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Sample records for preparation instructions handout

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

    National Research Council Canada - National Science Library

    Gupta, Garima; Sehgal, Stuti

    2012-01-01

    ... 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...

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

    Science.gov (United States)

    Gupta, Garima; Sehgal, Stuti

    2012-01-30

    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. 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. 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. 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.

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

    Directory of Open Access Journals (Sweden)

    Gupta Garima

    2012-01-01

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

  4. Handouts: making the lecture portable.

    Science.gov (United States)

    Kroenke, K

    1991-01-01

    Previous medical literature on preparing lecture handouts has focused on their use in student education, where as part of a course there is a series of lectures followed by an examination. Conversely, resident and practising physicians usually attend single lectures on individual topics in order to update and improve their clinical skills. Handouts designed for the latter type of lecture can serve as a useful resource in subsequent day-to-day teaching and patient care. This article examines the purpose, distribution, structure, and substance of such handouts. Guidelines to assist the speaker in preparing lecture handouts are discussed.

  5. Preparing Instructional Objectives: Agony or Ecstasy?

    Science.gov (United States)

    Roberts, Wesley K.

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

  6. Effectiveness of skeleton handouts during ophthalmology theory lectures for undergraduate medical students

    Science.gov (United States)

    Prabhu, Venkatesan; Sahoo, Soumendra; Soe, Htoo Htoo Kyaw

    2015-01-01

    Background: Although lecture handouts are commonly given to students during theory lectures, students’ perception, as well as their performance, can vary depending on the type of handouts they receive for information processing. Methodology: This is a quasi-experimental study involving 6th semester medical students. The study was conducted during theory lectures on ophthalmology. The two types of notes given to the students were comprehensive handout and a skeleton handout, which included some lecture notes but required substantial annotation by the students. Pre-test and post-test in the form of multiple choice questions were conducted before and after the lecture session, respectively. Results: There was a significant difference of mean score of pre- and post-test between skeletal handout (pre = 1.85 ± 1.275, post = 4.85 ± 0.363) and full handout (pre = 1.92 ± 1.09 post = 2.61 ± 0.771) with P < 0.001. However, the students’ responses to questionnaires indicated a strong preference for much detailed handouts as essential to preparation for examinations. Conclusion: The student can improve their performance during examination while working on skeletal handouts during theory lectures in spite of showing a preference for complete handouts. PMID:26380205

  7. Preparation of a continuative brochure as supplement to the evaluation hand-out for the assessment of study results; Erstellung einer weiterfuehrenden Broschuere als Ergaenzung zur Handreichung der Beurteilung von Studienergebnissen

    Energy Technology Data Exchange (ETDEWEB)

    Wilhelmy, S.; Gollnick, F.; Driessen, S.; Schmidt, M.; Gross, D.

    2015-08-15

    In 2013 the Federal Office for Radiation Protection gave the responsibility to the Department of History, Philosophy and Ethics of Medicine (Institut GTE Med) in Aachen for the project ''Creating a practical hand-out for the assessment of study results for employees of local governments'' (FM 8855). The manual serves as a practical way for the qualitative evaluation of texts for persons who deal with the topics Mobile Communication and Health (for example communities or government agencies) in their profession. The main objective of the manual is to aid users in performing a faster and more efficient evaluation of texts by answering the containing questions. This approach is purely functional and precludes the placement of deeper information. At this point the new project FM 8862 started by ''Creating a continuative brochure in addition to the hand-out for the assessment of study results''. It continued the previous project FM 8855 to further develop the information which was up to this point purely functional. The brochure presents the issues in an overall context and provides valuable background knowledge. As a result, possible users get in a more casual and clear manner a deeper understanding of the evaluating of texts. It should be possible for a user to better evaluate texts and by obtaining arguments, thus being better prepared to engage with interested Laymen in an objective discussion. The brochure was submitted together with the existing manual for a practical test, which was attended by 21 target group-specific subjects. The study tested in detail the intelligibility, clarity, applicability, and the support of the brochure. The feedback of the test participants were then used as basis for the final optimization of the brochure. Project participants belong to the Department of History, Philosophy and Ethics of Medicine and the Research Center for Bioelectromagnetic Interaction of the RWTH Aachen University (femu).

  8. Overhauling Technical Handouts for Active Student Participation: A Model for Improving Lecture Efficiency and Increasing Attendance

    Science.gov (United States)

    Jakee, Keith

    2011-01-01

    This instructional paper is intended to provide an alternative approach to developing lecture materials, including handouts and PowerPoint slides, successfully developed over several years. The principal objective is to aid in the bridging of traditional "chalk and talk" lecture approaches with more active learning techniques, especially in more…

  9. PowerPoint Presentation Handouts and College Student Learning Outcomes

    Science.gov (United States)

    Noppe, Illene C.; Achterberg, Jeanie; Duquaine, Lori; Huebbe, Margaret; Williams, Carol

    2007-01-01

    This investigation sought to determine if supplementing lectures using Microsoft PowerPoint slides with handouts of the slides enhanced test-taking performance in an undergraduate Human Development course. In the first study, one section of the course (N = 50) was given handouts for one exam and a final; the other (N = 50) received handouts only…

  10. Coaching Teachers on Instruction: Developing Instructional Leadership Capacity within a Principal Preparation Program

    Science.gov (United States)

    Franey, John J.

    2013-01-01

    Over the last several decades, the role of the school site principal has shifted from a focus on school management to one on school leadership. Integral to this new focus is the ability of the principal to be an instructional leader, tasked with improving the instructional practices of teachers. Many principal preparation programs have adopted new…

  11. Strategies Instruction to Improve the Preparation for English Oral Exams

    Science.gov (United States)

    Abad, José Vicente; Alzate, Paula Andrea

    2016-01-01

    This article presents the results of an inter-institutional research study that assessed the impact of strategies instruction on students' preparation for and performance in oral exams. Two teacher-researchers at different universities trained 26 students in their respective B1-English-level courses in using language learning strategies. The study…

  12. 48 CFR 1846.672-1 - Preparation instructions.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Preparation instructions. 1846.672-1 Section 1846.672-1 Federal Acquisition Regulations System NATIONAL AERONAUTICS AND SPACE... or fewer digits are used, position them to the left of the vertical dashed line. Where a...

  13. Preparing Preservice Teacher Candidates to Differentiate Instructional Practices

    Science.gov (United States)

    Ochoa, Bianca R.

    2013-01-01

    This action research study focused on how various grouping strategies influenced preservice teachers' differentiation of instruction. The participants included a third grade mentor teacher and three preservice teacher candidates. The candidate preparation curriculum consisted of seminars, daily field-based learning experiences, and ongoing…

  14. Preparing Preservice Teacher Candidates to Differentiate Instructional Practices

    Science.gov (United States)

    Ochoa, Bianca R.

    2013-01-01

    This action research study focused on how various grouping strategies influenced preservice teachers' differentiation of instruction. The participants included a third grade mentor teacher and three preservice teacher candidates. The candidate preparation curriculum consisted of seminars, daily field-based learning experiences, and ongoing…

  15. Impact of Health Literacy-directed Colonoscopy Bowel Preparation Instruction Sheet.

    Science.gov (United States)

    Davis, Terry C; Hancock, Jill; Morris, James; Branim, Perry; Seth, Abhishek; Rademaker, Alfred; Arnold, Connie L

    2017-05-01

    To improve patient colonoscopy bowel preparation with a newly developed simplified instruction sheet in a safety-net hospital system. Bowel preparation quality was compared in a retrospective chart review of 543 patients, 287 of whom received standard instructions (9th grade reading level) between November 2015 and February 2016, and 256 of whom received simplified instructions (6th grade level) between March and May 2016. Instructions were mailed to all patients. The primary outcome was bowel preparation quality recorded by the endoscopist as optimal or suboptimal preparation. 543 medical records were reviewed and results indicated a significant association between the instructions used and preparation quality with patients receiving simplified instructions being significantly more prepared (69.1% vs 65.5%) and having a lower cancellation rate (4.7% vs 10.5%), p = .042. A no-cost simplified colonoscopy instruction sheet improved bowel preparation among patients in an academic safety-net health system.

