Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Crawford, Cary [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); McGinnis, Brent [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Insolves LLC, Piketon, OH (United States)
A workshop to teach the essential elements of an effective nuclear materials control and accountability (MC&A) programs are outlined, along with the modes of Instruction, and the roles and responsibilities of participants in the workshop.
Gibbs, Philip; Crawford, Cary; McGinnis, Brent
A workshop to teach the essential elements of an effective nuclear materials control and accountability (MC&A) programs are outlined, along with the modes of Instruction, and the roles and responsibilities of participants in the workshop.
Olson, Valerie Dong
Instruction of competent psychomotor skill necessitates an eclectic approach. The principles of learning, complemented with learning styles and sensory modalities preferences, provide a background for teaching physical skills. The use of the psychomotor domain of Bloom's Taxonomy as a map and corresponding behavioral objectives foster the mastery…
Kinn, S.; Kenyon, M.
Workshops were held to prepare nurses (n=87) to present results of professional activities. One year after the course, 20 had made oral and 30 written presentations. The workshops increased their confidence and were considered practical, informal, and nonthreatening. (Contains 31 references.) (SK)
Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Larsen, Robert [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); O' Brien, Mike [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Edmunds, Tom [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)
Insiders represent a formidable threat to nuclear facilities. This set of workshop materials covers methodologies to analyze and approaches to mitigate the threat of an insider attempting abrupt and protracted theft of nuclear materials. This particular set of materials is an update of a January 2008 version to add increased emphasis on Material Control and Accounting and its role with respect to protracted insider nuclear material theft scenarios. This report is a compilation of workshop materials consisting of lectures on technical and administrative measures used in Physical Protection (PP) and Material Control and Accounting (MC&A) and methods for analyzing their effectiveness against a postulated insider threat. The postulated threat includes both abrupt and protracted theft scenarios. Presentation is envisioned to be through classroom instruction and discussion. Several practical and group exercises are included for demonstration and application of the analysis approach contained in the lecture/discussion sessions as applied to a hypothetical nuclear facility.
Mazour, T.J.; Ball, F.M.
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
Cole, S. B.
and advertisements. Students work in groups of 3-4, discussing worksheet questions that lead them step-by-step through 1) verbalizing their preconceptions of the workshop theme, 2) dissecting instructional materials to discover the cognitive processes they already use, 3) applying skills step-by-step in real-world situations (search engine results, news articles, ads, etc.), and 4) using metacognitive strategies of questioning and reflecting. Student participants in the pilot study often verbalized metacognition, and retained concepts as evidenced by a post-test conducted 2 months after the first workshop. They additionally reported consciously using skills learned in the workshops over a year later.
Special Olympics, Inc., Washington, DC.
One of seven instructional units on Special Olympics Sports Skills Instructional Programs, this guide presents suggestions for coaching softball for mentally retarded persons. An overview section provides information on teaching suggestions, followed by a list of program goals, objectives, and benefits. Sports skill assessments measure athletes'…
This workshop is designed to provide women physics students and postdocs with the professional skills they need to effectively perform research, including: negotiating a position in academia, industry or at a national lab, interacting positively on teams and with a mentor or advisor, thinking tactically, articulating goals, enhancing their personal presence, and developing alliances. We will discuss negotiation strategies and tactics that are useful for achieving professional goals. This is a highly interactive workshop where participants are invited to bring examples of difficult professional situations to discuss.
This workshop is designed to provide women physics students and postdocs with the professional skills they need to effectively perform research, including: negotiating a position in academia, industry or at a national lab, interacting positively on teams and with a mentor or advisor, thinking tactically, articulating goals, enhancing their personal presence, and developing alliances. We will discuss negotiation strategies and tactics that are useful for achieving professional goals. This is a highly interactive workshop where participants are invited to bring examples of difficult professional situations to discuss.
Wood, Eileen; Lanuza, Catherine; Baciu, Iuliana; MacKenzie, Meagan; Nosko, Amanda
Sixty-four seniors were introduced to computers through a series of five weekly workshops. Participants were given instruction followed by hands-on experience for topics related to social communication, information seeking, games, and word processing and were observed to determine their preferences for instructional support. Observations of…
On 9-10 July, 2001 the Metrics for Objective Assessment of Surgical Skills Workshop convened an international assemblage of subject matter experts in objective assessment of surgical technical skills...
Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Larsen, Robert [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); O' Brien, Mike [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Rodriquez, Jose [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)
Insiders represent a formidable threat to nuclear facilities. This set of workshop materials covers methodologies to analyze and approaches to mitigate the threat of an insider attempting abrupt theft of nuclear materials. This report is a compilation of workshop materials consisting of lectures on technical and administrative measures used in Physical Protection (PP) and Material Control and Accounting (MC&A) and methods for analyzing their effectiveness against a postulated insider threat.
North Carolina State Dept. of Public Instruction, Raleigh. Media and Technology Services.
This annotated bibliography of instructional media in communication skills presents annotations of 112 books and videotapes for students in grades from pre-kindergarten through grade 12, and of 38 books and videos for teachers. The material in the bibliography for students consists mostly of poetry collections published in 1990 and 1991. The…
www.globaljournalseries.com; Info@globaljournalseries.com. LIBRARY SKILL INSTRUCTION IN NIGERIAN ACADEMIC. LIBRARIES. P. C. AZIAGBA AND E. H. UZOEZI. (Received 10, September 2009; Revision Accepted 8, February 2010). ABSTRACT. This survey was undertaken to portray the level of library involvement ...
Towne, Douglas M.; Munro, Allen
A rapid intelligent tutoring development system (RAPIDS) was developed to facilitate the production of interactive, real-time graphical device models for use in instructing the operation and maintenance of complex systems. The tools allowed subject matter experts to produce device models by creating instances of previously defined objects and positioning them in the emerging device model. These simulation authoring functions, as well as those associated with demonstrating procedures and functional effects on the completed model, required no previous programming experience or use of frame-based instructional languages. Three large simulations were developed in RAPIDS, each involving more than a dozen screen-sized sections. Seven small, single-view applications were developed to explore the range of applicability. Three workshops were conducted to train others in the use of the authoring tools. Participants learned to employ the authoring tools in three to four days and were able to produce small working device models on the fifth day.
Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Larsen, Robert [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); O Brien, Mike [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Edmunds, Tom [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)
Insiders represent a formidable threat to nuclear facilities. This set of workshop materials covers methodologies to analyze and approaches to mitigate the threat of an insider attempting abrupt and protracted theft of nuclear materials. This particular set of materials is a n update of a January 2008 version to add increased emphasis on Material Control and Accounting and its role with respect to protracted insider nuclear material theft scenarios.
Tackney, Charles T.; Strömgren, Ole; Sato, Toyoko
of an undergraduate business school education. This paper presents case analysis of the research-oriented participatory education curriculum developed at Copenhagen Business School because it appears uniquely suited, by a curious mix of Danish education tradition and deliberate innovation, to offer an educational......While the knowledge management literature has addressed the explicit and tacit skills needed for successful performance in the modern enterprise, little attention has been paid to date in this particular literature as to how these wide-ranging skills may be suitably acquired during the course...... experience more empowering of essential tacit knowledge skills than that found in educational institutions in other national settings. We specify the program forms and procedures for consensus-based governance and group work (as benchmarks) that demonstrably instruct undergraduates in the tacit skill...
Skills training workshops as a viable strategy for improving smallholder and cooperative agribusiness management: A case study of Vhembe District, Limpopo Province, South Africa. ... South African Journal of Agricultural Extension ... Empirical evidence from this study shows that six months after attending the workshops, ...
Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun
In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.
McCue, J D; Sachs, C L
We describe the effectiveness of a stress management workshop designed for physicians. Of the 64 medicine, pediatrics, and medicine-pediatrics residents who agreed to participate in the workshop, the 43 who could be freed from clinical responsibilities constituted the intervention group; the 21 residents who could not be freed from clinical responsibilities were asked to be the nonintervention group. The ESSI Stress Systems Instrument and Maslach Burnout Inventory were administered to control subjects and workshop participants 2 weeks before and 6 weeks after the workshop. The half-day workshops taught management of the stresses of medical practice through: (1) learning and practicing interpersonal skills that increase the availability of social support; (2) prioritization of personal, work, and educational demands; (3) techniques to increase stamina and attend to self-care needs; (4) recognition and avoidance of maladaptive responses; and (5) positive outlook skills. Overall, the ESSI Stress Systems Instrument test scores for the workshop participants improved (+1.27), while the nonintervention group's mean scores declined (-0.65). All 21 individual ESSI Stress Systems Instrument scale items improved for the workshop, compared with eight of 21 items for the nonintervention group. The workshop group improved in the Maslach Burnout Inventory emotional exhaustion scale and deteriorated less than the nonintervention group in the depersonalization scale. We conclude that a modest, inexpensive stress management workshop was received positively, and can lead to significant short-term improvement in stress and burnout test scores for medicine and pediatrics residents.
Full Text Available Justine A Nasr,1,2 John Falatko,1 Alexandra Halalau1,2 1Internal Medicine Department, Beaumont Hospital, Royal Oak, MI, USA; 2Internal Medicine Department, Oakland University William Beaumont School of Medicine, Rochester, MI, USA Objective: To assess the impact of four evidence based medicine (EBM critical appraisal education workshops in improving residents’ EBM knowledge and skills. Methods: The eligible participants in the workshops were 88 residents-in-training, postgraduate years one through four, rotating through the outpatient internal medicine clinic. Four EBM workshops, consisting of 3 days each (30 minutes daily, were taught by our faculty. Topics covered included critical appraisal of randomized controlled trials, case-control and cohort studies, diagnosis studies, and systematic reviews. Results: As a program evaluation, anonymous pre-workshop and post-workshop tests were administered. Each of the four sets of tests showed improvement in scores: therapy from 58% to 77% (42% response rate, harm from 65% to 73% (38% response rate, diagnosis from 49% to 68% (49% response rate, and systematic review from 57% to 72% (30% response rate. Conclusion: We found that teaching EBM in four short workshops improved EBM knowledge and critical appraisal skills related to the four topics. Keywords: evidence based medicine, medical education, assessment methods, graduate, instructional design, curriculum development, curriculum evaluation
Bitran, Marcela; Zúñiga, Denisse; Flotts, Paulina; Padilla, Oslando; Moreno, Rodrigo
Despite being among the best academically prepared of the country, many medical students have difficulties to communicate in writing. In 2005, the School of Medicine at the Pontificia Universidad Católica de Chile introduced a writing workshop in the undergraduate curriculum, to enhance the students' writing skills. To describe the workshop and its impact on the writing skills of 3 cohorts of students. This 30-h workshop used a participative methodology with emphasis on deliberate practice and feedback. Students worked in small groups with a faculty member specially trained in writing. The qualities of the essays written before and after the workshop were compared. Essays were rated by a professional team that used an analytic rubric to measure formal aspects of text writing as well as more complex thinking processes. There was a significant improvement in the quality of the texts written after the workshop; the main changes occurred in argumentation, and in paragraph and text structure. This improvement was inversely proportional to the initial level of performance, and independent of gender. A writing workshop based on deliberate practice and personalized feedback is effective to enhance the writing proficiency of medical students. Due to its design, this workshop could be useful for students of other careers and universities.
Aalaa, Maryam; Sanjari, Mahnaz; Shahbazi, Samimeh; Shayeganmehr, Zahra; Abooeirad, Maryam; Amini, Mohammad Reza; Adibi, Hossien; Mehrdad, Neda
Diabetes mellitus as one of the most common metabolic disorders has some complications, one of the main ones is diabetic foot (DF). Appropriate care and education prevents 85% of diabetic foot amputations. An ideal management to prevent and treat diabetic foot necessitates a close collaboration between the health team members and the diabetic patient. Therefore, improving nurses' knowledge about DF care and advancement in the quality of care provided by the nurses could significantly improve diabetic foot prevention and management. Therefore, the aim of DF workshop was to improve technical and educational skills of the nurses to prevent and manage diabetic foot. Considering the vital role of the nurses in providing DF care, EMRI decided to conduct Diabetic foot workshop for them. The following five steps were designed for the 14 coordinating sessions in the workshop: Goals definition, deciding about attendees, location selection, creating agenda, and developing a follow-up plan. "Diabetic Foot Workshop for Nurses" provides appropriate training to DF nurses at the national level; and combining theory and practice in this workshop not only increases nurses' knowledge, but also improves their skills in the field of the diabetic foot. Providing education and care to patients by DF nurse specialists instead of general nurses could be an important output of this workshop, which may lead to DF prevention and amputation decrease in the long term.
Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.
Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the…
Ballinger, Ronda; Gee, Mary Kay
This guide, which integrates adult basic education (ABE) curriculum, job skills for Abbott Laboratories, and work-related foundation skills, is designed for an instructional program in the skill areas of reading, writing, oral communications, mathematics, and problem solving. In addition to creating a uniform process and product to promote…
Robinson, Lisa; Feng, Jay
Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results…
Otumfuor, Beryl Ann; Carr, Martha
Spatial skills have been linked to better performance in mathematics. The purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction. Fifty-six middle school teachers participated in the study. The teachers were administered spatial measures of mental rotations and spatial visualization. Next, a single geometry class was videotaped. Correlational analyses revealed that spatial skills significantly correlate with teacher's use of representational gestures and content and pedagogical knowledge during instruction of geometry. Spatial skills did not independently correlate with the use of pointing gestures or the use of pictorial representations. However, an interaction term between spatial skills and content and pedagogical knowledge did correlate significantly with the use of pictorial representations. Teacher experience as measured by the number of years of teaching and highest degree did not appear to affect the relationships among the variables with the exception of the relationship between spatial skills and teacher content and pedagogical knowledge. Teachers with better spatial skills are also likely to use representational gestures and to show better content and pedagogical knowledge during instruction. Spatial skills predict pictorial representation use only as a function of content and pedagogical knowledge. © 2017 The British Psychological Society.
Van Devender, Evelyn M.
Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)
Nyoman Mantra Ida Bagus
Full Text Available This present research was conducted to improve the EFL learners’ speaking skill through the implementation of Folktales Based Instruction. Consequently this study was intended to explore the valuable usefulness of folktales based instruction implemented intensively in EFL classroom. The subject of the present study consisted of 30 EFL adult learners. The study was conducted in two consecutive cycles in which two learning sessions were carried out for each cycle. The t ea ching ses sions were s t rongly focused on the learners’ active engagement in various communicative classroom activities to ensure that the learners gain higher level of speaking ability. The research result showed that the learners’ speaking skill improved significantly in the second cycle compared to the first cycle. The questionnaire result also showed that the learners strongly enjoyed learning speaking through the integration of folktales based instruction.Therefore it is recommended that teachers should consider utilizing folktales based instruction in teaching speaking skill.
Physics students graduate with a huge array of transferrable skills, which are extremely useful to employers (particularly in the private sector, which is the largest employment base of physicists at all degree levels). However, the key to successfully connecting with these opportunities lies in how well graduates are able to communicate their skills and abilities to potential employers. The ability to communicate effectively is a key professional skill that serves scientists in many contexts, including interviewing for jobs, applying for grants, or speaking with law and policy makers. In this interactive workshop, Crystal Bailey (Careers Program Manager at APS) and Gregory Mack (Government Relations Specialist at APS) will lead activities to help attendees achieve their goals through better communication. Topics will include writing an effective resume, interviewing for jobs, and communicating to different audiences including Congress, among others. Light refreshments will be served.
Phillips, Karen E. S.; Grose-Fifer, Jilliam
In this study, the authors describe a Performance Enhanced Interactive Learning (PEIL) workshop model as a supplement for organic chemistry instruction. This workshop model differs from many others in that it includes public presentations by students and other whole-class-discussion components that have not been thoroughly investigated in the…
Guenzel, Pamela J.; And Others
The fourth article in a four-part series on instructional design discusses evaluation of a psychomotor skills unit taught in preclinical dental education. Issues examined include piloting of instructional materials, analysis and revision of materials based on student performance, syllabus design and content, influence of faculty characteristics,…
Langkudi, H. H.
Chemistry course are considered a difficult lesson for students as evidenced by low learning outcomes on daily tests, mid-semester tests as well as final semester tests. This research intended to investigate the effect of instructional model, thinking skill and the interaction of these variables on students’ achievement in chemistry. Experimental method was applying used 2 x 2 factorial design. The results showed that the use of instructional model with thinking skill influences student’s learning outcomes, so that the chemistry teacher is recommended to pay attention to the learning model, and adjusted to the student’s skill thinking on the chemistry material being taught. The conclusion of this research is that discovery model is suitable for students who have formal thinking skill and conventional model is fit for the students that have concrete thinking skill.
Nyoman Mantra Ida Bagus; Maba Wayan
This present research was conducted to improve the EFL learners’ speaking skill through the implementation of Folktales Based Instruction. Consequently this study was intended to explore the valuable usefulness of folktales based instruction implemented intensively in EFL classroom. The subject of the present study consisted of 30 EFL adult learners. The study was conducted in two consecutive cycles in which two learning sessions were carried out for each cycle. The t ea ching ses sions were ...
Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Keyes, Starr
The cultural disconnect between black males and the school environment has been correlated with poor academic achievement and high discipline rates for Black males. Instructional strategies that draw upon the learner?s cultural background hold promise as one means for intervention. This paper addresses the social skills needs of black adolescent…
This study investigated the effectiveness and impact of library instruction (GST 111 – the use of library) course on library literacy skills of first year undergraduate students. The study adopted the descriptive survey research method and questionnaire was used as the research instrument. First year undergraduate students of ...
Shaffer, Barbara A.
Graduate students are a significant segment in online instruction programs, yet little is known about how well they learn the necessary library research skills in this increasingly popular mode of distance learning. This pre- and posttest study and citation analysis examined learning and confidence among students in graduate education programs,…
Remigio, Krisette B.; Yangco, Rosanelia T.; Espinosa, Allen A.
The study examined the reasoning skills of first year high school students after learning general science concepts through analogies. Two intact heterogeneous sections were randomly assigned to Analogy-Enhanced Instruction (AEI) group and Non Analogy-Enhanced (NAEI) group. Various analogies were incorporated in the lessons of the AEI group for…
Special Olympics, Inc., Washington, DC.
One of seven booklets on Special Olympics Sports Skills Instructional Programs, this guide presents teaching suggestions for ice skating coaches working with mentally retarded persons. An overview section introduces the sport and considers ideas for effective teaching. Goals, objectives, and benefits are considered along with information on…
McKenzie, Carly T
This study investigated dental students' attitudes towards communication skills instruction and clinical application and explored the impact of a one-semester course and year in school on students' attitudes, measured by the Communication Skills Attitude Scale. Demographic characteristics and self-assessment of communication skills were also analyzed. The study employed a pretest-posttest survey design combined with cross-sectional data. Participants were first- and fourth-year students at a U.S. dental school. Out of a possible 120 students, 106 (fifty-seven D1 and forty-nine D4) participated in the pretest, an 88 percent response rate; out of a possible 121 students, 115 (fifty-seven D1 and fifty-eight D4) participated in the posttest, a 95 percent response rate. In the results, D4 students consistently demonstrated less positive attitudes towards communication skills instruction and more negative attitudes regarding the importance of interpersonal skills in clinical encounters than did their D1 counterparts. A single communications course had no discernible effect on attitudes or self-assessments for either cohort. Females reported more positive attitudes towards clinical application of interpersonal skills than did males. Gender significantly interacted with two demographic variables: primary language and parent as health care professional. Female children of health care professionals reported poorer attitudes towards clinical communication skills training and application than did their male counterparts. Generally, parental occupation in health care moderated the decrease in positive attitudes over time towards clinical usefulness of communication skills. The D4 students rated their communication skills higher than did the D1 students. Students who demonstrated more positive attitudes towards communication skills training and application were more likely to say their own skills needed improvement.
Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred
This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (. N=. 183) were exposed to one of four conditions: critical thinking instruction, critical thinking instruction with self-explanation
Knight, G. William; And Others
The first step in engineering the instruction of dental psychomotor skills, task analysis, is explained. A chart details the procedural, cognitive, desired-criteria, and desired-performance analysis of a single task, occlusal preparation for amalgam restoration with carious lesion. (MSE)
Guenzel, Pamela J.; And Others
In the third of a series of articles on teaching psychomotor skills in dental education, the design of instructional materials is discussed. Steps include identifying appropriate teaching strategies for the tasks; organizing and sequencing subskills; identifying and collecting common errors; and drafting learning exercises for each subskill. (MSE)
Shachak, Aviv; Ophir, Ron; Rubin, Eitan
The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of…
The author cuts through the pressurized, strategy-overloaded, fluency-crazed atmosphere surrounding reading instruction to lay out the reading and writing workshop practices that are most effective in developing readers in the primary grades. She shares the daily how-tos needed to sustain a literacy block that engages children in authentic reading…
Tillotson, Kenyon; Osborn, Debra
What is the best way to teach someone how to write an effective resume? A workshop format was used to teach college students the skills needed to write a successful resume. Archival data consisting of student resumes and rubric score sheets were used to determine the effectiveness of a resume-writing workshop by using a pre-post design evaluating…
Dawn, Stefani; Dominguez, Karen D; Troutman, William G; Bond, Rucha; Cone, Catherine
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.
Kassem, Cherrie L.
Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The…
Um, Irene S; Krass, Ines; Armour, Carol; Gill, Timothy; Chaar, Betty B
Objective. To develop, implement, and evaluate a competency-based weight management skills workshop for undergraduate pharmacy students in an Australian university. Design. A 3-hour workshop titled "Weight Management in Pharmacy" was implemented with a cohort of fourth-year undergraduate pharmacy students (n=180). Learning activities used included case-based learning, hands-on experience, role-play, and group discussion. Assessment. A 22-item attitudinal survey instrument and the validated Obesity Risk Knowledge (ORK-10) scale were administered at baseline and postworkshop to evaluate the impact of this educational workshop. There was significant improvement in the students' ORK scores and students' perceived level of self-confidence in performing weight management skills. Conclusion. An educational workshop designed to enhance professional competencies in weight management ensured graduates were "service-ready" and had the appropriate knowledge, skills, and attributes to deliver patient-centered pharmacy-based weight management services.
Krass, Ines; Armour, Carol; Gill, Timothy; Chaar, Betty B.
Objective. To develop, implement, and evaluate a competency-based weight management skills workshop for undergraduate pharmacy students in an Australian university. Design. A 3-hour workshop titled “Weight Management in Pharmacy” was implemented with a cohort of fourth-year undergraduate pharmacy students (n=180). Learning activities used included case-based learning, hands-on experience, role-play, and group discussion. Assessment. A 22-item attitudinal survey instrument and the validated Obesity Risk Knowledge (ORK-10) scale were administered at baseline and postworkshop to evaluate the impact of this educational workshop. There was significant improvement in the students’ ORK scores and students’ perceived level of self-confidence in performing weight management skills. Conclusion. An educational workshop designed to enhance professional competencies in weight management ensured graduates were “service-ready” and had the appropriate knowledge, skills, and attributes to deliver patient-centered pharmacy-based weight management services. PMID:27293236
Yousefichaijan, Parsa; Jafari, Farshad; Kahbazi, Manijeh; Rafiei, Mohammad; Pakniyat, AbdolGhader
Clinical reasoning process leads clinician to get purposeful steps from signs and symptoms toward diagnosis and treatment. This research intends to investigate the effect of teaching clinical reasoning on problem-solving skills of medical students. This research is a semi-experimental study. Nineteen Medical student of the pediatric ward as case group participated in a two-day workshop for training clinical reasoning. Before the workshop, they filled out Diagnostic Thinking Inventory (DTI) questionnaires. Fifteen days after the workshop the DTI questionnaire completed and "key feature" (KF) test and "clinical reasoning problem" (CRP) test was held. 23 Medical student as the control group, without passing the clinical reasoning workshop DTI questionnaire completed, and KF test and CRP test was held. The average score of the DTI questionnaire in the control group was 162.04 and in the case group before the workshop was 153.26 and after the workshop was 181.68. Compare the average score of the DTI questionnaire before and after the workshop there is a significant difference. The difference between average KF test scores in the control and the case group was not significant but between average CRP test scores was significant. Clinical reasoning workshop is effectiveness in promoting problem-solving skills of students.
Grugnetti, Anna Maria; Bagnasco, Annamaria; Rosa, Francesca; Sasso, Loredana
Mathematical and calculation skills are widely acknowledged as being key nursing competences if patients are to receive care that is both effective and safe. Indeed, weaknesses in mathematical competence may lead to the administration of miscalculated drug doses, which in turn may harm or endanger patients' lives. However, little attention has been given to identifying appropriate teaching and learning strategies that will effectively facilitate the development of these skills in nurses. One such approach may be simulation. To evaluate the effectiveness of a Clinical Skills Workshop on drug administration that focused on improving the drug-dosage calculation skills of second-year nursing students, with a view to promoting safety in drugs administration. A descriptive pre-post test design. Educational. Simulation center. The sample population included 77 nursing students from a Northern Italian University who attended a 30-hour Clinical Skills Workshop over a period of two weeks. The workshop covered integrated teaching strategies and innovative drug-calculation methodologies which have been described to improve psychomotor skills and build cognitive abilities through a greater understanding of mathematics linked to clinical practice. Study results showed a significant improvement between the pre- and the post-test phases, after the intervention. Pre-test scores ranged between 0 and 25 out of a maximum of 30 points, with a mean score of 15.96 (SD 4.85), and a median score of 17. Post-test scores ranged between 15 and 30 out of 30, with a mean score of 25.2 (SD 3.63) and a median score of 26 (pstudy shows that Clinical Skills Workshops may be tailored to include teaching techniques that encourage the development of drug-dosage calculation skills, and that training strategies implemented during a Clinical skills Workshop can enhance students' comprehension of mathematical calculations. Copyright © 2013 Elsevier Ltd. All rights reserved.
Davis, Lindsay E
To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training. A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills. Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value. A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.
Cummings, Therese M.; Higgins, Kyle; Pierce, Tom; Miller, Susan; Boone, Randall; Tandy, Richard
This study explored the use of multimedia, student-generated social skills lessons coupled with teacher facilitation to improve the social skills of middle-school students with emotional disabilities. The effects of teacher-led social skills instruction and the combination of teacher-led and multimedia student-generated social skills instruction…
Simonsen, Brandi; Myers, Diane; Everett, Susannah; Sugai, George; Spencer, Rebecca; LaBreck, Chris
Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide as part of a comprehensive intervention approach. This article presents a seven-step action…
Whinnery, Stacie B.; Whinnery, Keith W.; Eddins, Daisy
This article addresses the challenges educators face when attempting to find a balance between both functional and academic skill instruction for students with severe, multiple disabilities including motor impairments. The authors describe a strategy that employs embedded instruction of early numeracy and functional motor skills during physical…
Over the past five years, business and education groups have issued a series of reports indicating that the skill demands of work are rising, due to rapid technological change and increasing global competition. Researchers have begun to study changing workplace skill demands. Some economists have found that technological change is…
Gauvreau, Sarah; Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela
While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking,…
Khalid U Al-Umran
Full Text Available Background: The teaching of communication skills is gaining increasing attention. However, the opportunities for faculty development are limited. This study highlights an attempt by the Medical Education Unit, King Fahd Hospital of the University, Al-Khobar, to raise the awareness of faculty to this vital area by organizing a one-day workshop. Method: A one-day workshop was organized to improve the awareness of the participants to the role of communication skills such as doctor-patient interaction, breaking bad news, counseling and conflict management. In all, 168 participants consisting of faculty members, interns and students, both male and female participated. The sessions included interactive lectures, video demonstrations and role play. Results: The feedback from the participants indicated that the objectives of the workshop were largely realized. The presentations by speakers were of high quality. However, the participants wanted more small group activities and video-demonstrations that were relevant to the local environment. Conclusion: By and large, the one-day workshop was found to be a practical model for an initial attempt to raise awareness. Further work is needed to organize more intensive workshops on specific issues related to communication skills.
Ngaewkoodrua, Nophakun; Yuenyong, Chokchai
To improve science teachers to develop the STS lesson plans for enhancing the students' inventive thinking skills, the workshop of improving science teachers to develop the STS lesson plans for enhancing the Inventive thinking skills were organized. The paper aimed to clarify what teachers learn from the workshop. The goal of the activity of the workshop aimed to: 1) improve participants a better understanding of the relationship between the Inquiry based learning with STS approach, 2) understand the meaning and importance of the STS approach and identify the various stages of Yuenyong (2006) STS learning process, 3) discuss what they learned from the examples of Yuenyong (2006) lesson plan, 4) develop some activities for each stage of Yuenyong (2006) STS approach, and 5) ideas of providing STS approach activities for enhancing inventive thinking skills. Participants included 3 science teachers who work in Khon Kaen, Thailand. Methodology regarded interpretive paradigm. Teachers' learning about pedagogy of enhancing the students' inventive thinking skills will be interpreted through participant observation, teachers' tasks, and interview. The finding revealed that all participants could demonstrate their ideas how to generate the STS lesson plans as a way of enhancing inventive thinking skills. Teachers could mention some element of inventive thinking skills which could be generated on their STS learning activities.
Olaitan, Olawale O.; Ikeh, Joshua O.
The study focused on identifying the employability and technical skills needed to establish small-scale automobile workshop in Nsukka Urban of Enugu State. Five purposes of the study were stated to guide the study. Five research questions were stated and answered in line with the purpose of the study. The population for the study is 1,500…
Describes "Theatre Sports," a type of improvisational theater that actively involves the audience. Presents a beginning workshop that explains the basic skills of improvisation (group cohesion and trust, movement, pantomime, spontaneity, offers and blocking, characterization and status, narrative, and endowment) and explains how to play…
Hommes, Mark A.; Van der Molen, Henk T.
This article describes a study on the effects of a self-instruction training programme in communication skills for psychology students at the Open University of the Netherlands in comparison to a fully supervised training. We expected both training programmes to increase students' knowledge and skills, as well as their self-efficacy and motivation…
The author discusses the need for severely handicapped students to acquire basic home living skills, reviews task analysis principles, and provides sample instructional programs. Listed are basic grooming, dressing, domestic maintenance, and cooking skills. A sample task analysis procedure is demonstrated for the skill of brushing teeth. Reported…
Factors influencing effective learning in instructional skill training for vocational instructors : learning for change : a case of Training Institute for Technical Instruction (TITI), Bhaktapur, Nepal
This study was based on Instructional Skills (IS) training module which was imparted by Training Institute for Technical Instruction (TITI) Nepal to improve the performance of vocational instructors. Instructional skill training is a three months training course split in to three modules; each
Koenig, Judith Anderson
The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century…
Lonigan, Christopher J; Allan, Nicholas P; Lerner, Matthew D
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.
Steele, Marcee M.
This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.
Knol, M.H.; in 't Veld, R.; Vorst, H.C.M.; van Driel, J.H.; Mellenbergh, G.J.
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
Singer, Robert N.
The effectiveness of guided and nonguided instructional strategies for teaching psychomotor skills is reviewed from the perspectives of learning theories, psychomotor research, transfer of learning, and the function and desirability of making errors in the learning process. (EVH)
Knecht-Sabres, Lisa Jean; Egan, Brad E.; Wallingford, Minetta S.; Kovic, Mark
The purpose of this study was to investigate the effectiveness of an intentional blending of instructional strategies in an occupational therapy (OT) entry-level master's course. The OT Adult Practice course uses case-based instructional strategies, clinical skills labs, and standardized patient experiences in a dovetailed approach across three…
McDaniel, Larry W.
