The effectiveness of three sets of school-based instructional materials and community training on the acquisition and generalization of community laundry skills by students with severe handicaps.

Science.gov (United States)

Morrow, S A; Bates, P E

1987-01-01

This study examined the effectiveness of three sets of school-based instructional materials and community training on acquisition and generalization of a community laundry skill by nine students with severe handicaps. School-based instruction involved artificial materials (pictures), simulated materials (cardboard replica of a community washing machine), and natural materials (modified home model washing machine). Generalization assessments were conducted at two different community laundromats, on two machines represented fully by the school-based instructional materials and two machines not represented fully by these materials. After three phases of school-based instruction, the students were provided ten community training trials in one laundromat setting and a final assessment was conducted in both the trained and untrained community settings. A multiple probe design across students was used to evaluate the effectiveness of the three types of school instruction and community training. After systematic training, most of the students increased their laundry performance with all three sets of school-based materials; however, generalization of these acquired skills was limited in the two community settings. Direct training in one of the community settings resulted in more efficient acquisition of the laundry skills and enhanced generalization to the untrained laundromat setting for most of the students. Results of this study are discussed in regard to the issue of school versus community-based instruction and recommendations are made for future research in this area.

Informing Instruction of Students with Autism in Public School Settings

Science.gov (United States)

Kuo, Nai-Cheng

2016-01-01

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

Missouri Educator Perceptions on the Use of Smartphones/Cell Phones in a Secondary School Setting: Their Relationship to Instruction

Science.gov (United States)

Birch, Christopher

2012-01-01

This mixed methods study evaluated the differences in the perceptions of educators in the state of Missouri on cell phone use in the classroom setting and its relationship to instruction. Specifically, this study analyzed the difference in perceptions and relationships that exist among educators (teachers and counselors) and administrators in…

Research into Practice: Listening Strategies in an Instructed Classroom Setting

Science.gov (United States)

Graham, Suzanne

2017-01-01

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

A study on the effectiveness of lockup-free caches for a Reduced Instruction Set Computer (RISC) processor

OpenAIRE

Tharpe, Leonard.

1992-01-01

Approved for public release; distribution is unlimited This thesis presents a simulation and analysis of the Reduced Instruction Set Computer (RISC) architecture and the effects on RISC performance of a lockup-free cache interface. RISC architectures achieve high performance by having a small, but sufficient, instruction set with most instructions executing in one clock cycle. Current RISC performance range from 1.5 to 2.0 CPI. The goal of RISC is to attain a CPI of 1.0. The major hind...

Learning from Friends: Measuring Influence in a Dyadic Computer Instructional Setting

Science.gov (United States)

DeLay, Dawn; Hartl, Amy C.; Laursen, Brett; Denner, Jill; Werner, Linda; Campe, Shannon; Ortiz, Eloy

2014-01-01

Data collected from partners in a dyadic instructional setting are, by definition, not statistically independent. As a consequence, conventional parametric statistical analyses of change and influence carry considerable risk of bias. In this article, we illustrate a strategy to overcome this obstacle: the longitudinal actor-partner interdependence…

Instructor's Perceptions towards the Use of an Online Instructional Tool in an Academic English Setting in Kuwait

Science.gov (United States)

Erguvan, Deniz

2014-01-01

This study sets out to explore the faculty members' perceptions of a specific web-based instruction tool (Achieve3000) in a private higher education institute in Kuwait. The online tool provides highly differentiated instruction, which is initiated with a level set at the beginning of the term. The program is used in two consecutive courses as…

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

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.

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…

Cooperative learning as applied to resident instruction in radiology reporting.

Science.gov (United States)

Mueller, Donald; Georges, Alexandra; Vaslow, Dale

2007-12-01

The study is designed to evaluate the effectiveness of an active form of resident instruction, cooperative learning, and the residents' response to that form of instruction. The residents dictated three sets of reports both before and after instruction in radiology reporting using the cooperative learning method. The reports were evaluated for word count, Flesch-Kincaid grade level, advancement on clinical spectrum, clarity, and comparison to prior reports. The reports were evaluated for changes in performance characteristics between the pre- and postinstruction dictations. The residents' response to this form of instruction was evaluated by means of a questionnaire. The instruction was effective in changing the resident dictations. The results became shorter (Pcooperative learning activities. The least positive responses related to the amount of time devoted to the project. Sixty-three percent of respondents stated that the time devoted to the project was appropriate. Cooperative learning can be an effective tool in the setting of the radiology residency. Instructional time requirements must be strongly considered in designing a cooperative learning program.

Using instructional logs to identify quality in educational settings.

Science.gov (United States)

Rowan, Brian; Jacob, Robin; Correnti, Richard

2009-01-01

When attempting to identify educational settings that are most effective in improving student achievement, classroom process (that is, the way in which a teacher interacts with his or her students) is a key feature of interest. Unfortunately, high-quality assessment of the student-teacher interaction occurs all too infrequently, despite the critical role that understanding and measuring such processes can play in school improvement. This article discusses the strengths and weaknesses of two common approaches to studying these processes-direct classroom observation and annual surveys of teachers-and then describes the ways in which instructional logs can be used to overcome some of the limitations of these two approaches when gathering data on curriculum content and coverage. Classroom observations are expensive, require extensive training of raters to ensure consistency in the observations, and because of their expense generally cannot be conducted frequently enough to enable the researcher to generalize observational findings to the entire school year or illuminate the patterns of instructional change that occur across the school year. Annual surveys are less expensive but often suffer from self-report bias and the bias that occurs when teachers are asked to retrospectively report on their activities over the course of a single year. Instructional logs offer a valid, reliable, and relatively cost-effective alternative for collecting detailed information about classroom practice and can overcome some of the limitations of both observations and annual surveys.

Overview of the Visual Arts Curriculum, and Its Relationship with Evaluation and Instruction.

Science.gov (United States)

Imonikebe, Manasseh Emamoke

2013-01-01

Evaluation and instruction play very important roles in curriculum implementation. As a result, the two concepts are often enshrined in the curriculum document. This article therefore examined the Visual Arts curriculum and its relationship with evaluation and instruction. Furthermore, the roles of Evaluation and Instruction in curriculum planning…

Evaluation of school health instruction in public primary schools in ...

African Journals Online (AJOL)

Evaluation of school health instruction in public primary schools in Bonny Local Government Area, Rivers state. ... PROMOTING ACCESS TO AFRICAN RESEARCH ... Background: Effective school health instruction in primary schools is ...

Time Well Spent: Making Choices and Setting Priorities in Adult Numeracy Instruction

Science.gov (United States)

Braaten, Melissa

2017-01-01

In her Forum piece, "What's an Adult Numeracy Teacher to Teach? Negotiating the Complexity of Adult Numeracy Instruction," Lynda Ginsburg set the stage of the current problem (poor numeracy levels in American adults) and the bevy of standards, legislation, and new exams that have recently been developed to address it. Ginsburg also…

Radiological error: analysis, standard setting, targeted instruction and teamworking

International Nuclear Information System (INIS)

FitzGerald, Richard

2005-01-01

Diagnostic radiology does not have objective benchmarks for acceptable levels of missed diagnoses [1]. Until now, data collection of radiological discrepancies has been very time consuming. The culture within the specialty did not encourage it. However, public concern about patient safety is increasing. There have been recent innovations in compiling radiological interpretive discrepancy rates which may facilitate radiological standard setting. However standard setting alone will not optimise radiologists' performance or patient safety. We must use these new techniques in radiological discrepancy detection to stimulate greater knowledge sharing, targeted instruction and teamworking among radiologists. Not all radiological discrepancies are errors. Radiological discrepancy programmes must not be abused as an instrument for discrediting individual radiologists. Discrepancy rates must not be distorted as a weapon in turf battles. Radiological errors may be due to many causes and are often multifactorial. A systems approach to radiological error is required. Meaningful analysis of radiological discrepancies and errors is challenging. Valid standard setting will take time. Meanwhile, we need to develop top-up training, mentoring and rehabilitation programmes. (orig.)

School Principals' Evaluations of Their Instructional Leadership Behaviours: Realities vs. Ideals

Science.gov (United States)

Kalman, Mahmut; Arslan, Mustafa Cüneyt

2016-01-01

The purpose of the current study was to examine primary and middle school principals' evaluations of their own instructional leadership behaviours, and thereby pay closer attention to the ideal instructional leadership behaviours suggested in the related literature and the realities of principals' instructional leadership behaviours. Although…

A Critical Review of Instructional Design Process of Distance Learning System

Science.gov (United States)

Chaudry, Muhammad Ajmal; ur-Rahman, Fazal

2010-01-01

Instructional design refers to planning, development, delivery and evaluation of instructional system. It is an applied field of study aiming at the application of descriptive research outcomes in regular instructional settings. The present study was designed to critically review the process of instructional design at Allama Iqbal Open University…

3D Printing in Instructional Settings: Identifying a Curricular Hierarchy of Activities

Science.gov (United States)

Brown, Abbie

2015-01-01

A report of a year-long study in which the author engaged in 3D printing activity in order to determine how to facilitate and support skill building, concept attainment, and increased confidence with its use among teachers. Use of 3D printing tools and their applications in instructional settings are discussed. A hierarchy of 3D printing…

Long multiplication by instruction sequences with backward jump instructions

NARCIS (Netherlands)

Bergstra, J.A.; Middelburg, C.A.

2013-01-01

For each function on bit strings, its restriction to bit strings of any given length can be computed by a finite instruction sequence that contains only instructions to set and get the content of Boolean registers, forward jump instructions, and a termination instruction. Backward jump instructions

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

Science.gov (United States)

Leonard, B. Charles; Denton, Jon J.

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

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

Science.gov (United States)

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

2011-05-10

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

Evaluating the Instructional Sensitivity of Four States' Student Achievement Tests

Science.gov (United States)

Polikoff, Morgan S.

2016-01-01

As state tests of student achievement are used for an increasingly wide array of high- and low-stakes purposes, evaluating their instructional sensitivity is essential. This article uses data from the Bill and Melinda Gates Foundation's Measures of Effective Project to examine the instructional sensitivity of 4 states' mathematics and English…

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)

Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case, experimental study.

Science.gov (United States)

Powell, Laurie E; Glang, Ann; Pinkelman, Sarah; Albin, Richard; Harwick, Robin; Ettel, Deborah; Wild, Michelle R

2015-01-01

Assistive technology for cognition (ATC) can be an effective means of compensating for cognitive impairments following acquired brain injury. Systematic instruction is an evidence-based approach to training a variety of skills and strategies, including the use of ATC. This study experimentally evaluated systematic instruction applied to assistive technology for cognition (ATC) in a vocational setting. The study used a single-case, multiple-probe design across behaviors design. The participant was a 50-year old female with cognitive impairments following an acquired brain injury (ABI). As a part-time employee, she was systematically instructed on how to operate and routinely use selected applications (apps) on her iPod Touch to support three work-related skills: (a) recording/recalling the details of work assignments, (b) recording/recalling work-related meetings and conversations, and (c) recording/performing multi-step technology tasks. The experimental intervention was systematic instruction applied to ATC. The dependent measures were: (a) the use of ATC at work as measured by an ATC routine task analysis; and (b) recall of work-related tasks and information. Treatment effects were replicated across the three work-related skills and were maintained up to one year following the completion of intensive training across behaviors with periodic review (booster sessions). Systematic instruction is a critical component to teaching the routine use of ATC to compensate for cognitive impairments following ABI.

Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings

Directory of Open Access Journals (Sweden)

Philip M. Uys

2003-10-01

Full Text Available This article seeks to identify critical success factors for the appropriate infusion of instructional technologies to advance open learning in higher education within developing settings. Describe here is a descriptive account of a two-year case study based on the author’s personal analysis of, and reflection on, factors that contributed to the infusion of instructional technologies to advance open learning at the University of Botswana. The first critical success factors identified in this article include: a clear vision, support of committed leadership, and dedicated personnel/ change agents to ensure successful project implementation. The second critical success factor identified was the need for all involved to fully appreciate and understand the systemic nature of the infusion of instructional technologies for open learning purposes, as well as garner the commitment of strategic partners working in related systems. Finally highlighted, are the requirements needed to address the complex nature of the infusion of instructional technologies into the University’s educational offerings. It is hoped that those involved in education in developing countries, and particularly those desirous of advancing open learning through the use of instructional technologies, will find this descriptive analysis useful. Indeed, those of us involved in implementing instructional technologies in developing nations are still in the initial stages of this exciting yet challenging endeavour.

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…

Ready for goal setting? Process evaluation of a patient-specific goal-setting method in physiotherapy.

Science.gov (United States)

Stevens, Anita; Köke, Albère; van der Weijden, Trudy; Beurskens, Anna

2017-08-31

Patient participation and goal setting appear to be difficult in daily physiotherapy practice, and practical methods are lacking. An existing patient-specific instrument, Patient-Specific Complaints (PSC), was therefore optimized into a new Patient Specific Goal-setting method (PSG). The aims of this study were to examine the feasibility of the PSG in daily physiotherapy practice, and to explore the potential impact of the new method. We conducted a process evaluation within a non-controlled intervention study. Community-based physiotherapists were instructed on how to work with the PSG in three group training sessions. The PSG is a six-step method embedded across the physiotherapy process, in which patients are stimulated to participate in the goal-setting process by: identifying problematic activities, prioritizing them, scoring their abilities, setting goals, planning and evaluating. Quantitative and qualitative data were collected among patients and physiotherapists by recording consultations and assessing patient files, questionnaires and written reflection reports. Data were collected from 51 physiotherapists and 218 patients, and 38 recordings and 219 patient files were analysed. The PSG steps were performed as intended, but the 'setting goals' and 'planning treatment' steps were not performed in detail. The patients and physiotherapists were positive about the method, and the physiotherapists perceived increased patient participation. They became aware of the importance of engaging patients in a dialogue, instead of focusing on gathering information. The lack of integration in the electronic patient system was a major barrier for optimal use in practice. Although the self-reported actual use of the PSG, i.e. informing and involving patients, and client-centred competences had improved, this was not completely confirmed by the objectively observed behaviour. The PSG is a feasible method and tends to have impact on increasing patient participation in the goal-setting

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

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

Science.gov (United States)

Swisher, Ginny, Ed.; And Others

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

First year pre-service science teachers’ experiences of authentic instructional tasks in a PDS setting

DEFF Research Database (Denmark)

Pontoppidan, Birgitte; Nielsen, Birgitte Lund

. The small groups gave the student teachers the opportunity to get on a level with the school students. They also refer to the iterative dimension and the importance of formative assessment. Based on the evaluative criteria it may be concluded that the two examples are successful models for authentic......Professional development schools (PDS) have been a source of inspiration for a new approach at the teacher education in Aarhus (DK). The importance of student teachers’ inquiries in authentic settings is in line with various research-based approaches to educating (science) teachers. The purpose...... for an authentic instructional task, are presented. Ten students were asked to describe their experiences of working with these tasks during repeated interviews. They refer to concrete examples of school students’ activities and/or learning when reflecting on their own learning and to dialogue with school students...

Instructional skills evaluation in nuclear industry training

International Nuclear Information System (INIS)

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

1985-11-01

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

Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era

Science.gov (United States)

Woulfin, Sarah L.; Rigby, Jessica G.

2017-01-01

Instructional coaching has emerged as a prevalent and much-lauded instrument for capacity building. This essay argues that coaching can be aligned with teacher evaluation systems to work toward the effective implementation of instructional reforms, including Common Core State Standards and Next Generation Science Standards. Within the current…

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

Science.gov (United States)

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

2000-01-01

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

Evaluating Online Dialogue on "Security" Using a Novel Instructional Design

Science.gov (United States)

Arora, Payal

2008-01-01

This paper explores evaluation strategies to gauge the impact of a novel instructional design on international community participation online. This is done by conceptualizing and devising indicators for measuring "engagement" online amongst marginalized adult communities worldwide. In doing so, a review of online evaluation literature is…

Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes.

Science.gov (United States)

Scherer, Ronny; Nilsen, Trude; Jansen, Malte

2016-01-01

Students' perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling), which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics). On the basis of the Programme for International Student Assessment (PISA) 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students), we find support for the distinction between three factors of individual students' perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students' perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed.

Evaluating individual students’ perceptions of instructional quality: An investigation of their factor structure, measurement invariance, and relations to educational outcomes

Directory of Open Access Journals (Sweden)

Ronny eScherer

2016-02-01

Full Text Available Students’ perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling, which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics. On the basis of the Programme for International Student Assessment (PISA 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students, we find support for the distinction between three factors of individual students’ perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students’ perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed.

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 ...

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

Science.gov (United States)

Katterfeld, Karin

2013-01-01

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

How and with What Accuracy Do Children Report Self-Regulated Learning in Contemporary EFL Instructional Settings?

Science.gov (United States)

Ferreira, P. Costa; Simão, A. M. Veiga; da Silva, A. Lopes

2017-01-01

This study aimed to understand how children reflect about learning, report their regulation of learning activity, and develop their performance in contemporary English as a Foreign Language instructional settings. A quasi-experimental design was used with one experimental group working in a self-regulated learning computer-supported instructional…

Identifying Instructional Strategies Used to Design Mobile Learning in a Corporate Setting

Science.gov (United States)

Jackson-Butler, Uletta

2016-01-01

The purpose of this qualitative embedded multiple case study was to describe what instructional strategies corporate instructional designers were using to design mobile learning and to understand from their experiences which instructional strategies they believed enhance learning. Participants were five instructional designers who were actively…

First Impressions and Professor Reputation: Influence on Student Evaluations of Instruction

Science.gov (United States)

Buchert, Stephanie; Laws, Eric L.; Apperson, Jennifer M.; Bregman, Norman J.

2008-01-01

We examined the effects of professor reputation versus first impressions on student evaluations of instruction. Students in 19 Psychology courses completed course evaluation surveys either before meeting the instructor or 2 weeks into the semester. Both groups then completed the course evaluation again at the end of the semester. Unlike…

The implementation and evaluation of teacher training in gaming instruction for secondary science: An action research project

Science.gov (United States)

Sanders, Veronica

This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that science teachers used games; (c) assessed the impact of the implementation and subsequent evaluation of games-based training on how science teachers instruct their students; and (d) explored the use of change management principles to help teachers transition from traditional to gaming instruction. The study included a purposive sampling of 10 volunteer science teachers who received the professional development of training in gaming instruction and were observed as they used games to instruct their students. Quantitative data were collected from interviews, observations, and reviews of student assignments and teacher plans, and were statistically analyzed to answer the research questions. These same methods were used to obtain qualitative data, which were also analyzed to answer the research questions as well as to understand the meaning, beliefs and experience behind the numbers. Ultimately, data analysis revealed that the science teachers not only used gaming instruction but also that the training helped them to use gaming instruction and that they considered gaming instruction a viable instruction methodology. Finally, data analysis revealed that change management was successfully used in the study.

Inclusive differentiated instruction

Directory of Open Access Journals (Sweden)

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

Teacher perspectives on whole-task information literacy instruction

NARCIS (Netherlands)

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

2017-01-01

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

Teacher perspectives on whole-task information literacy instruction

NARCIS (Netherlands)

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

2018-01-01

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

The RISC-V Instruction Set Manual. Volume 1: User-Level ISA, Version 2.0

Science.gov (United States)

2014-05-06

RV128I Base Integer Instruction Set 81 18 Calling Convention 83 18.1 C Datatypes and Alignment...FCVT.D.S, are encoded in the OP-FP major opcode space and both the source and destination are floating-point registers. The rs2 field encodes the datatype ...of the source, and the fmt field encodes the datatype of the destination. FCVT.S.D rounds according to the RM field; FCVT.D.S will never round. 31 27

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

Science.gov (United States)

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

2018-04-01

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

Student Evaluation of Instruction: Comparison between In-Class and Online Methods

Science.gov (United States)

Capa-Aydin, Yesim

2016-01-01

This study compares student evaluations of instruction that were collected in-class with those gathered through an online survey. The two modes of administration were compared with respect to response rate, psychometric characteristics and mean ratings through different statistical analyses. Findings indicated that in-class evaluations produced a…

Using Personal Selling Techniques to Influence Student Evaluation of Faculty Instruction

Science.gov (United States)

Adrian, C. Mitchell; Phelps, Lonnie D.; Totten, Jeffery W.

2017-01-01

Use of Student Evaluation of Instruction (SEI) in higher education was originally intended as a source of feedback to faculty, but it has developed into a significant part of faculty performance evaluations. Administrators supporting the use of SEI's as a performance indicator assume students recognize and reward "good teaching." It is…

The Views of Novice and Late Career Principals Concerning Instructional and Organizational Leadership within Their Evaluation

Science.gov (United States)

Hvidston, David J.; Range, Bret G.; McKim, Courtney Ann; Mette, Ian M.

2015-01-01

This study examined the perspectives of novice and late career principals concerning instructional and organizational leadership within their performance evaluations. An online survey was sent to 251 principals with a return rate of 49%. Instructional leadership components of the evaluation that were most important to all principals were:…

Web-Based, Pictograph-Formatted Discharge Instructions for Low-Literacy Older Adults After Hip Replacement Surgery: Findings of End-User Evaluation of the Website.

Science.gov (United States)

Choi, Jeungok; Jacelon, Cynthia S; Kalmakis, Karen A

The purpose of this study was to develop web-based, pictograph-formatted discharge instructions and evaluate the website with intended users to maximize the relevance and clarity of the website. A descriptive study. Low-literacy text and 45 sets of pictographs were implemented in web-based instructions. The content, design, function, and navigation of the website were reviewed by 15 low-literate older adults following hip replacement surgery. Participants observed that the simple line drawings with clear background were well suited to web pages and helped to convey the points made. They also suggested changes such as adding an additional alphabetical index menu to enhance easy navigation and removing hypertext links to avoid distraction. Web-based, pictograph-formatted discharge instructions were well received by low-literate older adults, who perceived the website easy to use and understand. A pictograph-formatted approach may provide effective strategies to promote understanding of lengthy, complex action-based discharge instructions in rehabilitation facilities.

Death Penalty Decisions: Instruction Comprehension, Attitudes, and Decision Mediators

OpenAIRE

Patry, Marc W.; Penrod, Steven D.

2013-01-01

A primary goal of this research was to empirically evaluate a set of assumptions, advanced in the Supreme Court’s ruling in Buchanan v. Angelone (1998), about jury comprehension of death penalty instructions. Further, this research examined the use of evidence in capital punishment decision making by exploring underlying mediating factors upon which death penalty decisions may be based. Manipulated variables included the type of instructions and several variations of evidence. Study 1 was a p...

Passage from Pen and Paper to Keyboard and Screen: An Investigation of the Evolution of Writing Instruction in One-to-One Laptop Settings

Science.gov (United States)

Jett, Janice Rowe

2013-01-01

With the steady increase of ubiquitous computing initiatives across the country in the last decade, there is a pressing need for specific research looking at content area instruction in 1:1 settings. This qualitative multiple case study examines writing instruction at two middle schools as it is delivered by experienced teachers in five English…

An Evaluation of the Instructional System in Mathematics: 1977-1978.

Science.gov (United States)

Frechtling, Joy A.; And Others

The results of an evaluation of various aspects of the Instructional System in Mathematics (ISM) are presented. ISM is an objectives-based, computer-supported, management system which builds upon a previously developed mathematics curriculum. Questionnaires to school-based personnel and students, in-school observations, and interviews, were used…

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.

Evaluating Online Dialogue on “Security” Using a Novel Instructional Design

NARCIS (Netherlands)

P.A. Arora (Payal)

2008-01-01

textabstractAbstract: This paper explores evaluation strategies to gauge the impact of a novel instructional design on international community participation online. This is done by conceptualizing and devising indicators for measuring “engagement” online amongst marginalized adult communities

Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

Science.gov (United States)

Curby, Timothy W; Rimm-Kaufman, Sara E; Abry, Tashia

2013-10-01

Many teachers believe that providing greater emotional and organizational supports in the beginning of the year strengthens their ability to teach effectively as the year progresses. Some interventions, such as the Responsive Classroom (RC) approach, explicitly embed this sequence into professional development efforts. We tested the hypothesis that earlier emotional and organizational supports set the stage for improved instruction later in the year in a sample of third- and fourth-grade teachers enrolled in a randomized controlled trial of the RC approach. Further, we examined the extent to which the model generalized for teachers using varying levels of RC practices as well as whether or not teachers were in the intervention or control groups. Teachers' emotional, organizational, and instructional interactions were observed using the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008) on five occasions throughout the year. Results indicated a reciprocal relation between emotional and instructional supports. Specifically, higher levels of emotional support earlier in the year predicted higher instructional support later in the year. Also, higher levels of instructional support earlier in the year predicted higher emotional support later in the year. Classroom organization was not found to have longitudinal associations with the other domains across a year. This pattern was robust when controlling for the use of RC practices as well as across intervention and control groups. Further, teachers' use of RC practices predicted higher emotional support and classroom organization throughout the year, suggesting the malleability of this teacher characteristic. Discussion highlights the connection between teachers' emotional and instructional supports and how the use of RC practices improves teachers' emotionally supportive interactions with students. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights

The Mere Exposure Instruction Effect.

Science.gov (United States)

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

2017-09-01

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

Norming of Student Evaluations of Instruction: Impact of Noninstructional Factors

Science.gov (United States)

Nargundkar, Satish; Shrikhande, Milind

2014-01-01

Student Evaluations of Instruction (SEIs) from about 6,000 sections over 4 years representing over 100,000 students at the college of business at a large public university are analyzed, to study the impact of noninstructional factors on student ratings. Administrative factors like semester, time of day, location, and instructor attributes like…

The Implementation and Evaluation of Teacher Training in Gaming Instruction for Secondary Science: An Action Research Project

Science.gov (United States)

Sanders, Veronica

2016-01-01

This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that…

An evaluation of the California Instructional School Garden Program.

Science.gov (United States)

Hazzard, Eric L; Moreno, Elizabeth; Beall, Deborah L; Zidenberg-Cherr, Sheri

2012-02-01

California Assembly Bill 1535 awarded $US 15 million to California public schools to promote, develop and sustain instructional school gardens through the California Instructional School Garden Program (CISGP). The present study was designed to assess the effectiveness of the CISGP at assisting schools in implementing, maintaining and sustaining an academic school garden programme, determine how schools utilized the funding they received and assess the impact of the California state budget crisis on the CISGP. A mid-term evaluation was used to assess the degree to which schools achieved their instructional garden-related goals. California. Only schools that applied for the CIGSP grant as part of a school district and also provided a contact email and had a unique contact person were included in the study (n 3103, 80·6 %). In general, many schools reported not achieving their predicted goals with regard to the CISGP grant. Only 39·4 % of schools reported accomplishing all of their garden-related goals. Over one-third (37·8 %) of schools reported that their school gardens were negatively affected by the California budget deficit. The difference between predicted and actual utilization of the CISGP grants may be due to a combination of the effects of budget shortfall and insufficiency of the grant award amount.

An Exploratory Factor Analysis of the Sheltered Instruction Observation Protocol as an Evaluation Tool to Measure Teaching Effectiveness

Science.gov (United States)

Polat, Nihat; Cepik, Saban

2016-01-01

To narrow the achievement gap between English language learners (ELLs) and their native-speaking peers in K-12 settings in the United States, effective instructional models must be identified. However, identifying valid observation protocols that can measure the effectiveness of specially designed instructional practices is not an easy task. This…

Computer-Assisted, Programmed Text, and Lecture Modes of Instruction in Three Medical Training Courses: Comparative Evaluation. Final Report.

Science.gov (United States)

Deignan, Gerard M.; And Others

This report contains a comparative analysis of the differential effectiveness of computer-assisted instruction (CAI), programmed instructional text (PIT), and lecture methods of instruction in three medical courses--Medical Laboratory, Radiology, and Dental. The summative evaluation includes (1) multiple regression analyses conducted to predict…

Teacher Supervision and Evaluation Challenges: Canadian Perspectives on Overall Instructional Leadership

Science.gov (United States)

Brandon, Jim; Hollweck, Trista; Donlevy, James Kent; Whalen, Catherine

2018-01-01

This inquiry focuses on the "overall instructional leadership" approaches used by exemplary principals in three high performing Canadian provinces to overcome three persistent obstacles to effective teacher supervision and evaluation: (a) the management challenge, (b) the complexity challenge, and (c) the learning challenge. Analysis of…

Validation of the Instructional Materials Motivation Survey (IMMS) in a self-directed instructional setting aimed at working with technology

NARCIS (Netherlands)

Loorbach, N.R.; Peters, O.; Karreman, Joyce; Steehouder, M.F.

2015-01-01

The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36-item situational measure of people's

Forum: Interpersonal Communication in Instructional Settings. The Interplay between Interpersonal Communication and Instructional Communication

Science.gov (United States)

Punyanunt-Carter, Narissra Maria; Arias, V. Santiago

2017-01-01

In this brief forum article, the authors suggest that in order to truly understand communication education, both interpersonal and instructional variables must be analyzed. Instructors, researchers, and scholars need to find balance between content and relationship aspects while being aware of context boundaries to truly assist in maximizing…

Using a home blood pressure monitor: do accompanying instructional materials meet low literacy guidelines?

Science.gov (United States)

Wallace, Lorraine S; Keenum, Amy J

2008-08-01

To evaluate the readability and related features of English language Quick Reference Guides (QRGs) and User Manuals (UMs) accompanying home blood pressure monitors (HBPMs). We evaluated QRGs and UMs for 22 HBPMs [arm (n=12); wrist (n=10)]. Using established criteria, we evaluated reading grade level, language availability, dimensions, text point size, use of illustrations, layout/formatting characteristics, and emphasis of key points of English-language patient instructions accompanying HBPMs. Readability was calculated using McLaughlin's Simplified Measure of Gobbledygoop. Items from the Suitability of Materials Assessment and User-Friendliness Tool were used to assess various layout features. Simplified Measure of Gobbledygoop scores of both QRGs (mean+/-SD=9.1+/-0.8) and UMs (9.3+/-0.8) ranged from 8th to 10th grade. QRGs and UMs presented steps in chronological order, used active voice throughout, avoided use of specialty fonts, focused on need to know, and used realistic illustrations. Seven sets of instructions included all seven key points related to proper HPBM use, whereas three sets of instructions included less than or equal to three key points (mean=4.8+/-1.9). Although most QRGs and UMs met at least some recommended low-literacy formatting guidelines, all instructional materials should be developed and tested to meet the needs of the patient population at large. Key points related to proper HBPM use should not only be included within these instructions, but highlighted to emphasize their importance.

Pilot Test and Evaluation of a System of Computer-Managed Instruction.

Science.gov (United States)

Spuck, Dennis W.; Bozeman, William C.

1978-01-01

The Wisconsin System for Instructional Management (WIS SIM) was evaluated on three dimensions (functioning, utilization, and effects) and the information gathered was classified into three types--actual, perceptual, and judgmental. The test demonstrates that a system supportive of an individualized system of education can be designed, developed,…

A Moderate Constructivist E-Learning Instructional Model Evaluated on Computer Specialists

Science.gov (United States)

Alonso, Fernando; Manrique, Daniel; Vines, Jose M.

2009-01-01

This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning…

Does overgeneral autobiographical memory result from poor memory for task instructions?