  16. Preparation and Ongoing Support for Early Childhood Instructional Coaches: A Case Study Exploration of an Instructional Coaching Program

    Science.gov (United States)

    Allard Agnamba, Lindsey Tara

    2012-01-01

    This study gathers current information about the preparation and ongoing support of instructional coaches who provide professional development to early childhood educators. The case study of one large, urban District early childhood instructional coaching program will be explored with two objectives: to identify strengths and areas of need in the…

  17. Preparing Instructional Designers for Game-Based Learning: Part III. Game Design as a Collaborative Process

    Science.gov (United States)

    Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

    2010-01-01

    In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series and one of four panelists discussed what he believes instructional designers should know about…

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

    Science.gov (United States)

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

    2015-01-01

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

  19. 16 CFR 436.6 - Instructions for preparing disclosure documents.

    Science.gov (United States)

    2010-01-01

    ... DISCLOSURE REQUIREMENTS AND PROHIBITIONS CONCERNING FRANCHISING Instructions § 436.6 Instructions for... of the FTC Act for any franchisor to fail to include the information and follow the instructions for... form that permits each prospective franchisee to store, download, print, or otherwise maintain...

  20. Lecture Handouts of Projected Slides in a Medical Course.

    Science.gov (United States)

    Amato, Dominick; Quirt, Ian

    1991-01-01

    In a third-year medical school hematology course, handouts reproducing all or most of the 35mm slides used during the lecture are given at the beginning of class. The slides are reproduced on the left, with room for note-taking on the right. Despite some disadvantages, the method is seen as helpful. (Author/MSE)

  1. Preparing Instructional Designers for Game-Based Learning: Part 2

    Science.gov (United States)

    Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

    2010-01-01

    As noted in part I of this article (published in "TechTrends 54"(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video) games. In general, instructional designers know little about game development, commercial video game developers know little about training, education and…

  2. Targeted Observation of ELL Instruction as a Tool in the Preparation of School Leaders

    Science.gov (United States)

    Baecher, Laura; Knoll, Marcia; Patti, Janet

    2016-01-01

    Preparing school administrators to promote effective instruction of English language learners (ELLs) is an important dimension of today's educational leadership programs, requiring innovative program activities. This study explores school leadership candidates' use of an observation tool targeted to ELL instruction that incorporated guided video…

  3. Establishing Instructional Technology Benchmarks for Teacher Preparation Programs.

    Science.gov (United States)

    Northrup, Pamela Taylor; Little, Wesley

    1996-01-01

    Examines technology use in teacher preparation, emerging state and national standards for educators and technology, and benchmarks for teacher preparation programs (including faculty preparation), and notes the importance of creating school-business partnerships to help finance this costly venture. (SM)

  4. Incorporating English Language Learner Instruction within Special Education Teacher Preparation

    Science.gov (United States)

    More, Cori M.; Spies, Tracy Griffin; Morgan, Joseph John; Baker, Joshua N.

    2016-01-01

    The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is…

  5. Incorporating English Language Learner Instruction within Special Education Teacher Preparation

    Science.gov (United States)

    More, Cori M.; Spies, Tracy Griffin; Morgan, Joseph John; Baker, Joshua N.

    2016-01-01

    The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is…

  6. Preparing Instructional Designers for Game-Based Learning: Part 1

    Science.gov (United States)

    Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

    2010-01-01

    Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game…

  7. YouTube™ as a Source of Instructional Videos on Bowel Preparation: a Content Analysis.

    Science.gov (United States)

    Ajumobi, Adewale B; Malakouti, Mazyar; Bullen, Alexander; Ahaneku, Hycienth; Lunsford, Tisha N

    2016-12-01

    Instructional videos on bowel preparation have been shown to improve bowel preparation scores during colonoscopy. YouTube™ is one of the most frequently visited website on the internet and contains videos on bowel preparation. In an era where patients are increasingly turning to social media for guidance on their health, the content of these videos merits further investigation. We assessed the content of bowel preparation videos available on YouTube™ to determine the proportion of YouTube™ videos on bowel preparation that are high-content videos and the characteristics of these videos. YouTube™ videos were assessed for the following content: (1) definition of bowel preparation, (2) importance of bowel preparation, (3) instructions on home medications, (4) name of bowel cleansing agent (BCA), (5) instructions on when to start taking BCA, (6) instructions on volume and frequency of BCA intake, (7) diet instructions, (8) instructions on fluid intake, (9) adverse events associated with BCA, and (10) rectal effluent. Each content parameter was given 1 point for a total of 10 points. Videos with ≥5 points were considered by our group to be high-content videos. Videos with ≤4 points were considered low-content videos. Forty-nine (59 %) videos were low-content videos while 34 (41 %) were high-content videos. There was no association between number of views, number of comments, thumbs up, thumbs down or engagement score, and videos deemed high-content. Multiple regression analysis revealed bowel preparation videos on YouTube™ with length >4 minutes and non-patient authorship to be associated with high-content videos.

  8. Instruction on compounded sterile preparations at U.S. schools of pharmacy.

    Science.gov (United States)

    Hellums, Mac; Alverson, Susan P; Monk-Tutor, Mary R

    2007-11-01

    The extent of didactic and laboratory instruction related to compounded sterile preparations (CSPs) provided by U.S. schools of pharmacy was studied. A nine-item survey was developed and mailed to the deans of 82 U.S. schools of pharmacy in 2005. The survey instrument was designed to gather basic demographic information about the school of pharmacy, identify availability and characteristics of instruction offered on the compounding of sterile preparations, identify which of 20 topics were covered in either a didactic or laboratory setting, determine how students' skills in sterile preparation were assessed, and identify the compounding environment at the school of pharmacy. Data were analyzed using descriptive statistics. A total of 53 surveys were returned, yielding a response rate of 65%. All schools included some instruction on CSPs; however, only 70% required students to compound on their own (rather than in groups or not at all), and only 21% offered a stand alone course on this topic. Most schools (88%) taught students about U.S. Pharmacopeia chapter 797 standards for sterile compounding. Only 13% of schools felt that their students had adequate training in compounding sterile preparations before graduation; however, most (88.7%) believed that students could only become fully competent in these skills over time in actual practice. A survey sent to deans of pharmacy schools revealed that instruction provided to pharmacy students in preparing CSPs varied widely. Only about a sixth of respondents believed that their students were adequately trained in compounding sterile preparations before graduation.

  9. Can prepared fear conditioning result from verbal instructions?

    NARCIS (Netherlands)

    Mertens, Gaëtan; Raes, An K.; De Houwer, Jan

    2016-01-01

    Evolutionary fear-relevant stimuli such as snakes or spiders are thought to be prepared to elicit fear reactions. This implies that the acquisition of conditioned fear responses is facilitated when these stimuli serve as conditioned stimuli (CSs). Moreover, extinction of conditioned fear responses i

  10. Status of Assistive Technology Instruction in University Personnel Preparation Programs

    Science.gov (United States)

    Bausch, Margaret E.; Ault, Melinda Jones

    2012-01-01

    The reauthorization of IDEA mandates that students with a disability must be considered for assistive technology (AT). However, in order to implement the mandate, teachers and related service personnel must be knowledgeable about many aspects of AT. The purpose of this study was to gauge the extent to which personnel preparation programs believe…

  11. Impact of utilisation of uncompleted handouts on power point presentations (PPT in rural Indian medical institute

    Directory of Open Access Journals (Sweden)

    ROSHAN BHAISARE

    2016-07-01

    Full Text Available Introduction: Note taking while attending a PPT requires high activity of memory and writing process which ultimately leads to what is called “death by power point” referring to boredom and fatigue. To overcome this we planned to evaluate the impact of utilisation of uncompleted handouts given prior to PPT presentations. Methods: Final year MBBS students were divided in 2 batches, batch A and batch B. For a set of lectures one batch was provided with handouts before lecture while the other batch was given lectures only. Crossover was done to avoid bias, all the lectures being given by the same presenter. At the end of each lecture, a short questionnaire of 10 Multiple Choice Question (MCQ was provided to the students. Mean scores were calculated for lectures with handouts and without handouts. Results: For a set of lectures, when batch A was provided with handouts, the mean score was 28.2; for batch B to which no handouts were given the mean score was 23.4. Similarly, for batch B when provided with handouts the mean score was 29.1, for batch A which was not provided with handouts the mean score was 24. There was an average increase of 4.2 marks. Actual gain when handouts were provided was 1.2 marks per lecture. It was more for the batch comprising of repeater students as compared to the batch of fresher students. Increase in attendance was also noted. Conclusion: Providing uncompleted handouts before a didactic lecture definitely results in increase in knowledge gain; repeater students benefit more with uncompleted handouts.

