  14. Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children's expressive language skills.

    Science.gov (United States)

    Roberts, Megan Y; Kaiser, Ann P; Wolfe, Cathy E; Bryant, Julie D; Spidalieri, Alexandria M

    2014-10-01

    In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers' use of four enhanced milieu teaching (EMT) language support strategies and on their children's use of expressive language. Four caregiver-child dyads participated in a single-subject, multiple-baseline study. Children were between 24 and 42 months of age and had language impairment. Interventionists used the Teach-Model-Coach-Review instructional approach to teach caregivers to use matched turns, expansions, time delays, and milieu teaching prompts during 24 individualized clinic sessions. Caregiver use of each EMT language support strategy and child use of communication targets were the dependent variables. The caregivers demonstrated increases in their use of each EMT language support strategy after instruction. Generalization and maintenance of strategy use to the home was limited, indicating that teaching across routines is necessary to achieve maximal outcomes. All children demonstrated gains in their use of communication targets and in their performance on norm-referenced measures of language. The results indicate that the Teach-Model-Coach-Review instructional approach resulted in increased use of EMT language support strategies by caregivers. Caregiver use of these strategies was associated with positive changes in child language skills.

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

    Science.gov (United States)

    Cepni, Salih; Sahin, Cigdem; Ipek, Hava

    2010-01-01

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

  16. Authoritative and Authoritarian-Inconsistent Teachers' Preferences for Teaching Methods and Instructional Goals

    Science.gov (United States)

    Uibu, Krista; Kikas, Eve

    2014-01-01

    Preferences for teaching methods are influenced by several factors, including instructional goals, teacher's management style, experience and education. To discover in which ways primary school teachers with different management styles vary in their preferences for students' cognitive and social development, 128 teachers of Estonia were…

  17. Comparison of Internet versus lecture instructional methods for teaching nursing research.

    Science.gov (United States)

    Woo, M A; Kimmick, J V

    2000-01-01

    Although many higher education programs are using the Internet to teach classes, there are few published reports on the effectiveness of this method on test scores or student satisfaction. The purpose of this study was to compare test and student satisfaction scores of graduate nursing students who take a nursing research course via the Internet with those of students who take the same course via traditional lecture instruction. In addition, student technical support use and Internet student lecture attendance also were examined. A total of 97 students (Internet, 44; lectures, 53) participated. There were no significant differences in test scores and overall course student satisfaction (P > .05). However, the Internet students reported significantly higher (P = .04) stimulation of learning compared with the traditional lecture students. Technical support use by the Internet students was high initially and was related to software problems. Of interest were the large proportion of Internet students (73 percent) who attended at least 3 of the 10 lectures. Use of the Internet to teach graduate-level nursing research can provide comparable learning and student satisfaction to traditional lecture instructional methods.

  18. The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

    Science.gov (United States)

    Stultz, Sherry L.

    2013-01-01

    Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

  19. Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

    Science.gov (United States)

    Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

    2015-01-01

    Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

  20. Computer-Aided Authoring of Programmed Instruction for Teaching Symbol Recognition. Final Report.

    Science.gov (United States)

    Braby, Richard; And Others

    This description of AUTHOR, a computer program for the automated authoring of programmed texts designed to teach symbol recognition, includes discussions of the learning strategies incorporated in the design of the instructional materials, hardware description and the algorithm for the software, and current and future developments. Appendices…

  1. The Relevance of Accent in L2 Pronunciation Instruction: A Matter of Teaching Cultures or Language Ideologies?

    Science.gov (United States)

    Falkert, Anika

    2016-01-01

    The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching. Several studies concluded that classroom practices of grammar instruction are strongly influenced by teaching cultures. We will examine whether this is also the case for pronunciation teaching. While the CEFR…

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

    Science.gov (United States)

    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…

  3. The Use of a Well-Designed Instructional Guideline in Online MBA Teaching

    Science.gov (United States)

    Duesing, Robert J.; Ling, Juan; Yang, Jiaqin

    2016-01-01

    This study investigated the positive impact of a teaching practice on student learning outcomes in an online MBA program. An instructional project guideline was developed to help online students enhance their achieving required learning objectives corresponding to five categories of Bloom's Taxonomy. The course learning objectives are based on…

  4. Teaching about Contemporary Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts, Content and Skills.

    Science.gov (United States)

    Blankenship, Glen

    This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional…

  5. A Computer-Assisted Instruction in Teaching Abstract Statistics to Public Affairs Undergraduates

    Science.gov (United States)

    Ozturk, Ali Osman

    2012-01-01

    This article attempts to demonstrate the applicability of a computer-assisted instruction supported with simulated data in teaching abstract statistical concepts to political science and public affairs students in an introductory research methods course. The software is called the Elaboration Model Computer Exercise (EMCE) in that it takes a great…

  6. 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).

  7. USING QTM AS AN INSTRUCTIONAL MODEL FOR TEACHING READING COMPREHENSION

    Directory of Open Access Journals (Sweden)

    Koeswandi Koeswandi

    2017-04-01

    Full Text Available This research was motivated by the needs for an appropriate English reading comprehension instructional model in Junior High School students. The aims of this research are (1 to describe the qualities of a present guideline for an English instructional model of reading comprehension; (2 to describe the qualities of the existing English instructional model of reading comprehension used in Junior High School; (3 to get the deeply information on the needs towards design; (4 to construct the prototype model of English instructional model of reading comprehension using Quantum Teaching Model (QTM; and (5 to evaluate strengths and weaknesses of the prototype model. The research has used R & D which was conducted in three phases. The first has exploration phase which consists of evaluating the qualities of a present guideline for EIMRC used in JHS in Pemalang Regency, and to analyze the needs of EIMRC using QTM. The second was prototype development phase where the prototype model was constructed and tried out. The last was expert validation in which experts and practitioners were involved to review the model in order to help the refinement. The data were collected from document analysis, in-depth interview, classroom observation, FGD, Tryout and expert judgment. The data were then analyzed by using descriptive-qualitative and interactive analysis. The results of the research showed that the qualities of the present model were fair. Meanwhile, the result of need analysis pointed out that the teachers and the students need the model of EIMRC using QTM. However, the model needs to be revised for the refinement, particularly in terms of mechanical aspects and grammatical points. The research findings conclude that the use of EIMRC using QTM in JHS in Pemalang Regency empirically can improve the students‘ motivation and interaction in RC teaching and Learning activities and increase their reading comprehension achievement. These findings recommend that

  8. Crime and Control: Syllabi and Instructional Materials for Criminology and Criminal Justice. Resource Materials for Teaching.

    Science.gov (United States)

    Deutschmann, Linda B., Ed.; Wright, Richard A., Ed.

    One of a series of resources for teaching sociology at the postsecondary level, this volume contains syllabi and instructional materials for courses in criminology and criminal justice. Material is divided into four sections. Section 1, innovative approaches to the teaching of criminology, contains four papers which discuss a corrections practicum…

  9. A Look at the Relationship of Curriculum and Instruction and the Art and Science of Teaching

    Science.gov (United States)

    Flake, Lee Hatch

    2017-01-01

    The definition of instruction and curriculum may take on different meanings based on the purpose or interpretation whether political, social, or educational. Teaching effectively requires the skill of a knowledgeable and experienced educator. Teaching can be convincingly debated as being an art or a science or defined collectively as an art and a…

  10. Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

    Science.gov (United States)

    Bykov, Tikhon

    2010-03-01

    In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

  11. Programmed Instruction Revisited.

    Science.gov (United States)

    Skinner, B. F.

    1986-01-01

    Discusses the history and development of teaching machines, invented to restore the important features of personalized instruction as public school class size increased. Examines teaching and learning problems over the past 50 years, including motivation, attention, appreciation, discovery, and creativity in relation to programmed instruction.…

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

    Directory of Open Access Journals (Sweden)

    Zheng Lin

    2016-12-01

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

  13. Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

    Science.gov (United States)

    Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

    2011-01-01

    This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

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

    Science.gov (United States)

    Broom, Frances A.

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

  15. TEACHING IN ONLINE COURSES: Experiences of Instructional Technology Faculty Members

    Directory of Open Access Journals (Sweden)

    Omur AKDEMIR

    2008-04-01

    Full Text Available The Internet and computer technology have altered the education landscape. Online courses are offered throughout the world. Learning about the experiences of faculty members is important to guide practitioners and administrators. Using qualitative research methodology, this study investigated the experiences of faculty members teaching online courses. A convenience sampling was used to select the instructional technology faculty members to investigate their experiences in online courses. Semi-structured interviews with faculty members teaching online courses were used as the primary source to collect data about the experiences of faculty members in online courses. Results of the study showed that faculty members' interest in using technology and the amount of time available to them for online course design affected the quality of online courses. The findings of this study also indicated that design quality of online courses is affected by the interest of faculty members to use the technology and the time that they can devote to planning, designing, and developing online courses. The poor design of existing online courses, high learning expectations of ndividuals from these courses, and the future of online courses are the concerns of faculty members. Higher education institutions should support workshops and trainings to increase the skills and interests of non-instructional design faculty members to design and develop online courses.

  16. Innovation in the Teaching-learning Processes: A Case Study Using Just-in-Time Teaching and Peer Instruction

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    Ana Carolina Maldonado-Fuentes

    2016-05-01

    Full Text Available Learning quality constitutes one of the main challenges faced by Higher Education, thus a student centered teaching and the development of educational innovations that use active methodologies have been promoted. This article aims to evaluate the impact of using Just-in-Time Teaching and Peer Instruction on the results of teaching a subject, of disciplinary character, in 17 students of a career on an initial teacher training belonging to Chile’s Council of Rectors. A pre and postest model was applied between August and December 2012. The analysis used descriptive techniques that allowed the characterization of the admission profile and inferentials to explain, statistically, the observed differences in the performance of the subjects. In terms of perception, a positive assessment of the relationship between students and the teacher in the classroom was observed, this stood out above the improvement in the handling of disciplinary content.

  17. Caring Enough to Teach Science. Helping Pre-service Teachers View Science Instruction as an Ethical Responsibility

    Science.gov (United States)

    Grinell, Smith; Rabin, Colette

    2017-11-01

    The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service teachers in science methods courses explored connections between science and ethics, specifically around issues of ecological sustainability, and grappled with their ethical responsibilities as teachers to provide science instruction. Survey responses, student "quick-writes," interview transcripts, and field notes were analyzed. Findings suggest that helping pre-service teachers see these connections may shape their beliefs and dispositions in ways that may motivate them to embark on the long road toward improving their science pedagogical content knowledge and ultimately to teach science to their students more often and better than they otherwise might. The approach may also offer a way for teachers to attend to the moral work of teaching.

  18. The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

    Science.gov (United States)

    Nelson, Peter M; Demers, Joseph A; Christ, Theodore J

    2014-06-01

    This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  19. If it takes two to tango, then why not teach both partners to dance? Collaboration instruction for all educators.

    Science.gov (United States)

    Hudson, P; Glomb, N

    1997-01-01

    Being able to collaborate effectively is important for teachers who work together to serve students with learning disabilities in general education classrooms. Effective collaboration requires that teachers have knowledge and skills in how to effectively communicate and share their technical expertise for the purpose of solving classroom problems and providing continuity across instructional settings. Although both special education and general education preparation programs provide preservice teachers with the technical expertise for their respective areas of certification, few programs provide both special education and general education majors with instruction in interpersonal communication skills and collaboration strategies. The purpose of this article is to suggest guidelines and strategies to help teacher preparation programs move toward collaboration instruction for all educators. Suggestions for what to teach and how to teach it are offered, as well as an overview of factors that influence the implementation of collaboration instruction for all educators.

  20. Silent method for mathematics instruction: An overview of teaching subsets

    Science.gov (United States)

    Sugiman, Apino, Ezi

    2017-05-01

    Generally, teachers use oral communication for teaching mathematics. Taking an opposite perspective, this paper describes how instructional practices for mathematics can be carried out namely a silent method. Silent method uses body language, written, and oral communication for classroom interaction. This research uses a design research approach consisting of four phases: preliminary, prototyping and developing the instruction, and assessment. There are four stages of silent method. The first stage is conditioning stage in which the teacher introduces the method and makes agreement about the `rule of the game'. It is followed by the second one, elaborating stage, where students guess and explore alternative answers. The third stage is developing mathematical thinking by structuring and symbolizing. Finally, the method is ended by reinforcing stage which aims at strengthening and reflecting student's understanding. In this paper, every stage is described on the basis of practical experiences in a real mathematics classroom setting.

  1. Impacts of Insufficient Instructional Materials on Teaching Biology: Higher Education Systems in Focus

    Science.gov (United States)

    Edessa, Sutuma

    2017-01-01

    The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was…

  2. The Intersection of Preservice Teachers' Confidence, Perceptions, and Ideas for Using Instructional Technology for Teaching and Learning

    Science.gov (United States)

    Nadelson, Louis S.; Bennett, Darcie; Gwilliam, Ezra; Howlett, Catherine; Oswalt, Steve; Sand, Jaime

    2013-01-01

    The evolving landscape of instructional technology is influenced by access to a wide range of technology tools that can be accessed to enhance teaching and learning. Technological tools such as smart phones, apps, tablets, social media, and YouTube exemplify the kinds of resources that are readily available for teaching and learning. Further, the…

  3. THE INSTRUCTIONAL DELIVERY OF WRITING COURSE AT ENGLISH DEPARTMENT OF UMS: A NATURALISTIC STUDY

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    Fibrian Anindyawati

    2017-08-01

    Full Text Available The objective of this research is to get a thorough description of the teaching learning process of Writing Course at English Department of Muhammadiyah University of Surakarta, covering the syllabuses, the learning objectives, the instructional materials, the teachers’ roles, the students’ roles, the classroom techniques, the classroom procedures, the teaching media, and the assessment models. The data of this research were collected through observation, interview, and documentation. This research was a naturalistic study. The result shows that the syllabus used in Writing I & II is grammatical syllabus and Writing III & IV task-based syllabus. The learning objectives categorized into two namely, general objectives and specific objectives. The instructional materials were divided into three categories: printed materials, visual materials, and materials from the internet. The teachers’ roles were as organizer, consultant, feedback provider, assessor, and motivator. The students’ roles were as active participant, peer reviewer, and peer editor. The classroom techniques consist of brainstorming, discussion, question and answer, self-correction, assignment. The classroom procedures of Writing I & II were BKOF-MOT-ICOT; Writing III were reviewing, gathering ideas, organizing, build writing activity; and Writing IV were reviewing, explaining the materials, gathering ideas, organizing, build writing activity. The media used were LCD Projector, board, slides, and videos. The assessment model consisted of: multiple choices, weekly assignments, quizzes, mid-test, and final-test.     Keywords: Instruction, writing course, teaching writing

  4. Fashions in Instructional Development.

    Science.gov (United States)

    Knapper, Christopher K.

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

  5. Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

    Science.gov (United States)

    Schmitz, Judith R.

    This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…

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

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    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.

  7. An Evaluation of Instructive Feedback to Teach Play Behavior to a Child with Autism Spectrum Disorder.

    Science.gov (United States)

    Grow, Laura L; Kodak, Tiffany; Clements, Andrea

    2017-09-01

    Instructive feedback is used to expose learners to secondary targets during skill acquisition programs (Reichow & Wolery, in Journal of Applied Behavior Analysis, 44 , 327-340, 2011; Werts, Wolery, Gast, & Holcombe, in Journal of Behavioral Education, 5 , 55-75, 1995). Although unrelated feedback may have clinical utility in practice, very little research has evaluated unrelated instructive feedback, particularly for promoting play behavior (Colozzi, Ward, & Crotty, in Education and Training in Developmental Disabilities, 43 , 226-248, 2008). The purpose of the study was to determine if play emerged after embedding instructive feedback during the consequence portion of discrete trial training to teach tacts. An adapted alternating treatments design was used to compare tact training with and without instructive feedback for play behaviors. Instructive feedback resulted in the emergence of play behaviors during tabletop instruction and a play area of a classroom. We discuss the results in terms of clinical practice and future research.

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

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    Lawrence A. Tomei

    2011-10-01

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

  9. 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.

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

    Science.gov (United States)

    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,…

  11. The Evolution of a Multi-Instructional Teaching Center (MITC) in a Metropolitan University System.

    Science.gov (United States)

    Bell, David P.; Hayes, Edward J.; Hugetz, Edward T.; Ivancevich, John M.; Smith, Don N.; Woods, Molly R.

    1998-01-01

    The University of Houston (Texas) and its four campuses have adopted a "co-opetition" approach to create a multi-instructional teaching center to deliver educational programs and courses in the Houston metropolitan area. It has been found that citizens, legislators, administrators, faculty, and students all benefit, without sacrificing…

  12. Comparative effectiveness of videotape and handout mode of instructions for teaching exercises: skill retention in normal children

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    Gupta Garima

    2012-01-01

    Full Text Available Abstract Background Teaching of motor skills is fundamental to physical therapy practice. In order to optimize the benefits of these teaching and training efforts, various forms of patient education material are developed and handed out to patients. One very important fact has been overlooked. While comparative effectiveness of various modes of instruction has been studied in adults, attention has not been paid to the fact that learning capabilities of children are different from that of adults. The intent of the present study is to compare the effectiveness of video and handout mode of instructions specifically on children. Methods A total of 115 normal elementary-age children aged 10 to 12 years of age were studied. The children were randomized into two groups: A the video group, and B the handout group. The video group viewed the video for physical therapy exercises while the handout group was provided with paper handouts especially designed according to the readability of their age group. Results Statistical analysis using the student's't' test showed that subjects of both the video and handout groups exhibited equal overall performance accuracy. There was no significant difference between the groups both in acquisition and retention accuracy tests. Conclusion The findings of the present study suggest that if the readability and instructional principles applicable to different target age groups are strictly adhered to, then both video as well as handout modes of instructions result in similar feedback and memory recall in ten to twelve year-old children. Principles of readability related to the patient age are of utmost importance when designing the patient education material. These findings suggest that the less expensive handouts can be an effective instructional aid for teaching exercises to children with various neuromuscular, rheumatic, and orthopedics conditions and the most costly videotape techniques are not necessarily better.

  13. Excellence in clinical teaching: knowledge transformation and development required.

    Science.gov (United States)

    Irby, David M

    2014-08-01

    Clinical teachers in medicine face the daunting task of mastering the many domains of knowledge needed for practice and teaching. The breadth and complexity of this knowledge continue to increase, as does the difficulty of transforming the knowledge into concepts that are understandable to learners. Properly targeted faculty development has the potential to expedite the knowledge transformation process for clinical teachers. Based on my own research in clinical teaching and faculty development, as well as the work of others, I describe the unique forms of clinical teacher knowledge, the transformation of that knowledge for teaching purposes and implications for faculty development. The following forms of knowledge for clinical teaching in medicine need to be mastered and transformed: (i) knowledge of medicine and patients; (ii) knowledge of context; (iii) knowledge of pedagogy and learners, and (iv) knowledge integrated into teaching scripts. This knowledge is employed and conveyed through the parallel processes of clinical reasoning and clinical instructional reasoning. Faculty development can facilitate this knowledge transformation process by: (i) examining, deconstructing and practising new teaching scripts; (ii) focusing on foundational concepts; (iii) demonstrating knowledge-in-use, and (iv) creating a supportive organisational climate for clinical teaching. To become an excellent clinical teacher in medicine requires the transformation of multiple forms of knowledge for teaching purposes. These domains of knowledge allow clinical teachers to provide tailored instruction to learners at varying levels in the context of fast-paced and demanding clinical practice. Faculty development can facilitate this knowledge transformation process. © 2014 John Wiley & Sons Ltd.

  14. Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL

    Science.gov (United States)

    Galvis, Héctor Alejandro

    2015-01-01

    This paper introduces video-game based language instruction as a teaching approach catering to the different socio-economic and learning needs of English as a Foreign Language students. First, this paper reviews statistical data revealing the low participation of Colombian students in English as a second language programs abroad (U.S. context…

  15. Inclusive differentiated instruction

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    Jerković Ljiljana S.

    2017-01-01

    Full Text Available Inclusive differentiated instruction is a new model of didactic instruction, theoretically described and established in this paper for the first time, after being experimentally verified through teaching of the mother tongue (instruction in reading and literature. Inclusive individually planned instruction is based on a phenomenological and constructivist didactic instructional paradigm. This type of teaching is essentially developmental and person-oriented. The key stages of inclusive differentiated instruction of literature are: 1 recognition of individual students' potential and educational needs regarding reading and work on literary texts; 2 planning and preparation of inclusive individually planned instruction in reading and literature; 3 actual class teaching of lessons thus prepared; and 4 evaluation of the student achievement following inclusive differentiated instruction in reading and literature. A highly important element of the planning and preparation of inclusive differentiated instruction is the creation of student profiles and inclusive individualized syllabi. Individualized syllabi specify the following: 1. a brief student profile; 2. the student position on the continuum of the learning outcomes of instruction in the Serbian language; 3. reverse-engineered macro-plan stages of instruction in the Serbian language (3.1. identifying expected outcomes and fundamental qualities of learners' work, 3.2. defining acceptable proofs of their realisation, 3.3. planning learning and teaching experiences, and 3.4. providing material and technical requisites for teaching; 4 the contents and procedure of individualized lessons targeting the student; 5 a plan of syllabus implementation monitoring and evaluation. The continuum of the learning outcomes of inclusive differentiated instruction in literature exists at three main levels, A, B and C. The three levels are: A reading techniques and learning about the main literary theory concepts; B

  16. Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL

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    Héctor Alejandro Galvis

    2015-04-01

    Full Text Available This paper introduces video-game based language instruction as a teaching approach catering to the different socio-economic and learning needs of English as a Foreign Language students. First, this paper reviews statistical data revealing the low participation of Colombian students in English as a second language programs abroad (U.S. context especially. This paper also provides solid reasons why the use of video games in education and foreign language education is justified. Additionally, this paper reviews second language acquisition theoretical foundations that provide the rationale for adapting video-game based language instruction in light of important second language acquisition constructs such as culture and identity, among others. Finally, this document provides options for further research to construct and test the efficacy of video-game based language instruction while simultaneously leaving it open for collaborative contributions.

  17. The student experience of applied equivalence-based instruction for neuroanatomy teaching.

    Science.gov (United States)

    Greville, W James; Dymond, Simon; Newton, Philip M

    2016-01-01

    Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone 'equivalence-based instruction' (EBI) learning resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships. We used a pre and post test design to assess students' learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding 'rote' vs. 'deep' learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, science and other areas of medicine.

  18. Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

    Science.gov (United States)

    Tolbert, Sara E.

    2011-12-01

    This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

  19. A Case Study: Implementing an Interactive Video Instruction System in Teaching Electronics and Industrial Maintenance.

    Science.gov (United States)

    Shipe, Ron; And Others

    A study examined the development and implementation of an interactive video instruction system for teaching electronics and industrial maintenance at the University of Tennessee. The specific purposes of the study were to document unusual problems that may be encountered when this new technology is implemented, suggest corrective actions, and…

  20. Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-03-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

  1. The Affection of Student Ratings of Instruction toward EFL Instructors

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    Chen, Yingling

    2018-01-01

    Student ratings of instruction can be a valuable indicator of teaching because the quality measurement of instruction identifies areas where improvement is needed. Student ratings of instruction are expected to evaluate and enhance the teaching strategies. Evaluation of teaching effectiveness has been officially implemented in Taiwanese higher…

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

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    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.

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

    Science.gov (United States)

    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…

  4. Computer-Supported Instruction in Enhancing the Performance of Dyscalculics

    Science.gov (United States)

    Kumar, S. Praveen; Raja, B. William Dharma

    2010-01-01

    The use of instructional media is an essential component of teaching-learning process which contributes to the efficiency as well as effectiveness of the teaching-learning process. Computer-supported instruction has a very important role to play as an advanced technological instruction as it employs different instructional techniques like…

  5. BIBLIOGRAPHY ON INDIVIDUALIZED INSTRUCTION.

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    Harvard Univ., Cambridge, MA. Graduate School of Education.

    THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF INDIVIDUALIZED INSTRUCTION. APPROXIMATELY 85 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1958 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE PROGRAMED INSTRUCTION, TEACHING MACHINES, RESPONSE MODE, SELF-INSTRUCTION, AND COMPUTER-ASSISTED…

  6. Completing the Task Procedure or Focusing on Form: Contextualizing Grammar Instruction via Task-Based Teaching

    Science.gov (United States)

    Saraç, Hatice Sezgi

    2018-01-01

    In this study, it was aimed to compare two distinct methodologies of grammar instruction: task-based and form-focused teaching. Within the application procedure, which lasted for one academic term, two groups of tertiary level learners (N = 53) were exposed to the same sequence of target structures, extensive writing activities and evaluation…

  7. A Comparative Study of Task-based vs. Task- supported Teaching Approaches in an EFL Context

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    Mahdieh Shafipoor

    2015-09-01

    Full Text Available In spite of the numerous merits of task-based language instruction as claimed by its supporters in the last few decades, task-supported teaching approach as an alternative was introduced. Since then, there have been controversial debates over the superiority of each of these two approaches. Thus, in the current research project, the purpose was to consider these two teaching approaches in the scope of English language teaching, with the purpose of exploring the most efficient one in an Iranian EFL context. To this end, 120 sophomore students, majoring in English language translation course at Islamic Azad University, Shar-e-Qods branch were selected among 4 intact reading comprehension II classes. Next, they were divided into two experimental groups. The first experimental group received task-based instruction and for the second experimental group, task-trusted teaching approach was applied. The results of the data analyses turned out that task-trusted teaching approach was superior to task-based teaching in teaching reading to EFL learners.

  8. Teaching Mineralogy, Petrology and Geochemistry in the 21st Century: Instructional Resources for Geoscience Faculty

    Science.gov (United States)

    Mogk, D. W.; Beane, R. J.; Whitney, D. L.; Nicolaysen, K. E.; Panero, W. R.; Peck, W. H.

    2011-12-01

    Mineralogy, petrology and geochemistry (MPG) are pillars of the geoscience curriculum because of their relevance in interpreting Earth history and processes, application to geo-hazards, resources, and environmental issues, and contributions to emerging fields such as geology and human health. To keep faculty current in scientific advances in these fields, and in modern instructional methods, the On the Cutting Edge program convened a workshop at the University of Minnesota in August, 2011. This workshop builds on the previous 15 year's work that has been focused on identifying, aggregating, and developing high-quality collections of teaching activities and related resources, and in building a community of scholars in support of excellence in instruction in MPG courses. The goals of the workshop were to: a) develop an integrated, comprehensive and reviewed curriculum for MPG courses, and to seek ways to make connections with the larger geoscience curriculum; b) to explore emerging topics in MPG such as geobiology and climate change; c) demonstrate effective methods in teaching MPG in the context of Earth system science; d) share effective teaching activities and strategies for the classroom, laboratory and field including advances in pedagogy, assessments and research on learning; e) keep faculty current on recent advances in mineralogy, petrology and geochemistry research and to apply these findings to our teaching; f) explore and utilize current societal and global issues that intersect mineralogy, petrology and geochemistry to heighten the relevancy of course content for students; and h) meet colleagues and foster future teaching and research collaborations. A significant outcome of this workshop is a peer reviewed of collection of 300+ existing teaching activities, and a gap analysis to identify teaching activities needed to make these collections comprehensive and coherent. In addition, a series of thematic collections were developed to assist high priority

  9. Instructional Theory for Teaching Statistics.

    Science.gov (United States)

    Atwood, Jan R.; Dinham, Sarah M.

    Metatheoretical analysis of Ausubel's Theory of Meaningful Verbal Learning and Gagne's Theory of Instruction using the Dickoff and James paradigm produced two instructional systems for basic statistics. The systems were tested with a pretest-posttest control group design utilizing students enrolled in an introductory-level graduate statistics…

  10. Using Video Modeling with Voiceover Instruction Plus Feedback to Train Staff to Implement Direct Teaching Procedures.

    Science.gov (United States)

    Giannakakos, Antonia R; Vladescu, Jason C; Kisamore, April N; Reeve, Sharon A

    2016-06-01

    Direct teaching procedures are often an important part of early intensive behavioral intervention for consumers with autism spectrum disorder. In the present study, a video model with voiceover (VMVO) instruction plus feedback was evaluated to train three staff trainees to implement a most-to-least direct (MTL) teaching procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most, prompt delay) and with an actual consumer. The results indicated that VMVO plus feedback was effective in training the staff trainees to implement the MTL procedure. Although additional feedback was required for the staff trainees to show mastery of the untrained direct teaching procedures (i.e., least-to-most and prompt delay) and with an actual consumer, moderate to high levels of generalization were observed.

  11. A Rapid Assessment of Instructional Strategies to Teach Auditory-Visual Conditional Discriminations to Children with Autism

    Science.gov (United States)

    Kodak, Tiffany; Clements, Andrea; LeBlanc, Brittany

    2013-01-01

    The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, & Kuhn, 2004) by evaluating the effects…

  12. Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Use Public Bus Transportation

    Science.gov (United States)

    Mechling, Linda; O'Brien, Eileen

    2010-01-01

    This study investigated the effectiveness of computer-based video instruction (CBVI) to teach three young adults with moderate intellectual disabilities to push a "request to stop bus signal" and exit a city bus in response to target landmarks. A multiple probe design across three students and one bus route was used to evaluate effectiveness of…

  13. Effects of an App Incorporating Systematic Instruction to Teach Spelling to Students with Developmental Delays

    Science.gov (United States)

    Ault, Melinda Jones; Baggerman, Melanie A.; Horn, Channon K.