Science.gov (United States)

Yanes, Paula K; Roberts, John E; Carlos, Erica L

2008-10-01

Considerable previous research has shown that retrieval of overgeneral autobiographical memories (OGM) is elevated among individuals suffering from various emotional disorders and those with a history of trauma. Although previous theories suggest that OGM serves the function of regulating acute negative affect, it is also possible that OGM results from difficulties in keeping the instruction set for the Autobiographical Memory Test (AMT) in working memory, or what has been coined "secondary goal neglect" (Dalgleish, 2004). The present study tested whether OGM is associated with poor memory for the task's instruction set, and whether an instruction set reminder would improve memory specificity over repeated trials. Multilevel modelling data-analytic techniques demonstrated a significant relationship between poor recall of instruction set and probability of retrieving OGMs. Providing an instruction set reminder for the AMT relative to a control task's instruction set improved memory specificity immediately afterward.

Segmentation Techniques for Expanding a Library Instruction Market: Evaluating and Brainstorming.

Science.gov (United States)

Warren, Rebecca; Hayes, Sherman; Gunter, Donna

2001-01-01

Describes a two-part segmentation technique applied to an instruction program for an academic library during a strategic planning process. Discusses a brainstorming technique used to create a list of existing and potential audiences, and then describes a follow-up review session that evaluated the past years' efforts. (Author/LRW)

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.

Beef customer satisfaction: factors affecting consumer evaluations of calcium chloride-injected top sirloin steaks when given instructions for preparation.

Science.gov (United States)

Behrends, J M; Goodson, K J; Koohmaraie, M; Shackelford, S D; Wheeler, T L; Morgan, W W; Reagan, J O; Gwartney, B L; Wise, J W; Savell, J W

2005-12-01

The objectives of this study were to evaluate whether instructions can help consumers properly prepare top sirloin steaks and to evaluate the use of calcium chloride injection to decrease the sensitivity of top sirloin steaks to degree of doneness, thereby improving customer satisfaction ratings. An in-home study evaluated top sirloin steaks (gluteus medius) as influenced by calcium chloride injection (injected vs. noninjected), consumer segment (beef loyalists = heavy consumers of beef, budget rotators = cost-driven and split meat consumption between beef and chicken, and variety rotators = higher incomes and education and split meat consumption among beef, poultry, and other foods), degree of doneness, cooking method, and instructions (given vs. not given). Consumers evaluated overall like, tenderness, juiciness, flavor like, and flavor amount using 10-point scales. Beef loyalists consistently rated steaks higher for overall like, juiciness, and flavor when instructions were provided (P satisfaction, and beef loyalists benefited the most from providing cooking instructions.

A CRITICAL REVIEW OF INSTRUCTIONAL DESIGN PROCESS OF DISTANCE LEARNING SYSTEM

Directory of Open Access Journals (Sweden)

Muhammad Ajmal CHAUDRY

2010-07-01

Full Text Available Instructional design refers to planning, development, delivery and evaluation of instructional system. It is an applied field of study aiming at the application of descriptive research outcomes in regular instructional settings. The present study was designed to critically review the process of instructional design at Allama Iqbal Open University (AIOU. It was survey study. Population of the study consisted of 120 academicians of different academic department of AIOU. Survey was conducted through questionnaire for academic staff. It was revealed that need assessment is not done before conceiving the outlines of a course. Also the course did not contain sufficient activities, picture and illustrations. It was also found that did not confirm the course objectives. The study recommended that proper of the course writers for distance learning may be arranged.

Age effects on the acquisition of nominal and verbal inflections in an instructed setting

Directory of Open Access Journals (Sweden)

Simone E. Pfenninger

2011-09-01

Full Text Available This study examines evidence for the hypothesis (e.g., Muñoz, 2006 that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written performance and competence tasks by 100 early classroom learners and 100 late classroom learners of the same age. While an earlier age of first exposure and a longer instructional period was not associated with higher accuracy scores, the findings suggest distinct patterns in the productive and receptive knowledge abilities of inflectional morphology; the late classroom learners’ superiority seems to be rooted in their greater reliance upon memory-based item-by-item associative learning, as they are significantly stronger on tasks that might cause semantic difficulties, whereas the early classroom learners are marginally better on pattern-based processes for certain morphemes. This finding possibly supports Ullman’s (2005 proposal that, as procedural memory declines with age, older starters have difficulty in discovering regularities in the input and thus over-rely on the declarative memory system in L2 learning.

The Influence of Instructional Variables and Task Constraints on Handwriting Performance

Science.gov (United States)

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

2013-01-01

Handwriting is used throughout the school day and is important to demonstrate knowledge. This research evaluated how handwriting instructional practices and intrinsic and extrinsic factors in actual classroom settings impacted learning handwriting over the course of the school year. Findings indicated that extrinsic factors (educational…

Learning from Narrated Instruction Videos.

Science.gov (United States)

Alayrac, Jean-Baptiste; Bojanowski, Piotr; Agrawal, Nishant; Sivic, Josef; Laptev, Ivan; Lacoste-Julien, Simon

2017-09-05

Automatic assistants could guide a person or a robot in performing new tasks, such as changing a car tire or repotting a plant. Creating such assistants, however, is non-trivial and requires understanding of visual and verbal content of a video. Towards this goal, we here address the problem of automatically learning the main steps of a task from a set of narrated instruction videos. We develop a new unsupervised learning approach that takes advantage of the complementary nature of the input video and the associated narration. The method sequentially clusters textual and visual representations of a task, where the two clustering problems are linked by joint constraints to obtain a single coherent sequence of steps in both modalities. To evaluate our method, we collect and annotate a new challenging dataset of real-world instruction videos from the Internet. The dataset contains videos for five different tasks with complex interactions between people and objects, captured in a variety of indoor and outdoor settings. We experimentally demonstrate that the proposed method can automatically discover, learn and localize the main steps of a task input videos.

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

Science.gov (United States)

McIver, Derrick; Fitzsimmons, Stacey; Flanagan, David

2016-01-01

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

Evaluating Educational Resources for Inclusion in the Dig Texas Instructional Blueprints for Earth & Space Science

Science.gov (United States)

Jacobs, B. E.; Bohls-Graham, E.; Martinez, A. O.; Ellins, K. K.; Riggs, E. M.; Serpa, L. F.; Stocks, E.; Fox, S.; Kent, M.

2014-12-01

Today's instruction in Earth's systems requires thoughtful selection of curricula, and in turn, high quality learning activities that address modern Earth science. The Next Generation Science Standards (NGSS), which are intended to guide K-12 science instruction, further demand a discriminating selection process. The DIG (Diversity & Innovation in Geoscience) Texas Instructional Blueprints attempt to fulfill this practice by compiling vetted educational resources freely available online into units that are the building blocks of the blueprints. Each blueprint is composed of 9 three-week teaching units and serves as a scope and sequence for teaching a one-year Earth science course. In the earliest stages of the project, teams explored the Internet for classroom-worthy resources, including laboratory investigations, videos, visualizations, and readings, and submitted the educational resources deemed suitable for the project into the project's online review tool. Each team member evaluated the educational resources chosen by fellow team members according to a set of predetermined criteria that had been incorporated into the review tool. Resources rated as very good or excellent by all team members were submitted to the project PIs for approval. At this stage, approved resources became candidates for inclusion in the blueprint units. Team members tagged approved resources with descriptors for the type of resource and instructional strategy, and aligned these to the Texas Essential Knowledge and Skills for Earth and Space Science and the Earth Science Literacy Principles. Each team then assembled and sequenced resources according to content strand, balancing the types of learning experiences within each unit. Once units were packaged, teams then considered how they addressed the NGSS and identified the relevant disciplinary core ideas, crosscutting concepts, and science and engineering practices. In addition to providing a brief overview of the project, this

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

International Nuclear Information System (INIS)

Ridder, K.

1988-01-01

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

K--12 science educator perception of instructing students with learning disabilities in the regular classroom

Science.gov (United States)

Holliday-Cashwell, Janet Rose

2000-10-01

Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

Forum: Interpersonal Communication in Instructional Settings: Interpersonal Communication Research in Instructional Contexts: A Dyadic Approach

Science.gov (United States)

Goodboy, Alan K.; Kashy, Deborah A.

2017-01-01

Do we study too much interpersonal communication and not enough of other topics in the instructional communication literature? This forum provides a mixed bag of both affirmative and negative responses to this question. On one hand, answering "yes" is quite defensible because there are many recent studies examining interpersonal…

Categories for Observing Language Arts Instruction (COLAI).

Science.gov (United States)

Benterud, Julianna G.

Designed to study individual use of time spent in reading during regularly scheduled language arts instruction in a natural classroom setting, this coding sheet consists of nine categories: (1) engagement, (2) area of language arts, (3) instructional setting, (4) partner (teacher or pupil(s)), (5) source of content, (6) type of unit, (7) assigned…

Best methods for evaluating educational impact: a comparison of the efficacy of commonly used measures of library instruction.

Science.gov (United States)

Schilling, Katherine; Applegate, Rachel

2012-10-01

Libraries are increasingly called upon to demonstrate student learning outcomes and the tangible benefits of library educational programs. This study reviewed and compared the efficacy of traditionally used measures for assessing library instruction, examining the benefits and drawbacks of assessment measures and exploring the extent to which knowledge, attitudes, and behaviors actually paralleled demonstrated skill levels. An overview of recent literature on the evaluation of information literacy education addressed these questions: (1) What evaluation measures are commonly used for evaluating library instruction? (2) What are the pros and cons of popular evaluation measures? (3) What are the relationships between measures of skills versus measures of attitudes and behavior? Research outcomes were used to identify relationships between measures of attitudes, behaviors, and skills, which are typically gathered via attitudinal surveys, written skills tests, or graded exercises. Results provide useful information about the efficacy of instructional evaluation methods, including showing significant disparities between attitudes, skills, and information usage behaviors. This information can be used by librarians to implement the most appropriate evaluation methods for measuring important variables that accurately demonstrate students' attitudes, behaviors, or skills.

Teaching Goal-Setting for Weight-Gain Prevention in a College Population: Insights from the CHOICES Study.

Science.gov (United States)

Gardner, Jolynn; Kjolhaug, Jerri; Linde, Jennifer A; Sevcik, Sarah; Lytle, Leslie A

2013-01-01

This article describes the effectiveness of goal setting instruction in the CHOICES (Choosing Healthy Options in College Environments and Settings) study, an intervention evaluating the effectiveness of weight gain prevention strategies for 2-year college students. Four hundred and forty-one participants from three community colleges were recruited. Participants randomized into the intervention (n=224) enrolled in a course that taught strategies to help maintain or achieve a healthy weight. Participants were instructed in SMART (Specific, Measurable, Attainable, Realistic, Time-based) and behavioral goal-setting practices. Throughout the course, participants set goals related to improving their sleep, stress-management, exercise, and nutrition." Intervention participants set four hundred eighteen goals. Each goal was carefully evaluated. The efforts to teach behavioral goal-setting strategies were largely successful; however efforts to convey the intricacies of SMART goal-setting were not as successful. Implications for effective teaching of skills in setting SMART behavioral goals were realized in this study. The insights gained from the goal-setting activities of this study could be used to guide educators who utilize goals to achieve health behavior change. Based on the results of this study, it is recommended that very clear and directed instruction be provided in addition to multiple opportunities for goal-setting practice. Implications for future interventions involving education about goal-setting activities are discussed.

Setting the Record Straight on "High-Yield" Strategies

Science.gov (United States)

Marzano, Robert J.

2009-01-01

Widely credited with proposing nine "high-yield" instructional strategies, author Robert J. Marzano sets the record straight about the broader number of strategies identified by the research. He provides a list of 41 strategies and suggests more nuanced ways of using, observing, and evaluating them. (Contains 1 figure.)

Microbiological assessment and evaluation of rehydration instructions on powdered infant formulas, follow-up formulas, and infant foods in Malaysia.

Science.gov (United States)

Abdullah Sani, N; Hartantyo, S H P; Forsythe, S J

2013-01-01

A total of 90 samples comprising powdered infant formulas (n=51), follow-up formulas (n=21), and infant foods (n=18) from 15 domestic and imported brands were purchased from various retailers in Klang Valley, Malaysia and evaluated in terms of microbiological quality and the similarity of rehydration instructions on the product label to guidelines set by the World Health Organization. Microbiological analysis included the determination of aerobic plate count (APC) and the presence of Enterobacteriaceae and Cronobacter spp. Isolates of interest were identified using ID 32E (bioMérieux France, Craponne, France). In this study, 87% of powdered infant formulas, follow-up formulas, and infant foods analyzed had an APC below the permitted level of 70°C for formula preparation, as specified by the 2008 revised World Health Organization guidelines. Six brands instructed the use of water at 40 to 55°C, a temperature range that would support the survival and even growth of Enterobacteriaceae. Copyright © 2013 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

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).

Automatically fused instructions : algorithms for the customization of the instruction, set of a recon?gurable architecture

NARCIS (Netherlands)

Galuzzi, C.

2009-01-01

In this dissertation, we address the design of algorithms for the automatic identi?cation and selection of complex application-speci?c instructions used to speed up the execution of applications on recon?gurable architectures. The computationally intensive portions of an application are analyzed and

Using evaluation theory in priority setting and resource allocation.

Science.gov (United States)

Smith, Neale; Mitton, Craig; Cornelissen, Evelyn; Gibson, Jennifer; Peacock, Stuart

2012-01-01

Public sector interest in methods for priority setting and program or policy evaluation has grown considerably over the last several decades, given increased expectations for accountable and efficient use of resources and emphasis on evidence-based decision making as a component of good management practice. While there has been some occasional effort to conduct evaluation of priority setting projects, the literatures around priority setting and evaluation have largely evolved separately. In this paper, the aim is to bring them together. The contention is that evaluation theory is a means by which evaluators reflect upon what it is they are doing when they do evaluation work. Theories help to organize thinking, sort out relevant from irrelevant information, provide transparent grounds for particular implementation choices, and can help resolve problematic issues which may arise in the conduct of an evaluation project. A detailed review of three major branches of evaluation theory--methods, utilization, and valuing--identifies how such theories can guide the development of efforts to evaluate priority setting and resource allocation initiatives. Evaluation theories differ in terms of their guiding question, anticipated setting or context, evaluation foci, perspective from which benefits are calculated, and typical methods endorsed. Choosing a particular theoretical approach will structure the way in which any priority setting process is evaluated. The paper suggests that explicitly considering evaluation theory makes key aspects of the evaluation process more visible to all stakeholders, and can assist in the design of effective evaluation of priority setting processes; this should iteratively serve to improve the understanding of priority setting practices themselves.

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…

Effect of Instruction Using Students' Prior Knowledge and Conceptual Change Strategies on Science Learning. Part I: Development, Application and Evaluation of Instruction.

Science.gov (United States)

Hewson, Mariana G.

Reported is the development, use, and evaluation of an instructional technique based upon: (1) the assessment of students' prior knowledge; and (2) a theoretical perspective advocated by Ausubel and others which emphasizes the importance of existing knowledge in influencing subsequent concept learning. The experimental group of 46 South African…

An overview and guide: planning instructional radio.

Science.gov (United States)

Imhoof, M

1984-03-01

Successful instructional radio projects require both comprehensive and complex planning. The instructional radio planning team needs to have knowledge and capabilities in several technical, social, and educational areas. Among other skills, the team must understand radio, curriculum design, the subject matter being taught, research and evaluation, and the environment in which the project operates. Once a basic approach to educational planning has been selected and broad educational goals set, radio may be selected as a cost effective means of achieving some of the goals. Assuming radio is a wise choice, there are still several factors which must be analyzed by a team member who is a radio specialist. The most obvious consideration is the inventory and evaluation of the facilities: studios; broadcast, recording, and transmission equipment; classroom radios; and so on. Capabilities of broadcast personnel are another consideration. Initial radio lessons need to teach the learners how to listen to the radio if they have no previous experience with institutional radio broadcasts. A captive, inschool audience ready to listen to radio instructions requires a different use of the medium than a noncaptive audience. With the noncaptive audience, the educational broadcaster must compete with entertaining choices from other media and popular activities and pastimes of the community. The most complex knowledge and analysis required in planning instructional radio concerns the relationship of the content to the medium. Environmental factors are important in planning educational programs. The physical environment may present several constraints on the learning experience and the use of radio. The most obvious is the effect of climate and terrain on the quality of radio reception. The physical environment is easily studied through experience in the target area, but this knowledge plays a significant role in designing effective learning materials for specific learners. Social

Would Having a Lead Instructional Designer Position Encourage Change in a K-12 Educational Setting?

Science.gov (United States)

Morris, John

2011-01-01

Adding the position Lead Instructional Designer (LID) will help an educational company or school district to work with principals and instructional designers to implement better instructional design strategies. This type of change creates more jobs and takes added pressure away from schools. The vision is to create better customer service to the…

An Evaluation of the Instruction of Generalization in Elementary School Social Studies Program

Directory of Open Access Journals (Sweden)

Mükerrem AKBULUT TAŞ

2011-11-01

Full Text Available Generalizations are important content materials that should be instructed in the Social Studies program. The instruction of generalizations and the causal relationships emphasized in generalizations are important for students to have meaningful learning experiences and to gain causal reasoning and critical thinking skills. Social Studies program emphasizes the acquisition of creating scientific generalization skill as a fundamental skill to be instructed directly, and the importance of generalization instruction is highlighted. Therefore, this study is important in that it draws attention to the importance of teaching generalization and creates basis for the future research in the field. In this regard, it aims at evaluating the instruction of the generalizations in the “Our Country and the World” unit in Social Studies program for 6th grades in Primary School. In line with this general purpose, the instruction of the generalizations in the unit was analyzed qualitatively. The study was conducted with three social studies teachers working in three different schools located in Seyhan, Adana. The data were collected through the observation technique with a view to obtaining in depth data about the instruction of generalization in social studies lesson. Semi-structured observation form, prepared in the light of the generalization content elements, was used as the data collection tool. These content elements consisted of four aspects: generalization statement, concepts related to generalization, cause-effect relationships between concepts, and facts about generalization. In addition to observation, document analysis was conducted with a view to supporting results and strengthening the implications. The documentary analysis was performed based on the generalizations and previously identified elements about the generalizations in the scope of the six topics in the “Our Country and the World” unit. The data collected from the observations were

The influence of cognitive ability and instructional set on causal conditional inference.

Science.gov (United States)

Evans, Jonathan St B T; Handley, Simon J; Neilens, Helen; Over, David

2010-05-01

We report a large study in which participants are invited to draw inferences from causal conditional sentences with varying degrees of believability. General intelligence was measured, and participants were split into groups of high and low ability. Under strict deductive-reasoning instructions, it was observed that higher ability participants were significantly less influenced by prior belief than were those of lower ability. This effect disappeared, however, when pragmatic reasoning instructions were employed in a separate group. These findings are in accord with dual-process theories of reasoning. We also took detailed measures of beliefs in the conditional sentences used for the reasoning tasks. Statistical modelling showed that it is not belief in the conditional statement per se that is the causal factor, but rather correlates of it. Two different models of belief-based reasoning were found to fit the data according to the kind of instructions and the type of inference under consideration.

Experimental Effects of Student Evaluations Coupled with Collaborative Consultation on College Professors' Instructional Skills

NARCIS (Netherlands)

Knol, M.H.; in 't Veld, R.; Vorst, H.C.M.; van Driel, J.H.; Mellenbergh, G.J.

2013-01-01

This experimental study concerned the effects of repeated students’ evaluations of teaching coupled with collaborative consultation on professors’ instructional skills. Twenty-five psychology professors from a Dutch university were randomly assigned to either a control group or an experimental

Are Written Instructions Enough? Efficacy of Male Condom Packaging Leaflets among College Students

Science.gov (United States)

Lindemann, Dana F.; Harbke, Colin R.

2013-01-01

Objective: To evaluate whether or not written condom use instructions successfully inform correct condom use skills. Design: Between-subjects, two-group design. Setting: Public university located in rural Midwestern region of the United States. Method: Participants were randomly assigned to either a control condition (read physical exercise…

EFL LEARNERS’ READING LEARNING IN WEB BASED INSTRUCTION SETTING

OpenAIRE

Yusup Supriyono

2018-01-01

This research is aimed at exploring reading learning performed by English foreign language learners when Web based instruction is integrated into reading classroom. Teaching learning activity follows the steps:  orientation, discussion, material exploration, action, test, and reflection.  Two data collecting methods—journal and interview are administered to three students of the fourth semester of English Department in University of Siliwangi Tasikmalaya Indonesia after the selected individua...

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

Directory of Open Access Journals (Sweden)

Nil GOKSEL CANBEK

2011-08-01

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

Evaluation of web-based instruction for anatomical interpretation in maxillofacial cone beam computed tomography

NARCIS (Netherlands)

Al-Rawi, W.T.; Jacobs, R.; Hassan, B.A.; Sanderink, G.; Scarfe, W.C.

2007-01-01

Objectives: To evaluate the effectiveness of a web-based instruction in the interpretation of anatomy in images acquired with maxillofacial cone beam CT (CBCT). Methods: An interactive web-based education course for the interpretation of craniofacial CBCT images was recently developed at our

A Model for Designing Library Instruction for Distance Learning

Science.gov (United States)

Rand, Angela Doucet

2013-01-01

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

Gender Differences in Instructional Leadership: A Meta-Analytic Review of Studies Using the Principal Instructional Management Rating Scale

Science.gov (United States)

Hallinger, Philip; Dongyu, Li; Wang, Wen-Chung

2016-01-01

Purpose: Instructional leadership has assumed steadily increasing importance within the general role set of principals over the past 60 years. One persisting finding within this corpus of studies concerns the consistently higher ratings obtained by female principals on instructional leadership when compared with their male counterparts. This…

The PLUS family: A set of computer programs to evaluate analytical solutions of the diffusion equation and thermoelasticity

International Nuclear Information System (INIS)

Montan, D.N.

1987-02-01

This report is intended to describe, document and provide instructions for the use of new versions of a set of computer programs commonly referred to as the PLUS family. These programs were originally designed to numerically evaluate simple analytical solutions of the diffusion equation. The new versions include linear thermo-elastic effects from thermal fields calculated by the diffusion equation. After the older versions of the PLUS family were documented a year ago, it was realized that the techniques employed in the programs were well suited to the addition of linear thermo-elastic phenomena. This has been implemented and this report describes the additions. 3 refs., 14 figs

Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children with Autism Spectrum Disorders: A Review of the Literature

Science.gov (United States)

Shukla-Mehta, Smita; Miller, Trube; Callahan, Kevin J.

2010-01-01

Video instruction as an intervention for teaching skills to children with Autism Spectrum Disorders (ASD) is gaining increased momentum in applied settings.Video instruction, comprised of video modeling, video self-modeling, and point-of-view video, has been utilized in various fields of study with various populations and target behaviors.…

Learner-Centered Instruction (LCI): Volume 7. Evaluation of the LCI Approach. Final Report.

Science.gov (United States)

Pieper, William J.; And Others

An evaluation of the learner-centered instruction (LCI) approach to training was conducted by comparing the LCI F-111A weapons control systems mechanic/technician course with the conventional Air Force course for the same Air Force specialty code (AFSC) on the following dimensions; job performance of course graduates, man-hour and dollar costs of…

Evaluating Effective Teaching in College Level Economics Using Student Ratings of Instruction: A Factor Analytic Approach

Science.gov (United States)

Agbetsiafa, Douglas

2010-01-01

This paper explores the factors that affect students' evaluation of economic instruction using a sample of 1300 completed rating instruments at a comprehensive four-year mid-western public university. The study uses factor analysis to determine the validity and reliability of the evaluation instrument in assessing instructor or course…

Death Penalty Decisions: Instruction Comprehension, Attitudes, and Decision Mediators.

Science.gov (United States)

Patry, Marc W; Penrod, Steven D

2013-01-01

A primary goal of this research was to empirically evaluate a set of assumptions, advanced in the Supreme Court's ruling in Buchanan v. Angelone (1998), about jury comprehension of death penalty instructions. Further, this research examined the use of evidence in capital punishment decision making by exploring underlying mediating factors upon which death penalty decisions may be based. Manipulated variables included the type of instructions and several variations of evidence. Study 1 was a paper and pencil study of 245 undergraduate mock jurors. The experimental design was an incomplete 4×2×2×2×2 factorial model resulting in 56 possible conditions. Manipulations included four different types of instructions, presence of a list of case-specific mitigators to accompany the instructions, and three variations in the case facts: age of the defendant, bad prior record, and defendant history of emotional abuse. Study 2 was a fully-crossed 2×2×2×2×2 experiment with four deliberating mock juries per cell. Manipulations included jury instructions (original or revised), presence of a list of case-specific mitigators, defendant history of emotional abuse, bad prior record, and heinousness of the crime. The sample of 735 jury-eligible participants included 130 individuals who identified themselves as students. Participants watched one of 32 stimulus videotapes based on a replication of a capital sentencing hearing. The present findings support previous research showing low comprehension of capital penalty instructions. Further, we found that higher instruction comprehension was associated with higher likelihood of issuing life sentence decisions. The importance of instruction comprehension is emphasized in a social cognitive model of jury decision making at the sentencing phase of capital cases.

RELATIONSHIP BETWEEN BILINGUAL INSTRUCTION AND LEARNERS’ PERFORMANCE IN ENGLISH AS SECOND LANGUAGE CONTEXT

Directory of Open Access Journals (Sweden)

Huma Imran Khan

2015-06-01

Full Text Available The prime purpose of this study was to explore a correlation between bilingual instruction in an ESL class and the class performance of the ESL learners at the secondary level. Quantitative research method was used to evaluate the test performance of 60 ESL learners divided into two groups: One was the controlled group (which was given instructions in L2 only and the other was the treatment group (which was given instructions in both L1 and L2 in Public School settings. Apart from the students, 15 language teachers’ feedback upon their perceptions of L1 usage in L2 classrooms was taken by using the Likert scale feedback forms. The results confirmed that the instructions given bilingually are directly associated to improved learner outcomes and teachers’ responses for the usage of L1 in classrooms showed a strong positive response.

Storytelling as an Instructional Method: Research Perspectives (Modeling and Simulations for Learning and Instruction)

Science.gov (United States)

2010-01-01

told. In fact, storytelling does not stop in the classroom or in a formal training setting. Much of the culture and tradition of the military is passed...2010 2. REPORT TYPE Book 3. DATES COVERED 08-11-2006 to 31-12-2009 4. TITLE AND SUBTITLE Storytelling as an Instructional Method Research...better instructional storytelling because military instructors have historically relied heavily on that technique. One of the workshops major goals was

Evaluation of iTunes University Courses through Instructional Design Strategies and m-Learning Framework

Science.gov (United States)

Tseng, Hung Wei; Tang, Yingqi; Morris, Betty

2016-01-01

As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies…

Increasing implementation of special education instruction in mainstream preschools: direct and generalized effects of nondirective consultation.

Science.gov (United States)

Peck, C A; Killen, C C; Baumgart, D

1989-01-01

Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP-related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, and 2 of the 3 teachers increased instruction in additional settings that had not been the focus of the consultation. Children demonstrated concomitant increases in IEP-targeted behaviors. In follow-up questionnaires and interviews, teachers reported increased confidence in their ability to implement specialized instruction. These findings were replicated in a second study in which the videotaping was replaced by teacher interview, and in which the consultation was carried out by a previously untrained special education teacher.

Education research: evaluating the use of podcasting for residents during EEG instruction: a pilot study.

Science.gov (United States)

Bensalem-Owen, Meriem; Chau, Destiny F; Sardam, Sean C; Fahy, Brenda G

2011-08-23

Educational methods for residents are shifting toward greater learner independence aided by technological advances. A Web-based program using a podcast was created for resident EEG instruction, replacing conventional didactics. The EEG curriculum also consisted of EEG interpretations under the tutelage of a neurophysiologist. This pilot study aimed to objectively evaluate the effectiveness of the podcast as a new teaching tool. A podcast for resident EEG instruction was implemented on the Web, replacing the traditional lecture. After Institutional Review Board approval, consent was obtained from the participating residents. Using 25-question evaluation tools, participants were assessed at baseline before any EEG instruction, and reassessed after podcasting and after 10 clinical EEG exposures. Each 25-item evaluation tool contained tracings used for clinical EEG interpretations. Scores after podcast training were also compared to scores after traditional didactic training from a previous study among anesthesiology trainees. Ten anesthesiology residents completed the study. The mean scores with standard deviations are 9.50 ± 2.92 at baseline, 13.40 ± 3.31 (p = 0.034) after the podcast, and 16.20 ± 1.87 (p = 0.019) after interpreting 10 EEGs. No differences were noted between the mean educational tool scores for those who underwent podcasting training compared to those who had undergone traditional didactic training. In this pilot study, podcast training was as effective as the prior conventional lecture in meeting the curricular goals of increasing EEG knowledge after 10 EEG interpretations as measured by assessment tools.

Developing Oral Case Presentation Skills: Peer and Self-Evaluations as Instructional Tools.

Science.gov (United States)

Williams, Dustyn E; Surakanti, Shravani

2016-01-01

Oral case presentation is an essential skill in clinical practice that is decidedly varied and understudied in teaching curricula. We developed a curriculum to improve oral case presentation skills in medical students. As part of an internal medicine clerkship, students receive instruction in the elements of a good oral case presentation and then present a real-world case in front of a video camera. Each student self-evaluates his/her presentation and receives evaluations from his/her peers. We expect peer and self-evaluation to be meaningful tools for developing skills in oral presentation. We hope to not only improve the quality of oral case presentations by students but also to reduce the time burden on faculty.

Evaluation of integrated data sets: four examples

International Nuclear Information System (INIS)

Bolivar, S.L.; Freeman, S.B.; Weaver, T.A.

1982-01-01

Several large data sets have been integrated and utilized for rapid evaluation on a reconnaissance scale for the Montrose 1 0 x 2 0 quadrangle, Colorado. The data sets include Landsat imagery, hydrogeochemical and stream sediment analyses, airborne geophysical data, known mineral occurrences, and a geologic map. All data sets were registered to a 179 x 119 rectangular grid and projected onto Universal Transverse Mercator coordinates. A grid resolution of 1 km was used. All possible combinations of three, for most data sets, were examined for general geologic correlations by utilizing a color microfilm output. In addition, gray-level pictures of statistical output, e.g., factor analysis, have been employed to aid evaluations. Examples for the data sets dysprosium-calcium, lead-copper-zinc, and equivalent uranium-uranium in water-uranium in sediment are described with respect to geologic applications, base-metal regimes, and geochemical associations

Evaluation of instructional material while in use: Welcome to Brazil, Level 1

Directory of Open Access Journals (Sweden)

Maria Angela Masin

2014-04-01

Full Text Available The aim of this paper is to evaluate the use of the instructional material Welcome to Brazil - Level 1 (Fenton and McLarty, 2011 in a technological course in Tourism Management in the city of São Paulo. The textbook content was evaluated according to Ramos (2009 and a questionnaire was used to collect the students’ impressions.  It was concluded that the textbook needs to be complemented for an effective result with the students. The theoretical foundation is based on Cunningsworth (1984, Hutchinson and Waters (1987, Dudley-Evans and St. John (1998, Tomlinson (1998, 2001, Ramos (2009.

Teaching Goal-Setting for Weight-Gain Prevention in a College Population: Insights from the CHOICES Study

Science.gov (United States)

Gardner, Jolynn; Kjolhaug, Jerri; Linde, Jennifer A.; Sevcik, Sarah; Lytle, Leslie A.

2013-01-01

Purpose: This article describes the effectiveness of goal setting instruction in the CHOICES (Choosing Healthy Options in College Environments and Settings) study, an intervention evaluating the effectiveness of weight gain prevention strategies for 2-year college students. Methods: Four hundred and forty-one participants from three community…

On algorithmic equivalence of instruction sequences for computing bit string functions

NARCIS (Netherlands)

Bergstra, J.A.; Middelburg, C.A.