"Withitness skills" developed by Kounin in the 1970's have been emphasized as an important classroom tool for student management and instruction. (Kounin, 1970) "Withit" instructors develop the ability to know what is going on in the classroom. Improving awareness in the classroom may reduce misbehavior and improve instruction.…
Chang, Wan-Chen; Ku, Yu-Min
The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills…
Gunn, Barbara; Vadasy, Patricia; Smolkowski, Keith
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…
Martin, Sarah J.; Reed, Philip A.
This study examined high school marketing education teachers' knowledge of workplace readiness skills and whether that knowledge had an impact on student workplace readiness skill achievement. Further, this study examined the usage of Virginia's 13 Workplace Readiness Skills curriculum and identified the teaching methods and instructional…
Stanley, Caleb R; Belisle, Jordan; Dixon, Mark R
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.
McCarthy, D.; Follette, K.
The quality of science teaching for all ages is degraded by our students' gross lack of skills in elementary arithmetic and their unwillingness to think, and to express themselves, numerically. Out of frustration educators, and science communicators, often choose to avoid these problems, thereby reinforcing the belief that math is only needed in “math class” and preventing students from maturing into capable, well informed citizens. In this sense we teach students a pseudo science, not its real nature, beauty, and value. This workshop encourages and equips educators to immerse students in numerical thinking throughout a science course. The workshop begins by identifying common deficiencies in skills and attitudes among non-science collegians (freshman-senior) enrolled in General Education astronomy courses. The bulk of the workshop engages participants in well-tested techniques (e.g., presentation methods, curriculum, activities, mentoring approaches, etc.) for improving students' arithmetic skills, increasing their confidence, and improving their abilities in numerical expression. These techniques are grounded in 25+ years of experience in college classrooms and pre-college informal education. They are suited for use in classrooms (K-12 and college), informal venues, and science communication in general and could be applied across the standard school curriculum.
Carroll, Regina A.; Joachim, Brad T.; St. Peter, Claire C.; Robinson, Nicole
Previous research supports the use of a variety of error-correction procedures to facilitate skill acquisition during discrete-trial instruction. We used an adapted alternating treatments design to compare the effects of 4 commonly used error-correction procedures on skill acquisition for 2 children with attention deficit hyperactivity disorder…
This study aimed to discover what study skills are most useful for middle school students, as well as strategies for integrating study skills instruction into the four main content area classrooms (English, math, science, and social studies) at the middle school level. Twenty-nine in-service middle school teachers participated in the study by…
Fifty instructional modules designed to improve newspaper reading skills were field tested in this study. During a 50-day period, modules were used by Wilkes County, Georgia teachers as they saw fit in seventh, eighth, and ninth grade classes primarily for 338 students with poor reading skills. In summary, the effectiveness of the instructional…
Niu, Lian; Behar-Horenstein, Linda S.; Garvan, Cyndi W.
Promoting students' critical thinking skills is an important task of higher education. Colleges and universities have designed various instructional interventions to enhance students' critical thinking skills. Empirical studies have yielded inconsistent results in terms of the effects of such interventions. This meta-analysis presents a synthesis…
Erickson, Jeanne M; Blackhall, Leslie; Brashers, Valentina; Varhegyi, Nikole
Interprofessional care is critical for patients at the end of life (EOL), but programs to teach communication skills to medical and nursing students are rare. The aims of this study were to determine whether an interprofessional workshop improves (1) student attitudes toward teamwork and (2) self-efficacy for communicating in difficult situations. Nursing and medical students attended a workshop with collaborative role play of an EOL conversation. Before the workshop, students showed different attitudes toward teamwork and collaboration and varying levels of confidence about communication skills. After the workshop, both groups reported more positive attitudes toward teamwork but a mixed picture of confidence in communication. Experiential interprofessional education workshops enhance perceptions about the benefits of teamwork, but further teaching and evaluation methods are needed to maximize the effectiveness. © The Author(s) 2014.
Connolly, Michael; Thomas, Joanne M; Orford, Julie A; Schofield, Nicola; Whiteside, Sigrid; Morris, Julie; Heaven, Cathy
The "SAGE & THYME Foundation Level Workshop" delivers evidence-based communication skills training to 30 health care workers in 3 hours. It teaches a structured approach (the SAGE & THYME model) to discuss patient/carer concerns. The aim of this study was to determine whether the workshop had a positive outcome on factors that influence communication skills. The study had a pragmatic, mixed methods design. Workshops were run in an acute hospital. One hundred seventy health care workers completed questionnaires pre- and post-workshop; 141 were sent follow-up questionnaires at 2 weeks and 2 months; and 9 were filmed talking to a simulated patient pre- and post-workshop. From pre- to post-workshop, there was a significant increase in knowledge (p communication skills knowledge, self-efficacy, and outcome expectancy of hospital health care workers who are predominantly white, female, nursing, or nonclinical staff. This suggests that the workshop may have a positive impact on some factors influencing communication skills in this group. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.
Nosik, Melissa R.; Williams, W. Larry; Garrido, Natalia; Lee, Sarah
In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following…
Full Text Available This study investigated the effect of instructional method s and students’ cognitive styles toward speaking skill. It was an experimental research using a two -factor ANOVA at 0.05 and 0.01 significance level. Because an interaction between the variables involved was found, the analysis was then continued by Tuckey Test. The data was collected using oral test rating cale and a cognitive style questionnaire. The findings showed the following points: (1 the speaking skill of the students taught by CLL (Cooperative Language Learning was higher than the students taught by TBL(Task-Based Language Learning; (2 the speaking skill of FD (Field Dependent students was higher than FI (Field Independent students; (3 there was an interaction between instructional methods and cognitive style to speaking skill; (4 the speaking skill of the students taught by CLL was higher than the students taught by TBL in the group of FD students; (5 there was no significant difference of the speaking skill of the students taught by CLL and the students taught by TBL in the group of FI students. The findings above led to a conclusion that generally CLL was more effective than TBL in teaching speaking skill. Moreover, besides instructional methods, cognitive style also gives a significant effect to students’ speaking skill
Gibbs-Harper, Nzinga A.
The purpose of this research study was to determine if a relationship exists between teachers' perceptions of principals' instructional leadership behaviors and middle school teacher job satisfaction. Additionally, this study sought to assess whether principal's instructional leadership skills were predictors of middle school teachers' satisfaction with work itself. This study drew from 13 middle schools in an urban Mississippi school district. Participants included teachers who taught science. Each teacher was given the Principal Instructional Management Rating Scale (PIMRS; Hallinger, 2011) and the Teacher Job Satisfaction Questionnaire (TJSQ; Lester, 1987) to answer the research questions. The study was guided by two research questions: (a) Is there a relationship between the independent variables Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program and the dependent variable Work Itself?; (b) Are Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program predictors of Work Itself? The Pearson's correlation and multiple regression analysis were utilized to examine the relationship between the three dimensions of principals' instructional leadership and teacher satisfaction with work itself. The data revealed that there was a strong, positive correlation between all three dimensions of principals' instructional leadership and teacher satisfaction with work itself. However, the multiple regression analysis determined that teachers' perceptions of principals' instructional management skills is a slight predictor of Defining the School's Mission only.
Abu Kasim, N H; Abu Kassim, N L; Razak, A A A; Abdullah, H; Bindal, P; Che' Abdul Aziz, Z A; Sulaiman, E; Farook, M S; Gonzalez, M A G; Thong, Y L; Ahmad, N A; Naimie, Z; Abdullah, M; Lui, J L; Abdul Aziz, A
Training dentists today is challenging as they are expected to provide a wide range of dental care. In the provision of good dental care, soft skills are equally important as clinical skills. Therefore in dental education the development of soft skills are of prime concern. This study sought to identify the development of soft skills when dental students are paired in their clinical training. In this perception study, four open-ended items were used to elicit students' feedback on the appropriateness of using clinical pairing as an instructional strategy to promote soft skills. The most frequently cited soft skills were teamwork (70%) and communication (25%) skills. However, both negative and positive behaviours were reported. As for critical thinking and problem solving skills, more positive behaviours were reported for abilities such as to explain, analyze, find ideas and alternative solutions, and make decisions. Leadership among peers was not evident as leading without legitimate authority could be a hindrance to its development. If clinical pairing is to be used as an effective instructional strategy to promote soft skills amongst students, clear guidelines need to be developed to prepare students to work in a dental team and the use of appropriate assessment tools can facilitate the development of these soft skills. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Full Text Available The experimental and control groups were composed of 30 sophomores majoring in Classroom Teaching for this study investigating the effects of computer-assisted instruction of simple circuits on the development of experimental process skills. The instruction includes experiments and studies about simple circuits and its elements (serial, parallel, and mixed conncetions of resistors covered in Science and Technology Laboratory II course curriculum. In this study where quantitative and qualitative methods were used together, the control list developed by the researchers was used to collect data. Results showed that experimental process skills of sophomores in experimental group were more developed than that of those in control group. Thus, it can be said that computer-assisted instruction has a positive impact on the development of experimental process skills of students.
Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with peers and in facilitation by the instructor. A student-centered active learning approach may be an effective way to enhance student understanding of concepts in the laboratory. The dissertation research work explores the impact of laboratory instruction and its relevance for college-level chemistry. Each chapter is different from the preceding chapter in terms of the purpose of the study and the research questions asked. However, the overarching idea is to address the importance of guided-inquiry based laboratory instruction in chemistry and its relevance in helping students to make connections with the chemistry content and in imparting skills to students. Such skills include problem solving, collaborative group work and critical thinking. The first research study (Chapter 2) concerns the impact of first year co-requisite general chemistry laboratory instruction on the problem-solving skills of students. The second research study (Chapter 3) examines the impact of implementing student roles also known as Student-Led Instructor Facilitated Guided-Inquiry based Laboratories, SLIFGIL) by modifying the Science Writing Heuristic approach of laboratory instruction. In the third research study (Chapter 4), critical thinking skills of first semester general chemistry laboratory students were compared to advanced (third or fourth year) chemistry laboratory students based on the analysis of their laboratory reports.
Students need to be equipped with the 21st century skills/capabilities to ensure their competitiveness in the knowledge era. So, it is imperative that education at school should be changed in order to fulfill the need. However, there is not any specified approach on how to educate young students for the 21st century capabilities. Regardless the impediment for ts exist, we need to construct an innovative instruction that can develop the students' 21st century skills by incorporating the skills needed, based on contemporary theory of learning, necessary context of learning and appropriate assessment in a chemistry subject matter. This paper discuss the feasible skills to be promoted through chemistry course. Those skills/capabilities are scientific literacy, higher order thinking, communicationand collaboration and curiosity. The promoted are called the 21st century scientific literacy skills in which it emphasis on scientific literacy and embedded the other 21st century skills into the innovative chemistry instruction. The elements involve in the instruction such as inquiry and constructivist approach, nature of science, contemporary/socioscientific issues, critical thinking (higher order thinking).
Safari, Yahya; Meskini, Habibeh
Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students' problem solving skills. The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA. The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (pproblem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (pproblem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students.
Laube, Douglas W.; And Others
An effective evaluation of the acutely ill female implies a thorough examination that integrates skills representing three learning domains. This process should include: a thorough medical history, a physical examination, good patient-physician rapport, and development of an efficacious management plan. A University of Iowa simulation approach is…
Safari, Yahya; Meskini, Habibeh
Background: Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students? problem solving skills. Methods: The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. T...
Dean, David Worth, Jr.
Despite its support and adoption by most major scientific and educational organizations, some researchers have questioned whether inquiry learning is indeed the best method for acquiring the skills of inquiry. Klahr and colleagues have investigated the development of the control of variables strategy, or controlled comparison (CC), and claim that a brief session of direct instruction, characterized by explicit training of CC, as opposed to allowing children to discover CC through inquiry learning, is sufficient for acquisition, maintenance, and transfer of this core aspect of inquiry. Kuhn and colleagues, however, argue that direct instruction may be insufficient for development of the metastrategic level of understanding necessary to adequately maintain and transfer inquiry skills. In the present study, I attempt to identify the intervention most effective in supporting acquisition, maintenance, and transfer of these skills. Three groups of students received either a direct instruction session followed by standard classroom instruction (DI-only), an introductory session (without direct instruction) followed by practice sessions only (PR-only), or a direct instruction session followed by practice sessions (DI+PR). Practice sessions involved the use of a computer-based inquiry task requiring students to investigate the effects of five potential causal variables on an outcome. The two practice groups worked with this program during 12 sessions over nine weeks. They worked with structurally identical software programs during five weekly maintenance sessions. During this time, the DI-only group received standard classroom instruction. All groups were assessed on familiar and unfamiliar computer-based inquiry tasks at the conclusion of intervention (immediate assessment) and maintenance sessions (delayed assessment). Students in the two practice groups demonstrated improvement in an integrative measure of inquiry skill (valid intent, valid strategy, valid inference, and
The purpose of this research was to develop an instrument that can be used to measure higher-order thinking skills (HOTS) in mathematics instruction of high school students. This research was conducted using a standard procedure of instrument development, from the development of conceptual definitions, development of operational definitions,…
Enos, Marcella F.
This article summarizes a dissertation study designed to determine the effectiveness of instructional interventions that focus on proofreading and editing skills of first-year college students enrolled in business communication courses. The study used a pretest-posttest quasiexperimental control group design and collected data from 56 participants…
The aim of this study is to investigate the effects of an instructional intervention on enhancement the pre-service science teachers' (PSTs) science process skills (SPSs) and to identify problems in using SPSs through Laboratory Applications in Science Education-I course (LASE-I). One group pretest-posttest pre-experimental design was employed. An…
Johnston, Susan S.; Thompson, Robyn M.
Play is often considered the main occupation of early childhood. Despite the importance of play, young children with disabilities may not achieve the same experiences as their typically developing counterparts. Literature supports the use of specific instructional strategies to promote the acquisition of play skills. In addition to utilizing…
Brandt, Millicent Hume
A music teacher specialist at an elementary school with a typical kindergarten music program implemented a 10-week practicum intervention designed to improve the auditory sequencing skills of kindergarten children through increased instruction in music. Test scores on screening measures indicated the need to improve the children's auditory memory…
Schonrock-Adema, Johanna; Van der Molen, Henk T.; van der Zee, Karen I.
This article describes the effects of self-instruction training (SIT) in microcounseling skills compared to those of a traditional trainer-guided program (TT) in a pretest-posttest comparison group design. A sample of 193 undergraduate psychology students participated in this study: 97 students followed SIT and 96 students followed TT. We used…
Emilio Duran; Daniel Yaussy; Leslie Yaussy
Race to the Future is an exciting and dynamic activity modeled after the reality television show The Amazing Race. It exemplifies how 21st century skills can be incorporated into core subject instruction and at the same time positively enhance student engagement. In this activity, students work quickly and cooperatively with their teammates and use...
Lander, Natalie Jayne; Barnett, Lisa M.; Brown, Helen; Telford, Amanda
The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable.…
Rukavina, Paul B.; Doolittle, Sarah; Li, Weidong; Manson, Mara; Beale, Angela
As part of a larger study, this paper describes teachers' perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth…
Richardson, Arline; Storberg-Walker, Julia
Scully-Russ (2005) described the low-wage labor market issue and the tendency in academic literature to view the problem as "fixing" the skills of low wageworkers. However, the article does not address instructional design issues surrounding low-wage employee training interventions. This manuscript attempts to discover the key factors surrounding…
Mutlu, Yilmaz; Akgün, Levent
The aim of this study is to examine the effects of computer assisted instruction materials on approximate number skills of students with mathematics learning difficulties. The study was carried out with pretest-posttest quasi experimental method with a single subject. The participants of the study consist of a girl and two boys who attend 3rd…
Brill, Jennifer M.
This research investigated peer review as a contemporary instructional pedagogy for fostering the design knowledge, skills, and dispositions of novice Instructional Design and Technology (IDT) professionals. Participants were graduate students enrolled in an introductory instructional design (ID) course. Survey, artifact, and observation data were…
Phillips, Kenneth H.; Aitchison, Randall E.
Investigates the relationship of psychomotor skills instruction on student attitudes in grades 4-6 towards singing and general music instruction. Finds females have more positive attitudes, interest declines as grade-level increases, group vocal instruction may produce more positive attitudes, and a positive relationship between liking to sing in…
Boruff, Jill T; Harrison, Pamela
This scoping review investigates how knowledge and skills are assessed in the information literacy (IL) instruction for students in physical therapy, occupational therapy, or speech-language pathology, regardless of whether the instruction was given by a librarian. The objectives were to discover what assessment measures were used, determine whether these assessment methods were tested for reliability and validity, and provide librarians with guidance on assessment methods to use in their instruction in evidence-based practice contexts. A scoping review methodology was used. A systematic search strategy was run in Ovid MEDLINE and adapted for CINAHL; EMBASE; Education Resources Information Center (ERIC) (EBSCO); Library and Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); and Proquest Theses and Dissertations from 1990 to January 16, 2017. Forty articles were included for data extraction. Three major themes emerged: types of measures used, type and context of librarian involvement, and skills and outcomes described. Thirty-four measures of attitude and thirty-seven measures of performance were identified. Course products were the most commonly used type of performance measure. Librarians were involved in almost half the studies, most frequently as instructor, but also as author or assessor. Information literacy skills such as question formulation and database searching were described in studies that did not involve a librarian. Librarians involved in instructional assessment can use rubrics such as the Valid Assessment of Learning in Undergraduate Education (VALUE) when grading assignments to improve the measurement of knowledge and skills in course-integrated IL instruction. The Adapted Fresno Test could be modified to better suit the real-life application of IL knowledge and skills.
Hermawan, Hermawan; Siahaan, Parsaoran; Suhendi, Endi; Samsudin, Achmad
Multimedia-Based Integrated Instructions (MBI2) has been developed to promote the collaboration skills on reflection concepts turn into more real and meaningful learning. The initial design of MBI2 in the form of a multimedia computer that allows users to explore the concept of the overall reflectance of the light through the conceptual and practical aspects that have been developed. MBI2has been developed to promoteone of the skills that the 21st-century skills to students'junior high school that is collaboration skill in order to compete in the future life. The ability to collaborate is divided into five aspects, namely contributions, time management, problem-solving, working with others and research techniques. Research methods utiliseed in this study is an exploration and instructional development 4D model (define, design, develop and disseminate). Based on data analysis, it can be concluded that the development of integrated multimedia-based instruction (MBI2) on the concept of reflection through the 4D developing model was effectively to enhance collaboration skills of students'junior high school.
Heaven, Cathy; Clegg, Jenny; Maguire, Peter
Recent studies have recognised that the communication skills learned in the training environment are not always transferred back into the clinical setting. This paper reports a study which investigated the potential of clinical supervision in enhancing the transfer process. A randomised controlled trial was conducted involving 61 clinical nurse specialists. All attended a 3-day communication skills training workshop. Twenty-nine were then randomised to 4 weeks of clinical supervision, aimed at facilitating transfer of newly acquired skills into practice. Assessments, using real and simulated patients, were carried out before the course, immediately after the supervision period and 3 months later. Interviews were rated objectively using the Medical Interview Aural Rating Scale (MIARS) to assess nurses' ability to use key skills, respond to patient cues and identify patient concerns. Assessments with simulated patients showed that the training programme was extremely effective in changing competence in all three key areas. However, only those who experienced supervision showed any evidence of transfer. Improvements were found in the supervised groups' use of open questions, negotiation and psychological exploration. Whilst neither group facilitated more disclosure of cues or concerns, those in the experimental group responded more effectively to the cues disclosed, reduced their distancing behaviour and increasing their exploration of cues. The study has shown that whilst training enhances skills, without intervention, it may have little effect on clinical practice. The potential role of clinical supervision as one way of enhancing the clinical effectiveness of communication skills training programmes has been demonstrated. PRACTISE IMPLICATIONS: This study raises questions about the effectiveness of training programmes which do not incorporate a transfer element, and provides evidence to support the need for clinical supervision for clinical nurse specialist.
Full Text Available The present study examined the effects of instructions promoting external versus internal foci of attention on the learning of a tennis forehand stroke in 11-year old children. Three groups of participants practiced hitting tennis balls at a target. External focus group participants were instructed to direct their attention to the movement of the racquet, while participants in the internal focus group were asked to direct their attention to the movements of their arm. Participants in a control group did not receive attentional focus instructions. Two days after the practice phase (60 trials, learning was assessed in retention and transfer tests. The results showed that the external focus group demonstrated greater accuracy in hitting a target relative to the two other groups in retention, and relative to the internal focus group in transfer. We conclude that instructions inducing an external focus of attention can enhance children's sport skill learning.
Walton-Jaggers, L. J.; Johnson, D.; Hayden, L. B.; Hale, S. R.
The Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. In 2010 the standards were designed to be robust and relevant to the real world, reflecting the knowledge and skills that young people need for success in college and careers. In 2013 the Next Generation Science Standards (NGSS) in connection with the CCSS developed revised science standards in performance, prior standards documents listed what students should know or understand, foundations were each performance expectation incorporates all three dimensions from a science or engineering practice, a core disciplinary idea, and a crosscutting concept, and coherence that connects each set of performance expectations lists connections to other ideas within the disciplines of science and engineering. Elizabeth City State University (ECSU) in Elizabeth City, North Carolina has joined with the University of New Hampshire (UNH) in Durham, New Hampshire under the NASA Innovations in Climate Education (NICE) grant to empower faculty of education programs at Minority Serving Institutions (MSIs) to better engage their pre-service teachers in teaching and learning about global climate change through the use of NASA Earth observation sets. Specifically, professors from MSIs received training with Global Positioning Systems (GPS) and GES-DISC Interactive Online Visualization And aNalysis Infrastructure (GIOVANNI) to engage pre-service teachers in facets of climate education. Grambling State University faculty members served as participants of the NICE workshop for 2012 and were encouraged to develop lessons in climate education from information shared at the workshop. A corresponding project that incorporated the CCSS and NGSS at Grambling State University in Grambling, Louisiana was headed by Dr. Loretta Jaggers. This paper documents activities that pre-service students in the GSU Curriculum and
Print-based instructional materials have been more popular than any other medium for teaching practical skills during the delivery of technical and vocational education and training via distance learning. However, the approach has its shortcomings and in recent times alternatives have been sought. The comparative instructional effectiveness of one…
Pena, Guilherme; Altree, Meryl; Field, John; Sainsbury, David; Babidge, Wendy; Hewett, Peter; Maddern, Guy
The best surgeons demonstrate skills beyond those required for the performance of technically competent surgery. These skills are described under the term nontechnical skills. Failure in these domains has been associated with adverse events inside the operating room. These nontechnical skills are not learned commonly in a structured manner during surgery training. The main purpose of this study was to explore the effects of participation in simulation-based training, either as a sole strategy or as part of a combined approach on surgeons and surgical trainees nontechnical skills performance in simulation environment. The study consisted of a single-blinded, prospective comparative trial. Forty participants were enrolled, all participating in 2 simulation sessions challenging nontechnical skills comprising 3 surgical scenarios. Seventeen participants attended a 1-day, nontechnical skills workshop between simulation sessions. Scenarios were video-recorded for assessment and debriefing purposes. Assessment was made by 2 observers using the Non-Technical Skills for Surgeons (NOTSS) scoring system. There was a significant improvement in nontechnical skills performance of both groups from the first to the second simulation session, for 2 of the 3 scenarios. No difference in performance between the simulation and the simulation plus workshop groups was noted. This study provides evidence that formal training in nontechnical skills is feasible and can impact positively participants' nontechnical performance in a simulated environment. The addition of a 1-day didactic workshop does not seem to provide additional benefit over simulation-based training as a sole strategy for nontechnical skills training. Copyright © 2015 Elsevier Inc. All rights reserved.
Full Text Available The Baltic Sea, one of the world’s largest semi-enclosed seas, which, with its very low salinity and quasi-isolation from the big oceans cannot decide whether it is a sea or a large lake. This geologically-unique environment supports an even more surprising and delicate marine ecosystem, where a complex community of fishes, marine mammals and important microscopic organisms creates a magical mosaic of life. Humans have enjoyed the abundance of life in the Baltic Sea for thousands of years, and major Scandinavian and Baltic cities have oriented themselves towards this geo-ecosystem in order to develop and seek ecological, economical and cultural inspiration and wealth. The ‘Mosaic of Life’ workshop aimed at going beyond the obvious in examining the meaning of the Baltic Sea by gathering together a selection of young, creative minds from different backgrounds ranging from the arts and economics to geology and life sciences. This intensive workshop was designed as a unique training opportunity to develop essential twenty-first century skills – to introduce and develop creative, critical and interdisciplinary thinking and collaborative teamwork, as well as to foster a visual and scientific literacy, using project-based learning and hands-on activities. Our final goal has been to be inspired by the resulting connections, differences and unifying concepts, creating innovative, interdisciplinary projects which would look further than the sea – further than the eye can see and further into the future.
Choirunnisa, N. L.; Prabowo, P.; Suryanti, S.
The main objective of this study is to describe the effectiveness of 5E instructional model-based learning to improve primary school students’ science process skills. The science process skills is important for students as it is the foundation for enhancing the mastery of concepts and thinking skills needed in the 21st century. The design of this study was experimental involving one group pre-test and post-test design. The result of this study shows that (1) the implementation of learning in both of classes, IVA and IVB, show that the percentage of learning implementation increased which indicates a better quality of learning and (2) the percentage of students’ science process skills test results on the aspects of observing, formulating hypotheses, determining variable, interpreting data and communicating increased as well.
Brennan, Christine; Booth, James R.
Linguistic knowledge, cognitive ability, and instruction influence how adults acquire a second orthography yet it remains unclear how different forms of instruction influence grain size sensitivity and subsequent decoding skill and speed. Thirty-seven monolingual, literate English-speaking adults were trained on a novel artificial orthography…
reviews. This assumes that scientist learn to write and release code and software as they learn to write and publish papers. Having this in mind, software could be valued and assessed as a contribution to science. But this requires the relevant skills that can be passed to colleagues and followers. Therefore, the GFZ German Research Centre for Geosciences performed three workshops in 2015 to address the passing of software writing skills to young scientists, the next generation of researchers in the Earth, planetary and space sciences. Experiences in running these workshops and the lessons learned will be summarized in this presentation. The workshops have received support and funding by Software Carpentry, a volunteer organization whose goal is to make scientists more productive, and their work more reliable, by teaching them basic computing skills, and by FOSTER (Facilitate Open Science Training for European Research), a two-year, EU-Funded (FP7) project, whose goal to produce a European-wide training programme that will help to incorporate Open Access approaches into existing research methodologies and to integrate Open Science principles and practice in the current research workflow by targeting the young researchers and other stakeholders.
Apino, E.; Retnawati, H.
This study aimed to describe the instructional design to improve the Higher Order Thinking Skills (HOTS) of students in learning mathematics. This research is design research involving teachers and students of class X MIPA 1 MAN Yigyakarta III, Special Region of Yogyakarta, Indonesia. Data collected through focus group discussions and tests. Data analyzed by quantitative descriptive. The results showed that the instructional design developed is effective to improving students’ HOTS in learning mathematics. Instructional design developed generally include three main components: (1) involve students in the activities non-routine problem solving; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and the ability to create (creative thinking); and (3) encourage students to construct their own knowledge.
The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.
Full Text Available Objective: The purpose of the present research was to investigation of the effectiveness of life skill instruction on the mental health of students with hearing loss in Tehran province. Materials & Methods: The present research was an experimental study by pre-test, post-test design with control group. The study population included of male students with hearing loss from second and third level of high schools in Tehran province. Subjects were selected by in available method. Forty students participated in the study. Subjects were divided into two groups by randomly (experimental and control group, each of group was consisted of 20 students. Experimental group received life skill training in 9 sessions while control group did not. The instruments of present research were Wechsler Intelligence Scale for adult and General Health Questionnaire. The obtained data were statistically analyzed by Mancova. Results: The findings of this research showed that there was significant increase in mental health scores of experimental group in the post intervention in comparison with control group (P<0.05. Also mental health scores of experimental group was significantly in somatic symptoms, anxiety, deficiency in social performance and depression (P<0.05. Conclusion: The life skill instructional program led to improvement of the mental health of hearing loss students and decreased somatic symptoms, anxiety, deficiency in social performance and depression. Therefore, planning for providing of social competence instruction is of a particular importance.
Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.
In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.
Soeker, Mohammed Shaheed; De Jongh, Jo Celene; Diedericks, Amy; Matthys, Kelly; Swart, Nicole; van der Pol, Petra
Protective workshops and sheltered employment settings have been instrumental in developing the work skills of people with disabilities, however there has been a void in the literature about its influence on the ability of individuals to find employment in the open labor market. The aim of the study is to explore the experiences and perceptions of people with disabilities about the development of their work skills for transitioning into the open labor market. Five individuals with various types of disabilities and two key informants participated in the study. The research study was positioned within the qualitative paradigm specifically utilizing an exploratory and descriptive research design. In order to gather data from the participants, semi structured interviews were used. Three themes emerged from the findings of the study. Theme one, designated as "Reaching a ceiling", reflected the barriers that the participants experienced regarding work skills development. Theme two, designated as "Enablers for growth within the workplace", related to the enabling factors related to development of the work skills of persons with a disability (PWD). The final theme related to the meaning that PWD associated to their worker role and was designated as "A sense of universality". The participants highlighted that they felt their coworkers in the workshops were "like family" to them and thoroughly enjoyed the work tasks and work environment, expressing specific support from their fellow workers. Through reaching their goals, engaging in their work tasks and having the sense of universality in the workplace, the workers felt that the work they participated in gave them meaning to their life. The findings of the study indicated that managers of protective workshops and sheltered employment settings should consider selecting work tasks that enable the development of skills needed in the open labour market. A work skills development system whereby PWD in these workshops could
Ganci, Maria; Pradel, Martin; Hughes, Elizabeth K
Early response to family-based treatment (FBT) is a robust predictor of positive outcomes for adolescents with anorexia nervosa (AN). We introduced a parent education and skills workshop in the first 4 weeks of treatment with the aim of improving changes in parent self-efficacy in FBT and, in turn, patient weight gain. Forty-five families who had at least one parent attend the workshop were compared to a matched control of families who did FBT before the workshop was introduced. Among adolescents who were underweight at baseline, weight gain by Week 4 of treatment was higher for adolescents whose parents attended the workshop (M = 90.84% median BMI) than those who did not (M = 88.54% mBMI, p < .05). There was no significant difference in weight at Week 12 or at end of treatment, nor was there a difference in self-efficacy as measured by the Parent Versus Anorexia Scale. Participants reported a high level of satisfaction with the workshop and significant improvements in knowledge and confidence. Overall, the workshop was a feasible adjunct for improving early response to FBT. © 2018 Wiley Periodicals, Inc.
Williams, Dustyn E; Surakanti, Shravani
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.
The main problem of the research is what instructional material that should be developed to enhance students' speaking skills. The main objective of this research is to develop English instructional material for enhancing students' speaking skills at elementary schools. In conducting the research, the writer used Research and Development method. The data of the research were collected through observation, questionnaire, interview, test, and documentation. The validation of the model was carri...
Strong, Matthew G.
This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.
Sugar, William; Hoard, Brent; Brown, Abbie; Daniels, Lee
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…
Despite the effectiveness of on-the-job training (OJT), few systematic empirical studies have been conducted on how OJT trainers instruct trainees in firms. The primary goal of this study was to investigate the characteristics of the trainer's instructional skills for OJT using survey data collected from 715 employees covering 22 firms. Results…
Nicholls, Delwyn; Sweet, Linda; Muller, Amanda; Hyett, Jon
A diverse range of health professionals use psychomotor skills as part of their professional practice roles. Most health disciplines use large or complex psychomotor skills. These skills are first taught by the educator then acquired, performed, and lastly learned. Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex task-based skills. This paper reports 11 steps to be considered when teaching psychomotor skills.