    2017-01-01

    This study used a multiple probe (conditions) design across behaviors to investigate the effects of an app for the tablet computer to teach spelling of academic content words to four students with developmental disabilities. The app delivered instruction using a model-lead-test format and students typed on the on-screen keyboard. The study also…

  14. Teacher collaboration and elementary science teaching: Using action research as a tool for instructional leadership

    Science.gov (United States)

    Roberts, Sara Hayes

    The primary purpose of this action research study was to explore an elementary science program and find ways to support science education as an administrator of an elementary school. The study took place in a large suburban school system in the southeastern United States. Seven teachers at a small rural school volunteered to participate in the study. Each participant became an active member of the research by determining what changes needed to take place and implementing the lessons in science. The study was also focused on teacher collaboration and how it influenced the science instruction. The data collected included two interviews, ten observations of science lessons, the implementation of four science units, and informal notes from planning sessions over a five month period. The questions that guided this study focused on how teachers prepare to teach science through active learning and how instruction shifts due to teacher collaboration. Teachers were interviewed at the beginning of the study to gain the perceptions of the participants in the areas of (a) planning, (b) active learning, (c) collaboration, and (d) teaching science lessons. The teachers and principal then formed a research team that determined the barriers to teaching science according to the Standards, designed units of study using active learning strategies, and worked collaboratively to implement the units of study. The action research project reviewed the National Science Education Standards, the theory of constructivism, active learning and teacher collaboration as they relate to the actions taken by a group of teachers in an elementary school. The evidence from this study showed that by working together collaboratively and overcoming the barriers to teaching science actively, teachers feel more confident and knowledgeable about teaching the concepts.

  15. TEACHING GRAMMAR FOR ACTIVE USE: A FRAMEWORK FOR COMPARISON OF THREE INSTRUCTIONAL TECHNIQUES

    Directory of Open Access Journals (Sweden)

    Sasan Baleghizadeh

    2011-01-01

    Full Text Available Teaching grammar in a way that enables students to use grammatical structures correctly in their active use has always been one of the intricate tasks for most practitioners. This study compared the ef­fectiveness of three instructional methods: games, dialogues practiced through role-play, and unfocused tasks for teaching grammar. Forty eight pre-intermediate female students participated in this study. The structures chosen were Conditional Sentence Type 2 and Wish structures for expressing present desires. A posttest was administered to assess the subjects' productive knowledge of the grammatical patterns. The results showed that there were no significant differences in the performance of groups. In other words, all three methods were equally effective to boost students' grammatical knowledge of the two structures.

  16. Development of instructional manual encouraging student active learning for high school teaching on fluid mechanics through Torricelli's tank experiment

    Science.gov (United States)

    Apiwan, Suttinee; Puttharugsa, Chokchai; Khemmani, Supitch

    2018-01-01

    The purposes of this research were to help students to perform Physics laboratory by themselves and to provide guidelines for high school teacher to develop active learning on fluid mechanics by using Torricelli's tank experiment. The research was conducted as follows: 1) constructed an appropriate Torricelli's tank experiment for high school teaching and investigated the condition for maximum water falling distance. As a consequence, it was found that the distance of the falling water measured from the experiment was shorter than that obtained from the theory of ideal fluid because of the energy loss during a flow, 2) developed instructional manual for high school teaching that encourages active learning by using problem based learning (PBL) approach, which is consistent with the trend of teaching and learning in 21st century. The content validity of our instructional manual using Index of Item-objective Congruence (IOC) as evaluated by three experts was over 0.67. The manual developed was therefore qualified for classroom practice.

  17. The Teaching of Controversial Issues during Elementary-Level History Instruction: Greek-Cypriot Teachers' Perceptions and Emotions

    Science.gov (United States)

    Zembylas, Michalinos; Kambani, Froso

    2012-01-01

    This article reports on a phenomenological study of 18 Greek-Cypriot teachers' perceptions and emotions in relation to the teaching of controversial issues during elementary-level history instruction. Findings indicate that although participating teachers see the general value of this approach at the elementary school level, they become less…

  18. Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature.

    Science.gov (United States)

    Nicholls, Delwyn; Sweet, Linda; Muller, Amanda; Hyett, Jon

    2016-10-01

    A diverse range of health professionals use psychomotor skills as part of their professional practice roles. Most health disciplines use large or complex psychomotor skills. These skills are first taught by the educator then acquired, performed, and lastly learned. Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex task-based skills. This paper reports 11 steps to be considered when teaching psychomotor skills.

  19. District Central Office Leadership as Teaching: How Central Office Administrators Support Principals' Development as Instructional Leaders

    Science.gov (United States)

    Honig, Meredith I.

    2012-01-01

    Purpose: Research on educational leadership underscores the importance of principals operating as instructional leaders and intensive job-embedded supports for such work; this research also identifies central office staff as key support providers. However, it teaches little about what central office staff do when they provide such support and how…

  20. Experiential Learning Model in Enhancing Prospective English Teachers` Teaching Competence

    Directory of Open Access Journals (Sweden)

    Heri Mudra

    2017-09-01

    Full Text Available This study aimed to describe the effectiveness of Experiential Learning (EL model in improving prospective EFL teachers’ (PETs teaching competence. The method of this study was Classroom Action Research (CAR consisting of planning, observing, acting, and reflecting phases. There were two cycles needed in implementing EL to the twenty one EFL learners as the participants. The results revealed that each subcompetence in cycle I and cycle II was achieved in the following score: planning & preparation for learning (Mean in cycle I=2,8; Mean in cycle II=3,38, classroom management (Mean in cycle I=2,5; Mean in cycle II=2,95, delivery of instruction (Mean in cycle I=2,6; Mean in cycle II=2,90, and monitoring, assessment, and follow-up (Mean in cycle I=2,4; Mean in cycle II=2,95. It can be concluded that EL is effective in improving PETs’ teaching competence.

  1. Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Verbally Respond to Questions and Make Purchases in Fast Food Restaurants

    Science.gov (United States)

    Mechling, Linda C.; Pridgen, Leslie S.; Cronin, Beth A.

    2005-01-01

    Computer-based video instruction (CBVI) was used to teach verbal responses to questions presented by cashiers and purchasing skills in fast food restaurants. A multiple probe design across participants was used to evaluate the effectiveness of CBVI. Instruction occurred through simulations of three fast food restaurants on the computer using video…

  2. Caring Enough to Teach Science: Helping Pre-Service Teachers View Science Instruction as an Ethical Responsibility

    Science.gov (United States)

    Grinell, Smith; Rabin, Colette

    2017-01-01

    The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service…

  3. Student Response to Faculty Instruction (SRFI): An Empirically Derived Instrument to Measure Student Evaluations of Teaching

    Science.gov (United States)

    Beitzel, Brian D.

    2013-01-01

    The Student Response to Faculty Instruction (SRFI) is an instrument designed to measure the student perspective on courses in higher education. The SRFI was derived from decades of empirical studies of student evaluations of teaching. This article describes the development of the SRFI and its psychometric attributes demonstrated in two pilot study…

  4. Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues

    Science.gov (United States)

    Yucel, Elif Ozata; Ozkan, Muhlis

    2015-01-01

    This study aims to develop an instructional design whereby ecosystem, biodiversity, and environmental issues are addressed with a holistic approach that provides more efficient teaching as well as to test the effectiveness of this design. A literature review was carried out and need-assessment was firstly made using the Readiness Test. This review…

  5. The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme

    Science.gov (United States)

    Addy, Tracie M.; Blanchard, Margaret R.

    2010-05-01

    Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught predominantly by graduate teaching assistants (GTAs) with minimal teacher preparation. The purpose of this mixed-methods study is to investigate the instructional practices and teacher beliefs of eight GTAs at a university with very high research activity who completed a reform-minded Teacher Certificate Programme, asking: What are their beliefs about teaching? How are their practices described? Do their beliefs and practices differ from one another? Do their teaching beliefs correspond with their practices? Findings indicate that GTAs held moderately reform-minded "transitional" beliefs of teaching following the programme, yet displayed fairly traditional instruction. Cross-case findings highlight similar patterns across subscales of the RTOP that draw attention to underlying constraints of the laboratory curriculum structure. We suggest that GTA professional development is best undertaken concurrent with laboratory course revision.

  6. Animating Instructional Materials in Computer Education: An Approach to Designing and Teaching Concepts in Data Structures Using LATEX

    Directory of Open Access Journals (Sweden)

    Damilola Osikoya

    2012-08-01

    Full Text Available Animation gives a different perception on what is being visually presented. Research has shown that students are likely to understand what is being taught from the combination of animation and text than just with text. Students easily understand scientific concepts in narrative and animated forms. Data structure is a way of storing and arranging data. The efficacy of searching these stored data is very important, so is it vital that they are stored with the right algorithm. This paper presents animations designed to support teaching in computer education. Our main focus is to present controlled animated instructional materials in teaching topics in data structures. We have created three scientifically animated instructional materials in data structures consisting of the Stacks, Queues and Trees. These scientific spheres have been chosen to demonstrate the basic ideas of this work, because of its simplicity in representing the animations. We hope to develop reasonable sets of instructional material of different subject areas that will be stored in a database repository. These are intended to be delivered to students through an e-learning website and/or Mobile phones to support them with additional learning opportunities.

  7. Teachers' Instructional Adaptations: A Research Synthesis

    Science.gov (United States)

    Parsons, Seth A.; Vaughn, Margaret; Scales, Roya Qualls; Gallagher, Melissa A.; Parsons, Allison Ward; Davis, Stephanie G.; Pierczynski, Melissa; Allen, Melony

    2018-01-01

    Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse…

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

    Science.gov (United States)

    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.

  9. [From brain imaging to good teaching? implicating from neuroscience for research on learning and instruction].

    Science.gov (United States)

    Stubenrauch, Christa; Krinzinger, Helga; Konrad, Kerstin

    2014-07-01

    Psychiatric disorders in childhood and adolescence, in particular attention deficit disorder or specific learning disorders like developmental dyslexia and developmental dyscalculia, affect academic performance and learning at school. Recent advances in neuroscientific research have incited an intensive debate both in the general public and in the field of educational and instructional science as well as to whether and to what extent these new findings in the field of neuroscience might be of importance for school-related learning and instruction. In this review, we first summarize neuroscientific findings related to the development of attention, working memory and executive functions in typically developing children and then evaluate their relevance for school-related learning. We present an overview of neuroimaging studies of specific learning disabilities such as developmental dyslexia and developmental dyscalculia, and critically discuss their practical implications for educational and teaching practice, teacher training, early diagnosis as well as prevention and disorder-specific therapy. We conclude that the new interdisciplinary field of neuroeducation cannot be expected to provide direct innovative educational applications (e.g., teaching methods). Rather, the future potential of neuroscience lies in creating a deeper understanding of the underlying cognitive mechanisms and pathomechanisms of learning processes and learning disorders.

  10. Poster session in instructional technology course

    Science.gov (United States)

    Diniaty, Artina; Fauzi'ah, Lina; Wulan Febriana, Beta; Arlianty, Widinda Normalia

    2017-12-01

    Instructional technology course must be studied by students in order to 1) understand the role of technology in learning, 2) capable of analyzing advantages and disadvantages of using technology in teaching, 3) capable of performing technology in teaching. A poster session in instructional technology course was performed to 1) enhance students' interest in this course and develop students' creativity. The step of this research includes: planning, implementation, and evaluation. The result showed that students' responses towards poster session in instructional technology course were good.

  11. Integrating Scientific Methods and Knowledge into the Teaching of Newton's Theory of Gravitation: An Instructional Sequence for Teachers' and Students' Nature of Science Education

    Science.gov (United States)

    Develaki, Maria

    2012-01-01

    The availability of teaching units on the nature of science (NOS) can reinforce classroom instruction in the subject, taking into account the related deficiencies in textbook material and teacher training. We give a sequence of teaching units in which the teaching of Newton's gravitational theory is used as a basis for reflecting on the…

  12. Teaching science to English Language Learners: Instructional approaches of high school teachers

    Science.gov (United States)

    Frank, Betty-Vinca N.

    Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

  13. Influences of Inadequate Instructional Materials and Facilities in Teaching and Learning of Electrical/Electronics Technology Education Courses

    Science.gov (United States)

    Ogbu, James E.

    2015-01-01

    This study investigated the influences of inadequate instructional materials and facilities in the teaching and learning of electrical/electronics (E/E) technology education courses. The study was guided by two research questions and two null hypotheses which were tested at 0.05 level of significance. The design employed was descriptive survey…

  14. The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

    Science.gov (United States)

    Alshalaan, Nasser A.

    Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

  15. Effectiveness of computer-assisted interactive videodisc instruction in teaching rheumatology to physical and occupational therapy students.

    Science.gov (United States)

    Sanford, M K; Hazelwood, S E; Bridges, A J; Cutts, J H; Mitchell, J A; Reid, J C; Sharp, G

    1996-01-01

    A computer-assisted interactive videodisc instructional program, HP-RHEUM was designed to teach clinical findings in arthritis to occupational and physical therapy students. Using the Rheumatology Image Library videodisc produced by the National Library of Medicine, HP-RHEUM consists of instructional modules which employ advance organizers, examples/nonexamples, summaries, and immediate feedback. To see if HP-RHEUM would be as effective as traditional classroom instruction, control data were collected in 1991 from 52 OT and PT students. Treatment data were collected from 61 students in 1992 when HP-RHEUM entirely replaced lectures. Identical pre- and post-tests consisted of 70 multiple choice questions, with 24 matched to slides. On the slide questions the HP-RHEUM group had significantly higher scores. Otherwise, there was no significant difference in performance between groups. HP-RHEUM provided an independent learning method and enhanced visual comprehension of rheumatologic disease concepts.

  16. Designing Preclinical Instruction for Psychomotor Skills (III)--Instructional Engineering: Design Phase.

    Science.gov (United States)

    Guenzel, Pamela J.; And Others

    1995-01-01

    In the third of a series of articles on teaching psychomotor skills in dental education, the design of instructional materials is discussed. Steps include identifying appropriate teaching strategies for the tasks; organizing and sequencing subskills; identifying and collecting common errors; and drafting learning exercises for each subskill. (MSE)

  17. The Effects of Computer-Assisted Instruction of Simple Circuits on Experimental Process Skills

    Directory of Open Access Journals (Sweden)

    Şeyma ULUKÖK

    2013-01-01

    Full Text Available The experimental and control groups were composed of 30 sophomores majoring in Classroom Teaching for this study investigating the effects of computer-assisted instruction of simple circuits on the development of experimental process skills. The instruction includes experiments and studies about simple circuits and its elements (serial, parallel, and mixed conncetions of resistors covered in Science and Technology Laboratory II course curriculum. In this study where quantitative and qualitative methods were used together, the control list developed by the researchers was used to collect data. Results showed that experimental process skills of sophomores in experimental group were more developed than that of those in control group. Thus, it can be said that computer-assisted instruction has a positive impact on the development of experimental process skills of students.

  18. Missouri Journal of Research in Music Education, Volume II, Number 5.

    Science.gov (United States)

    Hilton, Lewis B., Ed.

    1971-01-01

    The six articles presented in this journal are: I. Research in Action: The Transfer of Research in Music and Music Education into the Classroom by Jack R. Stephenson; II. Programmed Instruction and Music Education by Douglas L. Turpin; III. Music Education and the Blind by Joan Thief Gagnepain; IV. Improved Teaching Through the Use of the…

  19. Case Study Evaluating Just-In-Time Teaching and Peer Instruction Using Clickers in a Quantum Mechanics Course

    Science.gov (United States)

    Sayer, Ryan; Marshman, Emily; Singh, Chandralekha

    2016-01-01

    Just-in-Time Teaching (JiTT) is an instructional strategy involving feedback from students on prelecture activities in order to design in-class activities to build on the continuing feedback from students. We investigate the effectiveness of a JiTT approach, which included in-class concept tests using clickers in an upper-division quantum…

  20. Instructional Climates in Preschool Children Who Are At-Risk. Part II: Perceived Physical Competence

    Science.gov (United States)

    Robinson, Leah E.; Rudisill, Mary E.; Goodway, Jacqueline D.

    2009-01-01

    In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with…

  1. (Reinforcing) Factors Influencing a Physical Education Teacher's Use of the Direct Instruction Model Teaching Games

    Science.gov (United States)

    Jayantilal, Kumar; O'Leary, Nick

    2017-01-01

    The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the…

  2. 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.

  3. The Effects of Case-Based Instruction on Undergraduate Biology Students' Understanding of the Nature of Science

    Science.gov (United States)

    Burniston, Amy Lucinda

    Undergraduate science education is currently seeing a dramatic pedagogical push towards teaching the philosophies underpinning science as well as an increase in strategies that employ active learning. Many active learning strategies stem from constructivist ideals and have been shown to affect a student's understanding of how science operates and its impact on society- commonly referred to as the nature of science (NOS). One particular constructivist teaching strategy, case-based instruction (CBI), has been recommended by researchers and science education reformists as an effective instructional strategy for teaching NOS. Furthermore, when coupled with explicit-reflective instruction, CBI has been found to significantly increasing understanding of NOS in elementary and secondary students. However, few studies aimed their research on CBI and NOS towards higher education. Thus, this study uses a quasi-experimental, nonequivalent group design to study the effects of CBI on undergraduate science students understandings of NOS. Undergraduate biology student's understanding of NOS were assessed using the Views of Science Education (VOSE) instrument pre and post CBI intervention in Cellular and Molecular Biology and Human Anatomy and Physiology II. Data analysis indicated statistically significant differences between students NOS scores in experimental versus control sections for both courses, with experimental groups obtaining higher posttest scores. The results of this study indicate that undergraduate male and female students have similarly poor understandings of NOS and the use of historical case based instruction can be used as a means to increase undergraduate understanding of NOS.

  4. A Criterion-Referenced Approach to Student Ratings of Instruction

    Science.gov (United States)

    Meyer, J. Patrick; Doromal, Justin B.; Wei, Xiaoxin; Zhu, Shi

    2017-01-01

    We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response…

  5. Development of innovative classroom instruction material for enhancing creative teaching and learning nuclear topics: A proposal

    International Nuclear Information System (INIS)

    Puse, Judeza S.; Awata, Takaaki; Atobe, Kozo

    2005-01-01

    The role of education all over the world is becoming more and more significant and requires an in depth study since the life of the people is advanced, expanded and complicated. Educators are once again asked to address problems which have arisen within their own society. Thus, the search for ways to improve quality of education is global especially in line with nuclear science and technology. One area of focus is that managing and promoting learning inside the classroom, how teacher's utilized instructional materials were such an issue. Indeed, qualifications and resources are not the only factors that influence teachers' effectiveness, equally important are teachers' motivation, commitment, resourcefulness, innovativeness and creativeness in dealing with instructional materials. Lack of these things will produce poor attendance and unprofessional attitudes towards students. This paper aims to present a proposal on the use of innovative teaching device from the sample photographs as a result of the experiment taken at Kyoto University Research Reactor Institute (KURRI) where samples were treated with gamma rays from a radioactive source 60 Co and lately exposed to photographic giving rise to understanding of photons emitted by radioactive material in a form of electromagnetic waves and later converted into visible light in a more authentic and simplified manners. As a consequent, this proposal was made to enhance teaching and encourage science teachers to exert great effort to develop instructional materials specifically in this area that requires the concretization of concepts which could not be detected by human senses. (author)

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

    Science.gov (United States)

    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

  7. Is it a Practical Strategy of Foreign Language Teaching? Unpacking the Integrated Language and Culture Instruction (ILCI Method in its Application to Learning of German as a Foreign Language in Zimbabwe

    Directory of Open Access Journals (Sweden)

    Alfred Ndhlovu

    2017-12-01

    Full Text Available It is without doubt, that most contemporary methods of language teaching are based on the Communicative language Teaching (CLT model. The principle that these methods share is that language can only be considered meaningful when it is not taught separately from its context, which is the context of the target language speakers. In other words, second and foreign language teachers are encouraged to pursue methods of instruction that seek to simultaneously improve not only the linguistic knowledge of the L2/foreign language learners (such as vocabulary and grammar but also their learning of the “appropriate” contextual meaning of this knowledge. To mention a few, these methods include the integrated content and language learning instruction (ICLI, theme based language instruction (TBI, Task based instruction (TBI and the integrated language and culture Instruction (ILCI. The last method of instruction which is the central subject of discussion in this study is not commonly addressed by most researchers despite its growing popularity in most foreign language teaching classrooms. It is mainly related to the theme based language instruction since it advocates for the teaching of language in tandem with topics in culture and civilisation and realises the importance of both culture (as content and language (as a medium of communication. This study unpacks this method, looking at its benefits and limitations when it comes to its application to the foreign language classroom. The major concern of this study therefore, is pedagogical implications of this method in actual foreign language teaching. To illustrate this, the study gives insights into learning of German in Zimbabwe, with the University of Zimbabwe as a close example. The underlying position in this study is that, while the integrated language and culture Instruction (ILCI method is a very attractive method on paper, there are a number of obstacles that can censor its practical application

  8. Explicit Instruction Elements in Core Reading Programs

    Science.gov (United States)

    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…

  9. The Urgency for Peace in Teachings of John Paul II

    Directory of Open Access Journals (Sweden)

    Jerzy Lewandowski

    2014-04-01

    Full Text Available Peace has always been a topic of great importance. Its presence is desired by all nations and societies. It brings the world together in unity. John Paul II considered peace to be an integral part in creation of an independent and healthy society. Papal encyclicals and messages, intended to present the response of the teaching Church to problems that arise from time to time, often dwell on the principles that advocate peace. Since freedom and peace are in many cases a privilege for many nations, the mentioned pope commits himself to speak about the cruelty and evilness of wars and national conflicts. Pope John Paul II denounces intolerance as denial of freedom for many people, and consequently a great threat to peace. The pope teaches that peace has its roots in the family. Yet, in many societies, the family is deprived of the utmost importance that it certainly deserves. Without the adequate means for a decent livelihood, families can experience hardship in committing themselves to promote solidarity and a proper social fabric worthy of human dignity. For John Paul II, a nation’s freedom and peace are safeguarded and promoted through particular attention and a much-devoted effort by strong and healthy families.

  10. 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.

  11. Inquiry-based training improves teaching effectiveness of biology teaching assistants

    Science.gov (United States)

    Hughes, P. William; Ellefson, Michelle R.

    2013-01-01

    Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) completed five hours of training in either inquiry-based learning pedagogy or general instructional “best practices”. GTA teaching effectiveness was evaluated using: (1) a nine-factor student evaluation of educational quality; (2) a six-factor questionnaire for student learning; and (3) course grades. Ratings from both GTAs and undergraduates indicated that indicated that the inquiry-based learning pedagogy training has a positive effect on GTA teaching effectiveness. PMID:24147138

  12. Hypertension In Type II Diabetes Mellitus In Jos University Teaching ...

    African Journals Online (AJOL)

    Methods: A cross-sectional study of hypertension in type II diabetic patients in Jos University Teaching Hospital, Jos, Nigeria Results: Forty-two of the patients were hypertensive with only 28 (32.9%) previously diagnosed and were on treatment. Age of patient, duration of diabetes and diabetic retinopathy were significantly ...

  13. Instructional decision making of high school science teachers

    Science.gov (United States)

    Carver, Jeffrey S.

    The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step

  14. Physics Instruction for Radiologic Technologists

    Science.gov (United States)

    Chaney, Edward L.; And Others

    1974-01-01

    Discusses the Denver collaborative training program in radiologic technology with emphasis upon identification of core topics, preparation of quality instructional materials, and use of innovative teaching techniques, such as computer-assisted instruction and video tape presentations. Included is a 10-week course outline. (CC)

  15. Best practices in writing instruction

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    Fitzgerald, Jill; MacArthur, Charles A

    2014-01-01

    An indispensable teacher resource and course text, this book presents evidence-based practices for helping all K-12 students develop their skills as writers. Every chapter draws clear connections to the Common Core State Standards (CCSS). Leading authorities describe how to teach the skills and strategies that students need to plan, draft, evaluate, and revise multiple types of texts. Also addressed are ways for teachers to integrate technology into the writing program, use assessment to inform instruction, teach writing in the content areas, and tailor instruction for English language learner

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

    Directory of Open Access Journals (Sweden)

    Asma Dabiri

    2018-04-01

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

  17. PENGGUNAAN MEDIA KARTU BERGAMBAR DALAM PENGEMBANGAN MATERI AJAR BUKU HANYU TINGLI JIAOCHENG UNTUK MATA KULIAH MENYIMAK I DAN II BAHASA MANDARIN

    Directory of Open Access Journals (Sweden)

    Rizky Wardhani

    2015-07-01

    Full Text Available This research focused on the study on the development of teaching materials using the instructional media card with a picture in a book “Hanyu Tingli Jiaocheng” especially vocabulary as supporting the learning process. The choosing of appropriate learning media supported the teaching-learning process. The choosing of the media must be done carefully using many considerations to achieve the target of learning in facilitating the learners. This research was conducted on the Mandarin Listening I and II. Approproate teaching materials are needed to support teachers who teach this course. This study used qualitative research. The research was done in the Basic Class I and Basic Class II. The result showed that the Mandarin students got new concept for Mandarin learning process.

  18. Curriculum and instruction in nuclear waste disposal

    International Nuclear Information System (INIS)

    Robinson, M.; Lugaski, T.; Pankratius, B.

    1991-01-01

    Curriculum and instruction in nuclear waste disposal is part of the larger problem of curriculum and instruction in science. At a time when science and technological literacy is crucial to the nation's economic future fewer students are electing to take needed courses in science that might promote such literacy. The problem is directly related to what science teachers teach and how they teach it. Science content that is more relevant and interesting to students must be a part of the curriculum. Science instruction must allow students to be actively involved in investigating or playing the game of science

  19. Ethics instruction in the dental hygiene curriculum.

    Science.gov (United States)

    Kacerik, Mark G; Prajer, Renee G; Conrad, Cynthia

    2006-01-01

    Dental hygiene ethics is an essential component of the dental hygiene curriculum. The accreditation standards for dental hygiene education state that graduates must be competent in applying ethical concepts to the provision and/or support of oral health care services. Although the standards for entry into the profession of dental hygiene emphasize the importance of ethical reasoning, there is little published research specific to ethics instruction in dental hygiene programs. The purpose of this study was to assess how ethics is taught in the dental hygiene curriculum. A 17-item survey was designed and distributed to 261 accredited dental hygiene programs in the United States for a response rate of 56% (N=147). The survey requested that participants provide information on teaching and evaluation methodologies, didactic and clinical hours of instruction, individuals responsible for providing instruction, and the degree of emphasis placed on ethics and integration of ethical reasoning within the dental hygiene curriculum. Results of the survey reflect that dental hygiene programs devote a mean of 20. hours to teaching dental hygiene ethics in the didactic component of the curriculum. With regard to the clinical component of the curriculum, 63% of respondents indicated that 10 or less hours are devoted to ethics instruction. These results show an increase in didactic hours of instruction from previous studies where the mean hours of instruction ranged from 7 to 11.7 hours. Results showed 64% of respondents offered a separate course in ethics; however, 82% of programs surveyed indicated that ethics was incorporated into one or more dental hygiene courses with 98% utilizing dental hygiene faculty to provide instruction. Most programs utilized a variety of instructional methods to teach ethics with the majority employing class discussion and lecture (99% and 97% respectively). The type of institution-technical college, community college, four-year university with a

  20. Possible relationships between literacy-based instructional coaching and effects on high school teachers' self-efficacy and attitudes toward teaching reading in the content areas

    Science.gov (United States)

    Jacobs, Jessica Lynn

    Grounded in the Theory of Self-Efficacy and the Theory of Reasoned Action, this quantitative, correlational study examined if participation in literacy-based instructional coaching (one-on-one, small group) predicted both high school teachers' self-efficacy as measured by the Teachers' Sense of Efficacy Scale and teachers' attitudes toward teaching reading in the content areas measured by the Scale to Measure Attitudes Toward Teaching Reading in Content Classrooms. This study utilized a convenience sample of content teachers from three high schools in Northeastern Pennsylvania participating in a literacy coaching initiative. The volunteer sample of teachers completed the Likert-type questionnaires. The study used hierarchical regression analysis to determine values for each block of the regression models. The study correlated instances of literacy-based instructional coaching (one-on-one, small group) with the scores on the SMATTRCC and the TSES to examine predictive validity. Gender, years of experience, and content area were control variables in this study. The results of the first model indicated that there was a significant relationship between the number of coaching instances and attitudes toward teaching reading in the content area with participation in instructional coaching accounting for 9.6% of the variance in scores on the SMATTRCC. The results of the second model indicated that there was a significant relationship between the number of coaching instances and teachers' self-efficacy with participation in instructional coaching accounting for 6.1% of the variance in scores on the TSES.