2015-01-01

Every partial function from bit strings of a given length to bit strings of a possibly different given length can be computed by a finite instruction sequence that contains only instructions to set and get the content of Boolean registers, forward jump instructions, and a termination instruction. We

On algorithmic equivalence of instruction sequences for computing bit string functions

NARCIS (Netherlands)

Bergstra, J.A.; Middelburg, C.A.

2014-01-01

Every partial function from bit strings of a given length to bit strings of a possibly different given length can be computed by a finite instruction sequence that contains only instructions to set and get the content of Boolean registers, forward jump instructions, and a termination instruction. We

Richardson Instructional Management System (RIMS). How to Blend a Computerized Objectives-Referenced Testing System, Distributive Data Processing, and Systemwide Evaluation.

Science.gov (United States)

Riegel, N. Blyth

Recent changes in the structure of curriculum and the instructional system in Texas have required a major reorganization of teaching, evaluating, budgeting, and planning activities in the local education agencies, which has created the need for a database. The history of Richardson Instructional Management System (RIMS), its data processing…

Instructional multimedia: An investigation of student and instructor attitudes and student study behavior

Science.gov (United States)

2011-01-01

Background Educators in allied health and medical education programs utilize instructional multimedia to facilitate psychomotor skill acquisition in students. This study examines the effects of instructional multimedia on student and instructor attitudes and student study behavior. Methods Subjects consisted of 45 student physical therapists from two universities. Two skill sets were taught during the course of the study. Skill set one consisted of knee examination techniques and skill set two consisted of ankle/foot examination techniques. For each skill set, subjects were randomly assigned to either a control group or an experimental group. The control group was taught with live demonstration of the examination skills, while the experimental group was taught using multimedia. A cross-over design was utilized so that subjects in the control group for skill set one served as the experimental group for skill set two, and vice versa. During the last week of the study, students and instructors completed written questionnaires to assess attitude toward teaching methods, and students answered questions regarding study behavior. Results There were no differences between the two instructional groups in attitudes, but students in the experimental group for skill set two reported greater study time alone compared to other groups. Conclusions Multimedia provides an efficient method to teach psychomotor skills to students entering the health professions. Both students and instructors identified advantages and disadvantages for both instructional techniques. Reponses relative to instructional multimedia emphasized efficiency, processing level, autonomy, and detail of instruction compared to live presentation. Students and instructors identified conflicting views of instructional detail and control of the content. PMID:21693058

Instructional multimedia: An investigation of student and instructor attitudes and student study behavior

Directory of Open Access Journals (Sweden)

Cavanaugh Cathy

2011-06-01

Full Text Available Abstract Background Educators in allied health and medical education programs utilize instructional multimedia to facilitate psychomotor skill acquisition in students. This study examines the effects of instructional multimedia on student and instructor attitudes and student study behavior. Methods Subjects consisted of 45 student physical therapists from two universities. Two skill sets were taught during the course of the study. Skill set one consisted of knee examination techniques and skill set two consisted of ankle/foot examination techniques. For each skill set, subjects were randomly assigned to either a control group or an experimental group. The control group was taught with live demonstration of the examination skills, while the experimental group was taught using multimedia. A cross-over design was utilized so that subjects in the control group for skill set one served as the experimental group for skill set two, and vice versa. During the last week of the study, students and instructors completed written questionnaires to assess attitude toward teaching methods, and students answered questions regarding study behavior. Results There were no differences between the two instructional groups in attitudes, but students in the experimental group for skill set two reported greater study time alone compared to other groups. Conclusions Multimedia provides an efficient method to teach psychomotor skills to students entering the health professions. Both students and instructors identified advantages and disadvantages for both instructional techniques. Reponses relative to instructional multimedia emphasized efficiency, processing level, autonomy, and detail of instruction compared to live presentation. Students and instructors identified conflicting views of instructional detail and control of the content.

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

Science.gov (United States)

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

2007-01-01

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

Automatic evaluations and exercise setting preference in frequent exercisers.

Science.gov (United States)

Antoniewicz, Franziska; Brand, Ralf

2014-12-01

The goals of this study were to test whether exercise-related stimuli can elicit automatic evaluative responses and whether automatic evaluations reflect exercise setting preference in highly active exercisers. An adapted version of the Affect Misattribution Procedure was employed. Seventy-two highly active exercisers (26 years ± 9.03; 43% female) were subliminally primed (7 ms) with pictures depicting typical fitness center scenarios or gray rectangles (control primes). After each prime, participants consciously evaluated the "pleasantness" of a Chinese symbol. Controlled evaluations were measured with a questionnaire and were more positive in participants who regularly visited fitness centers than in those who reported avoiding this exercise setting. Only center exercisers gave automatic positive evaluations of the fitness center setting (partial eta squared = .08). It is proposed that a subliminal Affect Misattribution Procedure paradigm can elicit automatic evaluations to exercising and that, in highly active exercisers, these evaluations play a role in decisions about the exercise setting rather than the amounts of physical exercise. Findings are interpreted in terms of a dual systems theory of social information processing and behavior.

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.

A GA Evolving Instructions for a Timetable Builder

NARCIS (Netherlands)

Blum, Christian; Correia, Sebastiao; Dorigo, Marco; Paechter, Ben; Rossi-Doria, Olivia; Snoek, M.; Burke, E.; De Causmaecker, P.

2002-01-01

In this work we present a Genetic Algorithm for tackling timetabling problems. Our approach uses an indirect solution representation, which denotes a number if instructions for a timetable builder on how to sequentially build a solution. These instructions are composed by a set of predefined

Use of school gardens in academic instruction.

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Graham, Heather; Beall, Deborah Lane; Lussier, Mary; McLaughlin, Peggy; Zidenberg-Cherr, Sheri

2005-01-01

To determine the status of gardens in California schools. A self-administered Internet and mailed survey was sent to all California principals (N = 9805). 4194 California school principals. School garden practices, attitudes associated with the use of gardens in schools, and perceptions of barriers to having and using school gardens in academic instruction. Descriptive statistics and chi-square; P science, environmental studies, and nutrition. Principals strongly agreed that resources such as curriculum materials linked to academic instruction and lessons on teaching nutrition in the garden would assist in the school garden being used for academic instruction. Principals deemed the garden as being not to slightly effective at enhancing the school meal program. School gardens appear to be predominantly used by most schools to enhance academic instruction. There is a need for curriculum materials and teacher training for gardening and nutrition. The link between the garden and the school meal program is an area that clearly requires attention. School lunch would be a logical setting for provision of edible produce, in addition to taste-testing of fresh produce in the garden or classroom setting.

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

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Knox, S S

1980-12-01

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

An Empirical Evaluation of Distance Learning's Effectiveness in the K-12 Setting

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Harris-Packer, Jerilyn D.; Ségol, Geneviève

2015-01-01

This study evaluated the effect of online instruction on the academic achievement of K--12 students in ten states as measured by the percentage of proficient students in reading and mathematics at the school level. We used publicly available data provided by the Department of Education in Florida, Michigan, Minnesota, Nevada, Ohio, Pennsylvania,…

The Effectiveness of Web-Based Instruction: An Initial Inquiry

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Tatana M. Olson

2002-10-01

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

Stand Up Comics: Instructional Humor and Student Engagment

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Wortley, Amy; Dotson, Elizabeth

2016-01-01

This paper examines the use of instructional humor in higher education settings and makes connections between the levels of student achievement in academics and the influence of appropriate instructional humor. The work of prominent researchers such as Wanzer, Frymier, and Irwin (2010), and Segrist & Hupp (2015), who postulate that…

Adaptive Explicitly Parallel Instruction Computing

National Research Council Canada - National Science Library

Talla, Surendranath

2000-01-01

.... With in this context, we ask ourselves the following questions. 1. Can application performance be improved if the compiler had the freedom to pick the instruction set on a per application basis? 2...

Cultural dimensions of learning: Addressing the challenges of multicultural instruction

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Patrick Parrish

2010-05-01

Full Text Available The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF, which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.

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…

A generic method to optimize instructions for the control of evacuations

NARCIS (Netherlands)

Huibregtse, O.L.; Hoogendoorn, S.P.; Pel, A.J.; Bliemer, M.C.J.

2010-01-01

A method is described to develop a set of optimal instructions to evacuate by car the population of a region threatened by a hazard. By giving these instructions to the evacuees, traffic conditions and therefore the evacuation efficiency can be optimized. The instructions, containing a departure

An Evaluation of Video Modeling with Embedded Instructions to Teach Implementation of Stimulus Preference Assessments

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Rosales, Rocío; Gongola, Leah; Homlitas, Christa

2015-01-01

A multiple baseline design across participants was used to evaluate the effects of video modeling with embedded instructions on training teachers to implement 3 preference assessments. Each assessment was conducted with a confederate learner or a child with autism during generalization probes. All teachers met the predetermined mastery criterion,…

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

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

2017-02-01

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

A Self-Instructional Course in Student Financial Aid Administration. Module 17--Evaluation of Student Aid Management: Self-Evaluation, Audit, and Program Review. Second Edition.

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Washington Consulting Group, Inc., Washington, DC.

The 17th module in the 17-module self-instructional course on student financial aid administration discusses the evaluation of student aid management in terms of self-evaluation, audit, and program review. The full course offers a systematic introduction to the management of federal financial aid programs authorized by Title IV of the Higher…

Evaluation Comparison of Online and Classroom Instruction for HEPE 129--Fitness and Lifestyle Management Course.

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Davies, Randall S.; Mendenhall, Robert

This evaluation compared online (i.e., World Wide Web-based) and classroom instructional delivery methods for the Health Education/Physical Education course, "Fitness and Lifestyle Management," at Brigham Young University (Utah). The results of the study were intended to add to the discussion on the value of web-based courses as a means…

A Content Analysis of Instructional Design and Web Design Books: Implications for Inclusion of Web Design in Instructional Design Textbooks

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Obilade, Titilola T.; Burton, John K.

2015-01-01

This textual content analysis set out to determine the extent to which the theories, principles, and guidelines in 4 standard books of instructional design and technology were also addressed in 4 popular books on web design. The standard books on instructional design and the popular books on web design were chosen by experts in the fields. The…

Evaluating priority setting success in healthcare: a pilot study

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Upshur Ross

2010-05-01

Full Text Available Abstract Background In healthcare today, decisions are made in the face of serious resource constraints. Healthcare managers are struggling to provide high quality care, manage resources effectively, and meet changing patient needs. Healthcare managers who are constantly making difficult resource decisions desire a way to improve their priority setting processes. Despite the wealth of existing priority setting literature (for example, program budgeting and marginal analysis, accountability for reasonableness, the 'describe-evaluate-improve' strategy there are still no tools to evaluate how healthcare resources are prioritised. This paper describes the development and piloting of a process to evaluate priority setting in health institutions. The evaluation process was designed to examine the procedural and substantive dimensions of priority setting using a multi-methods approach, including a staff survey, decision-maker interviews, and document analysis. Methods The evaluation process was piloted in a mid-size community hospital in Ontario, Canada while its leaders worked through their annual budgeting process. Both qualitative and quantitative methods were used to analyze the data. Results The evaluation process was both applicable to the context and it captured the budgeting process. In general, the pilot test provided support for our evaluation process and our definition of success, (i.e., our conceptual framework. Conclusions The purpose of the evaluation process is to provide a simple, practical way for an organization to better understand what it means to achieve success in its priority setting activities and identify areas for improvement. In order for the process to be used by healthcare managers today, modification and contextualization of the process are anticipated. As the evaluation process is applied in more health care organizations or applied repeatedly in an organization, it may become more streamlined.

Technology for Early Braille Literacy: Comparison of Traditional Braille Instruction and Instruction with an Electronic Notetaker

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Bickford, James O.; Falco, Ruth A.

2012-01-01

Introduction: The study reported here evaluated whether there was a difference in students' outcomes for braille fluency when instruction was provided with traditional braille media or refreshable braille. Students' and teachers' perceptions of the efficacy of the use of the different instructional media were analyzed. Methods: Nine students from…

Teaching Persons with Severe Disabilities to Use Self-Instruction in Community Settings: An Analysis of Applications.

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Hughes, Carolyn; Agran, Martin

1993-01-01

This literature review examines the effects of self-instructional programs on increasing independence of persons with moderate/severe mental retardation in integrated environments. The article discusses methodological issues, research needs, and recommendations for program implementation. The feasibility of using self-instruction to promote…

Future thinking instructions improve prospective memory performance in adolescents.

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

2017-07-01

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

Single-instruction multiple-data execution

CERN Document Server

Hughes, Christopher J

2015-01-01

Having hit power limitations to even more aggressive out-of-order execution in processor cores, many architects in the past decade have turned to single-instruction-multiple-data (SIMD) execution to increase single-threaded performance. SIMD execution, or having a single instruction drive execution of an identical operation on multiple data items, was already well established as a technique to efficiently exploit data parallelism. Furthermore, support for it was already included in many commodity processors. However, in the past decade, SIMD execution has seen a dramatic increase in the set of

MVP and Instructional Systems Design in Online Courses

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Franklin, Jennifer L.

2017-01-01

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

Instructional Style Meets Classroom Design.

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Novelli, Joan

1991-01-01

Nine elementary teachers explain how they design their classrooms to match and support their instructional styles. The teachers focus on whole language programs, student portfolios, science activity set-ups, technology transformation, learning center strategies, and space utilization. (SM)

Instructional Objectives for Junior College Courses in Economics: Principles of Macroeconomics and Principles of Microeconomics.

Science.gov (United States)

Thompson, Fred A.

These sets of behavioral objectives for junior college economics courses were written to serve as a guide to instruction, a student guide to learning, and a basis for evaluation. The objectives are offered as samples that may be used where they correspond to the skills, abilities, and attitudes other instructors want their students to acquire.…

Factors moderating blocking in human place learning: the role of task instructions.

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Hardt, Oliver; Hupbach, Almut; Nadel, Lynn

2009-02-01

Cognitive map theory assumes that novel environmental information is automatically incorporated into existing cognitive maps as a function of exploration. Reports of blocking in place learning cast doubt on this claim. In these studies, subjects were first trained to find a place, using a set of landmarks (Set A). Then novel landmarks (Set B) were added for additional trials. Subsequent removal of the Set A landmarks showed that the novel landmarks alone were insufficient for successful navigation. We investigated whether instructing human subjects to explore the environment can moderate blocking. First, we demonstrated that blocking is absent in a computer implementation of the Morris water maze (MWM) in which subjects are instructed to explore. We then studied why others found blocking in a different MWM implementation, in which the task instructions did not suggest exploration. In experiments that faithfully replicated this MWM variant, we found that subjects did not acquire cognitive maps and that blocking was attenuated when instructions were provided that encouraged exploration. Together, these findings indicate that blocking in human place learning may reflect a performance deficit, not a learning deficit, and that instructions can moderate blocking. Our results thus support the automatic update assumption of cognitive map theory.

The Development of an Individualized Instructional Program in Beginning College Mathematics Utilizing Computer Based Resource Units. Final Report.

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Rockhill, Theron D.

Reported is an attempt to develop and evaluate an individualized instructional program in pre-calculus college mathematics. Four computer based resource units were developed in the areas of set theory, relations and function, algebra, trigonometry, and analytic geometry. Objectives were determined by experienced calculus teachers, and…

Bibliographic Instruction in the 21st Century.

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Poirier, Gayle

2000-01-01

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

Transposing reform pedagogy into new contexts: complex instruction in remote Australia

Science.gov (United States)

Sullivan, Peter; Jorgensen, Robyn; Boaler, Jo; Lerman, Steve

2013-03-01

This article draws on the outcomes of a 4-year project where complex instruction was used as the basis for a reform in mathematics teaching in remote Aboriginal communities in Australia. The article describes the overall project in terms of the goals and aspirations for learning mathematics among remote Indigenous Australians. Knowing that the approach had been successful in a diverse setting in California, the project team sought to implement and evaluate the possibilities of such reform in a context in which the need for a culturally responsive pedagogy was critical. Elements of complex instruction offered considerable possibilities in aligning with the cultures of the remote communities, but with recognition of the possibility that some elements may not be workable in these contexts. Complex instruction also valued deep knowledge of mathematics rather than a tokenistic, impoverished mathematics. The strategies within complex instruction allowed for mathematical and cultural scaffolding to promote deep learning in mathematics. Such an approach was in line with current reforms in Indigenous education in Australia where there are high expectations of learners in order to break away from the deficit thinking that has permeated much education in remote Australia. The overall intent is to demonstrate what pedagogies are possible within the constraints of the remote context.

The Implementation and Evaluation of an Instructional Design Based on the Interdisciplinary Approach: Conscious Consumer Education

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Karakus, Memet; Uyar, Melis Yesilpinar

2018-01-01

The aim of this study was to implement and evaluate the instructional design prepared as consumer-oriented and based upon interdisciplinary curriculum. In this study, case study approach, which is one of the qualitative research patterns, was employed. Observations, interviews and document analysis were used to collect data. For analyzing the…

Experimental Evaluation of Instructional Consultation Teams on Teacher Beliefs and Practices

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

2013-01-01

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

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.

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

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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…

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

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Sugar, William A.; Luterbach, Kenneth J.

2016-01-01

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

Instruction transfer and storage exploration for low energy embedded VLIWs

NARCIS (Netherlands)

Aa, van der T.

2005-01-01

Portable consumer electronics to play multimedia have to be high performant and flexible. Energy consumption has to be kept as low as possible to ensure a long battery lifetime. To be flexible, these systems often contain an instruction set processor. Very Long Instruction Word (VLIW) processors

The nature of instructional effects in color constancy.

Science.gov (United States)

Radonjić, Ana; Brainard, David H

2016-06-01

The instructions subjects receive can have a large effect on experimentally measured color constancy, but the nature of these effects and how their existence should inform our understanding of color perception remains unclear. We used a factorial design to measure how instructional effects on constancy vary with experimental task and stimulus set. In each of 2 experiments, we employed both a classic adjustment-based asymmetric matching task and a novel color selection task. Four groups of naive subjects were instructed to make adjustments/selections based on (a) color (neutral instructions); (b) the light reaching the eye (physical spectrum instructions); (c) the actual surface reflectance of an object (objective reflectance instructions); or (d) the apparent surface reflectance of an object (apparent reflectance instructions). Across the 2 experiments we varied the naturalness of the stimuli. We find clear interactions between instructions, task, and stimuli. With simplified stimuli (Experiment 1), instructional effects were large and the data revealed 2 instruction-dependent patterns. In 1 (neutral and physical spectrum instructions) constancy was low, intersubject variability was also low, and adjustment-based and selection-based constancy were in agreement. In the other (reflectance instructions) constancy was high, intersubject variability was large, adjustment-based constancy deviated from selection-based constancy and for some subjects selection-based constancy increased across sessions. Similar patterns held for naturalistic stimuli (Experiment 2), although instructional effects were smaller. We interpret these 2 patterns as signatures of distinct task strategies-1 is perceptual, with judgments based primarily on the perceptual representation of color; the other involves explicit instruction-driven reasoning. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Forum: Interpersonal Communication in Instructional Settings: Raising New Questions and Restoring Our Focus on Authentic Student Learning

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Lane, Derek R.

2017-01-01

In this article the author addresses whether educators have accumulated sufficient knowledge about interpersonal communication in the instructional context--at least as it pertains to the relational perspective--"and" whether other meaningful topics in the instructional communication literature have been ignored. The author's purpose…

VideoSET: Video Summary Evaluation through Text

OpenAIRE

Yeung, Serena; Fathi, Alireza; Fei-Fei, Li

2014-01-01

In this paper we present VideoSET, a method for Video Summary Evaluation through Text that can evaluate how well a video summary is able to retain the semantic information contained in its original video. We observe that semantics is most easily expressed in words, and develop a text-based approach for the evaluation. Given a video summary, a text representation of the video summary is first generated, and an NLP-based metric is then used to measure its semantic distance to ground-truth text ...

Instructional Partners, Principals, Teachers, and Instructional Assistants.

Science.gov (United States)

Indiana State Dept. of Public Instruction, Indianapolis.

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

DEVELOPMENT AND EVALUATION OF INSTRUCTIONAL UNITS FOR TEACHING PROFIT-MAXIMIZING PRINCIPLES IN VOCATIONAL AGRICULTURE. FINAL REPORT.

Science.gov (United States)

BARKER, RICHARD L.

THE WRITING, EVALUATION, AND REVISION OF THE INSTRUCTIONAL UNITS WERE COMPLETED ON SCHEDULE AND A SUMMARY OF THE STUDY WILL BE PUBLISHED IN THE LOCAL "RESEARCH SERIES IN AGRICULTURAL EDUCATION" TO BE SENT TO ALL STATES. THE DEVELOPMENT AND FINDINGS OF THE STUDY WILL BE INCLUDED IN "AGRICULTURAL EDUCATION MAGAZINE." SAMPLE COPIES OF THE UNIT WERE…

Constructing post-surgical discharge instructions through a Delphi consensus methodology.

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Scott, Aaron R; Sanderson, Cody J; Rush, Augustus J; Alore, Elizabeth A; Naik, Aanand D; Berger, David H; Suliburk, James W

2018-05-01

Patient education materials are a crucial part of physician-patient communication. We hypothesize that available discharge instructions are difficult to read and fail to address necessary topics. Our objective is to evaluate readability and content of surgical discharge instructions using thyroidectomy to develop standardized discharge materials. Thyroidectomy discharge materials were analyzed for readability and assessed for content. Fifteen endocrine surgeons participated in a modified Delphi consensus panel to select necessary topics. Using readability best practices, we created standardized discharge instructions which included all selected topics. The panel evaluated 40 topics, selected 23, deemed 4 inappropriate, consolidated 5, and did not reach consensus on 8 topics after 4 rounds. The evaluated instructions' reading levels ranged from grade 6.5 to 13.2; none contained all consensus topics. Current post surgical thyroidectomy discharge instructions are more difficult to read than recommended by literacy standards and omit consensus warning signs of major complications. Our easy-to-read discharge instructions cover pertinent topics and may enhance patient education. Delphi methodology is useful for developing post-surgical instructions. Patient education materials need appropriate readability levels and content. We recommend the Delphi method to select content using consensus expert opinion whenever higher level data is lacking. Copyright © 2017 Elsevier B.V. All rights reserved.

Leadership development through action learning sets: an evaluation study.

Science.gov (United States)

Walia, Surinder; Marks-Maran, Di

2014-11-01

This article examines the use of action learning sets in a leadership module delivered by a university in south east England. An evaluation research study was undertaking using survey method to evaluate student engagement with action learning sets, and their value, impact and sustainability. Data were collected through a questionnaire with a mix of Likert-style and open-ended questions and qualitative and quantitative data analysis was undertaken. Findings show that engagement in the action learning sets was very high. Action learning sets also had a positive impact on the development of leadership knowledge and skills and are highly valued by participants. It is likely that they would be sustainable as the majority would recommend action learning to colleagues and would consider taking another module that used action learning sets. When compared to existing literature on action learning, this study offers new insights as there is little empirical literature on student engagement with action learning sets and even less on value and sustainability. Copyright © 2014 Elsevier Ltd. All rights reserved.

The implementation and evaluation of therapeutic touch in burn patients: an instructive experience of conducting a scientific study within a non-academic nursing setting.

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Busch, Martine; Visser, Adriaan; Eybrechts, Maggie; van Komen, Rob; Oen, Irma; Olff, Miranda; Dokter, Jan; Boxma, Han

2012-12-01

Evaluation of therapeutic touch (TT) in the nursing of burn patients; post hoc evaluation of the research process in a non-academic nursing setting. 38 burn patients received either TT or nursing presence. On admission, days 2, 5 and 10 of hospitalization, data were collected on anxiety for pain, salivary cortisol, and pain medication. Interviews with nurses were held concerning research in a non-academic setting. Anxiety for pain was more reduced on day 10 in the TT-group. The TT-group was prescribed less morphine on day 1 and 2. On day 2 cortisol level before dressing changes was higher in the TT-group. The situational challenges of this study led to inconsistencies in data collection and a high patient attrition rate, weakening its statistical power. Conducting an effect study within daily nursing practice should not be done with a nursing staff inexperienced in research. Analysis of the remaining data justifies further research on TT for burn patients with pain, anxiety for pain, and cortisol levels as outcomes. Administering and evaluating TT during daily care requires nurses experienced both in TT and research, thus leading to less attrition and missing data, increasing the power of future studies. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

The Implementation of Service-Learning in Graduate Instructional Design Coursework

Science.gov (United States)

Stefaniak, Jill E.

2015-01-01

This paper describes the design of service-learning experiences with a graduate-level instructional design course. Service-learning provides students with real-life experiences in a situated-learning environment. Students were tasked with working on an instructional design project in a real-world setting to gain consultative experience. This paper…

Do Instructional Videos on Sputum Submission Result in Increased Tuberculosis Case Detection? A Randomized Controlled Trial.

Science.gov (United States)

Mhalu, Grace; Hella, Jerry; Doulla, Basra; Mhimbira, Francis; Mtutu, Hawa; Hiza, Helen; Sasamalo, Mohamed; Rutaihwa, Liliana; Rieder, Hans L; Seimon, Tamsyn; Mutayoba, Beatrice; Weiss, Mitchell G; Fenner, Lukas

2015-01-01

We examined the effect of an instructional video about the production of diagnostic sputum on case detection of tuberculosis (TB), and evaluated the acceptance of the video. Randomized controlled trial. We prepared a culturally adapted instructional video for sputum submission. We analyzed 200 presumptive TB cases coughing for more than two weeks who attended the outpatient department of the governmental Municipal Hospital in Mwananyamala (Dar es Salaam, Tanzania). They were randomly assigned to either receive instructions on sputum submission using the video before submission (intervention group, n = 100) or standard of care (control group, n = 100). Sputum samples were examined for volume, quality and presence of acid-fast bacilli by experienced laboratory technicians blinded to study groups. Median age was 39.1 years (interquartile range 37.0-50.0); 94 (47%) were females, 106 (53%) were males, and 49 (24.5%) were HIV-infected. We found that the instructional video intervention was associated with detection of a higher proportion of microscopically confirmed cases (56%, 95% confidence interval [95% CI] 45.7-65.9%, sputum smear positive patients in the intervention group versus 23%, 95% CI 15.2-32.5%, in the control group, p sex, modified the effectiveness of the intervention by improving it positively. When asked how well the video instructions were understood, the majority of patients in the intervention group reported to have understood the video instructions well (97%). Most of the patients thought the video would be useful in the cultural setting of Tanzania (92%). Sputum submission instructional videos increased the yield of tuberculosis cases through better quality of sputum samples. If confirmed in larger studies, instructional videos may have a substantial effect on the case yield using sputum microscopy and also molecular tests. This low-cost strategy should be considered as part of the efforts to control TB in resource-limited settings. Pan African

A Set of English Instructional Materials Using Task-Based Learning for News Production Management Study Program in STMM “MMMTC” Yogyakarta

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Geovanna Gistha Wicita

2016-12-01

Full Text Available The News Production Management Study Program (NPMSP in STMM “MMTC” Yogyakarta is a study program that has an English subject in the third semester. Due to the lack of time and materials for the students, English, which they will use a lot in journalism, becomes their barrier in learning. Therefore, this research attempted to develop a set of English instructional materials using task-based learning for the third semester students of the NPMSP STMM “MMTC” Yogyakarta. This research aimed to answer how the materials are developed and what the materials look like. To gather the information, the researcher adopted Borg & Gall’s (1986 Research and Development (R&D method which was combined with Kemp’s instructional design model (1977 covering eight flexible steps. Due to time and financial constraints, only five steps of R&D were conducted in designing the materials. To gather the information, the researcher conducted some interviews. After designing the materials, the interview was conducted. The interview results showed that the designed materials were good, appropriate, and applicable. Nine suggestions were obtained to revise the materials which covered the level of difficulty of the text, the content of the exercises, the overview of the learning materials, teaching media, lesson plans, instructions, layout, and material implementation. The materials consist of six units. Each unit contains five sessions, namely “What’s Up?”, “Entering the Newsroom”, “Journalists’ Project”, “Entering the News Editor Room”, and “Lesson Learned”.   DOI: https://doi.org/10.24071/llt.2015.180107

Viewing instructions accompanying action observation modulate corticospinal excitability

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David James Wright

2016-02-01

Full Text Available Action observation interventions may have the potential to contribute to improved motor function in motor (relearning settings by promoting functional activity and plasticity in the motor regions of the brain. Optimal methods for delivering such interventions, however, have yet to be established. This experiment investigated the effect on corticospinal excitability of manipulating the viewing instructions provided to participants (N = 21 prior to action observation. Specifically, motor evoked potential responses measured from the right hand muscles following single-pulse transcranial magnetic stimulation to the left motor cortex were compared when participants were instructed to observe finger-thumb opposition movement sequences: (i passively; (ii with the intent to imitate the observed movement; or (iii whilst simultaneously and actively imagining that they were performing the movement as they observed it. All three action observation viewing instructions facilitated corticospinal excitability to a greater extent than did observation of a static hand. In addition, the extent to which corticospinal excitability was facilitated was greater during combined observation and imagery, compared to passive observation. These findings have important implications for the design of action observation interventions in motor (relearning settings, where instructions that encourage observers to simultaneously imagine themselves performing the observed movement may offer the current optimal method for improving motor function through action observation.

Method of Computer-aided Instruction in Situation Control Systems

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Anatoliy O. Kargin

2013-01-01

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

Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools

Science.gov (United States)

Clark, Renee; Kaw, Autar; Lou, Yingyan; Scott, Andrew; Besterfield-Sacre, Mary

2018-01-01

With the literature calling for comparisons among technology-enhanced or active-learning pedagogies, a blended versus flipped instructional comparison was made for numerical methods coursework using three engineering schools with diverse student demographics. This study contributes to needed comparisons of enhanced instructional approaches in STEM…

Instruction in Information Structuring Improves Bayesian Judgment in Intelligence Analysts

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David R. Mandel

2015-04-01

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

Perception, Attitude and Instructional Preferences on Physics in High School Students: An Exploration in an International Setting

Science.gov (United States)

Narayanan, Mini; Gafoor, Abdul

Questionnaire survey explored perception, attitude and instructional preferences with respect to gender and nationality in high school students of India and USA, a sample of 1101 Indian and 458 US students. Descriptive Statistics techniques were adopted for analysis. Male and female students in USA were at the high and low ends of the spectrum, respectively, in perception and attitude. Preference on instructional strategies was found to be independent of nationality, exposed strategies, opting science, class size and facilities. Responses from both countries indicate preference for an integrated instructional strategy that has strong teacher involvement in a student-centered framework. A thoughtful and properly designed instructional strategy could provide sufficient elements in modifying students' epistemological beliefs. Understanding the nature and process of physics along with a better learning outcome is usually not possible by administering student-centered or teacher-centered strategies alone in their purest form. This study provides adequate support in obtaining two equally significant but contrasting goals in Physics Education Research, to gain conceptual development with increased interest and attainment in learners, through integration.

Managing Innovation and Change for Instructional Technology.

Science.gov (United States)

Holznagel, Donald C.

1991-01-01

Introduces the term "orgware" and reviews the literature on managing technological innovation in instructional settings. Six areas of management concern are described, and advice on managing innovation and change is provided. (11 references) (GLR)

Teaching Literacy: Methods for Studying and Improving Library Instruction

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Meggan Houlihan

2012-12-01

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

Instructional Uses of Web-Based Survey Software

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Concetta A. DePaolo, Ph.D.