Christopher J. Smith
Full Text Available Background Patient care handoffs are a core professional activity that incoming interns are expected to perform without direct supervision upon starting residency, yet training in medical schools is inconsistent. Objective To implement a brief handoff communication workshop for incoming interns and determine whether learner-level determinants were associated with differences in training outcomes. Methods We conducted a one-hour interactive handoff skills workshop for all incoming interns at a Midwestern academic medical center. We performed paired pre/post-intervention assessments of participants' attitudes and ability to perform representative handoff skills. The results were analyzed in aggregate and based upon participants' prior handoff experiences using Wilcoxon signed-rank test. Results Ninety-nine of 108 interns (91.7% completed both pre- and post-surveys. There was significant improvement in all 10 attitude-based questions ( P ≤ 0.014 for all and on the skills assessment (1.07 vs 2.16 on 0–4 point scale, SD 1.25, P ≤ 0.001. Results remained significant regardless of prior training, number of handoffs observed, number of handoffs performed, medical school, or residency discipline. Conclusion A brief interactive workshop for incoming interns can improve participants' confidence and performance of basic handoff skills, regardless of previous training or experience.
Full Text Available This study aimed to investigate the impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills. For this purpose, eight laboratory activities related to chemical kinetic, chemical equilibrium, thermochemistry, acids-bases, and electrochemistry were developed. Those activities were performed in virtual laboratory environment by the pre-service teachers in the experimental group and in the real laboratory environment by c the preservice teachers in the control group during eight weeks. Scientific process skills test developed by Burns, Okey and Wise , and translated into Turkish by Ateş and Bahar  was used before and after the instructions for data collection. According to results, while there was no significant difference between pre-test mean scores (U=133.500, p>0.05, significant difference between post-test mean scores was found in favour of experimental group (U=76.000, p<0.05. In addition, while no significant difference between pre-test mean scores for each sub-dimension was found, significant difference between post-test mean scores for designing investigation and formulating hypothesis skills was found in favour of experimental group.
Full Text Available The current study is an attempt to investigate the explicit or the implicit instruction of metadiscourse markers and the writing skill improvement. The participants of the study (N = 90 were female Iranian students at Kish Institute of Science and Technology. Two experimental groups were defined in this study: experimental group “A” which received the explicit instruction of metadiscourse markers and experimental group “B” which were taught implicitly based on Hyland’s (2005 classification of metadiscourse markers. Two instruments were employed in the study: a pretest and a posttest. To elicit the pertinent data, the participants were given a pretest of writing ability to investigate if the learners had knowledge regarding the correct application of metadiscourse markers in their writing. After 8-session treatment, a posttest was administered to compare the participants’ performance in use of matediscourse markers. The findings of the present study indicated that there was a significant difference in the participants’ pretest and posttest writing scores with regard to the application of metadiscourse markers. The findings revealed that metadiscourse instruction had a positive effect on the learners’ writing. In addition, the results showed that both the explicit and the implicit instruction of metadiscourse markers significantly improved participants’ writing ability.
Mahadevan, Aditya; Strehlow, Matthew C; Dorjsuren, Khandregzen; Newberry, Jennifer A
Background Soft skills are essential for employee success in the global marketplace; however, many developing countries lack content experts to provide the requisite instruction to an emerging workforce. One possible solution is to use an online, open-access curriculum. To date, no studies on soft skills curricula using an online learning platform have been undertaken in Mongolia. Objective To evaluate the efficacy of an online versus classroom platform to deliver a novel soft skills course in Mongolia. Methods A series of eight lectures along with corresponding surveys and multiple choice question tests were developed and translated into the Mongolian language. Two different delivery modalities, online and traditional classroom lectures, were then compared for knowledge gain, comfort level, and satisfaction. Knowledge gain and comfort level were assessed pre- and post-course, while satisfaction was assessed only post-course. Results Enrollment in the online and classroom courses was 89 students and 291 students, respectively. Sixty-two online students (68% female) and 114 classroom students (77% female) completed the entire course and took the post-test. The online cohort had higher pre-test scores than the classroom cohort (46.4% and 37.3%, respectively, p soft skills topics (p soft skills course, and it was found that knowledge gain was significantly higher for the classroom group, while comfort and satisfaction with individual course topics was comparable.
Senan, Divya C.
The full promise of class room learning is dependent on its ability to incorporate 21st century skills in its instructional design, delivery and implementation. In this increasingly competitive global economy, it is not enough for students to acquire subject-level mastery alone. Skills like creative thinking, problem-solving, communication and…
This study explores the efficacy of using the Essential Skill Inventories (ESI) to increase high-quality instruction in the early learning years. Kindergarten and first- and second-grade teachers, who were identified as using the ESI with fidelity, assessed their own teaching skills and behaviors, reflecting on these before and after use of the…
Salem, Ashraf Atta M. S.
The current study investigates the impact of multiple intelligences-based Instruction on developing speaking skills of the pre-service teachers of English. Therefore, the problem of the current study can be stated in the lack of speaking skills of the pre-service teachers of English in Hurgada faculty of Education, South Valley University. To…
Agar, Charles; Humphries, Charlotte A.; Naquin, Millie; Hebert, Edward; Wood, Ralph
Recently, researchers have concluded that motor skill performance is enhanced when learners adopt an external attentional focus, compared to adopting an internal focus. We extended the line of inquiry to children and examined if skill learning in children was differentially affected by providing instructions and feedback that direct attentional…
Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Musti-Rao, Shobana; Gibson, Lenwood, Jr.; Keyes, Starr E.
This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…
Patriot, E. A.; Suhandi, A.; Chandra, D. T.
The ultimate goal of learning in the curriculum 2013 is that learning must improve and balance between soft skills and hard skills of learners. In addition to the knowledge aspect, one of the other skills to be trained in the learning process using a scientific approach is communication skills. This study aims to get an overview of the implementation of interactive conceptual instruction with multi representation to optimize the achievement of students’ scientific communication skills on work and energy concept. The scientific communication skills contains the sub-skills were searching the information, scientific writing, group discussion and knowledge presentation. This study was descriptive research with observation method. Subjects in this study were 35 students of class X in Senior High School at Sumedang. The results indicate an achievement of optimal scientific communication skills. The greatest achievement of KKI based on observation is at fourth meeting of KKI-3, which is a sub-skill of resume writing of 89%. Allmost students responded positively to the implication of interactive conceptual instruction with multi representation approach. It can be concluded that the implication of interactive conceptual instruction with multi representation approach can optimize the achievement of students’ scientific communication skill on work and energy concept.
Full Text Available Objective – To evaluate the impact of an educational intervention workshop on students’ information literacy (IL skills and self-perception of their own IL knowledge. Design – Quasi-experimental design with control groups and semi-structured interviews. Setting – Two community colleges in the United States of America, one in a rural setting and one in an urban setting. Subjects – Ninety-two students enrolled in an entry-level English course, who scored below proficiency (65% on the Information Literacy Test (ILT. Methods – One hundred students from each college took the pre-session ILT and an IL self assessment survey at the beginning of the Spring 2011 semester. The ILT used was developed and validated by James Madison University (Wise, Cameron, Yang, & Davis, n.d. and measures understanding of all the Association of College and Research Libraries (ACRL Information Literacy Competency Standards (ACRL, 2000, pp. 2-3 except Standard 4. For motivation, students each received $20 for their efforts and were told those who scored in the top 15% would enter a draw to win one of two additional prizes of $50. Those who scored below the ILT proficiency level of 65% were invited to participate in the quasi-experiment.
Wang, Ye; Trezek, Beverly J; Luckner, John L; Paul, Peter V
The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills such as the use of speechreading, articulatory feedback, Visual Phonics, and Cued Speech. Finally, they present recent intervention studies and proposed procedures to employ phonics-based instruction with students who are deaf or hard of hearing. The authors conclude with the assertion that the teaching of phonologically related skills by means of instructional tools such as Visual Phonics and Cued Speech can and should be incorporated into reading instruction for students who are deaf or hard of hearing. The authors recommend additional research in this important area.
American Association of Colleges of Podiatric Medicine, Washington, DC.
A faculty workshop is reported that assessed in great detail the present state of podiatric medicine, its educational system, and its role in health care. Alternative methods to plan, implement, and evaluate changes in the clinical curriculum were explored carefully. Four major questions were considered: (1) What is the profession of podiatric…
KOMOSKI, P. KENNETH; GREEN, EDWARD J.
DURING THE SUMMER OF 1963 NINETEEN PERSONS IN RAMALLAH, JORDAN AND THIRTY-SEVEN PERSONS IN IBADAN, NIGERIA TOOK A SIX WEEK TRAINING WORKSHOP COURSE IN PROGRAMED INSTRUCTION. THE COURSE CONSISTED OF LECTURES, GROUP DISCUSSIONS, READING ASSIGNMENTS, INDIVIDUAL CONFERENCES, PROGRAM WRITING, EDITING, AND STUDENT TRIALS. THE TRAINEES MADE COMMENDABLE…
Tengku Nor Rizan Tengku Mohamad Maasum
Full Text Available Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers’ pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided. Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy
Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq
The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills. It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills. The…
NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 51: Workplace communications skills and the value of communications and information-use skills instruction: Engineering students' perspectives
Pinelli, Thomas E.; Barclay, Rebecca O.; Kennedy, John M.
Studies indicate that communications and information-related activities take up a substantial portion of an engineer's work week; therefore, effective communications and information use skills are one of the key engineering competencies that recent graduates of engineering programs are expected to possess. Feedback from industry rates communications and information use skills of entry-level engineers low. Missing from current discussions of communications and information use skills and competencies for engineering students is a clear explanation from the professional engineering community about what constitutes 'acceptable and desirable communications and information norms' within that community. To gather adequate and generalizable data about communications and information skills instruction and to provide a student perspective on the communications skills of engineers, we undertook a national study of aerospace engineering students in March 1993. The study included questions about the importance of certain communications and information skills to professional success, the instruction students had received in these skills, and perceived helpfulness of the instruction. Selected results from the study study are reported in this paper.
Laverty, Garry; Hanna, Lezley-Anne; Haughey, Sharon; Hughes, Carmel
Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship.
Raphael, Taffy E.; Florio-Ruane, Susan; George, MariAnne
Notes that finding time for skills instruction without replacing literature discussion and writers' workshop requires a strong organizational framework for literacy instruction. Suggests that teachers need principled, conceptual frameworks to guide their thoughts and actions. Describes a framework, Book Club Plus, designed by a practitioner…
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.
Full Text Available This quantitative and quasi-experimental study dealt with the effect of the teaching higher order thinking (HOT on the reading comprehension ability of foreign language learners. Since reading ability plays a crucial role in learners’ education, it is language teachers’ mission to be aware of the useful and beneficial strategies to improve their students’ reading comprehension ability. Considering the fruitful results of applying HOT skills in education, the present study was conducted to investigate the effect of their instruction on students’ reading comprehension ability. To achieve the objectives of the study, a group of 236 male and female university students majoring in various fields but all taking General English course was selected by convenience sampling. They were randomly assigned into two groups of control and experimental. PET test was applied to homogenize the participants of the two study groups. The study followed pre-test, treatment, post-test design. While the experimental group followed a nine-session treatment on strategies of HOT, the control group was instructed through conventional method determined by the course book. The results of independent samples t-test revealed the positive effect of teaching HOT skills on improving reading comprehension ability of adult EFL learners. Pedagogical implications of these findings for language learners, language teachers, course book developers, and educational policy makers are discussed.
Seidlová Málková Gabriela
Full Text Available This study investigates the importance of having a set reading instruction method for the development of spelling skills among Czech children ranging in age across the four beginning grades of primary school. 238 children learning to read and spell using an analytical-synthetic method and 251 children learning to read and spell using a genetic method participated in this study. The outcomes of word spelling tests were assessed for the different grade and age levels: first, second- third and fourth. Distributional patterns of spelling skills performance for both instruction method subgroups were created in each of the grade groups. Comparisons of spelling task outputs between both methods were conducted using a non-parametric Mann-Whitney test. Results indicate that children using the genetic method are more effective in acquiring phoneme-grapheme correspondences throughout the first grade, and thus show more accurate word spelling in the first grade spelling task. However, this initial advantage for children learning to spell using the genetic method soon disperses, and it is not reflected in better spelling performance throughout the second to third and fourth grade.
Beaver, Melanie S.
This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.
Tengku Nor Rizan Tengku Mohamad Maasum
Full Text Available Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers’ pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.
El-Moneim Doaa Abd
Full Text Available Computer technology has become an integral part of physical education, yet there have been few studies exploring the use of multimedia technology in the instruction of Physical Education. The purpose of this study was to investigate if multimedia technology affected the learning of basic ballet skills. A total of 32 female students, mean age 18.1 years, studying at the Faculty of Physical Education Zagazig university were divided into two groups. The experimental group comprised 16 students. Participants in this group participated in a ballet class with multimedia technology for six weeks. Group two participated in the ballet class with the traditional method as the control group. Parameters assessed height, weight, age, and academic level. All participants were free of any disorders known to affect performance, such as bone fractures, osteoporosis, diabetes, or cardiovascular disease. Participants reported no use of anti-seizure drugs or alcohol. In addition, all participants were fully informed of the aims of the study, and gave their voluntary consent prior to participation. The measurement procedures were in accordance with ethical human experimentation. All statistical analyses were calculated with the SPSS statistical package. Results indicated significant differences between the two groups in learning the basic skills and levels of knowledge of ballet. Applying the proposed educational program meant using multimedia to teach basic ballet skills to second-year female students enrolled in the Faculty of Physical Education
de Acedo Lizarraga, María Luisa Sanz; de Acedo Baquedano, María Teresa Sanz; Pollán Rufo, Milagros
The purpose of this study was to assess the effects caused by the instruction method "Think actively in academic contexts, TAAC", an adaptation of Wallace and Adams' (1993) method of thinking skills, creativity, self-regulation, and academic learning, with students from the second grade of Compulsory Secondary Education (CSE). We used a pretest-intervention-posttest design with control group. The sample was made up of 110 participants, aged between 13 and 15 years, 58 of them in the experimental group and 52 in the control group. Six assessment instruments were administered before and after applying the method in order to measure the dependent variables. The method, divided into eight stages, was used in all the didactic units of the syllabus content of Natural Sciences, Social Sciences, and Language, during one academic course, and allowed the conjoint teaching of thinking skills and the syllabus content. The results of the analyses of variance indicate positive impact of the intervention, as the experimental subjects improved significantly in thinking skills and academic achievement. Some interesting reflections for research and education are derived from this study.
Ávila, A.; Meza-Montes, Lilia; Ponce-Dawson, Silvina
To effectively build capacity for research and training in science, technology, engineering, and mathematics (STEM) across Latin America and the Caribbean, a gender perspective must be factored in. Working from an awareness of the gender situation as well as of the multiple personal challenges experienced due to gender disparity, a group of Latin American female scientists organized a workshop with the goal of empowering young female scientists and assessing the challenges they face. In this paper we summarize the outcomes of the workshop, highlighting the barriers that are common in the region. Among other aspects, the workshop stressed the need for resource platforms for finding technical and professional networks, jobs, and scholarships.
Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children’s (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children’s short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children’s learning-related social skills may be necessary before academic gains can be realized. PMID:26692657
Acai, Anita; McQueen, Sydney A; Fahim, Christine; Wagner, Natalie; McKinnon, Victoria; Boston, Jody; Maxwell, Colina; Sonnadara, Ranil R
Past research has demonstrated the positive effects of visual and performing arts on health professionals' observational acuity and associated diagnostic skills, well-being and professional identity. However, to date, the use of arts for the development of non-technical skills, such as teamwork and communication, has not been studied thoroughly. In partnership with a community print and media arts organisation, Centre, we used a phenomenological approach to explore front-line mental health and social service workers' experiences with a creative professional development workshop based on the visual and performing arts. Through preworkshop and postworkshop interviews with participants and postworkshop interviews with their managers, we sought to examine how participants' perceptions of the workshop compared with their preworkshop expectations, specific impacts of the workshop with respect to participants' teamwork and communication skills and changes in their perceptions regarding the use of the arts in professional development. Our workshops were successful in enhancing teamwork skills among participants and showed promise in the development of communication skills, though observable changes in workplace communication could not be confirmed. The workshop facilitated teamwork and collegiality between colleagues, creating a more enjoyable and accepting work environment. The workshops also helped participants identify the strengths and weaknesses of their communication skills, made them more comfortable with different communication styles and provided them with strategies to enhance their communication skills. Participation in the arts can be beneficial for the development of interpersonal skills such as teamwork and communication among health professionals. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
Parsaoran Damanik, Dede; Bukit, Nurdin
This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which s...
Slater, Jessica; Strait, Dana L; Skoe, Erika; O'Connell, Samantha; Thompson, Elaine; Kraus, Nina
Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6-9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development.
Full Text Available Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6-9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development.
Slater, Jessica; Strait, Dana L.; Skoe, Erika; O'Connell, Samantha; Thompson, Elaine; Kraus, Nina
Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6–9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development. PMID:25409300
Burder, Ronan L.; Tangalaki, Kathy; Hryciw, Deanne H.
Content based language instruction can assist English as a second language (ESL) students to achieve better learning and teaching outcomes, however, it is primarily used to understand content, and may not help to develop critical analysis skills. Here we describe a pilot study that used a "Socratic" small-group discussion in addition to…
This quasi-experimental study compared a strategies approach to second language listening instruction with an interactive approach, one combining a roughly equal balance of strategies and bottom-up skills. The participants were lower-intermediate-level Taiwanese university EFL learners, who were taught for 22 hours over one and a half semesters.…
Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan
There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…
Chang, Shu-Hsuan; Wu, Tsung-Chih; Kuo, Yen-Kuang; You, Li-Chih
This study proposed a novel instructional approach, a two-stage LED simulation of Project-based learning (PBL) course with online peer assessment (OPA), and explored how to apply OPA to the different structured problems in a PBL course to enhance students' professional skills in LED design as well as meta-cognitive thinking. The participants of…
Alber-Morgan, Sheila R.; Joseph, Laurice M.; Kanotz, Brittany; Rouse, Christina A.; Sawyer, Mary R.
This study examined the effects of implementing word boxes as a supplemental instruction method on the acquisition, maintenance, and generalization of word identification and spelling. Word box intervention consists of using manipulatives to learn phonological decoding skills. The participants were three African-American urban first graders…
Dede Parsaoran Damanik
Full Text Available This study was aimed to determine the differences: (1 the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2 The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3 To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1 test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2 test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1 There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2 there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3 There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.
Yost, Jennifer; Ciliska, Donna; Dobbins, Maureen
Health professionals require a unique set of knowledge and skills in order to meet increasing expectations to use research evidence to inform practice and policy decisions. They need to be able to find, access, interpret, and apply the best available research evidence, along with information about patient preferences, clinical expertise, and the clinical context and resources, to such decisions. This study determined preferences for continuing education following an intensive educational workshop and evaluated the impact of the workshop on evidence informed decision making (EIDM) knowledge, skills, and behaviours. An explanatory mixed methods, longitudinal study design was implemented among a convenience sample of various health care professionals attending the workshop. EIDM knowledge, skills, and behaviours were quantitatively measured at baseline and six month follow-up, with EIDM knowledge and skills measured additionally immediately following the educational workshop (post-test measurement). To determine participants preferences for continuing education, data were collected using quantitative survey (post-test measurement) and qualitative (individual telephone interviews after six-month follow-up) methods. EIDM knowledge and skills increased significantly from baseline to immediately following the intervention [5.6, 95% CI (3.7, 7.4), P skills and EIDM behaviours (r = 0.29, P 0.069 and r = 0.24, P 0.136, respectively). Over time there was a shift in preferences for timing and frequency of online continuing education strategies. Willingness to participate in continuing education, however, remained evident. An intensive educational workshop shows promise for increasing EIDM knowledge and skills. Increasing EIDM knowledge and skills may promote the capacity of health professionals to use research evidence when making practice and policy decisions and, in turn, lead to positive patient outcomes.
Piasta, Shayne B.; Wagner, Richard K.
Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger eff...
A study has been conducted to obtain a depiction of middle school students’ critical thinking skills improvement through the implementation of reading infusion-loaded discovery learning model in science instruction. A quasi-experimental study with the pretest-posttest control group design was used to engage 55 eighth-year middle school students in Tasikmalaya, which was divided into the experimental and control group respectively were 28 and 27 students. Critical thinking skills were measured using a critical thinking skills test in multiple-choice with reason format questions that administered before and after a given instruction. The test was 28 items encompassing three essential concepts, vibration, waves and auditory senses. The critical thinking skills improvement was determined by using the normalized gain score and statistically analyzed by using Mann-Whitney U test.. The findings showed that the average of students’ critical thinking skills normalized gain score of both groups were 59 and 43, respectively for experimental and control group in the medium category. There were significant differences between both group’s improvement. Thus, the implementation of reading infusion-loaded discovery learning model could further improve middle school students’ critical thinking skills than conventional learning.
Sudarmin, S.; Mursiti, S.; Asih, A. G.
In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.
Brim, Cornelia P.; Minnema, Lindsay T.
The article describes the Nuclear Forensics Workshop sponsored by the International Atomic Energy Agency (IAEA), the Office of Nonproliferation and International Security (NIS) and hosted by Pacific Northwest National Laboratory October 28-November 8, 2013 in Richland,Washington. Twenty-six participants from 10 countries attended the workshop. Experts from from Los Alamos, Lawrence Livermore, and Pacific Northwest national laboratories collaborated with an internationally recognized cadre of experts from the U.S. Department of Homeland Security and other U.S. agencies, IAEA, the Australian Nuclear Science and Technology Organisation, the United Kingdom Atomic Weapons Establishment (AWE), and the European Union Joint Research Center Institute for Transuranium Elements, to train practitioners in basic methodologies of nuclear forensic examinations.
Stauch, Tiffany A; Plavnick, Joshua B; Sankar, Sudha; Gallagher, Annie C
Few interventions focus on teaching social skills to adolescents with autism spectrum disorder (ASD) and intellectual disabilities (ID) that are consistently used during interactions with peers ( Carter et al., 2014). The present study evaluated the effects of video-based group instruction (VGI) on the acquisition of social perception skills of five adolescents with ASD or ID in a public school setting. Social perception involves observing affective behaviors of others, discriminating relevant environmental stimuli, and differentially reinforcing the affective behavior of another person. Typically developing peers supported VGI implementation as social partners for participants. A multiple probe design across behaviors demonstrated the effectiveness of VGI for teaching social perception skills. Four of five participants acquired and maintained the targeted social perception skills, and we observed some transfer to a nontreatment setting. Results of this study suggest VGI may support the acquisition of social perception among adolescents with ASD or ID. © 2018 Society for the Experimental Analysis of Behavior.
Jones, Cindy D'On
This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a…
of ICT technologies in instructional delivery to adequately enhance ICT ... analysis, creation of data bank, storage of management of educational data, .... teachers face the challenges of learning new skills which will help them to maintain ... a big opportunity needs to be created using capacity building workshop as the.
Hemingway, Steve; Stephenson, John; Trotter, Fiona; Clifton, Andrew; Holdich, Phillip
This paper presents the pre- and post-test results of the outcomes of a workshop designed to increase learning disability and mental health nurses' knowledge and skill to undertake interventions for service users at risk of, or with a diagnosis of, type 2 diabetes. Health literacy is also discussed as a way of explaining why such nurses may lack expertise in physical health care. Findings from the workshop show that learning disability and mental health nurses have the motivation to increase their health literacy (skills and knowledge) in diabetes care. The potential of such workshops, and how organisations looking forward to the future can build health literacy, is discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.
Michael R Goldstein
Conclusions: These findings suggest that a life skills workshop integrating yogic breathing techniques may provide self-empowering tools for enhancing well-being in young adults. Future research is indicated to further explore these effects, particularly in regards to vagal tone and other aspects of stress physiology.
Martin, Sarah Jane
The United States faces a skills shortage that goes beyond academic and technical skills. Employers report entry-level workers lack the necessary "soft" skills, also referred to as workplace readiness skills, needed for success in the workforce; thus, calling on educational institutions to make improvements in high school curriculum in…
The prevalent trend in chemistry instruction relies on what has been described as the classroom game. In this model, students take a passive role and the instructor does all the explaining (thinking), and learning is trivialized to knowing the correct answers (memorizing) and being able to produce them when prompted (regurgitating). The generation of explanations is central to scientific and technological development. In the process of figuring out explanations, the generation of inferences relies on the application of skills associated with scientific behaviors (e.g., analytical reasoning and critical thinking). The process of explanation generation causes a deeper analysis and revision of the scientific models, thus impacting the conceptual understanding of such models. Although the process of generating authentic explanations is closer to the experience of doing science, this process is seldom replicated in science instruction. Self-explaining refers to the generation of inferences about causal connections between objects and events. In science, this may be summarized as making sense of how and why actual or hypothetical phenomena take place. Research findings in educational psychology show that implementing activities that elicit self-explaining improves learning in general and specifically enhances authentic learning in the sciences. Research also suggests that self-explaining influences many aspects of cognition, including acquisition of problem-solving skills and conceptual understanding. Although the evidence that links self-explaining and learning is substantial, most of the research has been conducted in experimental settings. The purpose of this work was to advance knowledge in this area by investigating the effect of different self-explaining tasks on self-explaining behavior and the effect of engaging in different levels of self-explaining on learning chemistry concepts. Unlike most of the research in the field, this work did not focus on advancing
Chandrasekar, Hamsika; Gesundheit, Neil; Nevins, Andrew B; Pompei, Peter; Bruce, Janine; Merrell, Sylvia Bereknyei
It is a common educational practice for medical students to engage in case-based learning (CBL) exercises by working through clinical cases that have been developed by faculty. While such faculty-developed exercises have educational strengths, there are at least two major drawbacks to learning by this method: the number and diversity of cases is often limited; and students decrease their engagement with CBL cases as they grow accustomed to the teaching method. We sought to explore whether student case creation can address both of these limitations. We also compared student case creation to traditional clinical reasoning sessions in regard to tutorial group effectiveness, perceived gains in clinical reasoning, and quality of student-faculty interaction. Ten first-year medical students participated in a feasibility study wherein they worked in small groups to develop their own patient case around a preassigned diagnosis. Faculty provided feedback on case quality afterwards. Students completed pre- and post-self-assessment surveys. Students and faculty also participated in separate focus groups to compare their case creation experience to traditional CBL sessions. Students reported high levels of team engagement and peer learning, as well as increased ownership over case content and understanding of clinical reasoning nuances. However, students also reported decreases in student-faculty interaction and the use of visual aids ( P study suggest that student-generated cases can be a valuable adjunct to traditional clinical reasoning instruction by increasing content ownership, encouraging student-directed learning, and providing opportunities to explore clinical nuances. However, these gains may reduce student-faculty interaction. Future studies may be able to identify an improved model of faculty participation, the ideal timing for incorporation of this method in a medical curriculum, and a more rigorous assessment of the impact of student case creation on the
Walrod, Bryant J; Schroeder, Allison; Conroy, Mark J; Boucher, Laura C; Bockbrader, Marcia; Way, David P; McCamey, Kendra L; Hartz, Clinton A; Jonesco, Michael A; Bahner, David P
Ultrasound imaging is commonly used to teach basic anatomy to medical students. The purpose of this study was to determine whether learning musculoskeletal anatomy with ultrasound improved performance on medical students' musculoskeletal physical examination skills. Twenty-seven first-year medical students were randomly assigned to 1 of 2 instructional groups: either shoulder or knee. Both groups received a lecture followed by hands-on ultrasound scanning on live human models of the assigned joint. After instruction, students were assessed on their ability to accurately palpate 4 anatomic landmarks: the acromioclavicular joint, the proximal long-head biceps tendon, and the medial and lateral joint lines of the knee. Performance scores were based on both accuracy and time. A total physical examination performance score was derived for each joint. Scores for instructional groups were compared by a 2-way analysis of variance with 1 repeated measure. Significant findings were further analyzed with post hoc tests. All students performed significantly better on the knee examination, irrespective of instructional group (F = 14.9; df = 1.25; P = .001). Moreover, the shoulder instruction group performed significantly better than the knee group on the overall assessment (t = -3.0; df = 25; P soft tissue landmark. Both groups performed similarly on palpation of all other anatomic structures. The use of ultrasound appears to provide an educational advantage when learning musculoskeletal physical examination of soft tissue landmarks. © 2017 by the American Institute of Ultrasound in Medicine.
Lewis, Paul A.; Gospel, Howard
The UK government aims to increase both the number, and also the status, of workers with intermediate-level skills, with a view to creating a "modern class of technicians" who can help to bolster economic growth and prosperity. This article considers the prospects for such a policy by focusing on one particular, but neglected, group of…
Shukla-Mehta, Smita; Miller, Trube; Callahan, Kevin J.
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.…
Mononen, Riikka; Aunio, Pirjo; Koponen, Tuire
This pilot study investigated the effects of an early numeracy program, RightStart Mathematics (RS), on Finnish kindergartners with specific language impairment (SLI). The study applied a pre-test-instruction-post-test design. The children with SLI (n=9, Mage=82.11 months) received RS instruction two to three times a week for 40 min over seven months, which replaced their business-as-usual mathematics instruction. Mathematical skill development among children with SLI was examined at the individual and group levels, and compared to the performance of normal language-achieving age peers (n=32, Mage=74.16 months) who received business-as-usual kindergarten mathematics instruction. The children with SLI began kindergarten with significantly weaker early numeracy skills compared to their peers. Immediately after the instruction phase, there was no significant difference between the groups in counting skills. In Grade 1, the children with SLI performed similarly to their peers in addition and subtraction skills (accuracy) and multi-digit number comparison, but showed weaker skills in arithmetical reasoning and in matching spoken and printed multi-digit numbers. Our pilot study showed encouraging signs that the early numeracy skills of children with SLI can be improved successfully in a kindergarten small-classroom setting with systematic instruction emphasizing visualization. Copyright © 2014 Elsevier Ltd. All rights reserved.