  1. On the Practice Architectures of Instructional Leadership

    Science.gov (United States)

    Salo, Petri; Nylund, Jan; Stjernstrøm, Else

    2015-01-01

    This paper explores the concept of instructional leadership and principals' perceptions of the practices of instructional leadership. Despite the emphasis on the effects of school leadership regarding teaching practices and learning outcomes, research on direct instructional leadership is scarce. It is focused either on identifying overall…

  2. Using Web-Based Instruction to Teach Music Theory in the Piano Studio: Defining, Designing, and Implementing an Integrative Approach

    Science.gov (United States)

    Carney, Robert D.

    2010-01-01

    This dissertation rationalizes the best use of Web-based instruction (WBI) for teaching music theory to private piano students in the later primary grades. It uses an integrative research methodology for defining, designing, and implementing a curriculum that includes WBI. Research from the fields of music education, educational technology,…

  3. Using Stimulus Equivalence-Based Instruction to Teach Graduate Students in Applied Behavior Analysis to Interpret Operant Functions of Behavior

    Science.gov (United States)

    Albright, Leif; Schnell, Lauren; Reeve, Kenneth F.; Sidener, Tina M.

    2016-01-01

    Stimulus equivalence-based instruction (EBI) was used to teach four, 4-member classes representing functions of behavior to ten graduate students. The classes represented behavior maintained by attention (Class 1), escape (Class 2), access to tangibles (Class 3), and automatic reinforcement (Class 4). Stimuli within each class consisted of a…

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

    Directory of Open Access Journals (Sweden)

    David Westhuis

    2006-12-01

    Full Text Available Research comparing courses taught exclusively in traditional face-to-face settings versus courses taught entirely online have shown similar levels of student satisfaction. This article reports findings from a comparative study of student achievement in research skills from classes using two different instructional formats. One group used a classroom-based instructional format and the other group used an online web-based instructional format. Findings indicate that there were no statistically significant differences between the two class formats for eight out of eleven outcome student performance activities and ten out of 13 pedagogical strategies. There were large effect size differences based on class format on four of the student performance activities and for student satisfaction with six of the pedagogical methods. When statistically significant differences were found, it was determined that student performance on learning activities and satisfaction with pedagogical methods were higher for the students in the traditional class. The findings support the conclusions of several studies concerning the effectiveness of online teaching. Limitations and implications for further studies are also suggested.

  5. The Effectiveness of Synectics Instructional Model on Foreign Language Vocabulary Teaching

    Directory of Open Access Journals (Sweden)

    Bahadır

    2017-06-01

    Full Text Available This study, which is an experimental research with pre-test and post-test control groups, aims to determine the effectiveness of the Synectics Instructional Model on foreign language vocabulary teaching. The research was conducted with two experimental and two control groups and 82 students taking part in these groups. The experimental application of the research was carried out during the fall semester of 2016-2017, with a total of 16 class hours in English reading course in English preparatory class. Research data was gathered from an English vocabulary achievement test which was designed by the researchers. In the process of analyzing the research data, dependent and independent t-tests, Cohen’s d effect size test and thematic analysis were used. The major findings reveal that Synectics based vocabulary teaching has a strong effect on the level of learning and the persistence of the learning. On the other hand, there is a considerable difference between the numbers of the words that students learn indirectly in the process in favor of the experimental group students. Finally, the analysis also reveals that the experimental and control group students have variability in terms of the thematic diversity and semantic equivalence of the words learned indirectly in the process.

  6. Instructional Cost Analysis: History and Present Inadequacies.

    Science.gov (United States)

    Humphrey, David A.

    The cost analysis of instruction is conducted according to principles of teaching and learning that have often become historically dated. Using today's costing systems prevents determination of whether cost effectiveness actually exists. The patterns of instruction in higher education and the systems employed for instructional cost analysis are…

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

    Science.gov (United States)

    Hu, Jiuhua; Gao, Chong; Liu, Yang

    2017-01-01

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

  8. BASIC Instructional Program: System Documentation.

    Science.gov (United States)

    Dageforde, Mary L.

    This report documents the BASIC Instructional Program (BIP), a "hands-on laboratory" that teaches elementary programming in the BASIC language, as implemented in the MAINSAIL language, a machine-independent revision of SAIL which should facilitate implementation of BIP on other computing systems. Eight instructional modules which make up…

  9. "Is This What You're Talking About?": Identity Negotiation in International Teaching Assistants' Instructional Interactions with U.S. College Students

    Science.gov (United States)

    Chiang, Shiao-Yun

    2016-01-01

    The instructional performance of international teaching assistants (ITA) in U.S. universities is generally considered as problematic due to linguistic and cultural differences in existing studies. Drawing on interactional sociolinguistics, conversation analysis, and positioning theory, this study aims to find out how ITAs are juxtaposed between…

  10. A Randomized Controlled Trial of Simulation-Based Teaching versus Traditional Instruction in Medicine: A Pilot Study among Clinical Medical Students

    Science.gov (United States)

    Gordon, James A.; Shaffer, David W.; Raemer, Daniel B.; Pawlowski, John; Hurford, William E.; Cooper, Jeffrey B.

    2006-01-01

    Objective: To compare simulator-based teaching with traditional instruction among clinical medical students. Methods: Randomized controlled trial with written pre-post testing. Third-year medical students (n = 38) received either a myocardial infarction (MI) simulation followed by a reactive airways disease (RAD) lecture, or a RAD simulation…

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

    Science.gov (United States)

    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

  12. The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes

    Science.gov (United States)

    Mutrofin; Degeng, Nyoman Sudana; Ardhana, Wayan; Setyosari, Punaji

    2017-01-01

    The aim of this study is to examine difference in the effect of instructional methods (lecture-discussion versus group discussion) and teaching talent on teacher trainees student learning outcomes. It was conducted by a quasi-experimental design using the factorialized (2 x 2) version of the nonequivalent control group design. The subjects were…

  13. Multiple Representation Instruction First versus Traditional Algorithmic Instruction First: Impact in Middle School Mathematics Classrooms

    Science.gov (United States)

    Flores, Raymond; Koontz, Esther; Inan, Fethi A.; Alagic, Mara

    2015-01-01

    This study examined the impact of the order of two teaching approaches on students' abilities and on-task behaviors while learning how to solve percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching…

  14. Teaching and Learning Geometry in Drama Based Instruction

    Science.gov (United States)

    Ubuz, Behiye; Duatepe-Paksu, Asuman

    2016-01-01

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

  15. Relationships between teaching faculty and teaching librarians

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    Katz, Linda S

    2014-01-01

    Every librarian who teaches in an academic library setting understands the complexities involved in partnering with teaching faculty. Relationships Between Teaching Faculty and Teaching Librarians recounts the efforts of librarians and faculty working together in disciplines across the board to create and sustain connections crucial to the success of library instruction. This unique collection of essays examines various types of partnerships between librarians and faculty (networking, coordination, and collaboration) and addresses the big issues involved, including teaching within an academic

  16. Effects of Cooperative and Individualistic Instructional Strategies On ...

    African Journals Online (AJOL)

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    instructional strategies on students' problem solving abilities in secondary school chemistry ... individualistic instructional strategy and conventional teaching method. ..... solving abilities are best enhanced by cooperative learning environment.

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

    Science.gov (United States)

    Tyner, Bryan C.; Fienup, Daniel M.

    2015-01-01

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

  18. Virtual science instructional strategies: A set of actual practices as perceived by secondary science educators

    Science.gov (United States)

    Gillette, Tammy J.

    2009-12-01

    The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of

  19. Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges

    Science.gov (United States)

    Chan, Peter; Miller, Ronald; Monroe, Eula

    2009-01-01

    Cognitive apprenticeship is a teaching approach proponed by social constructivist educators that scaffolds upon students' "zones of proximal development" in authentic situations. It is an effective approach used by teachers of instructional technology when teaching student practitioners. Nevertheless, implementation of instructional design…

  20. Why Teach Spelling?

    Science.gov (United States)

    Reed, Deborah K.

    2012-01-01

    This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. "Why Spelling Instruction Matters"…

  1. Instructional climates in preschool children who are at-risk. Part II: perceived physical competence.

    Science.gov (United States)

    Robinson, Leah E; Rudisill, Mary E; Goodway, Jacqueline D

    2009-09-01

    In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with the Pictorial Scale of Perceived Competence and Social Acceptance. A significant Treatment x Time interaction (p < .001) was present, supporting that MMC participants reported significantly higher PPC scores over time, while no positive changes were present in LA and comparison participants. The results show that an MMC leads to psychological benefits related to achievement motivation. These findings should encourage early childhood educators to consider the effect of instructional climates on children's self-perception.

  2. Research on teaching methods.

    Science.gov (United States)

    Oermann, M H

    1990-01-01

    Research on teaching methods in nursing education was categorized into studies on media, CAI, and other nontraditional instructional strategies. While the research differed, some generalizations may be made from the findings. Multimedia, whether it is used for individual or group instruction, is at least as effective as traditional instruction (lecture and lecture-discussion) in promoting cognitive learning, retention of knowledge, and performance. Further study is needed to identify variables that may influence learning and retention. While learner attitudes toward mediated instruction tended to be positive, investigators failed to control for the effect of novelty. Control over intervening variables was lacking in the majority of studies as well. Research indicated that CAI is as effective as other teaching methods in terms of knowledge gain and retention. Attitudes toward CAI tended to be favorable, with similar problems in measurement as those evidenced in studies of media. Chang (1986) also recommends that future research examine the impact of computer-video interactive instruction on students, faculty, and settings. Research is needed on experimental teaching methods, strategies for teaching problem solving and clinical judgment, and ways of improving the traditional lecture and discussion. Limited research in these areas makes generalizations impossible. There is a particular need for research on how to teach students the diagnostic reasoning process and encourage critical thinking, both in terms of appropriate teaching methods and the way in which those strategies should be used. It is interesting that few researchers studied lecture and lecture-discussion except as comparable teaching methods for research on other strategies. Additional research questions may be generated on lecture and discussion in relation to promoting concept learning, an understanding of nursing and other theories, transfer of knowledge, and development of cognitive skills. Few

  3. Innovations in teaching plant pathology.

    Science.gov (United States)

    Schumann, G L

    2003-01-01

    The teaching environment for plant pathology is changing in both positive and negative ways. Teaching expectations are increasing and resources are decreasing, but recent educational research and instructional technology offer new approaches to meet these challenges. Plant pathologists are teaching courses that may attract new students to the discipline or at least improve agricultural awareness. The Internet offers rapid access to information and images for both students and instructors. Instructional technology provides new tools for classroom presentations, communication with students, reaching new audiences, and distance learning, but using these new tools to enhance learning requires skilled and creative instructors. In the past, many plant pathology instructors worked in relative isolation, but new communication technologies and publishing opportunities for teaching scholarship should improve the sharing of instructional resources and methods.

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

    Science.gov (United States)

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

    2003-05-01

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

  5. Examining pre-service teacher views on the implementation of screen-based writing instruction

    Directory of Open Access Journals (Sweden)

    Mehmet Tok

    2015-03-01

    Full Text Available Today, as new technological developments continue to emerge, education, like many other fields, is going through major changes. Technological developments are causing changes to many common concepts. In particular, studies that benefit from technology in the field of education are becoming increasingly widespread, opening the door for the emergence of new teaching methods by abandoning traditional ones. New technologies, and computers in particular, can benefit the teaching of writing, the most complex of the four basic language skills (reading, writing, speaking, and listening. This study aims to explore pre-service teachers' views on screen-based writing practices via a course they attended. A qualitative case study method (holistic single-case design was employed to explore pre-service teachers’ views. The study participants were selected using a purposeful sampling method among 4th year students majoring in Turkish Language Teaching at a major state university. The study group consisted of sixty-two pre-service teachers who were enrolled in the “Written Expression” I and II courses in the 2013-2014 education year. The study was conducted both in Fall and Spring semesters. All writing activities were conducted in a digital environment. The study results revealed that a majority (77% of the pre-service teachers favored continuation of the screen-based writing instruction. The study supported that digital literacy is important and the advantages of screen-based writing instruction outweighed its disadvantages. Screen-based writing activities should be integrated into the courses and instruction materials of pre-service Turkish teachers’ education programs.

  6. How Instructional Systems Will Manage Learning

    Science.gov (United States)

    Flanagan, John C.

    1970-01-01

    Discusses trends toward the systems approach in education including the development of effective instructional systems in government and industry; the introduction of teaching machines, programed learning, and computer- assisted instruction; and the increase in both the amount and sophistication of educational research and development. (JF)

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

    Science.gov (United States)

    Tyner, Bryan C; Fienup, Daniel M

    2015-09-01

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

  8. Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education

    Science.gov (United States)

    Tremblay, Philippe

    2013-01-01

    We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1,…

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

    Science.gov (United States)

    Jung, Ji yoon

    2017-01-01

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

  10. A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

    Science.gov (United States)

    Prather, E. E.; Rudolph, A. L.; Brissenden, G.; Schlingman, W. M.

    2011-09-01

    We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 31 institutions completed (pre- and post- instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of classroom time spent on learner- centered, active-engagement instruction such as Peer Instruction and collaborative tutorials. Pre-instruction LSCI scores were clustered around ˜25% (24 ± 2%), independent of class size and institution type; however, the gains measured varied from about (-)0.07-0.50. The distribution of gain scores indicates that differences were due to instruction in the classroom, not the type of class or institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactivity. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for both groups of classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.

  11. Patient Satisfaction With Postpartum Teaching Methods.

    Science.gov (United States)

    Wagner, Debra L; Washington, Cynthia

    2016-01-01

    Postpartum discharge instructions are a crucial part of a mother's birth experience. Finding the method to provide those discharge instructions in a manner that increases the mother's satisfaction with her hospital experience is important. This quasi-experimental study examined the relationship between new mothers' interaction with nurses providing postpartum instructions by the traditional and class methods and their satisfaction with discharge teaching. The results indicated new mothers were satisfied with both methods of discharge teaching; however, they were more likely to report stronger agreement with overall satisfaction with the traditional method of discharge teaching than with attending the discharge class.

  12. Direct Vocabulary Instruction in Preschool: A Comparison of Extended Instruction, Embedded Instruction, and Incidental Exposure

    Science.gov (United States)

    Loftus-Rattan, Susan M.; Mitchell, Alison M.; Coyne, Michael D.

    2016-01-01

    Based on its coincidence with a significant period in language development for children, preschool provides a favorable setting to foster vocabulary growth. The purpose of this study was to evaluate the effectiveness of two instructional conditions and an incidental exposure condition for teaching targeted vocabulary words to preschool students…

  13. PEDAGOGICAL STRATEGIES AND CONTENT KNOWLEDGE IN 92 ENGLISH FOR MATHS LECTURE IN CONTENT-BASED INSTRUCTION TEACHING

    Directory of Open Access Journals (Sweden)

    Ayu Fitrianingsih

    2017-12-01

    Full Text Available This study was intended to find the pedagogical strategies applied by the teacher in the teaching learning process and to know teacher‘s content knowledge, how teacher need to understand the subject matter taught. This study was carried out in English for Math lecture of Mathematics education study program IKIP PGRI Bojonegoro which involved the teacher and the students as the respondent. This study is under qualitative case study. In collecting the data, questionnaire, observation and interview were conducted to get detail information of the issues. The result reveals: 1 the teacher combines some methods such as cooperative learning, problem-based learning and task-based learning to get the students enthusiasm; 2 based on teacher‘s educational background, although the teacher graduated from Bachelor Degree of Mathematics Education but she was able to combine English teaching through mathematics content very well. It can be concluded that Teacher‘s pedagogical strategy and content knowledge is very important in the application of content-based instruction teaching and learning.

  14. A Survey of Grammar Instruction from Scholastic Perspective

    Science.gov (United States)

    Peng, Yanghua

    2017-01-01

    The study of grammar has been paid much attention and the grammar instruction becomes an emphasis and key problem in English language teaching and learning. How to instruct students grammar appropriately becomes controversial for some English teachers increasingly. Some linguistics, theorists and teachers hold that the grammar instruction should…

  15. Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

    Science.gov (United States)

    Mechling, Linda C.; Cronin, Beth

    2006-01-01

    In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only…

  16. Teaching About Economics.

    Science.gov (United States)

    Paine, Carolyn; Arnold, Anne Jurmu

    1983-01-01

    A teaching unit on economics discusses basic background information, suggests classroom activities, and lists sources of instructional resources. Reproducible masters for two instructional levels are included and introduce economics law and basic financial management. (FG)

  17. Research on University Network Teaching Platform (Blackboard in Teaching Management

    Directory of Open Access Journals (Sweden)

    Gou Zhao Xia

    2016-01-01

    Full Text Available With rapid development of online education; teaching platform based on the network, as a new instructional mode has become a hot topic in online teaching. In this paper, the he teaching situation and existing problems on online was analyzed by comparing the difference between network teaching platform and traditional classroom teaching. Then the strategies of network teaching management and the case, which is focusing on the characteristics of Blackboard with the application of network teaching management was presents.

  18. Characterization of Mathematics Instructional Practises for Prospective Elementary Teachers with Varying Levels of Self-Efficacy in Classroom Management and Mathematics Teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-01-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of…

  19. Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

    Science.gov (United States)

    Ryker, Katherine; McConnell, David

    2014-01-01

    This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

  20. How to Build a Course to Teach Accountants to Teach

    Science.gov (United States)

    Noel, Christine Z. J.; Crosser, Rick L.; Kuglin, Christine L.; Lupomech, Lynn A.

    2014-01-01

    Faculty preparation in schools of business continues to offer little or no instruction on how to teach. University instructors, generally teaching the way they were taught, continue to rely on teaching methods with which they are familiar. To exacerbate the issue, a shortage exists in terminally qualified accounting instructors. More and more…

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

    Science.gov (United States)

    McCorkel, J; Cook, V

    1986-04-01

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

  2. The effect of instructional methodology on high school students natural sciences standardized tests scores

    Science.gov (United States)

    Powell, P. E.

    Educators have recently come to consider inquiry based instruction as a more effective method of instruction than didactic instruction. Experience based learning theory suggests that student performance is linked to teaching method. However, research is limited on inquiry teaching and its effectiveness on preparing students to perform well on standardized tests. The purpose of the study to investigate whether one of these two teaching methodologies was more effective in increasing student performance on standardized science tests. The quasi experimental quantitative study was comprised of two stages. Stage 1 used a survey to identify teaching methods of a convenience sample of 57 teacher participants and determined level of inquiry used in instruction to place participants into instructional groups (the independent variable). Stage 2 used analysis of covariance (ANCOVA) to compare posttest scores on a standardized exam by teaching method. Additional analyses were conducted to examine the differences in science achievement by ethnicity, gender, and socioeconomic status by teaching methodology. Results demonstrated a statistically significant gain in test scores when taught using inquiry based instruction. Subpopulation analyses indicated all groups showed improved mean standardized test scores except African American students. The findings benefit teachers and students by presenting data supporting a method of content delivery that increases teacher efficacy and produces students with a greater cognition of science content that meets the school's mission and goals.

  3. 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.

  4. Flipped Classroom Instruction for Inclusive Learning

    Science.gov (United States)

    Altemueller, Lisa; Lindquist, Cynthia

    2017-01-01

    The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and…

  5. 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.

  6. Relational Analysis of Prospective Teachers' Emotions about Teaching, Emotional Styles, and Professional Plans about Teaching

    Science.gov (United States)

    Eren, Altay

    2014-01-01

    The present study examined the mediating roles of prospective teachers' emotional styles in the relationships between their emotions about teaching and professional plans about teaching. A total of 684 prospective teachers, majoring in computer education and instructional technology teaching, mathematics teaching, preschool teaching, special…

  7. The effects of modeling instruction on high school physics academic achievement

    Science.gov (United States)

    Wright, Tiffanie L.

    The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended

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

    Science.gov (United States)

    Cooper, Teo O. H.

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

  9. In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics

    Science.gov (United States)

    Sliva, Yekaterina

    2014-01-01

    The purpose of this study was to introduce an instructional technique for teaching complex tasks in physics, test its effectiveness and efficiency, and understand cognitive processes taking place in learners' minds while they are exposed to this technique. The study was based primarily on cognitive load theory (CLT). CLT determines the amount of…

  10. Emotional Component in Teaching and Learning

    Science.gov (United States)

    Ponnambalam, Michael

    2018-02-01

    The laws of physics are often seen as objective truth, pure and simple. Hence, they tend to appear cerebral and cold. However, their presentation is necessarily subjective and may vary from being boring to being exciting. A detailed analysis of physics education reform efforts over the last three decades finds that interactive instruction results in greater learning gains than the traditional lecture format. In interactive engagement, the emotional component plays a far greater role than acknowledged by many. As an experienced physics teacher [(i) Four decades of teaching and research in four continents (teaching all courses to undergraduate physics majors and algebra-based physics to high school seniors as well as college freshmen), (ii) 11 years of volunteer work in Physics Popularization in six countries to many thousands of students in elementary, middle, and high schools as well as colleges and universities, and (iii) eight years as a Master Teacher and mentor], I feel that the emotional component in teaching and learning physics has been neglected. This paper presents the role of the emotional component in transforming ordinary teaching and learning of physics into an enjoyable and exciting experience for students as well as teachers.

  11. 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'…

  12. Making Time for Instructional Leadership. Appendices

    Science.gov (United States)

    Goldring, Ellen; Grissom, Jason A.; Neumerski, Christine M.; Murphy, Joseph; Blissett, Richard; Porter, Andy

    2015-01-01

    This three-volume report describes the "SAM (School Administration Manager) process," an approach that about 700 schools around the nation are using to direct more of principals' time and effort to improve teaching and learning in classrooms. Research has shown that a principal's instructional leadership is second only to teaching among…

  13. Defining the "D" in ISD. Part 1: Task-General Instructional Methods.

    Science.gov (United States)

    Clark, Ruth Colvin

    1986-01-01

    The first of two articles designed to provide guidelines for the instructional development phase of instructional systems development focuses on general instructional methods supporting all instructional tasks. Teaching methods that support selective attention, processing in working memory, and connecting in long-term memory are described and…

  14. Teaching Writing Strategies

    Directory of Open Access Journals (Sweden)

    Zaououi,Merbouh

    2010-03-01

    Full Text Available Developing learners’ writing skills has been of concern for a long time in education. Students studying English in our educational institutions have been found to face problems mainly in writing, making them unable to cope with the institution’s literacy expectations. However, these students may be able to develop writing skills significantly with positive instructional attitudes towards the errors they make and awareness on the teachers’ part of learner problems. That is why they should improve classroom writing instruction to address the serious problem of students writing difficult. Teaching strategies has shown a dramatic effect on the quality of students’ writing. Strategy instruction involves explicitly and systematically teaching steps necessary to use strategies independently. The following table will explain the above ideas.

  15. 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…

  16. Effective Multicultural Instruction

    Directory of Open Access Journals (Sweden)

    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.

  17. The Implications of Expanding the Instruction Time for the English Language Teaching Policy Implementation in the Sultanate of Oman: A Qualitative Study

    Science.gov (United States)

    Al-Issa, Ali S. M.

    2013-01-01

    This study asks questions and elicits answers about the importance of English language teaching (ELT) instruction time on the national curriculum in the Sultanate of Oman from an ideological perspective. It triangulates data from semi-structured interviews made with different agents involved in the Omani ELT system and representing different…

  18. Language used in interaction during developmental science instruction

    Science.gov (United States)

    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.

  19. Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction.

    Science.gov (United States)

    Stauch, Tiffany A; Plavnick, Joshua B; Sankar, Sudha; Gallagher, Annie C

    2018-05-17

    Few interventions focus on teaching social skills to adolescents with autism spectrum disorder (ASD) and intellectual disabilities (ID) that are consistently used during interactions with peers ( Carter et al., 2014). The present study evaluated the effects of video-based group instruction (VGI) on the acquisition of social perception skills of five adolescents with ASD or ID in a public school setting. Social perception involves observing affective behaviors of others, discriminating relevant environmental stimuli, and differentially reinforcing the affective behavior of another person. Typically developing peers supported VGI implementation as social partners for participants. A multiple probe design across behaviors demonstrated the effectiveness of VGI for teaching social perception skills. Four of five participants acquired and maintained the targeted social perception skills, and we observed some transfer to a nontreatment setting. Results of this study suggest VGI may support the acquisition of social perception among adolescents with ASD or ID. © 2018 Society for the Experimental Analysis of Behavior.

  20. Availability and Use of Instructional Materials in the Teaching of Conflict and Conflict Resolution in Primary Schools in Nandi North District, Kenya

    Science.gov (United States)

    Tuimur, Hilda Ng'etich; Chemwei, Bernard

    2015-01-01

    This paper examines the availability and use of instructional resources necessary for teaching Conflict and Conflict Resolution as a topic in Social Studies subject in primary schools in Nandi North District in Kenya. The study was carried out through descriptive survey. The study population included Social Studies teachers in Kosirai Division of…

  1. The Effects of a Computer-Assisted Teaching Material, Designed According to the ASSURE Instructional Design and the ARCS Model of Motivation, on Students’ Achievement Levels in a Mathematics Lesson and Their Resulting Attitudes

    OpenAIRE

    Hilal Karakış; Ayşen Karamete; Aydın Okçu

    2016-01-01

    This study examined the effects that computer-assisted instruction had on students’ attitudes toward a mathematics lesson and toward learning mathematics with computer-assisted instruction. The computer software we used was based on the ASSURE Instructional Systems Design and the ARCS Model of Motivation, and the software was designed to teach fractions to fourth-grade students. The skill levels of these students were gauged before and after receiving the computer-assisted instruction. We str...

  2. 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.

  3. Statistics Graduate Teaching Assistants' Beliefs, Practices and Preparation for Teaching Introductory Statistics

    Science.gov (United States)

    Justice, Nicola; Zieffler, Andrew; Garfield, Joan

    2017-01-01

    Graduate teaching assistants (GTAs) are responsible for the instruction of many statistics courses offered at the university level, yet little is known about these students' preparation for teaching, their beliefs about how introductory statistics should be taught, or the pedagogical practices of the courses they teach. An online survey to examine…

  4. An analysis of the relationship between K--5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy

    Science.gov (United States)

    Clark, Ian

    The purpose of this study is to analyze the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy. The influence of background variables on both leadership and efficacy is also analyzed. A sequential mixed methods approach was used in this study. The survey sample was comprised of teachers in the elementary divisions of schools from the nine international school regional associations. Teacher participation was obtained through an email containing an online survey link. Following the analysis of survey responses (N=356), in-depth interviews (N=17) were conducted. Reliability for the instructional leadership scale was found to be .94 (coefficient alpha) and .69 for the personal science teaching efficacy (PSTE) scale. The results show a significant correlation between elementary school teachers' perceptions of principal instructional leadership and their PSTE levels, with the most significant correlation that between the study of a science-related major or minor at college and higher PSTE scores. Strong correlations were also found between PSTE levels and having principals who discussed goals at faculty meetings, participated in science curricular review, supported recognition of student progress, encouraged new skills and concepts, discussed student progress with faculty, and used assessments to see science progress towards easily understood goals. PSTE levels were also higher in schools where principals had grade or school level science coordinators in place and where they supported the use of science kits.

  5. Measuring Nurse Educators' Willingness to Adopt Inclusive Teaching Strategies.

    Science.gov (United States)

    Levey, Janet A

    The purpose of the study was to examine the characteristics and relationships of nurse educators' teaching practices, knowledge, support, and willingness to adopt inclusive teaching strategies (WillAdITS). Adopting more inclusive teaching strategies based on universal design for instruction is an innovative way for educators to reach today's diverse student body. However, the pedagogy has not diffused into nursing education. Descriptive statistics and hierarchical multiple regression were used for analyzing data from 311 nurse educators in prelicensure and RN to BSN programs. The model explained 44.8 percent of the variance in WillAdITS. The best indicators for this pedagogy were knowledge of universal design for instruction, social system support for inclusive teaching strategies, multiple instructional formats, and years of teaching. Knowing factors influencing the adoption of inclusive teaching strategies can inform schools of nursing of areas needing further development in the preparation of novice to experienced educators to teach diverse learners.

  6. A Comparison of Discrete Trial Teaching with and without Gestures/Signs in Teaching Receptive Language Skills to Children with Autism

    Science.gov (United States)

    Kurt, Onur

    2011-01-01

    The present study was designed to compare the effectiveness and efficiency of two discrete trial teaching procedures for teaching receptive language skills to children with autism. While verbal instructions were delivered alone during the first procedure, all verbal instructions were combined with simple gestures and/or signs during the second…

  7. The role of translation in undergraduate medical English instruction

    Directory of Open Access Journals (Sweden)

    Sofija Micic

    2008-10-01

    Full Text Available For most of its history of undergraduate medical English instruction at Belgrade University, translation was a major part of teaching and assessment. Educational reforms in the early 21st century resulted in a shift towards content-based instruction with the focus on reading comprehension and less translation. The paper analyses the new role of translation in the reformed Serbian curriculum. A brief history of Medical English instruction is outlined. The role of lexicon and the level of discourse within the teaching of English translation in the Serbian curriculum are explored. Some suggestions for the improvement of medical English translation in the Serbian curriculum are offered. It has been shown that translation is a valuable skill to be mastered. Translation exercises allow instructors to recognize language-related comprehension problems. Furthermore, teaching translation is important in that future medical professionals are able to recognize different medical genres and structural differences between English and Serbian.