2006-07-01

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

The Dynamic Evaluation of Enterprise's Strategy Based on Rough Set Theory

Institute of Scientific and Technical Information of China (English)

刘恒江; 陈继祥

2003-01-01

This paper presents dynamic evaluation of enterprise's strategy which is suitable for dealing with the complex and dynamic problems of strategic evaluation. Rough Set Theory is a powerful mathematical tool to handle vagueness and uncertainty of dynamic evaluation. By the application of Rough Set Theory, this paper computes the significance and weights of each evaluation criterion and helps to lay evaluation emphasis on the main and effective criteria. From the reduced decision table,evaluators can get decision rules Which direct them to give judgment or suggestion of strategy. The whole evaluation process is decided by data, so the results are certain and reasonable.

Teacher Talk: One Teacher's Reflections during Comprehension Strategies Instruction

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Robertson, Dana A.

2013-01-01

This study examined one tutor's evolving use of particular talk moves during comprehension strategies instruction in a university-based clinical setting. Through engaging in audiotape reflection and transcript analysis with a coach, the tutor made shifts toward more explicit and purposeful strategies instruction, yet did not consistently…

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

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

2005-01-01

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

The Effect of Different Types of Instruction and Feedback on the Development of Pragmatic Proficiency: The Case of Pragmatic Markers

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Saeedeh Shafee Nahrkhalaji

2013-01-01

Full Text Available The necessity of conducting more studies addressing the development of pragmatic profciency and strong pragmatic awareness for English language learners has made the role of instruction and feedback in teaching pragmatic knowledge of utmost importance. The present study evaluates the relative effectiveness of four types of instruction for teaching some pragmatic markers including topic change markers, mitigation markers, interjections and hybrid basic markers to 75 advanced Iranian learners of English: explicit instruction only, explicit instruction with metalinguistic feedback, structured input instruction only, and structured in- put instruction with metalinguistic feedback. Treatment group performance was compared with control group performance on pre-tests, post-tests and follow-up tests that contained an open-ended discourse completion test and a multiple-choice pragmatic listening comprehension test. The results of the data analysis revealed that students› ability to comprehend and produce pragmatic markers improved significantly in treatment groups and that pragmatic interlanguage is permeable to instruction in EFL settings. However, there were statistically significant differences among the four treatment groups regarding awareness of different pragmatic markers and their appropriate use. These findings give us some useful insight on the teachability of pragmatic markers and the role of instruction and feedback in the classroom to develop pragmatic competence of EFL learners.

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

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Learmond, Karen W.

2017-01-01

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

New set of Chemical Safety rules

CERN Multimedia

HSE Unit

2011-01-01

A new set of four Safety Rules was issued on 28 March 2011: Safety Regulation SR-C ver. 2, Chemical Agents (en); General Safety Instruction GSI-C1, Prevention and Protection Measures (en); General Safety Instruction GSI-C2, Explosive Atmospheres (en); General Safety Instruction GSI-C3, Monitoring of Exposure to Hazardous Chemical Agents in Workplace Atmospheres (en). These documents form part of the CERN Safety Rules and are issued in application of the “Staff Rules and Regulations” and of document SAPOCO 42. These documents set out the minimum requirements for the protection of persons from risks to their occupational safety and health arising, or likely to arise, from the effects of hazardous chemical agents that are present in the workplace or used in any CERN activity. Simultaneously, the HSE Unit has published seven Safety Guidelines and six Safety Forms. These documents are available from the dedicated Web page “Chemical, Cryogenic and Biological Safety&...

Evaluating the influence of goal setting on intravenous catheterization skill acquisition and transfer in a hybrid simulation training context.

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Brydges, Ryan; Mallette, Claire; Pollex, Heather; Carnahan, Heather; Dubrowski, Adam

2012-08-01

Educators often simplify complex tasks by setting learning objectives that focus trainees on isolated skills rather than the holistic task. We designed 2 sets of learning objectives for intravenous catheterization using goal setting theory. We hypothesized that setting holistic goals related to technical, cognitive, and communication skills would result in superior holistic performance, whereas setting isolated goals related to technical skills would result in superior technical performance. We randomly assigned practicing health care professionals to set holistic (n = 14) or isolated (n = 15) goals. All watched an instructional video and studied a list of 9 goals specific to their group. Participants practiced independently in a hybrid simulation (standardized patient combined with an arm simulator). The first and the last practice trials were videotaped for analysis. One-week later, participants completed a transfer test in another hybrid simulation scenario. Blinded experts evaluated performance on all 3 trials using the Direct Observation of Procedural Skills tool. The holistic group scored higher than the isolated group on the holistic Direct Observation of Procedural Skills score for all 3 trials [mean (SD), 45.0 (9.16) vs. 38.4 (9.17); P = 0.01]. The isolated group did not perform better than the holistic group on the technical skills score [10.3 (2.73) vs. 11.6 (3.01); P = 0.11]. Our results suggest that asking learners to set holistic goals did not interfere with their attaining competent holistic and technical skills during hybrid simulation training. This exploratory trial provides preliminary evidence for how to consider integrating hybrid simulation into medical curricula and for the design of learning goals in simulation-based education.

Instructional games in allied health education.

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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.

Cardiopulmonary resuscitation training of family members before hospital discharge using video self-instruction: a feasibility trial.

Science.gov (United States)

Blewer, Audrey L; Leary, Marion; Decker, Christopher S; Andersen, James C; Fredericks, Amanda C; Bobrow, Bentley J; Abella, Benjamin S

2011-09-01

Bystander cardiopulmonary resuscitation (CPR) is a crucial therapy for sudden cardiac arrest (SCA), yet rates of bystander CPR are low. This is especially the case for SCA occurring in the home setting, as family members of at-risk patients are often not CPR trained. To evaluate the feasibility of a novel hospital-based CPR education program targeted to family members of patients at increased risk for SCA. Prospective, multicenter, cohort study. Inpatient wards at 3 hospitals. Family members of inpatients admitted with cardiac-related diagnoses. Family members were offered CPR training via a proctored video-self instruction (VSI) program. After training, CPR skills and participant perspectives regarding their training experience were assessed. Surveys were conducted one month postdischarge to measure the rate of "secondary training" of other individuals by enrolled family members. At the 3 study sites, 756 subjects were offered CPR instruction; 280 agreed to training and 136 underwent instruction using the VSI program. Of these, 78 of 136 (57%) had no previous CPR training. After training, chest compression performance was generally adequate (mean compression rate 90 ± 26/minute, mean depth 37 ± 12 mm). At 1 month, 57 of 122 (47%) of subjects performed secondary training for friends or family members, with a calculated mean of 2.1 persons trained per kit distributed. The hospital setting offers a unique "point of capture" to provide CPR instruction to an important, undertrained population in contact with at-risk individuals. Copyright © 2010 Society of Hospital Medicine.

Towards an Understanding of Instructional Design Heuristics: An Exploratory Delphi Study

Science.gov (United States)

York, Cindy S.; Ertmer, Peggy A.

2011-01-01

Evidence suggests that experienced instructional designers often use heuristics and adapted models when engaged in the instructional design problem-solving process. This study used the Delphi technique to identify a core set of heuristics designers reported as being important to the success of the design process. The overarching purpose of the…

TEACHER-PRODUCED INSTRUCTIONAL FILMS IN CHEMISTRY, 8MM AND SUPER 8.

Science.gov (United States)

O'CONNOR, ROD; SLABAUGH, WENDELL

TECHNIQUES FOR PRODUCING 8MM INSTRUCTIONAL FILMS IN CHEMISTRY ARE PRESENTED. IN PART I A PHILOSOPHY OF TEACHER-PRODUCED FILMS IS DEVELOPED, EMPHASIZING THE VALUE OF THE LOCAL SETTING, AND CUSTOM-MADE CONTENTS. APPLICATIONS SUGGESTED ARE (1) TECHNIQUE INSTRUCTION, (2) FILMED EXPERIMENTS, (3) INSTRUMENT FAMILIARIZATION, (4) LECTURE AIDS, AND (5)…

Design and Evaluation of Health Literacy Instructional Video for Pharmacy Students

OpenAIRE

Catherine Santanello, PhD; Lakesha M Butler, PharmD, BCPS; Radhika Devraj, PhD

2013-01-01

Objectives: 1) To describe the development of a health literacy video tailored for pharmacy students. 2) To compare the use of a health literacy video as an instructional method to a previously used health literacy instructional strategy by using both and: a) assessing pharmacy students' perceptions of their ability to communicate with low health literacy patients and b) assessing pharmacy students' perceptions of their overall understanding of the role of health literacy in a pharmacy settin...

Health Instruction Packages: Consumer--Behavior/Emotions.

Science.gov (United States)

Larkin, Vincent; And Others

Text, illustrations, and exercises are utilized in this set of three learning modules to instruct the general public in methods of exploring human psychology and personal interrelationships. The first module, "The Basic Idea behind Rational-Emotive Therapy" by Vincent Larkin, distinguishes between rational and irrational fears and…

Students with Learning Disabilities Perspective on Reading Comprehension Instruction: A Qualitative Inquiry

Science.gov (United States)

Rose, Dale Rennard

2017-01-01

The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…

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

A public data set of human balance evaluations

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Damiana A. Santos

2016-11-01

Full Text Available The goal of this study was to create a public data set with results of qualitative and quantitative evaluations related to human balance. Subject’s balance was evaluated by posturography using a force platform and by the Mini Balance Evaluation Systems Tests. In the posturography test, we evaluated subjects standing still for 60 s in four different conditions where vision and the standing surface were manipulated: on a rigid surface with eyes open; on a rigid surface with eyes closed; on an unstable surface with eyes open; on an unstable surface with eyes closed. Each condition was performed three times and the order of the conditions was randomized. In addition, the following tests were employed in order to better characterize each subject: Short Falls Efficacy Scale International; International Physical Activity Questionnaire Short Version; and Trail Making Test. The subjects were also interviewed to collect information about their socio-cultural, demographic, and health characteristics. The data set comprises signals from the force platform (raw data for the force, moments of forces, and centers of pressure of 163 subjects plus one file with information about the subjects and balance conditions and the results of the other evaluations. All the data is available at PhysioNet and at Figshare.

Evaluation of rotational set-up errors in patients with thoracic neoplasms

International Nuclear Information System (INIS)

Wang Yanyang; Fu Xiaolong; Xia Bing; Fan Min; Yang Huanjun; Ren Jun; Xu Zhiyong; Jiang Guoliang

2010-01-01

Objective: To assess the rotational set-up errors in patients with thoracic neoplasms. Methods: 224 kilovoltage cone-beam computed tomography (KVCBCT) scans from 20 thoracic tumor patients were evaluated retrospectively. All these patients were involved in the research of 'Evaluation of the residual set-up error for online kilovoltage cone-beam CT guided thoracic tumor radiation'. Rotational set-up errors, including pitch, roll and yaw, were calculated by 'aligning the KVCBCT with the planning CT, using the semi-automatic alignment method. Results: The average rotational set-up errors were -0.28 degree ±1.52 degree, 0.21 degree ± 0.91 degree and 0.27 degree ± 0.78 degree in the left-fight, superior-inferior and anterior-posterior axis, respectively. The maximal rotational errors of pitch, roll and yaw were 3.5 degree, 2.7 degree and 2.2 degree, respectively. After correction for translational set-up errors, no statistically significant changes in rotational error were observed. Conclusions: The rotational set-up errors in patients with thoracic neoplasms were all small in magnitude. Rotational errors may not change after the correction for translational set-up errors alone, which should be evaluated in a larger sample future. (authors)

Instruction understanding for intelligent robots in nuclear facilities

International Nuclear Information System (INIS)

Kambayashi, Shaw; Abe, Yasuaki

1993-01-01

As a first step to realize an autonomous mobile robot for plant maintenance, where the robot is capable to understand instructions written in natural languages, we have developed a prototype of instruction understanding system which makes the robot construct its motion sequences to approach instrumentations and inspect them from input sentences written in Japanese. In the prototype system, the instruction understanding and planning capabilities are integrated by an inference engine which consists of a cyclic operation of three processings, i.e., sensing, decision, and execution. Based on environmental data and current states of the robot, a proper process such as natural language processing is triggered by the decision part of the inference engine to accomplish the input instructions. The multiple- and dynamic-planning capabilities, which are necessary to cope with dynamic changes of environments surrounding the robot, are achieved by utilizing the cyclic inference engine together with a set of the inference packets which keep intermediate results of natural language processing and planning for respective input instructions. (orig.)

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.

A Classification Model and an Open E-Learning System Based on Intuitionistic Fuzzy Sets for Instructional Design Concepts

Science.gov (United States)

Güyer, Tolga; Aydogdu, Seyhmus

2016-01-01

This study suggests a classification model and an e-learning system based on this model for all instructional theories, approaches, models, strategies, methods, and technics being used in the process of instructional design that constitutes a direct or indirect resource for educational technology based on the theory of intuitionistic fuzzy sets…

Individuation instructions decrease the Cross-Race Effect in a face matching task

Directory of Open Access Journals (Sweden)

2015-09-01

Conclusions: Individuation instructions are an effective moderator of the CRE even within a face matching paradigm. Since unfamiliar face matching tasks most closely simulate document verification tasks, specifically passport screening, instructional techniques such as these may improve task performance within applied settings of significant practical importance.

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…

Transparent Runtime Migration of Loop-Based Traces of Processor Instructions to Reconfigurable Processing Units

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João Bispo

2013-01-01

Full Text Available The ability to map instructions running in a microprocessor to a reconfigurable processing unit (RPU, acting as a coprocessor, enables the runtime acceleration of applications and ensures code and possibly performance portability. In this work, we focus on the mapping of loop-based instruction traces (called Megablocks to RPUs. The proposed approach considers offline partitioning and mapping stages without ignoring their future runtime applicability. We present a toolchain that automatically extracts specific trace-based loops, called Megablocks, from MicroBlaze instruction traces and generates an RPU for executing those loops. Our hardware infrastructure is able to move loop execution from the microprocessor to the RPU transparently, at runtime, and without changing the executable binaries. The toolchain and the system are fully operational. Three FPGA implementations of the system, differing in the hardware interfaces used, were tested and evaluated with a set of 15 application kernels. Speedups ranging from 1.26 to 3.69 were achieved for the best alternative using a MicroBlaze processor with local memory.

Best practices in writing instruction

CERN Document Server

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

An evaluation system of the setting up of predictive maintenance programmes

International Nuclear Information System (INIS)

Carnero, MaCarmen

2006-01-01

Predictive Maintenance can provide an increase in safety, quality and availability in industrial plants. However, the setting up of a Predictive Maintenance Programme is a strategic decision that until now has lacked analysis of questions related to its setting up, management and control. In this paper, an evaluation system is proposed that carries out the decision making in relation to the feasibility of the setting up. The evaluation system uses a combination of tools belonging to operational research such as: Analytic Hierarchy Process, decision rules and Bayesian tools. This system is a help tool available to the managers of Predictive Maintenance Programmes which can both increase the number of Predictive Maintenance Programmes set up and avoid the failure of these programmes. The Evaluation System has been tested in a petrochemical plant and in a food industry

Setting Healthcare Priorities at the Macro and Meso Levels: A Framework for Evaluation.

Science.gov (United States)

Barasa, Edwine W; Molyneux, Sassy; English, Mike; Cleary, Susan

2015-09-16

Priority setting in healthcare is a key determinant of health system performance. However, there is no widely accepted priority setting evaluation framework. We reviewed literature with the aim of developing and proposing a framework for the evaluation of macro and meso level healthcare priority setting practices. We systematically searched Econlit, PubMed, CINAHL, and EBSCOhost databases and supplemented this with searches in Google Scholar, relevant websites and reference lists of relevant papers. A total of 31 papers on evaluation of priority setting were identified. These were supplemented by broader theoretical literature related to evaluation of priority setting. A conceptual review of selected papers was undertaken. Based on a synthesis of the selected literature, we propose an evaluative framework that requires that priority setting practices at the macro and meso levels of the health system meet the following conditions: (1) Priority setting decisions should incorporate both efficiency and equity considerations as well as the following outcomes; (a) Stakeholder satisfaction, (b) Stakeholder understanding, (c) Shifted priorities (reallocation of resources), and (d) Implementation of decisions. (2) Priority setting processes should also meet the procedural conditions of (a) Stakeholder engagement, (b) Stakeholder empowerment, (c) Transparency, (d) Use of evidence, (e) Revisions, (f) Enforcement, and (g) Being grounded on community values. Available frameworks for the evaluation of priority setting are mostly grounded on procedural requirements, while few have included outcome requirements. There is, however, increasing recognition of the need to incorporate both consequential and procedural considerations in priority setting practices. In this review, we adapt an integrative approach to develop and propose a framework for the evaluation of priority setting practices at the macro and meso levels that draws from these complementary schools of thought. © 2015

Setting Healthcare Priorities at the Macro and Meso Levels: A Framework for Evaluation

Science.gov (United States)

Barasa, Edwine W.; Molyneux, Sassy; English, Mike; Cleary, Susan

2015-01-01

Background: Priority setting in healthcare is a key determinant of health system performance. However, there is no widely accepted priority setting evaluation framework. We reviewed literature with the aim of developing and proposing a framework for the evaluation of macro and meso level healthcare priority setting practices. Methods: We systematically searched Econlit, PubMed, CINAHL, and EBSCOhost databases and supplemented this with searches in Google Scholar, relevant websites and reference lists of relevant papers. A total of 31 papers on evaluation of priority setting were identified. These were supplemented by broader theoretical literature related to evaluation of priority setting. A conceptual review of selected papers was undertaken. Results: Based on a synthesis of the selected literature, we propose an evaluative framework that requires that priority setting practices at the macro and meso levels of the health system meet the following conditions: (1) Priority setting decisions should incorporate both efficiency and equity considerations as well as the following outcomes; (a) Stakeholder satisfaction, (b) Stakeholder understanding, (c) Shifted priorities (reallocation of resources), and (d) Implementation of decisions. (2) Priority setting processes should also meet the procedural conditions of (a) Stakeholder engagement, (b) Stakeholder empowerment, (c) Transparency, (d) Use of evidence, (e) Revisions, (f) Enforcement, and (g) Being grounded on community values. Conclusion: Available frameworks for the evaluation of priority setting are mostly grounded on procedural requirements, while few have included outcome requirements. There is, however, increasing recognition of the need to incorporate both consequential and procedural considerations in priority setting practices. In this review, we adapt an integrative approach to develop and propose a framework for the evaluation of priority setting practices at the macro and meso levels that draws from these

Setting Healthcare Priorities at the Macro and Meso Levels: A Framework for Evaluation

Directory of Open Access Journals (Sweden)

Edwine W. Barasa

2015-11-01

Full Text Available Background Priority setting in healthcare is a key determinant of health system performance. However, there is no widely accepted priority setting evaluation framework. We reviewed literature with the aim of developing and proposing a framework for the evaluation of macro and meso level healthcare priority setting practices. Methods We systematically searched Econlit, PubMed, CINAHL, and EBSCOhost databases and supplemented this with searches in Google Scholar, relevant websites and reference lists of relevant papers. A total of 31 papers on evaluation of priority setting were identified. These were supplemented by broader theoretical literature related to evaluation of priority setting. A conceptual review of selected papers was undertaken. Results Based on a synthesis of the selected literature, we propose an evaluative framework that requires that priority setting practices at the macro and meso levels of the health system meet the following conditions: (1 Priority setting decisions should incorporate both efficiency and equity considerations as well as the following outcomes; (a Stakeholder satisfaction, (b Stakeholder understanding, (c Shifted priorities (reallocation of resources, and (d Implementation of decisions. (2 Priority setting processes should also meet the procedural conditions of (a Stakeholder engagement, (b Stakeholder empowerment, (c Transparency, (d Use of evidence, (e Revisions, (f Enforcement, and (g Being grounded on community values. Conclusion Available frameworks for the evaluation of priority setting are mostly grounded on procedural requirements, while few have included outcome requirements. There is, however, increasing recognition of the need to incorporate both consequential and procedural considerations in priority setting practices. In this review, we adapt an integrative approach to develop and propose a framework for the evaluation of priority setting practices at the macro and meso levels that draws from

Considerations for Designing Instructional Virtual Environments.

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Dennen, Vanessa Paz; Branch, Robert C.

Virtual reality is an immersive, interactive medium that manipulates the senses in order provide users with simulated experiences in computer-generated worlds. The visual design of virtual reality is an important issue, but literature has tended to stress the medium's instructional potential rather than setting forth a protocol for designing…

Using Interactive Video Instruction To Enhance Public Speaking Instruction.

Science.gov (United States)

Cronin, Michael W.; Kennan, William R.

Noting that interactive video instruction (IVI) should not and cannot replace classroom instruction, this paper offers an introduction to interactive video instruction as an innovative technology that can be used to expand pedagogical opportunities in public speaking instruction. The paper: (1) defines the distinctive features of IVI; (2) assesses…

Understanding Acid-Base Concepts: Evaluating the Efficacy of a Senior High School Student-Centred Instructional Program in Indonesia

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Rahayu, Sri; Chandrasegaran, A. L.; Treagust, David F.; Kita, Masakazu; Ibnu, Suhadi

2011-01-01

This study was a mixed quantitative-qualitative research to evaluate the efficacy of a designed student-centred instructional (DSCI) program for teaching about acids and bases. The teaching innovation was designed based on constructivist, hands-on inquiry and context-based approaches and implemented in seven 45-min lessons with a class of 36 grade…

Analyzing Archival Intelligence: A Collaboration Between Library Instruction and Archives

Directory of Open Access Journals (Sweden)

Merinda Kaye Hensley

2014-07-01

Full Text Available Although recent archival scholarship promotes the use of primary sources for developing students’ analytical research skills, few studies focus on standards or protocols for teaching or assessing archival instruction. Librarians have designed and tested standards and learning assessment strategies for library instruction and archivists would do well to collaborate with and learn from their experience. This study examines lessons learned from one such collaboration between an instructional services librarian and archivist to evaluate and enhance archival instruction in the University Archives’ Student Life and Culture Archival Program (SLC Archives at the University of Illinois at Urbana-Champaign Library. Based on evaluative data from a student survey and in-depth interviews, the authors offer strategies for meeting and exceeding learning outcomes for archival intelligence more successfully.

Multimedia instructions and cognitive load theory: effects of modality and cueing.

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Tabbers, Huib K; Martens, Rob L; van Merriënboer, Jeroen J G

2004-03-01

Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merriënboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect) and adding visual cues relating elements of a picture to the text (the cueing effect) both increase the effectiveness of multimedia instructions in terms of better learning results or less mental effort spent. The aim of this study was to test the generalisability of the modality and cueing effect in a classroom setting. The participants were 111 second-year students from the Department of Education at the University of Gent in Belgium (age between 19 and 25 years). The participants studied a web-based multimedia lesson on instructional design for about one hour. Afterwards they completed a retention and a transfer test. During both the instruction and the tests, self-report measures of mental effort were administered. Adding visual cues to the pictures resulted in higher retention scores, while replacing visual text with spoken text resulted in lower retention and transfer scores. Only a weak cueing effect and even a reverse modality effect have been found, indicating that both effects do not easily generalise to non-laboratory settings. A possible explanation for the reversed modality effect is that the multimedia instructions in this study were learner-paced, as opposed to the system-paced instructions used in earlier research.

An automated Y-maze based on a reduced instruction set computer (RISC) microcontroller for the assessment of continuous spontaneous alternation in rats.

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Heredia-López, Francisco J; Álvarez-Cervera, Fernando J; Collí-Alfaro, José G; Bata-García, José L; Arankowsky-Sandoval, Gloria; Góngora-Alfaro, José L

2016-12-01

Continuous spontaneous alternation behavior (SAB) in a Y-maze is used for evaluating working memory in rodents. Here, the design of an automated Y-maze equipped with three infrared optocouplers per arm, and commanded by a reduced instruction set computer (RISC) microcontroller is described. The software was devised for recording only true entries and exits to the arms. Experimental settings are programmed via a keyboard with three buttons and a display. The sequence of arm entries and the time spent in each arm and the neutral zone (NZ) are saved as a text file in a non-volatile memory for later transfer to a USB flash memory. Data files are analyzed with a program developed under LabVIEW® environment, and the results are exported to an Excel® spreadsheet file. Variables measured are: latency to exit the starting arm, sequence and number of arm entries, number of alternations, alternation percentage, and cumulative times spent in each arm and NZ. The automated Y-maze accurately detected the SAB decrease produced in rats by the muscarinic antagonist trihexyphenidyl, and its reversal by caffeine, having 100 % concordance with the alternation percentages calculated by two trained observers who independently watched videos of the same experiments. Although the values of time spent in the arms and NZ measured by the automated system had small discrepancies with those calculated by the observers, Bland-Altman analysis showed 95 % concordance in three pairs of comparisons, while in one it was 90 %, indicating that this system is a reliable and inexpensive alternative for the study of continuous SAB in rodents.

Computer-based instruction system DIDAK and its application

International Nuclear Information System (INIS)

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

1983-01-01

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

Forum: Interpersonal Communication in Instructional Settings. A Cautious Approach to Reliance on Interpersonal Communication Frameworks: The Importance of Context in Instructional Communication Research

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Johnson, Zac D.; LaBelle, Sara; Waldeck, Jennifer H.

2017-01-01

Instructional communication (IC) scholars have made significant contributions to the study of educational outcomes by creating a deep understanding of the teacher-student relationship (Mottet & Beebe, 2006). IC research published in "Communication Education" and other outlets therefore appropriately emphasizes interpersonal…

From Paper to PDA: Design and Evaluation of a Clinical Ward Instruction on a Mobile Device

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Kanstrup, Anne Marie; Stage, Jan

Mobile devices with small screens and minimal facilities for interaction are increasingly being used in complex human activities for accessing and processing information, while the user is moving. This paper presents a case study of the design and evaluation of a mobile system, which involved transformation of complex text and tables to digital format on a PDA. The application domain was an emergency medical ward, and the user group was junior registrars. We designed a PDA-based system for accessing information, focusing on the ward instruction, implemented a prototype and evaluated it for usability and utility. The evaluation results indicate significant problems in the interaction with the system as well as the extent to which the system is useful for junior registrars in their daily work.

Goal-oriëntation, goal-setting and goal-driven behavior in (minimalist) user instructions

NARCIS (Netherlands)

van der Meij, Hans

2007-01-01

This paper opens with a summary of minimalist design strategies that aim to optimize user instructions. Next, it discusses three recent research efforts to further improve these strategies. The common focus in these efforts is the attention to people’s goal-related management and control of

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

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Stevens, Brenda J; Kedrowicz, April A

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

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

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Babin, Erin Pevey

2017-01-01

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

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

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

2014-07-01

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

Perspectives on Principal Instructional Leadership in Vietnam: A Preliminary Model

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Hallinger, Philip; Walker, Allan; Nguyen, Dao Thi Hong; Truong, Thang; Nguyen, Thi Thinh

2017-01-01

Purpose: Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western cultural contexts. An urgent challenge in educational leadership and management lies in expanding the range of national settings for investigations of instructional…

Effects of Instruction in Methodological Reasoning on Information Evaluation.

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

2002-01-01

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

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

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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.

Tic Tac Toe Math. Instructional Guide.

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Cooper, Richard

This instructional guide and set of three companion workbooks are intended for use in an arithmetic course based on the Tic Tac Toe method of addition and multiplication, which is an alternative means of learning to add and multiply that was developed for students whose learning disabilities (including difficulty in distinguishing left from right…

Teacher’s Instructional Behaviour in Instructional Management at Elementary School Reviewed from Piaget’s Cognitive Development Theory

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Eni Astuti Ni Putu

2018-01-01

Full Text Available This writing aimed at (1 describing the importance of teacher to review instructional management at elementary school based on Piaget’s cognitive development theory; and (2 describing teacher’s instructional behavior in managing instructional at elementary school reviewed from Piaget’s cognitive development theory. In general, Piaget’ cognitive development theory divides children’ cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classified the cognitive development into concrete operational marked by the use of clear and logic rules. The children implement logic thinking on concrete object, yet abstract or hypothetical. Although the intelligence of this step has been advanced, the way of thinking of the children is still limited because still based on concrete object. Therefore, teacher should comprehend the importance of concrete operational instructional at elementary school so the children could maximally achieve the learning goal in accordance to their thinking level that they acquire. The suggestion that can be proposed is that the teacher should synergize the characteristics of elementary school students in concrete operational stage with the instructional readiness in the steps of planning, implementation and evaluation.

Toward a Common Understanding of Research-Based Instructional Strategies

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Goodwin, Deborah; Webb, Mary Ann

2014-01-01

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

Setting standards and detecting intrajudge inconsistency using interdependent evaluation of response alternatives

NARCIS (Netherlands)

Chang, Lei; van der Linden, Willem J.; Vos, Hendrik J.

2004-01-01

This article introduces a new test-centered standard-setting method as well as a procedure to detect intrajudge inconsistency of the method. The standard-setting method that is based on interdependent evaluations of alternative responses has judges closely evaluate the process that examinees use to

The Relationships between Leadership Practice and Teacher Motivation, Capacity, and Work Setting as Related to Change in Literacy Instruction

Science.gov (United States)

Baker, Linda Marie

2011-01-01

Recent studies have indicated the necessity for changes in literacy assessment and instruction. Well respected authorities have agreed that direct, explicit, and systematic instruction in the five basic components of reading (i.e., phonemic awareness, phonics, vocabulary, fluency, and comprehension) is essential to ensure that all students have an…

Instruction sequences and non-uniform complexity theory

NARCIS (Netherlands)

Bergstra, J.A.; Middelburg, C.A.

2008-01-01

We develop theory concerning non-uniform complexity in a setting in which the notion of single-pass instruction sequence considered in program algebra is the central notion. We define counterparts of the complexity classes P/poly and NP/poly and formulate a counterpart of the complexity theoretic

Evaluation of Instructional Systems RUPS and TABA. Final Report.

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O'Neill, Phillip M.

An investigation was conducted to determine the extent of dissemination of the Research Utilizing Problem Solving (Rups) and Development of Higher Level Thinking Abilities (TABA) instructional systems developed by the Northwest Regional Laboratory (NWREL), the degree of conformity between the RUPS and TABA systems as developed and as used in the…

Effects of Personal Intelligence Reading Instruction on personal intelligence profiles of Thai university students

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Salila Vongkrahchang

2016-01-01

Full Text Available The study investigated the impact of reading instruction using personal intelligence (PI on Thai university students' PI profiles. Thirty-nine undergraduates majoring in English involved in the study for ten weeks. Their PI profiles were measured twice at the pre-and post-interventions. The mixed methods research design was employed. The results showed that the students developed more personal intelligence in the post-intervention profiles (x¯ = 2.72, SD = 0.80 than in their pre-intervention ones (x¯ = 2.54, SD = 0.82. The students showed a preference for intrapersonal intelligence, in goal setting (x¯ = 2.85, SD = 0.78, monitoring (x¯ = 2.85, SD = 0.74, and evaluation strategy (x¯ = 3.21, SD = 0.77. Their interaction assessed by classroom observation and student worksheets also highlighted the PI profile findings. Personal Intelligence Reading Instruction facilitated the students setting specific and achievable goals, making overt and doable plans for their reading tasks, adjusting strategies helping them understand the text better, and identifying sources of difficulties while reading.

Psychometric evaluation of 3-set 4P questionnaire.