  12. Impact of utilisation of uncompleted handouts on power point presentations (PPT) in rural Indian medical institute.

    Science.gov (United States)

    Bhaisare, Roshan; Kamble, Bhavna

    2016-07-01

    Note taking while attending a PPT requires high activity of memory and writing process which ultimately leads to what is called "death by power point" referring to boredom and fatigue.  To overcome this we planned to evaluate the impact of utilisation of uncompleted handouts given prior to PPT presentations. Final year MBBS students were divided in 2 batches, batch A and batch B.  For a set of lectures one batch was provided with handouts before lecture while the other batch was given lectures only. Crossover was done to avoid bias, all the lectures being given by the same presenter.  At the end of each lecture, a short questionnaire of 10 Multiple Choice Question (MCQ) was provided to the students. Mean scores were calculated for lectures with handouts and without handouts. For a set of lectures, when batch A was provided with handouts, the mean score was 28.2; for batch B to which no handouts were given the mean score was 23.4. Similarly, for batch B when provided with handouts the mean score was 29.1, for batch A which was not provided with handouts the mean score was 24. There was an average increase of 4.2 marks. Actual gain when handouts were provided was 1.2 marks per lecture.  It was more for the batch comprising of repeater students as compared to the batch of fresher students. Increase in attendance was also noted. Providing uncompleted handouts before a didactic lecture definitely results in increase in knowledge gain; repeater students benefit more with uncompleted handouts.

  13. Preschool Teacher Mathematics Instruction: Exploring Practice and Implications for Preparation in Connecticut

    Science.gov (United States)

    Pember, Anne M.

    2015-01-01

    This multiple-case study discusses Connecticut public preschool teacher's mathematics instruction practice and preparation across socioeconomic settings and divergent District Reference Groups. Through the use of qualitative methods of classroom observations, interviews, and document review this multiple-case study explored the mathematics…

  14. Teachers' Basic Knowledge of Reading Instruction: Insights from a Teacher Preparation Program

    Science.gov (United States)

    Berkeley, Sheri; Regan, Kelley; Dimitrov, Dimiter; Guckert, Mary; Ray, Sharon

    2016-01-01

    Effective reading instruction is essential for all students, and especially students with disabilities; however, studies have indicated that both pre-service and in-service teachers lack an adequate knowledge of reading. To ensure adequate teacher knowledge, teacher preparation reform advocates suggest purposeful alignment of teacher preparation…

  15. Preparing Content Area Teachers for Disciplinary Literacy Instruction: The Role of Literacy Teacher Educators

    Science.gov (United States)

    Fang, Zhihui

    2014-01-01

    The recent call for secondary reading instruction to move away from a focus on generic literacy strategies to discipline-specific language and literacy practices presents new challenges for secondary teacher preparation. This column identifies some of the roles literacy teacher educators can play in helping address these challenges.

  16. Preparing Preservice Teachers for Instruction on English-Language Development with Video Lesson Modules

    Science.gov (United States)

    Liu, Ping

    2011-01-01

    This study explored the use of video lesson modules in a teaching methodology course to prepare preservice teachers for supporting the English-language development of pupils at K-8 schools. The basic material of a lesson module is a video lesson featuring instruction of an experienced classroom teacher in an English-language development setting of…

  17. Teachers of Adult Music Learners: An Assessment of Characteristics and Instructional Practices, Preparation, and Needs

    Science.gov (United States)

    Bowles, Chelcy L.

    2010-01-01

    This study investigated characteristics and experiences of teachers of adult music learners, instructional aspects they perceive to be unique to teaching adults, and their self-perceived needs in providing quality experiences for adult learners. A 25-item questionnaire investigating the topics of preparation, goals, methodology, materials,…

  18. Using Enhanced Podcasts to Augment Limited Instructional Time in Teacher Preparation

    Science.gov (United States)

    Kennedy, Michael J.; Hart, Juliet E.; Kellems, Ryan O.

    2011-01-01

    Teacher education programs are limited in terms of available face-to-face instructional time for preparing general education teacher candidates to work with students with exceptionalities. Given this constraint, developing innovative use of technologies may assist in meeting the demand for highly qualified teachers for such students. In this…

  19. Effects of Internal and External Focus of Attention during Novices' Instructional Preparation on Subsequent Rehearsal Behaviors

    Science.gov (United States)

    Montemayor, Mark; Silvey, Brian A.; Adams, Amy L.; Witt, Kay L.

    2016-01-01

    The purpose of this study was to investigate the effects of internal versus external focus of attention during novice teachers' instructional preparation on their subsequent rehearsal behaviors. Thirty-two undergraduate instrumental music education students led bands in a series of three, 6-minute rehearsals on their assigned excerpt. Prior to…

  20. 48 CFR 1845.7101 - Instructions for preparing NASA Form 1018.

    Science.gov (United States)

    2010-10-01

    ... Standards (SFFAS) to be used for property records are SFFAS No. 3 “Accounting for Inventory and Related... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Instructions for preparing NASA Form 1018. 1845.7101 Section 1845.7101 Federal Acquisition Regulations System NATIONAL...

  1. Preparing for the changing role of instructional technologies in medical education.

    Science.gov (United States)

    Robin, Bernard R; McNeil, Sara G; Cook, David A; Agarwal, Kathryn L; Singhal, Geeta R

    2011-04-01

    As part of an international faculty development conference in February 2010, a working group of medical educators and physicians discussed the changing role of instructional technologies and made recommendations for supporting faculty in using these technologies in medical education. The resulting discussion highlighted ways technology is transforming the entire process of medical education and identified several converging trends that have implications for how medical educators might prepare for the next decade. These trends include the explosion of new information; all information, including both health knowledge and medical records, becoming digital; a new generation of learners; the emergence of new instructional technologies; and the accelerating rate of change, especially related to technology. The working group developed five recommendations that academic health leaders and policy makers may use as a starting point for dealing with the instructional technology challenges facing medical education over the next decade. These recommendations are (1) using technology to provide/support experiences for learners that are not otherwise possible-not as a replacement for, but as a supplement to, face-to-face experiences, (2) focusing on fundamental principles of teaching and learning rather than learning specific technologies in isolation, (3) allocating a variety of resources to support the appropriate use of instructional technologies, (4) supporting faculty members as they adopt new technologies, and (5) providing funding and leadership to enhance electronic infrastructure to facilitate sharing of resources and instructional ideas.