Cakmak, Sedanur; Isiksal, Mine; Koc, Yusuf
The authors' purpose was to investigate the effect of origami-based instruction on elementary students' spatial ability. The students' self-reported perceptions related to the origami-based instruction were also examined. Data was collected via purposive sampling techniques from students enrolled in a private elementary school. A spatial ability…
Trussell, Jessica W; Easterbrooks, Susan R
Deaf and hard-of-hearing (DHH) students have delayed morphographic knowledge that negatively affects their morphographic analysis and decoding abilities. Morphographic analysis instruction may improve DHH students' morphographic knowledge delay. The purpose of this study was to determine the effects of morphographic instruction on the morphographic analysis skills of reading-delayed, late-elementary DHH students. The research question was: What effect does morphographic instruction have on the morphographic analysis skills of DHH students who are reading below grade level? The study included 3 student participants and 1 teacher participant from a local school district. The researchers used a multiprobe multiple baseline across participants design. The intervention was implemented for 20 min a day, 5 days a week for 2-3 weeks. Visual analysis of the data revealed the requisite number of demonstrations of effect and replications. The intervention improved DHH students' ability to dissect words and determine affix meanings, which may in turn positively affect their decoding abilities. Implications of this study and future research are discussed. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: email@example.com.
and peer learning, as well as increased ownership over case content and understanding of clinical reasoning nuances. However, students also reported decreases in student–faculty interaction and the use of visual aids (P < 0.05. Conclusion: The results of our feasibility study suggest that student-generated cases can be a valuable adjunct to traditional clinical reasoning instruction by increasing content ownership, encouraging student-directed learning, and providing opportunities to explore clinical nuances. However, these gains may reduce student–faculty interaction. Future studies may be able to identify an improved model of faculty participation, the ideal timing for incorporation of this method in a medical curriculum, and a more rigorous assessment of the impact of student case creation on the development of clinical reasoning skills. Keywords: case-based learning, undergraduate medical education, student case creation
Full Text Available Background and objective: Studies have indicated that metacognitive strategies control and direct cognitive strategies. Thus, application of metacognitive and cognitive strategies together is essential for successful learning to happen. The present study was conducted to examine the effect of metacognitive-oriented instruction on development of problem solving skills in students of Kermanshah University of Medical Sciences. Materials and Methods: This study was a quasi-experimental research with pretest/posttest and control group design. The study sample included the students of Kermanshah University of Medical Sciences (n=4283 in the academic year of 2013-2014. A total number of 40 students were selected through convenient sampling method as the study sample. The samples were randomly placed in experimental and control groups. For the experimental group, problem solving skills were taught based on metacognitive strategies in 8 sessions, each session for 1 and half hours. For the control group, however, problem solving skills were taught through conventional teaching method. The instrument for data collection was Heppner’s problem solving inventory (1988 whose validity and reliability were confirmed previously. Data were analyzed by descriptive statistics, mean and standard deviation, and the hypotheses were tested through t-test. Results: The results of the posttest showed that the total mean of scores for problem solving skills in the experimental group (99.75 was higher than that of the control group (26.800 (p<0.0001. This difference was significant in the case of confidence, approach/avoidance and personal control components (p<0.0001. Moreover, the mean of students’ scores was not significant in terms of gender and major. Conclusion: Given the positive effect of metacognitive strategies on the students’ performance and the necessity of teaching metacognition for the sake of academic achievement, these strategies are recommended to be
Azizah, U.; Nasrudin, H.
Metacognitive skills are one of the high-level thinking skills that pre-service teachers need in chemistry problem-solving. Metacognitive skills that empowered in learning focuses on how pre-service teachers participate in designing what was to be learned, monitor the progress of learning outcomes, and assess what has been learned in solving problems. The purpose of this research was (1) describe how pre-service teachers empowering metacognitive skills using developed instructional materials, and (2) describe the pre-service teacher’s response to the learning process. The research involved 22 pre-service teachers in Chemistry Education Program Universitas Negeri Surabaya, Indonesia. The design of this research was a pre-experimental research with One Group Pretest-Posttest Design. The data of the research was analyzed by quantitative descriptive. The result of the research that: (1) performance of metacognitive skills pre-service teachers have high and very high criteria in learning chemistry on each indicator includes goal setting, identify the known knowledge, determining the learning strategies, monitoring the relevance of knowledge which has been owned with learning strategies are used, monitoring the achievement of the goal in the making conclusions, and evaluating the process and outcomes of thinking, and (2) most of the pre-service teachers are willing to join to this teaching-learning activity.
Carroll, Regina A.; Kodak, Tiffany; Adolf, Kari J.
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…
Khadjooi, Kayvan; Rostami, Kamran; Ishaq, Sauid
Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's "events of instruction" to design a lesson plan for this subject.
Full Text Available This case recounts the story of the design and production of a series of online workshops for French-speaking healthcare professionals in Canada. The project spans a couple of years and, despite encountering some challenges, succeeds in large part because of its strong foundation: the instructional design. This case study features an instructional designer from a central Canadian university and three SMEs. The main design issues highlighted are the target population’s limited availability for continuing education, the SME’s lack of knowledge of the instructional design process, the magnitude of this project with its national scope but limited time frame and human resources, as well as personnel changes among the SMEs and the instructional design team. This case outlines how the project team deals with these challenges to produce a series of online workshops that provide high quality training in French to healthcare professionals across Canada.
.... (2) Extension of previous work by Ackerman and Kanfer on the determinants of individual differences in skill acquisition by examining performance after extended practice, and by examining performance...
Albino, Judith E
This skills-building workshop at the 5(th) American Dental Education Association (ADEA) International Women's Leadership Conference engaged participants in a series of structured experiences designed to support learning about personal leadership strengths and areas for development, as well as setting and attaining leadership goals. The session was introduced with a brief reflective exercise focused on developing statements of personal goals for professional growth. An Appreciative Inquiry process then was used to explore participants' areas of strength, examining both self-perceptions and the perceptions of others who listened to their descriptions of "peak experiences" in work settings. The next part of the program utilized a Johari Window exercise to clarify the extent to which participants' self-perceived strengths and others' perceptions were shared, making those strengths visible to the world at large or hidden from the general view of others. This exercise allowed further exploration of individual competencies and characteristics and provided an opportunity for participants to visualize the potential for development in new areas. Finally, two very different peer coaching strategies were employed to expand on participants' learning. The experience proved to be a lively, socially engaging, and personally meaningful one for participants, whatever the stage of their careers or their country of origin.
Karim, Habib Md Reazaul; Yunus, Md; Bhattacharyya, Prithwis; Ahmed, Ghazal
Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum.
Karim, Habib Md. Reazaul; Yunus, Md.; Bhattacharyya, Prithwis; Ahmed, Ghazal
Background: Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. Objectives: This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. Methods: After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Conclusion: Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum. PMID:27308252
Full Text Available Abstract Background Teaching of motor skills is fundamental to physical therapy practice. In order to optimize the benefits of these teaching and training efforts, various forms of patient education material are developed and handed out to patients. One very important fact has been overlooked. While comparative effectiveness of various modes of instruction has been studied in adults, attention has not been paid to the fact that learning capabilities of children are different from that of adults. The intent of the present study is to compare the effectiveness of video and handout mode of instructions specifically on children. Methods A total of 115 normal elementary-age children aged 10 to 12 years of age were studied. The children were randomized into two groups: A the video group, and B the handout group. The video group viewed the video for physical therapy exercises while the handout group was provided with paper handouts especially designed according to the readability of their age group. Results Statistical analysis using the student's't' test showed that subjects of both the video and handout groups exhibited equal overall performance accuracy. There was no significant difference between the groups both in acquisition and retention accuracy tests. Conclusion The findings of the present study suggest that if the readability and instructional principles applicable to different target age groups are strictly adhered to, then both video as well as handout modes of instructions result in similar feedback and memory recall in ten to twelve year-old children. Principles of readability related to the patient age are of utmost importance when designing the patient education material. These findings suggest that the less expensive handouts can be an effective instructional aid for teaching exercises to children with various neuromuscular, rheumatic, and orthopedics conditions and the most costly videotape techniques are not necessarily better.
Perfetti, Charles A.; Lesgold, Alan M.
A view of skilled reading is suggested that emphasizes an intimate connection between coding and comprehension. It is suggested that skilled comprehension depends on a highly refined facility for generating and manipulating language codes, especially at the phonetic/articulatory level. The argument is developed that decoding expertise should be a…
Conrad, David; Newberry, Robert
Despite academia's best efforts there still remains a gap in communication skills desired by business practitioners and those delivered by new graduates. The authors suggest that this may be the result of practitioners demanding outcome-based skills and academia teaching basic non-business-specific fundamentals of communications. An examination of…
Iman, Jaya Nur
The research was aimed to find out whether or not using debate significantly improved the students' critical thinking and speaking skill achievements and how much debate contributed to each aspect of critical thinking and speaking skill. A quasi-experimental study of non-equivalent pretest- posttest control group design was used in this research.…
Tanujaya, Benidiktus; Mumu, Jeinne; Margono, Gaguk
Higher order thinking skills (HOTS) is one of important aspects in education. Students with high level of higher order thinking skills tend to be more successful. However, do this phenomenon also happen in the learning of Mathematics? To answer this question, this research aims to study the relationship between HOTS and students' academic…
Stone, Elisa M
New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations-for example, hypothesizing, data analysis, or use of controls-and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.
Stone, Elisa M.
New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level. PMID:24591508
Felker, Susan B.
Three summer workshops on web development, virtual reality, and robotics will offer aspiring middle school web designers, writers, and computer scientists a high-tech learning adventure designed to teach skills in math, science, computers, and oral and written communication. Virginia Tech's Continuing and Professional Education and the Center for Instructional Technology Solutions in Industry and Education developed the workshops with support from Montgomery County and Salem schools. Classes ...
Full Text Available The current approach to reading comprehension instruction is not producing the desired outcomes. Provincial, national and international tests indicate that more than half of South African learners cannot read, understand and answer basic comprehension questions. This research project was informed by Vygotsky’s socio-cultural theory. A case study was conducted with a ten-year old Grade 4 boy who experienced difficulty with understanding comprehension questions. A six-week intervention was designed to improve his comprehension abilities and to identify instructional principles that were appropriate for him. Interviews and observations were conducted and inductively analysed. Findings showed that the learner was well equipped to retrieve explicitly stated information but struggled with higher-order level questions such as drawing inferences or evaluating content. Certain instructional practices were more favourable than others when teaching reading strategies.
Ana Cristina Tlazalo Tejeda
Full Text Available The aim of this article is to inform on research intended to find out how pronunciation instruction of English as a foreign language was handled in the language classroom with elementary students and also understand if pronunciation instruction had an impact on students’ confidence when using it. In order to do this, a qualitative case study was carried out with learners of elementary English as a foreign language at the Language School of Universidad Veracruzana, Mexico. Class observation, a written text, and semi-structured interviews comprised the data collection instruments. The findings showed that not only teacher pronunciation instruction is necessary when learning English as a foreign language but that a lot of student practice is key to developing and enhancing learners’ pronunciation as well.
Carter, Carol B.
When a coach empathetically listens to another person's ideas, thoughts, and concerns, the coach communicates that the other person's life is important and meaningful. This may be the most important service that a coach can provide. (Knight, 2007, p.43) This study explored whether instructional coaches that completed the 20-hour…
Allen, George J.
A traditional abnormal psychology course was restructured to emphasize writing using a personalized system of instruction. The major benefit was that students showed significant improvement in writing style and clarity. The major costs of the course were the high student turnover and the abnormally large workload for students and instructor. (RM)
Hashimoto, Shin'ichi; Fukuda, Eri; Okazaki, Hironobu
This paper reports on a study which investigated the effectiveness of an explicit instruction approach in a Japanese university setting with third-year science and technology students in an English for Specific Purposes (ESP) course. The two aims of this study were: 1) to explore changes in students' attitudes and understanding of summary writing,…
Vintere, Parsla; Hemmes, Nancy S.; Brown, Bruce L.; Poulson, Claire L.
The effects of two training procedures -- (a) modeling and praise and (b) self-instruction, modeling, and praise -- on complex gross-motor chain acquisition for preschool dance class students were evaluated. Six girls participated in the study. A multiple baseline design across six gross-motor chains with a secondary group comparison for treatment…
This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional…
Jaya Nur Iman
Full Text Available The research was aimed to find out whether or not using debate significantly improved the students’ critical thinking and speaking skill achievements and how much debate contributed to each aspect of critical thinking and speaking skill. A quasi-experimental study of non-equivalent pretest- posttest control group design was used in this research. The findings showed that (1 there was a significant improvement in critical thinking and speaking skill, (2 there was also a significant mean difference between the experimental and control groups, (3 there was high contribution of the debate toward the whole aspects of critical thinking (0.821 or 82.1%. Partially, the contribution of each aspect of Critical Thinking (CT toward critical thinking (total achievement was as follows: context was 32.3%, issue was 26.2%, implication was 20.1%, and assumption was 6.6%. On the other side, there was high contribution of the debate toward the whole aspects of Speaking Skill (0.961 or 96.1%. Partially, the contribution of each aspect of Speaking Skill (SS toward Speaking Skill (total achievement was as follows: fluency was 67.4%, grammar was 13.7%, pronunciation was 8.3%, comprehension was 5.4%, and vocabulary was 1.4%.
Hysong, Sylvia J.; Galarza, Laura; Holland, Albert W.
Long-duration space missions (LDM) place unique physical, environmental and psychological demands on crewmembers that directly affect their ability to live and work in space. A growing body of research on crews working for extended periods in isolated, confined environments reveals the existence of psychological and performance problems in varying degrees of magnitude. The research has also demonstrated that although the environment plays a cathartic role, many of these problems are due to interpersonal frictions (Wood, Lugg, Hysong, & Harm, 1999), and affect each individual differently. Consequently, crewmembers often turn to maladaptive behaviors as coping mechanisms, resulting in decreased productivity and psychological discomfort. From this body of research, critical skills have been identified that can help a crewmember better navigate the psychological challenges of long duration space flight. Although most people lack several of these skills, most of them can be learned; thus, a training program can be designed to teach crewmembers effective leadership, teamwork, and self-care strategies that will help minimize the emergence of maladaptive behaviors. Thus, it is the purpose of this report is twofold: 1) To review the training literature to help determine the optimal instructional methods to use in delivering psychological skill training to the U.S. Astronaut Expedition Corps, and 2) To detail the structure and content of the proposed Astronaut Expedition Corps Psychological Training Program.
Palmer, Kara K; Chinn, Katherine M; Robinson, Leah E
Over the past two decades, achievement goal theory (AGT) has been used as a theoretical framework to design and implement motor skill programming in young children. The purpose of this systematic review was to examine the effects of AGT in motor skill interventions and programming in children aged 0-12 years. This systematic literature search was conducted using three databases: Google Scholar, PubMed, and EBSCOhost. Studies were included if they met the following four inclusion criteria: (1) had an intervention with a gross motor outcome, (2) used an intervention grounded in AGT, (3) included young children (aged 0-12 years), and (4) were written in English. Studies were rated according to methodological reporting quality. All literature searches and reporting were consistent with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) protocol. A total of 12 studies met all inclusion criteria and were included in the sample. All studies reported that AGT motor skill interventions were effective for improving motor skills in young children. Studies varied in regard to intervention groups, duration, dosage, and the personnel responsible for implementing the intervention. None of the included studies met the requirements to be considered as having high methodological quality. Based on these findings, AGT is an effective theoretical approach for designing and implementing motor skill interventions for young children.
Morrow, S A; Bates, P E
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.
Full Text Available Objective The aim of the trial was to establish whether there is a significant difference in terms of knowledge and skills, between self-directed learning using a web-based resource, compared with a classroom based interactive workshop, for teaching health professionals how to search. The outcomes measured were knowledge of databases and study designs, and search skills. Methods The study design was a randomised controlled trial (RCT. 17 health professionals were randomised into one of two groups – one group (EG received access to a search-skills web resource, and the other group received a search workshop (WG taught by a librarian. Participants completed pre- and post-intervention tests involving multiple choice questions and practical searching using clinical scenarios. Results 9 WG and 6 EG participants completed both pre- and post-intervention tests. The test results were blindly marked using a score chart developed with two other librarians. For question formulation and devising a search strategy, all participants obtained a score that was the same or better after receiving the intervention (both WG and EG, but statistical analysis showed that the only significant outcomes were for the WG devising a search strategy (p=0.01 and preferring to search using MeSH after receiving the taught workshop (p=0.02. The Mann‐Whitney test showed there were no significant differences in any of the outcomes (p>0.05, between the WG and the EG. The statistical analyses must be viewed with caution due to the small sample size. Conclusion There were no significant differences in knowledge of databases and study design, or search skills, when the WG and the EG were compared. Although many participants obtained a score that was higher post‐intervention, only devising a search strategy and preferring to search using MeSH were statistically significant for the WG. The question of whether a taught workshop and an e-learning module are of equal effectiveness in
The nuclear training engineer as well as being competent technically must be able to teach effectively. Westinghouse have developed a course for training instructors which aims to improve their teaching skills. The course, which has both theoretical and practical content covers the role of the instructor, the learning process, communications, test construction and analysis and stress identification and analysis. (U.K.)
Foxworth, Lauren L.; Mason, Linda H.; Hughes, Charles A.
Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my…
Bowers, Lisa M.; Dostal, Hannah; McCarthy, Jillian H.; Schwarz, Ilsa; Wolbers, Kimberly
Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh), and most do not develop age appropriate spelling skills. Spelling errors from 29 middle school d/hh students were analyzed from writing samples that were gathered at the beginning, middle, and end of a year-long writing…
Fetko, Erin E.; Collins, Belva C.; Hager, Karen D.; Spriggs, Amy D.
This investigation evaluated the effectiveness of using peer tutors to teach a chained leisure skill (i.e., UNO card game) to three middle school students with disabilities using a simultaneous prompting procedure within a multiple probe design. The investigation also assessed whether the students with disabilities would acquire four unrelated…
de Jager, Bernadet
Governments, organisations and educators agree that education should not just focus on basic skills, but also on more complex outcomes such as metacognition. Youngsters must be prepared to deal with the rapidly changing society; they need to become life-long learners. Schools must provide
Kosberg, Roberta L.; Rancer, Andrew S.
The communication discipline has advanced the belief that arguing (high argumentativeness) is a constructive communication activity. Recent research efforts have attempted the integration of principles from argumentation, interpersonal communication, and conflict management, and several benefits of high motivation to argue and skill in informal…
Bedard, Chloe; Bremer, Emily; Campbell, Wenonah; Cairney, John
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
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
El Sherief Eman
Full Text Available The second half of the twentieth century is a witness to an unprecedentedly soaring increase in the number of students joining the arena of higher education(UNESCO,2001. Currently, the number of students at Saudi universities and colleges exceeds one million vis-à-vis 7000 in 1970(Royal Embassy of Saudi Arabia, Washington. Such enormous body of learners in higher education is per se diverse enough to embrace distinct learning styles, assorted repertoire of backgrounds, prior knowledge, experiences, and perspectives; at this juncture, they presumably share common aspiration which is hooking a compatible post in the labor market upon graduation, and to subsequently be capable of acting competently in a scrupulously competitive workplace environment. Bunch of potentialities and skills are patently vital for a graduate to reach such a prospect. Such bunch of skills in a conventional undergraduate paradigm of education were given no heed, being rather postponed to the post-graduation phase. The current Paper postulated tremendous merits of deploying the Multiple Intelligences theory as a project-based approach, within literature classes in higher education; a strategy geared towards reigniting students’ engagement, nurturing their critical thinking capabilities, sustaining their individualistic dispositions, molding them as inquiry-seekers, and ending up engendering life-long, autonomous learners, well-armed with the substantial skills for traversing the rigorous competition in future labor market.
Hungi, Njora; Njagi, Joan; Wekulo, Patricia; Ngware, Moses
This study investigates the relationship between the language of instruction and learning of literacy skills among pre-primary school children in a multilingual environment. The sample consists of 1867 learners from low-income urban households, attending 147 low-cost private pre-primary schools located in low-income areas of Nairobi, Kenya. About…
In this study, 180 first-time-in-college (FTIC) students at Miami Dade College, Florida in need of remedial instruction in basic mathematics, reading, and sentence skills utilized the A[superscript +]dvancer[R] College Readiness Online software. Significant results were found with increased ACCUPLACER[R] scores; number of students who avoided at…
Cattik, Melih; Odluyurt, Serhat
The objective of this study was to teach digital gaming skills to children with autism spectrum disorder (ASD) using a SMART board with a graduated guidance teaching method in a small-group instructional format, to determine the participants' levels of learning by observation, and to determine the views of their families on the conducted…
Umaru, Yunusa; Umma, Abdulwahid
This study investigated the effect of instruction in emotional intelligence Skills on locus of control and academic self-efficacy among junior secondary school students in Niger state, Nigeria. This study employed a quasi-experimental, non-equivalent control group, pre-test - post-test design. The population of this study was 105,034 secondary…
Nielsen, Anne Møller; Henriksen, Mikael Johannes Vuokko; Isbye, Dan Lou
Video-based self-instruction (VSI) with a 24-min DVD and a personal resuscitation manikin solves some of the barriers associated with traditional basic life support (BLS) courses. No accurate assessment of the actual improvement in skills after attending a VSI course has been determined...
Goethe House, New York, NY.
This instructional booklet for the social studies classroom is a companion to a series about modern day Germany. The materials describe the documents in the series and present correlation charts for content and skills: (1) "A Kid Like Me across the Sea"; (2) "Communities and Regions"; (3) "Overview of Germany"; (4)…
Look, Clarisse; McCabe, Patricia; Heard, Robert; Madill, Catherine J
Modeling and instruction are frequent components of both traditional and technology-assisted voice therapy. This study investigated the value of video modeling and instruction in the early acquisition and short-term retention of a complex voice task without external feedback. Thirty participants were randomized to two conditions and trained to produce a vocal siren over 40 trials. One group received a model and verbal instructions, the other group received a model only. Sirens were analyzed for phonation time, vocal intensity, cepstral peak prominence, peak-to-peak time, and root-mean-square error at five time points. The model and instruction group showed significant improvement on more outcome measures than the model-only group. There was an interaction effect for vocal intensity, which showed that instructions facilitated greater improvement when they were first introduced. However, neither group reproduced the model's siren performance across all parameters or retained the skill 1 day later. Providing verbal instruction with a model appears more beneficial than providing a model only in the prepractice phase of acquiring a complex voice skill. Improved performance was observed; however, the higher level of performance was not retained after 40 trials in both conditions. Other prepractice variables may need to be considered. Findings have implications for traditional and technology-assisted voice therapy. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
Yoder, J.A.; Hall, J.D.; Betz, T.L.; Stoupe, P.J.
Using this common sense approach to determining initial and continuing training for instructional staff members helped XYZ facility to develop a training program that will meet the specific needs of its staff. From the results of the analysis, XYZ can now provide the right training at the right time. THe competency-to-training matrix will assist XYZ in accomplishing this training. This matrix also groups the competencies into the five phases associated with the Systematic Approach to Training methodology. From this common sense approach, XYZ facility has a report detailing many solutions that go beyond training. Awareness of problems, causes, and solutions are the keys to successful facility management. Sharing these issues with the right facility personnel, XYZ will be able to meet and/or exceed the changing expectations placed on them due to ''downsizing'', ''rightsizing'', or ''reengineering''
Kon, Haruka; Botelho, Michael George; Bridges, Susan; Leung, Katherine Chiu Man
The aim of this research was to evaluate the effectiveness of a clinical instructional video with a structured worksheet for independent self-study in a complete denture program. 47 multilingual dental students completed a task by watching an instructional video with subtitles regarding clinical complete denture procedures. After completion, students evaluated their learning experience, and 11 students participated in focus group interviews to gain further insight. A mixed-methods approach to data collection and analysis provided descriptive statistical results and a grounded theory approach to coding identified key concepts and categories from the qualitative data. Over 70% of students had favorable opinions of the learning experience and indicated that the speed and length of the video were appropriate. Highly positive and conflicting negative comments regarding the use of subtitles showed both preferences for subtitles over audio and vice versa. The use of a video resource was considered valuable as the replay and review functions allowed better visualization of the procedures, which was considered a good recap tool for the clinical demonstration. It was also a better revision aid than textbooks. So, if the students were able to view these videos at will, they believed that videos supplemented their self-study. Despite the positive response, videos were not considered to replace live clinical demonstrations. While students preferred live demonstrations over the clinical videos they did express a realization of these as a supplemental learning material for self-study based on their ease of access, use for revision, and prior to clinical preparation. Copyright © 2015 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.
Full Text Available The present paper aims at investigating the application of an instructional method specifically focused on the expansion of metacognitive awareness and its effect on Serbian EFL students’ listening comprehension. The current study is a follow-up research of a similar study by Vandergrift and Tafaghodtari (2010. However, we sought to expand the previous research by investigating the relationship between the students’ current level of L2 (target language vocabulary and listening test scores. Our study likewise differed in the sample of participants, the target language, teaching and testing material used, and the duration of the very experiment. To answer the proposed research questions we conducted an experiment with 57 Serbian secondary school EFL (English as a Foreign Language learners divided into experimental (n=27 and control group (n=30. The results of the pre- and post-tests of the two groups showed the beneficial effects of developing metacognitive strategies and the strong positive correlation between the level of vocabulary and listening comprehension. The paper underlines important pedagogical implications especially regarding the enhancement of metacognitive awareness and vocabulary proficiency of students in order to improve performance on listening comprehension tasks.
Full Text Available The first study focused on increasing her ability to identify letters and to write these letters. The research was conducted in a resource room setting located in a public school in a large urban school district. The effects of employing DI flashcards on letter recognition and letter writing were evaluated in a multiple baseline design. Overall the effects of the experiment were positive; the participant improved her accuracy letter identification accuracy and her skills at writing her letters from the alphabet. The time, cost, and effort needed for Experiment I was minimal and the student enjoyed the procedures. A second study was conducted with a first grade boy. We wanted to determine the effectiveness of Teach Your Child to Read in 100 Easy Lessons along with a DI flashcard procedure to improve a first grade student’s ability to identify sounds and sight words within a public school behavior intervention (BI classroom setting. Overall the effects of the second experiment were also quite positive. The participant improved his accuracy and ability to say the letter-sounds and target words. Suggestions for future research were made.
Maggio, Lauren A; Cate, Olle Ten; Irby, David M; O'Brien, Bridget C
Evidence-based medicine (EBM) skills, although taught in medical schools around the world, are not optimally practiced in clinical environments because of multiple barriers, including learners' difficulty transferring EBM skills learned in the classroom to clinical practice. This lack of skill transfer may be partially due to the design of EBM training. To facilitate the transfer of EBM skills from the classroom to clinical practice, the authors explore one instructional approach, called the Four Component Instructional Design (4C/ID) model, to guide the design of EBM training. On the basis of current cognitive psychology, including cognitive load theory, the premise of the 4C/ID model is that complex skills training, such as EBM training, should include four components: learning tasks, supportive information, procedural information, and part-task practice. The combination of these four components can inform the creation of complex skills training that is designed to avoid overloading learners' cognitive abilities; to facilitate the integration of the knowledge, skills, and attitudes needed to execute a complex task; and to increase the transfer of knowledge to new situations. The authors begin by introducing the 4C/ID model and describing the benefits of its four components to guide the design of EBM training. They include illustrative examples of educational practices that are consistent with each component and that can be applied to teaching EBM. They conclude by suggesting that medical educators consider adopting the 4C/ID model to design, modify, and/or implement EBM training in classroom and clinical settings.
Full Text Available Most academic librarians have long been aware that the ascent of the Internet has posed a challenge to the primacy of the library as information hub. Recent studies have shown that the majority of undergraduate students do not begin their research in the library, but with Google and Wikipedia - and many students end their research here as well (Connaway, Dickey, & Radford, 2011. This trend would seem to bode ill for the quality of the research skills and the level of information literacy among current undergraduates, as many students privilege convenient access to information over quality of content (Colón-Aguirre & Fleming-May, 2012; Connaway, et al., 2011. But how do we prepare undergraduate students for the rigours of academic research given this circumstance? The library instruction session has been the path to information literacy traditionally taken by colleges and universities, but increasingly, librarians have begun questioning the value of these sessions. Many undergraduates do not find library instruction sessions relevant to their practical information needs and to changing modes of information access, and many students do not come away from library information sessions feeling fully prepared - or even fully willing - to move beyond Google and into the library in order to carry out quality information searches (Colón-Aguirre & Fleming-May, 2012. Indeed, many librarians also now feel that the classic model of library instruction no longer fully meets the information needs of undergraduates nor anticipates their Internet-focused research habits, and that library instruction needs to change dramatically in order to do so (Colón-Aguirre & Fleming-May, 2012; Farkas, 2012. Such means of improving library instruction include: breaking away from the single-session model and moving toward a multiple-session model (Farkas, 2012; incorporating discussion of Internet-based and electronic resources more fully into instruction sessions (Col
Eugenia Arazo Boa
Full Text Available Enhancing critical thinking skills is one of the paramount goals of many educational institutions. This study presents the development and validation of the Blended Socratic Method of Teaching (BSMT, a teaching model intended to foster critical thinking skills of business students in the undergraduate level. The main objectives of the study were to 1 to survey the critical thinking skills of undergraduate business students, and 2 to develop and validate the BSMT model designed to enhance critical thinking skills. The research procedure comprised of two phases related to the two research objectives: 1 surveying the critical thinking skills of 371 undergraduate business students at Naresuan University International College focusing on the three critical thinking competencies of the RED model—recognize assumptions, evaluate arguments, and draw conclusion, and the determination of the level of their critical thinking; and 2 developing the instructional model followed by validation of the model by five experts. The results of the study were: 1 the undergraduate business students have deficient critical thinking based on the RED Model competencies as they scored “below average” on the critical thinking appraisal, and 2 the developed model comprised six elements: focus, syntax, principles of reaction, the social system, the support system, and application. The experts were in complete agreement that the model is “highly appropriate” in improving the critical thinking skills of the business students. The main essence of the model is the syntax comprising of five steps: group assignment, analysis and writing of case studies; group presentation of the business case analysis in class; Socratic discussion/questioning in class; posting of the case study on the class Facebook account; and online Socratic discussion/questioning. The BSMT model is an authentic and comprehensive model combining the Socratic method of teaching, information and
Novak, Elena; Johnson, Tristan E.; Tenenbaum, Gershon; Shute, Valerie J.
The study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. A storyline is a game-design element that connects scenes with the educational content. In order to…
Rosman, Tom; Peter, Johannes; Mayer, Anne-Kathrin; Krampen, Günter
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…
Moore, Charleen M.; Lowe, Constance; Lawrence, Jane; Borchers, Penelope
One of the strong trends in medical education today is the integration of the humanities into the basic medical curriculum. The anatomy program is an obvious choice for using the humanities to develop professionalism and ethical values. They can also be used to develop close observational skills. Many medical schools have developed formal art…
DeSilva, L. Ajith; Pullen, Adam; Hasbun, J. E.
This article examines the effect of voluntary workshops on students’ performance in a university for algebra-based introductory physics on the topics of electricity, magnetism and related areas. A workshop is an optional one-hour-per-week session that promotes a small group’s peer instruction and co-operative learning, in order to enhance the conceptual understanding of physical principles and to improve problem-solving skills. During the workshops, a small group of students were encouraged to exchange ideas in a co-operative learning environment. Most students enrolled were poorly motivated, underprepared, and did not possess the prerequisite mathematics needed. For those who attended workshops, the result of scores on a standardized conceptual survey in electricity and magnetism showed a pre-test-post-test gain of 21% in the number of correct responses. This is to be contrasted with a 5% increase for those students who did not attend workshops. Further, we present a breakdown of the final letter grades obtained by students who attended workshops versus those who did not. Since the introduction of the workshops (out of 374 students), 95% of those who attended made a ‘C’ or better in the course. This compares to only 50% of the students who did not attend workshops and making a ‘C’ or better. The workshops have been offered since the Fall of 2010, but analyzed data includes fourteen years of student letter grades from 2001 to 2014 in order to study the effects on the workshops of the D, F, or W grades (DFW rate). We report a 7% reduction of the DFW rates, which we attribute to the incorporation of the workshops. The workshops are easy to implement and relatively inexpensive, yet appear to be an effective instructional method that enhances the success of underprepared students.
Full Text Available ... Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education Patients Medical Professionals Skills Programs Find ...
Wagner, Paul J.; Phillips, Andrew T.
We have developed a computer security workshop designed to instruct post-secondary instructors who want to start a course or laboratory exercise sequence in computer security. This workshop has also been used to provide computer security education to IT professionals and students. It is effective in communicating basic computer security principles…
Roberts, Megan Y; Kaiser, Ann P; Wolfe, Cathy E; Bryant, Julie D; Spidalieri, Alexandria M
In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers' use of four enhanced milieu teaching (EMT) language support strategies and on their children's use of expressive language. Four caregiver-child dyads participated in a single-subject, multiple-baseline study. Children were between 24 and 42 months of age and had language impairment. Interventionists used the Teach-Model-Coach-Review instructional approach to teach caregivers to use matched turns, expansions, time delays, and milieu teaching prompts during 24 individualized clinic sessions. Caregiver use of each EMT language support strategy and child use of communication targets were the dependent variables. The caregivers demonstrated increases in their use of each EMT language support strategy after instruction. Generalization and maintenance of strategy use to the home was limited, indicating that teaching across routines is necessary to achieve maximal outcomes. All children demonstrated gains in their use of communication targets and in their performance on norm-referenced measures of language. The results indicate that the Teach-Model-Coach-Review instructional approach resulted in increased use of EMT language support strategies by caregivers. Caregiver use of these strategies was associated with positive changes in child language skills.
Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students' Statistical Reasoning and Quantitative Literacy Skills.
Olimpo, Jeffrey T; Pevey, Ryan S; McCabe, Thomas M
Course-based undergraduate research experiences (CUREs) provide an avenue for student participation in authentic scientific opportunities. Within the context of such coursework, students are often expected to collect, analyze, and evaluate data obtained from their own investigations. Yet, limited research has been conducted that examines mechanisms for supporting students in these endeavors. In this article, we discuss the development and evaluation of an interactive statistics workshop that was expressly designed to provide students with an open platform for graduate teaching assistant (GTA)-mentored data processing, statistical testing, and synthesis of their own research findings. Mixed methods analyses of pre/post-intervention survey data indicated a statistically significant increase in students' reasoning and quantitative literacy abilities in the domain, as well as enhancement of student self-reported confidence in and knowledge of the application of various statistical metrics to real-world contexts. Collectively, these data reify an important role for scaffolded instruction in statistics in preparing emergent scientists to be data-savvy researchers in a globally expansive STEM workforce.
Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills †
Olimpo, Jeffrey T.; Pevey, Ryan S.; McCabe, Thomas M.
Course-based undergraduate research experiences (CUREs) provide an avenue for student participation in authentic scientific opportunities. Within the context of such coursework, students are often expected to collect, analyze, and evaluate data obtained from their own investigations. Yet, limited research has been conducted that examines mechanisms for supporting students in these endeavors. In this article, we discuss the development and evaluation of an interactive statistics workshop that was expressly designed to provide students with an open platform for graduate teaching assistant (GTA)-mentored data processing, statistical testing, and synthesis of their own research findings. Mixed methods analyses of pre/post-intervention survey data indicated a statistically significant increase in students’ reasoning and quantitative literacy abilities in the domain, as well as enhancement of student self-reported confidence in and knowledge of the application of various statistical metrics to real-world contexts. Collectively, these data reify an important role for scaffolded instruction in statistics in preparing emergent scientists to be data-savvy researchers in a globally expansive STEM workforce. PMID:29904549
Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Harvel, Charles [Savannah River Site (SRS), Aiken, SC (United States). Savannah River National Lab. (SRNL); Clark, John [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Gregg Protection Services, Lynchburg, VA (United States)
An essential element in an effective nuclear materials control and accountability (MC&A) program is the measurement of the nuclear material as it is received, moved, processed and shipped. Quality measurement systems and methodologies determine the accuracy of the accountability values. Implementation of a measurement control program is essential to ensure that the measurement systems and methodologies perform as expected. A measurement control program also allows for a determination of the level of confidence in the accounting values.
Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Harvel, Charles [Savannah River Site (SRS), Aiken, SC (United States). Savannah River National Lab. (SRNL); Clark, John [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Gregg Protection Services, Lynchburg, VA (United States)
An essential element in an effective nuclear materials control and accountability (MC&A) program is the measurement of the nuclear material as it is received, moved, processed and shipped. Quality measurement systems and methodologies determine the accuracy of the accountability values. Implementation of a measurement control program is essential to ensure that the measurement systems and methodologies perform as expected. A measurement control program also allows for a determination of the level of confidence in the ac counting values.
Full Text Available Introduction: Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods: One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results: Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5 compared with pre-training (mean 2.6, SD 0.6; p<0.001 with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3 compared with pre-workshop (mean 3.5 SD 0.5; p=0.002. Discussion: Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment.
Argaw, Aweke Shishigu; Haile, Beyene Bashu; Ayalew, Beyene Tesfaw; Kuma, Shiferaw Gadisa
Through the learning of physics, students will acquire problem solving skills which are relevant to their daily life. Determining the best way in which students learn physics takes a priority in physics education. The goal of the present study was to determine the effect of problem based learning strategy on students' problem solving skills and…
Rice, Linda Marie; Wall, Carla Anne; Fogel, Adam; Shic, Frederick
This study examined the extent to which a computer-based social skills intervention called "FaceSay"™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). "FaceSay"™ offers students simulated practice with eye gaze, joint attention,…
Jeffries, Pamela R; Woolf, Shirley; Linde, Beverly
The purpose of this study was to compare the effectiveness of an interactive, multimedia CD-ROM with traditional methods of teaching the skill of performing a 12-lead ECG. A randomized pre/posttest experimental design was used. Seventy-seven baccalaureate nursing students in a required, senior-level critical-care course at a large midwestern university were recruited for the study. Two teaching methods were compared. The traditional method included a self-study module, a brief lecture and demonstration by an instructor, and hands-on experience using a plastic manikin and a real 12-lead ECG machine in the learning laboratory. The second method covered the same content using an interactive, multimedia CD-ROM embedded with virtual reality and supplemented with a self-study module. There were no significant (p method, or perception of self-efficacy in performing the skill. Overall results indicated that both groups were satisfied with their instructional method and were similar in their ability to demonstrate the skill correctly on a live, simulated patient. This evaluation study is a beginning step to assess new and potentially more cost-effective teaching methods and their effects on student learning outcomes and behaviors, including the transfer of skill acquisition via a computer simulation to a real patient.
Jackson, Jennifer M; Radulovic, Andrea; Nageswaran, Savithri
To evaluate the effectiveness of a workshop on managing medical devices used in technology-dependent children. Study participants included residents and medical students rotating in the pediatrics department at the time of the study. A workshop was conducted consisting of learning stations for common medical devices, including brief presentations and opportunities for hands-on practice with each device. Participants completed surveys before and after the workshop assessing their perceived ability to manage medical equipment before and after the workshop and their ongoing learning needs. All participants indicated a substantial need for training on how to manage medical devices used by technology-dependent patients. Scores for perceived ability to manage the devices improved significantly after workshop participation for nearly all devices taught. Medical trainees have significant learning needs for managing devices used by technology-dependent patients. Hands-on, small-group training can be an effective instructional tool for improving confidence in these skills.
Full Text Available The present study aimed to investigate the perceptions of Iranian English as Foreign Language (EFL learners regarding the impact of technology-assisted instruction through the utilization of Information and Communication Technologies (ICTs on their listening comprehension and speaking ability. To this end, eighty Iranian EFL learners whose age range was between twenty to thirty five took part in the study. They were randomly divided into four groups and were exposed to technology-assisted instruction on their course-related contents through different ICTs as their out-of-class activities for one hour per week during two and a half months. The ICTs which were the focus of this study included: Podcasts, YouTube, Skype, and Instagram. The analysis of the participants’ answers indicated that the majority of them (83.8% were positive toward technology-assisted instruction. In addition, 80% of them tended to use ICTs for their future language learning purposes.
Hulsman, Robert L.; Ros, Wynand J. G.; Winnubst, Jacques A. M.; Bensing, Jozien M.
Background Although doctor-patient communication is important in health care, medical specialists are generally not well trained in communication skills. Conventional training programmes are generally time consuming and hard to fit into busy working schedules of medical specialists. A
Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren
This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…
Gürsoy, Esim; Hüseyinoglu, Madina
Having received the stamp of an "often neglected" element in second language teaching, opinions of English Language Teaching (ELT) Teacher Trainees (TT) taking pronunciation as an explicit instruction course seem to be neglected in research advocated in this field as well. Moreover, features of pronunciation (segmentals and…
Papanagnou, Dimitrios; Lee, Hyunjoo; Rodriguez, Carlos; Zhang, Xiao Chi C; Rudner, Joshua
As students in the health professions transition from the classroom into the clinical environment, they will be expected to effectively communicate with their team members and their patients. Effective communication skills are essential to their ability to effectively contribute to their clinical team and the patient care they deliver. The authors propose an interactive workshop that can support students' deliberate practice of communication skills. The authors designed a simulation workshop that affords students the opportunity to practice their communication and peer-to-peer coaching skills. Using LEGOs, a one-hour workshop was conducted with medical students. Students were divided into groups of two. Each student took on a different role: teacher or builder. Teachers were tasked with instructing builders on how to construct a pre-made LEGO structure, not allowing builders to look at the structure. A group debriefing followed to evaluate the activity and explore the themes that emerged. Twenty first-year medical students and 25 fourth-year medical students participated in this activity. Most groups were successful in reproducing the pre-made structure. Groups that pre-briefed before building were most successful. Unsuccessful groups did not define orientation or direction in mutually understood terms, resulting in the creation of an incorrect mirror image of the structure - a common phenomenon seen during the teaching of procedures in the clinical learning environment. The workshop was well received. Students made requests to have similar sessions throughout their training to better support the development of effective communication skills. The workshop can easily be applied to other specialties to assist with procedural skills instruction or in workshops focusing on effective communication.
Lee, Hyunjoo; Rodriguez, Carlos; Zhang, Xiao Chi C; Rudner, Joshua
As students in the health professions transition from the classroom into the clinical environment, they will be expected to effectively communicate with their team members and their patients. Effective communication skills are essential to their ability to effectively contribute to their clinical team and the patient care they deliver. The authors propose an interactive workshop that can support students’ deliberate practice of communication skills. The authors designed a simulation workshop that affords students the opportunity to practice their communication and peer-to-peer coaching skills. Using LEGOs, a one-hour workshop was conducted with medical students. Students were divided into groups of two. Each student took on a different role: teacher or builder. Teachers were tasked with instructing builders on how to construct a pre-made LEGO structure, not allowing builders to look at the structure. A group debriefing followed to evaluate the activity and explore the themes that emerged. Twenty first-year medical students and 25 fourth-year medical students participated in this activity. Most groups were successful in reproducing the pre-made structure. Groups that pre-briefed before building were most successful. Unsuccessful groups did not define orientation or direction in mutually understood terms, resulting in the creation of an incorrect mirror image of the structure – a common phenomenon seen during the teaching of procedures in the clinical learning environment. The workshop was well received. Students made requests to have similar sessions throughout their training to better support the development of effective communication skills. The workshop can easily be applied to other specialties to assist with procedural skills instruction or in workshops focusing on effective communication. PMID:29568715
Alozie, Nonye M.; Grueber, David J.; Dereski, Mary O.
How can science instruction engage students in 21st-century skills and inquiry-based learning, even when doing simple labs in the classroom? We collaborated with teachers in professional development workshops to transform "cookbook" activities into engaging laboratory experiences. We show how to change the common classroom activity of DNA…
Kelly, Mary; Lyng, Colette; McGrath, Mary; Cannon, Gerald
E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the 'potential benefits of new information and communication technology instruments in education' have not been subjected to critical scrutiny (Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education 39 (2), 191-208, p. 192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to the module and available online to students on a continuous basis. Evaluation suggests that students' performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a 'blended' model (Collis, B., van der Wende, M., 2002. Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, University of Twente, Center for Higher Education Policy Studies, The Netherlands).
Center for the Study of Mathematics Curriculum, 2012
In 2009-10 a series of Workshops was organized to focus on STEM (science, technology, engineering, and mathematics) learning design for young students and adolescents. The objective was to provide visionary leadership to the education community by: (a) identifying and analyzing the needs and opportunities for future STEM curriculum development and…
Sealfon, C. D.; Plummer, J. D.
The Women in Aerospace and Technology Project (WATP) is a collaborative effort between the Girl Scouts of Eastern Pennsylvania, the American Helicopter Museum, Boeing Rotorcraft, Sikorsky Global Helicopters, Drexel University, West Chester University, and Arcadia University. The program aims to increase the representation of women in STEM (Science, Technology, Engineering, and Math) fields; the evaluation team identified a secondary goal to assess growth in participants' understanding of scientific inquiry. Girls, grades 4-12, were invited to join Girl Scout troops formed at the American Helicopter Museum to participate in a series of eight workshops on the physics and engineering of flight. Five college women majoring in physics and engineering were recruited as mentors for the girls. Lessons were written by local aerospace industry partners (including Boeing and Sikorsky); the mentors then taught the lessons and activities during the workshops. To evaluate the impact of this project, we collected data to answer two research questions: 1) In what ways does the program impact participants' attitudes towards science and interest in pursuing science as a career? 2) In what ways does the program impact participants' understanding of the nature of scientific inquiry? In this article we summarize results from two sources of data: before and after survey of attitudes about science and end-of-workshop informal questionnaires. Across the seven months of data collection, two challenges became apparent. First, our assessment goals, focusing on scientific interest and inquiry, seemed misaligned with the workshop curricula, which emphasized engineering and design. Secondly, there was little connection among activities within workshops and across the program.
Hulsman, R.L.; Ros, W.J.G.; Winnubst, J.A.M.; Bensing, J.M.
Although doctor-patient communication is important in health care, medical specialists are generally not well trained in communication skills. Conventional training programmes are generally time consuming and hard to fit into busy working schedules of medical specialists. A computer-assisted
Umino, Ayumi; Dammeyer, Jesper
(planning), helped each other (acting) and evaluated their own performance (self-evaluation). Overall results showed that children’s overall quality of life and self-esteem were significantly higher after intervention compared to before. No changes on metacognitive skills were found; however, evaluating...
In recent years, researches had shown that the development of problem solving skill became important for education, and the educational robots are capable for promoting students not only understand the physical and mathematical concepts, but also have active and constructive learning. Meanwhile, the importance of situation in education is rising,…
Gonzales, Cynthia I.; Brinckmeyer, Lynn; Beckman, Amy A.
The purpose of this investigation is to examine the effects of singing and non-singing experiences when students develop harmonic listening skills. Participants were children and adolescents who participate in a community youth choir (N = 21). Ages ranged from 9-16 years. The subjects were organized into four separate groups. All subjects attended…
To determine which communication skills employers in business and industry perceive as important for employees, a questionnaire was mailed to a random sample of personnel directors in business and industry in the Greater Cincinnati metropolitan area. Of the questionnaires mailed, 89 were returned (29.3% response rate). Analysis of the responses…
Ohio State Univ., Columbus. National Center for Research in Vocational Education.
This module, one of a series of 127 performance-based teacher education learning packages focusing upon specific professional competencies of vocational education teachers, deals with assessing student performance of psychomotor skills. Included in the module are learning experiences that address the following topics: important considerations…
Full Text Available The study reported here thoroughly investigated the instruction of listening skill in academic English programs. This was researched through a semi-structured interview. In this regard, in order to obtain a picture of listening requirements across the academy, data were collected from two different state universities of Iran. To compile the data, five listening lecturers from these two universities were invited to participate in the study. Topics investigated through the interviews included; the importance and objectives of English as a Foreign Language (EFL listening in university study, the nature of listening in academic English programs, quantity and type of listening prescribed on courses, the integration of listening with other skills, and the evolution of changes in students’ listening requirements and practices. The analysis of the interviews revealed the two types of the courses; academic English-oriented courses and general English-oriented courses, each of them having their own perspectives regarding the various aspects of the listening. Regarding the changes in students’ practices, two types of transformations were found; transformation of the processes from bottom-up to top-down and transformation of the materials from textbook-oriented to more internet-oriented perspectives. The findings of the present study suggest some practical implications for the EFL students and teachers. In this regard, students need to equip and accustom themselves with more interpretive skills of listening and internet-oriented materials in their classes. Teachers are also required to balance between different types of skills and course materials in their classes according to their students’ needs.
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.
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
The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness
Gaden, Gregory G.
The purpose of this study was to determine the impact of a year-long, same school classroom social skills instruction program on students' with verified Emotional Behavior Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders perceptions of program effectiveness. This study indicated that youth can demonstrate…
... radioactive waste disposal facilities if over-estimated. Additionally, the NRC staff received comments from... Performance Assessment Methodology for Low-Level Radioactive Waste Disposal Facilities'' (ADAMS Accession No..., Rev. 2 ``Instructions for Completing NRC's Uniform Low-Level Radioactive Waste Manifest.'' Information...
Harris, Richard; Brejcha, Mathias F.
To meet the need for technical updating and media development for automotive teachers, a short course was offered on the campus of Ferris State College in the summer of 1975. The innovative program proved highly practical in implementation and was favorably evaluated by the participants. (Author/BP)
Pedersen, Mikkel Rath; Høilund, Carsten; Krüger, Volker
Mobile robots that have the ability to cooperate with humans are able to provide new possibilities to manufac- turing industries. In this paper, we discuss our mobile robot arm that a) can provide assistance at different locations in a factory and b) that can be programmed using complex human...... actions such as pointing in Take this object. In this paper, we discuss the use of the mobile robot for a feeding scenario where a human operator specifies the parts and the feeders through pointing gestures. The system is partially built using generic robotic skills. Through extensive experiments, we...
Full Text Available ... to Choosing a Surgical Residency Education Modules Practice Management Workshops Patients and Family Patient Education Patient Education ... Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and ...
Full Text Available ... Resources Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education Patients Medical Professionals Skills Programs Find a Treatment Center Patient ...
This paper describes the research conducted for the Chartered Institute for Ecology and Environmental Management to identify skills gaps within the profession. It involved surveys of professionals, conference workshops and an investigation into the views of employers regarding graduate recruitment.
Full Text Available ... CME Accreditation PartnerCME Joint Providership Program Verification of Knowledge and Skills Academy of Master Surgeon Educators Academy ... Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education ...
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Full Text Available ... Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education ... Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and ...
García de Diego, Laura; Cuervo, Marta; Martínez, J Alfredo
Computer assisted instruction (CAI) is an effective tool for evaluating and training students and professionals. In this article we will present a learning-oriented CAI, which has been developed for students and health professionals to acquire and retain new knowledge through the practice. A two-phase pilot evaluation was conducted, involving 8 nutrition experts and 30 postgraduate students, respectively. In each training session, the software developed guides users in the integral evaluation of a patient's nutritional status and helps them to implement actions. The program includes into the format clinical tools, which can be used to recognize possible patient's needs, to improve the clinical reasoning and to develop professional skills. Among them are assessment questionnaires and evaluation criteria, cardiovascular risk charts, clinical guidelines and photographs of various diseases. This CAI is a complete software package easy to use and versatile, aimed at clinical specialists, medical staff, scientists, educators and clinical students, which can be used as a learning tool. This application constitutes an advanced method for students and health professionals to accomplish nutritional assessments combining theoretical and empirical issues, which can be implemented in their academic curriculum.
This research has the following purposes: 1) to find the efficiency of the self-learning activity set on development of skill in using fine motor of children with intellectual disabilities., 2) to compare the abilities to use the small muscles after the study more than before the study of children with intellectual disabilities, who made study with the self-learning activity on development of small muscles use., 3) to study the satisfaction of the children with intellectual disabilities using the self-learning activity on development of small muscles use. The sample groups on the research are the children with intellectual disabilities of the special education Maha Chakri Sirindhorn Provincial Nakhon Nayok Center in the school year 2016, for 7 children. The tools used on the research consist of the self-learning activity on development of small muscles use for the children with intellectual disabilities of the special, the observation form of abilities of small muscles before and after using the activity set and the observation form of satisfaction of the children with intellectual disabilities of the special towards the self-learning activity set on development of small muscles for the children with intellectual disabilities of the special. The statistics used on the research include the percentage, mean value, standard deviation and the t-test for dependent sample. From the research, it was found that the self-learning activity set on development of small muscles use for children with intellectual disabilities of the special is efficient based on the criteria in average equal to 77.78/76.51, the educational coefficient of the student after the study higher than before the study with average points before the study equal to 55.14 and S.D. value equal to 3.72. The average points after the study equal to 68.86, S.D. value equal to 2.73, t-test value before and after the study equal to 7.94, which are different significantly on statistics at the level 0.05 and the
McDaris, J. R.; Kirk, K. B.; Mogk, D. W.; Bruckner, M. Z.
The On the Cutting Edge professional development program for geoscience faculty has begun offering online workshops as a supplement to its face-to-face workshop series. Following a few initial forays since 2005, Cutting Edge launched a suite of four virtual workshops in 2010: Teaching Geoscience with Service Learning, Understanding the Deep Earth, Designing Effective and Innovative Courses in the Geosciences, and Teaching Geoscience Online. Each workshop was presented over 1-2 weeks and included pre-workshop web postings, synchronous whole-group presentations, live small-group discussions, asynchronous input via threaded discussions or editable web pages, and personal time for reflection and writing. Synchronous sessions were facilitated through the Elluminate software platform which includes tools for viewing presentations, screen sharing, real-time participant response, and an ongoing chat-room discussion. Audio was provided through a separate telephone conference service. In addition, many asynchronous conversations on workshop topics were held via a threaded discussion board on the Cutting Edge website and in Wiki-like, editable web pages designed to support collaborative work. A number of challenges to running online workshops exist, primarily involving participants’ time management. It is difficult for participants to set aside enough time to complete workshop activities when they are still enmeshed in their everyday lives. It also requires new skills for speakers, participants and support staff to prepare web-based materials and navigate the technology required for the online presentations. But there are also a number of opportunities presented by these experiences. With no travel needed, an online workshop is less expensive for participants, which allows Cutting Edge to extend its commitment to providing workshop materials to a wider audience of interested faculty. Also, synchronous sessions can be recorded and posted on the website for broader community
Sep 14, 2017 ... health: report of first EQUIST training workshop in Nigeria .... The difference between the before and after measurements was ... After the administration of the pre-workshop questionnaire the ... represent Likert rating scale of 1-5 points, where 1point = grossly .... Procedures Manual for the "Evaluating.
CERN. Geneva; Fabbrichesi, Marco
The INtegrated DIgital COnferencing EU project has finished building a complete software solution to facilitate the MANAGEMENT OF CONFERENCES, workshops, schools or simple meetings from their announcement to their archival. Everybody involved in the organization of events is welcome to join this workshop, in order to understand the scope of the project and to see demonstrations of the various features.
Lucander, Henriette; Knutsson, Kerstin; Salé, Hanna; Jonsson, Anders
This study evaluated a pilot workshop for teaching communication skills to dental students. The methodology is based on an experiential learning approach, the use of realistic clinical scenarios, simulated patients, and an integrated teaching team of both educational researchers and dentists. Furthermore, the methodology was adapted for short workshops, which is thought to offer better possibilities for frequent and effective training of communication skills throughout the curriculum. The work-shop was piloted with groups of six to ten students from the sixth and tenth semesters (n=94). Results show that the majority of students found the tasks meaningful and well aligned with how they perceived their future profession as dentists. Most students also thought that they learned from the task. An interesting finding is that students not only found it instructive to practice how to communicate in authentic situations, but that they generally found the workshop to be thought-provoking while at the same time providing structure and intellectual tools for the future. A possible explanation for this finding is the sharing of explicit criteria for high-quality communication.
Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai
Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners' self assessment of teaching skills and perceptions. One-day tutor training workshop included theoretical knowledge supplementation regarding tutors' roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; pteaching skills in this challenging environment.
Effectiveness of Self Instructional Module on Knowledge and Skills Regarding Use of Glasgow Coma Scale in Neurological Assessment of Patients among Nurses Working in Critical Care Units of KLE Dr. Prabhakar Kore Hospital and Medical Research Centre, Belgaum
Full Text Available Background: The brain is the central unit that controls all the functions of our body. The brain cannot function all by its self without the neurons. The proper functioning of the brain and its relationship with the world is known as consciousness. The level of consciousness is the sensitive and reliable indicator of the patients neurological status. The alteration in the consciousness helps to determine if there is any damage in the nervous system that can occur even without visible damage to the head. There are numerous tools used to determine level of consciousness. The most common tool used to determine level of consciousness is the Glasgow Coma Scale (GCS. It was used with ease and helped to standardize clinical observations of the patients with impaired consciousness. A proper neurological assessment using the Glasgow Coma Scale is the essential part of nursing care. It is very essential for the nurse to have knowledge and skills about neurological assessment and the Glasgow Coma Scale.Hence the present study to evaluate the effectiveness of Self Instructional Module (SIM on knowledge and skill regarding Glasgow Coma Scale was undertaken. Aim and Objectives: 1]To assess the knowledge and skills regarding the use of Glasgow Coma Scale in neurological assessment of patients among the staff nurses. 2] To determine the effectiveness of the Self Instructional Module on knowledge and skills regarding the GCS in neurological assessment of patients. 3] To find association between the pre test knowledge and skills scores and demographic variables. 4] To find the correlation between the knowledge score sand the skills scores regarding the GCS in neurological assessment of patients. Material and Methods: The study was evaluative in nature. A purposive sampling technique was used for the study. A total of 55 staff nurses working in Critical Care Units of KLES Hospital and MRC,Belgaum were selected for the study. A structured questionnaire and an
Lang, Alon; Melzer, Ehud; Bar-Meir, Simon; Eliakim, Rami; Ziv, Amitai
The continuing development in computer-based medical simulators provides an ideal platform for simulator-assisted training programs for medical trainees. Computer-based endoscopic simulators provide a virtual reality environment for training endoscopic procedures. This study illustrates the use of a comprehensive training model combining the use of endoscopic simulators with simulated (actor) patients (SP). To evaluate the effectiveness of a comprehensive simulation workshop from the trainee perspective. Four case studies were developed with emphasis on communication skills. Three workshops with 10 fellows in each were conducted. During each workshop the trainees spent half of the time in SP case studies and the remaining half working with computerized endoscopic simulators with continuous guidance by an expert endoscopist. Questionnaires were completed by the fellows at the end of the workshop. Seventy percent of the fellows felt that the endoscopic simulator was close or very close to reality for gastroscopy and 63% for colonoscopy. Eighty eight percent thought the close guidance was important for the learning process with the simulator. Eighty percent felt that the case studies were an important learning experience for risk management. Further evaluation of multi-modality simulation workshops in gastroenterologist training is needed to identify how best to incorporate this form of instruction into training for gastroenterologists.
O'Donovan, James; Maruthappu, Mahiben
To assess the feasibility and impact of using low-cost Android tablets to deliver video tutorials and remote online peer-tutoring for clinical skills between two countries. Nine junior medical students from Malaysia were paired with five senior medical students from the UK, who played the role of peer-tutors. Students from Malaysia were given a low-cost Android tablet from which they could access instructional video tutorials. At the end of each week, the peer-tutors would observe their peer-learners as they performed a clinical examination. Tutors would then provide individual feedback using a videoconferencing tool. Outcomes were assessed using Observed Structured Clinical Examination (OSCE) scores, post-study questionnaires and semi-structured interviews with participants. Peer-learners reported an increased confidence in clinical examination of 8.4 (±1.0) on a 10-point scale and all nine said they would recommend the scheme to their peers. Both peer-tutors and peer-learners were able to establish a strong rapport over video, rating it as 8.4 (±0.6) and 8.4 (±0.9), respectively. Peer-learners' rated the sound and video quality of the tablet as 7.0 (±1.1) but were less satisfied with the screen resolution of the tablet, rating this as 4.0 (±1.5). This preliminary pilot study presents an innovative, low cost approach to international medical education with significant potential for future development.
, the main focus there is on spoken languages in their written and spoken forms. This series of workshops, however, offers a forum for researchers focussing on sign languages. For the third time, the workshop had sign language corpora as its main topic. This time, the focus was on the interaction between...... corpus and lexicon. More than half of the papers presented contribute to this topic. Once again, the papers at this workshop clearly identify the potentials of even closer cooperation between sign linguists and sign language engineers, and we think it is events like this that contribute a lot to a better...
Google Earth is an accessible, user-friendly GIS that can help landowners in their management planning. I offered hands-on Google Earth workshops to landowners to teach skills, including mapmaking, length and area measurement, and database management. Workshop participants were surveyed at least 6 months following workshop completion, and learning…
蕭佳純 Chia-Chun Hsiao
Full Text Available 本研究以臺南市國民小學教師作為研究樣本進行分析，採用問卷調查方式，總計回收34所學校，共331 份有效問卷，使用結構方程模式（structural equation modeling, SEM）進行結構模式之檢測並探討各變項間的關係。根據研究結果，獲致以下主要結論：創意角色認定、工作動機以及創造力教學技巧對創意教學行為有正向的直接影響之外，創造力教學技巧在創意角色認定與創意教學行為以及工作動機與創意教學行為間具有中介效果。而工作動機在創意角色認定與創意教學行為間具有中介效果，更重要的是，創意角色認定會透過工作動機的中介，再透過創造力教學技巧的中介而對創意教學行為產生間接效果。根據上述結果，本研究提出具體建議為：直接效果中以工作動機的影響力較大，但是在間接效果中，仍是在創意角色認定、創造力教學技巧及創意教學的關係中扮演著重要的中介角色，所以，若強化教師的創意角色認定，並提升其工作動機以及增進其創造力教學技巧等能力，將可促進教師創意教學行為的展現。 This study conducted a questionnaire survey with elementary school teachers from 34 schools in Tainan City. A total of 331 valid questionnaires were retrieved. Structural equation modeling was applied to test the structural model and investigate the relationships among the variables. According to the results, the conclusions are summarized as follows: creative role identity directly influences creative instructional behavior; work motivation directly influences creative instructional behavior; instructional skill in creativity directly influences creative instructional behavior; instructional skill in creativity moderates the relationship between creative role identity and creative instructional behavior; instructional skill in creativity moderates the
The study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. In addition, the study focused on examining the effects of a storyline GC on specific learning…
Alfakih, Ahmed Hassan
The study examined the impact of a training program on enhancing postgraduate students' research skills in preparing a research proposal. The nature of the skills required to prepare a research proposal were first determined using a questionnaire. A training program for improving such skills was then constructed and seven postgraduate students in…
Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B
For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive
Preszler, Ralph W.
Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop versio...
Pereira, Jennifer K.
The results of this experimental study have demonstrated that following participation in a 12-hour training in Child-Centered Play Therapy (CCPT), school counselor trainees significantly increased their CCPT knowledge and skills in employing CCPT, as compared to a control group. Participants reported that they had learned enough of the philosophy…
1-2 September 2003 the Halden Project arranged a workshop on 'Innovative Human-System Interfaces and their Evaluation'. This topic is new in the HRP 2003-2005 programme, and it is important to get feedback from member organizations to the work that is being performed in Halden. It is also essential that relevant activities and experiences in this area from the member organizations are shared with the Halden staff and other HRP members. Altogether 25 persons attended the workshop. The workshop had a mixture of presentations and discussions, and was chaired by Dominique Pirus of EDF, France. Day one focused on the HRP/IFE activities on Human-System Interface design, including Function-oriented displays, Ecological Interface Design, Task-oriented displays, as well as work on innovative display solutions for the oil and gas domain. There were also presentations of relevant work in France, Japan and the Czech Republic. The main focus of day two was the verification and validation of human-system interfaces, with presentations of work at HRP on Human-Centered Validation, Criteria-Based System Validation, and Control Room Verification and Validation. The chairman concluded that it was a successful workshop, although one could have had more time for discussions. The Halden Project got valuable feedback and viewpoints on this new topic during the workshop, and will consider all recommendations related to the future work in this area. (Author)
Bruun, Jesper; Evans, Robert Harry
This paper describes the background for, realisation of and author reflections on a network workshop held at ESERA2013. As a new research area in science education, networks offer a unique opportunity to visualise and find patterns and relationships in complicated social or academic network data....... These include student relations and interactions and epistemic and linguistic networks of words, concepts and actions. Network methodology has already found use in science education research. However, while networks hold the potential for new insights, they have not yet found wide use in the science education...... research community. With this workshop, participants were offered a way into network science based on authentic educational research data. The workshop was constructed as an inquiry lesson with emphasis on user autonomy. Learning activities had participants choose to work with one of two cases of networks...