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Akerman, Eva; Fridlund, Bengt; Samuelson, Karin; Baigi, Amir; Ersson, Anders

2013-02-01

This is a further development of a specific questionnaire, the 3-set 4P, to be used for measuring former ICU patients' physical and psychosocial problems after intensive care and the need for follow-up. The aim was to psychometrically test and evaluate the 3-set 4P questionnaire in a larger population. The questionnaire consists of three sets: "physical", "psychosocial" and "follow-up". The questionnaires were sent by mail to all patients with more than 24-hour length of stay on four ICUs in Sweden. Construct validity was measured with exploratory factor analysis with Varimax rotation. This resulted in three factors for the "physical set", five factors for the "psychosocial set" and four factors for the "follow-up set" with strong factor loadings and a total explained variance of 62-77.5%. Thirteen questions in the SF-36 were used for concurrent validity showing Spearman's r(s) 0.3-0.6 in eight questions and less than 0.2 in five. Test-retest was used for stability reliability. In set follow-up the correlation was strong to moderate and in physical and psychosocial sets the correlations were moderate to fair. This may have been because the physical and psychosocial status changed rapidly during the test period. All three sets had good homogeneity. In conclusion, the 3-set 4P showed overall acceptable results, but it has to be further modified in different cultures before being considered a fully operational instrument for use in clinical practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Personalized System of Instruction: Review and Applications to Distance Education

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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.

An evaluation of instructional strategies used in hiv/aids preventive ...

African Journals Online (AJOL)

AIDS instructional strategies on JSS and SSS Students' knowledge, attitude and intentions about future sexual behaviour. Construct validity of the 12-item attitude scale was tested using factor analysis. Cronbach's alpha was utilised to determine ...

Plagiarism Awareness among Students: Assessing Integration of Ethics Theory into Library Instruction

Science.gov (United States)

Strittmatter, Connie; Bratton, Virginia K.

2014-01-01

The library literature on plagiarism instruction focuses on students' understanding of what plagiarism is and is not. This study evaluates the effect of library instruction from a broader perspective by examining the pre- and posttest (instruction) levels of students' perceptions toward plagiarism ethics. Eighty-six students completed a pre- and…

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

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Kyle John Wilby

2016-11-01

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

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

Science.gov (United States)

Wilby, Kyle John; Nasr, Ziad Ghantous

2016-11-01

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

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

Science.gov (United States)

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

2011-03-30

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

Universal Instructional Design Principles for Moodle

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Tanya Elias

2010-05-01

Full Text Available The paper identifies a set of universal instructional design (UID principles appropriate to distance education (DE and tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (Moodle to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.

Automated pictographic illustration of discharge instructions with Glyph: impact on patient recall and satisfaction

Science.gov (United States)

Perri-Moore, Seneca; Kuang, Jinqiu; Bray, Bruce E; Ngo, Long; Doig, Alexa; Zeng-Treitler, Qing

2016-01-01

Objectives First, to evaluate the effect of standard vs pictograph-enhanced discharge instructions on patients’ immediate and delayed recall of and satisfaction with their discharge instructions. Second, to evaluate the effect of automated pictograph enhancement on patient satisfaction with their discharge instructions. Materials and Methods Glyph, an automated healthcare informatics system, was used to automatically enhance patient discharge instructions with pictographs. Glyph was developed at the University of Utah by our research team. Patients in a cardiovascular medical unit were randomized to receive pictograph-enhanced or standard discharge instructions. Measures of immediate and delayed recall and satisfaction with discharge instructions were compared between two randomized groups: pictograph (n = 71) and standard (n = 73). Results Study participants who received pictograph-enhanced discharge instructions recalled 35% more of their instructions at discharge than those who received standard discharge instructions. The ratio of instructions at discharge was: standard = 0.04 ± 0.03 and pictograph-enhanced = 0.06 ± 0.03. The ratio of instructions at 1 week post discharge was: standard = 0.04 ± 0.02 and pictograph-enhanced 0.04 ± 0.02. Additionally, study participants who received pictograph-enhanced discharge instructions were more satisfied with the understandability of their instructions at 1 week post-discharge than those who received standard discharge instructions. Discussion Pictograph-enhanced discharge instructions have the potential to increase patient understanding of and satisfaction with discharge instructions. Conclusion It is feasible to automatically illustrate discharge instructions and provide them to patients in a timely manner without interfering with clinical work. Illustrations in discharge instructions were found to improve patients’ short-term recall of discharge instructions and delayed satisfaction (1-week post hospitalization

Using Web Server Logs in Evaluating Instructional Web Sites.

Science.gov (United States)

Ingram, Albert L.

2000-01-01

Web server logs contain a great deal of information about who uses a Web site and how they use it. This article discusses the analysis of Web logs for instructional Web sites; reviews the data stored in most Web server logs; demonstrates what further information can be gleaned from the logs; and discusses analyzing that information for the…

Do Instructional Videos on Sputum Submission Result in Increased Tuberculosis Case Detection? A Randomized Controlled Trial.

Directory of Open Access Journals (Sweden)

Grace Mhalu

Full Text Available We examined the effect of an instructional video about the production of diagnostic sputum on case detection of tuberculosis (TB, and evaluated the acceptance of the video.Randomized controlled trial.We prepared a culturally adapted instructional video for sputum submission. We analyzed 200 presumptive TB cases coughing for more than two weeks who attended the outpatient department of the governmental Municipal Hospital in Mwananyamala (Dar es Salaam, Tanzania. They were randomly assigned to either receive instructions on sputum submission using the video before submission (intervention group, n = 100 or standard of care (control group, n = 100. Sputum samples were examined for volume, quality and presence of acid-fast bacilli by experienced laboratory technicians blinded to study groups.Median age was 39.1 years (interquartile range 37.0-50.0; 94 (47% were females, 106 (53% were males, and 49 (24.5% were HIV-infected. We found that the instructional video intervention was associated with detection of a higher proportion of microscopically confirmed cases (56%, 95% confidence interval [95% CI] 45.7-65.9%, sputum smear positive patients in the intervention group versus 23%, 95% CI 15.2-32.5%, in the control group, p <0.0001, an increase in volume of specimen defined as a volume ≥3ml (78%, 95% CI 68.6-85.7%, versus 45%, 95% CI 35.0-55.3%, p <0.0001, and specimens less likely to be salivary (14%, 95% CI 7.9-22.4%, versus 39%, 95% CI 29.4-49.3%, p = 0.0001. Older age, but not the HIV status or sex, modified the effectiveness of the intervention by improving it positively. When asked how well the video instructions were understood, the majority of patients in the intervention group reported to have understood the video instructions well (97%. Most of the patients thought the video would be useful in the cultural setting of Tanzania (92%.Sputum submission instructional videos increased the yield of tuberculosis cases through better quality of sputum

N-body simulation for self-gravitating collisional systems with a new SIMD instruction set extension to the x86 architecture, Advanced Vector eXtensions

Science.gov (United States)

Tanikawa, Ataru; Yoshikawa, Kohji; Okamoto, Takashi; Nitadori, Keigo

2012-02-01

We present a high-performance N-body code for self-gravitating collisional systems accelerated with the aid of a new SIMD instruction set extension of the x86 architecture: Advanced Vector eXtensions (AVX), an enhanced version of the Streaming SIMD Extensions (SSE). With one processor core of Intel Core i7-2600 processor (8 MB cache and 3.40 GHz) based on Sandy Bridge micro-architecture, we implemented a fourth-order Hermite scheme with individual timestep scheme ( Makino and Aarseth, 1992), and achieved the performance of ˜20 giga floating point number operations per second (GFLOPS) for double-precision accuracy, which is two times and five times higher than that of the previously developed code implemented with the SSE instructions ( Nitadori et al., 2006b), and that of a code implemented without any explicit use of SIMD instructions with the same processor core, respectively. We have parallelized the code by using so-called NINJA scheme ( Nitadori et al., 2006a), and achieved ˜90 GFLOPS for a system containing more than N = 8192 particles with 8 MPI processes on four cores. We expect to achieve about 10 tera FLOPS (TFLOPS) for a self-gravitating collisional system with N ˜ 10 5 on massively parallel systems with at most 800 cores with Sandy Bridge micro-architecture. This performance will be comparable to that of Graphic Processing Unit (GPU) cluster systems, such as the one with about 200 Tesla C1070 GPUs ( Spurzem et al., 2010). This paper offers an alternative to collisional N-body simulations with GRAPEs and GPUs.

Evaluation of Instruction Set Processor Architecture by Program Tracing

Science.gov (United States)

1974-07-01

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Bid specifications and bid evaluations

International Nuclear Information System (INIS)

Zijl, N.A. van

1977-01-01

Bid specifications are in view of the size of these projects important and comprehensive documents. The basic content and set up of the specifications are discussed such as: 1) Bid invitation letter, 2) instruction to bidders, 3) draft contract (terms and conditions), 4) technical specifications, 5) side data and information. - The evaluations of bids for nuclear power stations is due to the complexity of such bids a difficult undertaking. Evaluation methods and approaches which can be applied for such bid evaluations are discussed as well as the preparations which are required for carrying out such evaluations. (orig.) [de

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

Science.gov (United States)

Abercrombie, Sara

2011-01-01

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

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.

Using assessment to individualize early mathematics instruction.

Science.gov (United States)

Connor, Carol McDonald; Mazzocco, Michèle M M; Kurz, Terri; Crowe, Elizabeth C; Tighe, Elizabeth L; Wood, Taffeta S; Morrison, Frederick J

2018-02-01

Accumulating evidence suggests that assessment-informed personalized instruction, tailored to students' individual skills and abilities, is more effective than more one-size-fits-all approaches. In this study, we evaluate the efficacy of Individualizing Student Instruction in Mathematics (ISI-Math) compared to Reading (ISI-Reading) where classrooms were randomly assigned to ISI-Math or ISI-Reading. The literature on child characteristics X instruction or skill X treatment interaction effects point to the complexities of tailoring instruction for individual students who present with constellations of skills. Second graders received mathematics instruction in small flexible learning groups based on their assessed learning needs. Results of the study (n=32 teachers, 370 students) revealed significant treatment effects on standardized mathematics assessments. With effect sizes (d) of 0.41-0.60, we show that we can significantly improve 2nd graders' mathematics achievement, including for children living in poverty, by using assessment data to individualize the mathematics instruction they receive. The instructional regime, ISI-Math, was implemented by regular classroom teachers and it led to about a 4-month achievement advantage on standardized mathematics tests when compared to students in control classrooms. These results were realized within one school year. Moreover, treatment effects were the same regardless of school-level poverty and students' gender, initial mathematics or vocabulary scores. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Suspended Education in Massachusetts: Using Days of Lost Instruction Due to Suspension to Evaluate Our Schools

Science.gov (United States)

Losen, Daniel J.; Sun, Wei-Ling; Keith, Michael A., II

2017-01-01

Missed instruction can have a devastating impact on educational outcomes. Some reasons for missed instruction are beyond the control of schools and districts: some students miss school due to mental or physical illness or injury, and transportation problems sometimes are to blame. One major reason for missed instruction that schools can directly…

Single instruction computer architecture and its application in image processing

Science.gov (United States)

Laplante, Phillip A.

1992-03-01

A single processing computer system using only half-adder circuits is described. In addition, it is shown that only a single hard-wired instruction is needed in the control unit to obtain a complete instruction set for this general purpose computer. Such a system has several advantages. First it is intrinsically a RISC machine--in fact the 'ultimate RISC' machine. Second, because only a single type of logic element is employed the entire computer system can be easily realized on a single, highly integrated chip. Finally, due to the homogeneous nature of the computer's logic elements, the computer has possible implementations as an optical or chemical machine. This in turn suggests possible paradigms for neural computing and artificial intelligence. After showing how we can implement a full-adder, min, max and other operations using the half-adder, we use an array of such full-adders to implement the dilation operation for two black and white images. Next we implement the erosion operation of two black and white images using a relative complement function and the properties of erosion and dilation. This approach was inspired by papers by van der Poel in which a single instruction is used to furnish a complete set of general purpose instructions and by Bohm- Jacopini where it is shown that any problem can be solved using a Turing machine with one entry and one exit.

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.

Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles

Science.gov (United States)

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

2018-01-01

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

Simulation and Community-Based Instruction of Vending Machines with Time Delay.

Science.gov (United States)

Browder, Diane M.; And Others

1988-01-01

The study evaluated the use of simulated instruction on vending machine use as an adjunct to community-based instruction with two moderately retarded children. Results showed concurrent acquisition of the vending machine skills across trained and untrained sites. (Author/DB)

Are We Practicing What We Are Preaching? An Evaluation of Self-Determination Instructional Components in IEPs at a Midwestern High School

Science.gov (United States)

Lopez, Nancy; Stoner, Julia B.

2017-01-01

Promoting self-determination in students with disabilities is recognized as an integral component of education today. For most students with disabilities, self-determination should be addressed through instruction and in the Individualized Education Program (IEP). Yet, IEPs are rarely evaluated to determine if goals targeting self-determination…

Evaluation of Computer-Assisted Instruction in Principles of Economics

Directory of Open Access Journals (Sweden)

Dennis Coates

2001-04-01

Full Text Available Despite increasing use, little is known about the effectiveness of web-based instructional material. This study assesses the effectiveness of supplementary web-based materials and activities in introductory economics courses. We have collected data on 66 students from three principles sections that describe demographic characteristics, use of web-based instructional resources, and performance on graded quizzes and examinations. We use this data to statistically assess the effectiveness of the web-based material. Student utilization of web-based material was extensive. Students frequently used on-line practice quizzes and accessed the web-based material often. A sizable fraction of the students actively posted and read threaded discussions on the course bulletin board. The statistical analysis shows that both on-line computer graded practice quizzes and posting to the class bulletin board are positively correlated with student performance on the quizzes and exams, but use of web-based content and passive reading of bulletin board posts ("lurking" is not. These results suggest that faculty should focus more on developing self-test quizzes and effective bulletin board discussion projects and less on generating on-line content.

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

Science.gov (United States)

Smith, Amy E; Haney, Craig

2011-10-01

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

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

Science.gov (United States)

Colakoglu, Ozgur M.; Akdemir, Omur

2012-01-01

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

The effect of illustrations on patient comprehension of medication instruction labels

OpenAIRE

Hwang, Stephen W; Tram, Carolyn QN; Knarr, Nadia

2005-01-01

Abstract Background Labels with special instructions regarding how a prescription medication should be taken or its possible side effects are often applied to pill bottles. The goal of this study was to determine whether the addition of illustrations to these labels affects patient comprehension. Methods Study participants (N = 130) were enrolled by approaching patients at three family practice clinics in Toronto, Canada. Participants were asked to interpret two sets of medication instruction...

Implications of Two Well-Known Models for Instructional Designers in Distance Education: Dick-Carey versus Morrison-Ross-Kemp

Science.gov (United States)

Akbulut, Yavuz

2007-01-01

This paper first summarizes, and then compares and contrasts two well-known instructional design models: Dick and Carey Model (DC) and Morrison, Ross and Kemp model (MRK). The target audiences of both models are basically instructional designers. Both models have applications for different instructional design settings. They both see the…

Scaling-Up Effective Language and Literacy Instruction: Evaluating the Importance of Scripting and Group Size Components

DEFF Research Database (Denmark)

Bleses, Dorthe; Højen, Anders; Dale, Philip

2018-01-01

participated in a cluster-randomized evaluation of three variations of a language-literacy focused curriculum (LEAP) comprising 40 twice-weekly 30-min lessons. LEAP-LARGE and LEAP-SMALL conditions involved educators’ implementation of a scope and sequence of objectives using scripted lessons provided to whole......-class and small groups, respectively. In LEAP-OPEN, educators followed the scope and sequence but were allowed to determine the instructional activities for each of 40 lessons (i.e., they received no scripted lessons). A business-as-usual (BAU) condition served as the control. Overall, the largest effect sizes...

performance evaluation of feature sets of minutiae quadruplets

African Journals Online (AJOL)

databases. This shows that the evaluation of algorithms on just one or two databases is not sufficient to confirm the performance of tech- niques as they may be database-dependent. Much work was done to find a feature-set that would have a good performance across three. FVC databases of the FVC 2000, 2002 and. 2004 ...

A Methodological Study of a Computer-Managed Instructional Program in High School Physics.

Science.gov (United States)

Denton, Jon James

The purpose of this study was to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides in physics at the secondary school level. The sample consisted of three classes. Of these, two were randomly selected to serve as the treatment groups, e.g., individualized instruction and…

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

Directory of Open Access Journals (Sweden)

Chandra Turpen

2010-11-01

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

Analysis of multiple instructional techniques on the understanding and retention of select mechanical topics

Science.gov (United States)

Fetsco, Sara Elizabeth

There are several topics that introductory physics students typically have difficulty understanding. The purpose of this thesis is to investigate if multiple instructional techniques will help students to better understand and retain the material. The three units analyzed in this study are graphing motion, projectile motion, and conservation of momentum. For each unit students were taught using new or altered instructional methods including online laboratory simulations, inquiry labs, and interactive demonstrations. Additionally, traditional instructional methods such as lecture and problem sets were retained. Effectiveness was measured through pre- and post-tests and student opinion surveys. Results suggest that incorporating multiple instructional techniques into teaching will improve student understanding and retention. Students stated that they learned well from all of the instructional methods used except the online simulations.

Clinical evaluation of a new set of image quality criteria for mammography

International Nuclear Information System (INIS)

Grahn, A.; Hemdal, B.; Andersson, I.; Ruschin, M.; Thilander-Klang, A.; Boerjesson, S.; Tingberg, A.; Mattsson, S.; Haakansson, M.; Baath, M.; Maansson, L. G.; Medin, J.; Wanninger, F.; Panzer, W.

2005-01-01

The European Commission (EC) quality criteria for screen-film mammography are used as a tool to asses image quality. A new set of criteria was developed and initially tested in a previous study. In the present study, these criteria are further evaluated using screen-film mammograms that have been digitised, manipulated to simulated different image quality level and reprinted on film. Expert radiologists have evaluated these manipulated to simulate different image quality levels and reprinted on film. Expert radiologists have evaluated these manipulated images using both the original (EC) and the new criteria. A comparison of three different simulated dose levels that the new criteria yield a larger separation of image criteria scores than the old ones. These results indicated that the new set of image quality criteria has a higher discriminative power than the old set and thus seems to be more suitable for evaluation of image quality in mammography. (authors)

Peer tutoring – assisted instruction, parent supportiveness and ...

African Journals Online (AJOL)

The study investigated the effect of peer tutoring-assisted instruction, parent supportiveness and students locus of control on achievement in Senior Secondary Mathematics. It adopted a non-randomized pretest posttest control group design in a quasi experimental setting. It involves 300 senior secondary II students from six ...

Children's Learning in Scientific Thinking: Instructional Approaches and Roles of Variable Identification and Executive Function

Science.gov (United States)

Blums, Angela

The present study examines instructional approaches and cognitive factors involved in elementary school children's thinking and learning the Control of Variables Strategy (CVS), a critical aspect of scientific reasoning. Previous research has identified several features related to effective instruction of CVS, including using a guided learning approach, the use of self-reflective questions, and learning in individual and group contexts. The current study examined the roles of procedural and conceptual instruction in learning CVS and investigated the role of executive function in the learning process. Additionally, this study examined how learning to identify variables is a part of the CVS process. In two studies (individual and classroom experiments), 139 third, fourth, and fifth grade students participated in hands-on and paper and pencil CVS learning activities and, in each study, were assigned to either a procedural instruction, conceptual instruction, or control (no instruction) group. Participants also completed a series of executive function tasks. The study was carried out with two parts--Study 1 used an individual context and Study 2 was carried out in a group setting. Results indicated that procedural and conceptual instruction were more effective than no instruction, and the ability to identify variables was identified as a key piece to the CVS process. Executive function predicted ability to identify variables and predicted success on CVS tasks. Developmental differences were present, in that older children outperformed younger children on CVS tasks, and that conceptual instruction was slightly more effective for older children. Some differences between individual and group instruction were found, with those in the individual context showing some advantage over the those in the group setting in learning CVS concepts. Conceptual implications about scientific thinking and practical implications in science education are discussed.

Evaluating Diagnostic Point-of-Care Tests in Resource-Limited Settings

Science.gov (United States)

Drain, Paul K; Hyle, Emily P; Noubary, Farzad; Freedberg, Kenneth A; Wilson, Douglas; Bishai, William; Rodriguez, William; Bassett, Ingrid V

2014-01-01

Diagnostic point-of-care (POC) testing is intended to minimize the time to obtain a test result, thereby allowing clinicians and patients to make an expeditious clinical decision. As POC tests expand into resource-limited settings (RLS), the benefits must outweigh the costs. To optimize POC testing in RLS, diagnostic POC tests need rigorous evaluations focused on relevant clinical outcomes and operational costs, which differ from evaluations of conventional diagnostic tests. Here, we reviewed published studies on POC testing in RLS, and found no clearly defined metric for the clinical utility of POC testing. Therefore, we propose a framework for evaluating POC tests, and suggest and define the term “test efficacy” to describe a diagnostic test’s capacity to support a clinical decision within its operational context. We also proposed revised criteria for an ideal diagnostic POC test in resource-limited settings. Through systematic evaluations, comparisons between centralized diagnostic testing and novel POC technologies can be more formalized, and health officials can better determine which POC technologies represent valuable additions to their clinical programs. PMID:24332389

Typology of after-hours care instructions for patients

Science.gov (United States)

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

2007-01-01

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

Instructional Design to Measure the Efficacy of Interactive E-Books in a High School Setting

Science.gov (United States)

Pabrua Batoon, Maria Victoria; Glasserman Morales, Leonardo David; Yanez Figueroa, Jose Antonio

2018-01-01

This article describes a qualitative research analysis on the implementation of interactive ebooks in high school courses using a case study approach. The subjects of the study included seven professors and 16 freshmen who were surveyed and interviewed with a questionnaire designed according to the Kemp Model of Instructional Design. The study…

Social Studies Instruction in a Non-Classroom Setting.

Science.gov (United States)

Murphy, Margaret M.

Certain areas in the social studies can be effectively taught in a non-classroom setting. This experiment determined if, in a supermarket situation, consumer preferences (as measured in sales figures and augmented by questionnaire data) could be altered by the addition of nutritional information to the labels of sixteen items which had moderate…

Goal Setting in Principal Evaluation: Goal Quality and Predictors of Achievement

Science.gov (United States)

Sinnema, Claire E. L.; Robinson, Viviane M. J.

2012-01-01

This article draws on goal-setting theory to investigate the goals set by experienced principals during their performance evaluations. While most goals were about teaching and learning, they tended to be vaguely expressed and only partially achieved. Five predictors (commitment, challenge, learning, effort, and support) explained a significant…

Students' perceptions of a multimedia computer-aided instruction ...

African Journals Online (AJOL)

Objective. To develop an interactive muttimedia-based computer-aided instruction (CAI) programme, to detennine its educational worth and efficacy in a multicuttural academic environment and to evaluate its usage by students with differing levels of computer literacy. Design. A prospective descriptive study evaluating ...

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

OpenAIRE

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

2006-01-01

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

Validation of ergonomic instructions in robot-assisted surgery simulator training.

Science.gov (United States)

Van't Hullenaar, C D P; Mertens, A C; Ruurda, J P; Broeders, I A M J

2018-05-01

Training in robot-assisted surgery focusses mainly on technical skills and instrument use. Training in optimal ergonomics during robotic surgery is often lacking, while improved ergonomics can be one of the key advantages of robot-assisted surgery. Therefore, the aim of this study was to assess whether a brief explanation on ergonomics of the console can improve body posture and performance. A comparative study was performed with 26 surgical interns and residents using the da Vinci skills simulator (Intuitive Surgical, Sunnyvale, CA). The intervention group received a compact instruction on ergonomic settings and coaching on clutch usage, while the control group received standard instructions for usage of the system. Participants performed two sets of five exercises. Analysis was performed on ergonomic score (RULA) and performance scores provided by the simulator. Mental and physical load scores (NASA-TLX and LED score) were also registered. The intervention group performed better in the clutch-oriented exercises, displaying less unnecessary movement and smaller deviation from the neutral position of the hands. The intervention group also scored significantly better on the RULA ergonomic score in both the exercises. No differences in overall performance scores and subjective scores were detected. The benefits of a brief instruction on ergonomics for novices are clear in this study. A single session of coaching and instruction leads to better ergonomic scores. The control group showed often inadequate ergonomic scores. No significant differences were found regarding physical discomfort, mental task load and overall performance scores.

Evaluating healthcare priority setting at the meso level: A thematic review of empirical literature

Science.gov (United States)

Waithaka, Dennis; Tsofa, Benjamin; Barasa, Edwine

2018-01-01

Background: Decentralization of health systems has made sub-national/regional healthcare systems the backbone of healthcare delivery. These regions are tasked with the difficult responsibility of determining healthcare priorities and resource allocation amidst scarce resources. We aimed to review empirical literature that evaluated priority setting practice at the meso (sub-national) level of health systems. Methods: We systematically searched PubMed, ScienceDirect and Google scholar databases and supplemented these with manual searching for relevant studies, based on the reference list of selected papers. We only included empirical studies that described and evaluated, or those that only evaluated priority setting practice at the meso-level. A total of 16 papers were identified from LMICs and HICs. We analyzed data from the selected papers by thematic review. Results: Few studies used systematic priority setting processes, and all but one were from HICs. Both formal and informal criteria are used in priority-setting, however, informal criteria appear to be more perverse in LMICs compared to HICs. The priority setting process at the meso-level is a top-down approach with minimal involvement of the community. Accountability for reasonableness was the most common evaluative framework as it was used in 12 of the 16 studies. Efficiency, reallocation of resources and options for service delivery redesign were the most common outcome measures used to evaluate priority setting. Limitations: Our study was limited by the fact that there are very few empirical studies that have evaluated priority setting at the meso-level and there is likelihood that we did not capture all the studies. Conclusions: Improving priority setting practices at the meso level is crucial to strengthening health systems. This can be achieved through incorporating and adapting systematic priority setting processes and frameworks to the context where used, and making considerations of both process

A Revalidation of the SET37 Questionnaire for Student Evaluations of Teaching

Science.gov (United States)

Mortelmans, Dimitri; Spooren, Pieter

2009-01-01

In this study, the authors report on the validity and reliability of a paper-and-pencil instrument called SET37 used for Student Evaluation of Teaching (SET) in higher education. Using confirmatory factor analysis on 2525 questionnaires, a revalidation of the SET37 shows construct and discriminant validity of the 12 dimensions included in the…

Defining genes using "blueprint" versus "instruction" metaphors: effects for genetic determinism, response efficacy, and perceived control.

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Parrott, Roxanne; Smith, Rachel A

2014-01-01

Evidence supports mixed attributions aligned with personal and/or clinical control and gene expression for health in this era of genomic science and health care. We consider variance in these attributions and possible relationships to individual mind sets associated with essentialist beliefs that genes determine health versus threat beliefs that genes increase susceptibility for disease and severity linked to gene-environment interactions. Further, we contribute to theory and empirical research to evaluate the use of metaphors to define genes. Participants (N = 324) read a message that varied the introduction by providing a definition of genes that used either an "instruction" metaphor or a "blueprint" metaphor. The "instruction" metaphor compared to the "blueprint" metaphor promoted stronger threat perceptions, which aligned with both belief in the response efficacy of genetic research for health and perceived behavioral control linked to genes and health. The "blueprint" metaphor compared to the "instruction" metaphor promoted stronger essentialist beliefs, which aligned with more intense positive regard for the efficacy of genetic research and human health. Implications for health communicators include societal effects aligned with stigma and discrimination that such findings portend.

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.

Bilingual instruction in early childhood education, can it better develop children?

OpenAIRE

Djahimo Santri E. P.; Indahri Yulia

2018-01-01

This is a case study of teaching and learning using bilingual instruction in two schools of Early Childhood Education in Kupang-NTT, Indonesia. The aims of this study are to find out whether or not bilingual instruction in Early Childhood Education can better develop children (the outcomes) and if the issue of ‘the younger, the better” in children’s language acquisition in bilingual setting is acceptable and true. 4 students from one bilingual and one monolingual schools have been observed. I...

Comparing Four Instructional Techniques for Promoting Robust Knowledge

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Richey, J. Elizabeth; Nokes-Malach, Timothy J.

2015-01-01

Robust knowledge serves as a common instructional target in academic settings. Past research identifying characteristics of experts' knowledge across many domains can help clarify the features of robust knowledge as well as ways of assessing it. We review the expertise literature and identify three key features of robust knowledge (deep,…

Verbal instructions targeting valence alter negative conditional stimulus evaluations (but do not affect reinstatement rates).

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Luck, Camilla C; Lipp, Ottmar V

2018-02-01

Negative conditional stimulus (CS) valence acquired during fear conditioning may enhance fear relapse and is difficult to remove as it extinguishes slowly and does not respond to the instruction that unconditional stimulus (US) presentations will cease. We examined whether instructions targeting CS valence would be more effective. In Experiment 1, an image of one person (CS+) was paired with an aversive US, while another (CS-) was presented alone. After acquisition, participants were given positive information about the CS+ poser and negative information about the CS- poser. Instructions reversed the pattern of differential CS valence present during acquisition and eliminated differential electrodermal responding. In Experiment 2, we compared positive and negative CS revaluation by providing positive/negative information about the CS+ and neutral information about CS-. After positive revaluation, differential valence was removed and differential electrodermal responding remained intact. After negative revaluation, differential valence was strengthened and differential electrodermal responding was eliminated. Unexpectedly, the instructions did not affect the reinstatement of differential electrodermal responding.

Effect of instructions on EMG during the bench press in trained and untrained males.

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Daniels, Rebecca J; Cook, Summer B

2017-10-01

Strength and rehabilitation professionals strive to emphasize certain muscles used during an exercise and it may be possible to alter muscle recruitment strategies with varying instructions. This study aimed to determine whether resistance trained and untrained males could selectively activate the pectoralis major or triceps brachii during the bench press according to various instructions. This study included 13 trained males (21.5±2.9years old, 178.7±7.0cm, 85.7±10.7kg) and 12 untrained males (20.3±1.6years old, 178.8±9.4cm, 74.6±17.3kg). Participants performed a bench press one-repetition maximum (1-RM) test, 3 uninstructed repetitions at 80% 1-RM and two more sets of three repetitions with instructions to isolate the chest or arm muscles. Electromyography (EMG) was obtained from the pectoralis major, anterior deltoid, and the long head and short head of the triceps brachii. Maximum EMG activity normalized to 1-RM for each muscle was averaged over the three repetitions for each set and compared between the uninstructed, chest-instructed and arm-instructed conditions among the groups. The trained participants had a greater 1-RM (126.2±30.6kg) than the untrained participants (61.6±14.8kg) (P0.05). When the group data was combined, short head of the triceps activity was significantly lower in the chest instruction (80.1±19.3%) when compared to the uninstructed (85.6±23.3%; P=0.01) and arm-instructed (86.0±23.2; P=0.01) conditions. It can be concluded that instructions can affect muscle activation during the bench press, and this is not dependent on training status. Copyright © 2017 Elsevier B.V. All rights reserved.

Dispatcher instruction of chest compression-only CPR increases actual provision of bystander CPR.