  2. Influence of Presentation Handout Completeness on Student Learning in a Physical Therapy Curriculum

    Science.gov (United States)

    Nelson-Wong, Erika; Eigsti, Heidi; Hammerich, Amy; Ellison, Nicole

    2013-01-01

    Students and faculty have disparate opinions on how complete lecture materials should be to optimize learning. The purpose of this study was to investigate the influence of lecture handout completeness and content area on Doctor of Physical Therapy student recall/retention in foundation level courses. These findings suggest there may not be a best…

  3. PENGEMBANGAN HANDOUT BERBASIS KONTEKSTUAL PADA PELAJARAN BIOLOGI MATERI BIOTEKNOLOGI UNTUK SISWA KELAS XII SMK NEGERI 02 BATU

    Directory of Open Access Journals (Sweden)

    Fega Rahmayani

    2015-03-01

    Full Text Available The teaching learning activity in SMK is inappropriate with the purpose of teaching and learning in SMK, which the students are taught to be able to apply the materials in the real life. Teaching material is taken from the biology book of SMA that the content is theoretically, so the explanation on the material is unsuitable and not applicative that makes the student less in ability and skill for application in daily life. From the problem above, this research purpose on developing the contextual basic handout of the biological course in biotechnology material in SMK N 02 Batu.This research is developing research based on research and development by Sugiyono’s model that use a few developing steps, those are: (1 Potential and problem, (2 Collecting data, (3 Product design, (4 Validation design, (5 Design revision, (6 Try out the product, (7 Product revision. The data collecting methods is using validation from the expert of handout, material expert and try out to the study club. The technique of analyze data using quantitative and qualitative data. The result of quantitative data is the percentage of handout product value that classify in the handout quality and the result of qualitative data come from comment and advise of validator and try out in SMK.The result quality of the handout found that the developing contextual basic handout reach out the good quality after following the procedure of validation with percentage 80.90% and try out to the student that use the handout with percentage very good, 97.75% and get the positive respond from student with percentage 90.82%. From the whole of the contextual basic handout have a good quality and appropriate in use for teaching material of Biology in teaching learning process in SMK N 02 Batu.

  4. Efficacy of Video-Assisted Instruction on Knowledge and Performance of Dental Students in Access Cavity Preparation

    OpenAIRE

    Naseri, Mandana; Shantiaee, Yazdan; Rasekhi, Javid; Zadsirjan, Saeede; Mojtahed Bidabadi, Maryam; Khayat, Akbar

    2016-01-01

    Introduction: The conventional method of teaching endodontics has some drawbacks. Due to the small size of the oral cavity, students cannot closely observe the clinical procedure. Use of new teaching modalities such as the intraoral camera may obviate this problem. This study assessed the effect of video-assisted clinical instruction in dentistry (VACID) on dental student’s knowledge and performance in access cavity preparation during endodontic treatment. Methods and Materials: In this inter...

  5. Experience and Explanation: Using Videogames to Prepare Students for Formal Instruction in Statistics

    Science.gov (United States)

    Arena, Dylan A.; Schwartz, Daniel L.

    2014-01-01

    Well-designed digital games can deliver powerful experiences that are difficult to provide through traditional instruction, while traditional instruction can deliver formal explanations that are not a natural fit for gameplay. Combined, they can accomplish more than either can alone. An experiment tested this claim using the topic of statistics,…

  6. 48 CFR 245.606-5 - Instructions for preparing and submitting schedules of contractor inventory.

    Science.gov (United States)

    2010-10-01

    ... Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE CONTRACT MANAGEMENT...—Property that has no value except for its basic material content. (e) Instructions for completing specific... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Instructions for...

  7. Experience and Explanation: Using Videogames to Prepare Students for Formal Instruction in Statistics

    Science.gov (United States)

    Arena, Dylan A.; Schwartz, Daniel L.

    2014-01-01

    Well-designed digital games can deliver powerful experiences that are difficult to provide through traditional instruction, while traditional instruction can deliver formal explanations that are not a natural fit for gameplay. Combined, they can accomplish more than either can alone. An experiment tested this claim using the topic of statistics,…

  8. Comprehension of the education handout and health literacy of pacemaker users.

    Science.gov (United States)

    Santos, Jackelline Evellin Moreira Dos; Brasil, Virginia Visconde; Moraes, Katarinne Lima; Cordeiro, Jacqueline Andréia Bernardes Leão; Oliveira, Gabriela Ferreira de; Bernardes, Carla de Paula; Bueno, Bárbara Ribeiro Miquelin; Boaventura, Rafaela Peres; Gonçalves, Fernanda Alves Ferreira; Oliveira, Lizete Malagoni de Almeida Cavalcante; Barbosa, Maria Alves; Silva, Antonio Márcio Teodoro Cordeiro

    2017-01-01

    To verify the comprehension of the education handout and the level of Functional Health Literacy of individuals with cardiac pacemaker (PM) and whether there is correlation between the comprehension and Functional Health Literacy (FHL). Cross-sectional study with 63 individuals with PM who answered to comprehension tests of the handout, literacy assessment (SAHLPA-50) and cognition (MMSE). Measurements of dispersion, Pearson correlation and multiple linear regression were calculated. Most women, study time ≤ 9 years, 66.21 (average age) presented no cognitive changes. An adequate literacy level was evidenced in 50.8% individuals with PM and satisfactory comprehension of the handout. No correlation was identified between FHL, handout comprehension, age, years of study and cognition. The handout comprehension assessed by individuals with appropriate FHL indicated that it can be a printed material suitable for use, aiming to improve care process and knowledge of individuals with PM. Verificar a legibilidade de prospecto facilitador da aprendizagem e o nível de Letramento Funcional em Saúde de indivíduos com marcapasso cardíaco (MP) e se há correlação entre a legibilidade e Letramento Funcional em Saúde (LFS). Estudo transversal com 63 indivíduos com MP, que responderam testes de legibilidade do prospecto, de avaliação do letramento (SAHLPA-50) e cognição (MEEM). Foram calculadas medidas de dispersão, correlação de Pearson e regressão linear múltipla. Maioria mulheres, tempo de estudo ≤ 9 anos, idade média de 66,21 anos, sem alteração cognitiva. Evidenciado nível adequado de letramento em 50,8% dos indivíduos com MP e legibilidade satisfatória do prospecto. Não foi identificada correlação entre LFS, legibilidade do prospecto, idade, anos de estudo e cognição. A legibilidade do prospecto avaliada por indivíduos com adequado LFS indicou que pode ser um impresso educativo apropriado para uso, visando aprimorar o processo de cuidar e o

  9. Preparing Preservice Teachers for Inclusive Coteaching: A New Approach for Mathematics Methods Instruction

    Science.gov (United States)

    Carnell, Lisa J.; Tillery, Mariann W.

    2005-01-01

    This article describes how a three-week module was inserted into an elementary mathematics methods course in order to demonstrate coteaching models for preservice teachers and to provide preservice teachers with instructional strategies for special needs students.

  10. Case-Based Instruction in Early Childhood Teacher Preparation: Does It Work?

    Science.gov (United States)

    Florez, Ida Rose

    2011-01-01

    Case analysis is often used in early childhood teacher education as a constructivist method for developing students' professional skills and knowledge. Although case-based instruction is popular, the professional literature contains little empirical evidence that it effectively helps students develop professional knowledge. Indeed, some empirical…

  11. Computer- and Video-Based Instruction of Food-Preparation Skills: Acquisition, Generalization, and Maintenance

    Science.gov (United States)

    Ayres, Kevin; Cihak, David

    2010-01-01

    The purpose of this study was to evaluate the effects of a computer-based video instruction (CBVI) program to teach life skills. Three middle school-aged students with intellectual disabilities were taught how to make a sandwich, use a microwave, and set the table with a CBVI software package. A multiple probe across behaviors design was used to…

  12. Preparation of Chemically Etched Tips for Ambient Instructional Scanning Tunneling Microscopy

    Science.gov (United States)

    Zaccardi, Margot J.; Winkelmann, Kurt; Olson, Joel A.