  8. Exploring Non-Instructional Factors in Student Evaluations

    Science.gov (United States)

    Ali, Holi Ibrahim Holi; Al Ajmi, Ahmed Ali Saleh

    2013-01-01

    The use of student ratings to measure instructors' teaching performance and effectiveness in tertiary education has been an important but controversial tool in the improvement of teaching quality during the past few decades. This is an attempt to explore non-instructional factors of student evaluations by discussing and reviewing relevant…

  9. Instructional Strategies for the Inclusive Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann; Adamek, Mary

    2018-01-01

    While inclusive education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety…

  10. Teaching Historians with Databases.

    Science.gov (United States)

    Burton, Vernon

    1993-01-01

    Asserts that, although pressures to publish have detracted from the quality of teaching at the college level, recent innovations in educational technology have created opportunities for instructional improvement. Describes the use of computer-assisted instruction and databases in college-level history courses. (CFR)

  11. Effects of traditional teaching vs a multisensory instructional package on the science achievement and attitudes of English language learners middle-school students and English-speaking middle-school students

    Science.gov (United States)

    Crosley, Haver

    This research was designed to determine the relative effectiveness of a Multi-sensory Instructional Package (MIP) (Dunn & Dunn, 1992) versus Traditional Teaching (TT) on the science achievement- and attitude-test scores of middle-school English Language Learner (ELL) and English-speaking sixth-, seventh-, and eighth-grade middle-school students. The dependent variables were students' science- and attitude-test scores. The independent variables were the two instructional strategies, ELL and English-speaking (Non-ELL) status, and three grade levels. The sample consisted of 282 sixth-, seventh-, and eighth-grade ELL and Non-ELL middle-school students. Learning Styles: The Clue to You! (LS: CY) (Burke & Dunn, 1998) was administered to determine learning-style preferences. The control groups were taught sixth-, seventh-, and eighth-grade science lessons traditionally and the experimental groups were instructed on the same units using MIPs. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. All three groups experienced both traditional and multi-sensory instruction in all three sub-units. The data subjected to statistical analyses supported the use of an MIP rather than a traditional approach for teaching science content to both ELLs and English-speaking middle-school students. Analysis of variance (ANOVA) revealed a positive and significant impact on achievement scores. Furthermore, the students indicated significantly more positive attitudes when instructed with an MIP approach.

  12. Transforming pathophysiology instruction through narrative pedagogy and Socratic questioning.

    Science.gov (United States)

    Rogge, M M

    2001-01-01

    Pathophysiology, heavily content driven, has typically been taught through the use of traditional behavioral pedagogy and a reliance on the formal lecture. The author describes the limitations of this approach to teaching pathophysiology and describes the use of narrative pedagogy and Socratic questioning as alternative methods of instruction to augment lecture methods. Specific strategies for transforming traditional classroom teaching by using Socratic questions in a pathophysiology course for nurse practitioners are described. Student and faculty reactions to the initial efforts to transform pathophysiology instruction are also described.

  13. Increasing instruction time in school does increase learning

    DEFF Research Database (Denmark)

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

    2016-01-01

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

  14. 30 CFR 48.5 - Training of new miners; minimum courses of instruction; hours of instruction.

    Science.gov (United States)

    2010-07-01

    ... avoidance of electrical hazards. (11) First aid. The course shall include instruction in first aid methods... use, care, and maintenance of self-rescue and respiratory devices used at the mine; (ii) Hands-on...; escapeways; emergency evacuation; barricading. The program of instruction for mine emergency evacuation and...

  15. Measurement Control Workshop Instructional Materials

    International Nuclear Information System (INIS)

    Gibbs, Philip; Crawford, Cary; McGinnis, Brent

    2014-01-01

    A workshop to teach the essential elements of an effective nuclear materials control and accountability (MC&A) programs are outlined, along with the modes of Instruction, and the roles and responsibilities of participants in the workshop.

  16. Measurement control workshop instructional materials

    Energy Technology Data Exchange (ETDEWEB)

    Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Crawford, Cary [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); McGinnis, Brent [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Insolves LLC, Piketon, OH (United States)

    2014-04-01

    A workshop to teach the essential elements of an effective nuclear materials control and accountability (MC&A) programs are outlined, along with the modes of Instruction, and the roles and responsibilities of participants in the workshop.

  17. Metacognitive Instruction: Global and Local Shifts in Considering Listening Input

    Directory of Open Access Journals (Sweden)

    Hossein Bozorgian

    2013-01-01

    Full Text Available A key shift of thinking for effective learning and teaching of listening input has been seen and organized in education locally and globally. This study has probed whether metacognitive instruction through a pedagogical cycle shifts high-intermediate students' English language learning and English as a second language (ESL teacher's teaching focus on listening input. Twenty male Iranian students with an age range of 18 to 24 received a guided methodology including metacognitive strategies (planning, monitoring, and evaluation for a period of three months. This study has used the strategies and probed the importance of metacognitive instruction through interviewing both the teacher and the students. The results have shown that metacognitive instruction helped both the ESL teacher's and the students' shift of thinking about teaching and learning listening input. This key shift of thinking has implications globally and locally for classroom practices of listening input.

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

    Science.gov (United States)

    Soruç, Adem; Qin, Jingjing; Kim, YouJin

    2017-01-01

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

  19. Triangular model integrating clinical teaching and assessment.

    Science.gov (United States)

    Abdelaziz, Adel; Koshak, Emad

    2014-01-01

    Structuring clinical teaching is a challenge facing medical education curriculum designers. A variety of instructional methods on different domains of learning are indicated to accommodate different learning styles. Conventional methods of clinical teaching, like training in ambulatory care settings, are prone to the factor of coincidence in having varieties of patient presentations. Accordingly, alternative methods of instruction are indicated to compensate for the deficiencies of these conventional methods. This paper presents an initiative that can be used to design a checklist as a blueprint to guide appropriate selection and implementation of teaching/learning and assessment methods in each of the educational courses and modules based on educational objectives. Three categories of instructional methods were identified, and within each a variety of methods were included. These categories are classroom-type settings, health services-based settings, and community service-based settings. Such categories have framed our triangular model of clinical teaching and assessment.

  20. Ice Skating: Special Olympics Sports Skills Instructional Program.

    Science.gov (United States)

    Special Olympics, Inc., Washington, DC.

    One of seven booklets on Special Olympics Sports Skills Instructional Programs, this guide presents teaching suggestions for ice skating coaches working with mentally retarded persons. An overview section introduces the sport and considers ideas for effective teaching. Goals, objectives, and benefits are considered along with information on…

  1. Designing Preclinical Instruction for Psychomotor Skills (II)--Instructional Engineering: Task Analysis.

    Science.gov (United States)

    Knight, G. William; And Others

    1994-01-01

    The first step in engineering the instruction of dental psychomotor skills, task analysis, is explained. A chart details the procedural, cognitive, desired-criteria, and desired-performance analysis of a single task, occlusal preparation for amalgam restoration with carious lesion. (MSE)

  2. From theory to practice: integrating instructional technology into veterinary medical education.

    Science.gov (United States)

    Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; Herman, Cheryl; Miesner, Matt; Renter, David; Gehring, Ronette

    2013-01-01

    Technology has changed the landscape of teaching and learning. The integration of instructional technology into teaching for meaningful learning is an issue for all educators to consider. In this article, we introduce educational theories including constructivism, information-processing theory, and dual-coding theory, along with the seven principles of good practice in undergraduate education. We also discuss five practical instructional strategies and the relationship of these strategies to the educational theories. From theory to practice, the purpose of the article is to share our application of educational theory and practice to work toward more innovative teaching in veterinary medical education.

  3. TRUPACT-II procedures and maintenance instructions

    International Nuclear Information System (INIS)

    1994-01-01

    The purpose of this document is to provide the technical requirements for operation, inspection and maintenance of a TRUPACT-II Shipping Package and directly related components. This document shall supply the minimum requirements as specified in the TRUPACT-II Safety Analysis Report for Packaging (SARP) and Certificate of Compliance (C of C) 9218. In the event there is a conflict between this document and the TRUPACT-II SARP (NRC Certificate of Compliance No. 9218), the TRUPACT-II SARP shall govern. This document details the operations, maintenance, repair, replacement of components, as well as the documentation required and the procedures to be followed to maintain the integrity of the TRUPACT-II container. These procedures may be modified for site use, but as a minimum all parameters and format listed herein must be included in any site modified version. For convenience and where applicable steps may be performed out of sequence. Packaging and payload handling equipment and transport trailers have been specifically designed for use with the TRUPACT-II Packaging. This document discusses the minimum required procedures for use of the adjustable center of gravity lift fixture and the TRUPACT-II transport trailer in conjunction with the TRUPACT-II Packaging

  4. Student Teachers' Approaches to Teaching Biological Evolution

    Science.gov (United States)

    Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

    2015-06-01

    Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

  5. Teaching geriatric fellows how to teach: a needs assessment targeting geriatrics fellowship program directors.

    Science.gov (United States)

    Rivera, Veronica; Yukawa, Michi; Aronson, Louise; Widera, Eric

    2014-12-01

    The entire healthcare workforce needs to be educated to better care for older adults. The purpose of this study was to determine whether fellows are being trained to teach, to assess the attitudes of fellowship directors toward training fellows to be teachers, and to understand how to facilitate this type of training for fellows. A nine-question survey adapted from a 2001 survey issued to residency program directors inquiring about residents-as-teachers curricula was developed and administered. The survey was issued electronically and sent out three times over a 6-week period. Of 144 ACGME-accredited geriatric fellowship directors from geriatric, internal medicine, and family medicine departments who were e-mailed the survey, 101 (70%) responded; 75% had an academic affiliation, 15% had a community affiliation, and 10% did not report. Academic and community programs required their fellows to teach, but just 55% of academic and 29% of community programs offered teaching skills instruction as part of their fellowship curriculum; 67% of academic programs and 79% of community programs felt that their fellows would benefit from more teaching skill instruction. Program directors listed fellow (39%) and faculty (46%) time constraints as obstacles to creation and implementation of a teaching curriculum. The majority of fellowship directors believe that it is important for geriatric fellows to become competent educators, but only approximately half of programs currently provide formal instruction in teaching skills. A reproducible, accessible curriculum on teaching to teach that includes a rigorous evaluation component should be created for geriatrics fellowship programs. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.

  6. A Program to Teach Programming.

    Science.gov (United States)

    Fenichel, Robert R.; And Others

    1969-01-01

    The TEACH system was developed to provide inexpensive, effective, virtually instructorless instruction in programing. The TEACH system employed an interactive language, UNCL. Two full sections of the TEACH course were taught. The results of this experience suggested ways in which the research and development effort on the system should be…

  7. Methods for Instructional Diagnosis with Limited Available Resources.

    Science.gov (United States)

    Gillmore, Gerald M.; Clark, D. Joseph

    College teaching should be approached with the same careful delineation of problems and systematic attempts to find solutions which characterize research. Specific methods for the diagnosis of instructional problems include audio-video taping, use of teaching assistants, colleague assistance, classroom tests, student projects in and out of class,…

  8. Teaching science in museums

    Science.gov (United States)

    Tran, Lynn Uyen

    Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to

  9. Job Instruction Training.

    Science.gov (United States)

    Pfau, Richard H.

    Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee's supervisor but can be a co-worker. The JIT technique consists of a series of steps that a supervisor or other instructor follows…

  10. The Role of Technology in Science Teaching Activities: Web Based Teaching Applications

    Directory of Open Access Journals (Sweden)

    Fatma ALKAN

    2016-12-01

    Full Text Available 2015 Abstract In this research the attitudes of pre-service teachers studying at Hacettepe University, Division of Science Education towards the importance of technological equipment in chemistry education activities and how effective they find technology in teaching different skills and applications have been examined. Pre-test/post-test control group design has been used in the research. In the experimental group Titrimetric Analysis has been conducted with simulations supported web based instruction and in the control group with teacher-centered instruction. In general, it has been found out that the attitudes of pre-service teachers in experiment group towards the importance of technological equipment as a teaching tool in chemistry are more positive than those in control group. In other words, statistically significant differences have occurred in attitudes of pre-service teachers in both experiment and control group towards the role of technology in chemistry teaching activities after web based teaching.

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

    Science.gov (United States)

    Blevins, Kathryn

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

  12. The impact of professional development: Enhancing the quality of teaching in international programmes

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.; Lauridsen, Ole

    competences and language proficiency to teach through English; in addition, participants should be able (i) to account for the basic concepts of active learning in an English Medium Instruction (EMI) context, (ii) to relate them to their own teaching practice, and (iii) to apply them in the planning...... topics such as active learning as well as linguistic and cultural issues in the international classroom. In the second semester, the lecturers were observed again and developments were noted. The programme ended with a half-day workshop at which participants exchanged experiences and ideas...... as the local culture may differ from their own cultural background. With a classroom characterised by such diversity, there may be cultural, linguistic and didactic factors that need to be taken into consideration in order for teaching and learning to be successful. This paper reports on a project in which all...

  13. Adaptive Instruction: Building on Diversity.

    Science.gov (United States)

    Wang, Margaret C.

    1980-01-01

    The use of alternative instructional strategies and resources to meet the learning needs of individual students incorporates the diagnosis of student learning progress, the teaching of self-management skills, organizational supports, and family involvement into an effective educational program. (JN)

  14. EFL Pronunciation Teaching: A Theoretical Review

    Directory of Open Access Journals (Sweden)

    Hamid Nikbakht

    2010-05-01

    Full Text Available This study aims to represent the developing status of pronunciation teaching and presents the current perspectives on pronunciation learning and teaching, coupled with innovative approaches and techniques/activities. It is argued that pronunciation teaching methodologies have changed over decades since the Reform Movement. The exact status of teaching pronunciation appeared first in the Audio Lingual Methods and continued in the Communicative Language Teaching methods; however, the ways of teaching pronunciation have explicitly a long history. In this study, the researcher scrutinizes the most influential factors in pronunciation learning, the knowledge of which can by and large facilitate both the teaching and the acquisition of pronunciation. Next, the focus of the article will be placed mainly on pronunciation intelligibility as a more realistic purpose of pronunciation pedagogy and instruction. Additionally, the article discusses a number of suggestions for teaching pronunciation and indicates that the teaching of pronunciation can be made more effective and facilitative in the EFL classrooms by offering some state-of-the-art teaching approaches to pronunciation convenient to EFL environment, along with a set of diverse techniques/activities. Finally, the study outlines the current innovative approaches and gives new insights into pronunciation instruction.

  15. Explicit Grammar Instruction in L2 Learners’Writing Development:Effective or Ineffective?

    Institute of Scientific and Technical Information of China (English)

    田秀峰

    2012-01-01

      It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is. However, there are more than one factor to take into consideration while discussing which way is better for L2 learners. This short essay aims at depicting three respects concerning grammar teaching, namely learning context, language learners’beliefs and needs, and grammar instruction. When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners’writing development, they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students

  16. Coyote Teaching for Geography Instruction

    Science.gov (United States)

    DeMers, Michael N.

    2010-01-01

    Coyote teaching emphasizes learning community, long term mentoring, a need for learning, ownership of learning, heightened sensory awareness, storytelling, purposefully designed tricks, and the Socratic method to promote lifelong learning and a new generation of coyote teachers. Many of these methods are found in other educational philosophies but…

  17. The Use of Computer-Assisted Instruction as an Instructional Tool to Teach Social Stories to Individuals Who Have Been Diagnosed on the Autism Spectrum

    Directory of Open Access Journals (Sweden)

    Nanette Edeiken-Cooperman

    2014-10-01

    Full Text Available This article discusses the use of computer-assisted instruction (CAI to teach Social Stories as a method of positively affecting the social understanding and behaviors of learners who have been diagnosed on the autism spectrum. As the diagnosis rate for those with ASD continues to rise along with the practice of including these learners in the general education environment, there is an increasing need to identify evidence-based practices that focus on the acquisition and remediation of social-communication skills, social skills, and social competence. A variety of strategies have been developed and implemented to remediate deficits in these areas. The use of CAI is an approach that has been proven to accommodate both the needs and the visual learning styles of these learners.

  18. Experimental Comparison of Inquiry and Direct Instruction in Science

    Science.gov (United States)

    Cobern, William W.; Schuster, David; Adams, Betty; Applegate, Brooks; Skjold, Brandy; Undreiu, Adriana; Loving, Cathleen C.; Gobert, Janice D.

    2010-01-01

    There are continuing educational and political debates about "inquiry" versus "direct" teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K-12 education. While inquiry-based instruction has the advantage of modelling aspects…

  19. Dynamic Synchronization of Teacher-Students Affection in Affective Instruction

    Science.gov (United States)

    Zhang, Wenhai; Lu, Jiamei

    2011-01-01

    Based on Bower's affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students' cognition and affection together. In the process of teaching,…

  20. Systematic Instruction for Retarded Children: The Illinois Program. Part III: Self-Help Instruction.

    Science.gov (United States)

    Linford, Maxine D.; And Others

    The manual for programed instruction of self care skills for trainable mentally handicapped children consists of dressing, dining, grooming, and toilet training. Teaching methods used include behavioral analysis and management, task analysis, and errorless learning. The lesson plans in each section are programed to maximize the child's success at…

  1. Success and failure in school mathematics: effects of instruction and school environment.

    Science.gov (United States)

    Reusser, K

    2000-01-01

    Given the stubborn phenomenon of many children's serious difficulties and failure in mathematical learning, the hypothesis of developmental delay, or neurocognitively based deficiency should be complemented by further explanantions of children's weaknesses and substandard performance in mathematics. One obvious explanantion is that schooling and instruction for low ability children and for children with special needs is often inadequate. The present contribution examines selected research on mathematics learning under a cognitive instructional (didactical) perspective. Constructivist learning theory, the rooting of meaningful learning in concrete modeling activities, the balancing of understanding and practice in mathematics instruction, diagnostic and adaptive teaching, computer-assisted instruction, and the role of nonmathematical stumbling-blocks are discussed as principles and factors of effective mathematics learning and teaching.

  2. The Effect of Blackboard Collaborate-Based Instruction on Pre-Service Teachers' Achievement in the EFL Teaching Methods Course at Faculties of Education for Girls

    Science.gov (United States)

    Hussein, Hussein El-ghamry Mohammad

    2016-01-01

    This study investigated the effect of Blackboard-based instruction on pre-service teachers' achievement in the teaching methods course at The Faculty of Education for Girls, in Bisha, KSA. Forty seventh-level English Department students were randomly assigned into either the experimental group (N = 20) or the control group (N = 20). While studying…

  3. Using WebQuests to Teach Content: Comparing Instructional Strategies

    Science.gov (United States)

    Strickland, Janet

    2005-01-01

    The purpose of this study was to compare the use of WebQuests with traditional instruction. Specifically, the study examined the end-of-unit exam scores for students who completed a WebQuest on the Texas Revolution and those students completing a poster activity. Both of the instructional activities were implemented as additional enhancement to…

  4. How do Spanish EFL learners perceive grammar instruction and ...

    African Journals Online (AJOL)

    This research study of an exploratory-interpretive nature mainly focuses on the role and effectiveness of grammar instruction and corrective feedback as controversial areas of language instruction of considerable debate in SLA research and L2 pedagogy. Since the question today is no longer whether or not to teach ...

  5. Effective instruction for English learners.

    Science.gov (United States)

    Calderón, Margarita; Slavin, Robert; Sánchez, Marta

    2011-01-01

    The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

  6. A Psychology of Teaching.

    Science.gov (United States)

    Pedrini, D. T.; Pedrini, B. C.

    William James, the turn of the century psychologist, philospher, and educator, was avidly interested in the relationship between psychology and teaching. This paper considers operant conditioning, timing of reinforcers, and programmed instruction--touchstones of B.F. Skinner in the teaching/learning milieu. Of course, materials not just methods…

  7. Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students

    Science.gov (United States)

    Suhandi, A.; Muslim; Samsudin, A.; Hermita, N.; Supriyatman

    2018-05-01

    In this study, the effectiveness of the use of Question-Driven Levels of Inquiry Based Instruction (QD-LOIBI) assisted visual multimedia supported teaching materials on enhancing senior high school students scientific explanation ability has been studied. QD-LOIBI was designed by following five-levels of inquiry proposed by Wenning. Visual multimedia used in teaching materials included image (photo), virtual simulation and video phenomena. QD-LOIBI assisted teaching materials supported by visual multimedia were tried out on senior high school students at one high school in one district in West Java. A quasi-experiment method with design one experiment group (n = 31) and one control group (n = 32) were used. Experimental group were given QD-LOIBI assisted teaching material supported by visual multimedia, whereas the control group were given QD-LOIBI assisted teaching materials not supported visual multimedia. Data on the ability of scientific explanation in both groups were collected by scientific explanation ability test in essay form concerning kinetic gas theory concept. The results showed that the number of students in the experimental class that has increased the category and quality of scientific explanation is greater than in the control class. These results indicate that the use of multimedia supported instructional materials developed for implementation of QD-LOIBI can improve students’ ability to provide explanations supported by scientific evidence gained from practicum activities and applicable concepts, laws, principles or theories.

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

    Science.gov (United States)

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

    2010-01-01

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

  9. Assistant for instructional development (AID)

    NARCIS (Netherlands)

    Meer, J.P. van; Veldhuis, G.J.; Emmerik, M.L. van; Theunissen, N.C.M.

    2007-01-01

    Introduction: Due to periodical job rotation within the military, instructional developers are not always experts in their field and are consequently unaware of the types of educational concepts that are available to teach with (Jans & Frazer-Jans, 2004). These observations have led to the

  10. Interaction Of Verbal Communication Of The Teacher From The Philippines In The Teaching Activity For Nursery II Students At The Singapore International School Medan

    Directory of Open Access Journals (Sweden)

    Tetti Nauli Panjaitan

    2017-07-01

    Full Text Available The title of the research was Interaction of Verbal Communication of the Teacher from thePhilippines in the Teaching Activity for Nursery II Students at the Singapore International School Medan. The objective of the research was to find out the verbal Interaction communicationin the teaching activity of the teacher from the Philippines in Nursery II Class at the Singapore International School Medan. The school is one of the international schools with foreign teachers. It uses English as the teaching medium in the teaching-learning process. The teacher in this class comes from the Philippines and the students are from 3 to 4 years old.The result of the research showed that the teaching activity in the Nursery II class at the Singapore International School Medan was done in two ways between teacher and students the teacher used more verbal communication while non-verbal communication was used as a supporting method. The learning process was done through singing telling stories games and using teaching tools like television pictures and toys in the communication process in order to make the students easier to understand what had been conveyed by the teacher.

  11. Empirical links between instruction with teaching tools and the hierarchical model of intrinsic and extrinsic motivation in a Korean college tennis class.

    Science.gov (United States)

    Shin, Myoungjin; Kwon, Sungho

    2015-04-01

    The objective of this study was to demonstrate the sequential process (i.e., social factors→mediators→motivation→consequences) underlying the Hierarchical Model of Intrinsic and Extrinsic Motivation at the contextual level in instruction using three teaching tools, modified balls, a high net, and colored balls and cones in a college-level tennis class in South Korea. 126 students enrolled in a 15-week tennis class participated in the study. The results indicate that the three teaching tools positively affected students' perceived competence, with perceived competence's beta on intrinsic motivation equal to 0.45. Intrinsic motivation was found to reduce negative affect further by -0.33, thereby demonstrating the sequential process of the Hierarchical Model of Intrinsic and Extrinsic Motivation.

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

    Science.gov (United States)

    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.

  13. Instructional Strategies to Support Creativity and Innovation in Education

    Science.gov (United States)

    Seechaliao, Thapanee

    2017-01-01

    The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three…

  14. EMC² = comprehension: A reading strategy instruction framework for all teachers

    Directory of Open Access Journals (Sweden)

    Nanda M Klapwijk

    2015-02-01

    Full Text Available Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not able to teach the concept, and are seemingly not taught to do so during their teacher training years. In addition to this, comprehension continues to be viewed as part of 'language teaching', and is therefore viewed as the so-called 'language teacher's' domain. In support of effective comprehension instruction in the unique, multilingual South African education environment, this article proposes a framework for reading strategy instruction, aimed specifically at teachers. The framework was developed from a research study, and refined through subsequent application in a university course as well as a further study. The framework acknowledges that reading is a multifaceted and complex process, and accordingly, provides sufficient structure for teachers. It further addresses the issue of comprehension instruction through the use of selected reading strategies, designed to be applied by all teachers in all subjects in a flexible and easy manner.

  15. Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners

    Science.gov (United States)

    Kareva, Veronika; Echevarria, Jana

    2013-01-01

    In this paper we present a comprehensive model of instruction for providing consistent, high quality teaching to L2 students. This model, the SIOP Model (Sheltered Instruction Observation Protocol), provides an explicit framework for organizing instructional practices to optimize the effectiveness of teaching second and foreign language learners.…

  16. Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

    Science.gov (United States)

    Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

    2009-01-01

    Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

  17. An Organizational Model for Instructional Support at a Community College.

    Science.gov (United States)

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

    2003-01-01

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

  18. 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.

  19. Instructional Design-Based Research on Problem Solving Strategies

    Science.gov (United States)

    Emre-Akdogan, Elçin; Argün, Ziya

    2016-01-01

    The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view,…

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

    Science.gov (United States)

    Sahingoz, Selcuk

    One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the

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

    Science.gov (United States)

    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…

  2. Improving Teaching Effectiveness: Implementation. The Intensive Partnerships for Effective Teaching through 2013-2014

    Science.gov (United States)

    Stecher, Brian M.; Garet, Michael S.; Hamilton, Laura S.; Steiner, Elizabeth D.; Robyn, Abby; Poirier, Jeffrey; Holtzman, Deborah; Fulbeck, Eleanor S.; Chambers, Jay; de los Reyes, Iliana Brodziak

    2016-01-01

    To improve the U.S. education system through more-effective classroom teaching, in school year 2009-2010, the Bill and Melinda Gates Foundation announced four Intensive Partnership for Effective Teaching sites. The Intensive Partnerships Initiative is based on the premise that efforts to improve instruction can benefit from high-quality measures…

  3. Windows into Instructional Practice

    Science.gov (United States)

    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,…

  4. The effects of video modeling with voiceover instruction on accurate implementation of discrete-trial instruction.

    Science.gov (United States)

    Vladescu, Jason C; Carroll, Regina; Paden, Amber; Kodak, Tiffany M

    2012-01-01

    The present study replicates and extends previous research on the use of video modeling (VM) with voiceover instruction to train staff to implement discrete-trial instruction (DTI). After staff trainees reached the mastery criterion when teaching an adult confederate with VM, they taught a child with a developmental disability using DTI. The results showed that the staff trainees' accurate implementation of DTI remained high, and both child participants acquired new skills. These findings provide additional support that VM may be an effective method to train staff members to conduct DTI.

  5. Using a Moodle-Based Professional Development Program to Train Science Teachers to Teach for Creativity and its Effectiveness on their Teaching Practices

    Science.gov (United States)

    Al-Balushi, Sulaiman M.; Al-Abdali, Nasser S.

    2015-08-01

    This study describes a distance learning professional development program that we designed for the purpose of training science teachers to teach for creativity. The Moodle platform was used to host the training. To ensure that trainees would benefit from this distance learning program, we designed the instructional activities according to the Community of Inquiry framework, which consists of three main elements: cognitive presence, teaching presence and social presence. Nineteen science teachers in Oman engaged in the training, which lasted for 36 working days. To measure the effectiveness of the training program on science teachers' instructional practices related to teaching for creativity, we used a pre-post one-group quasi-experimental design. An observation form was used to assess and document participants' practices. Paired t test results showed that there was a statistically significant improvement in science teachers' practices related to teaching for creativity. During the implementation of the training program, we observed that cognitive presence and teaching presence were the two most successful elements of the program. The training program involved participants in different instructional activities which were designed to help them understand the role of creativity in science; a wide range of instructional techniques designed to nurture students' creativity was discussed. The program also provided participants with opportunities to relate their practices to teaching for creativity and to design and implement lesson plans geared toward teaching for creativity. However, the social presence element was not satisfying. Participants' virtual interactions with each other and their engagement in online discussion forums were limited. This paper provides some recommendations to overcome such pitfalls.

  6. Health Instruction Packages: Cardiac Anatomy.

    Science.gov (United States)

    Phillips, Gwen; And Others

    Text, illustrations, and exercises are utilized in these five learning modules to instruct nurses, students, and other health care professionals in cardiac anatomy and functions and in fundamental electrocardiographic techniques. The first module, "Cardiac Anatomy and Physiology: A Review" by Gwen Phillips, teaches the learner to draw…

  7. Succession Planning for Library Instruction

    Science.gov (United States)

    Sobel, Karen; Drewry, Josiah

    2015-01-01

    Detailed succession planning helps libraries pass information from one employee to the next. This is crucial in preparing for hiring, turnover, retirements, training of graduate teaching assistants in academic libraries, and other common situations. The authors of this article discuss succession planning for instruction programs in academic…

  8. Instruction of Competent Psychomotor Skill

    Science.gov (United States)

    Olson, Valerie Dong

    2008-01-01

    Instruction of competent psychomotor skill necessitates an eclectic approach. The principles of learning, complemented with learning styles and sensory modalities preferences, provide a background for teaching physical skills. The use of the psychomotor domain of Bloom's Taxonomy as a map and corresponding behavioral objectives foster the mastery…

  9. Cultivating Bilingual Learners' Language Arts Knowledge: A Framework for Successful Teaching

    Science.gov (United States)

    Almaguer, Isela; Esquierdo, J. Joy

    2013-01-01

    It is essential to support bilingual learners' language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an…

  10. Trends in the Teaching of Typewriting

    Science.gov (United States)

    Meehan, James R.