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Shimamoto, Tomonari; Iwami, Taku; Kitamura, Tetsuhisa; Nishiyama, Chika; Sakai, Tomohiko; Nishiuchi, Tatsuya; Hayashi, Yasuyuki; Kawamura, Takashi

2015-11-01

A preceding randomized controlled trial demonstrated that chest compression-only cardiopulmonary resuscitation (CPR) instruction by dispatcher was more effective to increase bystander CPR than conventional CPR instruction. However, the actual condition of implementation of each type of dispatcher instruction (chest compression-only CPR [CCCPR] or conventional CPR with rescue breathing) and provision of bystander CPR in real prehospital settings has not been sufficiently investigated. This registry prospectively enrolled patients aged =>18 years suffering an out-of-hospital cardiac arrest (OHCA) of non-traumatic causes before emergency-medical-service (EMS) arrival, who were considered as target subjects of dispatcher instruction, resuscitated by EMS personnel, and transported to medical institutions in Osaka, Japan from January 2005 through December 2012. The primary outcome measure was provision of CPR by a bystander. Multiple logistic regression analysis was used to assess factors that were potentially associated with provision of bystander CPR. Among 37,283 target subjects of dispatcher instruction, 5743 received CCCPR instruction and 13,926 received conventional CPR instruction. The proportion of CCCPR instruction increased from 5.7% in 2005 to 25.6% in 2012 (p for trend bystander CPR more frequently than conventional CPR instruction group (70.0% versus 62.1%, pbystander CPR compared with conventional CPR instruction (adjusted odds ratio 1.44, 95% CI 1.34-1.55). CCCPR dispatcher instruction among adult OHCA patients significantly increased the actual provision of bystander CPR. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Narrated animated solution videos in a mastery setting

Directory of Open Access Journals (Sweden)

Noah Schroeder

2015-02-01

Full Text Available Narrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions sets on a topic, with animated solutions between each set, until mastery was achieved, combining formative assessment with worked examples. Students showed significant improvement from their first to second tries on similar sets of problems, attributable to the feedback and solutions they were given after the first try. These improvements were shown in two topics, superposition and electric potential. The single try group was given one version of the questions and solutions, and while they were not required to watch the solutions to move forward, they chose to. On a post-test including near and far transfer questions, no significant difference was seen between the mastery group and the single try group, but both significantly outperformed a control group that received no instructional support, indicating that students successfully transferred the skills from the solutions to the post-test.

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

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Utah System Approach to Individualized Learning Project.

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

Evaluation of the TSC Dolphin Computer Assisted Instructional System in the Chapter 1 Program of the District of Columbia Public Schools. Final Report 85-9.

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Harris, Carolyn DeMeyer; And Others

Dolphin is a computer-assisted instruction system used to teach and reinforce skills in reading, language arts, and mathematics. An evaluation of this system was conducted to provide information to TSC Division of Houghton Mifflin regarding its effectiveness and possible modifications to the system. The general design of the evaluation was to…

Health Instruction Packages: Medical Technologies--EEG, Radiology, & Biomedical Photography.

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Brittenham, Dorothea; And Others

Text, illustrations, and exercises are utilized in this set of four learning modules to instruct medical technology students in a variety of job-related skills. The first module, "EEG Technology: Measurement Technique of the 'International 10-20 System'" by Dorothea Brittenham, describes a procedure used by electroencephalograph…

Learning, awareness, and instruction: subjective contingency awareness does matter in the colour-word contingency learning paradigm.

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Schmidt, James R; De Houwer, Jan

2012-12-01

In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour (e.g., "month" most often in red). In Experiment 1, half of the participants were told the word-colour contingencies in advance (instructed) and half were not (control). The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed to be aware of these (non-existent) contingencies, they did not produce an instructed contingency effect. In Experiment 3, half of the participants were given contingency instructions that did not correspond to the correct contingencies. Participants with these false instructions learned the actual contingencies worse than controls. Collectively, our results suggest that conscious contingency knowledge might play a moderating role in the strength of implicit learning. Copyright © 2012 Elsevier Inc. All rights reserved.

Perceptions of Elementary Teachers on the Instructional Leadership Role of School Principals

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Yavuz, Mustafa; Bas, Gokhan

2010-01-01

In this research, elementary school principals' instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A "semi-structured…

The Instructional Capacitor

Science.gov (United States)

Walton, Elizabeth

2012-01-01

Many administrators are so overwhelmed by the basic responsibilities of their daily work that there seems to be little or no time left for providing quality leadership in instruction. Instead, schools employ department chairs, instructional specialists, and coordinators to provide instructional leadership. How can administrators find time in the…

Strategy Instruction in Mathematics.

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Goldman, Susan R.

1989-01-01

Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…

Comparing the Effects of Four Instructional Treatments on EFL Students' Achievement in Writing Classified Ads

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Khodabandeh, Farzaneh

2016-01-01

The current study set out to compare the effect of traditional and non-traditional instructional treatments; i.e. explicit, implicit, task-based and no-instruction approaches on students' abilities to learn how to write classified ads. 72 junior students who have all taken a course in Reading Journalistic Texts at the Payame-Noor University…

Evaluation of the separate effects tests (SET) validation matrix

International Nuclear Information System (INIS)

1996-11-01

This work is the result of a one year extended mandate which has been given by the CSNI on the request of the PWG 2 and the Task Group on Thermal Hydraulic System Behaviour (TG THSB) in late 1994. The aim was to evaluate the SET validation matrix in order to define the real needs for further experimental work. The statistical evaluation tables of the SET matrix provide an overview of the data base including the parameter ranges covered for each phenomenon and selected parameters, and questions posed to obtain answers concerning the need for additional experimental data with regard to the objective of nuclear power plant safety. A global view of the data base is first presented focussing on areas lacking in data and on hot topics. A new systematic evaluation has been done based on the authors technical judgments and giving evaluation tables. In these tables, global and indicative information are included. Four main parameters have been chosen as the most important and relevant parameters: a state parameter given by the operating pressure of the tests, a flow parameter expressed as mass flux, mass flow rate or volumetric flow rate in the tests, a geometrical parameter provided through a typical dimension expressed by a diameter, an equivalent diameter (hydraulic or heated) or a cross sectional area of the test sections, and an energy or heat transfer parameter given as the fluid temperature, the heat flux or the heat transfer surface temperature of the tests

Undergraduate paramedic student psychomotor skills in an obstetric setting: An evaluation.

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Lenson, Shane; Mills, Jason

2018-01-01

The clinical education of paramedic students is an international concern. In Australia, student placements are commonly undertaken with local district ambulance services, however these placements are increasingly limited. Clinical placements within inter-professional settings represent an innovative yet underdeveloped area of investigation. This paper addresses that gap by reporting a pilot evaluation of paramedic student clinical placements in a specialised obstetrics setting. Using a case study approach, the evaluation aimed to identify paramedic psychomotor skills that could be practised in this setting, and understand the nature of key learning events. A purposive sample of paramedic students was recruited following completion of the obstetrics placement. A combination of student reflection and assessed psychomotor skills data were collected from clinical placement logs. Content analysis of all data was conducted inductively and deductively, as appropriate. Findings indicated a comprehensive range of psychomotor skills can be practised in this setting, with over thirty psychomotor skills identified directly related to the paramedic curriculum; and seven psychomotor skills indirectly related. The themes finding confidence in maternity care, watching the experts, and putting theory into practice provide narrative insight into the clinical learning experience of paramedic students in this setting. Further research is recommended to build upon this pilot. Copyright © 2018 Elsevier Ltd. All rights reserved.

Benchmarking Data Sets for the Evaluation of Virtual Ligand Screening Methods: Review and Perspectives.

Science.gov (United States)

Lagarde, Nathalie; Zagury, Jean-François; Montes, Matthieu

2015-07-27

Virtual screening methods are commonly used nowadays in drug discovery processes. However, to ensure their reliability, they have to be carefully evaluated. The evaluation of these methods is often realized in a retrospective way, notably by studying the enrichment of benchmarking data sets. To this purpose, numerous benchmarking data sets were developed over the years, and the resulting improvements led to the availability of high quality benchmarking data sets. However, some points still have to be considered in the selection of the active compounds, decoys, and protein structures to obtain optimal benchmarking data sets.

Instructional Competencies Needed to Develop Instructional Strategies for Mobile Learning in Fields of Agricultural Education

Science.gov (United States)

Irby, Travis; Strong, Robert

2015-01-01

Mobile learning is an evolving form of technology-based learning. The novelty of mobile learning gives educators a new tool for evaluating how to develop effective instruction for this new medium. A Delphi study was conducted using a 30-member panel comprised of experts across 20 states. The purpose was to determine the competencies needed to…

Instructional Design to Measure the Efficacy of Interactive E-Books in A High School Setting

Directory of Open Access Journals (Sweden)

Maria Victoria PABRUA BATOON

2018-04-01

Full Text Available This article describes a qualitative research analysis on the implementation of interactive e-books in high school courses using a case study approach. The subjects of the study included seven professors and 16 freshmen who were surveyed and interviewed with a questionnaire designed according to the Kemp Model of Instructional Design. The study revealed that participants use interactive e-books as a technological educational resource. The professors pointed out that the design of the interactive e-books helped students develop essential learning skills: technological ability, reading and writing skills, as well as cognition and metacognition abilities. Furthermore, the students noted that the use of interactive e-books has a positive effect on their grades due to its high audio and visual contents. However, the students indicated that they were allured to chat, to play or to navigate in their mobile device while they were using it. Finally, this study can contribute to the relative knowledge about the use of mobile technology in education, as well as, it aids the professor to make a reflection about the Instructional Design of the educational technological resources used in the classroom to promote better result in the process of learning.

Library Instruction for Freshman English: A Multi-Year Assessment of Student Learning

Directory of Open Access Journals (Sweden)

Susan Gardner Archambault

2011-01-01

Full Text Available Objective – The objective of this study was twofold: 1 to assess the effectiveness of curriculum changes made from the 2009 freshman English library instruction curriculum to the 2010 curriculum at Loyola Marymount University (LMU; and 2 to evaluate the effectiveness of library instruction delivered via a “blended” combination of face-to-face and online instruction versus online instruction alone.Methods – An experimental design compared random samples of student scores from 2009 and 2010 worksheets to determine the effects of a new curriculum on student learning. A second experiment examined the effect of delivery method on student learning by comparing scores from a group of students receiving only online instruction against a group receiving blended instruction.Results – The first component of the study, which compared scores between 2009 and 2010 to examine the effects of the curriculum revisions, had mixed results. Students scored a significantly higher mean in 2010 on completing and correctly listing book citation components than in 2009, but a significantly lower mean on constructing a research question. There was a significant difference in the distribution of scores for understanding differences between information found on the Internet versus through the Library that was better in 2010 than 2009, but worse for narrowing a broad research topic. For the study that examined computer aided instruction, the group of students receiving only computer-assisted instruction did significantly better overall than the group receiving blended instruction. When separate tests were run for each skill, two particular skills, generating keywords and completing book citation and location elements, resulted in a significantly higher mean.Conclusions – The comparison of scores between 2009 and 2010 were mixed, but the evaluation process helped us identify continued problems in the teaching materials to address in the next cycle of revisions

Developing the professional competence of future doctors in the instructional setting of higher medical educational institutions.

Science.gov (United States)

Morokhovets, Halyna Yu; Lysanets, Yuliia V

The main objectives of higher medical education is the continuous professional improvement of physicians to meet the needs dictated by the modern world both at undergraduate and postgraduate levels. In this respect, the system of higher medical education has undergone certain changes - from determining the range of professional competences to the adoption of new standards of education in medicine. The article aims to analyze the parameters of doctor's professionalism in the context of competence-based approach and to develop practical recommendations for the improvement of instruction techniques. The authors reviewed the psycho-pedagogical materials and summarized the acquired experience of teachers at higher medical institutions as to the development of instruction techniques in the modern educational process. The study is based on the results of testing via the technique developed by T.I. Ilyina. Analytical and biblio-semantic methods were used in the paper. It has been found that the training process at medical educational institution should be focused on the learning outcomes. The authors defined the quality parameters of doctors' training and suggested the model for developing the professional competence of medical students. This model explains the cause-and-effect relationships between the forms of instruction, teaching techniques and specific components of professional competence in future doctors. The paper provides practical recommendations on developing the core competencies which a qualified doctor should master. The analysis of existing interactive media in Ukraine and abroad has been performed. It has been found that teaching the core disciplines with the use of latest technologies and interactive means keeps abreast of the times, while teaching social studies and humanities to medical students still involves certain difficulties.

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

Science.gov (United States)

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

2017-05-01

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

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

Science.gov (United States)

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

2017-03-23

Improving mobility in elderly persons is a primary goal in geriatric rehabilitation. Self-regulated exercises with instruction leaflets are used to increase training volume but adherence is often low. Exergames may improve adherence. This study therefore compared exergames with self-regulated exercise using instruction leaflets. The primary outcome was adherence. Secondary outcomes were enjoyment, motivation and balance during walking. Design: single center parallel group non-blinded randomized controlled trial with central stratified randomization. center for geriatric inpatient rehabilitation. Included were patients over 65 with mobility restrictions who were able to perform self-regulated exercise. Patients were assigned to self-regulated exercise using a) exergames on Windows Kinect® (exergame group EG) or b) instruction leaflets (conventional group CG). During two 30 min sessions physical therapists instructed self-regulated exercise to be conducted twice daily during thirty minutes during ten working days. Patients reported adherence (primary outcome), enjoyment and motivation daily. Balance during walking was measured blind before and after the treatment phase with an accelerometer. Analysis was by intention to treat. Repeated measures mixed models and Cohen's d effect sizes (ES, moderate if >0.5, large if > 0.8) with 95% CIs were used to evaluate between-group effects over time. Alpha was set at 0.05. From June 2014 to December 2015 217 patients were evaluated and 54 included, 26 in the EG and 28 in the CG. Adverse effects were observed in two patients in the EG who stopped because of pain during exercising. Adherence was comparable at day one (38 min. in the EG and 42 min. in the CG) and significantly higher in the CG at day 10 (54 min. in the CG while decreasing to 28 min. in the EG, p = 0.007, ES 0.94, 0.39-0.151). Benefits favoring the CG were also observed for enjoyment (p = 0.001, ES 0.88, 0.32 - 1.44) and motivation (p = 0

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

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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…

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

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

2010-01-01

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

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

Lexical Coverage of TED Talks: Implications for Vocabulary Instruction

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Nurmukhamedov, Ulugbek

2017-01-01

Teachers of English are often in search of authentic audio and video materials that promote learners' listening comprehension and vocabulary development. TED Talks, a set of freely available web presentations, could be a useful resource to promote vocabulary instruction. The present replication study examines the lexical coverage of TED Talks by…

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

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Song Jiang

2017-06-01

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

Improving Reading Instruction through Research-Based Instructional Strategies

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Nash, Vickie Lynn

2010-01-01

The diverse population of students in grades 1- 3 at a suburban elementary school has created a challenge for teachers when differentiating instruction in reading. The purpose of this doctoral project study was to explore the lived experiences of these teachers as they have acquired research-based instructional strategies in reading that support…

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

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Sara Arnold-Garza

2014-07-01

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

Evaluation of a Direct-Instruction Intervention to Improve Movement and Preliteracy Skills among Young Children: A Within-Subject Repeated-Measures Design

Directory of Open Access Journals (Sweden)

Chloe Bedard

2018-01-01

Full Text Available ObjectiveSchool readiness involves the development of foundational skills such as emergent literacy and fundamental movement skills as well as the capacity to attentively engage in instructional situations. Children do not develop these skills naturally; therefore, they need the opportunity to develop these skills in their early years prior to entering school. The objective of the current study was to evaluate the effectiveness and feasibility of a direct-instruction movement and preliteracy intervention in children aged 3–4 years.MethodsA within-subject repeated-measures design, embedded within a wait-list control study, was used to evaluate the intervention. The intervention was run across 10 weeks with 1 h weekly sessions. Each weekly session consisted of 30-min of movement skill instruction (e.g., through single-step acquisition strategies, 15-min of free play during which time children had access to a variety of equipment (e.g., balls, hula hoops, etc. or toys (e.g., puzzles, building blocks, and a 15-min interactive reading circle during which children read a storybook and were taught 1–2 preliteracy skills (e.g., alphabet knowledge, narrative knowledge, etc.. A convenience sample of 11 children (mean age = 45.6 months, SD = 7.3 was recruited. All children were assessed four times: baseline (Time 1, pre-intervention (Time 2, post-intervention (Time 3, and 5-week follow-up (Time 4. Gross motor skills and preliteracy skills were assessed at each time point.ResultsThere was a statistically significant effect of time on the change in gross motor skills (Wilks’ lambda = 0.09, p = .002, print-concept skills (Wilks’ lambda = 0.09, p = .001, and alphabet knowledge (Wilks’ lambda = 0.29, p = .046. Post hoc analyses reveal non-significant changes between time 1 and 2 for motor and print-concept skills and significant changes in all three outcomes between time 2 and time 3.ConclusionParticipation in a

Evaluation of a Direct-Instruction Intervention to Improve Movement and Preliteracy Skills among Young Children: A Within-Subject Repeated-Measures Design.

Science.gov (United States)

Bedard, Chloe; Bremer, Emily; Campbell, Wenonah; Cairney, John

2017-01-01

School readiness involves the development of foundational skills such as emergent literacy and fundamental movement skills as well as the capacity to attentively engage in instructional situations. Children do not develop these skills naturally; therefore, they need the opportunity to develop these skills in their early years prior to entering school. The objective of the current study was to evaluate the effectiveness and feasibility of a direct-instruction movement and preliteracy intervention in children aged 3-4 years. A within-subject repeated-measures design, embedded within a wait-list control study, was used to evaluate the intervention. The intervention was run across 10 weeks with 1 h weekly sessions. Each weekly session consisted of 30-min of movement skill instruction (e.g., through single-step acquisition strategies), 15-min of free play during which time children had access to a variety of equipment (e.g., balls, hula hoops, etc.) or toys (e.g., puzzles, building blocks), and a 15-min interactive reading circle during which children read a storybook and were taught 1-2 preliteracy skills (e.g., alphabet knowledge, narrative knowledge, etc.). A convenience sample of 11 children (mean age = 45.6 months, SD = 7.3) was recruited. All children were assessed four times: baseline (Time 1), pre-intervention (Time 2), post-intervention (Time 3), and 5-week follow-up (Time 4). Gross motor skills and preliteracy skills were assessed at each time point. There was a statistically significant effect of time on the change in gross motor skills (Wilks' lambda = 0.09, p  = .002), print-concept skills (Wilks' lambda = 0.09, p  = .001), and alphabet knowledge (Wilks' lambda = 0.29, p  = .046). Post hoc analyses reveal non-significant changes between time 1 and 2 for motor and print-concept skills and significant changes in all three outcomes between time 2 and time 3. Participation in a direct-instruction movement and preliteracy

The Integration of Technology in a Decentralized Curriculum Setting: The Case of English as a Foreign Language (EFL) Instruction in Gorontalo, Indonesia

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Machmud, Karmila

2011-01-01

This qualitative research explored the issues and challenges in teaching English as Foreign Language (EFL) in Gorontalo, Indonesia, from two main cases. First is the implementation of the "Kurikulum Tingkat Satuan Pendidikan" ("KTSP") in EFL Instructions; second is the integration of technology in EFL instruction. This…

SARS and hospital priority setting: a qualitative case study and evaluation

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Upshur Ross EG

2004-12-01

Full Text Available Abstract Background Priority setting is one of the most difficult issues facing hospitals because of funding restrictions and changing patient need. A deadly communicable disease outbreak, such as the Severe Acute Respiratory Syndrome (SARS in Toronto in 2003, amplifies the difficulties of hospital priority setting. The purpose of this study is to describe and evaluate priority setting in a hospital in response to SARS using the ethical framework 'accountability for reasonableness'. Methods This study was conducted at a large tertiary hospital in Toronto, Canada. There were two data sources: 1 over 200 key documents (e.g. emails, bulletins, and 2 35 interviews with key informants. Analysis used a modified thematic technique in three phases: open coding, axial coding, and evaluation. Results Participants described the types of priority setting decisions, the decision making process and the reasoning used. Although the hospital leadership made an effort to meet the conditions of 'accountability for reasonableness', they acknowledged that the decision making was not ideal. We described good practices and opportunities for improvement. Conclusions 'Accountability for reasonableness' is a framework that can be used to guide fair priority setting in health care organizations, such as hospitals. In the midst of a crisis such as SARS where guidance is incomplete, consequences uncertain, and information constantly changing, where hour-by-hour decisions involve life and death, fairness is more important rather than less.

SARS and hospital priority setting: a qualitative case study and evaluation.

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Bell, Jennifer A H; Hyland, Sylvia; DePellegrin, Tania; Upshur, Ross E G; Bernstein, Mark; Martin, Douglas K

2004-12-19

Priority setting is one of the most difficult issues facing hospitals because of funding restrictions and changing patient need. A deadly communicable disease outbreak, such as the Severe Acute Respiratory Syndrome (SARS) in Toronto in 2003, amplifies the difficulties of hospital priority setting. The purpose of this study is to describe and evaluate priority setting in a hospital in response to SARS using the ethical framework 'accountability for reasonableness'. This study was conducted at a large tertiary hospital in Toronto, Canada. There were two data sources: 1) over 200 key documents (e.g. emails, bulletins), and 2) 35 interviews with key informants. Analysis used a modified thematic technique in three phases: open coding, axial coding, and evaluation. Participants described the types of priority setting decisions, the decision making process and the reasoning used. Although the hospital leadership made an effort to meet the conditions of 'accountability for reasonableness', they acknowledged that the decision making was not ideal. We described good practices and opportunities for improvement. 'Accountability for reasonableness' is a framework that can be used to guide fair priority setting in health care organizations, such as hospitals. In the midst of a crisis such as SARS where guidance is incomplete, consequences uncertain, and information constantly changing, where hour-by-hour decisions involve life and death, fairness is more important rather than less.

Content-Based Instruction Approach In Instructional Multimedia For English Learning

OpenAIRE

Farani, Rizki

2016-01-01

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

The Journalism Writing Course: Evaluation of Hybrid versus Online Grammar Instruction

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Moore, Jensen; Jones, Khristen

2015-01-01

This study examined introductory journalism writing courses and compared hybrid (part online/part classroom) versus online grammar instruction. The hybrid structure allowed for grammar topics to be taught online, with a pretest following, and then reviewing missed/difficult pretest concepts in class prior to a posttest. The quasi-experimental…

EVALUATION OF CONSISTENCY AND SETTING TIME OF IRANIAN DENTAL STONES

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F GOL BIDI

2000-09-01

Full Text Available Introduction. Dental stones are widely used in dentistry and the success or failure of many dental treatments depend on the accuracy of these gypsums. The purpose of this study was the evaluation of Iranian dental stones and comparison between Iranian and foreign ones. In this investigation, consistency and setting time were compared between Pars Dendn, Almas and Hinrizit stones. The latter is accepted by ADA (American Dental Association. Consistency and setting time are 2 of 5 properties that are necessitated by both ADA specification No. 25 and Iranian Standard Organization specification No. 2569 for evaluation of dental stones. Methods. In this study, the number and preparation of specimens and test conditions were done according to the ADA specification No. 25 and all the measurements were done with vicat apparatus. Results. The results of this study showed that the standard consistency of Almas stone was obtained by 42ml water and 100gr powder and the setting time of this stone was 11±0.03 min. Which was with in the limits of ADA specification (12±4 min. The standard consistency of Pars Dandan stone was obrianed by 31ml water and 100 gr powder, but the setting time of this stone was 5± 0.16 min which was nt within the limits of ADA specification. Discussion: Comparison of Iranian and Hinrizit stones properties showed that two probable problems of Iranian stones are:1- Unhemogrnousity of Iranian stoned powder was caused by uncontrolled temperature, pressure and humidity in the production process of stone. 2- Impurities such as sodium chloride was responsible fo shortening of Pars Dendens setting time.

Instruction to Help Young Children Develop Language and Literacy Skills: The Roles of Program Design and Instructional Guidance

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Gunn, Barbara; Vadasy, Patricia; Smolkowski, Keith

2011-01-01

This article discusses the kinds of instructional activities that young children need to develop basic language and literacy skills based on recent research and program evaluations. This includes approaches to develop alphabetic understanding, phonological awareness, vocabulary, and oral language. Activities and materials from the Pre-kindergarten…

Examining First Grade Teachers' Handwriting Instruction

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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…

Tools of the Trade for More Effective Instructional Leaders.

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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)

Controlling Setting Events in the Classroom

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Chan, Paula E.

2016-01-01

Teachers face the challenging job of differentiating instruction for the diverse needs of their students. This task is difficult enough with happy students who are eager to learn; unfortunately students often enter the classroom in a bad mood because of events that happened outside the classroom walls. These events--called setting events--can…

Applying Universal Instructional Design to Course Websites by Using Course Evaluations

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Carter, Irene; Leslie, Donald; Kwan, Denise

2012-01-01

The authors explore their use of learner-centred teaching strategies and Universal Instructional Design (UID) on course websites. UID is based on universal design, the design of products and environments intended to be usable by all people to the greatest extent possible (Burgstahler & Cory, 2008). UID applies universal design to instructional…

Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities.

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Lonigan, Christopher J; Allan, Nicholas P; Lerner, Matthew D

2011-05-01

The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment.

Multimedia messages in genetics: design, development, and evaluation of a computer-based instructional resource for secondary school students in a Tay Sachs disease carrier screening program.

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Gason, Alexandra A; Aitken, MaryAnne; Delatycki, Martin B; Sheffield, Edith; Metcalfe, Sylvia A

2004-01-01

Tay Sachs disease is a recessively inherited neurodegenerative disorder, for which carrier screening programs exist worldwide. Education for those offered a screening test is essential in facilitating informed decision-making. In Melbourne, Australia, we have designed, developed, and evaluated a computer-based instructional resource for use in the Tay Sachs disease carrier screening program for secondary school students attending Jewish schools. The resource entitled "Genetics in the Community: Tay Sachs disease" was designed on a platform of educational learning theory. The development of the resource included formative evaluation using qualitative data analysis supported by descriptive quantitative data. The final resource was evaluated within the screening program and compared with the standard oral presentation using a questionnaire. Knowledge outcomes were measured both before and after either of the educational formats. Data from the formative evaluation were used to refine the content and functionality of the final resource. The questionnaire evaluation of 302 students over two years showed the multimedia resource to be equally effective as an oral educational presentation in facilitating participants' knowledge construction. The resource offers a large number of potential benefits, which are not limited to the Tay Sachs disease carrier screening program setting, such as delivery of a consistent educational message, short delivery time, and minimum financial and resource commitment. This article outlines the value of considering educational theory and describes the process of multimedia development providing a framework that may be of value when designing genetics multimedia resources in general.

The relevance of temporal iconicity with instruction manuals for elderly users.

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Mertens, Alexander; Nick, Claudia; Krüger, Stefan; Schlick, Christopher M

2012-01-01

Gerontolinguistic obtains a growing importance with the increase of elderly users due to Demographic Change. Since acceptance and ease of use of supportive systems for elderly, such as "E-Nursing-Assistants", are highly dependent on the age suitable design of readable instructions, an age-appropriate linguistic concept is of high value for usability. There has been only little research on the relevance of foreign words, signal words, textual arrangement, optical accentuation of key terms and temporal iconicity concerning older users. Thus, an efficient design of age suitable manual instructions within a medical context still remains to be done. The objective of this research was to evaluate the relevance of the previously mentioned factors in the context of written instructions. For this, an empirical survey was designed which was given to 45 study participants. The subjects of the experiment were given 4x3 instructions after a pretest questionnaire. The aim was to execute these instructions as correctly and quickly as possible. Furthermore the instructions were rated regarding comprehensibility with a retrospective questionnaire.

A Critique of Instructional

OpenAIRE

McKernan, James

2010-01-01

The ‘objectives model’ of curriculum planning, predicated upon behavioural performances, has become the dominant form of curriculum planning in Europe and elsewhere in the world. This paper argues that the objectives model is satisfactory for training or instruction, but falls down when applied to a true sense of ‘education’. The paper outlines 13 limitations on the use of educational objectives. It is argued that those interested in using objectives are guided by evaluation as assessment rat...

Designing Serious Games for getting transferable skills in training settings

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Félix Buendía-García

2014-02-01

Full Text Available Nowadays, serious games are present in almost every educational context. The current work deals with the design of serious games oriented towards getting transferable skills in different kinds of training settings. These games can be a valuable way of engaging citizens and workers in the learning process by means of metaphors or similar mechanisms close to their user experience. They also contain an encouragement factor to uptake generic job competencies. An approach is proposed to develop this type of game by mixing traditional design steps with an instructional strategy to provide structured learning bites in training settings. Several game prototypes have been developed to test this approach in the context of courses for public employees. The obtained outcomes reveal the wider possibilities of serious games as educational resources, as well as the use of game achievements to evaluate the acquisition of transferable skills.

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

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Strogilos Vasilis

2018-01-01

Full Text Available The aim of this presentation is to analyse the current international policies on inclusion and to discuss the value and use of differentiated instruction as a means to the inclusion of students with special needs/ disabilities in mainstream settings. The movement to inclusion requires teachers to create inclusive learning environments, which would encourage the use of practices that would benefit all students. In this respect, differentiated instruction has rapidly evolved as a teaching approach to meet the diverse and heterogeneous needs of students with special needs/ disabilities in mainstream classrooms. Modifying and adjusting instruction to allow all students in a classroom to access the general education curriculum is at the heart of inclusive education. In this presentation, I shall discuss the development of differentiated instruction as a means to inclusion for students with special needs/ disabilities in mainstream classrooms. Information will be provided with regard to the main principles of DI as well as the basic criteria in designing individualized adaptations for these students. In addition to this, I will review the factors which influence the development of differentiated instruction based on research findings. Finally, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of students and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.

Counseling Instruction in the Online Classroom: A Survey of Student and Faculty Perceptions

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Cicco, Gina

2012-01-01

This article will review the design, procedures, and results of a recent study conducted to survey the perceptions of counseling students and professionals regarding the delivery of counseling instruction in online courses. Few studies have addressed the appropriateness, effectiveness, and evaluation procedures of counseling skills instruction via…

Research based instruction in the teaching of islamic education.

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Asyafah, Abas

2014-01-01

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

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

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

2016-01-01

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

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.

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

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

2015-06-01

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

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

Using CRA to Teach Algebra to Students with Math Difficulties in Inclusive Settings

Science.gov (United States)

Witzel, Bradley S.

2005-01-01

The importance of algebra instruction has increased in the United States in the past few years. Thus, in most states, middle school students are required to take Algebra 1. Middle school students with math difficulties in inclusion algebra settings may require a different instructional approach. The purpose of this research was to compare student…

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

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

2018-01-01

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

Questionnaire design: carry-over effects of overall acceptance question placement and pre-evaluation instructions on overall acceptance scores in central location tests.

Science.gov (United States)

Bastian, Mauresa; Eggett, Dennis L; Jefferies, Laura K

2015-02-01

Question placement and usage of pre-evaluation instructions (PEI) in questionnaires for food sensory analysis may bias consumers' scores via carry-over effects. Data from consumer sensory panels previously conducted at a central location, spanning 11 years and covering a broad range of food product categories, were compiled. Overall acceptance (OA) question placement was studied with categories designated as first (the first evaluation question following demographic questions), after nongustation questions (immediately following questions that do not require panelists to taste the product), and later (following all other hedonic and just-about-right [JAR] questions, but occasionally before ranking, open-ended comments, and/or intent to purchase questions). Each panel was categorized as having or not having PEI in the questionnaire; PEI are instructions that appear immediately before the first evaluation question and show panelists all attributes they will evaluate before receiving test samples. Postpanel surveys were administered regarding the self-reported effect of PEI on panelists' evaluation experience. OA scores were analyzed and compared (1) between OA question placement categories and (2) between panels with and without PEI. For most product categories, OA scores tended to be lower when asked later in the questionnaire, suggesting evidence of a carry-over effect. Usage of PEI increased OA scores by 0.10 of a 9-point hedonic scale point, which is not practically significant. Postpanel survey data showed that presence of PEI typically improved the panelists' experience. Using PEI does not appear to introduce a meaningful carry-over effect. © 2015 Institute of Food Technologists®

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…

Using the Language of Sets to Describe Nested Systems in Emergy Evaluations

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The language of set theory has been recently used to describe the emergy evaluation of a process. In this paper this mathematical language is used as a guide to evaluate the emergy of nested systems. We analyze a territorial system on multiple scales as an example of hierarchical...