    2010-01-01

    A first-year laboratory experiment that utilizes concepts of electrochemical tip etching for scanning tunneling microscopy (STM) is described. This experiment can be used in conjunction with any STM experiment. Students electrochemically etch gold STM tips using a time-efficient method, which can then be used in an instructional grade STM that…

  13. Study of Teacher Preparation in Early Reading Instruction. NCEE 2010-4036

    Science.gov (United States)

    Salinger, Terry; Mueller, Lorin; Song, Mengli; Jin, Ying; Zmach, Courtney; Toplitz, Michele; Partridge, Mark; Bickford, Adam

    2010-01-01

    A component of the "No Child Left Behind" Act (NCLB) (PL 107-110) is its emphasis on the importance of systematic and explicit instruction in early reading using practices that are grounded in scientific research. The Reading First legislation (Title I, Part B, Subpart 1) within NCLB is designed to support state and local education…

  14. What about Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs

    Science.gov (United States)

    Myers, Joy; Scales, Roya Q.; Grisham, Dana L.; Wolsey, Thomas DeVere; Dismuke, Sherry; Smetana, Linda; Yoder, Karen Kreider; Ikpeze, Chinwe; Ganske, Kathy; Martin, Susan

    2016-01-01

    This small scale, exploratory study reveals how writing instruction is taught to preservice teachers across the United States in university-based preservice teacher education programs based on online survey results from 63 teacher educators in literacy from 50 institutions. Despite the growing writing demands and high stakes writing sample testing…

  15. Facing Innovation: Preparing Lecturers for English-Medium Instruction in a Non-Native Context.

    Science.gov (United States)

    Klaassen, R. G.; De Graaff, E.

    2001-01-01

    Discusses the effects of training on the teaching staff in an innovation process that is the implementation of English-medium instruction by non-native speaking lecturers to non-native speaking students. The workshop turned out to be the most appropriate professional development for the first two phases in the innovation process. (Contains 13…

  16. Didactic Analysis as the Core of Preparation of Instruction = Didaktische Analyse als Kern der Unterrichtsvorbereitung.

    Science.gov (United States)

    Klafki, Wolfgang

    1995-01-01

    Presents a crucial German essay, originally published in 1958, that defined and introduced didaktik to a new generation of educators. In this incarnation, didaktik represents an educational approach that incorporates critical thinking (as defined by Adorno and Habermas) into both content and instruction. Briefly outlines the essentials of didactic…

  17. A Study of the Bilingual Instructional Support Component in New Instructional Model Schools. Prepared Pursuant to the Remedial Plan for Limited English Proficiency Asian Students. Report No. 9119.

    Science.gov (United States)

    Goodwin, Judy; And Others

    This study assessed the bilingual instructional support component in Philadelphia's (Pennsylvania) New Instructional Model schools in the 1990-91 school year. Focus was on the following topics: (1) the extent to which the bilingual instructional support component had been implemented in the 32 schools; (2) the appropriateness and quality of the…

  18. Efficacy of Video-Assisted Instruction on Knowledge and Performance of Dental Students in Access Cavity Preparation

    Science.gov (United States)

    Naseri, Mandana; Shantiaee, Yazdan; Rasekhi, Javid; Zadsirjan, Saeede; Mojtahed Bidabadi, Maryam; Khayat, Akbar

    2016-01-01

    Introduction: The conventional method of teaching endodontics has some drawbacks. Due to the small size of the oral cavity, students cannot closely observe the clinical procedure. Use of new teaching modalities such as the intraoral camera may obviate this problem. This study assessed the effect of video-assisted clinical instruction in dentistry (VACID) on dental student’s knowledge and performance in access cavity preparation during endodontic treatment. Methods and Materials: In this interventional study, twenty six undergraduate students were equally divided into two groups and received instructions on access cavity preparation via conventional demonstration (CD) or VACID using intraoral camera plus conventional demonstration. Students’ knowledge was assessed before and after the demonstration. The scores obtained by students were compared between the two groups. Data were analyzed using the Mann Whitney U test. Results: No significant difference was found between the two groups in knowledge and performance scores of students about pulp chamber removal, under-extension, over-extension, gouging, perforation or finding the main and extra canals. However, use of intraoral camera significantly reduced the number of student visits to instructors for problem solving (P=0.001). Conclusion: VACID is an effective educational method and as efficient as conventional demonstration in endodontics; as a result it can be used in combination with conventional teaching. PMID:27790265

  19. Movement transformation on multi-touch devices: Intuition or instructional preparation?

    Science.gov (United States)

    Schürmann, Tim; Binder, Christina; Janzarik, Gesche; Vogt, Joachim

    2015-09-01

    Multi-touch technology is a key part of computer interaction today, yet little is known about the distinction between direct and indirect input devices in terms of intuitive interaction. An experimental study aims to identify the difficulties of interaction with indirect multi-touch devices by applying the action regulation theory and the principle of movement transformation to common computer tasks involving gesture utilization. An analysis of the data acquired from 54 subjects working with an Apple Magic Trackpad implies that gestures on indirect multi-touch devices are not utilized intuitively without instructions that bypass conceptual difficulties of indirect gesture usage. It is shown that gesture use influences product assessment measured by User Experience questionnaires and that prior experience with direct multi-touch devices does not influence gesture usage or product assessment. We advise that product developers utilize video instructions to create a sense of intuitive interaction.

  20. Infusing evidence-based instructional strategies to prepare today's military practical nurses for tomorrow's practice.

    Science.gov (United States)

    Neilson, Richard A; Hopkins-Chadwick, Denise L

    2014-01-01

    Is there one best method to provide instruction to today's nursing students? The evidence found in the current literature clearly states the answer is no. The student of today is technology oriented. But for them, it's not about technology, it's about the learning that technology provides. With this understanding, this article provides a review of the efforts by the staff of the US Army Practical Nurse Course (68WM6) to infuse evidence-based instructional strategies into curriculum. Five strategies that were integrated into the curriculum are presented: computer assisted learning, gaming software, classroom response system, human patient simulators, and video recordings. All of the initiatives discussed in this article were implemented into the program of instruction over a 6-year period in an attempt to incorporate the use of appropriate technology in the learning process. The results are a testimony to the necessity of using a combination of strategies for teaching today's nursing students. In doing so, the organization not only improved the learning process, but found significant financial savings.

  1. Teacher Education Students' Perceptions of the Value of Handouts Accompanying Teacher Educators' Computer-Generated Slide Presentations

    Science.gov (United States)

    Yilmazel-Sahin, Yesim; Oxford, Rebecca L.

    2010-01-01

    This mixed-methods study used interviews and a questionnaire to investigate the perceptions of 304 teacher education students regarding the learning-related value of handouts accompanying teacher educators' computer-generated slide presentations. The extent to which graduate and undergraduate students differed in their perceptions was also…

  2. Professionality of Junior High School (SMP) Science Teacher in Preparing Instructional Design of Earth and Space Sciences (IPBA)

    Science.gov (United States)

    Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

    2017-02-01

    The teacher is one important factor in the provision of education in schools. Therefore, improving the quality of education means we need to enhance the quality and the professionalism of teachers. We offer a solution through education and training of junior high school science teachers in developing the instructional design of Earth and Space Sciences (IPBA). IPBA is part of the science subjects which is given to students from elementary school to college. This research is a preliminary study of junior high school science teacher professionalism in creating instructional design IPBA. Mixed method design is used to design the research. Preliminary studies conducted on junior high school science teacher in one MGMPs in South Sumatera, and the respondent are 18 teachers from 13 schools. The educational background of science teachers who teach IPBA not only from physical education but also biology and agriculture. The result of preliminary study showed that the ratio of teachers who teach IPBA are 56% from physic education, 39% from biology, and 5% from agriculture. The subjects of IPBA that considered difficult by teachers are the distribution of sun, moon, and satellite motion; specific processes in lithosphere and atmosphere; and the correlation between lithosphere and atmosphere with the environment. The teachers also face difficulty in preparing media, choosing the right methods in teaching IPBA.

  3. A Framework for Instructional Innovation in the Preparation of Tomorrow's Teachers

    Science.gov (United States)

    Dilworth, Paulette; Donaldson, Ana; George, Marshall; Knezek, Don; Searson, Mike; Starkweather, Kendall; Strutchens, Marilyn; Tillotson, John; Robinson, Sharon

    2012-01-01

    Emergent technologies offer opportunities to understand concepts in deeper, often different, and more meaningful ways. However, this growth in understanding will occur only if teachers learn to use these technologies in effective ways. The federal initiative Preparing Tomorrow's Teachers to Use Technology (PT3) was launched in 1999 to address this…

  4. English Medium Instruction: A Way towards Linguistically Better Prepared Professionals in the Basque Autonomous Community?