Buus, Lillian; Bygholm, Ann
In relation to the Tutor course in the Mediterranean Virtual University (MVU) project, a virtual workshop “Getting experiences with different synchronous communication media, collaboration, and group work” was held with all partner institutions in January 2006. More than 25 key-tutors within MVU...
Kuykendall, Tommie G. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Allsop, Jacob Lee [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Anderson, Benjamin Robert [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Boumedine, Marc [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Carter, Cedric [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Galvin, Seanmichael Yurko [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Gonzalez, Oscar [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Lee, Wellington K. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Lin, Han Wei [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Morris, Tyler Jake [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Nauer, Kevin S.; Potts, Beth A.; Ta, Kim Thanh; Trasti, Jennifer; White, David R.
The cybersecurity consortium, which was established by DOE/NNSA’s Minority Serving Institutions Partnerships Program (MSIPP), allows students from any of the partner schools (13 HBCUs, two national laboratories, and a public school district) to have all consortia options available to them, to create career paths and to open doors to DOE sites and facilities to student members of the consortium. As a part of this year consortium activities, Sandia National Laboratories and the University of Virgin Islands conducted a week long cyber workshop that consisted of three courses; Digital Forensics and Malware Analysis, Python Programming, and ThunderBird Cup. These courses are designed to enhance cyber defense skills and promote learning within STEM related fields.
Mattera, Shira K.; Jacob, Robin; Morris, Pamela A.
Early math skills are a strong predictor of later achievement for young children, not only in math, but in other domains as well. Exhibiting strong math skills in elementary school is predictive of later high school completion and college attendance. To that end, the Making Pre-K Count and High 5s studies set out to rigorously assess whether…
Jorge Eduardo Pineda Hoyos
Full Text Available This paper reports the experience of implementing a teacher’s professional development strategy that sought to foster e-moderator competencies among language faculty at a Colombian public university. The study aimed at finding the extent to which participants understood the concepts of e-moderation and e-tivities. We analyzed the participants’ performance in three different tasks to give account of the incorporation of the concepts. The results from the analysis of the tasks showed that participants understand online processes, they have some technical skills and they have many personal characteristics that will help them become e-moderators.
Alla V. Semenova
Full Text Available The article deals with the preparation of interactive mini-lessons using multimedia presentations for teachers – participants of the seminar based on practical skills and value experience, which is considered in the unity of intellectual and emotional-volitional personality characteristics. The article covers the theoretical, methodological and practical approaches to creating presentations using MS PowerPoint in preparing and conducting interactive lessons by teachers based on andragogy approach. The proposed approach takes into account the personal aspects of teachers - participants of the seminar, as well as presents an appropriate planning cycle. That helps turn into reality the idea of vocational training throughout life "teacher to teacher".
Lazonder, Adrianus W.
This study examined the efficacy of minimalist instruction to develop self-regulatory skills involved in Web searching. Two versions of minimalist self-regulatory skill instruction were compared to a control group that was merely taught procedural skills to operate the search engine. Acquired skills
Allsopp, David H.; Santos, Karen E.; Linn, Reid
This article describes a collaborative prosocial skills program. Steps of the intervention include forming teams of educators, targeting necessary prosocial skills, developing an instructional plan, determining the setting and collaborative roles, delivery instruction, and providing opportunities for student practice, reinforcement, and…
Discusses how to use technology to enhance literacy skills. Highlights include defining literacy, including information literacy; research to support reading and writing instruction; literacy software; thinking skills; organizational strategies for writing and reading; how technology can individualize literacy instruction; and a new genre of…
Pfau, Richard H.
Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee's supervisor but can be a co-worker. The JIT technique consists of a series of steps that a supervisor or other instructor follows…
Dewanto, Andreas; Lim, Geok Quee; Kuang, Jianhong; Zhang, Jinfeng; Yeo, Ye
We present a physics workshop for college students to investigate various physical phenomena using high-speed cameras. The technical specifications required, the step-by-step instructions, as well as the practical limitations of the workshop, are discussed. This workshop is also intended to be a novel way to promote physics to Generation-Y…
The promise of initial results after the start of operations at CERN's SPS proton-antiproton collider and the prospects for high energy hadron collisions at Fermilab (Tevatron) and Brookhaven (ISABELLE) provided a timely impetus for the recent Topical Workshop on Forward Collider Physics', held at Madison, Wisconsin, from 10-12 December. It became the second such workshop to be held, the first having been in 1979 at the College de France, Paris. The 100 or so participants had the chance to hear preliminary results from the UA1, UA4 and UA5 experiments at the CERN SPS collider, together with other new data, including that from proton-antiproton runs at the CERN Intersecting Storage Rings
Larson, James R; Juszczak, Andrew; Engel, Kathryn
This study compared the effectiveness of computer-assisted instruction to that of one-on-one tutoring for teaching people with mild and moderate cognitive disabilities when both training methods are designed to take account of the specific mental deficits most commonly found in cognitive disability populations. Fifteen participants (age 22-71) received either computer-assisted instruction or one-on-one tutoring in three content domains that were of functional and daily relevance to them: behavioural limits, rights and responsibilities (two modules) and alphabetical sorting. Learning was assessed by means of a series of pretests and four learning cycle post-tests. Both instructional conditions maintained time-on-task and teaching material equivalence, and both incorporated a set of best-practices and empirically supported teaching techniques designed to address attentional deficits, stimulus processing inefficiencies and cognitive load limitations. Strong evidence of learning was found in both instructional method conditions. Moreover, in all content domains the two methods yielded approximately equivalent rates of learning and learning attainment. These findings offer tentative evidence that a repetitive, computer-assisted training program can produce learning outcomes in people with mild and moderate cognitive disabilities that are comparable to those achieved by high-quality one-on-one tutoring. © 2015 John Wiley & Sons Ltd.
Young, R. Brent; Edwards, M. Craig; Leising, James G.
The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would not differ significantly (p less than 0.05) in their technical competence from students who participated in the…
Loughland, Tony; Nguyen, Hoa Thi Mai
There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…
The practical value and usefulness of IT-assisted instruction for Taiwanese preschool children are popular topics in academic and practical settings. The purpose of this study was to survey early childhood pre-service teachers' attitudes regarding the workplace advantage of IT-related pedagogy and their learning intentions regarding IT-based…
Sanden, Per-Olof; Edland, Anne; Reiersen, Craig; Mullins, Peter; Ingemarsson, Karl-Fredrik; Bouchard, Andre; Watts, Germaine; Johnstone, John; Hollnagel, Erik; Ramberg, Patric; Reiman, Teemu
An important part of the workshop was a series of invited presentations. The presentations were intended to both provide the participants with an understanding of various organisational approaches and activities as well as to stimulate the exchange of ideas during the small group discussion sessions. The presentation subjects ranged from current organisational regulations and licensee activities to new organisational research and the benefits of viewing organisations from a different perspective. There were more than a dozen invited presentations. The initial set of presentations gave the participants an overview of the background, structure, and aims of the workshop. This included a short presentation on the results from the regulatory responses to the pre-workshop survey. Representatives from four countries (Sweden, Canada, Finland, and the United Kingdom) expanded upon their survey responses with detailed presentations on both regulatory and licensee safety-related organisational activities in their countries. There were also presentations on new research concerning how to evaluate safety critical organisations and on a resilience engineering perspective to safety critical organisations. Below is the list of the presentations, the slides of which being available in Appendix 2: 1 - Workshop Welcome (Per-Olof Sanden); 2 - CSNI Working Group on Human and Organisational Factors (Craig Reiersen); 3 - Regulatory expectations on justification of suitability of licensee organisational structures, resources and competencies (Anne Edland); 4 - Justifying the suitability of licensee organisational structures, resources and competencies (Karl-Fredrik Ingemarsson); 5 - Nuclear Organisational Suitability in Canada (Andre Bouchard); 6 - Designing and Resourcing for Safety and Effectiveness (Germaine Watts); 7 - Organisational Suitability - What do you need and how do you know that you've got it? (Craig Reiersen); 8 - Suitability of Organisations - UK Regulator's View (Peter
Bruckner, M. Z.; Laine, E. P.; Mogk, D. W.; O'Connell, S.; Kirk, K. B.
Service learning is an instructional method that combines community service and academic instruction within the context of an established academic course. It is a particularly effective approach that uses active and experiential learning to develop the academic skills required of a course of study and to simultaneously address authentic community needs. Service learning projects can energize and motivate students by engaging a sense of civic responsibility by working in concert with community partners. The geosciences provide abundant opportunities to develop service learning projects on topics related to natural hazards, resources, land use, water quality, community planning, public policy, and education (K-12 and public outreach). To explore the opportunities of teaching service learning in the geosciences, the On the Cutting Edge program convened an online workshop in February 2010. The goals of the workshop were to: 1) introduce the principles and practices of effective service learning instructional activities; 2) provide examples of successful service learning projects and practical advice about "what works;" 3) provide participants with the opportunity to design, develop, and refine their own service learning courses or projects; 4) develop collections of supporting resources related to the pedagogy of service learning; and 5) support a community of scholars interested in continued work on service learning in the geoscience curriculum. The workshop consisted of a series of web-based synchronous and asynchronous sessions, including presentations from experienced practitioners of service learning, panel discussions, threaded discussions, and editable web pages used to develop new material for the website. Time was also provided for small group and individual work and for participants to peer-review each others' service learning projects and to revise their own activities based on reviewer comments. Insights from the workshop were integrated into new web pages
Palupi, E. L. W.; Khabibah, S.
Realistic Mathematics Education (RME) is a learning approach which fits the aim of the curriculum. The success of RME in teaching mathematics concepts, triggering students’ interest in mathematics and teaching high order thinking skills to the students will make teachers start to learn RME. Hence, RME workshop is often offered and done. This study applied development model proposed by Plomp. Based on the study by RME team, there are three kinds of RME workshop: start-up workshop, follow-up workshop, and quality boost. However, there is no standardized or validated module which is used in that workshops. This study aims to develop a module of RME follow-up workshop which is valid and can be used. Plopm’s developmental model includes materials analysis, design, realization, implementation, and evaluation. Based on the validation, the developed module is valid. While field test shows that the module can be used effectively.
Instructional materials are provided for a workshop to enable participants to educate patients and food service staff regarding diabetic diets, incorporating current therapeutic recommendations and allowing variation and flexibility. Representative topics are facts about diabetes mellitus, high risk groups, symptoms, treatment and goals of diet…
Melvin, L; Connolly, K; Pitre, L; Dore, K L; Wasi, P
Written and verbal communication skills are important skills for all physicians. While verbal skills are taught and assessed in medical school, medical students report limited instruction in written communication skills. This study examined the impact of a curriculum delivered during a 6-week clinical rotation in Internal Medicine on the objective assessment of medical students' written communication skills. The curriculum consisted of two educational programmes: a medical student communication tutorial and a resident feedback workshop. The study was conducted from March 2012 to January 2013 at McMaster University in Hamilton, Ontario, Canada. The study featured three arms: (1) control, (2) medical student communication tutorial alone and (3) student tutorial and resident feedback workshop. Data were collected on 126 students during 6-week Internal Medicine clerkship rotations. Students' written consultation notes were collected prior to the educational programmes and at 6 weeks. Blinded faculty assessors used an independently validated Assessment Checklist to evaluate consultation notes. Consultation note scores improved from week 1 to week 6 across all study arms. However, the change was statistically significant only in arm 3, featuring both the medical student tutorial and the resident feedback workshop, with mean scores improving from 4.75 (SD=1.496) to 5.56 (SD=0.984) out of 7. The mean difference between week 1 and week 6 was significantly different (0.806, p=0.002, 95% CI 0.306 to 1.058). The combination of a resident feedback workshop with medical student written communication tutorial improves objective evaluations of consultation note scores over student tutorial alone. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
Sparks, R; Ganschow, L; Pohlman, J; Skinner, S; Artzer, M
Research findings suggest that most students who have foreign language learning problems have language-based difficulties and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk students are discussed.
Increasing lifespans for chronic disease sufferers means a population of young patients who require lifestyle intervention from an early age. For multiple sclerosis (MS) patients, social problems begin with the decline of cognitive skills and their quality of life is affected. In this workshop, organizers will propose participants to work on different gamification design approachs to solve MS patients' engagement problem. Participants will obtain skills that can be extrapolated to other conditions that require patients change to adopt a different behavior. At the end, participants will present their proposed gamification design and discuss and comment each solution, assessing potential unintended outcomes and advantages.
Ørngreen, Rikke; Levinsen, Karin Tweddell
This paper contributes to knowledge on workshops as a research methodology, and specifically on how such workshops pertain to e-learning. A literature review illustrated that workshops are discussed according to three different perspectives: workshops as a means, workshops as practice, and workshops as a research methodology. Focusing primarily on the latter, this paper presents five studies on upper secondary and higher education teachers’ professional development and on teaching and learnin...
Biedermann, Laura B. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Clark, Blythe G. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Colbert, Rachel S. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Dagel, Amber Lynn [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Gupta, Vipin P. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Hibbs, Michael R. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Perkins, David Nikolaus [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); West, Roger Derek [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)
The goal of this SAND report is to provide guidance for other groups hosting workshops and peerto-peer learning events at Sandia. Thus this SAND report provides detail about our team structure, how we brainstormed workshop topics and developed the workshop structure. A Workshop “Nuts and Bolts” section provides our timeline and check-list for workshop activities. The survey section provides examples of the questions we asked and how we adapted the workshop in response to the feedback.
Full Text Available This is a report of a teacher workshop. It was an encounter among dialogues, pictures and possibilities of deconstruction in multiple directions. It enables studies inspiring debate in favor of images. Images are loaded with clichés and they risk breaking with the documentary/real character of photography. It leads us to think of the non-neutrality of an image and how the place is hegemonically imposed on us. It does away with blocking forces in a playful experimentation. The experimentation is extended into compositions with photographs, monotype printing, and different ways of perceiving space, dialogues, exchanges, poems and art.
Full Text Available The setting for the workshop was a heady mix of history, multiculturalism and picturesque riverscapes. Within the group there was, as in many food studies, a preponderance of female scientists (or ethnographers, but the group interacted on lively, non-gendered terms - focusing instead on an appreciation of locals food and enthusiasm for research shared by all, and points of theoretical variance within that.The food provided by our hosts was of the very highest eating and local food qualities...
Shekhar, Prateek; Maura Borrego
Engineering education research has empirically validated the effectiveness of active learning over traditional instructional methods. However, the dissemination of education research into instructional practice has been slow. Faculty workshops for current and future instructors offer a solution to promote the widespread adoption of active learning…
O'Malley, Donna; Delwiche, Frances A
How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies. Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it. Modifying the program's content and structure resulted in a program that appealed to the target audience.
Biederman, G. B.; Freedman, B.
This paper addresses optimal strategies in teaching essential life and communication skills to children with Down syndrome, autism and other developmental delays. Evidence from the literature concerning the relative efficacy of hand-over-hand (self-modeling) in contrast to passive observational teaching techniques (e.g., video modeling) shows the…
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The ten titles deal with the following topics: (1) an inductive method for teaching three skills necessary for reading narrative fiction; (2) the use of reading strategies in secondary level content area classrooms; (3) seventh grade…
The present pilot study investigated the impact of video hero modelling (VHM) on the daily living skills of an elementary-aged student with autism spectrum disorder. The VHM, in which a character much admired by the student exhibited a correct response, was shown to the participant immediately before the situation where he needed to exhibit the…
The purpose of this study is to evaluate the effectiveness of self-management skills training program, based on self-control strategies, on students with intellectual disabilities. A multiple-probe design across subjects single-subject research methodology was used in this study. Nine students with intellectual disabilities, whose ages are between…
Sen, Ceylan; Sezen Vekli, Gülsah
The aim of this study is to determine the influence of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills. The quasi experimental model with pre-test-post-test control group design was used as an experimental design in this research. The sample of this study included…
Ismail Md Zain
Full Text Available An effective and systematic design of instruction will determine the quality of learning and teaching practices. Hence, instructional design models are required, to move from just adopting a standard approach to developing models that have an impact on learners' profiles, creating a much better learning experience, skills, and knowledge both in the classroom and online. The 21st Century Learning Framework requires learners to develop their thinking skills, communication skills, collaborating skills and enhancing their creativity, (4Cs towards establishing "globally competitive learners." An Integral ASIE Instructional Design Model is an innovative 21st Century teachers' designing tool that provides a solution to the above challenges. The Model assist teachers in Planning, Utilizing and Sharing (PLUS instructions with others across nations. It promotes the Professional Learning Community practices where educationist, stakeholders, parents, and corporates work collaboratively ensuring its quality and sustainability in addressing the future employability issues of the learners. Results from 5 Likert Scales Questionnaires given to teachers in workshops and pilot project conducted, shows positive views on the model.
Wickens, F. J.
Since the previous edition of ATLAS e-news, the NIKHEF Institute in Amsterdam has hosted not just one but two workshops related to ATLAS TDAQ activities. The first in October was dedicated to the Detector Control System (DCS). Just three institutes, CERN, NIKHEF and St Petersburg, provide the effort for the central DCS services, but each ATLAS sub-detector provides effort for their own controls. Some 30 people attended, including representatives for all of the ATLAS sub-detectors, representatives of the institutes working on the central services and the project leader of JCOP, which brings together common aspects of detector controls across the LHC experiments. During the three-day workshop the common components were discussed, and each sub-detector described their experiences and plans for their future systems. Whilst many of the components to be used are standard commercial components, a key custom item for ATLAS is the ELMB (Embedded Local Monitor Board). Prototypes for this have now been extensively test...
Arwani, Salima Shahzad
The author conducted a workshop with colleagues in which awareness of Pythagoras' theorem was raised. This workshop was an unforgettable event in the author's life because it was the first time that she had interacted with teachers from a different school system, and it allowed her to develop presentation skills and confidence in her own…
Fernsten, Linda; Fernsten, Jeffrey
A writing workshop is a pedagogical tool that can create a more productive experience for teachers and students alike. Business students who have used this technique with experienced instructors agree that a well-planned writing workshop can be useful for dispelling writing fears, furthering understanding of business communication skills,…
Nedjati-Gilani, Gemma; Venkataraman, Archana; O'Donnell, Lauren; Panagiotaki, Eleftheria
This volume contains the proceedings from two closely related workshops: Computational Diffusion MRI (CDMRI’13) and Mathematical Methods from Brain Connectivity (MMBC’13), held under the auspices of the 16th International Conference on Medical Image Computing and Computer Assisted Intervention, which took place in Nagoya, Japan, September 2013. Inside, readers will find contributions ranging from mathematical foundations and novel methods for the validation of inferring large-scale connectivity from neuroimaging data to the statistical analysis of the data, accelerated methods for data acquisition, and the most recent developments on mathematical diffusion modeling. This volume offers a valuable starting point for anyone interested in learning computational diffusion MRI and mathematical methods for brain connectivity as well as offers new perspectives and insights on current research challenges for those currently in the field. It will be of interest to researchers and practitioners in computer science, ...
instructions to students in technical and vocational education (TVE) programs. ... in Nigeria perceive their traditional methods of instruction as obsolete with ..... Even so, skills necessary to adapt to the modern technology should be taught.
Falkenberg, Karen L.
This two-year study sought to uncover characteristic differences among a purposive sample of 23 elementary teachers who were using an elementary science innovation with various levels of proficiency. Two theoretical frameworks supported the development of the research, the Concerns Based Adoption Model Level of Use (LoU) (Hord, Rutherford, Huling-Austin & Hall, 1987) and Amabile's (1996) Componential Model of Creativity. Both qualitative and quantitative methodologies were employed to gather data on participants' science content knowledge, pedagogical skill, creativity relevant process skills, motivation orientation, self-efficacy, outcome expectancy and workplace environment. Results dispute the common conception among educators that "mechanical use" teachers do not provide high quality lessons. A new method for categorizing teachers' proficiency with an innovation is suggested by this study that incorporates both qualitative data from the LoU interview and classroom observation. Additionally, results show that the quality of the observed science lessons was associated with a teacher's creativity. The data suggest that a teacher's creativity relevant process skills and expertise are indicators of lesson quality. There were important differences among teachers' conceptions of creativity, how they involved students in the reported lessons and in the type of adaptations they made to the innovation. The more creative teachers tended to provide lessons that were more complex, of longer duration, had ties to student home life, and used multiple resources. Following an analysis of these results is a set of suggested professional development strategies and workplace changes to support less proficient teachers in their ability to provide higher quality elementary science lessons.
Olmstead, Alice; Turpen, Chandra
Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty.…
Stonier, Francis; Hong, Jung Eun
This article shares the first-time geographic information system (GIS) experiences of two advanced placement human geography classes. The teacher had participated in a summer GIS workshop and then brought those skills into her classroom for the students' benefit. Eighteen students shared their experiences researching their family history, working…
Seven topic areas which may be variously combined to comprise a workshop in personal stress reduction are outlined. They include definitions and types of stress, life style planning, nutrition, exercise, networking/social support system, relaxation and other trophotropic interventions, and communication skills. Suggestions are included for…
Full Text Available Introducción. La enseñanza y el aprendizaje de la higiene de manos en el contexto sanitario es una tarea compleja. La intervención del estudiante como líder de su propia formación está muy poco analizada en la bibliografía. El objetivo principal del trabajo es la evaluación de un taller sobre higiene de manos gestionado, dirigido e impartido, bajo tutela experta, por estudiantes al propio colectivo estudiantil. Sujetos y métodos. Evaluación pre-post de la técnica, los conocimientos y las actitudes de los participantes hacia la higiene de manos. Asistieron 40 estudiantes de ciencias de la salud de la Universidad de Granada. Se realizaron dos evaluaciones del taller: mediante un cuestionario diseñado ad hoc con 12 ítems sobre conocimientos y actitudes, y mediante la observación directa de la técnica de higiene de manos y la calidad del proceso utilizando una lámpara de luz ultravioleta y una solución reactiva. Resultados. Tras la realización del taller se aprecia que disminuye de forma significativa el número de zonas contaminadas de las manos (t = 9,278; p Introduction. The teaching and learning of hand hygiene in the context of health is a complex task. There is little discussion in the literature regarding the student involvement as the leader of his own background. The main objective of this study is the evaluation of a workshop on hand hygiene managed, directed and delivered, under expert supervision, by students at the same student group. Subjects and methods. An evaluation pre-post about technique, knowledge and attitudes of participants towards hygiene. Attended by 40 students of Health Sciences at the University of Granada. We conducted two evaluations of the workshop by: a questionnaire designed ad hoc with 12 items on knowledge and attitudes, and the direct observation of hand hygiene technique and quality of the processing with an ultraviolet lamp and a reactive solution for it. Results. After the workshop, it shows
Sewell, Justin L; Boscardin, Christy K; Young, John Q; Ten Cate, Olle; O'Sullivan, Patricia S
Cognitive load theory, focusing on limits of the working memory, is relevant to medical education; however, factors associated with cognitive load during procedural skills training are not well characterized. The authors sought to determine how features of learners, patients/tasks, settings, and supervisors were associated with three types of cognitive load among learners performing a specific procedure, colonoscopy, to identify implications for procedural teaching. Data were collected through an electronically administered survey sent to 1,061 U.S. gastroenterology fellows during the 2014-2015 academic year; 477 (45.0%) participated. Participants completed the survey immediately following a colonoscopy. Using multivariable linear regression analyses, the authors identified sets of features associated with intrinsic, extraneous, and germane loads. Features associated with intrinsic load included learners (prior experience and year in training negatively associated, fatigue positively associated) and patient/tasks (procedural complexity positively associated, better patient tolerance negatively associated). Features associated with extraneous load included learners (fatigue positively associated), setting (queue order positively associated), and supervisors (supervisor engagement and confidence negatively associated). Only one feature, supervisor engagement, was (positively) associated with germane load. These data support practical recommendations for teaching procedural skills through the lens of cognitive load theory. To optimize intrinsic load, level of experience and competence of learners should be balanced with procedural complexity; part-task approaches and scaffolding may be beneficial. To reduce extraneous load, teachers should remain engaged, and factors within the procedural setting that may interfere with learning should be minimized. To optimize germane load, teachers should remain engaged.
Fitzgerald, Jill; MacArthur, Charles A
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
Erin C Connors
Full Text Available For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the
The Department of Energy's National Nuclear Security Administration's Global Threat Reduction Initiative (GTRI) has three subprograms that directly reduce the nuclear/radiological threat; Convert (Highly Enriched Uranium), Protect (Facilities), and Remove (Materials). The primary mission of the Off-Site Source Recovery Project (OSRP) falls under the 'Remove' subset. The purpose of this workshop is to provide a venue for joint-technical collaboration between the OSRP and the Nuclear Radiation Safety Service (NRSS). Eisenhower's Atoms for Peace initiative and the Soviet equivalent both promoted the spread of the paradoxical (peaceful and harmful) properties of the atom. The focus of nonproliferation efforts has been rightly dedicated to fissile materials and the threat they pose. Continued emphasis on radioactive materials must also be encouraged. An unquantifiable threat still exists in the prolific quantity of sealed radioactive sources (sources) spread worldwide. It does not appear that the momentum of the evolution in the numerous beneficial applications of radioactive sources will subside in the near future. Numerous expert studies have demonstrated the potentially devastating economic and psychological impacts of terrorist use of a radiological dispersal or emitting device. The development of such a weapon, from the acquisition of the material to the technical knowledge needed to develop and use it, is straightforward. There are many documented accounts worldwide of accidental and purposeful diversions of radioactive materials from regulatory control. The burden of securing sealed sources often falls upon the source owner, who may not have a disposal pathway once the source reaches the end of its useful life. This disposal problem is exacerbated by some source owners not having the resources to safely and compliantly store them. US Nuclear Regulatory Commission (NRC) data suggests that, in the US alone, there are tens of thousands of high-activity (IAEA
Worden, John K.; And Others
Conducted communication skills workshops to prevent cigarette smoking among adolescents by teaching adults how to help young people make responsible decisions and resist peer influences. One year later, 66% reported use of skills five or more times in the previous month, and significantly fewer adolescents in the high workshop intensity area…
Full Text Available Background and purpose: A learning contract is defined as a written agreement between teacher and student which makes explicit what a learner will do to achieve specified learning outcomes.Learning contracts have been used as a teaching and learning strategy for both undergraduate and graduate nursing students in many countries.Methods : This research is a quasi-experimental study that compares effect of two different teaching methods , Contract learning and traditional on clinical skills for a group of nursing students who were in fourth year of study in a pre-registration bachelor of nursing degree program in Tehran . A learning contract was implemented as a learning tool in the students clinical placement in psychiatric nursing .Data were connected from questionnaires , interviews and clinical evaluation papers with students .Results : The results showed that students agreed that there was an increase in students autonomy and motivation in learning with the use of learning contract . It also increased the sharing between students and clinical instructors.Conclusion : According to the findings of this study , contract learning is considered beneficial to students learning and has the potential to be used in clinical learning .Key words : NURSING STUDENTS, LEARNING CONTRACTS , TRADITIONAL METHOD , MOTIVATION , AUTONOMY, PSYCHIATRIC WARDS .
This study used both focus groups (qualitative) and survey data (quantitative) to develop and expand an instruction program for GIS services. It examined the needs and preferences faculty and graduate students have for learning about GIS applications for teaching and research. While faculty preferred in person workshops and graduate students…
Pujianto; Prabowo; Wasis
This study examined the profile of science' teacher instruction in Disaster Risk Reduction (DRR), as a feature of instructional quality, on students’ learning experiences. A qualitative study was done to observe teacher activities in teaching of disaster preparedness. Science teacher and 14 students at grade 4 of SDN (elementary school) Kiyaran 2 are involved as the subject of this study. Teacher’ instruction was coded with regard to preparation, action, and evaluation using observation sheets and documentation. Data analysis results showed a positive significant effect of the readiness during preparation on learning process of disaster risk reduction and an indirect effect of teacher’ action on students’ learning experiences. There is a lack of teaching materials about volcano disaster in the elementary school. Teacher found difficulties on evaluation of student achievement in disaster preparedness. These findings highlight the importance of DRR in uphold science teachers’ education. Items of teachers’ skill in preparing of DRR may be used to offer model of concrete instruction situation during university workshop for maintain teacher education.
This proceedings contains information from the IPHE Infrastructure Workshop, a two-day interactive workshop held on February 25-26, 2010, to explore the market implementation needs for hydrogen fueling station development.
Ørngreen, Rikke; Levinsen, Karin
This paper contributes to knowledge on workshops as a research methodology, and specifically on how such workshops pertain to e-learning. A literature review illustrated that workshops are discussed according to three different perspectives: workshops as a means, workshops as practice, and workshops as a research methodology. Focusing primarily on…
The International Atomic Energy Agency (IAEA) has established a programme in nuclear reactor simulation computer programs to assist its Member States in education and training. The objective is to provide, for a variety of advanced reactor types, insight and practice in reactor operational characteristics and their response to perturbations and accident situations. To achieve this, the IAEA arranges for the supply or development of simulation programs and training material, sponsors training courses and workshops, and distributes documentation and computer programs. This publication consists of course material for workshops on development of such reactor simulators. Participants in the workshops are provided with instruction and practice in the development of reactor simulation computer codes using a model development system that assembles integrated codes from a selection of pre-programmed and tested sub-components. This provides insight and understanding into the construction and assumptions of the codes that model the design and operational characteristics of various power reactor systems. The main objective is to demonstrate simple nuclear reactor dynamics with hands-on simulation experience. Using one of the modular development systems, CASSIM tm , a simple point kinetic reactor model is developed, followed by a model that simulates the Xenon/Iodine concentration on changes in reactor power. Lastly, an absorber and adjuster control rod, and a liquid zone model are developed to control reactivity. The built model is used to demonstrate reactor behavior in sub-critical, critical and supercritical states, and to observe the impact of malfunctions of various reactivity control mechanisms on reactor dynamics. Using a PHWR simulator, participants practice typical procedures for a reactor startup and approach to criticality. This workshop material consists of an introduction to systems used for developing reactor simulators, an overview of the dynamic simulation
Carman, April J. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Eiden, Gregory C. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)
This is a short document that explains the materials that will be transmitted to LLNL and DNN HQ regarding the ICP-MS Workshop held at PNNL June 17-19th. The goal of the information is to pass on to LLNL information regarding the planning and preparations for the Workshop at PNNL in preparation of the SIMS workshop at LLNL.
Walker, Madeline; Tschanz, Coby
Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.
Full Text Available The Internet and computer technology have altered the education landscape. Online courses are offered throughout the world. Learning about the experiences of faculty members is important to guide practitioners and administrators. Using qualitative research methodology, this study investigated the experiences of faculty members teaching online courses. A convenience sampling was used to select the instructional technology faculty members to investigate their experiences in online courses. Semi-structured interviews with faculty members teaching online courses were used as the primary source to collect data about the experiences of faculty members in online courses. Results of the study showed that faculty members' interest in using technology and the amount of time available to them for online course design affected the quality of online courses. The findings of this study also indicated that design quality of online courses is affected by the interest of faculty members to use the technology and the time that they can devote to planning, designing, and developing online courses. The poor design of existing online courses, high learning expectations of ndividuals from these courses, and the future of online courses are the concerns of faculty members. Higher education institutions should support workshops and trainings to increase the skills and interests of non-instructional design faculty members to design and develop online courses.
Asher, Asha; Estes, Joanne
Handwriting is an essential literacy and communication skill developed through a variety of instructional methods in elementary school. This study explored the consistency in handwriting instruction across grade levels in a Midwest public school district 15 years after the school initially implemented a uniform handwriting program. Additionally,…
Hitchens, Howard B., Jr.