    1977-01-01

    Trends in typewriting instruction are discussed in the following areas: vocational opportunities for typists, present enrollment in typewriting, approach to teaching typewriting, typing numbers, justification of typewriting costs, and the teaching load of the typewriting teacher. (TA)

  11. Forum Response: Ethics in Business and Teaching.

    Science.gov (United States)

    Anderson, James A.

    2003-01-01

    Discusses the teaching of business ethics. Draws conclusions about teaching business ethics noting that such instruction must start with the principles of capitalism and the functions of a market economy. (SG)

  12. An Evaluation of Computer-Aided Instruction in an Introductory Biostatistics Course.

    Science.gov (United States)

    Forsythe, Alan B.; Freed, James R.

    1979-01-01

    Evaluates the effectiveness of computer assisted instruction for teaching biostatistics to first year students at the UCLA School of Dentistry. Results do not demonstrate the superiority of CAI but do suggest that CAI compares favorably to conventional lecture and programed instruction methods. (RAO)

  13. Preparation for Instruction. A Module of Instruction in Teacher Education. Prepared for Project RAFT.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    This module, developed by the Research Applications for Teaching (RAFT) project, was written to assist students to write lesson plans that are effective and interactive. Students are given directions for the preparation of behavioral objectives and for the selection of appropriate instructional methodologies to meet the widely varying needs of…

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

    Directory of Open Access Journals (Sweden)

    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

  15. Webquest 2.0: An Instructional Model for Digital Learners

    Science.gov (United States)

    Dell, Diana F. Abernathy

    2012-01-01

    Teaching and learning tools such as Moodle and Web 2.0 tools are appearing in K-12 classrooms; however, there is a lack of scholarly research to guide the implementation of these tools. The WebQuest model, a widely adopted inquiry-based model for online instruction, has instructional inadequacies and does not make the most of emerging…

  16. Developing android-based science instructional media to improve scientific literacy of junior high school students

    Science.gov (United States)

    Farida, I. I.; Jumadi; Wilujeng; Senam

    2018-04-01

    The aims of this study are: to develop android-based science instructional media and to reveal the characteristic, the quality, and the effectiveness of android-based science instructional media with global warming topic to increase junior high school students’ scientific literacy. This study is a development research. The instructional media were reviewed by a media expert, a material expert, science teachers, peer reviewers, and students. The data was collected using media evaluation questionnaires. The results of the study showed that: (1) the android-based science instructional media has characteristics including interesting visualization, easy to use, flexible, and practical, (2) the android-based science instructional media was appropriate for teaching, in terms of material evaluation aspects, media evaluation aspects, and based on student test results, and (3) the android-based science instructional media can effectively used for teaching.

  17. EST Vocabulary Instruction

    Directory of Open Access Journals (Sweden)

    Célia D.S. Bell

    2012-05-01

    Full Text Available This study aims at contributing to the investigation on the instruction of EST (English for Science and Technology vocabulary, in terms of receptive use of the language. It evaluates the effectiveness of two teaching approaches to the acquisition of vocabulary. The first approach consisted of teaching vocabulary through the use of dictionaries, where the words were merely translated into the learners’ L1 or defined in the target language thus promoting superficial level of word processing. The second approach employed activities promoting deep level of word processing. Data were analysed quantitatively. Results indicated that the two approaches seem to have some equipotentiality, as far as EST vocabulary is concerned.

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

    Science.gov (United States)

    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.

  19. Tools of the Trade for More Effective Instructional Leaders.

    Science.gov (United States)

    Pino, Edward C.

    1988-01-01

    Instructional leaders need a sturdy support system and a sound background in clinical supervision to be effective administrators. This article identifies three vital tools of the trade: a specific set of basic skills for quality teaching; a support system for each teaching skill; and a dependable, flexible, and personalized delivery system. (MLH)

  20. Auto-Tutorial Instruction in Entomology: Principles of Entomology (Orders).

    Science.gov (United States)

    Minnick, D. R.; Steele, K. L.

    Auto-tutorial instruction was compared to traditional lecture instruction in a university entomology course. In seven consecutive terms, undergraduate students enrolled in an introductory entomology course were divided into two groups: Group I received only lecture instruction on insect orders, while Group II was dismissed for three consecutive…

  1. Invention Versus Direct Instruction: For Some Content, It's a Tie

    Science.gov (United States)

    Chase, Catherine C.; Klahr, David

    2017-12-01

    An important, but as yet unresolved pedagogical question is whether discovery-oriented or direct instruction methods lead to greater learning and transfer. We address this issue in a study with 101 fourth and fifth grade students that contrasts two distinct instructional methods. One is a blend of discovery and direct instruction called Invent-then-Tell (IT), and the other is a version of direct instruction called Tell-then-Practice (TP). The relative effectiveness of these methods is compared in the context of learning a critical inquiry skill—the control-of-variables strategy. Previous research has demonstrated the success of IT over TP for teaching deep domain structures, while other research has demonstrated the superiority of direct instruction for teaching simple experimental design, a domain-general inquiry skill. In the present study, students in both conditions made equally large gains on an immediate assessment of their application and conceptual understanding of experimental design, and they also performed similarly on a test of far transfer. These results were fairly consistent across school populations with various levels of prior achievement and socioeconomic status. Findings suggest that broad claims about the relative effectiveness of these two distinct methods should be conditionalized by particular instructional contexts, such as the type of knowledge being taught.

  2. Preparing Instructional Leaders: A Model

    Science.gov (United States)

    Brazer, S. David; Bauer, Scott C.

    2013-01-01

    Purpose: This article proposes a model that provides one means of making instructional leadership the central focus of leadership preparation. It draws from conceptualizations of teaching and learning as well as organizational and leadership theory to advocate for greater coherence in education leadership programs. Conceptual Argument: We begin…

  3. Teaching Shakespeare, II.

    Science.gov (United States)

    Salomone, Ronald E., Ed.

    1985-01-01

    Because of the wide and continuing interest in a previous issue on techniques for teaching works by Shakespeare, this journal issue presents 19 additional articles on a broad range of Shakespeare related topics. Following an introduction, the titles of the articles and their authors are as follows: (1) "Making Changes/Making Sense"…

  4. Interactive instruction of cellular physiology for remote learning.

    Science.gov (United States)

    Huang, C; Huang, H K

    2003-12-01

    The biomedical sciences are a rapidly changing discipline that have adapted to innovative technological advances. Despite these many advances, we face two major challenges: a) the number of experts in the field is vastly outnumbered by the number of students, many of whom are separated geographically or temporally and b) the teaching methods used to instruct students and learners have not changed. Today's students have adapted to technology--they use the web as a source of information and communicate via email and chat rooms. Teaching in the biomedical sciences should adopt these new information technologies (IT), but has thus far failed to capitalize on technological opportunity. Creating a "digital textbook" of the traditional learning material is not sufficient for dynamic processes such as cellular physiology. This paper describes innovative teaching techniques that incorporate familiar IT and high-quality interactive learning content with user-centric instruction design models. The Virtual Labs Project from Stanford University has created effective interactive online teaching modules in physiology (simPHYSIO) and delivered them over broadband networks to their undergraduate and medical students. Evaluation results of the modules are given as a measure of success of such innovative teaching method. This learning media strategically merges IT innovations with pedagogy to produce user-driven animations of processes and engaging interactive simulations.

  5. Differentiated teaching and teacher development

    DEFF Research Database (Denmark)

    Hedegaard-Sørensen, Lotte

    ). From this emphasis inclusive education has been embraced in the theoretical debate as an alternative as it suggests that local schools should provide for all leaners – regardless of differences, disabilities or other social, emotional, cultural and linguistic differences. The current debate on special...... needs education and inclusive education has a focus on teaching to diversity. The discussion is about teachers’ ability to make sense of individual differences in their teaching without relying on specific disability categories. It’s acknowledged in the research discussion that responding to differences...... between pupils involves good teaching for all (inclusive education) and at the same time, that what works for most does not work for all (Norwich & Jones, 2012; Black-Hawkins, Florian & Rouse, 2007). Differentiated instruction is defined as responsive instruction and to teachers’ proficiency...

  6. Planeamiento de la unidad didactica en le ensenanza del ingles como idioma extranjero (Planning the Teaching Unit in the Instruction of English as a Foreign Language).

    Science.gov (United States)

    Medina T., Rene

    1971-01-01

    This paper discusses the use of the teaching unit as a means for organization in English-as-a-foreign-language classes. It lists the essential elements in the construction of such a unit: cultural topic, linguistic elements, time period, main objectives, instructional materials, focus, specific activities, intended results, evaluation techniques,…

  7. A Comparative Analysis of Method Books for Class Jazz Instruction

    Science.gov (United States)

    Watson, Kevin E.

    2017-01-01

    The purpose of this study was to analyze and compare instructional topics and teaching approaches included in selected class method books for jazz pedagogy through content analysis methodology. Frequency counts for the number of pages devoted to each defined instructional content category were compiled and percentages of pages allotted to each…

  8. Team Teaching: Are Two Better than One?

    Science.gov (United States)

    Bettencourt, M. L.; Weldon, A. A.

    2011-01-01

    The authors explored two assumptions about college teaching and learning: first, that faculty teach in isolation, as institutional culture values and rewards autonomy over collaboration; and second, that faculty collaboration improves instruction. They present findings from an experiment in team teaching in a university beginning Spanish course in…

  9. Research on the Use of Computer-Assisted Instruction.

    Science.gov (United States)

    Craft, C. O.

    1982-01-01

    Reviews recent research studies related to computer assisted instruction (CAI). The studies concerned program effectiveness, teaching of psychomotor skills, tool availability, and factors affecting the adoption of CAI. (CT)

  10. Peer Review of Teaching: Best Practices for a Non-Programmatic Approach

    Science.gov (United States)

    Alabi, Jaena; Weare, William H., Jr.

    2014-01-01

    Many academic librarians who provide library instruction have never received formal training in educational theory and methods. To bridge this gap and improve the teaching skills of instruction librarians, some academic libraries have established peer review of teaching programs. Despite the recognized benefits of peer review, it may not be…

  11. TEACHING MACHINES AND PROGRAMED LEARNING, A SURVEY OF THE INDUSTRY, 1962.

    Science.gov (United States)

    FINN, JAMES D.; AND OTHERS

    THIS PAPER REPORTS THE DEVELOPMENT OF THE TEACHING MACHINES AND PROGRAMED INSTRUCTION INDUSTRY THROUGH 1961. THIS EFFORT IS AN OUTGROWTH OF TWO LARGER SURVEYS--ONE ON MATERIALS OF INSTRUCTION, THE OTHER ON HARDWARE OR DEVICES. A CATALOG AND A STATUS REPORT ARE GIVEN FOR AVAILABLE TEACHING MACHINES, PROGRAMS, AND MANUFACTURERS. (GD)

  12. Teachers' Beliefs Concerning Teaching about Testicular Cancer and Testicular Self-Examination.

    Science.gov (United States)

    Wohl, Royal E.; Kane, William M.

    1997-01-01

    This study compared secondary health teachers' beliefs concerning teaching about testicular cancer (TC) and self-examination (TSE) to actual instruction. TC and TSE education levels were low. Perceived barriers to teaching about TSE was the main predictor of TSE instruction. Teachers with previous preparation in TC and TSE provided the most…

  13. Low-Threshold Active Teaching Methods for Mathematic Instruction

    Science.gov (United States)

    Marotta, Sebastian M.; Hargis, Jace

    2011-01-01

    In this article, we present a large list of low-threshold active teaching methods categorized so the instructor can efficiently access and target the deployment of conceptually based lessons. The categories include teaching strategies for lecture on large and small class sizes; student action individually, in pairs, and groups; games; interaction…

  14. Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties

    Science.gov (United States)

    Lonigan, Christopher J.; Phillips, Beth M.

    2015-01-01

    Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This manuscript presents results of two studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93 children (M age = 58.2 months; SD = 3.62) attending 12 Title I preschools. Study 2 included 184 children (M age = 58.2 months; SD = 3.38) attending 19 Title I preschools. The majority of children were Black/African American, and about 60% were male. In both studies, eligible children were randomized to receive either 11 weeks of need-aligned, small-group instruction or just Tier I. Tier II instruction in Study 1 included variations of activities for code- and language-focused domains with prior evidence of efficacy in non-RTI contexts. Tier II instruction in Study 2 included instructional activities narrower in scope, more intensive, and delivered to smaller groups of children. Impacts of Tier II instruction in Study 1 were minimal; however, there were significant and moderate-to-large impacts in Study 2. These results identify effective Tier II instruction but indicate that the context in which children are identified may alter the nature of Tier II instruction that is required. Children identified as eligible for Tier II in an RTI framework likely require more intensive and more narrowly focused instruction than do children at general risk of later academic difficulties. PMID:26869730

  15. An administrative concern: Science teachers' instructional efficacy beliefs regarding racially, culturally, economically, and linguistically diverse student populations

    Science.gov (United States)

    Tuck Bonner, Natalie Christine

    A teacher's sense of {instructional} efficacy has been considered a critical variable in student academic performance. Researchers Tschannen-Moran and Hoy Woolfolk (2001, p.783) defined teachers' {instructional} efficacy as a teacher's judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated. There has been a substantial amount of research which reveals a strong correlation among teacher efficacy, teaching performance, and student achievement (Goddard & Goddard, et.al., 2000; Hackett; Hackett, 1995; Pajares, 1997 as cited in Villereal, 2005). This research study explored the content area of science and teacher's personal perception of their competency level in teaching science to all learners regardless of socio-economic, ethnicity/race or gender for grade levels Pre-K to 12. Lewthwaite states that a science teacher's personal teacher attributes or intrinsic factors such as science teaching self-efficacy, professional science knowledge, science teaching, instructional methodologies, interest in science, and motivation to teach science are critical dimensions and noted barriers in the delivery of science programs on elementary level campuses (Lewthwaite, Stableford & Fisher, 2001). This study focused on teacher instructional efficacy issues which may affect diverse learners' classroom and state-mandated assessment academic performance outcomes. A SPSS analysis of data was obtained from the following teacher survey instruments: The Bandura Teacher Efficacy Scale, the SEBEST, and the SETAKIST. Research findings revealed that a majority of science teachers surveyed believe they can effectively teach learners of diverse backgrounds, but responded with a sense of lower efficaciousness in teaching English Language Learners. There was also a statistically significant difference found between a state science organization and a national science organization

  16. Integration of the BSCS 5E instructional method and technology in an anatomy and physiology lab

    Science.gov (United States)

    Gopal, Tamilselvi

    This research provides an understanding of how the 5E instructional method combined with educational technology tools can be used in teaching undergraduate college level anatomy and physiology laboratory classes. The 5E instructional model is the exemplary instructional model in teaching biology for high school students. The phases in the 5E learning cycle are Engage, Explore, Explain, Elaborate, and Evaluate. In every step of the learning cycle, the researcher used appropriate technology tools to enhance the teaching and learning processes. The researcher used the Dynamic Instructional Design model to identify the appropriate technology tools for instruction. The topics selected for modification were 'The Heart' and 'The Vascular System.' The researcher chose these two topics based on results of the preliminary survey that the researcher conducted during summer 2008. The existing topics identified on the syllabus were followed but the teaching method was changed. In order to accomplish this, the researcher created a class Website and included tools including pronunciation, spelling, an Interactive Tool, and Web links. In addition, the researcher also created teacher resources for the Pronunciation Corner and Spelling Bee, so that any teacher can customize and use these tools for their classes. The results indicated that the students took advantage of the technology provided.

  17. teachers' perception of the utilization of instructional materials

    African Journals Online (AJOL)

    Global Journal

    social studies in junior secondary schools in Calabar Municipality of Cross River State, Nigeria. The ... teachers perceive instructional materials as necessary for effective teaching and learning. ..... Technologies, Methods & Media Port-.

  18. Learning Strategy Instruction Innovation Configuration

    Science.gov (United States)

    Schumaker, Jean B.

    2011-01-01

    One way of helping students with learning disabilities and other struggling students to be independent life-long learners is to teach them how to use learning strategies in efficient ways. Learning strategy instruction can provide students the opportunity to succeed in today's schools and meet rigorous standards, transforming ineffective learners…

  19. Mind the Gap: Integrating Special Collections Teaching

    Science.gov (United States)

    Samuelson, Todd; Coker, Cait

    2014-01-01

    Instruction is a vital part of the academic librarian's public services mission, but the teaching efforts of special collections librarians can be overlooked due to the culture and particularities of teaching in an archival setting. This article documents the challenges special collections librarians face in integrating their teaching program into…

  20. Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching

    Science.gov (United States)

    De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

    2018-01-01

    To date, teacher perceptions of online language teaching have attracted very little attention. However, these perceptions may influence decisions regarding instructional design, teaching practices and eventually the learning experience. Furthermore, teacher perceptions can contribute to the design of teacher training programs. This study provides…

  1. Instructional Materials Commonly Employed by Foreign Language Teachers at Elementary Schools

    Directory of Open Access Journals (Sweden)

    İsmail Çakır

    2015-09-01

    Full Text Available This study aimed to determine the teachers’ choices of instructional materials in teaching English at elementary schools. The reasons behind preferring or not preferring some certain instructional materials specified within the research were analysed. To this end, during the course of School Experience, 68 prospective English teachers observed 38 teachers of English working at 14 elementary schools on a weekly basis, and they completed a questionnaire. A semi-structured interview was also conducted with five randomly selected teachers to identify their reasons for choosing certain instructional materials. The descriptive results revealed that most of the teachers were reluctant to use many of the highly beneficial materials due to reasons including overcrowded classes, limited technological knowledge, lack of time for preparation, curricular time constraints, heavy work load, burnout etc. The study suggests that apart from course-books teachers should be encouraged to use other instructional materials to motivate learners and offer an interactive foreign language teaching atmosphere.

  2. Instructional materials commonly employed by foreign language teachers at elementary schools

    Directory of Open Access Journals (Sweden)

    İsmail Çakır

    2015-09-01

    Full Text Available This study aimed to determine the teachers’ choices of instructional materials in teaching English at elementary schools. The reasons behind preferring or not preferring some certain instructional materials specified within the research were analysed. To this end, during the course of School Experience, 68 prospective English teachers observed 38 teachers of English working at 14 elementary schools on a weekly basis, and they completed a questionnaire. A semi-structured interview was also conducted with five randomly selected teachers to identify their reasons for choosing certain instructional materials. The descriptive results revealed that most of the teachers were reluctant to use many of the highly beneficial materials due to reasons including overcrowded classes, limited technological knowledge, lack of time for preparation, curricular time constraints, heavy work load, burnout etc. The study suggests that apart from course-books teachers should be encouraged to use other instructional materials to motivate learners and offer an interactive foreign language teaching atmosphere.

  3. AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

    Directory of Open Access Journals (Sweden)

    Tengku Nor Rizan Tengku Mohamad Maasum

    2012-01-01

    Full Text Available Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy

  4. Chemistry Graduate Teaching Assistants' Experiences in Academic Laboratories and Development of a Teaching Self-image

    Science.gov (United States)

    Gatlin, Todd Adam

    Graduate teaching assistants (GTAs) play a prominent role in chemistry laboratory instruction at research based universities. They teach almost all undergraduate chemistry laboratory courses. However, their role in laboratory instruction has often been overlooked in educational research. Interest in chemistry GTAs has been placed on training and their perceived expectations, but less attention has been paid to their experiences or their potential benefits from teaching. This work was designed to investigate GTAs' experiences in and benefits from laboratory instructional environments. This dissertation includes three related studies on GTAs' experiences teaching in general chemistry laboratories. Qualitative methods were used for each study. First, phenomenological analysis was used to explore GTAs' experiences in an expository laboratory program. Post-teaching interviews were the primary data source. GTAs experiences were described in three dimensions: doing, knowing, and transferring. Gains available to GTAs revolved around general teaching skills. However, no gains specifically related to scientific development were found in this laboratory format. Case-study methods were used to explore and illustrate ways GTAs develop a GTA self-image---the way they see themselves as instructors. Two general chemistry laboratory programs that represent two very different instructional frameworks were chosen for the context of this study. The first program used a cooperative project-based approach. The second program used weekly, verification-type activities. End of the semester interviews were collected and served as the primary data source. A follow-up case study of a new cohort of GTAs in the cooperative problem-based laboratory was undertaken to investigate changes in GTAs' self-images over the course of one semester. Pre-semester and post-semester interviews served as the primary data source. Findings suggest that GTAs' construction of their self-image is shaped through the

  5. 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

    Directory of Open Access Journals (Sweden)

    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.

  6. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-11-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

  7. Instructional Design Thought Processes of Expert Nurse Educators

    OpenAIRE

    Gross, Monty Dale

    2006-01-01

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

  8. Activating the Need to Know in Reading Instruction: One Teacher Educator's Practice

    Science.gov (United States)

    Nelson, Priscilla S.

    2012-01-01

    This article examines one teacher educator's teaching of reading methods at a university that was recognized for exemplary reading instruction. Data collected over the course of one semester indicated that she modeled the teaching of reading and served as a catalyst in activating preservice teachers' need to know about how to teach reading by…

  9. The Fourth Revolution in Teaching: Meta-Analyses.

    Science.gov (United States)

    Kulik, James A.

    Three major educational revolutions have been the advent of writing, the use of books as teaching tools, and the shift in educational responsibility from the home to the school. The fourth revolution, which is based on the use of electronic technology in teaching, began with programmed teaching machines, individualized instruction, and the…

  10. 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

  11. Excellence in College Teaching and Learning: Classroom and Online Instruction

    Science.gov (United States)

    Henderson, George; Nash, Susan Smith

    2007-01-01

    This book will improve the quality of instruction that college students need. It makes numerous suggestions that must be tended to when teachers instruct students. For example, the authors speculate about ways teachers can present what may at times seem to be a mountain of information without burying students under it; why teachers must…

  12. Interior Design: Teacher's Instructional Guide.

    Science.gov (United States)

    Hays, Tricia

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year interior design programs for Texas high school students. The following are among the items included: (1) introductory…

  13. DLESE Teaching Box Pilot Project: Developing a Replicable Model for Collaboratively Creating Innovative Instructional Sequences Using Exemplary Resources in the Digital Library for Earth System Education (DLESE)

    Science.gov (United States)

    Weingroff, M.

    2004-12-01

    Before the advent of digital libraries, it was difficult for teachers to find suitable high-quality resources to use in their teaching. Digital libraries such as DLESE have eased the task by making high quality resources more easily accessible and providing search mechanisms that allow teachers to 'fine tune' the criteria over which they search. Searches tend to return lists of resources with some contextualizing information. However, teachers who are teaching 'out of discipline' or who have minimal training in science often need additional support to know how to use and sequence them. The Teaching Box Pilot Project was developed to address these concerns, bringing together educators, scientists, and instructional designers in a partnership to build an online framework to fully support innovative units of instruction about the Earth system. Each box integrates DLESE resources and activities, teaching tips, standards, concepts, teaching outcomes, reviews, and assessment information. Online templates and best practice guidelines are being developed that will enable teachers to create their own boxes or customize existing ones. Two boxes have been developed so far, one on weather for high school students, and one on the evidence for plate tectonics for middle schoolers. The project has met with significant enthusiasm and interest, and we hope to expand it by involving individual teachers, school systems, pre-service programs, and universities in the development and use of teaching boxes. A key ingredient in the project's success has been the close collaboration between the partners, each of whom has brought unique experiences, perspectives, knowledge, and skills to the project. This first effort involved teachers in the San Francisco Bay area, the University of California Museum of Paleontology, San Francisco State University, U.S. Geological Survey, and DLESE. This poster will allow participants to explore one of the teaching boxes. We will discuss how the boxes were

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Candice Benjes-Small

    2009-11-01

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

  16. Some Practical Distinctions between Preaching, Teaching, and Training.

    Science.gov (United States)

    Pestel, Beverly C.

    1988-01-01

    Describes some of the teaching techniques found to be effective for educating students and combatting scientific illiteracy. Presents instructional methods developed for implementing learner-oriented educational philosophies and interactive teaching strategies. (RT)

  17. Fostering nature of science teaching in elementary pre-service teachers through developing reflection on teaching and learning

    Science.gov (United States)

    Pongsanon, Khemmawadee

    Although teacher educators have successfully helped K-12 teachers' develop adequate views of NOS, their views have not been transferred to their students. It is evident that K-12 students' understanding of NOS still does not align with the recommendation of the reforms document, indicating that holding an adequate view of NOS is insufficient for teaching NOS effectively. Instead, to teach NOS, teachers must develop the knowledge for translating their understanding of NOS into the forms accessible to students. The current study investigated the influence of four contexts of reflective practice on prospective elementary teachers' learning of how and intention to teach NOS. The participants were 18 pre-service teachers enrolled in a science methods course that was tied to a field experience course. To understand the development of the participants' intentions, knowledge of instructional strategies, and knowledge of assessment for teaching NOS, multiple data were collected throughout the science methods course and the field experience. Data sources included different versions of participants' lesson plans, video recordings of their teaching and teaching debriefings, online weekly teaching reflections, final semester reflection and other artifacts from the methods course. Content analysis was conducted with all data. The data revealed that the participants' knowledge of how and intentions to teach NOS were developed throughout the science methods course. Toward the conclusion of the semester, the participants showed intention to include NOS in their science instruction. With regard to strategies, participants planned to apply explicit reflective NOS instruction in the context of inquiry-based activities and stories from children's literature. They also planned to use age-appropriate language to refer to the targeted NOS aspects. In terms of assessment, by the conclusion of the semester the participants tended to use more formal assessment strategies. They reported

  18. Reading Strategy Instruction and Teacher Change: Implications for Teacher Training

    Science.gov (United States)

    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…

  19. Teaching Moral Education: Principles of Instruction.

    Science.gov (United States)

    Doris, Dennis A.

    1978-01-01

    A nonindoctrinating, sound theoretical and practical base upon which to develop the teaching of moral education relies on several principles: discussion of moral conflict situations; knowledge of the student's stage of moral development; guidance of developmental matches; encouragement of role taking; and focus on rational thinking. (JMF)

  20. Making It Happen: Using Differentiated Instruction, Retrofit Framework, and Universal Design for Learning

    Science.gov (United States)

    Stanford, Barbara; Reeves, Stacy

    2009-01-01

    When children of diverse disabilities and students with ELL rulings are included in traditional classrooms, regular education teachers face a dilemma: How to teach the standard curriculum and teach the new inclusion students? How do they teach students with different heritages and linguistic backgrounds? Differentiated Instruction (DI) is content,…

  1. Perceptions Matter: Administrators' Vision of Instruction for Students with Severe Disabilities

    Science.gov (United States)

    Roberts, Carly A.; Ruppar, Andrea L.; Olson, Amy J.

    2018-01-01

    School administrators play an important role in shaping teaching and learning. However, very little is known regarding how school administrators perceive instruction for students with severe disabilities and how those perceptions shape expectations and visions for instruction. Semistructured interviews were used to interview 12 administrators…

  2. Implementation of a Proposed Model of a Constructivist Teaching-Learning Process – A Step Towards an Outcome Based Education in Chemistry Laboratory Instruction

    Directory of Open Access Journals (Sweden)

    Dr. Paz B. Reyes

    2013-12-01

    Full Text Available This study implemented the proposed model of a constructivist teachinglearning process and determined the extent by which the students manifested the institutional learning outcomes which include competency, credibility, commitment and collaboration. It also investigated if there was an improvement in the learning outcomes after the implementation of the constructivist teachinglearning process and determined the students’ acceptance of the constructivist teaching-learning process. Towards the end a plan of action was proposed to enhance the students’ manifestation of the institutional learning outcomes. It made use of the qualitative- quantitative method particularly the descriptive design. The results of the study revealed that the students manifest competency, credibility, commitment and collaboration as they accept positively the constructivist teaching-learning process in their chemistry laboratory subject. It can be deduced from the findings that the constructivist teaching-learning process improved the learning outcomes of the students. The use of the proposed plan of action is recommended for an effective chemistry laboratory instruction.

  3. Broadcast Copywriting and Computer Assisted Instruction.

    Science.gov (United States)

    Hagerman, William L.