    Science.gov (United States)

    van der Worp, Karin

    2017-01-01

    In the Basque Autonomous Community, besides the official languages Spanish and Basque, English is considered an important third language for internationally operating companies. However, employees are not believed to be linguistically well enough prepared, due to shortcomings in English language learning in the Basque educational system. The…

  5. English Medium Instruction: A Way towards Linguistically Better Prepared Professionals in the Basque Autonomous Community?

    Science.gov (United States)

    van der Worp, Karin

    2017-01-01

    In the Basque Autonomous Community, besides the official languages Spanish and Basque, English is considered an important third language for internationally operating companies. However, employees are not believed to be linguistically well enough prepared, due to shortcomings in English language learning in the Basque educational system. The…

  6. The Journal of Kitchen Chemistry: A Tool for Instructing the Preparation of a Chemistry Journal Article

    Science.gov (United States)

    Meyers, Jonathan K.; LeBaron, Tyler W.; Collins, David C.

    2014-01-01

    Writing assignments are typically incorporated into chemistry courses in an attempt to enhance the learning of chemistry or to teach technical writing to chemistry majors. This work addresses the development of chemistry-major writing skills by focusing on the rigorous guidelines and conventions associated with the preparation of a journal…

  7. The influence of science teacher preparation programs on instructional practices of beginning primary school teachers in Malawi

    Science.gov (United States)

    Kalande, Wotchiwe Mtonga

    The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the instructional practices of the six beginning primary school science teachers who were prepared in the teacher training college programs? (c) What connections were evident between what beginning primary school science teachers were expected to learn and what they demonstrated in the classroom? All of the six participants (5 males and 1 female) had completed MIITEP in the past three to five years. The data sources for these science teachers included a self-assessment form, pre-observation interviews, post-observation interviews, and lesson observations. Data were also gathered from MIITEP handbooks and three science teacher educators who were interviewed. The data were analyzed using descriptive analysis. The study revealed that there were matches, partial matches, and mismatches between what the six primary school teachers demonstrated in their classroom as compared with the Malawi Ministry of Education science teacher preparation expectations. Of particular interest were that science teachers did not fully engage pupils in most of the process skills for science teaching, nor did they utilize a variety of appropriate teaching and learning strategies and materials for teaching science. In addition, allotted time for teaching science lessons was not fully utilized due to, among other factors, time conflicts with other official and community welfare duties, and mixing English with

  8. Preparing teachers to address climate change with project-based instructional modules

    Science.gov (United States)

    Powers, S. E.; DeWaters, J.; Small, M.; Dhaniyala, S.

    2012-12-01

    Clarkson University's Project-Based Global Climate Change Education project funded by NASA has created and disseminated several instructional modules for middle and high school teachers. The modules were developed by a team of teachers and university students and faculty. Fundamental to these inquiry-based modules are questions about climate change or mitigation efforts, use of real-world data to explore historical climate changes, and review of IPCC model results to understand predictions of further changes over the next century. As an example, the Climate Connections module requires middle school students to investigate a geographic region, learn about the culture and likely carbon footprint, and then acquire and analyze data sets of historical and predicted temperature changes. The findings are then interpreted in relation to the impact of these changes on the region's culture. NOAA, NASA, IPCC and DOE databases are used extensively. The inquiry approach and core content included in these modules are well aligned with the new Framework for K-12 Science Education. The climate change science in these modules covers aspects of the disciplinary core subjects (dimension 3) and most of the cross cutting concepts (dimension 2). Our approach for inquiry and analysis are also authentic ways to include most of the science and engineering practices (dimension 1) included in the framework. Dissemination of the modules to teachers in New York State has been a joint effort by NYSERDA (New York State Energy Research and Development Authority) and Clarkson. Half-day and full-day workshops and week-long institutes provided opportunities to either introduce the modules and the basics of finding and using temperature data, or delve into the science concepts and integration of the modules into an instructional plan. A significant challenge has been identified by the workshop instructors - many science teachers lack the skills necessary to fully engage in the science and engineering

  9. Advices on the Preparation of the Instructions for Medical Devices%关于医疗器械说明书编写的建议

    Institute of Scientific and Technical Information of China (English)

    陈玉芳

    2016-01-01

    本文结合2014年10月1日新实施的《医疗器械说明书和标签管理规定》,为医疗器械生产企业在产品注册时能编写出符合法规要求和产品技术要求的医疗器械说明书,提出编写建议。%Combined with the implementation of the new"management regulations for instructions and labels of medical devices", this paper introduces some advices for the preparation of the instructions for medical devices, to help the medical devices manufacturing enterprises in the product registration period preparing to the product instructions that can meet regulatory requirements and technical requirements.

  10. A Comparison of Inter-Professional Education Programs in Preparing Prospective Teachers and Speech and Language Pathologists for Collaborative Language-Literacy Instruction

    Science.gov (United States)

    Wilson, Leanne; McNeill, Brigid; Gillon, Gail T.

    2016-01-01

    Ensuring teacher and speech and language pathology graduates are prepared to work collaboratively together to meet the diverse language literacy learning needs of children is an important goal. This study investigated the efficacy of a 3-h inter-professional education program focused on explicit instruction in the language skills that underpin…

  11. Instruction via Web-Based Modules in Early Childhood Personnel Preparation: A Mixed-Methods Study of Effectiveness and Learner Perspectives

    Science.gov (United States)

    Hollingsworth, Heidi L.; Lim, Chih-Ing

    2015-01-01

    Effective personnel preparation is critical to the development of a high quality early childhood workforce that provides optimal care and education for young children. This mixed-methods study examined the effectiveness of, and learner perspectives on, instruction via web-based modules within face-to-face early childhood personnel preparation…

  12. Librarians and Graphic Design: Preparation, Roles, and Desired Support

    Science.gov (United States)

    Wakimoto, Diana K.

    2015-01-01

    Librarians often become de facto graphic designers for their libraries, taking responsibility for designing signage, handouts, brochures, web pages, and many other promotional, instructional, and wayfinding documents. However, the majority of librarians with graphic design responsibilities are not trained as graphic designers. This exploratory…

  13. Librarians and Graphic Design: Preparation, Roles, and Desired Support

    Science.gov (United States)

    Wakimoto, Diana K.

    2015-01-01

    Librarians often become de facto graphic designers for their libraries, taking responsibility for designing signage, handouts, brochures, web pages, and many other promotional, instructional, and wayfinding documents. However, the majority of librarians with graphic design responsibilities are not trained as graphic designers. This exploratory…

  14. Perceptions of U.S. Medical Residents Regarding Amount and Usefulness of Sexual Health Instruction in Preparation for Clinical Practice

    Science.gov (United States)

    Criniti, Shannon; Crane, Betsy; Woodland, Mark B.; Montgomery, Owen C.; Urdaneta Hartmann, Sandra

    2016-01-01

    Despite patient demand for sexual health discussions with their physicians, sexuality instruction in residency is often lacking. This exploratory quantitative study assessed the amount and usefulness of sexuality instruction received by a sample of medical residents, as well as the residents' self-perceived readiness regarding addressing sexuality…

  15. Using authentic intellectual assessment to determine level of instructional quality of teacher practice of new elementary school teachers based on teacher preparation route

    Science.gov (United States)

    Cassidy, Kimberly E.