How explicit and implicit test instructions in an implicit learning task affect performance.

Directory of Open Access Journals (Sweden)

Arnaud Witt

Full Text Available Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised.

An Instructional Module on Mokken Scale Analysis

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Wind, Stefanie A.

2017-01-01

Mokken scale analysis (MSA) is a probabilistic-nonparametric approach to item response theory (IRT) that can be used to evaluate fundamental measurement properties with less strict assumptions than parametric IRT models. This instructional module provides an introduction to MSA as a probabilistic-nonparametric framework in which to explore…

Computer aided instruction in the nuclear training classroom

International Nuclear Information System (INIS)

McFarlane, A.F.

1983-01-01

The objectives formulated for introducing computer aided instruction into the nuclear training programme are discussed and the process of comparative evaluation which was followed to arrive at a preferred system is described. Three points must be remembered. First it is unlikely that specialized training will benefit from any cost reduction since the total manpower invested can seldom be applied over enough students to represent an overall cost saving when compared with conventional classroom methods. Second it is unnecessary to present on a video screen material which would be better left in its original printed textbook or manual. Thirdly care must be taken not to assume too much or too little prior knowledge in the student. In nuclear training, concentrated information transfer is required in a short period of time. Carefully planned and executed computer assisted instruction can improve teaching effectiveness and provide a welcome alternative to conventional classroom instruction. (U.K.)

Guidance document for setting an Acute Reference Dose in Dutch national pesticide evaluations

NARCIS (Netherlands)

Raaij MTM van; CSR

2001-01-01

This report describes a proposal for the procedures for setting an Acute Reference Dose (ARfD) for pesticides evaluated in the Netherlands. This deals with both evaluations on the national level (on behalf of the Dutch Board for the Authorisation of Pesticides (CTB)) and evaluations at the European

Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

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Vann, Linda S.

2017-01-01

Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

The Functioning of Context-Based Physics Instruction in Higher Education

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Tural, Guner

2014-01-01

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

The Tablet Inscribed: Inclusive Writing Instruction with the iPad

Science.gov (United States)

Sullivan, Rebecca M.

2013-01-01

Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students…

Reading's non-negotiables elements of effective reading instruction

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Gabriel, Rachael

2013-01-01

This book can be used as a guide for program design and evaluation, as well as a source of ideas and (re)assurances for those currently engaged in the ongoing pursuit of effective literacy instruction for every reader, every day.

Identifying Multimedia Production Competencies and Skills of Instructional Design and Technology Professionals: An Analysis of Recent Job Postings

Science.gov (United States)

Sugar, William; Hoard, Brent; Brown, Abbie; Daniels, Lee

2012-01-01

In an effort to document necessary multimedia production competencies of Instructional Design and Technology graduates, a recent analysis of over 7 months' worth of Instructional Design and Technology job advertisements (n = 615) were conducted. Specific job skills from these postings were categorized and analyzed. The data set includes three job…

Instructional strategies in science classrooms of specialized secondary schools for the gifted

Science.gov (United States)

Poland, Donna Lorraine

This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

Development and evaluation of pictograms on medication labels for patients with limited literacy skills in a culturally diverse multiethnic population.

Science.gov (United States)

Kheir, Nadir; Awaisu, Ahmed; Radoui, Amina; El Badawi, Aya; Jean, Linda; Dowse, Ros

2014-01-01

Much of the migrant workforce in Qatar is of low literacy level and does not understand Arabic or English, presenting a significant challenge to health care professionals. Medicine labels are typically in Arabic and English and are therefore poorly understood by these migrant workers. To develop pictograms illustrating selected medicine label instructions and to evaluate comprehension of the pictograms or conventional text supported with verbal instructions in foreign workers with low literacy skills. A range of common labeling instructions were identified and pictograms depicting these were developed using visual concepts and ideas from the literature. The process involved a consultative approach with input from the researchers, a local graphic artist, and members of the target population. The final set was evaluated for comprehension in participants who were randomized to one of three study groups: text plus verbal instructions, pictogram-only label, and pictogram with verbal instructions. One-way ANOVA and Chi-square tests were used to assess differences between group variables. Statistical significance was set at P ≤ 0.05. Of 23 label instructions screened, 11 were selected for the study. A total of 123 participants took part in this study. Pictogram plus verbal instructions group achieved better results in interpreting the majority of the label instructions (P ≤ 0.05). The best interpreted pictograms with verbal instructions included: "Take two tablets three times a day," "Take one tablet in the morning and one tablet at night," and "Instill one drop in the eye." The worst interpreted pictograms with verbal instructions were: "Do not take with dairy products" and "Do not use by mouth." Some pictograms were difficult to interpret even when accompanied with verbal instructions, suggesting the need to thoroughly pilot them among users prior to implementation. Medication labels consisting of simple pictorials supported by verbal instructions were better

Health literacy and contraception: a readability evaluation of contraceptive instructions for condoms, spermicides and emergency contraception in the USA.

Science.gov (United States)

El-Ibiary, Shareen Y; Youmans, Sharon L

2007-03-01

To assess readability of over-the-counter (OTC) contraceptive product instructions currently available, compare the results with previous studies from a decade ago, and review the implications for health care providers, in particular pharmacists counseling on OTC contraceptives. A sample of contraceptive instructions was submitted to a readability analysis using four standard readability formulas. Products included condoms, spermicides, and emergency contraception instruction pamphlets. Reading grade levels for condoms ranged from 6th to 12th grade. The average reading levels for the spermicides were 9th-10th grade and for the emergency contraceptives 10th-12th grade. These results were consistent with those of similar studies performed a decade ago. Consumers need to have at least a high school reading level in order to comprehend current product instructions. Very little has changed in the past decade regarding readability of OTC contraceptive patient instructions, despite calls to simplify written instructions. Healthcare providers, in particular pharmacists, must be aware of these disparities to enhance patient education and advocate for simpler reading materials.

Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

Science.gov (United States)

Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara

2016-01-01

Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided…

Fuzzy sets as extension of probabilistic models for evaluating human reliability

International Nuclear Information System (INIS)

Przybylski, F.

1996-11-01

On the base of a survey of established quantification methodologies for evaluating human reliability, a new computerized methodology was developed in which a differential consideration of user uncertainties is made. In this quantification method FURTHER (FUzzy Sets Related To Human Error Rate Prediction), user uncertainties are quantified separately from model and data uncertainties. As tools fuzzy sets are applied which, however, stay hidden to the method's user. The user in the quantification process only chooses an action pattern, performance shaping factors and natural language expressions. The acknowledged method HEART (Human Error Assessment and Reduction Technique) serves as foundation of the fuzzy set approach FURTHER. By means of this method, the selection of a basic task in connection with its basic error probability, the decision how correct the basic task's selection is, the selection of a peformance shaping factor, and the decision how correct the selection and how important the performance shaping factor is, were identified as aspects of fuzzification. This fuzzification is made on the base of data collection and information from literature as well as of the estimation by competent persons. To verify the ammount of additional information to be received by the usage of fuzzy sets, a benchmark session was accomplished. In this benchmark twelve actions were assessed by five test-persons. In case of the same degree of detail in the action modelling process, the bandwidths of the interpersonal evaluations decrease in FURTHER in comparison with HEART. The uncertainties of the single results could not be reduced up to now. The benchmark sessions conducted so far showed plausible results. A further testing of the fuzzy set approach by using better confirmed fuzzy sets can only be achieved in future practical application. Adequate procedures, however, are provided. (orig.) [de

What Does Bad Information Look Like? Using the CRAAP Test for Evaluating Substandard Resources

Science.gov (United States)

Lewis, Abbey B.

2018-01-01

The CRAAP Test (Currency, Relevance, Authority, Accuracy, Purpose), is a popular tool among academic librarians for instructing students in resource evaluation. Its applicability to web-based information makes it particularly useful for students as they think about information they encounter both inside and outside of scholastic settings. However,…

An Inquiry into Flipped Learning in Fourth Grade Math Instruction

Science.gov (United States)

D'addato, Teresa; Miller, Libbi R.

2016-01-01

The objective of this action research project was to better understand the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of students enrolled in the researcher's class. Data was collected in the form of classroom observations,…

A History of Instructional Methods in Uncontracted and Contracted Braille

Science.gov (United States)

D'Andrea, Frances Mary

2009-01-01

This literature review outlines the history of the braille code as used in the United States and Canada, illustrating how both the code itself and instructional strategies for teaching it changed over time. The review sets the stage for the research questions of the recently completed Alphabetic Braille and Contracted Braille Study.

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

Science.gov (United States)

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

2012-07-01

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

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.

The unfunded priorities: an evaluation of priority setting for noncommunicable disease control in Uganda.

Science.gov (United States)

Essue, Beverley M; Kapiriri, Lydia

2018-02-20

The double burden of infectious diseases coupled with noncommunicable diseases poses unique challenges for priority setting and for achieving equitable action to address the major causes of disease burden in health systems already impacted by limited resources. Noncommunicable disease control is an important global health and development priority. However, there are challenges for translating this global priority into local priorities and action. The aim of this study was to evaluate the influence of national, sub-national and global factors on priority setting for noncommunicable disease control in Uganda and examine the extent to which priority setting was successful. A mixed methods design that used the Kapiriri & Martin framework for evaluating priority setting in low income countries. The evaluation period was 2005-2015. Data collection included a document review (policy documents (n = 19); meeting minutes (n = 28)), media analysis (n = 114) and stakeholder interviews (n = 9). Data were analysed according to the Kapiriri & Martin (2010) framework. Priority setting for noncommunicable diseases was not entirely fair nor successful. While there were explicit processes that incorporated relevant criteria, evidence and wide stakeholder involvement, these criteria were not used systematically or consistently in the contemplation of noncommunicable diseases. There were insufficient resources for noncommunicable diseases, despite being a priority area. There were weaknesses in the priority setting institutions, and insufficient mechanisms to ensure accountability for decision-making. Priority setting was influenced by the priorities of major stakeholders (i.e. development assistance partners) which were not always aligned with national priorities. There were major delays in the implementation of noncommunicable disease-related priorities and in many cases, a failure to implement. This evaluation revealed the challenges that low income countries are

Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction versus Direct Instruction

Science.gov (United States)

Upadhyay, Bhaskar; DeFranco, Cristina

2008-01-01

This study compares 3rd-grade elementary students' gain and retention of science vocabulary over time in two different classes--"connected science instruction" versus "direct instruction." Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who…

Examining patient comprehension of emergency department discharge instructions: Who says they understand when they do not?

Science.gov (United States)

Lin, Margaret Jane; Tirosh, Adva Gutman; Landry, Alden

2015-12-01

Patient comprehension of emergency department (ED) discharge instructions is important for ensuring that patients understand their diagnosis, recommendations for treatment, appropriate follow-up, and reasons to return. However, many patients may not fully understand their instructions. Furthermore, some patients may state they understand their instructions even when they do not. We surveyed 75 patients on their perception of their understanding of their ED discharge instructions, and asked them specific questions about the instructions. We also performed a chart review, and examined patients' answers for correlation with the written instructions and medical chart. We then performed a statistical analysis evaluating which patients claimed understanding but who were found to have poor understanding on chart review. Overall, there was no significant correlation between patient self-reported understanding and physician evaluation of their understanding (ρ = 0.221, p = 0.08). However, among female patients and patients with less than 4 years of college, there was significant positive correlation between self-report and physician evaluation of comprehension (ρ = 0.326, p = 0.04 and ρ = 0.344, p = 0.04, respectively), whereas there was no correlation for male patients and those with more than 16 years of education (ρ = 0.008, p = 0.9, ρ = -0.041, p = 0.84, respectively). Patients' perception of their understanding may not be accurate, especially among men, and those with greater than college education. Identifying which patients say they understand their discharge instructions, but may actually have poor comprehension could help focus future interventions on improving comprehension.

Instructional Design for Accelerated Macrocognitive Expertise in the Baseball Workplace.

Science.gov (United States)

Fadde, Peter J

2016-01-01

The goal of accelerating expertise can leave researchers and trainers in human factors, naturalistic decision making, sport science, and expertise studies concerned about seemingly insufficient application of expert performance theories, findings and methods for training macrocognitive aspects of human performance. Video-occlusion methods perfected by sports expertise researchers have great instructional utility, in some cases offering an effective and inexpensive alternative to high-fidelity simulation. A key problem for instructional designers seems to be that expertise research done in laboratory and field settings doesn't get adequately translated into workplace training. Therefore, this article presents a framework for better linkage of expertise research/training across laboratory, field, and workplace settings. It also uses a case study to trace the development and implementation of a macrocognitive training program in the very challenging workplace of the baseball batters' box. This training, which was embedded for a full season in a college baseball team, targeted the perceptual-cognitive skill of pitch recognition that allows expert batters to circumvent limitations of human reaction time in order to hit a 90 mile-per-hour slider. While baseball batting has few analogous skills outside of sports, the instructional design principles of the training program developed to improve batting have wider applicability and implications. Its core operational principle, supported by information processing models but challenged by ecological models, decouples the perception-action link for targeted part-task training of the perception component, in much the same way that motor components routinely are isolated to leverage instructional efficiencies. After targeted perceptual training, perception and action were recoupled via transfer-appropriate tasks inspired by in situ research tasks. Using NCAA published statistics as performance measures, the cooperating team

Instructional Design for Accelerated Macrocognitive Expertise in the Baseball Workplace

Directory of Open Access Journals (Sweden)

Peter J. Fadde

2016-03-01

Full Text Available The goal of accelerating expertise can leave researchers and trainers in human factors, naturalistic decision making, sport science, and expertise studies concerned about seemingly insufficient application of expert performance theories, findings and methods for training macrocognitive aspects of human performance. Video-occlusion methods perfected by sports expertise researchers have great instructional utility, in some cases offering an effective and inexpensive alternative to high-fidelity simulation. A key problem for instructional designers seems to be that expertise research done in laboratory and field settings doesn’t get adequately translated into workplace training. Therefore, this article presents a framework for better linkage of expertise research/training across laboratory, field, and workplace settings. It also uses a case study to trace the development and implementation of a macrocognitive training program in the very challenging workplace of the baseball batters’ box. This training, which was embedded for a full season in a college baseball team, targeted the perceptual-cognitive skill of pitch recognition that allows expert batters to circumvent limitations of human reaction time in order to hit a 90 mile-per-hour slider. While baseball batting has few analogous skills outside of sports, the instructional design principles of the training program developed to improve batting have wider applicability and implications. Its core operational principle, supported by information processing models but challenged by ecological models, decouples the perception-action link for targeted part-task training of the perception component, in much the same way that motor components routinely are isolated to leverage instructional efficiencies. After targeted perceptual training, perception and action were recoupled via transfer-appropriate tasks inspired by in situ research tasks. Using NCAA published statistics as performance measures

Heuristic guidelines and experimental evaluation of effective augmented-reality based instructions for maintenance in nuclear power plants

International Nuclear Information System (INIS)

Yim, Ho Bin; Seong, Poong Hyun

2010-01-01

Research highlights: → Augmented reality (AR) instructions were built for NPPs maintenance personnel. → 4-5 pieces of information at a time were optimum for AR instructions in this study. → A large variance in mode no. 5 implies these were also found to be critical amount. → Heuristic guidelines were suggested to make AR instructions more effective. - Abstract: As industrial plants and factories age, their maintenance requirements increase. Because maintenance mistakes directly increase the operating costs of a power plant, maintenance quality is significant concern to plant management. By law, all personnel working with nuclear technology must be re-trained every three years in Korea; however, as the statistical data show, the number of shutdown accidents at nuclear power plants (NPPs) due to maintenance failure is still high and needs to be reduced. Industries have started to adopt various technologies to increase the speed and accuracy of maintenance. Among those technologies, augmented reality (AR) is the latest multimedia presentation technology to be applied to plant maintenance, and it offers superior intuitiveness and user interactivity over other conventional multimedia. This empirical study aims to measure the optimum amounts of information to be delivered at a time and to identify what types of information enhance the learning ability of novices and to suggest heuristic guidelines by which to make effective AR training instructions. In the first experiment, the optimum amount of information in an AR learning environment for novices was found to be 4-5 pieces of information in a chunk by comparing results between a pre-test and an after-test. This result implies that intentionally made chunks help novices learn more effectively. In the second experiment, the AR training instruction based on the suggested heuristic guidelines was slightly more effective than other AR training instructions. Maintenance in nuclear power plants can be more reliable

Critical analysis of science textbooks evaluating instructional effectiveness

CERN Document Server

2013-01-01

The critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation. Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, reflecting the international standards of UNESCO as well as leading research organizations such as the American Association for the Advancement of Science (whose Project 2061 is an influential waypoint in developing protocols for textbook analysis). Thus the book shows how to gauge aspects of textbooks such as their treatment of controversial issues, graphical depictions, scientific historiography, vocabulary usage, acc...

30 CFR 48.25 - Training of new miners; minimum courses of instruction; hours of instruction.

Science.gov (United States)

2010-07-01

...; minimum courses of instruction; hours of instruction. (a) Each new miner shall receive no less than 24...: Provided, That no less than 8 hours of training shall in all cases be given to new miners before they are... instruction; hours of instruction. 48.25 Section 48.25 Mineral Resources MINE SAFETY AND HEALTH ADMINISTRATION...

Impact of supplemental instruction leader on the success of supplemental instruction model

Science.gov (United States)

Mahabaduge, Hasitha; Haslam, Jeanne

Supplemental instruction utilizes peer-assisted study sessions to provide review sessions on course material and an opportunity to discuss and work out problems. The impact of supplemental instruction on student performance is well researched and used in a large number of universities around the world due to its proven success. However, the impact of the student leader who plays a significant role in this model is rarely discussed in the literature. We present a case study on the impact of student leader on the success of supplemental instruction model. This case study was done for an Introductory Physics course correlating student performance and the supplemental instruction sessions they attended. Further analysis revealed that the academic performance and work ethics of the student leader has a significant impact on the success of the supplemental instruction model. Important factors to consider when selecting a student leader, the challenges and possible remedies will also be discussed.

Early Childhood Teacher Candidates\\' Attitudes towards Computer and Computer Assisted Instruction

OpenAIRE

Oğuz, Evrim; Ellez, A. Murat; Akamca, Güzin Özyılmaz; Kesercioğlu, Teoman İ.; Girgin, Günseli

2011-01-01

The aim of this research is to evaluate preschool candidates’ attitudes towards computers andattitudes towards use of computer assisted instruction. The sample of this study includes 481 early childhoodeducation students who attended Dokuz Eylül University’s department of Early Childhood Education. Data werecollected by using “Scale of Computer Assisted Instruction Attitudes” developed by the Arslan (2006),“Computer Attitudes Scale” developed by Çelik & Bindak (2005) and “General Info...

Towards a leadership programme for primary school principals as instructional leaders

Directory of Open Access Journals (Sweden)

Parvathy Naidoo

2016-02-01

Full Text Available This study set out to explore primary school principals’ instructional leadership. The study addressed a key issue in the school improvement literature, pertaining to the curriculum leadership of principals. The literature is not entirely clear about which leadership characteristic is more likely to produce the most favourable outcomes in terms of improved learner outcomes, in other words, how the curriculum has been implemented and how leadership in this regard has been effected. The article argues that robust training and development in instructional leadership practices become necessary to support school leaders in this regard. In South Africa, based on numerous reports of poor learner outcomes in schools, we question whether principals possess the necessary skills required to lead and manage curriculum in schools. In this article, the views of five principals, who have completed the Advanced Certificate in Education: School Leadership and Management (ACESLM programme, are examined. Findings indicate that not all principals who participated in the study are fully conversant with their roles and responsibilities as instructional leaders. They mainly interpret their functions to be purely managerial and to be leaders and administrators of schools. Thus, whilst some understanding of instructional leadership was apparent in some of the principals’ responses, it is the authors’ views that ACESLM, as a leadership development programme, needs to be redesigned to include greater focus on instructional leadership.

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

Science.gov (United States)

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

The Development and Evaluation of a Teleprocessed Computer-Assisted Instruction Course in the Recognition of Malarial Parasites. Final Report; May 1, 1967 - June 30, 1968.

Science.gov (United States)

Mitzel, Harold E.

A computer-assisted instruction course in the recognition of malarial parasites was developed and evaluated. The course includes stage discrimination, species discrimination, and case histories. Segments developed use COURSEWRITER as an author language and are presented via a display terminal that permits two-way communication with an IBM computer…

Pittsburgh Science Technology Society Project: Instruction Modules. Interrelationships Science--Technology--Society.

Science.gov (United States)

O'Brien, George, Ed.

This collection of instruction modules studies the interactions of science, technology, and society (STS) using five activity sets. The introduction module includes activities which show students the STS relationships in their world, develop good organizational skills, develop an understanding of who and what a scientist is, develop graphing…

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

Science.gov (United States)

Sloan, H.

2002-05-01

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

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.

Evaluation of the Standard Setting on the 2005 Grade 12 National Assessment of Educational Progress Mathematics Test

Science.gov (United States)

Sireci, Stephen G.; Hauger, Jeffrey B.; Wells, Craig S.; Shea, Christine; Zenisky, April L.

2009-01-01

The National Assessment Governing Board used a new method to set achievement level standards on the 2005 Grade 12 NAEP Math test. In this article, we summarize our independent evaluation of the process used to set these standards. The evaluation data included observations of the standard-setting meeting, observations of advisory committee meetings…

Instructional games: Scientific language use, concept understanding, and attitudinal development of middle school learners

Science.gov (United States)

Mongillo, Geraldine

The purpose of this qualitative study was to discover the influence of instructional games on middle school learners' use of scientific language, concept understanding, and attitude toward learning science. The rationale for this study stemmed from the lack of research concerning the value of play as an instructional strategy for older learners. Specifically, the study focused on the ways in which 6 average ability 7th grade students demonstrated scientific language and concept use during gameplay. The data were collected for this 6-week study in a southern New Jersey suburban middle school and included audio recordings of the 5 games observed in class, written documents (e.g., student created game questions, self-evaluation forms, pre- and post-assessments, and the final quiz) interviews, and researcher field notes. Data were coded and interpreted borrowing from the framework for scientific literacy developed by Bybee (1997). Based on the findings, the framework was modified to reflect the level of scientific understanding demonstrated by the participants and categorized as: Unacquainted, Nominal, Functional, and Conceptual. Major findings suggested that the participants predominantly achieved the Functional level of scientific literacy (i.e., the ability to adequately and appropriately use scientific language in both written and oral discourse) during games. Further, it was discovered that the participants achieved the Conceptual level of scientific literacy during gameplay. Through games participants were afforded the opportunity to use common, everyday language to explore concepts, promoted through peer collaboration. In games the participants used common language to build understandings that exceeded Nominal or token use of the technical vocabulary and concepts. Additionally, the participants reported through interviews and self-evaluation forms that their attitude (patterns included: Motivation, Interest, Fun, Relief from Boredom, and an Alternate Learning

Using the Nine Common Themes of Good Practice checklist as a tool for evaluating the research priority setting process of a provincial research and program evaluation program.

Science.gov (United States)

Mador, Rebecca L; Kornas, Kathy; Simard, Anne; Haroun, Vinita

2016-03-23

Given the context-specific nature of health research prioritization and the obligation to effectively allocate resources to initiatives that will achieve the greatest impact, evaluation of priority setting processes can refine and strengthen such exercises and their outcomes. However, guidance is needed on evaluation tools that can be applied to research priority setting. This paper describes the adaption and application of a conceptual framework to evaluate a research priority setting exercise operating within the public health sector in Ontario, Canada. The Nine Common Themes of Good Practice checklist, described by Viergever et al. (Health Res Policy Syst 8:36, 2010) was used as the conceptual framework to evaluate the research priority setting process developed for the Locally Driven Collaborative Projects (LDCP) program in Ontario, Canada. Multiple data sources were used to inform the evaluation, including a review of selected priority setting approaches, surveys with priority setting participants, document review, and consultation with the program advisory committee. The evaluation assisted in identifying improvements to six elements of the LDCP priority setting process. The modifications were aimed at improving inclusiveness, information gathering practices, planning for project implementation, and evaluation. In addition, the findings identified that the timing of priority setting activities and level of control over the process were key factors that influenced the ability to effectively implement changes. The findings demonstrate the novel adaptation and application of the 'Nine Common Themes of Good Practice checklist' as a tool for evaluating a research priority setting exercise. The tool can guide the development of evaluation questions and enables the assessment of key constructs related to the design and delivery of a research priority setting process.

Ethical issues in instructions to authors of journals in oral-craniomaxillofacial/facial plastic surgery and related specialties.

Science.gov (United States)

Pitak-Arnnop, Poramate; Bauer, Ute; Dhanuthai, Kittipong; Brückner, Martin; Herve, Christian; Meningaud, Jean-Paul; Hemprich, Alexander

2010-12-01

Ethical standards of biomedical publications are associated with editorial leadership, such as contents of instructions to authors and journal's mechanisms for research and publication ethics. To compare ethical issues in the guidelines for authors in oral-craniomaxillofacial/facial plastic surgery (OCM-FPS) journals with those in plastic surgery and otorhinolaryngology/head and neck surgery (ORL-HNS) journals, and to evaluate the relationship between journal's impact factor (IF) and ethical issues in the instructions to authors. This study used a cross-sectional study design. The predictor variables were journal's specialty and IF. The outcome variable was the presence of seven ethical issues in the online versions of journal's instructions to authors in October 2009. We included only journals with identifiable IF for 2008, published in English, French, German and Thai. Appropriate descriptive and univariate statistics were computed for all study variables. The level of statistical significance was set at Pjournals: seven OCM-FPS (14.6%), 14 plastic surgery (29.2%) and 27 ORL-HNS (56.2%) journals. Only four journals (8.3%) mentioned all ethical issues in their guidelines for authors. Neither journal's specialty nor IF was linked to completeness of the ethical requirements. The results of this study suggest that ethical issues in the instructions to authors of most IF-indexed journals in OCM-FPS, plastic surgery and ORL-HNS are incomplete, regardless of specialty and IF. There is room for substantial improvement to uphold scientific integrity of these surgical specialties. Copyright © 2010 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

The Instructional Network: Using Facebook to Enhance Undergraduate Mathematics Instruction

Science.gov (United States)

Gregory, Peter; Gregory, Karen; Eddy, Erik

2014-01-01

Facebook is a website with over one billion users worldwide that is synonymous with social-networking. However, in this study, Facebook is used as an "instructional network". Two sections of an undergraduate calculus course were used to study the effects of participating in a Facebook group devoted solely to instruction. One section was…

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.

RESEARCHING AND EVALUATING DIGITAL STORYTELLING AS A DISTANCE EDUCATION TOOL IN PHYSICS INSTRUCTION: AN APPLICATION WITH PRE-SERVICE PHYSICS TEACHERS

Directory of Open Access Journals (Sweden)

Nihat KOTLUK

2016-01-01

Full Text Available Advances in information and communication technology in 21st century have led to changes in education trends and today new concepts such as computer, multimedia, audio, video, animation and internet have become an indispensable part of life. The storytelling is the one of approach which is allowed to using technology in educational field. The aim of this study is to define the use of digital storytelling in physics instruction as a distance education tool. In this respect, the literature related to digital storytelling was analyzed and for applying it in practice, 13 pre-service teachers from department of physic education were trained on digital storytelling for 6 weeks in spring term of 2013- 2014 academic year. Following the process of instruction, pre-service teachers created and shared digital stories in YouTube and evaluated all of them. Furthermore, opinions of the pre-service teachers were asked on digital story telling As a result of the analysing the DST videos and opinions of pre-service teacher, it is expected that using digital storytelling as distance education tool will be efficacious.

“Clicking” with your audience: Evaluating the use of personal response systems in library instruction

Directory of Open Access Journals (Sweden)

Emily K. Chan

2011-03-01

Full Text Available University of the Pacific librarians used personal response systems (PRS or clickers in first-year mandatory library instructional sessions to assess their effects on student engagement and retention of learning outcomes. Students who utilized clickers during their library session reported greater enjoyment and encouragement to participate (n=291. Students in the sessions not utilizing the clickers achieved better learning outcomes than their counterparts who utilized clickers (n=326. The implications of these results are discussed, specifically within the context of pedagogy and tailoring instruction to the Millennial generation.

Student evaluation of the flipped classroom instruction method: is it aligned with Problem-Based Learning?

DEFF Research Database (Denmark)

Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

2017-01-01

The flipped classroom approach is an instructional method that has gained momentum in the last years. In a flipped classroom the traditional lecture and homework sessions are inverted. We believe that the flipped classroom, which employs computer-based individual instruction outside the classroom...... presents data from the second year, where we conducted a survey study among students participating in the flipped statistics course. This study consisted of two surveys designed to gather student perceptions on the out-of-classroom preparation material (videos and quizzes) and the flipped classroom...

The evaluation of set of criticality parameters using scale system

International Nuclear Information System (INIS)

Abe, Alfredo; Sanchez, Andrea; Yamaguchi, Mistuo

2009-01-01

In evaluating the criticality safety of the nuclear fuel facility, it is important to apply a consistent methodology, which consider every aspects concerning various types of criticality parameters. Usually, the critical parameters are compiled and arranged into handbooks, and these handbooks are based on experience with nuclear facilities, experimental data from criticality safety research facilities, and theoretical studies performed using numerical simulations. Most of criticality safety evaluation can be addressed using the criticality parameters data directly from handbook, but some critical parameters for a specific chemical mixtures and/or enrichment are not be available. Consequently, not available parameters has to be evaluated. This work present the methodology to evaluate a set of critical parameters using SCALE system for various types of mixtures present at nuclear fuel cycle facilities for two different level of enrichment, the results are verified in the independent calculation using MCNP Monte Carlo Code. (author)

Neuroradiology computer-assisted instruction using interactive videodisk: Pilot project

International Nuclear Information System (INIS)

Andrews, C.L.; Goldsmith, D.G.; Osborn, A.G.; Stensaas, S.S.; Davidson, H.C.; Quigley, A.C.

1987-01-01

The availability of microcomputers, high-resolution monitors, high-level authoring languages, and videodisk technology make sophisticated neuroradiology instruction a cost-effective possibility. The authors developed a laser videodisk and interactive software to teach normal and pathologic gross and radiologic anatomy of the sellar/juxtasellar region. A spectrum of lesions is presented with information for differential diagnosis included. The exhibit permits conference participants to review the pilot module and experience the self-paced learning and self-evaluation possible with computer-assisted instruction. They also may choose to peruse a ''visual database'' by instant random access to the videodisk by hand control

Instructed Pragmatics at a Glance: Where Instructional Studies Were, Are, and Should Be Going

Science.gov (United States)

Taguchi, Naoko

2015-01-01

This paper brings together the research and developments of instructed pragmatics over the past three decades by reporting the synthesis findings of instructional intervention studies in interlanguage pragmatics. Two questions have guided this investigation: (1) is instruction effective in learning pragmatics?; and (2) what methods are most…

Forum: Interpersonal Communication in Instructional Settings. The Instructor-Student Relationship as an Alternative Form of Superior-Subordinate Relationship

Science.gov (United States)

Myers, Scott A.