    The teaching of broadcast copywriting can be enhanced by computer assisted instruction, especially in screening students' writing for adherence to classic "formulas" or "rules" for broadcast writing. Such rules might include avoiding cliches or not beginning a sentence with a subordinate clause. Other rules the computer can…

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

    Science.gov (United States)

    Yang, Li

    2016-01-01

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

  5. Teaching and Reaching All Students: An Instructional Model for Closing the Gap

    Science.gov (United States)

    Powell, Rebecca; Cantrell, Susan Chambers; Rightmyer, Elizabeth

    2013-01-01

    This article presents a model for culturally responsive instruction (CRI) that represents a synthesis of research on effective literacy and content instruction for diverse middle grades learners.The article discusses the various elements of the Culturally Responsive Instruction Observation Protocol (CRIOP) model. It then examines these elements by…

  6. Developing Teacher Capacity for Serving ELLs' Writing Instructional Needs: A Case for Systemic Functional Linguistics

    Science.gov (United States)

    Aguirre-Munoz, Zenaida; Park, Jae-Eun; Amabisca, Anastasia; Boscardin, Christy Kim

    2008-01-01

    Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K-12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on…

  7. Implementation of an active instructional design for teaching the concepts of current, voltage and resistance

    Science.gov (United States)

    Orlaineta-Agüero, S.; Del Sol-Fernández, S.; Sánchez-Guzmán, D.; García-Salcedo, R.

    2017-01-01

    In the present work we show the implementation of a learning sequence based on an active learning methodology for teaching Physics, this proposal tends to promote a better learning in high school students with the use of a comic book and it combines the use of different low-cost experimental activities for teaching the electrical concepts of Current, Resistance and Voltage. We consider that this kind of strategy can be easily extrapolated to higher-education levels like Engineering-college/university level and other disciplines of Science. To evaluate this proposal, we used some conceptual questions from the Electric Circuits Concept Evaluation survey developed by Sokoloff and the results from this survey was analysed with the Normalized Conceptual Gain proposed by Hake and the Concentration Factor that was proposed by Bao and Redish, to identify the effectiveness of the methodology and the models that the students presented after and before the instruction, respectively. We found that this methodology was more effective than only the implementation of traditional lectures, we consider that these results cannot be generalized but gave us the opportunity to view many important approaches in Physics Education; finally, we will continue to apply the same experiment with more students, in the same and upper levels of education, to confirm and validate the effectiveness of this methodology proposal.

  8. A Teaching Method on Basic Chemistry for Freshman : Teaching Method with Pre-test and Post-test

    OpenAIRE

    立木, 次郎; 武井, 庚二

    2003-01-01

    This report deals with a teaching method on basic chemistry for freshman. This teaching method contains guidance and instruction to how to understand basic chemistry. Pre-test and post-test have been put into practice each time. Each test was returned to students at class in the following weeks.

  9. An Experiment in Museum Instruction.

    Science.gov (United States)

    Bloomberg, Marguerite

    Various lesson plans for museum instruction were tested on fifth grade children of fair and high intelligence in an attempt to improve upon the "accepted method" of teaching, which was thought to be better suited to the child of low intelligence than to his abler classmates. The lesson plans tested were: (1) the accepted method…

  10. Teaching Brain-Behavior Relations Economically with Stimulus Equivalence Technology

    Science.gov (United States)

    Fienup, Daniel M.; Covey, Daniel P.; Critchfield, Thomas S.

    2010-01-01

    Instructional interventions based on stimulus equivalence provide learners with the opportunity to acquire skills that are not directly taught, thereby improving the efficiency of instructional efforts. The present report describes a study in which equivalence-based instruction was used to teach college students facts regarding brain anatomy and…

  11. Triangular model integrating clinical teaching and assessment

    Directory of Open Access Journals (Sweden)

    Abdelaziz A

    2014-03-01

    Full Text Available Adel Abdelaziz,1,2 Emad Koshak3 1Medical Education Development Unit, Faculty of Medicine, Al Baha University, Al Baha, Saudi Arabia; 2Medical Education Department, Faculty of Medicine, Suez Canal University, Egypt; 3Dean and Internal Medicine Department, Faculty of Medicine, Al Baha University, Al Baha, Saudi Arabia Abstract: Structuring clinical teaching is a challenge facing medical education curriculum designers. A variety of instructional methods on different domains of learning are indicated to accommodate different learning styles. Conventional methods of clinical teaching, like training in ambulatory care settings, are prone to the factor of coincidence in having varieties of patient presentations. Accordingly, alternative methods of instruction are indicated to compensate for the deficiencies of these conventional methods. This paper presents an initiative that can be used to design a checklist as a blueprint to guide appropriate selection and implementation of teaching/learning and assessment methods in each of the educational courses and modules based on educational objectives. Three categories of instructional methods were identified, and within each a variety of methods were included. These categories are classroom-type settings, health services-based settings, and community service-based settings. Such categories have framed our triangular model of clinical teaching and assessment. Keywords: curriculum development, teaching, learning, assessment, apprenticeship, community-based settings, health service-based settings

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

    Science.gov (United States)

    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…

  13. A Thai pre-service teacher's understanding of nature of science in biology teaching

    Science.gov (United States)

    Srisawat, Akkarawat; Aiemsum-ang, Napapan; Yuenyong, Chokchai

    2018-01-01

    This study was conducted on the effect of understanding and instruction of the nature of science of Ms. Wanida, a pre-service student under science education program in biology, Faculty of Education, Khon Kaen University. Wanida was a teaching practicum student majoring in biology at Khon Kaen University Demonstration School (Modindaeng). She was teaching biology for 38 Grade 10 students. Methodology regarded interpretive paradigm. The study aimed to examine 1) Wanida's understanding of the nature of science, 2) Wanida's instruction of the nature of science, 3 students' understanding of the nature of science from Wanida's instruction, and 4) the effects of Wanida's understanding and instruction of the nature of science on students' understanding of the nature of science from Wanida's instruction. Tools of interpretation included teaching observation, a semi-structured interview, open-ended questionnaire, and an observation record form for the instruction of the nature of science. The data obtained was interpreted, encoded, and classified, using the descriptive statistics. The findings indicated that Wanida held good understanding of the nature of science. She could apply the deficient nature of science approach mostly, followed by the implicit nature of science approach. Unfortunately, she could not show her teaching as explicit nature of science. However, her students' the understanding of the nature of science was good.

  14. Scientific reasoning during adolescence: The influence of instruction in science knowledge and reasoning strategies

    Science.gov (United States)

    Linn, M. C.; Clement, C.; Pulos, S.; Sullivan, P.

    The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoning instruction link their knowledge of blood pressure variables to their knowledge of controlling variables more effectively than those receiving science topic instruction alone - their specific responses show how they attempt to integrate their understanding.Received: 15 April 1988

  15. A True-False Test on Methods of Typewriting Instruction.

    Science.gov (United States)

    West, Leonard J.

    1984-01-01

    Presents a true-false test on typewriting instruction to illustrate the effects of educational lag, publishing practices, and deficiencies in preservice and inservice teacher education upon teaching methods. (SK)

  16. The Application of SPSS in Analyzing the Effect of English Vocabulary Strategy Instruction

    Science.gov (United States)

    Chen, Shaoying

    2010-01-01

    The vocabulary learning is one of very important part in the college English teaching. Correct analysis of the result of vocabulary strategy instruction can offer feedbacks for English teaching, and help teachers to improve the teaching method. In this article, the issue how to use SPSS (Statistical Package for the Social Science) to…

  17. Reconcilable Differences: Standards-based Teaching and Differentiation.

    Science.gov (United States)

    Tomlinson, Carol Ann

    2000-01-01

    There is no contradiction between effective standards-based instruction and differentiation. Curriculum tells teachers what to teach; differentiation tells how. Teachers can challenge all learners by providing standards-based materials and tasks calling for varied difficulty levels, scaffolding, instructional styles, and learning times. (MLH)

  18. 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

    Science.gov (United States)

    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

  19. Teaching Environmental Geology in the 21St Century: A Workshop Report

    Science.gov (United States)

    Mogk, D. W.; Wiese, K.; Castendyk, D.; McDaris, J. R.

    2012-12-01

    Environmental Geology encompasses a range of topics that include geohazards, natural resources, issues such as climate change, human health, and environmental policy. Instruction in Environmental Geology provides students the opportunity to address the grand challenges facing humanity regarding how to live sustainably and responsibly on Earth. Instruction in Environmental Geology ranges from dedicated introductory courses, instructional modules in upper division Earth Science "core" classes, to courses in related disciplines such as environmental science, ecology, and the social and political sciences. To explore the opportunities of teaching Environmental Geology in all these contexts, the On the Cutting Edge program convened a workshop in June 2012 to bring together instructors representing a diversity of instructional settings. The goals of the workshop were to: 1) Share innovative teaching methods, approaches, and activities for teaching Environmental Geology and share ideas on how to teach in various contexts. 2) Examine where and how environmental geology topics are taught in the geoscience curriculum from introductory courses for non-majors to "core" geoscience courses for majors. 3) Consider the ways that Environmental Geology courses and topical materials can contribute to public science literacy, particularly how to make personal and societal decisions about the range of issues facing humanity and to live responsibly and sustainably on this planet. 4) Develop a list of best practices for integrating emerging environmental issues, recent natural disasters, and issues related to natural resources into course work and identifying how scientific data and research outcomes can inform public discourse on topical issues. 5) Develop strategies to reach under-represented groups and expand the diversity of students who enroll in our courses. 6) Identify topics of high interest and need for future development as teaching modules and courses. The workshop program

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

    Science.gov (United States)

    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…

  1. Improving the Instruction of Infinite Series

    Science.gov (United States)

    Lindaman, Brian; Gay, A. Susan

    2012-01-01

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

  2. Servant Leadership and Instructional Literacy Coaching

    Science.gov (United States)

    Phillips, Thelma Jodale

    2013-01-01

    In an effort to enhance student achievement in reading, many high schools have integrated instructional literacy coaches into the teaching staff to provide support for the English teachers. The purpose of this quantitative, correlational study was to explore the relationship between the self-reported servant leadership practices used by…

  3. Exploring the Options: Teaching Economic Decision-Making with Poetry

    Science.gov (United States)

    Johnson, Theresa L.

    2012-01-01

    High-stakes standardized tests in reading and limited instructional time are two powerful disincentives for teaching economics in the elementary classroom. In this article, integrating instruction in poetry and economic decision-making is presented as one way to maximize the use of scarce instructional time. Following a brief introduction to the…

  4. Teaching Poetry Tips; Teaching English without Desks; A Brief History of Time and the "Red Clock."

    Science.gov (United States)

    Reid, Gem; And Others

    1993-01-01

    This issue of "Insights into Open Education" presents three short articles dealing with teaching poetry, English instruction, and the concept of time. The first article, "Teaching Poetry Tips" (Gem Reid), discusses the author's experiences conducting a week-long poetry workshop for a class of 30 second graders. The second article, "Teaching…

  5. Some Techniques for Teaching Vocabulary. ERIC Focus Reports on the Teaching of Foreign Languages, Number 27.

    Science.gov (United States)

    Michel, Joseph; Patin, Paul

    Discussion of techniques for teaching vocabulary in language programs centers on five major areas: (1) "knowing" the word, (2) selection of vocabulary, (3) grading vocabulary for presentation, (4) teaching methods, and (5) vocabulary expansion in advanced levels. Theory of vocabulary instruction is largely supported by writings of Nelson Brooks,…

  6. The Teaching Researcher: Faculty Attitudes towards the Teaching and Research Roles

    Science.gov (United States)

    Alpay, E.; Verschoor, R.

    2014-01-01

    Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of…

  7. An instructional model for the teaching of physics, based on a meaningful learning theory and class experiences

    Directory of Open Access Journals (Sweden)

    Ricardo Chrobak

    1997-05-01

    Full Text Available Practically all research studies concerning the teaching of Physics point out the fact that conventional instructional models fail to achieve their objectives. Many attempts have been done to change this situation, frequently with disappointing results. This work, which is the experimental stage in a research project of a greater scope, represents an effort to change to a model based on a cognitive learning theory, known as the Ausubel-Novak-Gowin theory, making use of the metacognitive tools that emerge from this theory. The results of this work indicate that the students react positively to the goals of meaningful learning, showing substantial understanding of Newtonian Mechanics. An important reduction in the study time required to pass the course has also been reported.

  8. Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

    Science.gov (United States)

    Evans, Mara; Brickman, Peggy

    2014-01-01

    Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged. PMID:26086652

  9. Use of tablets for instruction and learning in microbiology labs

    DEFF Research Database (Denmark)

    Møller, Karen Louise; Jelsbak, Vibe Alopaeus; Georgsen, Marianne

    of this project are to develop a technological infrastructure to support students’ work in the lab and to develop teaching and learning resources. Our research question is: How is teaching and learning in the laboratory influenced by the tablets and the following multimodal teaching and learning materials...... and taken notes by hand. Use of tablets in the lab offers new opportunities. In September 2012, nine tablets were introduced into one of the labs of the college. Groups of students use the tablets to access documents, watch video instructions, and to document results and procedures digitally. The objectives......? The empirical part of the project has been documented through field observations in the lab (in writing and with photos). We have found the following to be characteristic of the work of the students: the students use the tablets collaboratively, take more photos than requested, use the video based instructions...

  10. Questions in English as a Medium of Instruction versus Non-English as a Medium of Instruction Lectures

    Science.gov (United States)

    Maíz Arévalo, Carmen

    2017-01-01

    University lectures are by far the most common method of teaching at Spanish universities. More recently, however, this knowledge transmission has become increasingly interactive. Students' participation and verbal output becomes especially important in classes where the language of instruction is not the students' mother tongue but a second or…

  11. Students’ expectations to and experiences of research based teaching

    DEFF Research Database (Denmark)

    Rump, Camilla Østerberg; Elmeskov, Dorte Christiansen

    Teaching and learning are often competing activities, and this leads to frustrations and may compromise the quality of teaching. As part of a university wide initiative, three modules were redesigned to engage students in research or research-like activities. In order to evaluate this, we developed...... an instrument asking students about their expectations to research-based teaching. This instrument can be administered pre and post instruction. The idea is, that is that we would expect an increase in students’ expectations to research-based teaching if they have a good experience. The instrument is based...... on Healey’s model (2005) of four types of research-based teaching. It was administered pre and post instruction to three classes in landscape architecture and biochemistry. Results show that for biochemistry the students’ expectations do indeed rise. For landscape architecture they do, however, decline...

  12. Individualizing Teaching in Beginning Reading

    Science.gov (United States)

    McDonald Connor, Carol

    2014-01-01

    The best way to teach children how to read has been debated for more than a century. Accumulating research now shows that there is no one best way to teach reading. The effect of various types of instruction depends on the constellation of skills learners bring to the classroom. In this article, we discuss the idea of…

  13. Teaching Philosophies Guiding Sexuality Instruction in US Colleges and Universities

    Science.gov (United States)

    Wagner, Laurie M.; Eastman-Mueller, Heather P.; Oswalt, Sara B.; Nevers, Joleen M.

    2017-01-01

    Teaching philosophies are central to the approach of pedagogical strategies but there has been little examination of discipline-specific teaching philosophies. This study addresses a significant gap in the literature by discussing the teaching philosophies of 122 instructors of sexuality courses. Sexuality education is unique compared to most…

  14. A Design Study of a Multimedia Instructional Grammar Program with Embedded Tracking

    Science.gov (United States)

    Koehler, Natalya A.; Thompson, Ann D.; Phye, Gary D.

    2011-01-01

    This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the teaching of English as a Second Language (ESL) was developed and evaluated. The program design was…

  15. Instructional Program for Student Registration, Voting and Participation in Election Activities.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Bureau of Social Studies.

    Recommended procedures and essential facts for a planned student registration campaign in New York City Schools, as well as suggested teaching strategies and instructional aids supporting a broad-based senior year preparation for the 18-year-old franchise comprise this document. The suggested teaching strategies involve large and small group…

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

    Science.gov (United States)

    Meltzer, David E.; Thornton, Ronald K.

    2012-06-01

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

  17. THE ELUSIVENESS OF LEARNER-CENTRED TEACHING

    Directory of Open Access Journals (Sweden)

    Ervin Kovačević

    2016-03-01

    Full Text Available This research will explore teaching styles of university professors. Teaching style is an umbrella term for teaching decisions made during the entire teaching process – planning, delivery, and evaluation. Contemporary university teachers are advised to adopt the learner-centred teaching style which is assumed to produce remarkable possibilities. In the Fall Semester 2015 fifty-two respondents in different faculties of International University of Sarajevo were surveyed using The Principles of Adult Learning Scale inventory designed by Gary J. Conti. Inventory scores were calculated according to guidelines suggested by the author of the inventory. The scores revealed that majority of respondents strongly supported teacher-centred rather than learner-centred styles of instruction. Scores were analysed on gender lines and across three different faculties, namely: Arts and Social Sciences; Business and Administration; Engineering and Natural Sciences. In all five groups none of the seven teaching style indicators was found to conform with the learner-centred teaching criteria. There was no statistically significant difference between the two genders’ preference for a teaching style. And there was no statistically significant difference between teaching style preference across the three different faculties.The results of this research imply that the learner-centred style of instruction is not frequently implemented. Secondly, the results indicate that the requirements necessary for proper application of the learner-centred teaching style are not easy to meet in current written and unwritten norms. Finally, the results show that traditional teaching styles, which have been preserved in different scientific fields, still predominate in universities.

  18. Perceptions of Crop Science Instructional Materials.

    Science.gov (United States)

    Elkins, D. M.

    1994-01-01

    A number of crop science instructors have indicated that there is a shortage of quality, current crop/plant science teaching materials, particularly textbooks. A survey instrument was developed to solicit information from teachers about the use and adequacy of textbooks, laboratory manuals, and videotapes in crop/plant science instruction. (LZ)

  19. Fostering Cognitive Collaboration for Effective Instruction in English ...

    African Journals Online (AJOL)

    Fostering Cognitive Collaboration for Effective Instruction in English ... be a paradigm shift in the teaching and learning strategies of the English language. ... is a major determinant of success across the curriculum and in the world of work.

  20. Values of Catholic science educators: Their impact on attitudes of science teaching and learning

    Science.gov (United States)

    DeMizio, Joanne Greenwald

    This quantitative study examined the associations between the values held by middle school science teachers in Catholic schools and their attitudes towards science teaching. A total of six value types were studied---theoretical, economic, aesthetic, social, political, and religious. Teachers can have negative, positive, or neutral attitudes towards their teaching that are linked to their teaching practices and student learning. These teachers' attitudes may affect their competence and have a subsequent impact on their students' attitudes and dispositions towards science. Of particular interest was the relationship between science teaching attitudes and religious values. A non-experimental research design was used to obtain responses from 54 teachers with two survey instruments, the Science Teaching Attitude Scale II and the Allport-Vernon-Lindzey Study of Values. Stepwise multiple regression analysis showed that political values were negatively associated with attitudes towards science teaching. Data collected were inconsistent with the existence of any measurable association between religious values and attitudes towards science teaching. This study implies that science teacher preparation programs should adopt a more contextual perspective on science that seeks to develop the valuation of science within a cultural context, as well as programs that enable teachers to identify the influence of their beliefs on instructional actions to optimize the impact of learning new teaching practices that may enhance student learning.

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

    Science.gov (United States)

    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

  2. On English Teaching in Maritime Colleges

    Science.gov (United States)

    Shen, Jiang; Wang, Honggui

    2011-01-01

    According to English level of Chinese ocean sailors at present, we analyze the characteristics and instruction needs of navigation English and point out current English teaching in maritime specialty has many problems. Traditional teaching modes are not suitable for modern maritime needs any longer. So we propose feasible methods and…

  3. Teachers’ Beliefs about Differentiated Instructions in Mixed Ability Classrooms: A Case of Time Limitation

    Directory of Open Access Journals (Sweden)

    Jaweria Aftab

    2015-12-01

    Full Text Available Students in today’s mixed ability classrooms come from diverse backgrounds with needs. In such a scenario, differentiated instructions are of prime importance for teachers to deal with in mixed ability classrooms. The teaching experiences and academic life mould perceptions of teachers which effects their teaching style; therefore, it is important to know teachers’ beliefs and perceptions regarding teaching in a mixed ability classroom at middle school level so as to guide educators and heads inside and outside the institution. For this study, quantitative research method was used to explore and understand the beliefs and perceptions of the teachers of middle schools regarding implementing differentiated instructions. The sample size included 120 teachers who were sent a survey questionnaire through online Google form and was constructed by customizing the questionnaire from Ballone and Czerniak (2001. The analysis of quantitative inquiry revealed that there is a positive association between teachers’ beliefs about their intentions and stakeholders’ expectations to implement differentiated instruction. It was highlighted that all stakeholders wanted teachers to implement differentiated strategies; however, the teachers were found to be short of planning and instructional time for differentiation.

  4. The Lived Experiences of Instructors Co-Teaching in Higher Education

    Science.gov (United States)

    Lock, Jennifer; Clancy, Tracey; Lisella, Rita; Rosenau, Patricia; Ferreira, Carla; Rainsbury, Jacqueline

    2016-01-01

    The strength of co-teaching informs educators' understanding of their own teaching practice and fosters a rediscovery of their passion for teaching. Instructors bring their skills and competencies to the co-teaching relationship in ways that create an instructional dynamic greater than can be achieved individually. From a qualitative research…

  5. Effects of direct instruction and strategy modeling on upper-primary students' writing development

    NARCIS (Netherlands)

    López, P.; Torrance, M.; Rijlaarsdam, G.; Fidalgo, R.

    Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct

  6. Teaching Listening.

    Science.gov (United States)

    Mendelsohn, David J.

    1998-01-01

    Review of research on trends in teaching second-language listening focuses primarily on strategy instruction and a strategy-based approach but also refers to developments in terms of listening and "high-tech contexts," interactive listening, and academic listening. Classroom listening textbooks are discussed, with attention to the mismatch between…

  7. Librarians View Instruction as Integral to Their Professional Identities. A Review of: Julien, H., & Genuis, S. K. (2011. Librarians’ experience of the teaching role: A national survey of librarians. Library & Information Science Research, 33(2, 103-111. doi: 10.1016/j.lisr.2010.09.005

    Directory of Open Access Journals (Sweden)

    Ann Medaille

    2011-01-01

    Full Text Available Objective – To explore the ways that professional and non-professional library staff experience and relate to their instructional roles.Design – Online survey.Setting – All types of Canadian libraries, including public, school, post-secondary, medical, special, and other libraries.Subjects – A total of 788 library staff persons with instructional responsibilities.Methods – In 2009, the authors constructed a 20-minute anonymous survey that contained questions about the nature of librarians’ instructional work, their preparation for doing instruction, and their experiences as instructors. Subjects were recruited via several electronic mail lists. The authors used SPSS to analyze the quantitative data and NVivo to analyze the qualitative data.Main Results – The study found that the majority of subjects believed instruction to be integral to their professional identities, although some viewed it as an imposition. The nature of instructional work varied greatly, but included short presentations; a series of sessions; semester-length courses; and one-on-one instruction. Subjects prepared for instruction through on-the-job training; reading professional literature; attending workshops and conferences; taking a formal course in instruction; and other methods. On the whole, training helped library staff to feel more prepared for teaching and to embrace instructional work as integral to their professional identities. Study participants derived enjoyment from instruction in the form of satisfaction with facilitating student learning; relationship building; personal development; task variety; and appreciation of the heightened profile of library staff. Subjects also described several barriers to teaching, including administrative, technological, and logistical barriers; client and faculty interactions; and interpersonal challenges such as nervousness or lack of preparation. Finally, subjects described the ways that instruction has changed with

  8. Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

    Science.gov (United States)

    Xu, Wei

    2015-01-01

    Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

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

    Science.gov (United States)

    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.…

  10. Technology-based vs. traditional instruction. A comparison of two methods for teaching the skill of performing a 12-lead ECG.

    Science.gov (United States)

    Jeffries, Pamela R; Woolf, Shirley; Linde, Beverly

    2003-01-01

    The purpose of this study was to compare the effectiveness of an interactive, multimedia CD-ROM with traditional methods of teaching the skill of performing a 12-lead ECG. A randomized pre/posttest experimental design was used. Seventy-seven baccalaureate nursing students in a required, senior-level critical-care course at a large midwestern university were recruited for the study. Two teaching methods were compared. The traditional method included a self-study module, a brief lecture and demonstration by an instructor, and hands-on experience using a plastic manikin and a real 12-lead ECG machine in the learning laboratory. The second method covered the same content using an interactive, multimedia CD-ROM embedded with virtual reality and supplemented with a self-study module. There were no significant (p method, or perception of self-efficacy in performing the skill. Overall results indicated that both groups were satisfied with their instructional method and were similar in their ability to demonstrate the skill correctly on a live, simulated patient. This evaluation study is a beginning step to assess new and potentially more cost-effective teaching methods and their effects on student learning outcomes and behaviors, including the transfer of skill acquisition via a computer simulation to a real patient.

  11. Shaping instructional communication competence of preservice teachers

    Science.gov (United States)

    Tandyonomanu, D.; Mutiah; Setianingrum, V. M.

    2018-01-01

    This study aims to understand the process of shaping communication competence. Participants were pre-service teachers in the primary school education teacher who conducted teaching program internship program. Observations and interviews found that culture, experience, and education were the components that developed the communication competence within the instructional context. The former two components dominantly shape communication instructional competencies, whereas the latter contributes insignificantly. Education emphasizes on teacher’s pedagogy and professional competences. In the future, educational institutions for pre-service teachers could use this research results to Determine the process of developing communication competence.

  12. Teaching Economics in the Former Soviet Union: New Curriculum, Old Instruction?

    Science.gov (United States)

    Osipian, Ararat L.

    2004-01-01

    This article suggests that the reform of economic instruction in the Former Soviet Union should focus on both learning and action. The incorporation of mathematical methods into the new economic curriculum will occur based on close cooperation among mathematicians and economists. The new economic instruction will have an interdisciplinary…

  13. Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education

    Science.gov (United States)

    Abdullah, Mohd Faizal Nizam Lee; Vimalanandan, Lena

    2017-05-01

    Teaching practice during school based experiences, afford an opportunity for pre service teachers to put into practice their knowledge for teaching mathematics. Like all knowledge, Mathematical Knowledge for Teaching (MKT) is held in both tacit and explicit form, making it especially difficult to study and map during instruction. This study investigates the tacit and explicit nature of MKT held by pre service teachers in a Malaysian Teacher Education Program and how it impacts the Mathematical Quality of their instruction (MQI). This study of three mathematics pre-service teachers (PSTs), utilised videos of mathematics lessons, reflective debriefs and interviews. The findings suggest that factors such as reflecting, peer-sharing, conferencing with mentors and observing support in making tacit knowledge more explicit during planning and instruction. Implications for preparation of mathematics teachers capable of high Mathematical Quality of Instruction are also discussed.

  14. Best teaching practices in anatomy education: A critical review.

    Science.gov (United States)

    Estai, Mohamed; Bunt, Stuart

    2016-11-01

    In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs. Therefore, developing effective modalities for teaching anatomy is essential to safe medical practice. Cadaver-based instruction has survived as the main instructional tool for hundreds of years, however, there are differing views on whether full cadaver dissection is still appropriate for a modern undergraduate training. The limitations on curricular time, trained anatomy faculty and resources for gross anatomy courses in integrated or/and system-based curricula, have led many medical schools to abandon costly and time-consuming dissection-based instruction in favour of alternative methods of instruction including prosection, medical imaging, living anatomy and multimedia resources. To date, no single teaching tool has been found to meet curriculum requirements. The best way to teach modern anatomy is by combining multiple pedagogical resources to complement one another, students appear to learn more effectively when multimodal and system-based approaches are integrated. Our review suggests that certain professions would have more benefit from certain educational methods or strategies than others. Full body dissection would be best reserved for medical students, especially those with surgical career intentions, while teaching based on prosections and plastination is more suitable for dental, pharmacy and allied health science students. There is a need to direct future research

  15. Examining First Grade Teachers' Handwriting Instruction

    Science.gov (United States)

    Arslan, Derya

    2012-01-01

    The purpose of this study is to examine the first grade teachers' practices of handwriting instructions in terms of teaching, evaluation and handwriting difficulties. From qualitative research patterns, phenomenology was used. The study was applied to the 54 First grade teachers who work at central Burdur and Burdur county centre primary education…

  16. New Directions in Reading Instruction--Revised.

    Science.gov (United States)

    Hinson, Bess, Ed.

    The gains in knowledge about the nature of reading and how to most effectively teach it come from cognitive research. This booklet (in the form of a flipchart) synthesizes and summarizes much of the current research on effective instruction for improved literacy and greater student achievement. The booklet, a revised edition of "New…

  17. Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction

    Science.gov (United States)

    Wasserman, Nicholas H.

    2016-01-01

    This article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics--and their progression across elementary, middle, and secondary mathematics--where teaching may be transformed by…

  18. A Conceptual Model for the Design and Delivery of Explicit Thinking Skills Instruction

    Science.gov (United States)

    Kassem, Cherrie L.

    2005-01-01

    Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The…

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

    Science.gov (United States)

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

    2012-01-01

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

  20. Accessible mathematics ten instructional shifts that raise student achievement

    CERN Document Server

    Leinwand, Steven

    2009-01-01

    Accessible Mathematics is Steven Leinwand's latest important book for math teachers. He focuses on the crucial issue of classroom instruction. He scours the research and visits highly effective classrooms for practical examples of small adjustments to teaching that lead to deeper student learning in math. Some of his 10 classroom-tested teaching shifts may surprise you and others will validate your thinking. But all will improve students' performance. Read Accessible Mathematics, try its 10 suggestions, and discover how minor shifts in teaching can put learning into high gear.