Broad areas of communications media used in technical training in specific occupational skills within the armed forces are examined in the first part of this report. These areas include: traditional audiovisual media, television, the techniques of programed instruction and instructional systems development, and the use of computers. In the second…
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
Zepeda, Sally J.; Lanoue, Philip D.
Principals are tasked with being the instructional leaders in their schools--developing teacher's abilities through formal and informal classroom observations and feedback. But how can school districts ensure that principals have the skills they need to fulfill this crucial role? In Clarke County School District in Georgia, central-office leaders…
Hendirx, Laborn J.; Patton, Bob
To assist cement mason instructors in providing comprehensive instruction to their students, this curriculum guide treats both the skills and information necessary for cement masons in commercial and industrial construction. Ten sections are included, as follow: related information, covering orientation, safety, the history of cement, and applying…
Wang, Margaret C.
The use of alternative instructional strategies and resources to meet the learning needs of individual students incorporates the diagnosis of student learning progress, the teaching of self-management skills, organizational supports, and family involvement into an effective educational program. (JN)
This essay offers suggestions to make online public access catalogs (OPACs) less idiosyncratic and more usable. Discussion covers qualitative difference between online catalog and predecessors, challenge of debunking assumptions, skills for success, maintaining an instructional perspective, catalog development for the people by the people, and the…
Shiina, Yasuaki; Takizuka, Takakazu
Various research and development efforts have been performed to solve the global energy and environmental problems caused by large consumption of fossil fuels. Research activities on advanced hydrogen production technology by the use of nuclear heat from high temperature gas cooled reactors, for example, have been flourished in universities, research institutes and companies in many countries. The Department of HTTR Project and the Department of Advanced Nuclear Heat Technology of JAERI held the HTTR Workshop (Workshop on Hydrogen Production Technology) on July 5 and 6, 2004 to grasp the present status of R and D about the technology of HTGR and the nuclear hydrogen production in the world and to discuss about necessity of the nuclear hydrogen production and technical problems for the future development of the technology. More than 110 participants attended the Workshop including foreign participants from USA, France, Korea, Germany, Canada and United Kingdom. In the Workshop, the presentations were made on such topics as R and D programs for nuclear energy and hydrogen production technologies by thermo-chemical or other processes. Also, the possibility of the nuclear hydrogen production in the future society was discussed. The workshop showed that the R and D for the hydrogen production by the thermo-chemical process has been performed in many countries. The workshop affirmed that nuclear hydrogen production could be one of the competitive supplier of hydrogen in the future. The second HTTR Workshop will be held in the autumn next year. (author)
Schinke, Steven Paul; And Others
Describes an evaluation of the added value of skills methods for preventing smoking with sixth-grade students from two schools. Skills conditions subjects learned problem-solving, self-instruction, and interpersonal communication methods. The article discusses the strengths, limits, and implications of the study for other smoking prevention…
Lund, James C.
This workshop is the fourth one of a series that includes the Neutrino Geophysics Conference at Honolulu, Hawaii, which I attended in 2005. This workshop was organized by the Astro-Particle and Cosmology laboratory in the recently opened Condoret building of the University of Paris. More information, including copies of the presentations, on the workshop is available on the website: www.apc.univ-paris7.fr/AAP2007/. The workshop aims at opening neutrino physics to various fields such that it can be applied in geosciences, nuclear industry (reactor and spent fuel monitoring) and non-proliferation. The workshop was attended by over 60 people from Europe, USA, Asia and Brazil. The meeting was also attended by representatives of the Comprehensive nuclear-Test Ban Treaty (CTBT) and the International Atomic Energy Agency (IAEA). The workshop also included a workshop dinner on board of a river boat sailing the Seine river
Full Text Available This workshop allows an ESP provider with limited specialized knowledge in the field of aviation to train English-speaking flight instructors in basic EFL communication strategies. While the present workshop is based on a Canadian model of flight instruction, it can be easily adapted to other jurisdictions
United Nations Educational, Scientific, and Cultural Organization, Paris (France).
This report of a workshop held in Nigeria for the leaders of science education at primary and lower secondary levels in 15 African nations describes the status of science instruction in those countries. The workshop was sponsored by UNESCO/UNICEF and continued from September 20th through October 4th, 1971. The main address to the conference,…
Master teacher Lisa Morris invites you to share her secrets of success with writer's workshops. After years of experimenting with the workshop model, she has developed the most effective ways to apply it in the classroom, yielding higher test scores and increased student engagement. Through practical, step-by-step instruction, Morris demonstrates…
Gill, Amandeep; Zack, K.; Mills, H.; Cunningham, B.; Jackowski, S.
Due to the current economic climate, funding sources for many laboratory courses have been cut from university budgets. However, it is still necessary for undergraduates to master laboratory skills to be prepared and competitive applicants when entering the professional world and/or graduate school. In this context, student-led programs may be able to compensate for this lack of formal instruction and reinforce concepts from lecture by applying research techniques to develop hands-on comprehension. The Sonoma State University Chapter of Society of Physics Students has established a peer-led skills lab to teach research techniques in the fields of astronomy and physics. The goal is to alleviate the pressures of both independently learning and efficiently applying techniques to junior and senior-level research projects. These skill labs are especially valuable for nontraditional students who, due to work or family duties, may not get a chance to fully commit to research projects. For example, a topic such as Arduino programming has a multitude of applications in both astronomy and physics, but is not taught in traditional university courses. Although some programming and electronics skills are taught in (separate) classes, they are usually not applied to actual research projects, which combined expertise is needed. For example, in astronomy, there are many situations involving programming telescopes and taking data with electronic cameras. Often students will carry out research using these tools but when something goes wrong, the students will not have the skills to trouble shoot and fix the system. Another astronomical topic to be taught in the skills labs is the analysis of astronomical data, including running remote telescopes, analyzing photometric variability, and understanding the concepts of star magnitudes, flat fields, and biases. These workshops provide a setting in which the student teacher may strengthen his or her understanding of the topic by presenting
Van Rooij, Shahron Williams
In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with…
Keyton, Joann; Dodson, Nancy L.
Despite the increasing popularity of cooperative learning techniques in elementary instruction, many educators believe that children do not possess effective group interaction skills and advocate that children be taught the group communication skills necessary for group interaction as a separate instructional component. Unfortunately,…
Sampson, Victor; Grooms, Jonathon
The Generate an Argument instructional model was designed to engage students in scientific argumentation. By using this model, students develop complex reasoning and critical-thinking skills, understand the nature and development of scientific knowledge, and improve their communication skills (Duschl and Osborne 2002). This article describes the…
Frerejean, Jimmy; Brand-Gruwel, Saskia; Kirschner, Paul A.
Frerejean, J., Brand-Gruwel, S., & Kirschner, P. A. (2012, September). Fostering Information Problem Solving Skills Through Completion Problems and Prompts. Poster presented at the EARLI SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers", Bari, Italy.
Preszler, Ralph W
Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention by female students; although underrepresented minority (URM) and non-URM students benefited from workshops, there was a larger improvement of grades by URM students. As well as improving student performance and retention, the addition of interactive workshops also improved the quality of student learning: Student scores on exam questions that required higher-level thinking increased from preworkshop to workshop semesters.
Linford, Anthony G.; Jeanrenaud, Claudine Y.
The manual of programed instruction for motor skills and recreational activities for trainable mentally handicapped children includes guidelines on basic recreation movements, rhythm in music, handicrafts, and miscellaneous activities. The guidelines employ principles of behavior change and direct instruction. Detailed programed instruction lists…
Tyner, Bryan C.; Fienup, Daniel M.
Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance.…
Workshops Systems Engineering Workshops The Wind Energy Systems Engineering Workshop is a biennial topics relevant to systems engineering and the wind industry. The presentations and agendas are available for all of the Systems Engineering Workshops: The 1st NREL Wind Energy Systems Engineering Workshop
Sargeant, Joan; MacLeod, Tanya; Murray, Anne
Recent research suggests that effective interprofessional communication and collaboration can positively influence patient satisfaction and outcomes. Health professional communication skills do not necessarily improve over time but can improve with formal communication skills training (CST). This article describes the development, evaluation, and lessons learned for a novel theater-based role-play CST program designed to improve community cancer care for patients and families by enhancing health care professionals' communication skills. Four 2-hour interprofessional communication skills workshops for Nova Scotia health professionals were developed. Topics were (1) Essential Communication Skills, (2) Delivering Difficult News and Providing Support, (3) When Patients and Families Are Angry, and (4) Managing Conflict in the Workplace. Strategies for enhancing communication skills based on the science (evidence-based practice and teaching) and the art (interactive theater) of communication skills were included. Facilitators included professional actors, communication skills facilitators, and trained health professionals. We used a mixed-methods evaluation design assessing 4 levels of educational outcomes at 3 points: pre- and post-workshop and follow-up. Five hundred eighteen professionals representing over 20 health professions attended 17 workshops. Data showed the workshops were well received, despite some discomfort with role-playing. Pre/post paired t-tests of self-reported communication skills showed significant improvement after all workshops (p ≤ 0.05); 92% indicated intended changes to their communication practice immediately following the workshops. Of 68 respondents to the follow-up, 59 (87%) reported positive changes in the responses of their patients. Both positive and negative lessons learned are described. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME
Kastberg, Peter; Grinsted, Annelise
Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions.......Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions....
... presentations, including the privacy compliance fundamentals, privacy and data security, and the privacy... DEPARTMENT OF HOMELAND SECURITY Office of the Secretary Public Workshop: Privacy Compliance... Homeland Security Privacy Office will host a public workshop, ``Privacy Compliance Workshop.'' DATES: The...
The workshop was divided into three sections which were constituted according to subject matter: RF Heating, MHD Equilibrium and Stability, and Transport and Microstability. An overview from Livermore's point of view was given at the beginning of each session. Each session was assigned a secretary to take notes. These notes have been used in preparing this report on the workshop. The report includes the activities, conclusions, and recommendations of the workshop
The Innovative Confinement Concepts Workshop occurred in California during the week preceding the Second Symposium on Current Trends in International Fusion Research. An informal report was made to the Second Symposium. A summary of the Workshop concluded that some very promising ideas were presented, that innovative concept development is a central element of the restructured US DOE. Fusion Energy Sciences program, and that the Workshop should promote real scientific progress in fusion
Agapeev, S.A.; Glukhikh, E.N.; Tyurin, R.L.
A training workshop entitled Current issues and potential improvements in Rosatom Corporation emergency prevention and response system was held in May-June, 2012. The workshop combined theoretical training with full-scale practical exercise that demonstrated the existing innovative capabilities for radiation reconnaissance, diving equipment and robotics, aircraft, emergency response and rescue hardware and machinery. This paper describes the activities carried out during the workshop [ru
LeBeau, J. E.; Pressley, S. N.
A number of techniques are employed each year to evaluate the effectiveness of and to identify opportunities for improvement in the Laboratory for Atmospheric Research (LAR) REU program at Washington State University. For example, information gathered from pre-/post-surveys and pre-/post-interviews provides information regarding students' perceptions and levels of experience with the scientific process, career and academic goals, and motivation for joining the REU program. Poster session rubrics assess students' abilities to summarize their experiences in a professional setting. Alumni surveys gauge former participants' perceptions of the REU experience. One seemingly simple and highly useful, but often less documented, component of the evaluation process for program improvement is the use of workshop feedback forms. Weekly workshops are designed to provide students with enhanced knowledge and skills in the area of atmospheric chemistry as well as research design skills, academic and career guidance, and presentation skills. According to previous years' evaluation reports, workshops are largely beneficial to students for learning new skills. Yet, students suggest a number of recommendations that may benefit any REU program, such as: providing slides beforehand to provide a framework for the upcoming workshop, having instructors speak in more student-friendly language, covering higher-level topics, and including more hands-on, instructor-guided practice during the workshops. Thus, workshop feedback forms provide meaningful feedback to increase learning outcomes and enhance the REU student experience. This presentation will offer ideas gathered from over five years of workshop feedback forms that, while somewhat specific to workshops offered for the LAR REU, can offer faculty and PIs insight into the student experience, enhancing their ability to improve programming and achieve greater learning outcomes.
Selberg, Hanne; Nielsen, Mette Elisabeth
-10) was conducted immediately after the workshops with the purpose of evaluating students` self-perception of learning outcomes. Furthermore, the questionnaires included open ended qualitative questions with a formative design aiming at students´ judgment of the content and set up of the simulation workshops...... Results 97 students (response rate 82,2%) assessed their theoretical outcome on a 10 point scale with a mean score of 7,55 (SD 1,96), practical skills outcome mean 8,07 (SD 1,96), integration of theory and practice mean 8,27 (SD 1,62), general outcome mean 8,36 (SD 1,57) and outcome from simulation...... with more theory and less practical training have resulted in discussions regarding the lack of practical skills amongst novice nurses. A Danish study of students’ drop-out from the nursing education indicates that difficulties in combining theory and practice are one of the motivating factors behind...
The workshop was organized to focus on a specific confinement scheme: the tokamak. The workshop was divided into two parts: systems and physics. The topics discussed in the systems session were narrowly focused on systems and engineering considerations in the tokamak geometry. The workshop participants reviewed the status of system studies, trade-offs between d-t and d-d based reactors and engineering problems associated with the design of a high-temperature, high-field reactor utilizing advanced fuels. In the physics session issues were discussed dealing with high-beta stability, synchrotron losses and transport in alternate fuel systems. The agenda for the workshop is attached
Nørgård, Rikke Toft; Mor, Yishay; Warburton, Steven
For the last two years we have been running a series of successful MOOC design workshops. These workshops build on previous work in learning design and MOOC design patterns. The aim of these workshops is to aid practitioners in defining and conceptualising educational innovations (predominantly......, but not exclusively MOOCs) which are based on an empathic user-centered view of the target learners and teachers. In this paper, we share the main principles, patterns and resources of our workshops and present some initial results for their effectiveness...
Rathore, Farooq Azam; Mansoor, Sahibzada Nasir
Medical writing has become an essential skill for anybody in academia and engaged in teaching. Workshops on medical writing are an effective way to teach the essential skills of medical writing to students and faculty members. There is a huge demand for these workshops all around the globe. Usually there is no curriculum of medical writing for the undergraduates or dedicated structured training sessions for the faculty members. One of the authors won an Author AID grant to conduct a series of workshops on medical writing. Eight workshops were conducted in three months, benefitting more than 200 students and faculty staff. We share our experience of holding this successful series of workshops with the aim that it might serve as a guide for researchers and faculty members who are eager to share and transfer their skills and knowledge. We also offer lessons learnt during this educational activity, tips to improve the quality and delivery of the content with limited resources and maximizing the impact. Experienced medical writers need to conduct these workshops to transfer their skills and to facilitate their colleagues and students to become better medical writers. Planning, rehearsal, motivation, resource management, good team work, audience analysis and feedback can make a workshop successful. Well prepared workshop content delivered in an interactive way with a variety of activities makes the workshop an engaging and interesting educational activity.
Gennari, Rosella; Marenzi, Ivana; Prieta, Fernando; Rodríguez, Juan
Research on Technology Enhanced Learning (TEL) investigates how information and communication technologies can be designed in order to support pedagogical activities. The workshop proceedings collects contributions concerning evidence based TEL systems, like their design following EBD principles as well as studies or best practices that educators, education stakeholders or psychologists used to diagnose or improve their students' learning skills, including students with specific difficulties. The international ebTEL’12 workshop wants to be a forum in which TEL researchers and practitioners alike can discuss ideas, projects, and lessons related to ebTEL. The workshop takes place in Salamanca, Spain, on March 28th-30th 2012.
Conclusion: A relatively short counting skills intervention that applied explicit teaching showed promising effects in improving low-performing children’s mathematical performance as a supplemental instruction.
Hernández-Díaz, Josefina; Paredes-Carbonell, Joan J; Marín Torrens, Rosa
One of the strategies of health promotion is to develop life skills people considering themselves as the main health resource. A workshop has to get its participants become «asset» to make decisions and create health, focusing on the development and acquisition of skills in a motivating group and in order to achieve health objectives. The concepts behind the design of a workshop are: participatory planning, training, meaningful learning, group learning and participatory techniques. The steps to follow to design a workshop and facilitate their application are: Stage 0, founding; initial stage, host and initial evaluation; central or construction stage based learning in the acquisition of knowledge, attitudes and skills, and final stage or evaluation. Copyright © 2013 Elsevier España, S.L. All rights reserved.
Pai, Vinita B; Kelley, Katherine A; Bellebaum, Katherine L
To assess the impact of technology-based changes on student learning, skill development, and satisfaction in a patient-case workshop. A new workshop format for a course was adopted over a 3-year period. Students received and completed patient cases and obtained immediate performance feedback in class instead of preparing the case prior to class and waiting for instructors to grade and return their cases. The cases were designed and accessed via an online course management system. Student satisfaction was measured using end-of-course surveys. The impact of the technology-based changes on student learning, problem-solving, and critical-thinking skills was measured and compared between the 2 different course formats by assessing changes in examination responses. Three advantages to the new format were reported: real-life format in terms of time constraint for responses, a team learning environment, and expedient grading and feedback. Students overwhelmingly agreed that the new format should be continued. Students' examination scores improved significantly under the new format. The change in delivery of patient-case workshops to an online, real-time system was well accepted and resulted in enhanced learning, critical thinking, and problem-solving skills.
Besler, Fatma; Kurt, Onur
Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were…
This event was held in San Carlos de Bariloche, Argentine Republic from 14 th. through 18 th. November, 1988. A great part of the physicians in the area of medical physics participated in this workshop. This volume includes the papers presented at this Workshop of Medical Physics [es
Sep 30, 2017 ... hands-on practice, feedback, mentoring and highly interactive sessions. The focus will be on work done as individuals and in teams. Maximum number of participants for the workshop is limited. The workshop is compulso- rily residential. Boarding and lodging free for selected candidates. Re-imbursement ...
Food and Drug Administration (DHHS/PHS), Washington, DC.
This workshop handbook contains information and reference materials on proper food warehouse sanitation. The materials have been used at Food and Drug Administration (FDA) food warehouse sanitation workshops, and are selected by the FDA for use by food warehouse operators and for training warehouse sanitation employees. The handbook is divided…
Balzer, S.; Schultz, U. P.
Following its long-standing tradition, SPLASH 2013 will host 19 high-quality workshops, allowing their participants to meet and discuss research questions with peers, to mature new and exciting ideas, and to build up communities and start new collaborations. SPLASH workshops complement the main t...
Andre, Robert; Wiest, Lynda R.
Sorting networks, used in graph theory, have instructional value as a skill- building tool as well as an interesting exploration in discrete mathematics. Students can practice mathematics facts and develop reasoning and logic skills with this topic. (Contains 4 figures.)
Tyner, Bryan C; Fienup, Daniel M
Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance. Participants who used VM constructed graphs significantly faster and with fewer errors than those who used text-based instruction or no instruction. Implications for instruction are discussed. © Society for the Experimental Analysis of Behavior.
Pedersen, Mikkel Rath; Nalpantidis, Lazaros; Andersen, Rasmus Skovgaard
-asserting robot skills for manufacturing. We show how a relatively small set of skills are derived from current factory worker instructions, and how these can be transferred to industrial mobile manipulators. General robot skills can not only be implemented on these robots, but also be intuitively concatenated...... products are introduced by manufacturers. In order to compete on global markets, the factories of tomorrow need complete production lines, including automation technologies that can effortlessly be reconfigured or repurposed, when the need arises. In this paper we present the concept of general, self...... in running production facilities at an industrial partner. It follows from these experiments that the use of robot skills, and associated task-level programming framework, is a viable solution to introducing robots that can intuitively and on the fly be programmed to perform new tasks by factory workers....
Connor, Carol McDonald; Mazzocco, Michèle M M; Kurz, Terri; Crowe, Elizabeth C; Tighe, Elizabeth L; Wood, Taffeta S; Morrison, Frederick J
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.
Preece, Ryan; Dickinson, Emily Clare; Sherif, Mohamed; Ibrahim, Yousef; Ninan, Ann Susan; Aildasani, Laxmi; Ahmed, Sartaj; Smith, Philip
Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance). Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p teaching, to ± 2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Peer-assisted learning suturing workshops can enhance medical students' competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.
Ernawati, Desak Ketut; Lee, Ya Ping; Hughes, Jeffery
Interprofessional learning activities, such as workshops allow students to learn from, with and about each other. This study assessed the impact on Indonesian health students' attitudes towards interprofessional education (IPE) from participating in a workshop on medication safety. The students attended a two-day IPE workshop on medication safety. Thirty-five (48.6%) students completed pre-/post-workshop surveys using a modified Readiness for Interprofessional Learning Scale (RIPLS) survey. The post-workshop survey also had a series of open-ended questions. Students' responses to each RIPLS statement pre-/post-workshop were compared, whilst their responses to open-ended questions in post-workshop survey were thematically analysed. Students reported positive attitudinal changes on statements of shared learning and teamwork sub-scale (Wilcoxon p value importance of teamwork and communication skills. This study found that learning with other health students through an IPE workshop improved medical, nursing and pharmacy students' attitudes towards the importance of shared learning, teamwork and communication in healthcare service.
Data from a study of Toyota production workshops show the most important worker intellectual skills are problem-solving know-how and ability to handle change. Introduction of information technology elevates the need for intellectual skills because of uncertainty. Development of skills for dealing with uncertainty and change in both blue- and…
Culinary workshop is a new form of modern hospitality industry, which combines modern knowledge in tourism industry with culinary tourism. This project is based on the interest of the consumer and his desire to learn something new, get and experience gastronomy traditions through travelling for culinary workshop. Mission of this project is to convey to the consumer new knowledge, new skill, new interest, opportunities in life through culinary art. Culinary workshops will be descri...
Lord, Kathleen M.
The ability to identify the main idea through close reading of informational text is a higher-level skill students develop in elementary grades as a foundation for the acquisition of other critical skills in later grades. This article provides instructional strategies for this important skill as well as for improving reading comprehension.
Lawton, Joseph T.; Burk, Jill
This study investigated the effects of advanced organizer instruction on 3- to 5-year-old preschoolers' learning of general prosocial skill concepts, rules for using prosocial skills, and spontaneous prosocial behavior. The six prosocial skills considered included cooperation, sharing, taking turns, helping, demonstration of awareness of another's…
Developed for use in Technical and Further Education (TAFE) teacher education, this module is intended to widen teachers' knowledge and understanding of the psychology of psychomotor skills to improve teaching of psychomotor skills in the TAFE classroom or workshop. The module is divided into two parts: basic and advanced. The first part,…
Helsdingen, A.S.; Bosch, K. van den; Gog, T. van; Merriënboer, J.J.G. van
Objective : Two field studies assessed the effects of critical thinking instruction on training and transfer of a complex decision-making skill. Background : Critical thinking instruction is based on studies of how experienced decision makers approach complex problems. Method : Participants
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…
Kiewitt, Eva L., Ed.
This document summarizes a workshop to assist persons considering preparation in education to realistically look at the use of the wide range of skills and competencies developed in a teacher education program. The first section is an introduction that discusses the purposes of the workshop. The second section is the keynote address, A Look at…
Doris Marshall Inst. for Education and Action, Toronto (Ontario).
This manual provides materials for a 6-day workshop to develop skills in democratic learning and teaching practices. Goals of the workshop are as follows: (1) train facilitators to use the methodology; (2) introduce people in the African National Congress (ANC) to the potential of popular education methodology; (3) determine follow-up action to…
White, Peter J. T.; Syncox, David; Heppleston, Audrey; Isaac, Siara; Alters, Brian
Teaching competence is an important skill for graduate students to acquire and is often considered a precursor to an academic career. In this study, we evaluated the effects of a multi-day teaching workshop on graduate teaching philosophies by surveying 200 graduate students, 79 of whom had taken the workshops and 121 who had not. We found no…
Implementing a four-hour smoking intervention workshop into a medical curriculum was highly effective in improving students’ knowledge, skills and attitudes towards smoking counselling, as well as providing them with additional clinical competencies.
This report documents presentations and discussions held at the Photovoltaics Radiometeric Measurements Workshop conducted at Vail, Colorado, on July 24 and 25, 1995. The workshop was sponsored and financed by the Photovoltaic Module and Systems Performance and Engineering Project managed by Richard DeBlasio, Principal Investigator. That project is a component of the National Renewable Energy Laboratory (NREL) Photovoltaic Research and Development Program, conducted by NREL for the US Department of Energy, through the NREL Photovoltaic Engineering and Applications Branch, managed by Roland Hulstrom. Separate abstracts have been prepared for articles from this workshop.
Jackson, John Howard [Idaho National Lab. (INL), Idaho Falls, ID (United States); Allen, Todd Randall [Idaho National Lab. (INL), Idaho Falls, ID (United States); Hildebrandt, Philip Clay [Idaho National Lab. (INL), Idaho Falls, ID (United States); Baker, Suzanne Hobbs [Idaho National Lab. (INL), Idaho Falls, ID (United States)
The Nuclear Innovation Workshops were held at six locations across the United States on March 3-5, 2015. The data collected during these workshops has been analyzed and sorted to bring out consistent themes toward enhancing innovation in nuclear energy. These themes include development of a test bed and demonstration platform, improved regulatory processes, improved communications, and increased public-private partnerships. This report contains a discussion of the workshops and resulting themes. Actionable steps are suggested at the end of the report. This revision has a small amount of the data in Appendix C removed in order to avoid potential confusion.
Sonmez, Duygu; Simcox, Amanda
The purpose of this study was investigate the effects of a DNA Fingerprinting Workshop on 10th grade students' self efficacy and attitudes toward science. The content of the workshop based on high school science curriculum and includes multimedia instruction, laboratory experiment and participation of undergraduate students as mentors. N=93…
Balajthy, Ernest; And Others
Discusses use of word processing software as an effective tool in writing and revision instruction, and describes the role of the teacher. Examples of exercises that encourage revision and of software designed to teach effective revision skills are reviewed. (MBR)
Teaching and assessing consultation skills: an evaluation of a South African workshop ... of this work is unsupervised consultations with patients suffering from new or ... Their attitudes to the LAP and the forms of teaching that its use promotes ...
This paper provides a critical review of Processing Instruction (PI). This type of instructional option was specifically designed to help second/foreign language (L2) learners grasp meaning manifested in the use of particular grammatical forms in a target language effectively through the provision of input. In this way, PI attempts to help learners develop grammatical competence in a target language in ways that foster their comprehension and production skills. The paper starts with outlining...
Gannon, Samantha J; Law, Katherine E; Ray, Rebecca D; Nathwani, Jay N; DiMarco, Shannon M; D'Angelo, Anne-Lise D; Pugh, Carla M
This study sought to compare general surgery research residents' survey information regarding self-efficacy ratings to their observed performance during a simulated small bowel repair. Their observed performance ratings were based on their leadership skills in directing their assistant. Participants were given 15 min to perform a bowel repair using bovine intestines with standardized injuries. Operative assistants were assigned to help assist with the repair. Before the procedure, participants were asked to rate their expected skills decay, task difficulty, and confidence in addressing the small bowel injury. Interactions were coded to identify the number of instructions given by the participants to the assistant during the repair. Statistical analyses assessed the relationship between the number of directional instructions and participants' perceptions self-efficacy measures. Directional instructions were defined as any dialog by the participant who guided the assistant to perform an action. Thirty-six residents (58.3% female) participated in the study. Participants who rated lower levels of decay in their intraoperative decision-making and small bowel repair skills were noted to use their assistant more by giving more instructions. Similarly, a higher number of instructions correlated with lower perceived difficulty in selecting the correct suture, suture pattern, and completing the entire surgical task. General surgery research residents' intraoperative leadership skills showed significant correlations to their perceptions of skill decay and task difficulty during a bowel repair. Evaluating resident's directional instructions may provide an additional individualized intraoperative assessment metric. Further evaluation relating to operative performance outcomes is warranted. Copyright Â© 2016 Elsevier Inc. All rights reserved.
In the continual push towards higher energy particle beams, superconducting radiofrequency techniques now play a vital role, highlighted in the fifth workshop on radiofrequency superconductivity, held at DESY from 19 - 24 August 1991
This report is a compilation of discussions presented at the Transportation Management Workshop held in Gaithersburg, Maryland. Topics include waste packaging, personnel training, robotics, transportation routing, certification, containers, and waste classification.
In the continual push towards higher energy particle beams, superconducting radiofrequency techniques now play a vital role, highlighted in the fifth workshop on radiofrequency superconductivity, held at DESY from 19 - 24 August 1991.
Strålberg, Elisabeth; Klemola, Seppo; Nielsen, Sven Poul
to the GammaWorkshops. The topics included efficiency transfer, true coincidence summing corrections, self-attenuation corrections, measurement of natural radionuclides (natural decay series), combined measurement uncertainty calculations, and detection limits. These topics covered both lectures and practical...
Sponsored by the Yerevan Physics Institute in Armenia, a Workshop on New Methods of Charged Particle Acceleration in October near the Nor Amberd Cosmic Ray Station attracted participants from most major accelerator centres in the USSR and further afield
Eckstein, Daniel G.
Cybernetic sessions allow for the investigation of several variables concurrently, resulting in a large volume of input compacted into a concise time frame. Three session questions are reproduced to illustrate the variety of ideas generated relative to workshop design. (Author)
This report is a compilation of discussions presented at the Transportation Management Workshop held in Gaithersburg, Maryland. Topics include waste packaging, personnel training, robotics, transportation routing, certification, containers, and waste classification
A 5 day workshop in 2011 developed for state and federal regulatory and resource agencies, who review, comment on and/or approve compensatory mitigation plans for surface coal mining projects in Appalachia
This report documents findings from a workshop on the impacts of complex wind flows in and out of wind turbine environments, the research needs, and the challenges of meteorological and engineering modeling at regional, wind plant, and wind turbine scales.
A summary is given of the topics discussed at the second ICFA Workshop on 'Possibilities and Limitations of Accelerators and Detectors'. High energy accelerators are discussed, particularly electron-positron and proton-antiproton colliders. (W.D.L.).
Pettigrew, Frank E.; Heikkinen, Michael
This study measured the effect of an eclectic instructional approach on psychomotor skills achievement of 156 junior high school students when implemented in lieu of the teacher's preferred instructional style. The eclectic approach produced higher scores in nine of twelve tests and showed insignificant gains in the other three tests. (MT)
Ten units of instruction are provided in this curriculum guide on agricultural livestock skills. Unit topics are as follow: (1) restraining, (2) vaccination, (3) livestock castration, (4) dehorning, (5) docking, (6) growth stimulants, (7) identification, (8) shearing, (9) hoof trimming, and (10) birth assistance. Each instructional unit generally…
Hennessey, Eden; Kurup, Anitha; Meza-Montes, Lilia; Shastri, Prajval; Ghose, Shohini
Participants in the Gender Studies workshop of the 5th IUPAP International Conference on Women in Physics discussed the gender question in science practice from a policy perspective, informed by investigations from the social science disciplines. The workshop's three sessions—"Equity and Education: Examining Gender Stigma in Science," "A Comparative Study of Women Scientists and Engineers: Experiences in India and the US," and "Toward Gender Equity Through Policy: Characterizing the Social Impact of Interventions—are summarized, and the resulting recommendations presented.