2017-01-01

In this brief forum article, the author suggests studying the instructor-student relationship as a superior-subordinate relationship offers an alternative way to view how student learning occurs in the college classroom, and can provide instructional communication researchers with the opportunity to explore how structural and institutional…

Learning from Errors in Dual Vocational Education: Video-Enhanced Instructional Strategies

Science.gov (United States)

Cattaneo, Alberto A. P.; Boldrini, Elena

2017-01-01

Purpose: Starting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in…

The Common Core State Standards and the Role of Instructional Materials: A Case Study on EdReports.org

Science.gov (United States)

Watt, Michael G.

2016-01-01

The purpose of this study was to review research studies investigating the role of instructional materials in relation to the Common Core State Standards and to evaluate whether a new organisation, EdReports.org, founded to evaluate the alignment of instructional materials to the Common Core State Standards, has achieved its objectives. Content…

Expectations and Experiences of Information Literacy Instruction

Directory of Open Access Journals (Sweden)

Saga Pohjola-Ahlin

2016-11-01

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

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.…

Students’ Aesthetics Experience, Creative Self-Efficacy and Creativity: Is Creativity Instruction Effective?

Directory of Open Access Journals (Sweden)

Yuan-Cheng Chang

2016-12-01

Full Text Available Based on creativity component theory, creativity system theory and creative self-efficacy theory, this study aims to explore the influence of college students’ aesthetics experience and creative self-efficacy on their creativity and the role of creativity instruction as a mediator variable. The participants were 338 college design majors in 50 teams who were working on their graduation exhibitions, and 50 advising professors from departments related to design. Hierarchical Linear Models were applied for analysis. The result showed that instruction on enhancing students’ creative intention positively affect students’ aesthetics experience. Students’ aesthetics experience affects their creativity and creative self-efficacy. Creativity instruction with focus on creativity skills by means of promoting aesthetic attitude, aesthetic understanding, and offering complete experiences had a moderating effect on students’ perception toward creative product. However, there was a negative moderating effect of creative instruction on perceived aesthetic pleasure and students’ perception toward creative product. There was no moderating effect of creative instruction on the relationship between students’ creative self-efficacy and creativity. Accordingly, the study concluded that in order to enhance students’ creativity, universities should stress on the development of students’ aesthetics experiences and re-evaluation of approaches to creativity instruction.

The Web as a Delivery Medium To Enhance Instruction.

Science.gov (United States)

Gillani, Bijan

1998-01-01

Discusses how to design and develop an effective Web site to enhance instruction based on a graduate course at California State University at Hayward. Topics include the analysis phase, content organization, site architecture, interface design, testing, and the evaluation process. (LRW)

Skill Based Instruction of Collaborative Robots in Industrial Settings

DEFF Research Database (Denmark)

Schou, Casper; Andersen, Rasmus Skovgaard; Chrysostomou, Dimitrios

2018-01-01

During the past decades increasing need for more flexible and agile manufacturing equipment has spawned a growing interest in collaborative robots. Contrary to traditional industrial robots, collaborative robots are intended for operating alongside the production personnel in dynamic or semi...... several user studies, the usability of SBS and the task level programming approach has been demonstrated. SBS has been utilized in several international research projects where SBS has been deployed and tested in three real manufacturing settings. Collectively, the industrial exploitations have...

Creating Instructional Environments that Keep Students on TARGET

Science.gov (United States)

Boyce, B. Ann

2009-01-01

Teachers' instructional decisions, such as lesson goals, how students are grouped, or how students are recognized and evaluated, can affect their students' level of motivation related to physical activity. A physical educator's primary responsibility is to create a classroom environment that enhances motivation and fosters positive attitudes and…

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

Science.gov (United States)

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

2013-01-01

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

From Blunt to Pointy Tools: Transcending Task Automation to Effective Instructional Practice with CaseMate

Science.gov (United States)

Swan, Gerry

2009-01-01

While blogs, wikis and many other Web 2.0 applications can be employed in learning settings, instruction is not the primary purpose for these tools. The educational field must actively participate in the definition and development of what repurposed or new Web 2.0 applications means in educational settings. One way of viewing this needed…

Motivational elements in user instructions

NARCIS (Netherlands)

Loorbach, N.R.

2013-01-01

Concerning the design of user instructions, two view can be distinguished. The traditional view considers instructions as purely instrumental documents. The more and more emerging affective view still assumes that above all, instructions should enable readers to perform tasks. But in order to

Intelligent Instructional Systems in Military Training.

Science.gov (United States)

Fletcher, J.D.; Zdybel, Frank

Intelligent instructional systems can be distinguished from more conventional approaches by the automation of instructional interaction and choice of strategy. This approach promises to reduce the costs of instructional materials preparation and to increase the adaptability and individualization of the instruction delivered. Tutorial simulation…

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…

Research into Practice: The Task-Based Approach to Instructed Second Language Acquisition

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East, Martin

2017-01-01

This article discusses the phenomenon of task-based language teaching (TBLT) in instructed additional language settings. It begins from the premise that, despite considerable theoretical and empirical support, TBLT remains a contested endeavour. Critics of TBLT argue that, particularly with regard to time-limited foreign language instructional…

A Practical Guide to Early Numeracy Instruction for General and Special Educators

Science.gov (United States)

Anderson, Alida

2013-01-01

This report summarizes recommendations from NCTM, NRC, CCSSM, NMAP, and IES to guide early numeracy instruction for elementary age students in general and special education classroom settings. We highlight common threads among general and special education research recommendations and provide a numeracy intervention curriculum model connecting…

Instruction-level performance modeling and characterization of multimedia applications

Energy Technology Data Exchange (ETDEWEB)

Luo, Y. [Los Alamos National Lab., NM (United States). Scientific Computing Group; Cameron, K.W. [Louisiana State Univ., Baton Rouge, LA (United States). Dept. of Computer Science

1999-06-01

One of the challenges for characterizing and modeling realistic multimedia applications is the lack of access to source codes. On-chip performance counters effectively resolve this problem by monitoring run-time behaviors at the instruction-level. This paper presents a novel technique of characterizing and modeling workloads at the instruction level for realistic multimedia applications using hardware performance counters. A variety of instruction counts are collected from some multimedia applications, such as RealPlayer, GSM Vocoder, MPEG encoder/decoder, and speech synthesizer. These instruction counts can be used to form a set of abstract characteristic parameters directly related to a processor`s architectural features. Based on microprocessor architectural constraints and these calculated abstract parameters, the architectural performance bottleneck for a specific application can be estimated. Meanwhile, the bottleneck estimation can provide suggestions about viable architectural/functional improvement for certain workloads. The biggest advantage of this new characterization technique is a better understanding of processor utilization efficiency and architectural bottleneck for each application. This technique also provides predictive insight of future architectural enhancements and their affect on current codes. In this paper the authors also attempt to model architectural effect on processor utilization without memory influence. They derive formulas for calculating CPI{sub 0}, CPI without memory effect, and they quantify utilization of architectural parameters. These equations are architecturally diagnostic and predictive in nature. Results provide promise in code characterization, and empirical/analytical modeling.

Computer programs in BASIC language for graphite furnace atomic absorption using the method of additions. Part 1. Operating instructions

International Nuclear Information System (INIS)

Boyle, W.G. Jr.; Ryan, D.P.

1979-01-01

These instructions describe how to use BASIC language programs to process data from atomic absorption spectrophotometers using the graphite furnace and the method of additions calibration technique. The instructions cover loading the programs, responding to computer prompts, choosing among various options for processing the data, performing operations with an automatic sampler, and producing reports. How the programs interact with each other is also explained. Examples of computer/operator dialogue are presented for typical cases. In addition, a concise set of operating instructions is included as an appendix

Evaluating the effects that existing instruction on responsible conduct of research has on ethical decision making.

Science.gov (United States)

Antes, Alison L; Wang, Xiaoqian; Mumford, Michael D; Brown, Ryan P; Connelly, Shane; Devenport, Lynn D

2010-03-01

To examine the effects that existing courses on the responsible conduct of research (RCR) have on ethical decision making by assessing the ethicality of decisions made in response to ethical problems and the underlying processes involved in ethical decision making. These processes included how an individual thinks through ethical problems (i.e., meta-cognitive reasoning strategies) and the emphasis placed on social dimensions of ethical problems (i.e., social-behavioral responses). In 2005-2007, recruitment announcements were made, stating that a nationwide, online study was being conducted to examine the impact of RCR instruction on the ethical decision making of scientists. Recruitment yielded contacts with over 200 RCR faculty at 21 research universities and medical schools; 40 (20%) RCR instructors enrolled their courses in the current study. From those courses, 173 participants completed an ethical decision-making measure. A mixed pattern of effects emerged. The ethicality of decisions did not improve as a result of RCR instruction and even decreased for decisions pertaining to business aspects of research, such as contract bidding. Course participants improved on some meta-cognitive reasoning strategies, such as awareness of the situation and consideration of personal motivations, but declined for seeking help and considering others' perspectives. Participants also increased their endorsement of detrimental social-behavioral responses, such as deception, retaliation, and avoidance of personal responsibility. These findings indicated that RCR instruction may not be as effective as intended and, in fact, may even be harmful. Harmful effects might result if instruction leads students to overstress avoidance of ethical problems, be overconfident in their ability to handle ethical problems, or overemphasize their ethical nature. Future research must examine these and other possible obstacles to effective RCR instruction.

Intelligent Frameworks for Instructional Design.

Science.gov (United States)

Spector, J. Michael; And Others

1992-01-01

Presents a taxonomy describing various uses of artificial intelligence techniques in automated instructional development systems. Instructional systems development is discussed in relation to the design of computer-based instructional courseware; two systems being developed at the Air Force Armstrong Laboratory are reviewed; and further research…

Compiler-Assisted Multiple Instruction Rollback Recovery Using a Read Buffer. Ph.D. Thesis

Science.gov (United States)

Alewine, Neal Jon

1993-01-01

Multiple instruction rollback (MIR) is a technique to provide rapid recovery from transient processor failures and was implemented in hardware by researchers and slow in mainframe computers. Hardware-based MIR designs eliminate rollback data hazards by providing data redundancy implemented in hardware. Compiler-based MIR designs were also developed which remove rollback data hazards directly with data flow manipulations, thus eliminating the need for most data redundancy hardware. Compiler-assisted techniques to achieve multiple instruction rollback recovery are addressed. It is observed that data some hazards resulting from instruction rollback can be resolved more efficiently by providing hardware redundancy while others are resolved more efficiently with compiler transformations. A compiler-assisted multiple instruction rollback scheme is developed which combines hardware-implemented data redundancy with compiler-driven hazard removal transformations. Experimental performance evaluations were conducted which indicate improved efficiency over previous hardware-based and compiler-based schemes. Various enhancements to the compiler transformations and to the data redundancy hardware developed for the compiler-assisted MIR scheme are described and evaluated. The final topic deals with the application of compiler-assisted MIR techniques to aid in exception repair and branch repair in a speculative execution architecture.

Instructable autonomous agents. Ph.D. Thesis

Science.gov (United States)

Huffman, Scott Bradley

1994-01-01

In contrast to current intelligent systems, which must be laboriously programmed for each task they are meant to perform, instructable agents can be taught new tasks and associated knowledge. This thesis presents a general theory of learning from tutorial instruction and its use to produce an instructable agent. Tutorial instruction is a particularly powerful form of instruction, because it allows the instructor to communicate whatever kind of knowledge a student needs at whatever point it is needed. To exploit this broad flexibility, however, a tutorable agent must support a full range of interaction with its instructor to learn a full range of knowledge. Thus, unlike most machine learning tasks, which target deep learning of a single kind of knowledge from a single kind of input, tutorability requires a breadth of learning from a broad range of instructional interactions. The theory of learning from tutorial instruction presented here has two parts. First, a computational model of an intelligent agent, the problem space computational model, indicates the types of knowledge that determine an agent's performance, and thus, that should be acquirable via instruction. Second, a learning technique, called situated explanation specifies how the agent learns general knowledge from instruction. The theory is embodied by an implemented agent, Instructo-Soar, built within the Soar architecture. Instructo-Soar is able to learn hierarchies of completely new tasks, to extend task knowledge to apply in new situations, and in fact to acquire every type of knowledge it uses during task performance - control knowledge, knowledge of operators' effects, state inferences, etc. - from interactive natural language instructions. This variety of learning occurs by applying the situated explanation technique to a variety of instructional interactions involving a variety of types of instructions (commands, statements, conditionals, etc.). By taking seriously the requirements of flexible

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

Science.gov (United States)

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

2015-06-01

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

Reliability assessment of a peer evaluation instrument in a team-based learning course

Directory of Open Access Journals (Sweden)

Wahawisan J

2016-03-01

Full Text Available Objective: To evaluate the reliability of a peer evaluation instrument in a longitudinal team-based learning setting. Methods: Student pharmacists were instructed to evaluate the contributions of their peers. Evaluations were analyzed for the variance of the scores by identifying low, medium, and high scores. Agreement between performance ratings within each group of students was assessed via intra-class correlation coefficient (ICC. Results: We found little variation in the standard deviation (SD based on the score means among the high, medium, and low scores within each group. The lack of variation in SD of results between groups suggests that the peer evaluation instrument produces precise results. The ICC showed strong concordance among raters. Conclusions: Findings suggest that our student peer evaluation instrument provides a reliable method for peer assessment in team-based learning settings.

A Performance-Based Instructional Theory

Science.gov (United States)

Lawson, Tom E.

1974-01-01

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

The effect of illustrations on patient comprehension of medication instruction labels

Directory of Open Access Journals (Sweden)

Tram Carolyn QN

2005-06-01

Full Text Available Abstract Background Labels with special instructions regarding how a prescription medication should be taken or its possible side effects are often applied to pill bottles. The goal of this study was to determine whether the addition of illustrations to these labels affects patient comprehension. Methods Study participants (N = 130 were enrolled by approaching patients at three family practice clinics in Toronto, Canada. Participants were asked to interpret two sets of medication instruction labels, the first with text only and the second with the same text accompanied by illustrations. Two investigators coded participants' responses as incorrect, partially correct, or completely correct. Health literacy levels of participants were measured using a validated instrument, the REALM test. Results All participants gave a completely correct interpretation for three out of five instruction labels, regardless of whether illustrations were present or not. For the two most complex labels, only 34–55% of interpretations of the text-only version were completely correct. The addition of illustrations was associated with improved performance in 5–7% of subjects and worsened performance in 7–9% of subjects. Conclusion The commonly-used illustrations on the medication labels used in this study were of little or no use in improving patients' comprehension of the accompanying written instructions.

The effect of illustrations on patient comprehension of medication instruction labels.

Science.gov (United States)

Hwang, Stephen W; Tram, Carolyn Q N; Knarr, Nadia

2005-06-16

Labels with special instructions regarding how a prescription medication should be taken or its possible side effects are often applied to pill bottles. The goal of this study was to determine whether the addition of illustrations to these labels affects patient comprehension. Study participants (N = 130) were enrolled by approaching patients at three family practice clinics in Toronto, Canada. Participants were asked to interpret two sets of medication instruction labels, the first with text only and the second with the same text accompanied by illustrations. Two investigators coded participants' responses as incorrect, partially correct, or completely correct. Health literacy levels of participants were measured using a validated instrument, the REALM test. All participants gave a completely correct interpretation for three out of five instruction labels, regardless of whether illustrations were present or not. For the two most complex labels, only 34-55% of interpretations of the text-only version were completely correct. The addition of illustrations was associated with improved performance in 5-7% of subjects and worsened performance in 7-9% of subjects. The commonly-used illustrations on the medication labels used in this study were of little or no use in improving patients' comprehension of the accompanying written instructions.

Leader performance evaluations and role congruity expectations in a community college setting

OpenAIRE

Trickey, Edward

2011-01-01

To investigate the relationships among evaluator attitudes, the role congruity biases many people consciously and unconsciously maintain, evaluation practices, perceptions of leader efficacy and success, and leader persistence in two community college settings, a mixed-methods study was conducted. Leaders are the products of their experiences, environments, the greater society within which they live, their personal attitudes and biases, and the attitudes and role biases of others. Over time, ...

Pharmaceutical priority setting and the use of health economic evaluations: a systematic literature review.

Science.gov (United States)

Erntoft, Sandra

2011-06-01

To investigate which factors and criteria are used in priority setting of pharmaceuticals, in what contexts health economic evaluations are used, and barriers to the use of health economic evaluations at micro, meso, and macro health-care levels. The search for empirical articles was based on the MeSH index (Medical Substance Heading), including the search terms "economic evaluation," "cost-effectiveness analysis," "cost-utility analysis," "cost-benefit analysis," "pharmacoeconomic," AND "drug cost(s)," AND "eligibility determination," AND "decision-making," AND "rationing," AND formulary. The following databases were searched: PubMed, EconLit, Cochrane, Web of Science, CINAHL, and PsycINFO. More than 3100 studies were identified, 31 of which were included in this review. The use of health economic evaluations at all three health-care levels was investigated in three countries (United States [US], United Kingdom [UK], and Sweden). Postal and telephone survey methods dominated (n = 17) followed by interviews (n = 13), document analysis (n = 10), and observations of group deliberations (n = 9). The cost-effectiveness criterion was most important at the macro level. A number of contextual uses of health economic evaluations were identified, including importantly the legitimizing of decisions, structuring the priority-setting process, and requesting additional budgets to finance expensive pharmaceuticals. Factors that seem to support the increased use of health economic evaluations are well-developed frameworks for evaluations, the presence of health economic skills, and an explicit priority-setting process. Differences in how economic evaluations are used at macro, meso, and micro levels are attributed to differences in the preconditions at each level. Copyright © 2011 International Society for Pharmacoeconomics and Outcomes Research (ISPOR). Published by Elsevier Inc. All rights reserved.

Direct Instruction in Second Language Acquisition: A Critical Review of Related Literature

Science.gov (United States)

Hernandez, Hjalmar Punla

2017-01-01

Second Language Acquisition (SLA), as a sub-discipline in applied linguistics, is rapidly growing and changing (Ellis & Shintani, 2014). As such, it has yielded stirring issues on both naturalistic and instructed settings causing reviews and/or investigations by language researchers. This paper accordingly serves as a humble attempt at…

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

Science.gov (United States)

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

2011-01-01

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

Instructional Leadership Practices in Singapore

Science.gov (United States)

Ng, Foo Seong David; Nguyen, Thanh Dong; Wong, Koon Siak Benjamin; Choy, Kim Weng William

2015-01-01

This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role…

Putting instruction sequences into effect

NARCIS (Netherlands)

Bergstra, J.A.

2011-01-01

An attempt is made to define the concept of execution of an instruction sequence. It is found to be a special case of directly putting into effect of an instruction sequence. Directly putting into effect of an instruction sequences comprises interpretation as well as execution. Directly putting into

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.

Unaligned instruction relocation

Energy Technology Data Exchange (ETDEWEB)

Bertolli, Carlo; O' Brien, John K.; Sallenave, Olivier H.; Sura, Zehra N.

2017-10-17

In one embodiment, a computer-implemented method includes receiving source code to be compiled into an executable file for an unaligned instruction set architecture (ISA). Aligned assembled code is generated, by a computer processor. The aligned assembled code complies with an aligned ISA and includes aligned processor code for a processor and aligned accelerator code for an accelerator. A first linking pass is performed on the aligned assembled code, including relocating a first relocation target in the aligned accelerator code that refers to a first object outside the aligned accelerator code. Unaligned assembled code is generated in accordance with the unaligned ISA and includes unaligned accelerator code for the accelerator and unaligned processor code for the processor. A second linking pass is performed on the unaligned assembled code, including relocating a second relocation target outside the unaligned accelerator code that refers to an object in the unaligned accelerator code.

Unaligned instruction relocation

Science.gov (United States)

Bertolli, Carlo; O'Brien, John K.; Sallenave, Olivier H.; Sura, Zehra N.

2018-01-23

In one embodiment, a computer-implemented method includes receiving source code to be compiled into an executable file for an unaligned instruction set architecture (ISA). Aligned assembled code is generated, by a computer processor. The aligned assembled code complies with an aligned ISA and includes aligned processor code for a processor and aligned accelerator code for an accelerator. A first linking pass is performed on the aligned assembled code, including relocating a first relocation target in the aligned accelerator code that refers to a first object outside the aligned accelerator code. Unaligned assembled code is generated in accordance with the unaligned ISA and includes unaligned accelerator code for the accelerator and unaligned processor code for the processor. A second linking pass is performed on the unaligned assembled code, including relocating a second relocation target outside the unaligned accelerator code that refers to an object in the unaligned accelerator code.

Measuring Instructional Differentiation in a Large-Scale Experiment

Science.gov (United States)

Williams, Ryan T.; Swanlund, Andrew; Miller, Shazia; Konstantopoulos, Spyros; Eno, Jared; van der Ploeg, Arie; Meyers, Coby

2014-01-01

This study operationalizes four measures of instructional differentiation: one for Grade 2 English language arts (ELA), one for Grade 2 mathematics, one for Grade 5 ELA, and one for Grade 5 mathematics. Our study evaluates their measurement properties of each measure in a large field experiment: the Indiana Diagnostic Assessment Tools Study, which…

Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State.

Science.gov (United States)

Patel, Sapana R; Margolies, Paul J; Covell, Nancy H; Lipscomb, Cristine; Dixon, Lisa B

2018-01-01

Implementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs) that takes the context of real-world practice into account. The field of instructional design offers ecologically valid and systematic processes to develop learning strategies for workforce development and performance support. This report describes the application of an instructional design framework-Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model-in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the implementation of individual placement and support (IPS), a model of supported employment for community behavioral health treatment programs, in New York State. We applied quantitative and qualitative methods to develop and evaluate three IPS e-learning modules. Throughout the ADDIE process, we conducted formative and summative evaluations and identified determinants of implementation using the Consolidated Framework for Implementation Research (CFIR). Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work. The summative evaluation consisted of levels 1 and 2 (reaction to the training, self-reported knowledge, and practice change) quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation. Formative evaluation with key stakeholders identified a range of learning needs that informed the development of a pilot training program in IPS. Feedback on this pilot training program informed the design document of three e-learning modules on IPS: Introduction to IPS, IPS Job development, and Using the IPS Employment Resource Book . Each module was developed iteratively and provided an assessment of learning needs that informed successive modules. All modules were disseminated and evaluated through a learning management system. Summative evaluation revealed that

Effect of Delayed Reinforcement on Skill Acquisition during Discrete-Trial Instruction: Implications for Treatment-Integrity Errors in Academic Settings

Science.gov (United States)

Carroll, Regina A.; Kodak, Tiffany; Adolf, Kari J.

2016-01-01

We used an adapted alternating treatments design to compare skill acquisition during discrete-trial instruction using immediate reinforcement, delayed reinforcement with immediate praise, and delayed reinforcement for 2 children with autism spectrum disorder. Participants acquired the skills taught with immediate reinforcement; however, delayed…

Feature Set Evaluation for Offline Handwriting Recognition Systems: Application to the Recurrent Neural Network Model.

Science.gov (United States)

Chherawala, Youssouf; Roy, Partha Pratim; Cheriet, Mohamed

2016-12-01

The performance of handwriting recognition systems is dependent on the features extracted from the word image. A large body of features exists in the literature, but no method has yet been proposed to identify the most promising of these, other than a straightforward comparison based on the recognition rate. In this paper, we propose a framework for feature set evaluation based on a collaborative setting. We use a weighted vote combination of recurrent neural network (RNN) classifiers, each trained with a particular feature set. This combination is modeled in a probabilistic framework as a mixture model and two methods for weight estimation are described. The main contribution of this paper is to quantify the importance of feature sets through the combination weights, which reflect their strength and complementarity. We chose the RNN classifier because of its state-of-the-art performance. Also, we provide the first feature set benchmark for this classifier. We evaluated several feature sets on the IFN/ENIT and RIMES databases of Arabic and Latin script, respectively. The resulting combination model is competitive with state-of-the-art systems.

Perceived impact on student engagement when learning middle school science in an outdoor setting

Science.gov (United States)

Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

Very Long Instruction Word Processors

Indian Academy of Sciences (India)

Explicitly Parallel Instruction Computing (EPIC) is an instruction processing paradigm that has been in the spot- light due to its adoption by the next generation of Intel. Processors starting with the IA-64. The EPIC processing paradigm is an evolution of the Very Long Instruction. Word (VLIW) paradigm. This article gives an ...

The Measurement of Instructional Accomplishments.

Science.gov (United States)

Fraley, Lawrence E.; Vargas, Ernest A.

Instructional System Technology in recent years has been characterized by an increase in individualized instruction and the modularization of the curriculum. In traditional systems the learners are forced to take blocks of instruction the size of entire courses and these are much too large. The courses can now be broken down into conceptual…

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

Science.gov (United States)

Wicker, Rosemary Knight

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

Phonological awareness: explicit instruction for young deaf and hard-of-hearing children.

Science.gov (United States)

Miller, Elizabeth M; Lederberg, Amy R; Easterbrooks, Susan R

2013-04-01

The goal of this study was to explore the development of spoken phonological awareness for deaf and hard-of-hearing children (DHH) with functional hearing (i.e., the ability to access spoken language through hearing). Teachers explicitly taught five preschoolers the phonological awareness skills of syllable segmentation, initial phoneme isolation, and rhyme discrimination in the context of a multifaceted emergent literacy intervention. Instruction occurred in settings where teachers used simultaneous communication or spoken language only. A multiple-baseline across skills design documented a functional relation between instruction and skill acquisition for those children who did not have the skills at baseline with one exception; one child did not meet criteria for syllable segmentation. These results were confirmed by changes on phonological awareness tests that were administered at the beginning and end of the school year. We found that DHH children who varied in primary communication mode, chronological age, and language ability all benefited from explicit instruction in phonological awareness.

Interactive Instruction in Bayesian Inference

DEFF Research Database (Denmark)

Khan, Azam; Breslav, Simon; Hornbæk, Kasper

2018-01-01

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

Electronic Mail in Academic Settings: A Multipurpose Communications Tool.

Science.gov (United States)

D'Souza, Patricia Veasey

1992-01-01

Explores possible uses of electronic mail in three areas of the academic setting: instruction, research, and administration. Electronic mail is defined, the components needed to get started with electronic mail are discussed, and uses and benefits of electronic mail in diverse educational environments are suggested. (12 references) (DB)

An Instructional Model for Guiding Reflection and Research in the Classroom: The Educational Situation Quality Model

Science.gov (United States)

Domenech-Betoret, Fernando

2013-01-01

The purpose of this work is to present an instructional model entitled the "Modelo de Calidad de Situacion Educativa" (MCSE) and how teachers can use it to reflect and investigate in a formal educational setting. It is a theoretical framework which treat to explain the functioning of an educational setting by organizing and relating the…

Multilevel library instruction for emerging nursing roles.

Science.gov (United States)

Francis, B W; Fisher, C C

1995-10-01

As new nursing roles emerge that involve greater decision making than in the past, added responsibility for outcomes and cost control, and increased emphasis on primary care, the information-seeking skills needed by nurses change. A search of library and nursing literature indicates that there is little comprehensive library instruction covering all levels of nursing programs: undergraduate, returning registered nurses, and graduate students. The University of Florida is one of the few places that has such a multilevel, course-integrated curriculum in place for all entrants into the nursing program. Objectives have been developed for each stage of learning. The courses include instruction in the use of the online public access catalog, printed resources, and electronic databases. A library classroom equipped with the latest technology enables student interaction with electronic databases. This paper discusses the program and several methods used to evaluate it.

Promoting Students' Emotions and Achievement--Instructional Design and Evaluation of the ECOLE-Approach

Science.gov (United States)

Glaser-Zikuda, Michaela; Fuss, Stefan; Laukenmann, Matthias; Metz, Kerstin; Randler, Christoph

2005-01-01

Emotions such as interest and anxiety are part of the learning process as well as cognition and motivation. In view of this, educational science should take emotional aspects of instruction into account. The "ECOLE"-approach ("Emotional and Cognitive Aspects of Learning") presented in this paper is a theoretically guided…

Building Bridges Between Cyberinfrastructure and Effective Instructional Practice in the Geosciences

Science.gov (United States)

Mogk, D. W.

2008-12-01

The new geo-cybersinfrastructure (CI) has tremendous potential to fundamentally change geoscience education. Learners will have enhanced opportunities to learn science by doing science, particularly in the realm of inquiry and discovery through exploration of CI data and data products. The promise of CI lies in the universal access to data, analytical tools and data products and in the ability to integrate disparate types of data collected from many sources. But access to data for instructional purposes is not enough. CI may initially present significant barriers to learning related to data archive issues, access pathways that are designed for specialists that preclude use by novices, and the lack of educational metadata that can guide instructors and learners in the appropriate use of CI in a variety of educational applications. Consequently, there is a need for CI providers to build instructional portals in their systems that allow users to find and access relevant data; evaluate the quality of data, model output, and other data products; interrogate, sub- set, manipulate and render data; integrate diverse types of data; generate visualizations and other representations; and allow student contributions to the database. These capabilities presented by CI have important implications for what we teach and how we teach: 1) learning goals will have to be realigned to address concept and content mastery, skill development (higher-order thinking, quantitative, communication, interpersonal skills), and attitudes and values about Science, its processes and products; 2) assessments should be well-aligned with instructional goals to measure the process as well as the products of scientific investigations; 3) "primers" and "tutorials" should be developed to help students become critical consumers and producers of data by presenting data in the full context of underlying first principles, investigative strategies, instrumentation and analytical procedures, data manipulation

Feasibility of using the International Classification of Functioning, Disability and Health Core Set for evaluation of fall-related risk factors in acute rehabilitation settings.

Science.gov (United States)

Huang, Shih W; Lin, Li F; Chou, Lin C; Wu, Mei J; Liao, Chun D; Liou, Tsan H

2016-04-01

Previously, we reported the use of an International Classification of Functioning (ICF) core set that can provide a holistic framework for evaluating the risk factors of falls; however, data on the feasibility of applying this core set are lacking. To investigate the feasibility of applying the fall-related ICF risk-factor core set in the case of patients in an acute-rehabilitation setting. A cross-sectional and descriptive correlational design. Acute-rehabilitation ward. A total of 273 patients who experienced fall at acute-rehabilitation ward. The data on falls were collected from the hospital's Nursing Information System (NIS) and the fall-reporting system (Adverse Event Reporting System, AERS) between 2010 and 2013. The relationship of both systems to the fall-related ICF core set was analyzed to assess the feasibility of their clinical application. We evaluated the feasibility of using the fall-related ICF risk-factor core set by using the frequency and the percentage of the fall patients in of the listed categories. The fall-related ICF risk-factor core set category b735 (muscle tone functions) exhibited a high feasibility (85.95%) for clinical application, and the category b730 (muscle power functions) covered 77.11% of the patients. The feasibility of application of the category d410 (change basic body position) was also high in the case of all fall patients (81.69%). In the acute-rehabilitation setting, the feasibility of application of the fall-related ICF risk-factor core set is high. The fall-related ICF risk-factor core set can help multidisciplinary teams develop fall-prevention strategies in acute rehabilitation wards.

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

Science.gov (United States)

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

2005-06-01

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