  1. Further Evidence of the Effectiveness of Phonological Instruction with Oral-Deaf Readers

    Science.gov (United States)

    Guardino, Caroline; Syverud, Susan M.; Joyner, Amy; Nicols, Heather; King, Sarah

    2011-01-01

    The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled "Teach Your Child to Read in 100 Easy Lessons" (Engelmann, Haddox, & Bruner,…

  2. Enhancing chemistry teaching in secondary schools: An alternative ...

    African Journals Online (AJOL)

    This study adopted the quasi-experimental research design to examine the alterative teaching methods in secondary chemistry using the cooperative instructional strategy ... Some recommendations were also made among which were that the current prevailing teaching and learning approach should be restructured.

  3. A narrative study of novice elementary teachers' perceptions of science instruction

    Science.gov (United States)

    Harrell, Roberta

    It is hoped that, once implemented, the Next Generation Science Standards (NGSS) will engage students more deeply in science learning and build science knowledge sequentially beginning in Kindergarten (NRC, 2013). Early instruction is encouraged but must be delivered by qualified elementary teachers who have both the science content knowledge and the necessary instructional skills to teach science effectively to young children (Ejiwale, 2012, Spencer, Vogel, 2009, Walker, 2011). The purpose of this research study is to gain insight into novice elementary teachers' perceptions of science instruction. This research suggests that infusion of constructivist teaching in the elementary classroom is beneficial to the teacher's instruction of science concepts to elementary students. Constructivism is theory that learning is centered on the learner constructing new ideas or concepts built upon their current/past knowledge (Bruner, 1966). Based on this theory, it is recommended that the instructor should try to encourage students to discover principles independently; essentially the instructor presents the problem and lets students go (Good & Brophy, 2004). Discovery learning, hands-on, experimental, collaborative, and project-based learning are all approaches that use constructivist principles. The NGSS are based on constructivist principles. This narrative study provides insight into novice elementary teachers' perceptions of science instruction considered through the lens of Constructivist Theory (Bruner, 1960).

  4. The Cost-Effectiveness of Interactive Radio Instruction for Improving Primary School Instruction in Honduras, Bolivia and Lesotho.

    Science.gov (United States)

    Tilson, Thomas D.; And Others

    Findings are presented from studies on the use of radio for teaching primary school children mathematics in Honduras and Bolivia and English as a Second Language in Lesotho. Interactive radio instruction (IRI) is so called because of the active participation of the students. Although lessons are presented by conventional radio, scripts are written…

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

    Science.gov (United States)

    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.

  6. PERBANDINGAN KEEFEKTIFAN QUANTUM TEACHING DAN TGT PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI PRESTASI DAN MOTIVASI

    Directory of Open Access Journals (Sweden)

    Trisnawati Trisnawati

    2015-11-01

      COMPARISON OF THE EFFECTIVENESS OF QUANTUM TEACHING AND TGT IN MATHEMATICS’ INSTRUCTION VIEWED FROM ACHIEVEMENT AND MOTIVATION Abstract This study aims to describe the effectiveness of the Quantum Teaching and Cooperative TGT Models and compare the effectiveness of the Quantum Teaching models with TGT in mathematics’ instruction viewed from the students’ achievement and learning motivation. This study was a quasi-experimental study using the pretest-posttest nonequivalent group design. The research population was all grade VIII students, while the sample is students of Class VIII-D and VIII-E. The data collecting instruments consisted of a students’ learning achievement test and learning motivation to questionnaires. To test the effectiveness of the Quantum Teaching and TGT models, the data were analyzed using one sample t-test. Then, to comparethe effectiveness of the Quantum Teaching models TGT models, the data were analyzed using MANOVA and continued using the t-Beonferroni test. The results of the study show that the Quantum Teaching and TGT models are effective and the Quantum Teaching model is more effective than the TGT models in mathematics’ instruction viewed from the students’ achievement and learning motivation. Keywords: quantum teaching models, TGT models, learning achievement, learning motivation

  7. Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System

    Science.gov (United States)

    Bowers, Jeffrey S.; Bowers, Peter N.

    2017-01-01

    A large body of research supports the conclusion that early reading instruction in English should emphasize phonics, that is, the teaching of grapheme-phoneme correspondences. By contrast, we argue that instruction should be designed to make sense of spellings by teaching children that spellings are organized around the interrelation of…

  8. 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)

  9. The Future of Foreign Language Instructional Technology: BYOD MALL

    Directory of Open Access Journals (Sweden)

    Jack Burston

    2016-05-01

    Full Text Available This paper describes trends in instructional technology that are influencing foreign language teaching today and that can be expected to increasingly do so in the future. Though already an integral part of foreign language instruction, digital technology is bound to play an increasing role in language teaching in the coming years. The greatest stimulus for this will undoubtedly be the accessibility of Mobile-Assisted Language Learning (MALL, made possible through the exploitation of mobile devices owned by students themselves. The ubiquitous ownership of smartphones and tablet computers among adolescents and adults now makes a Bring Your Own Device (BYOD approach a feasible alternative to desktop computer labs. Making this work, however, especially in a financially and technologically restricted environment, presents a number of challenges which are the focus of this paper.

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

    OpenAIRE

    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...

  11. Inquiry Teaching in Clinical Periodontics.

    Science.gov (United States)

    Heins, Paul J.; Mackenzie, Richard S.

    1987-01-01

    An adaptation of the inquiry method of teaching, which develops skills of information retrieval and reasoning through systematic questioning by the teacher, is proposed for instruction in clinical periodontics. (MSE)

  12. Grouping Pupils for Language Arts Instruction.

    Science.gov (United States)

    Ediger, Marlow

    A major task involved in teaching pupils is to group them wisely for instruction. Most elementary schools group learners in terms of a self-contained classroom. While it may seem extreme, all curriculum areas on each grade in the elementary school may be departmentalized. In some ways, departmentalization harmonizes more with a separate subjects…

  13. Computer‐Assisted Library Instruction and Face‐to‐Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries. A review of: Zhang, Li, Watson, Erin M. and Banfield, Laura. ʺThe Efficacy of Computer‐Assisted Instruction Versus Face‐to‐Face Instruction in Academic Libraries: A Systematic Review.ʺ The Journal of Academic Librarianship 33.4 (July 2007: 478‐484.

    Directory of Open Access Journals (Sweden)

    Stephanie Walker

    2008-03-01

    Full Text Available Objective – To conduct a systematic review of several studies comparing the efficacy of face‐to‐face versus computer‐assisted instruction (CAI for teaching basic library skills to patrons of academic libraries. Design – Systematic review of existing studies (randomised controlled trials and controlled trials.Setting ‐ College and university librariesSubjects – The subjects studied were patrons of any type of academic library, whether university, college, or other postsecondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses(undergraduate courses ranging widely in subject area, or in one case a first year experience program; the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods.Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education‐related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials,controlled trials, cohort studies

  14. Development and evaluation of an active instructional framework for undergraduate biology education

    Science.gov (United States)

    Lysne, Steven John

    The practice of science education in American colleges and universities is changing and the role of faculty is changing as well. There is momentum in higher education to transform our instruction and do a better job at supporting more students' success in science and engineering programs. New teaching approaches are transforming undergraduate science instruction and new research demonstrates that these new approaches are more engaging for students, result in greater achievement, and create more positive attitudes toward science careers. Additionally, teaching scholars have described a paradigm shift toward placing the burden of content coverage on students which allows more time for in-class activities such as discussion and problem solving. Teaching faculty have been asked to redesign their courses and rebrand themselves as facilitators of student learning, rather than purveyors of information, to improve student engagement, achievement, and attitudes. This dissertation is a critical evaluation of both the assumption that active learning improves student achievement and knowledge retention and my own assumptions regarding science education research and my students' resiliency. This dissertation is a collection of research articles, published or in preparation, presenting the chronological development (Chapters 2 and 3) and evaluation (Chapters 4 and 5) of an active instructional model for undergraduate biology instruction. Chapters 1 and 6.provide a broad introduction and summary, respectively. Chapter 2 is an exploration of student engagement through interviews with a variety of students. From these interviews I identified several themes that students felt were important, and science instructors need to address, including the place where learning happens and strategies for better engaging students. Chapter 3 presents a review of the science education literature broadly and more focused review on the how students learn and how faculty teach. Consistent with what

  15. Teaching Self-Control with Qualitatively Different Reinforcers

    Science.gov (United States)

    Passage, Michael; Tincani, Matt; Hantula, Donald A.

    2012-01-01

    This study examined the effectiveness of using qualitatively different reinforcers to teach self-control to an adolescent boy who had been diagnosed with an intellectual disability. First, he was instructed to engage in an activity without programmed reinforcement. Next, he was instructed to engage in the activity under a two-choice fixed-duration…

  16. Making Room for the Transformation of Literacy Instruction in the Digital Classroom

    Science.gov (United States)

    Sofkova Hashemi, Sylvana; Cederlund, Katarina

    2017-01-01

    Education is in the process of transforming traditional print-based instruction into digital formats. This multi-case study sheds light on the challenge of coping with the old and new in literacy teaching in the context of technology-mediated instruction in the early years of schooling (7-8 years old children). By investigating the relation…

  17. A Case Study of Faculty Attitudes toward Library Instruction: The Citadel Experience.

    Science.gov (United States)

    Maynard, J. Edmund

    1990-01-01

    Describes a survey of the teaching faculty at the Citadel that examined how the English faculty compared to other faculty in their perceptions and use of library instruction. It is concluded that the findings may be used to support an integrated, across-the-curriculum approach to library instruction. The questionnaire used is appended. (12…

  18. Teaching Vocabulary to Preschool Children with Hearing Loss

    Science.gov (United States)

    Lund, Emily; Douglas, W. Michael

    2016-01-01

    Despite poor vocabulary outcomes for children with hearing loss, few studies have evaluated the effectiveness of specific vocabulary teaching methods on vocabulary learning for this group. The authors compared three vocabulary instruction conditions with preschool children with hearing loss: (a) explicit, direct instruction; (b) follow-in…

  19. Essentials for successful English language teaching

    CERN Document Server

    Farrell, Thomas S C

    2010-01-01

    Essentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy Emphasize the social nature of learning Develop curricular integration, focus on meaning Celebrate diversity Expand thinking s

  20. Grammar Teaching in Chinese Tertiary Education

    Institute of Scientific and Technical Information of China (English)

    LAN Hui-hui

    2016-01-01

    Grammar teaching, as one essential aspect of English language teaching (ELT), has been and continues to be an area of some controversy and debates, which entails the emergency of diverse classroom practices for language teachers:Focus on Form or Focus on FormS. Connected with the specific context of grammar teaching in Chinese higher education, this paper tends to re-consider the place of grammar teaching in the classroom, and come up with some feasible approaches to instructing grammar so as to make appropriate connections between grammatical forms and the meanings.

  1. Instructional Simulation of a Commercial Banking System.

    Science.gov (United States)

    Hester, Donald D.

    1991-01-01

    Describes an instructional simulation of a commercial banking system. Identifies the teaching of portfolio theory, market robustness, and the subtleties of institutional constraints and decision making under uncertainty as the project's goals. Discusses the results of applying the simulation in an environment of local and national markets and a…

  2. Developing Principal Instructional Leadership through Collaborative Networking

    Science.gov (United States)

    Cone, Mariah Bahar

    2010-01-01

    This study examines what occurs when principals of urban schools meet together to learn and improve their instructional leadership in collaborative principal networks designed to support, sustain, and provide ongoing principal capacity building. Principal leadership is considered second only to teaching in its ability to improve schools, yet few…

  3. The Value of Video in Online Instruction

    Science.gov (United States)

    Rudd, Denis P., II.; Rudd, Denis P.

    2014-01-01

    Online educational instruction has become more prevalent in American and international educational institutions and is increasingly the chosen format for many academic programs. The use of web conferencing, virtual classrooms, and computer-based training are becoming the common platform in which schools provide education in online teaching. This…

  4. Online Training of Discrete‐Trials Teaching for Educating Children with Autism Spectrum Disorders

    DEFF Research Database (Denmark)

    Zaragoza Scherman, Alejandra; Thomson, Kendra; Boris, Ashley

    2015-01-01

    We evaluated a self-instructional manual supported by an online Computer-Aided Personalized System of Instruction (CAPSI) for teaching Discrete-Trials Teaching (DTT) to university students. During baseline and post-training, five participants taught three tasks commonly taught to children...... with autism spectrum disor-ders to a confederate role-playing a child with autistic disorder. During training, participants studied a self-instructional manual using CAPSI to demonstrate mastery of study questions about DTT. Overall mean baseline accuracy was 54.9%, and improved to 84.7% in post...

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

    Directory of Open Access Journals (Sweden)

    Lindsay J. Alcock

    2017-06-01

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

  6. The development and validation of the Blended Socratic Method of Teaching (BSMT: An instructional model to enhance critical thinking skills of undergraduate business students

    Directory of Open Access Journals (Sweden)

    Eugenia Arazo Boa

    2018-01-01

    Full Text Available Enhancing critical thinking skills is one of the paramount goals of many educational institutions. This study presents the development and validation of the Blended Socratic Method of Teaching (BSMT, a teaching model intended to foster critical thinking skills of business students in the undergraduate level. The main objectives of the study were to 1 to survey the critical thinking skills of undergraduate business students, and 2 to develop and validate the BSMT model designed to enhance critical thinking skills. The research procedure comprised of two phases related to the two research objectives: 1 surveying the critical thinking skills of 371 undergraduate business students at Naresuan University International College focusing on the three critical thinking competencies of the RED model—recognize assumptions, evaluate arguments, and draw conclusion, and the determination of the level of their critical thinking; and 2 developing the instructional model followed by validation of the model by five experts. The results of the study were: 1 the undergraduate business students have deficient critical thinking based on the RED Model competencies as they scored “below average” on the critical thinking appraisal, and 2 the developed model comprised six elements: focus, syntax, principles of reaction, the social system, the support system, and application. The experts were in complete agreement that the model is “highly appropriate” in improving the critical thinking skills of the business students. The main essence of the model is the syntax comprising of five steps: group assignment, analysis and writing of case studies; group presentation of the business case analysis in class; Socratic discussion/questioning in class; posting of the case study on the class Facebook account; and online Socratic discussion/questioning. The BSMT model is an authentic and comprehensive model combining the Socratic method of teaching, information and

  7. Educating Instructional Designers: Different Methods for Different Outcomes.

    Science.gov (United States)

    Rowland, Gordon; And Others

    1994-01-01

    Suggests new methods of teaching instructional design based on literature reviews of other design fields including engineering, architecture, interior design, media design, and medicine. Methods discussed include public presentations, visiting experts, competitions, artifacts, case studies, design studios, and internships and apprenticeships.…

  8. The effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching

    Directory of Open Access Journals (Sweden)

    Radulović Branka

    2016-01-01

    Full Text Available The main goal of this study was to examine the extent to which different teaching instructions focused on the application of laboratory inquire-based experiments (LIBEs and interactive computer based simulations (ICBSs improved understanding of physical contents in high school students, compared to traditional teaching approach. Additionally, the study examined how the applied instructions influenced students’ assessment of invested cognitive load. A convenience sample of this research included 187 high school students. A multiple-choice test of knowledge was used as a measuring instrument for the students’ performance. Each task in the test was followed by the five-point Likert-type scale for the evaluation of invested cognitive load. In addition to descriptive statistics, determination of significant differences in performance and cognitive load as well as the calculation of instructional efficiency of applied instructional design, computed one-factor analysis of variance and Tukey’s post-hoc test. The findings indicate that teaching instructions based on the use of LIBEs and ICBSs equally contribute to an increase in students’ performance and the reduction of cognitive load unlike traditional teaching of Physics. The results obtained by the students from the LIBEs and ICBSs groups for calculated instructional efficiency suggest that the applied teaching strategies represent effective teaching instructions. [Projekat Ministarstva nauke Republike Srbije, br. 179010: The Quality of Education System in Serbia from European Perspective

  9. Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator.

    Science.gov (United States)

    Sibbald, Matt; McKinney, James; Cavalcanti, Rodrigo B; Yu, Eric; Wood, David A; Nair, Parvathy; Eva, Kevin W; Hatala, Rose

    2013-08-01

    Use of dual-processing has been widely touted as a strategy to reduce diagnostic error in clinical medicine. However, this strategy has not been tested among medical trainees with complex diagnostic problems. We sought to determine whether dual-processing instruction could reduce diagnostic error across a spectrum of experience with trainees undertaking cardiac physical exam. Three experiments were conducted using a similar design to teach cardiac physical exam using a cardiopulmonary simulator. One experiment was conducted in each of three groups: experienced, intermediate and novice trainees. In all three experiments, participants were randomized to receive undirected or dual-processing verbal instruction during teaching, practice and testing phases. When tested, dual-processing instruction did not change the probability assigned to the correct diagnosis in any of the three experiments. Among intermediates, there was an apparent interaction between the diagnosis tested and the effect of dual-processing instruction. Among relative novices, dual processing instruction may have dampened the harmful effect of a bias away from the correct diagnosis. Further work is needed to define the role of dual-processing instruction to reduce cognitive error. This study suggests that it cannot be blindly applied to complex diagnostic problems such as cardiac physical exam.

  10. NALDA (Naval Aviation Logistics Data Analysis) CAI (computer aided instruction)

    Energy Technology Data Exchange (ETDEWEB)

    Handler, B.H. (Oak Ridge K-25 Site, TN (USA)); France, P.A.; Frey, S.C.; Gaubas, N.F.; Hyland, K.J.; Lindsey, A.M.; Manley, D.O. (Oak Ridge Associated Universities, Inc., TN (USA)); Hunnum, W.H. (North Carolina Univ., Chapel Hill, NC (USA)); Smith, D.L. (Memphis State Univ., TN (USA))

    1990-07-01

    Data Systems Engineering Organization (DSEO) personnel developed a prototype computer aided instruction CAI system for the Naval Aviation Logistics Data Analysis (NALDA) system. The objective of this project was to provide a CAI prototype that could be used as an enhancement to existing NALDA training. The CAI prototype project was performed in phases. The task undertaken in Phase I was to analyze the problem and the alternative solutions and to develop a set of recommendations on how best to proceed. The findings from Phase I are documented in Recommended CAI Approach for the NALDA System (Duncan et al., 1987). In Phase II, a structured design and specifications were developed, and a prototype CAI system was created. A report, NALDA CAI Prototype: Phase II Final Report, was written to record the findings and results of Phase II. NALDA CAI: Recommendations for an Advanced Instructional Model, is comprised of related papers encompassing research on computer aided instruction CAI, newly developing training technologies, instructional systems development, and an Advanced Instructional Model. These topics were selected because of their relevancy to the CAI needs of NALDA. These papers provide general background information on various aspects of CAI and give a broad overview of new technologies and their impact on the future design and development of training programs. The paper within have been index separately elsewhere.

  11. The equivalence of learning paths in early science instruction: effect of direct instruction and discovery learning.

    Science.gov (United States)

    Klahr, David; Nigam, Milena

    2004-10-01

    In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.

  12. DLESE Teaching Boxes: Earth System Science Resources And Strategies For Using Data In The Classroom

    Science.gov (United States)

    Olds, S. E.; Weingroff, M.

    2005-12-01

    The DLESE Teaching Box project is both a professional development opportunity and an educational resource development project providing a pedagogic context that support teachers' use of data in the classroom. As a professional development opportunity, it is designed to augment teachers' science content knowledge, enhance their use of inquiry teaching strategies, and increase their confidence and facility with using digital libraries and online learning resources. Teams of educators, scientists, and instructional designers work together during a three part Teaching Box Development Workshop series to create Teaching Boxes on Earth system science topics. The resulting Teaching Boxes use Earth system science conceptual frameworks as their core and contain inquiry-based lessons which model scientific inquiry and process by focusing on the gathering and analysis of evidence. These lines of evidence employ an Earth systems approach to show how processes across multiple spheres, for example, how the biosphere, atmosphere, and geosphere interact in a complex Earth process. Each Teaching Box has interconnected lessons that provide 3-6 weeks of instruction, incorporate National and California science standards, and offer guidance on teaching pathways through the materials. They contain up-to-date digital materials including archived and real-time data sets, simulations, images, lesson plans, and other resources available through DLESE, NSDL, and the participating scientific institutions. Background information provided within the Box supports teacher learning and guides them to facilitate student access to the tools and techniques of authentic, modern science. In developing Teaching Boxes, DLESE adds value to existing educational resources by helping teachers more effectively interpret their use in a variety of standards-based classroom settings. In the past twelve months we have had over 100 requests for Teaching Box products from teachers and curriculum developers from

  13. Tasks for Integrating Language and Culture Teaching

    Science.gov (United States)

    Neff, Peter; Rucynski, John, Jr.

    2013-01-01

    This article discusses the role of culture in language teaching and provides activities for introducing culture in the classroom, focusing on teaching context and methodology to integrate culture. The authors outline five activities that can be adapted to the language level and interests of students. Instructions for each activity include language…

  14. The Effectiveness of Computer-Assisted Instruction to Teach Physical Examination to Students and Trainees in the Health Sciences Professions: A Systematic Review and Meta-Analysis.

    Science.gov (United States)

    Tomesko, Jennifer; Touger-Decker, Riva; Dreker, Margaret; Zelig, Rena; Parrott, James Scott

    2017-01-01

    To explore knowledge and skill acquisition outcomes related to learning physical examination (PE) through computer-assisted instruction (CAI) compared with a face-to-face (F2F) approach. A systematic literature review and meta-analysis published between January 2001 and December 2016 was conducted. Databases searched included Medline, Cochrane, CINAHL, ERIC, Ebsco, Scopus, and Web of Science. Studies were synthesized by study design, intervention, and outcomes. Statistical analyses included DerSimonian-Laird random-effects model. In total, 7 studies were included in the review, and 5 in the meta-analysis. There were no statistically significant differences for knowledge (mean difference [MD] = 5.39, 95% confidence interval [CI]: -2.05 to 12.84) or skill acquisition (MD = 0.35, 95% CI: -5.30 to 6.01). The evidence does not suggest a strong consistent preference for either CAI or F2F instruction to teach students/trainees PE. Further research is needed to identify conditions which examine knowledge and skill acquisition outcomes that favor one mode of instruction over the other.

  15. Effective Evaluation of Teaching: A Guide for Faculty and Administrators

    Science.gov (United States)

    Kite, Mary E., Ed.

    2012-01-01

    This book compiles several essays about effective evaluation of teaching. Contents of this publication include: (1) Conducting Research on Student Evaluations of Teaching (William E. Addison and Jeffrey R. Stowell); (2) Choosing an Instrument for Student Evaluation of Instruction (Jared W. Keeley); (3) Formative Teaching Evaluations: Is Student…

  16. Teacher Effectiveness in Adapting Instruction to the Needs of Pupils With Learning Difficulties in Regular Primary Schools in Ghana

    Directory of Open Access Journals (Sweden)

    Abdul-Razak Kuyini Alhassan

    2014-01-01

    Full Text Available Ghana education system has failed to effectively address the needs of pupils with learning difficulties (LDs in regular classrooms. Underachievement, school dropout, streetism, and antisocial behaviors are the consequences. Teachers’ lack of adequate competence in adaptive instruction is one of the fundamental reasons responsible for this anomaly. This study aims to examine teachers’ competence in adapting instructions to teach pupils with LDs in the regular classroom in Ghana. The data were gathered from 387 sampled teachers in a cross-sectional survey using questionnaires and structured observation methods. We analyzed the data using descriptive statistic, chi-square test, correlation, t test, and ANOVA. The results show that (a teachers have limited to moderate competence in adaptive instruction, (b adaptive teaching is strongly associated with teachers’ competence in teaching pupils with LDs in the regular classroom, and (c apart from gender and class size, teachers’ background variables such as school location and teaching experience differ significantly. The study has serious implications for Ghana’s inclusive education policy and teaching practice.

  17. A Comparison of Passion and Teaching Modality

    Directory of Open Access Journals (Sweden)

    Scott Greenberger

    2016-01-01

    Full Text Available Research exists that applies the dualistic model of passion to face-to-face teaching, but no research has applied this model to online instruction. Distance education theories imply a need to discover factors contributing to online faculty motivation to engage students. Although there has been extensive exploration of intrinsic and extrinsic motivation to teach online, factors contributing to consistent and optimal teaching behavior has received less attention. There is evidence that the passion construct is independent of both intrinsic and extrinsic motivation. A stratified random sample of online and face-to-face faculty (n = 92 were surveyed using the Passion Scale. The results showed that 95 percent of the sampled online faculty self-identified as passionate for their online instruction. In the between-groups analysis, there were no significant differences in the variables of passion orientation, harmonious passion, and obsessive passion by modality. This research provides a basis for future research of passion in online instruction. In addition, this study adds another dimension for research within distance education theory, providing increased evidence for what motivates online instructors to consistently and effectively engage students.

  18. Teaching and researching

    CERN Document Server

    Grabe, William

    2013-01-01

    Teaching and Researching Reading was first written to help language professionals understand the complex nature of reading. Now in a thoroughly updated and improved second edition, the book expands connections from research on reading to instructional practices and teacher-initiated action research. Offering an updated overview of reading theory, it summarises key ideas and issues in first and second language contexts.In addition to providing insightful research analyses, Grabe and Stoller offer practical advice for practitioners and researchers, including evidence-based teaching ideas and a m

  19. Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review

    Science.gov (United States)

    Lubin, Jacqueline; Polloway, Edward A.

    2016-01-01

    Over the years, mnemonic instruction has been promoted as an effective strategy to teach students with learning problems including learning disabilities (LD) or mild intellectual disability (MID). This paper discusses mnemonic instruction, including types, versatility in use, and effectiveness with struggling learners. Specific emphasis then is…

  20. Data Driven Program Planning for GIS Instruction

    Science.gov (United States)

    Scarletto, Edith

    2013-01-01

    This study used both focus groups (qualitative) and survey data (quantitative) to develop and expand an instruction program for GIS services. It examined the needs and preferences faculty and graduate students have for learning about GIS applications for teaching and research. While faculty preferred in person workshops and graduate students…

  1. Health instruction in Nigerian schools: what are the missing links?

    Science.gov (United States)

    Olatunya, Oladele Simeon; Oseni, Saheed Babajide; Oyelami, Oyeku Akibu; Adegbenro, Caleb; Akani, Nwadiuto

    2014-01-01

    School health instruction (SHI) is the instructional aspects of school health programme. It provides information on key health issues to school children who are in their formative years. A cross sectional descriptive study of all the primary schools in a focal Local Government Area in Nigeria was carried out to ascertain the implementation of SHI with regards to the contents, methods of delivery and teachers preparation for health teaching using an evaluation checklist for SHI. There were more female pupils enrolled in the study area compared to their male counterparts with a male to female ratio of 0.9:1.0 and only 3.0% of the teachers had In-service training on health related issues in the previous five years preceding the study. 79.4% of the teachers had the recommended qualification to work in the schools. Teachings on emotional health, communicable diseases and safety education were sparingly given by 1.6%, 4.7% and 56% schools respectively. Only three (4.7%) schools (all private) had health instruction given by designated health education staff. No school gave health instruction at least thrice a week as recommended. Compliance with the implementation of SHI was very poor in the study area.

  2. Effects of Applying Blogs to Assist Life Education Instruction for Elementary School Students

    Science.gov (United States)

    Lou, Shi-Jer; Kao, Mei-Chuan; Yen, Hsiu-Ling; Shih, Ru-Chu

    2013-01-01

    The purpose of this study aims to explore the effects of applying blog-assisted life education instruction to fifth grade elementary school students. The subjects were 30 fifth-grade students from southern Taiwan. The teaching experiment lasted 10 weeks with three sessions conducted each week. In the experiment, instructional effectiveness and the…

  3. Use of static picture prompts versus video modeling during simulation instruction.

    Science.gov (United States)

    Alberto, Paul A; Cihak, David F; Gama, Robert I

    2005-01-01

    The purpose of this study was to compare the effectiveness and efficiency of static picture prompts and video modeling as classroom simulation strategies in combination with in vivo community instruction. Students with moderate intellectual disabilities were instructed in the tasks of withdrawing money from an ATM and purchasing items using a debit card. Both simulation strategies were effective and efficient at teaching the skills. The two simulation strategies were not functionally different in terms of number of trials to acquisition, number of errors, and number of instructional sessions to criterion.

  4. LEARNING AND THOUGHT PROCESSES IN REALISTIC MATHEMATICS INSTRUCTION

    NARCIS (Netherlands)

    Nelissen, J.; Tomic, W.

    2008-01-01

    This article deals with the various different approaches to mathematics and the influence that these approaches have had on the teaching of this subject. In addition to the three generally known schools of mathematics instruction - the mechanistic, the structuralistic and the empirical - the article

  5. Effect of multimedia-based instructional package on secondary ...

    African Journals Online (AJOL)

    Finally, it was recommended that Geography teachers should be exposed to seminars, workshops, and trainings; they should be encourage to use ICT tools in teaching while students should be given access to- computer usage with necessary facilities. Keywords: Multimedia, instructional package, achievement, geography ...

  6. The Personalized System of Instruction: Review and Applications to Distance Education

    Directory of Open Access Journals (Sweden)

    Lyle Grant

    2003-10-01

    Full Text Available The present paper a outlines the basic features of the Personalized System of Instruction (PSI; b provides a brief history of PSI; and c describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning.