    This study was designed to determine whether or not differences existed in the effectiveness between teachers from traditional and alternative teacher preparation routes. The NCLB requirement of having a highly qualified teacher in every classroom has brought close attention to the assessment of teacher effectiveness and the preparation of teacher candidates. The study population included elementary school teachers, within their first three years of teaching who taught science, from five southeastern Virginia schools. For this study, an authentic intellectual assessment rubric created by Newmann, Bryk, and Nagaoka (1997) was utilized to measure teacher effectiveness in terms of the level of instructional quality of new teachers. Chi-square and t test analyses were conducted to investigate the difference between scores of science lesson assignments of new elementary teachers based on type of teacher preparation route the teachers completed. The critical finding of the study was that whereas there were no statistically significant differences in the science assignment scores between traditionally and alternatively prepared teachers, there were significant weaknesses in all teacher participants in the areas of construction of knowledge and connection to students' lives. The results of this study have implications for teachers, teacher preparation routes, teacher development coordinators of school divisions, and those in charge of instructional policies.

  16. Instructions for Manuscript Preparation

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    Plasma Science and Technology (PST) is a joumal reporting novel experimental and theoretical results and progress of interdisciplinary and application sciences in the fields related to Plasma Physics. Specific interested areas include: basic plasma phenomena; magnetically confined plasma; inertially confined plasma; astrophysics and space plasma; low temperature plasma; plasma technology and fusion engineering.

  17. Instructions for Manuscript Preparation

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    Plasma Science and Technology (PST) is a journal reporting novel experimental and theoretical results and progress of interdisciplinary and application sciences in the fields related to Plasma Physics. Specific interested areas include: basic plasma phenomena; magnetically confined plasma; inertially confined plasma; astrophysics and space plasma; low temperature plasma; plasma technology and fusion engineering.

  18. Instructions for Manuscript Preparation

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    Plasma Science and Technology (PST) is a journal reporting novel experimental and theoretical results and progress of interdisciplinary and application sciences in the fields related to Plasma Physics. Specific interested areas include: basic plasma phenomena; magnetically confined plasma; inertially confined plasma; astrophysics and space plasma; low temperature plasma; plasma technology and fusion engineering.

  19. Instructions for Manuscript Preparation

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    Plasma Science and Technology (PST) is a joumal reporting novel experimental and theoretical results and progress of interdisciplinary and application sciences in the fields related to Plasma Physics. Specific interested areas include: basic plasma phenomena; magnetically confined plasma; inertially confined plasma; astrophysics and space plasma; low temperature plasma; plasma technology; fusion engineering and ion beam bioengineering.

  20. Instructions for Manuscript Preparation

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    Plasma Science and Technology (PST) is a journal reporting novel experimental and theoretical results and progress of interdisciplinary and application sciences in the fields related to Plasma Physics. Specific interested areas include: basic plasma phenomena; magnetically confined plasma; inertially confined plasma; astrophysics and space plasma; low temperature plasma; plasma technology; fusion engineering and ion beam bioengineering.

  1. A comparison of teaching three common ear, nose, and throat conditions to medical students through video podcasts and written handouts: a pilot study

    Directory of Open Access Journals (Sweden)

    Edmond M

    2016-05-01

    Full Text Available Mark Edmond,1 Francesca Neville,2 Hisham S Khalil3 1Peninsula Medical School, Plymouth, United Kingdom; 2ENT Department, Plymouth Hospitals NHS Trust, Plymouth, United Kingdom; 3Plymouth University Peninsula School of Medicine, Plymouth, United Kingdom Background: This pilot study conducted at the Peninsula Medical School is one of very few studies to compare the use of video podcasts to traditional learning resources for medical students. Methods: We developed written handouts and video podcasts for three common ear, nose, and throat conditions; epistaxis, otitis media, and tonsillitis. Forty-one second-year students were recruited via email. Students completed a 60-item true or false statement test written by the senior author (20 questions per subject. Students were subsequently randomized to podcast or handouts. Students were able to access their resource via their unique university login on the university homepage and were given 3 weeks to use their resource. They then completed the same 60-item test. Results: Both podcasts and handouts demonstrated a statistically significant increase in student scores (podcasts mean increase in scores 4.7, P=0.004, 95% confidence interval =0.07. Handout mean increase in scores 5.3, P=0.015, 95% confidence interval =0.11. However, there was no significant difference (P=0.07 between the two, with the handout group scoring fractionally higher ­(podcasts average post-exposure score =37.3 vs handout 37.8 with a larger average improvement. A 5-point Likert scale questionnaire demonstrated that medical students enjoy using reusable learning objects such as podcasts and feel that they should be used more in their curriculum. Conclusion: Podcasts are as good as traditional handouts in teaching second-year medical students three core ear, nose, and throat conditions and enhance their learning experience. Keywords: e-learning, epistaxis, otitis media, tonsillitis, RCT

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

    Science.gov (United States)

    Tolbert, Sara E.

    2011-12-01

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

  3. Preparation

    Directory of Open Access Journals (Sweden)

    M.M. Dardir

    2014-03-01

    Full Text Available Some hexanamide-mono and di-linoleniate esters were prepared by the reaction of linolenic acid and hexanamide (derived from the reaction of hexanoic acid and diethanolamine. The chemical structure for the newly prepared hexanamide-mono and di-linoleniate esters were elucidated using elemental analysis, (FTIR, H 1NMR and chemical ionization mass spectra (CI/Ms spectroscopic techniques. The results of the spectroscopic analysis indicated that they were prepared through the right method and they have high purity. The new prepared esters have high biodegradability and lower toxicity (environmentally friendly so they were evaluated as a synthetic-based mud (ester-based mud for oil-well drilling fluids. The evaluation included study of the rheological properties, filtration and thermal properties of the ester based-muds formulated with the newly prepared esters compared to the reference commercial synthetic-based mud.

  4. Science teachers' understanding and use of instructional strategies within the 4 x 4 block schedule

    Science.gov (United States)

    Grosshans, Kurt

    The primary purpose of this researcher was to investigate how science teachers engage students under the 4 x 4 block schedule and how the teachers' understanding of how they use instructional strategies influenced their lessons. As an inquiry-based approach has been adopted by the National Science Standards, research has suggested that block scheduling provides more time for teachers to incorporate varied strategies such as inquiry-based and cooperative learning teaching which have philosophical roots in a social constructivist philosophy. This research investigated the questions: What instructional strategies do science teachers use to engage students on the 4 x 4 block schedule? How do science teachers understand their use of instructional strategies? The methodology was qualitative in nature and involved a multiple case study of three high school science teachers at a large rural county high school. Data sources included pre-observation interviews, classroom observations, post-observation interviews, and the collection of documents and artifacts such as lesson plans, student hand-outs, worksheets, laboratory exercises, homework and other document(s) the teacher used to prepare for or implement a lesson. The evidence observed in this study, suggests that the strategies used by these three science teachers remain mostly didactic in nature. Although the teachers reported in the interview phase of this research that they use a wide variety of strategies, what was observed within the 4 x 4 block structure was the use of different didactic strategies, not different holistic strategies. Although the teachers were aware of more holistic strategies such as inquiry-based and cooperative learning, they were not adopted nor adapted within the lesson. The three teachers used strategies that were consistent with their scientific realist views concerning the nature of science. These scientific realist philosophies are antithetical to a social constructivist approach to

  5. Teacher Education that Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners Through Content-Based Instruction

    Directory of Open Access Journals (Sweden)

    Margo Elisabeth DelliCarpini

    2014-11-01

    Full Text Available Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs in mainstream mathematics and science (subsequently referred to as STEM classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL, but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. We present findings on teachers’ attitudes and current practices related to the inclusion of ELLs in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice. We further describe the rationale behind the development of the course, provide a description of the course and its requirements as they changed throughout its implementation during two semesters, and present findings from the participants enrolled. Additionally, we discuss the lessons learned; researchers’ innovative approaches to implementation of content-based instruction (CBI and teacher collaboration, which we term two-way CBI (DelliCarpini & Alonso, 2013; and implications for teacher education programs.