The Time Projection Chamber (TPC) concept is now nearly ten years old and, as is evident in this workshop, is still evolving in many directions. From the liquid xenon TPC for double beta decay studies to the impressively large second generation TPC for the LEP experiment ALEPH, the surprising diversity of current applications is apparent. This workshop, the first to concentrate solely on the TPC has provided a most congenial and rewarding occasion for all TPC enthusiasts to share experience, results, and ideas
On September 28, 2006, in Washington, DC, ITP and Booz Allen Hamilton conducted a fuel flexibility workshop with attendance from various stakeholder groups. Workshop participants included representatives from the petrochemical, refining, food and beverage, steel and metals, pulp and paper, cement and glass manufacturing industries; as well as representatives from industrial boiler manufacturers, technology providers, energy and waste service providers, the federal government and national laboratories, and developers and financiers.
Full Text Available This paper investigates the contributions of an intensive educational workshop to advance students’ understanding and skills for collaborative, scenario-based landscape planning. The research design involves a case study workshop with thirty international students and several regional experts as well as a multi-stage, in-process evaluation. The workshop resulted in six different alternative futures for the region of Cagliari, Italy, and a seventh combined version that was considered best by regional reviewers. The students’ learning evaluation showed substantial advances in their relevant understanding and skills. Key aspects of the workshop pedagogy and the evaluation are discussed, and recommendations for future applications presented.
Full Text Available Objective ‐ This project sought to identify students’ strengths and weaknesses in locating, retrieving, and citing information in order to deliver information skills workshops more effectively. Methods ‐ Bibliographies submitted from first‐year engineering and second‐ and fourthyear chemical engineering students’ project reports were analysed for the number of items cited, the variety of items cited, and the correct use of citation style. The topics of the project reports were also reviewed to see the relationships between the topics and the items cited. Results ‐ The results show that upper level students cited more items in total than did lower level students in their bibliographies. Second‐ and fourth‐year engineering students cited more books and journal articles than first‐year students cited. Web sites were used extensively by all three groups of students, and for some first‐year students these were the most frequently used sources. Students from all three groups had difficulties with citation style. Conclusion ‐ There was a clear difference in citation frequency between upper and lower level engineering students. Different strategies of information skills instruction are needed for different levels of students. Librarians and department faculty members need to include good quality Internet resources in their teaching and to change the emphasis from finding information to finding, interpreting, and citing accurately.
Barker, S. A.
This paper presents an experimental study that examined the effects of cross-cultural instruction on the interpersonal job skills of students in secondary vocational programs. The findings indicated that students receiving the cross-cultural instruction had significantly higher generalizable interpersonal relations skills achievement than students…
Cornick, Jonathan; Guy, G. Michael; Beckford, Ian
Students at a large urban community college enrolled in seven classes of an experimental remedial algebra programme, which integrated study skills instruction and collaborative problem solving. A control group of seven classes was taught in a traditional lecture format without study skills instruction. Student performance in the course was…
Davie, Emily; Martin, Malissa; Cuppett, Micki; Lebsack, Denise
Context: Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile…
Shershneva, Marianna; Kim, Ji-Hye; Kear, Cynthia; Heyden, Robin; Heyden, Neil; Lee, Jay; Mitchell, Suzanne
Limited research has been done to understand outcomes of continuing medical education offered in three-dimensional, immersive virtual worlds. We studied a case of a virtual world workshop on motivational interviewing (MI) applied to smoking cessation counseling and its educational impact. To facilitate content development and evaluation, we specified desired MI competencies. The workshop consisted of three sessions, which included lectures, practice with standardized patients, and chat interactions. Data were collected from 13 primary care physicians and residents through workshop observation, and pre- and 3-month post-workshop telephone/Skype interviews and interactions with standardized patients. Interactions with standardized patients were assessed by an expert using a validated MI tool and by standardized patients using a tool developed for this study. For 11 participants who attended two or three sessions, we conducted paired-samples t tests comparing mean differences between the competency scores before and after the workshop. Expert assessment showed significant improvement on six of seven MI competencies. All participants reported learning new knowledge and skills, and nine described incorporating new learning into their clinical practice. Practicing MI with standardized patients and/or observing others' practice appeared to be the most helpful workshop component. The evaluated workshop had positive impact on participants' competencies and practice as related to MI applied to smoking cessation counseling. Our findings support further exploration of three-dimensional virtual worlds as learning environments for continuing medical education.
Marcinkiewicz, Henryk R.; And Others
This document summarizes the results of a study which evaluated whether school instruction with Musical Instrument Digital Interface (MIDI) keyboards improves memory skill and whether school instruction with MIDI keyboards improves sentiments toward school and instructional media. Pupils in early elementary grades at five schools were evaluated…
Hutchison, Cathleen; And Others
Lists skills identified by the Leadership Development Task Force as being critical skills for a leader. Discussion focuses on information managing skills, including problem solving, decision making, setting goals and objectives; project management; and people managing skills, including interpersonal communications, conflict management, motivation,…
Cohen, D; Khan, S; Marfell, N
People with rheumatoid arthritis (RA) may rapidly cease work prematurely due to ill-health. A recent survey noted that a quarter of respondents with RA experienced job loss within a year of diagnosis and 50% stopped work within 6 years. To develop and pilot workshops to increase the knowledge, skills and confidence of rheumatology team members to support work-related issues in outpatient clinics. A 3-h interactive workshop, informed by rheumatology experts and the Royal College of General Practitioners (RCGP) National Education Programme (NEP) about work and health, was developed to address both knowledge and skills in the management of health and work consultations in an outpatient setting. Questionnaires were developed for use pre- and immediately post-workshop, with questions that focused on the confidence of delegates in managing these discussions and the importance they placed upon them. Ninety-nine participants attended five workshops throughout the UK between 2013 and 2104. Seventy-three per cent (72) completed the post-workshop questionnaire. Eighty-nine per cent found the workshop useful or very useful, 88% found it relevant or very relevant and 79% responded that it had an impact or a considerable impact on their practice. Wilcoxon matched pairs signed rank tests were carried out that showed an overall increase in confidence after training. The results suggest that the workshop was both relevant and useful to participants and had an impact on their practice. This was true for all specialities. The workshops also highlighted participants' desire to understand how to use the 'fit note' to enhance their patient management. © The Author 2015. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: firstname.lastname@example.org.
Francis, Grace L.; McMullen, Victoria B.; Blue-Banning, Martha; Haines, Shana
Social skills instruction is as important for many students with disabilities as instruction in core academic subjects. Frequently, students with autism require individualized social skills instruction to experience success in general education settings. Literacy-based behavioral Interventions (LBBIs) are an effective intervention that instructors…
Spektor-Levy, Ornit; Eylon, Bat-Sheva; Scherz, Zahava
This study explores the impact of "Scientific Communication" (SC) skills instruction on students' performances in scientific literacy assessment tasks. We present a general model for skills instruction, characterized by explicit and spiral instruction, integration into content learning, practice in several scientific topics, and application of…
Finally, it was recommended that Geography teachers should be exposed to seminars, workshops, and trainings; they should be encourage to use ICT tools in teaching while students should be given access to- computer usage with necessary facilities. Keywords: Multimedia, instructional package, achievement, geography ...
PROF. OLIVER OSUAGWA
Dec 1, 2015 ... this technology and presented how to integrat VR with traditional instructional ... training has forced organizations to adopt new .... skills in a safe, controlled environment ... phone charger battery pack [B] connected to.
Craft, C. O.
Reviews recent research studies related to computer assisted instruction (CAI). The studies concerned program effectiveness, teaching of psychomotor skills, tool availability, and factors affecting the adoption of CAI. (CT)
Ali, Halima; Punjabi, Alkesh
The center conducted its third High School Summer Fusion Science Workshop in Summer 1998. The center had only three faculty mentors available only for a part of Summer 1998, The center accepted four scholars in this workshop, Prof. Halima Ali coordinated this workshop. Each student was assigned to a research mentor according to the student's interest in a specific research area and problem. In the workshop in the center, the students received instructions and training in the basics of energy, plasma and fusion sciences. They also received one-on-one instructions and training by their mentors to further their understanding of the subject and to introduce to relevant concepts such as magnetic confinement fusion, tokamaks, diverters and area-preserving maps
On May 18--20, 1994, Argonne National Laboratory hosted the QED Workshop. The workshop was supported by special funding from the Office of Naval Research. The purpose of the workshop was to assemble of a group of researchers to consider whether it is desirable and feasible to build a proof-checked encyclopedia of mathematics, with an associated facility for theorem proving and proof checking. Among the projects represented were Coq, Eves, HOL, ILF, Imps, MathPert, Mizar, NQTHM, NuPrl, OTTER, Proof Pad, Qu-Prolog, and RRL. Although the content of the QED project is highly technical rigorously proof-checked mathematics of all sorts the discussions at the workshop were rarely technical. No prepared talks or papers were given. Instead, the discussions focused primarily on such political, sociological, practical, and aesthetic questions, such as Why do it? Who are the customers? How can one get mathematicians interested? What sort of interfaces are desirable? The most important conclusion of the workshop was that QED is an idea worthy pursuing, a statement with which virtually all the participants agreed. In this document, the authors capture some of the discussions and outline suggestions for the start of a QED scientific community.
Kleensang, Andre; Maertens, Alexandra; Rosenberg, Michael; Fitzpatrick, Suzanne; Lamb, Justin; Auerbach, Scott; Brennan, Richard; Crofton, Kevin M.; Gordon, Ben; Fornace, Albert J.; Gaido, Kevin; Gerhold, David; Haw, Robin; Henney, Adriano; Ma’ayan, Avi; McBride, Mary; Monti, Stefano; Ochs, Michael F.; Pandey, Akhilesh; Sharan, Roded; Stierum, Rob; Tugendreich, Stuart; Willett, Catherine; Wittwehr, Clemens; Xia, Jianguo; Patton, Geoffrey W.; Arvidson, Kirk; Bouhifd, Mounir; Hogberg, Helena T.; Luechtefeld, Thomas; Smirnova, Lena; Zhao, Liang; Adeleye, Yeyejide; Kanehisa, Minoru; Carmichael, Paul; Andersen, Melvin E.; Hartung, Thomas
Summary Despite wide-spread consensus on the need to transform toxicology and risk assessment in order to keep pace with technological and computational changes that have revolutionized the life sciences, there remains much work to be done to achieve the vision of toxicology based on a mechanistic foundation. A workshop was organized to explore one key aspect of this transformation – the development of Pathways of Toxicity (PoT) as a key tool for hazard identification based on systems biology. Several issues were discussed in depth in the workshop: The first was the challenge of formally defining the concept of a PoT as distinct from, but complementary to, other toxicological pathway concepts such as mode of action (MoA). The workshop came up with a preliminary definition of PoT as “A molecular definition of cellular processes shown to mediate adverse outcomes of toxicants”. It is further recognized that normal physiological pathways exist that maintain homeostasis and these, sufficiently perturbed, can become PoT. Second, the workshop sought to define the adequate public and commercial resources for PoT information, including data, visualization, analyses, tools, and use-cases, as well as the kinds of efforts that will be necessary to enable the creation of such a resource. Third, the workshop explored ways in which systems biology approaches could inform pathway annotation, and which resources are needed and available that can provide relevant PoT information to the diverse user communities. PMID:24127042
Arnold, Robert M; Back, Anthony L; Barnato, Amber E; Prendergast, Thomas J; Emlet, Lillian L; Karpov, Irina; White, Patrick H; Nelson, Judith E
The aim of this study was to develop an evidence-based communication skills training workshop to improve the communication skills of critical care fellows. Pulmonary and critical care fellows (N = 38) participated in a 3-day communication skills workshop between 2008 and 2010 involving brief didactic talks, faculty demonstration of skills, and faculty-supervised small group skills practice sessions with simulated families. Skills included the following: giving bad news, achieving consensus on goals of therapy, and discussing the limitations of life-sustaining treatment. Participants rated their skill levels in a pre-post survey in 11 core communication tasks using a 5-point Likert scale. Of 38 fellows, 36 (95%) completed all 3 days of the workshop. We compared pre and post scores using the Wilcoxon signed rank test. Overall, self-rated skills increased for all 11 tasks. In analyses by participant, 95% reported improvement in at least 1 skill; with improvement in a median of 10 of 11 skills. Ninety-two percent rated the course as either very good/excellent, and 80% recommended that it be mandatory for future fellows. This 3-day communication skills training program increased critical care fellows' self-reported family meeting communication skills. Copyright © 2014 Elsevier Inc. All rights reserved.
Henderson Hurley, Martha; Hurley, David
This article focuses on assignments designed to enhance critical thinking skills for authoritarian personality types. This paper seeks to add to the literature by exploring instructional methods to overcome authoritarian traits that could inhibit the development of critical thinking skills. The article presents a strategy which can be employed…
This article examines the application Higher Diploma training skills in classroom instruction as .... the intention of articulating the extent to which the ... graduates are applying HDP training skills ... HDP) to revisit their procedure, which result ..... not believe in the usefulness of the ... of this study perceived CPD as a program.
Kovac, Mirjana M.; Sirkovic, N.
Good communication skills are of utmost importance in the education of engineering students. It is necessary to promote not only their education, but also to prepare them for the demanding and competitive job market. The purpose of this study was to compare the attitudes towards communication skills after formal instruction between the students of…
O' Brien, Wesley; Belton, Sarahjane; Issartel, Johann
Background: Literature suggests that physical education programmes ought to provide intense instruction towards basic movement skills needed to enjoy a variety of physical activities. Fundamental movement skills (FMS) are basic observable patterns of behaviour present from childhood to adulthood (e.g. run, skip and kick). Recent evidence indicates…
Tavella, Elena; Papadopoulos, Thanos
There is limited research on the use of scripts by novice facilitators (novices) in Facilitated Modelling (FM) workshops. To address this gap, this paper illustrates how novices—supported by scripts—switch between and combine facilitation skills and competencies to successfully manage FM workshops...... and achieve outcomes. This illustration is based on a micro-level analysis of a transcript from a Viable System Model workshop held in a food cooperative in Copenhagen, Denmark. Through our findings we identify two distinct script-supported FM behaviours and related script-supported facilitation practices...... that enable novices to (a) acquire skills and competencies; and (b) switch between and combine skills and competencies to successfully manage workshops and achieve outcomes. Our study links micro-level considerations to a meta-level framework that relates the script-supported FM behaviours and practices...
... information from potential attendees to help prepare for the workshop. \\1\\ Form No. 549D was assigned OMB.../docs-filing/forms/form-549d/form-549d-schema.xsd ) file. This workshop is not intended to lead to any...-549d/form-549d.pdf (2) Data dictionary and instructions in the Appendix of Order 735-A (3) XML Schema...
Patrick Parrish; Jennifer A. Linder-VanBerschot
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 framewor...
Rodger, Sylvia; Mickan, Sharon; Marinac, Julie; Woodyatt, Gail
This report outlines the teamwork learning outcomes of an interprofessional workshop conducted with a cohort of 81 graduate-entry students of occupational therapy, physiotherapy, speech pathology, and audiology. This four-hour workshop was based around a case scenario of a child with developmental coordination disorder. This report describes and evaluates the development of knowledge and skills of teamwork that were facilitated through this workshop. Students completed questionnaires before and after the workshop about their knowledge of teamwork, requisites for working together, the utility of the workshop, and learning outcomes. The evaluation indicated that the workshop was successful from the students' perspectives in confirming the importance of teamwork and the processes of communication and collaborative goal setting. Students refined their own professional roles and developed an appreciation of the contribution of other professions and parents. This recognition of the comparative value of different professional contributions in providing holistic patient care is one of the starting points for education about interprofessional teamwork.
Sommer, Finn M.; Sprogøe, Jonas; Nygaard Andersen, Randi
In this empirical paper we explore experiences with organizing so called research workshops in a university of applied science. A research workshop is a action learning oriented didactical and educational format designed to be explorative, and the aim is for the participants to acquire research s...... skills and competencies. However, research workshops are also used strategically to facilitate organizational development. By way of organizational learning theory, we discuss research workshops as way to individual learning and organizational transformation.......In this empirical paper we explore experiences with organizing so called research workshops in a university of applied science. A research workshop is a action learning oriented didactical and educational format designed to be explorative, and the aim is for the participants to acquire research...
Parrish, Patrick; Linder-VanBerschot, Jennifer A.
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…
Pickens, Kathleen E.
If the goal of library instructional guidance is to provide students with the knowledge needed to acquire new skills in order to accomplish their learning objectives, then it is prudent to consider factors that impact learning. Cognitive load theory addresses several of these factors and is applicable to a wide-range of instructional devices used…
A significant proportion of nuclear plant events is attributable to failures that take place during maintenance and periodic testing. Human and organisational factors are frequently identified as making a major contribution to these events. Despite this recognition, licensee and regulatory oversight in the human and organisational area has tended to focus more on operational matters than maintenance. Owing to the importance of human and organisational performance on nuclear plant maintenance, the CSNI Special Experts' Group on Human and Organisational Factors (SEGHOF) hosted a workshop entitled 'Better nuclear plant maintenance: improving human and organisational performance'. The workshop provided an international forum for staff from nuclear plants, research bodies, and regulators to discuss human and organisational challenges to maintenance, and initiatives to support effective performance. Over 60 participants from about 20 countries participated. The workshop was divided into five sessions: 1) International guidance to improve maintenance performance; 2) Lessons learned through maintenance operating experience; 3) Licensee initiatives to support reliable maintenance; 4) Regulatory approaches to assuring effective licensee maintenance; and 5) Recent trends and their impact on maintenance. Sessions commenced with oral presentations of papers followed by break-out and plenary discussions. Session 4 on regulatory approaches included short presentations from ten regulatory bodies and was followed by discussion comparing these approaches. The main findings of the workshop concern: the retirements of experienced staff; the increasing use of contractors to perform maintenance activities; the use of skill-broadening in maintenance; the role of supervisors at the plant level; the organisational changes that are used to optimise the use of plant staff resources; the effective planning of maintenance tasks; the time allowed to complete maintenance tasks; the development
The Final Scientific EFNUDAT Workshop - organized by the CERN/EN-STI group on behalf of n_TOF Collaboration - will be held at CERN, Geneva (Switzerland) from 30 August to 2 September 2010 inclusive.EFNUDAT website: http://www.efnudat.euTopics of interest include: Data evaluationCross section measurementsExperimental techniquesUncertainties and covariancesFission propertiesCurrent and future facilities International Advisory Committee: C. Barreau (CENBG, France)T. Belgya (IKI KFKI, Hungary)E. Gonzalez (CIEMAT, Spain)F. Gunsing (CEA, France)F.-J. Hambsch (IRMM, Belgium)A. Junghans (FZD, Germany)R. Nolte (PTB, Germany)S. Pomp (TSL UU, Sweden) Workshop Organizing Committee: Enrico Chiaveri (Chairman)Marco CalvianiSamuel AndriamonjeEric BerthoumieuxCarlos GuerreroRoberto LositoVasilis Vlachoudis Workshop Assistant: Géraldine Jean
Jimenez, Javier; Marusic, Ivan
This book brings together selected contributions from the WALLTURB workshop on ”Understanding and modelling of wall turbulence” held in Lille, France, on April 21st to 23rd 2009. This workshop was organized by the WALLTURB consortium, in order to present to the relevant scientific community the main results of the project and to stimulate scientific discussions around the subject of wall turbulence. The workshop reviewed the recent progress in theoretical, experimental and numerical approaches to wall turbulence. The problems of zero pressure gradient, adverse pressure gradient and separating turbulent boundary layers were addressed in detail with the three approaches, using the most advanced tools. This book is a milestone in the research field, thanks to the high level of the invited speakers and the involvement of the contributors and a testimony of the achievement of the WALLTURB project.
Mannocchi, G.; Morselli, A.; Trinchero, G.
We announce the XVI Vulcano Workshop, which will be held from May 22nd to May 28th, 2016 in the Vulcano Island (Sicily, Italy). As in the past editions, the workshop will aim to gather people from High Energy Astrophysics and Particle Physics to discuss the most recent highlights in these fields. The workshop will cover the following topics: Astrophysics/Cosmology, Astrophysics/Gravity, Dark Matter, Particle Physics, Cosmic Rays, Gamma/Neutrino Astronomy, Neutrinos and Future Prospects. The scientific program will include several 30-minute review talks, to introduce the current problems, and 20-minute talks, giving new experimental and theoretical results. The participation is by invitation and limited to 80 people.
Leaf, Justin B.; Dotson, Wesley H.; Oppenheim-Leaf, Misty L.; Sherman, James A.; Sheldon, Jan B.
Deficits in social skills are a common problem for children with autism. One method of developing appropriate social skills in children with autism has been group instruction. To date, however, group instruction has produced mixed results. The purpose of this article is to describe a promising method of teaching social skills to children in small…
Hamilton, D. P.; Asbury, M. L.; Proctor, A.
The Astronomy Workshop (http://janus.astro.umd.edu) is an interactive online astronomy resource developed, and maintained at the University of Maryland, for use by students, educators and the general public. The Astronomy Workshop has been extensively tested and used successfully at many different levels, including High School and Junior High School science classes, University introductory astronomy courses, and University intermediate and advanced astronomy courses. Some topics currently covered in the Astronomy Workshop are: Animated Orbits of Planets and Moons: The orbits of the nine planets and 91 known planetary satellites are shown in animated, to-scale drawings. The orbiting bodies move at their correct relative speeds about their parent, which is rendered as an attractive, to-scale gif image. Solar System Collisions: This most popular of our applications shows what happens when an asteroid or comet with user-defined size and speed impacts a given planet. The program calculates many effects, including the country impacted (if Earth is the target), energy of the explosion, crater size, magnitude of the planetquake generated. It also displays a relevant image (e.g. terrestrial crater, lunar crater, etc.). Planetary and Satellite Data Calculators: These tools allow the user to easily calculate physical data for all of the planets or satellites simultaneously, making comparison very easy. Orbital Simulations: These tools allow the student to investigate different aspects of the three-body problem of celestial mechanics. Astronomy Workshop Bulletin Board: Get innovative teaching ideas and read about in-class experiences with the Astronomy Workshop. Share your ideas with other educators by posting on the Bulletin Board. Funding for the Astronomy Workshop is provided by the National Science Foundation.
Calderón, Margarita; Slavin, Robert; Sánchez, Marta
The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes
Sociedad Argentina de Fisica Medica
The American Association of Physicist in Medicine (AAPM), the International Organization for Medical Physics (IOMP) and the Argentina Society of Medical Physics (SAFIM) was organized the Diagnostic Imaging Workshop 2012, in the city of Buenos Aires, Argentina. This workshop was an oriented training and scientific exchange between professionals and technicians who work in medical physics, especially in the areas of diagnostic imaging, nuclear medicine and radiotherapy, with special emphasis on the use of multimodal imaging for radiation treatment, planning as well of quality assurance associates.
Keckler, C.R.; Groom, N.J.; Britcher, C.P.
In order to identify the state of magnetic suspension technology in such areas as rotating systems, pointing of experiments or subsystems, payload isolation, and superconducting materials, a workshop on Magnetic Suspension Technology was held at the Langley Research Center in Hampton, Virginia, on 2-4 Feb. 1988. The workshop included five technical sessions in which a total of 24 papers were presented. The technical sessions covered the areas of pointing, isolation, and measurement, rotating systems, modeling and control, and superconductors. A list of attendees is provided. Separate abstracts have been prepared for articles from this report
The traditional annual DESY Theory Workshop highlights a topical theory sector. The most recent was under the motto 'Quantum Chromo-Dynamics' - QCD, the field theory of quarks and gluons. The organizers had arranged a programme covering most aspects of current QCD research. This time the workshop was followed by a topical meeting on 'QCD at HERA' to look at the electron-proton scattering experiments now in operation at DESY's new HERA collider
Dee, Amy Lynn
Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers…
Fulton, Carolyn D.
Instructional designers working in rapid prototyping environments currently do not have a list of competencies that help to identify the knowledge, skills, and attitudes (KSAs) required in these workplaces. This qualitative case study used multiple cases in an attempt to identify rapid prototyping competencies required in a rapid prototyping…
Abbott, Amy L.; Wren, Douglas G.
Two well-accepted ideas among educators are (a) performance assessment is an effective means of assessing higher-order thinking skills and (b) data-driven instruction planning is a valuable tool for optimizing student learning. This article describes a locally developed performance task (LDPT) designed to measure critical thinking, problem…
Toby, Ellen; Scott, Timothy P.; Migl, David; Kolodzeji, Elizabeth
Physical chemistry I at Texas A&M University is an upper division course requiring mathematical and analytical skills. As such, this course poses a major problem for many Chemistry, Engineering, Biochemistry and Genetics majors. Comparisons between participants and non-participants in Supplemental Instruction for physical chemistry were made…
Nicholls, Delwyn; Sweet, Linda; Hyett, Jon
Sonographers use psychomotor skills to perform medical ultrasound examinations. Psychomotor skills describe voluntary movements of the limb, joints, and muscles in response to sensory stimuli and are regulated by the motor neural cortex in the brain. We define a psychomotor skill in relation to medical ultrasound imaging as "the unique mental and motor activities required to execute a manual task safely and efficiently for each clinical situation." Skills in clinical ultrasound practice may be open or closed; most skills used in medical ultrasound imaging are open. Open skills are both complex and multidimensional. Visuomotor and visuospatial psychomotor skills are central components of medical ultrasound imaging. Both types of skills rely on learners having a visual exemplar or standard of performance with which to reference their skill performance and evaluate anatomic structures. These are imperative instructional design principles when teaching psychomotor skills. © 2014 by the American Institute of Ultrasound in Medicine.
Nyman, M.; Ellwein, A. L.; Daniel, M.; Connealy, S.
The plethora of web-based databases provides an opportunity to develop and support authentic, inquiry-based teaching strategies that use real climate data in K-12 science classrooms. Classroom use of real climate data has the potential to improve student ability to "do" science by developing students' critical thinking skills such as evaluation of data, using evidence to support conclusions, and providing opportunities to build scientific, technical and communication skills in addressing real-world problems. However, there are roadblocks to implementing data-rich instruction including the fact that many climate datasets are not accessible to those without training and may require advanced technical, math and data skills to utilize. In June 2011 we convened an Innovation Working Group (IWG), Using Climate Data in Classrooms, sponsored by NM EPSCoR to consider issues and strategies for effective data-rich climate science education. The IWG participants concluded that developing data literacy skills is essential for students and teachers to participate in data-rich projects. This includes knowledge of models, facility with working and interpreting data and comfort with ambiguity that is inherent in climate science. As an outcome of the workshop, we are developing a data literacy survey that will be used to gather information from pre- and in-service teachers about their data skills and the instructional methods that teachers use to develop students' data literacy. Survey results will be used to re-design pre-service teacher training and develop teacher professional development programs at two institutions, the University of New Mexico and Western State. A challenge to using data-rich instruction is the volume of data available and the myriad formats in which it is presented. A first-level web search on "climate data" results in well over 10 million hits, a signature of the formidable task of choosing which site is best suited for instruction. During the IWG
陸怡琮 I-Chung Lu
Full Text Available 本研究主要目的在設計適用於國小高年級國語科的摘要策略教學模式，並檢視此模式對提升學生摘要能力和閱讀理解之效果。研究設計採控制組前後測的準實驗設計，以屏東縣2所國小各兩班五年級學生為對象，隨機分配每校中的一班為實驗組，接受融入國語科的摘要策略教學，另一班為控制組，進行國語評量卷的習寫與回饋。教學前、後及教學結束後1 個月，進行摘要能力和閱讀理解的測量，實驗組學生在教學結束後填答回饋問卷。結果顯示，摘要策略教學對提升摘要能力有立即與維持的效果，且在追蹤後測階段對低能力學生摘要表現的促進效果大於對高能力學生，但對促進閱讀理解則無顯著效果，學生對摘要策略與教學都有非常正向的態度。 This study designed a summarization strategy instruction for elementary students and examined its effects on the summary skills and reading comprehension of fifth graders. Four fifth-grade classes from two elementary schools in Pingtung County participated in the study. Using a quasi-experimental pretest-posttest control group design, one class in each school was assigned to the experimental group, which received the summarization strategy instruction, while the other class in each school served as the control group, which took practice tests on language arts and received feedback from the teacher. Before, immediately after, and four weeks following the experiment, both groups were tested on summary skills and reading comprehension. The experimental group also filled out a questionnaire after the experiment on their perceptions of the instruction. The results indicated that the experimental group scored significantly higher than the control group did in summary skills in both the posttest and delayed posttest and interaction effect was found between instruction and reading ability in the delayed
Goldman, Susan R.
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…
Akcaoglu, Mete; Kale, Ugur
Engagement in game design tasks can help preservice teachers develop pedagogical and technical skills for teaching and promoting critical thinking and problem-solving skills. Through the design process, preservice teachers not only exercise critical-thinking and problem-solving skills, but also learn about an instructional method to support their…
McVanel, Sarah; Morris, Beth
Clinicians' ability to be assertive when unsure or concerned about procedures, treatment modalities, or patients' symptoms is key in reducing risk and preventing sentinel events. In this article, the authors provide a framework for generic, voluntary assertiveness communication skills workshops that any educator can implement.
in quality, quantity, and the scope of cosmological observations. While the ob- ... In this article, I summarize both the oral and poster presentations made at the workshop. ... the angular spectrum of CMB anisotropy with recent measurements of the power spectrum of ..... A thermodynamical treatment within the framework of.
Griffin, Jeffrey W.; Moran, Traci L.; Bond, Leonard J.
This report summarizes a Radiation Source Replacement Workshop in Houston Texas on October 27-28, 2010, which provided a forum for industry and researchers to exchange information and to discuss the issues relating to replacement of AmBe, and potentially other isotope sources used in well logging.
Crosby, Sean Michael; Doak, Justin E.; Haas, Jason Juedes.; Helinski, Ryan; Lamb, Christopher C.
On September 5th and 6th, 2012, the Dynamic Defense Workshop: From Research to Practice brought together researchers from academia, industry, and Sandia with the goals of increasing collaboration between Sandia National Laboratories and external organizations, de ning and un- derstanding dynamic, or moving target, defense concepts and directions, and gaining a greater understanding of the state of the art for dynamic defense. Through the workshop, we broadened and re ned our de nition and understanding, identi ed new approaches to inherent challenges, and de ned principles of dynamic defense. Half of the workshop was devoted to presentations of current state-of-the-art work. Presentation topics included areas such as the failure of current defenses, threats, techniques, goals of dynamic defense, theory, foundations of dynamic defense, future directions and open research questions related to dynamic defense. The remainder of the workshop was discussion, which was broken down into sessions on de ning challenges, applications to host or mobile environments, applications to enterprise network environments, exploring research and operational taxonomies, and determining how to apply scienti c rigor to and investigating the eld of dynamic defense.
O`Kain, D.; Carmack, J. [comps.
Since the November 1993 Flywheel Workshop, there has been a major surge of interest in Flywheel Energy Storage. Numerous flywheel programs have been funded by the Advanced Research Projects Agency (ARPA), by the Department of Energy (DOE) through the Hybrid Vehicle Program, and by private investment. Several new prototype systems have been built and are being tested. The operational performance characteristics of flywheel energy storage are being recognized as attractive for a number of potential applications. Programs are underway to develop flywheels for cars, buses, boats, trains, satellites, and for electric utility applications such as power quality, uninterruptible power supplies, and load leveling. With the tremendous amount of flywheel activity during the last two years, this workshop should again provide an excellent opportunity for presentation of new information. This workshop is jointly sponsored by ARPA and DOE to provide a review of the status of current flywheel programs and to provide a forum for presentation of new flywheel technology. Technology areas of interest include flywheel applications, flywheel systems, design, materials, fabrication, assembly, safety & containment, ball bearings, magnetic bearings, motor/generators, power electronics, mounting systems, test procedures, and systems integration. Information from the workshop will help guide ARPA & DOE planning for future flywheel programs. This document is comprised of detailed viewgraphs.