  7. Peer-to-Peer Teaching Using Multi-Disciplinary Applications as Topics

    Science.gov (United States)

    Sturdivant, Rodney X.; Souhan, Brian E.

    2011-01-01

    Most educators know that the best way to truly understand new material is to teach it. The use of students as peer educators provides numerous benefits to the student teacher and his or her classmates. Student-led instruction or peer-to-peer teaching is not a new concept or teaching technique. Peer teaching traces its roots back to the ancient…

  8. The influence of analogical reasoning instruction on the pedagogical reasoning ability of preservice elementary teachers

    Science.gov (United States)

    James, Mark Charles

    Novice teachers with little prior knowledge of science concepts often resort to teaching science as a litany of jargon and definitions. The primary objective of this study was to establish the efficacy of analogy-based pedagogy on influencing the teaching performance of preservice elementary teachers, a group that has been identified for their particular difficulties in teaching science content. While numerous studies have focused on the efficacy of analogy-based instruction on the conceptual knowledge of learners, this was the first study to focus on the influence of analogy-based pedagogy instruction on the teaching performance of novice teachers. The study utilized a treatment/contrast group design where treatment and contrast groups were obtained from intact sections of a university course on methods of teaching science for preservice elementary education students. Preservice teachers in the treatment group were provided instruction in pedagogy that guided them in the generation of analogies to aid in the explanation phase of their learning cycle lessons. The process of generating and evaluating analogies for use in teaching was instrumental in focusing the preservice teachers' lesson planning efforts on critical attributes in target concepts, and away from misplaced concentrations on jargon and definitions. Teaching performance was primarily analyzed using coded indicants of Shulman's (1986) six stages of pedagogical reasoning ability. The primary data source was preservice teachers' work submitted for a major course assignment where the preservice teachers interviewed an elementary school student to gauge prior knowledge of Newtonian force concepts. The culmination of the semester-long assignment was the design of an individualized lesson that was presented by the preservice teachers to individual elementary school students. The results of this study strongly suggest that instruction in methods to include analogy-based pedagogy within a learning cycle lesson

  9. Teaching to the Test: Coaching or Corruption

    Science.gov (United States)

    Bond, Lloyd

    2008-01-01

    Despite their current popularity, many still view coaching schools for college admissions as somehow vaguely unethical, as a form of "teaching to the test." But "coaching" as an instructional exercise only crosses some ethical line of propriety when instructors have access to and in fact teach the actual items that will appear…

  10. Intermediate Teachers' Perceptions of Reading Instruction Strategies and Professional Development Needs

    Science.gov (United States)

    Joyner, Barbara

    2017-01-01

    In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices,…

  11. An Empirical Survey of Technology Application in Teaching ...

    African Journals Online (AJOL)

    The present study is very important and necessary because many teachers are ... and the extent of utilization of ICTs in instruction in Nigerian secondary schools. ... new technology in teaching and learning Geography in Nigerian Secondary ... While 42% rarely make use of multi- media presentation in teaching Geography.

  12. 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...

  13. Stages of Faculty Concern about Teaching Online: Relationships between Faculty Teaching Methods and Technology Use in Teaching

    Science.gov (United States)

    Randall, John H.

    2016-01-01

    As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages…

  14. Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language.

    Science.gov (United States)

    Schneider, E; Ganschow, L

    2000-01-01

    In this paper the authors discuss how the concept of dynamic (cognitive) assessment and instruction might relate to the assessment and instruction of at-risk foreign/second language learners. They describe its relevance to a diagnostic/prescriptive approach to instruction for teaching a foreign language to students with identified dyslexia and other at-risk students. They explain how to assess learners' knowledge of the native/foreign/second language through questions and guided discovery. Examples in German and English illustrate its application to foreign/second language instruction.

  15. Teaching Astrophysics to Upper Level Undergraduates

    Science.gov (United States)

    Van Dorn Bradt, Hale

    2010-03-01

    A Socratic peer-instruction method for teaching upper level undergraduates is presented. Basically, the instructor sits with the students and guides their presentations of the material. My two textbooks* (on display) as well as many others are amenable to this type of teaching. *Astronomy Methods - A Physical Approach to Astronomical Observations (CUP 2004) *Astrophysics Processes-The Physics of Astronomical Phenomena (CUP 2008)

  16. Evaluation of a Theory of Instructional Sequences for Physics Instruction

    Science.gov (United States)

    Wackermann, Rainer; Trendel, Georg; Fischer, Hans E.

    2010-05-01

    The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem-solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory-oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre-treatment-post design with non-equivalent control group. Findings of repeated-measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.

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

    Science.gov (United States)

    Harrison, Antonio M.; Pyles, David A.

    2013-01-01

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

  18. A Study of Music Instruction in Preschool Education Training : Part II

    OpenAIRE

    丸山, 京子; Kyoko, Maruyama

    2001-01-01

    Last year, the author and others studied music instruction in preschool education training. In that paper, we learn what was required to become successful preschool teacher and the relationship between kindergarten children and preschool education major students. Based on the results of that study, the author has come to realize the importance of music instruction and music performance in childhood development in the preschool curriculum.

  19. Reflective Teaching in Teaching Social Skills: Utopia or Necessity?

    Science.gov (United States)

    Usakli, Hakan

    2009-01-01

    Social skills can be defined as the skills to be gained to the students at the beginning of the academic year, like engaging in, self introducing, and asking questions. Those skills can be gained by the teachers. Reflective teaching is very significant for teachers. Teachers pay attention to everything in the classroom during their instruction.…

  20. Pronunciation in EFL instruction a research-based approach

    CERN Document Server

    Szpyra-Kozłowska, Jolanta

    2014-01-01

    This book addresses issues and debates at the centre of English pronunciation teaching. It offers new theoretical ideas and practical solutions to phonodidactic problems that arise in EFL contexts, approaching pronunciation instruction from global and local perspectives and supporting its theoretical claims with extensive empirical evidence.

  1. Effect of student engagement on multimedia-assisted instruction

    Directory of Open Access Journals (Sweden)

    Hsiu-Ping Yueh

    2012-09-01

    Full Text Available This study applied multimedia in a general engineering and technology course in Taiwan and evaluated the effectiveness of multimedia-assisted instruction and learning. The course presented trends in technological development and the achievements of Taiwanese industries and research institutes from a historical perspective, and overviewed the technology industries and industrial transformation development in Taiwan. The course units adopted multimedia to support class teaching and student learning, and a survey was conducted to collect students’ attitudes and perception toward multimedia-assisted instruction and learning in the course. Research data were collected from 45 male and 9 female students with varied academic and cultural backgrounds. Results showed that multimedia videos help raise students’ awareness of learning issues, improve their understanding of content, and increase the depth of their learning. Almost all students liked the approach of using multimedia to assist teaching and learning, preferring this approach over traditional lecture-based instruction. They also would recommend this course to their peers. This study also found that the degree of students’ engagement caused variance in the students’ perception of multimedia helpfulness in assisting their learning. Finally, this study further proposes suggestions in both design and research on applications of multimedia-enhanced learning in engineering and technology education.

  2. Lessons on Stigma: Teaching about HIV/AIDS

    Science.gov (United States)

    Lichtenstein, Bronwen; DeCoster, Jamie

    2014-01-01

    Teaching about the sociology of HIV/AIDS involves teaching about the causes and effects of stigma. We describe a Sociology of HIV/AIDS course at the University of Alabama in which stigma reduction was assessed as a primary objective. The syllabus involved theory-based instruction, class visits, service learning, and student research on community…

  3. Peer-Teaching in the Secondary Music Ensemble

    Science.gov (United States)

    Johnson, Erik

    2015-01-01

    Peer-teaching is an instructional technique that has been used by teachers world-wide to successfully engage, exercise and deepen student learning. Yet, in some instances, teachers find the application of peer-teaching in large music ensembles at the secondary level to be daunting. This article is meant to be a practical resource for secondary…

  4. Feasibility of Incorporating Alternative Teaching Methods into Clinical Clerkships.

    Science.gov (United States)

    Berman, Judith; And Others

    1990-01-01

    A study investigated the effectiveness of computer-assisted instruction, interactive video, and videotapes as alternative methods of instruction in clinical clerkship modules on diabetes and hypertension. The 17 participants were more interested in balancing time between patient contact and alternative teaching methods and had better knowledge,…

  5. The Impact of Collegial Instruction on Peers’ Pedagogical Knowledge (PK: An EFL Case Study

    Directory of Open Access Journals (Sweden)

    Farnaz Latif

    2010-05-01

    Full Text Available Shared responsibilities such as mentoring, instruction, learner monitoring and classroom management enable the peers to observe, review, reflect on and learn from the overall practical professional expertise of one another through collegial instruction experience. The present exploratory case study has The present exploratory case study has attempted to study collegial teaching as an innovative instruction model (as an alternative to solo-based instruction models in a General Business English course in SAPco (An automotive part supplier in Iran. To this end, the researcher has mainly tried to concentrate  on two expert business English teachers' perceptions concerning their experience of collegial teaching for business English courses, observing their reflections before and after the course, to focus on the possible impacts of this type of instruction on their pedagogical knowledge as language teacher. As a result, as it is indicated in overall reflections of the participant colleagues, collegial instruction is believed to lead toward a more efficient transferability and development of teachers' pedagogical knowledge than what can take place as a result of individually run traditional practices. Moreover, this type of instruction can be a rather cost-effective and timesaving alternative to traditional OJT (on the job training courses for teacher development authorities and curriculum developers who are concerned about and willing to promote professional development of their teachers.

  6. Teaching Multiple Online Sections/Courses: Tactics and Techniques

    Science.gov (United States)

    Bates, Rodger; LaBrecque, Bryan; Fortner, Emily

    2016-01-01

    The challenge of teaching online increases as the number of sections or courses increase in a semester. The tactics and techniques which enrich online instruction in the tradition of quality matters can be modified and adapted to the demands of multiple instructional needs during a semester. This paper addresses time management and instructional…

  7. Autonomy, Equality, and Teaching among Aka Foragers and Ngandu Farmers of the Congo Basin.

    Science.gov (United States)

    Boyette, Adam H; Hewlett, Barry S

    2017-09-01

    The significance of teaching to the evolution of human culture is under debate. We contribute to the discussion by using a quantitative, cross-cultural comparative approach to investigate the role of teaching in the lives of children in two small-scale societies: Aka foragers and Ngandu farmers of the Central African Republic. Focal follows with behavior coding were used to record social learning experiences of children aged 4 to 16 during daily life. "Teaching" was coded based on a functional definition from evolutionary biology. Frequencies, contexts, and subtypes of teaching as well as the identity of teachers were analyzed. Teaching was rare compared to observational learning, although both forms of social learning were negatively correlated with age. Children received teaching from a variety of individuals, and they also engaged in teaching. Several teaching types were observed, including instruction, negative feedback, and commands. Statistical differences in the distribution of teaching types and the identity of teachers corresponded with contrasting forager vs. farmer foundational cultural schema. For example, Aka children received less instruction, which empirically limits autonomous learning, and were as likely to receive instruction and negative feedback from other children as they were from adults. Commands, however, exhibited a different pattern suggesting a more complex role for this teaching type. Although consistent with claims that teaching is relatively rare in small-scale societies, this evidence supports the conclusion that teaching is a universal, early emerging cognitive ability in humans. However, culture (e.g., values for autonomy and egalitarianism) structures the nature of teaching.

  8. Talking Books in Reading Instruction and Student Behavior

    Directory of Open Access Journals (Sweden)

    Stig Toke Gissel

    2014-12-01

    Full Text Available In grade 1, Danish students used a talking book with TTS (text-to-speech and participated in a learning design with emphasis on decoding and reading for meaning in written text. The students all read the same unfamiliar text, which for many of the students would traditionally be considered being at their frustration level. Basing the intervention on connectionist theory of reading and Share’s self-teaching hypothesis, students were instructed to try to read the words before activating the TTS-function. Only five students out of 17 used the software in ways that could promote self-teaching, but underused the support. Five other students very quickly refrained from trying to decode, instead clicking the full page TTS. Another five students did not at any point try to decode words independently. These results suggest that by using TTS and talking books in reading instruction without measures to fine tune the scaffolding, it is very doubtful whether any students benefit from the TTS at all.

  9. Defining, Developing, and Measuring "Proclivities for Teaching Mathematics"

    Science.gov (United States)

    Lewis, Jennifer M.; Fischman, Davida; Riggs, Matt

    2015-01-01

    This article presents a form of teacher reasoning that we call "proclivities for teaching mathematics." We define proclivities for teaching mathematics as the beliefs, knowledge, and dispositions that are actionable in the flow of instruction, and we argue that growth in this area contributes to positive change in mathematics…

  10. A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students.

    Science.gov (United States)

    Lu, Fletcher; Lemonde, Manon

    2013-12-01

    The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

  11. Teaching Vocabulary in Colour.

    Science.gov (United States)

    Gnoinska, Anna

    1998-01-01

    Describes one teacher's use of color to make classroom instruction more interesting. Techniques included using colored paper for handouts, conducting an experiment to see whether the use of colors could enhance students' memory power, and using colored flashcards to teach vocabulary. (Author/VWL)

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

    Science.gov (United States)

    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…

  13. The use of active learning strategies in the instruction of Reactor Physics concepts

    International Nuclear Information System (INIS)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation

  14. The use of active learning strategies in the instruction of Reactor Physics concepts

    Energy Technology Data Exchange (ETDEWEB)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.

  15. The Potential of Directed Instruction to Teach Effectively Technology Usage

    Science.gov (United States)

    Hosseini, Zahra

    2016-01-01

    Currently, teacher educational systems tend to develop their teachers' knowledge to effectively integrate technology in teaching. Consequently, numerous studies have attempted to describe strategies, models and approaches to develop teachers' knowledge for teaching with technology. However, most teachers are still following their traditional…

  16. Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

    Science.gov (United States)

    DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

    2015-01-01

    Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. PMID:26250562

  17. Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

    Science.gov (United States)

    Nurhuda; Lukito, A.; Masriyah

    2018-01-01

    This study aims to develop instructional tools and implement it to see the effectiveness. The method used in this research referred to Designing Effective Instruction. Experimental research with two-group pretest-posttest design method was conducted. The instructional tools have been developed is cooperative learning model with predict-observe-explain strategy on the topic of cuboid and cube volume which consist of lesson plans, POE tasks, and Tests. Instructional tools were of good quality by criteria of validity, practicality, and effectiveness. These instructional tools was very effective for teaching the volume of cuboid and cube. Cooperative instructional tool with predict-observe-explain (POE) strategy was good of quality because the teacher was easy to implement the steps of learning, students easy to understand the material and students’ learning outcomes completed classically. Learning by using this instructional tool was effective because learning activities were appropriate and students were very active. Students’ learning outcomes were completed classically and better than conventional learning. This study produced a good instructional tool and effectively used in learning. Therefore, these instructional tools can be used as an alternative to teach volume of cuboid and cube topics.

  18. Effects of No-No Prompting on Teaching Expressive Labeling of Facial Expressions to Children with and without a Pervasive Developmental Disorder

    Science.gov (United States)

    Leaf, Justin B.; Oppenheim-Leaf, Misty L.; Dotson, Wesley H.; Johnson, Valerie A.; Courtemanche, Andrea B.; Sheldon, Jan B.; Sherman, James A.

    2011-01-01

    Discrete trial teaching is a systematic form of instruction found to be effective for children diagnosed with autism. Three areas of discrete trial teaching warranting more research are the effectiveness and efficiency of various prompting procedures, the effectiveness of implementing teaching in a group instructional format, and the ability of…

  19. Examining elementary teachers' knowledge and instruction of scientific explanations for fostering children's explanations in science

    Science.gov (United States)

    Wiebke, Heidi Lynn

    This study employed an embedded mixed methods multi-case study design (Creswell, 2014) with six early childhood (grades K-2) teachers to examine a) what changes occurred to their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for teaching scientific explanations while participating in a professional development program, b) how they planned for and implemented scientific explanation instruction within a teacher developed unit on properties of matter, and c) what affordances their instruction of scientific explanations had on fostering their students' abilities to generate explanations in science. Several quantitative and qualitative measures were collected and analyzed in accordance to this studies conceptual framework, which consisted of ten instructional practices teachers should consider assimilating or accommodating into their knowledge base (i.e., SMK & PCK) for teaching scientific explanations. Results of this study indicate there was little to no positive change in the teachers' substantive and syntactic SMK. However, all six teachers did make significant changes to all five components of their PCK for teaching explanations in science. While planning for scientific explanation instruction, all six teachers' contributed some ideas for how to incorporate seven of the ten instructional practices for scientific explanations within the properties of matter unit they co-developed. When enacting the unit, the six teachers' employed seven to nine of the instructional practices to varying levels of effectiveness, as measured by researcher developed rubrics. Given the six teachers' scientific explanation instruction, many students did show improvement in their ability to formulate a scientific explanation, particularly their ability to provide multiple pieces of evidence. Implications for professional developers, teacher educators, researchers, policy makers, and elementary teachers regarding how to prepare teachers for and support students

  20. D4 S4: A Four Dimensions Instructional Strategy for Web-based and Blended Learning

    Directory of Open Access Journals (Sweden)

    Hamdy A. ABDELAZIZ,

    2012-08-01

    Full Text Available Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for teaching and learning through the Web and blended learning environments. The central theme of this strategy is that instructional strategies give instructors and students a conceptual as well as a practical mode of delivery from which to teach and learn. Considering and applying new instructional strategy can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge that can be adapted and/or adopted in teaching in all educational levels and environments. The main objective of this paper was to develop a holonomic instructional strategy for Web-based and blended learning. This strategy is guided by the non-linear and interactive features of learning environments. The strategy is consisted of four dimensions: designing, developing, delving and distributing. In this new instructional strategy, learning is holonomic and adaptive. Learning occurs in an open learning environment, in which instructors are designing a shared vision, developing a sharable e-learning task, delving students’ learning through scaffolding and salvaging students’ knowledge. The expected outcome of this instructional strategy is that each learner will develop a cognitive schema to be used to organize and construct knowledge and meaning in similar context of learning which may increase the generalizability, trustworthiness and transferability of learning. The results of applying this new strategy showed that this strategy is effective on developing both achievement and deep learning levels among a sample of graduate students.

  1. Using tablet technology and instructional videos to enhance preclinical dental laboratory learning.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C; Purk, John H; Williams, Brian Joseph; Van Ness, Christopher J

    2014-02-01

    The purpose of this pilot study was to examine if tablet technology with accompanying instructional videos enhanced the teaching and learning outcomes in a preclinical dental laboratory setting. Two procedures deemed most challenging in Operative Dentistry II were chosen for the development of instructional videos. A random sample of thirty students was chosen to participate in the pilot. Comparison of faculty evaluations of the procedures between the experimental (tablet) and control (no tablet) groups resulted in no significant differences; however, there was a trend toward fewer failures in the experimental group. Examination of the ability to accurately self-assess was compared by exploring correlations between faculty and student evaluations. While correlations were stronger in the experimental group, the control group had significant correlations for all three procedures, while the experimental group had significant correlations on only two of the procedures. Students strongly perceived that the tablets and videos helped them perform better and more accurately self-assess their work products. Students did not support requiring that they purchase/obtain a specific brand of technology. As a result of this pilot study, further development of ideal and non-ideal videos are in progress, and the school will be implementing a "Bring Your Own Device" policy with incoming students.

  2. Teaching Qualitative Research: Using Theory to Inform Practice

    Science.gov (United States)

    Sallee, Margaret W.

    2010-01-01

    This article considers how theories of instructional scaffolding--which call for a skilled expert to teach a novice a new task by breaking it into smaller pieces--might be employed in graduate-level qualitative methods courses. The author discusses how she used instructional scaffolding in the design and delivery of a qualitative methods course…

  3. A WebGIS-Based Teaching Assistant System for Geography Field Practice (TASGFP)

    Science.gov (United States)

    Wang, Jiechen; Ni, Haochen; Rui, Yikang; Cui, Can; Cheng, Liang

    2016-01-01

    Field practice is an important part of training geography research talents. However, traditional teaching methods may not adequately manage, share and implement instruction resources and thus may limit the instructor's ability to conduct field instruction. A possible answer is found in the rapid development of computer-assisted instruction (CAI),…

  4. Learning to Teach Online: Promoting Success through Professional Development

    Science.gov (United States)

    Hinson, Janice M.; LaPrairie, Kimberely N.

    2005-01-01

    The study reported in this paper examined the types of professional-development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional…

  5. Good Questions: Great Ways to Differentiate Mathematics Instruction

    Science.gov (United States)

    Small, Marian

    2009-01-01

    Using differentiated instruction in the classroom can be a challenge, especially when teaching mathematics. This book cuts through the difficulties with two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks. Specific strategies and examples for grades Kindergarten - 8 are organized…

  6. The Use of Paradoxes as an Instructional Strategy.

    Science.gov (United States)

    Rastovac, John J.; Slavsky, David B.

    1986-01-01

    Describes a study in which paradoxes about seasons, hemispheres, and altitude were used to teach concepts in climatology. The misconceptions commonly held about the earth-sun distance relationship were used as an instructional strategy with an experimental group, which outgained the control group on an achievement test. (TW)

  7. Masonry. Teacher's Guide. Building Maintenance Units of Instruction.

    Science.gov (United States)

    Barnes, Bill

    This teaching guide on masonry building maintenance, one in a series of six publications designed for building maintenance instructors in Texas, is designed to give students an understanding of masonry construction. Introductory material provides teachers with information on use of the units of instruction and personalization and localization of…

  8. Effects of Computer-Assisted Instruction with Conceptual Change Texts on Removing the Misconceptions of Radioactivity

    Directory of Open Access Journals (Sweden)

    Ahmet YUMUŞAK

    2016-12-01

    Full Text Available Training young scientists, enabling conceptual understanding in science education is quite important. Misconception is one of the important indications for whether the concepts are understood or not. The most important educational tools to remove misconceptions are conceptual change texts. In addition, one of the important methods to remove misconceptions is computer-assisted instruction. The goal of this study is to research the effects of the use of computer-assisted instruction (CAI, conceptual change texts (CCT, computer-assisted instruction with conceptual change texts (CAI+CCT, and use of traditional teaching method (TTM on removing the misconceptions of science teacher candidates on the subject of radioactivity. Research sample was made of totally 92 students studying at four different groups of senior students in Celal Bayar University, Faculty of Education, Department of Science Education in 2011-2012 academic year. A different teaching method was used in each group. Experimental groups were randomly determined; in the first experimental group, computer-assisted instruction was used (23 students; in the second experimental group, conceptual change texts were used (23 students; in the third experimental group, computer-assisted instruction with conceptual change texts were used (23 students; and the fourth group, on which traditional education method was used, was called control group (23 students. Two-tier misconception diagnostic instrument, which was developed by the researcher, was used as data collection tool of the research. “Nonequivalent Control Groups Experimental Design” was used in this research in order to determine the efficiency of different teaching methods. Obtained data were analyzed by using SPSS 21.0. As a result of the research, it was determined that methods used on experimental groups were more successful than traditional teaching method practiced on control group in terms of removing misconceptions on

  9. Native-English Speaking Instructors Teaching Writing in China

    Science.gov (United States)

    Liu, Qing; Zhou, Xiaodi; Fu, Danling

    2015-01-01

    This article presents two separate but related studies on native-English speaking (NES) instructors' teaching writing practice in Chinese universities. One study is a case study that explores the teaching practice of three NES instructors' writing instruction in a southern Chinese university as well as students' responses to their practice.…

  10. Research Applications for Teaching (RAFT) Project. Final Report.

    Science.gov (United States)

    Thomson, James R., Jr.; Handley, Herbert M.

    A report is given of the development and progress of the Research Applications for Teaching (RAFT) project, developed at Mississippi State University. Based upon research findings relative to effective teaching and effective schooling, five curriculum modules were prepared and implemented in instruction. In the second year of the project the…

  11. Matching the Neurobiology of Learning to Teaching Principles

    Science.gov (United States)

    Moffett, Nelle; Fleisher, Steven C.

    2013-01-01

    The authors describe principles of good teaching drawn from meta-analyses of research on teaching effectiveness. Recent developments in neurobiology are presented and aligned to provide biological support for these principles. To make it easier for college faculty to try out sample instructional strategies, the authors map principles of good…

  12. Differentiated Learning. Teaching English to Mixed-Ability Classes

    Directory of Open Access Journals (Sweden)

    Lăcrimioara Năsui

    2015-06-01

    Full Text Available The present article is dedicated to one of the most important aspects of teaching nowadays- differentiated teaching and instruction for English language learners. Differentiation means directing teaching towards the interests and capacities of all pupils in a class. It is not a simple expedient for keeping pupils busy – although that may prove important – it is a consideration for overcoming any latent barriers to learning.

  13. An Investigation of the Effects of CRA Instruction and Students with Autism Spectrum Disorder

    Science.gov (United States)

    Stroizer, Shaunita; Hinton, Vanessa; Flores, Margaret; Terry, LaTonya

    2015-01-01

    Students with Autism Spectrum Disorders (ASD) have unique educational needs. The concrete representational abstract (CRA) instructional sequence has been shown effective in teaching students with mathematical difficulties. The purpose of this study was to examine the effects of the CRA sequence in teaching students with ASD. A multiple baseline…

  14. 32 CFR 632.6 - Administrative instructions.

    Science.gov (United States)

    2010-07-01

    ... defense techniques. (ii) MP club. (iii) Individual chemical aerosol irritant projectors. (iv) Their assigned firearms. (b) Commanders will also— (1) Provide periodic refresher training to ensure continued... guards to receive instructions regarding use of force. (Give periodic refresher training to ensure...

  15. Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms

    Science.gov (United States)

    Reagan, Emilie Mitescu; Pedulla, Joseph J.; Jong, Cindy; Cannady, Mac; Cochran-Smith, Marilyn

    2011-01-01

    This study used the Teaching for Social Justice Observation Scale (TSJOS) of the Reformed Teaching Observation Protocol-Plus (RTOP+) to examine the extent to which twenty-two novice elementary teachers implemented practices related to teaching for social justice in their mathematics instruction. In addition, this study sought to examine the extent…

  16. Instructing high school students in forensic environmental science using Brownfield Action

    Science.gov (United States)

    Bower, Peter; Liddicoat, Joseph; Patterson, Angelica; Kelsey, Ryan; Cox, Alice; Tynes, Nicholas

    2010-05-01

    Barnard College and Columbia University's Center for New Media Teaching and Learning's Brownfield Action is a digital web-based, interactive simulation that combines lecture, laboratory exercises, and individual and collaborative out-of-classroom assignments. The objective of the instruction is to locate and define a subsurface plume of gasoline whose point source is a leaking underground storage tank (LUST) at a gas station. In the fall of 2009, fifteen pre-college high school students from the five boroughs of New York City used Brownfield Action in a 12-week after-school enrichment program at Barnard to investigate the gasoline plume using a variety of geophysical methods - excavation, ground penetrating radar, magnetic metal detection, soil gas, and drilling. The investigation resulted in individual Phase One Site Assessment Reports about the LUST. As coordinators and instructors of the program, we will share our experience teaching the students and the advantages and challenges of using a digital simulation as an instructional centerpiece. Such instruction is intended to include civic engagement and responsibility as part of science education and to create a curriculum that, instead of relying on fragmented and abstract instruction, provides students with a realistic, inquiry-based, and interdisciplinary construction of knowledge.

  17. Teacher self-efficacy in instruction and in parent involvement

    OpenAIRE

    Peter Gavora; Jana Majerčíková

    2012-01-01

    The study investigated self-efficacy of a sample of Slovak primary schoolteachers in two areas: area of instruction and area of parent involvement. Twoinstruments were used: the 16-item Slovak version of Teacher Efficacy Scale ofGibson and Dembo, and ZdUR, a 24-item scale to measure self-efficacy of teacherin parents’ involvement, developed by authors of the present study. The correlation between scores of personal teaching efficacy dimension of TES and ZdUR was 0.58 and between general teach...

  18. The Effects of Extroversion and Methods of Programmed Instruction on Achievement

    Science.gov (United States)

    Leith, G. O. M.

    1973-01-01

    That the success of extroverts and introverts in school learning situations is related to the methods of instruction used argues for the possibility of adapting teaching methods to different kinds of pupils. (Author)

  19. Teaching Digital Natives: Promoting Information Literacy and Addressing Instructional Challenges

    Science.gov (United States)

    Neumann, Crystal

    2016-01-01

    Technology must be used as a teaching and learning tool to help students succeed. However, educators must be proactive in identifying some of the pitfalls of technology, such as information illiteracy. The phenomenological study covers how English instructors from Indianapolis, who teach first year students, address information literacy and the…

  20. Predicting Kindergarteners' Achievement and Motivation from Observational Measures of Teaching Effectiveness

    Science.gov (United States)

    Mantzicopoulos, Panayota; Patrick, Helen; Strati, Anna; Watson, Jesse S.

    2018-01-01

    We investigated the premise that observation measures of instruction are indicators of effective teaching, using the definition of effectiveness articulated by departments of education: teaching that boosts student achievement. We argued that student motivation is equally as important as achievement in the evaluation of teaching effectiveness…