  6. Instructions for Authors

    Institute of Scientific and Technical Information of China (English)

    2004-01-01

    @@ GENERAL SUBMISSION INSTRUCTIONS These guidelines have been prepared in accordance with the Uniform Requirements for Manuscripts Submitted to Biomedical Journals.1 Authors should familiarize themselves with these requirements before submission.

  7. School Leadership Practice and Preparation: Comparative Perspectives on Organizational Learning (OL), Instructional Leadership (IL) and Culturally Responsive Practices (CRP)

    Science.gov (United States)

    Ylimaki, Rose; Jacobson, Stephen

    2013-01-01

    Purpose: The aim of this paper is to utilize successful leadership practices drawn from seven nations to improve leadership preparation. Design/methodology/approach: This study used a case study approach to gain a contextualized understanding of successful leadership across seven nations. Data sources primarily featured interviews with principals,…

  8. Peer-instructed seminar attendance is associated with improved preparation, deeper learning and higher exam scores : A survey study

    NARCIS (Netherlands)

    Bouwmeester, Rianne A M; De Kleijn, Renske A M; Van Rijen, Harold V M

    2016-01-01

    Background: Active engagement in education improves learning outcomes. To enhance active participation in seminars, a student-centered course design was implemented and evaluated in terms of self-reported preparation, student motivation and exam scores. We hypothesized that small group learning with

  9. Peer-instructed seminar attendance is associated with improved preparation, deeper learning and higher exam scores: a survey study

    NARCIS (Netherlands)

    Bouwmeester, RAM; de Kleijn, R.A.M.; van Rijen, HVM

    2016-01-01

    Background: Active engagement in education improves learning outcomes. To enhance active participation in seminars, a student-centered course design was implemented and evaluated in terms of self-reported preparation, student motivation and exam scores. We hypothesized that small group learning with

  10. OE CAI: COMPUTER-ASSISTED INSTRUCTION OF OLD ENGLISH

    Directory of Open Access Journals (Sweden)

    Alejandro Alcaraz Sintes

    2002-06-01

    Full Text Available This article offer a general but thorougli survey of Computer Assisted lnstruction as applied to the Old English language íkoni the work of the late 80's pioneers to December 2001. It enibraces all the different facets of the question: stand-alone and web-based applications, Internet sites. CD-ROMs, grammars, dictioriaries, general courses, reading software, extralinguistic material, exercises, handouts, audio files ... Each instruction itee whether it be a website, a java exercise, an online course or an electronic book- is reviewed and URLs are provided in Sootiiotes. These reviews are accompanied all throughout by the pertinent theoretical background and practical advice.

  11. Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers' Ability to Plan Differentiated Instruction in an Urban Elementary School

    Science.gov (United States)

    Tricarico, Katie; Yendol-Hoppey, Diane

    2012-01-01

    Differentiated Instruction (DI) is an approach that recognizes the strengths and weaknesses of diverse learners and requires the teacher to base instructional accommodations on student strengths and weaknesses. Specifically, teachers use DI strategies to adjust the content, process, or product of instruction depending on student needs. Given the…

  12. The effects of teaching a science topic in the Regents Living Environment course in a mini-lesson instructional environment

    Science.gov (United States)

    Barrows, Calder James

    This study investigated the effects on high school students' understanding of studying a science topic in the Regents Living Environment course using a Mini-Lesson educational protocol. Mini-Lesson instruction is one of guided instruction, which consists primarily of three sections. First, a brief, focused section in which the teachers explicitly teach the skills and strategies that students need to know in preparation for the second part, the students engagement or workshop activity session. During this time, students work with one another, working independently, in pairs and in groups applying various skills. Students read, discuss ideas, make interpretations, investigate and talk about the focus of the lesson with peers and teacher. A variety of resources are used, including notes, textbooks, teacher handouts, and the teacher providing guidance, monitoring student work and sometimes calling brief call conferences to link ideas and explain student concerns. The third section of Mini-Lesson brings students together as a whole to integrate and share their findings. In the Mini-Lesson instructional process there is a gradual shift of the learning responsibility from the teacher to the students. In this study two sets of clinical interviews were conducted after students' participation in pre-test, and formal instruction about the cell structure and function using the Mini-Lesson instructional protocol, and post-test. Fourteen students enrolled in a regular New York State Regents living environment course and three teachers were interviewed. Three other students participated in the pilot study. The findings from the study showed that students had considerable difficulty with several areas relating to basic biology about the cell structure and function, and did not have an integrated conceptual understanding of the topic. The study revealed that Mini-Lesson instruction appeared to impact student learning and understanding as to how to communicate and share ideas. As a

  13. Handout on Health: Osteoporosis

    Science.gov (United States)

    ... of people with osteoporosis. Idiopathic Juvenile Osteoporosis Some children and adolescents develop osteoporosis that has no known cause, known as idiopathic juvenile osteoporosis (IJO). Young people ...

  14. Handout on Health: Scleroderma

    Science.gov (United States)

    ... Systemic sclerosis can affect any part of the digestive system. As a result, you may experience problems such ... abstracts in the fields of medicine, nursing, dentistry, veterinary medicine, the health care system, and preclinical sciences. More Questions? Count on More ...

  15. Handout on Health: Osteoarthritis

    Science.gov (United States)

    ... muscles. This may increase blood flow and bring warmth to a stressed area. However, arthritis-stressed joints ... of Rheumatology Website: http://www.rheumatology.org American Physical Therapy Association Website: http://www.apta.org (con ...

  16. Computer Assisted Instruction (CAI): A Partner for PI?

    Science.gov (United States)

    Edwards, John S.; Tillman, Murray

    1982-01-01

    Discusses differences between computer-delivered instruction and print-delivered instruction and the importance of the role of the instructional design process when adapting traditional teaching materials to newer media. The use of authoring systems for preparing materials and computer-managed instruction as a support for programed instruction are…

  17. Instructional Guide for Cosmetology.

    Science.gov (United States)

    Virginia Polytechnic Inst. and State Univ., Blacksburg. Dept. of Education.

    Intended as a tool for cosmetology teachers in Virginia public and private schools, the document is an instructional guide which offers 12 units of study, arranged in a three year course. Materials covered help prepare students for licensure in the State of Virginia and the guide is designed to cover the 1,500 hours required to be spent in the…

  18. A Study of Curriculums for Occupational Preparation and Education (Scope Program: Phase I). A Systems Model for Instructional Design and Management. Incidental Report #3.

    Science.gov (United States)

    Tuckman, Bruce W.

    A systems model for the design and management of instruction in occupational fields is described. The model is broken down into these phases: (1) analysis, in which occupational tasks are specified via task analysis, tasks are restated as behavioral objectives and a sequence is specified for the objectives, (2) synthesis, in which instructional…

  19. Professional Learning Communities Facilitator's Guide Handouts for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105

    Science.gov (United States)

    Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan

    2015-01-01

    These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

  20. Creating Readable Handouts, Worksheets, Overheads, Tests, Review Materials, Study Guides, and Homework Assignments through Effective Typographic Design.

    Science.gov (United States)

    Hoener, Arthur; And Others

    1997-01-01

    This article presents guidelines for using the principles of typography to enhance the readability and legibility of classroom print materials for students with mild disabilities. Different elements of type, line length, page margins, and spacing are addressed. Recommendations for preparing materials that promote student performance are provided.…

  1. Statement of Facts for 1977 City-Wide Mock Trial Competitions. Walker Thomas v. Sam Nomad.

    Science.gov (United States)

    National Inst. for Citizen Education in the Law, Washington, DC.

    Prepared by the District of Columbia Street Law Project for its annual city-wide mock trial competition, this instructional handout provides material for a civil case over an automobile accident. Walker Thomas is suing Sam Nomad for damages that resulted from a collision, for which both parties blame the other. The handout clarifies the laws and…

  2. Groundwater hydrology instructional system

    Science.gov (United States)

    Schmidt, Ronald G.

    Wright State University, Dayton, Ohio, is preparing for its third cycle of the Interactive Remote Instructional System (IRIS) in groundwater hydrology, beginning January 15, 1986. The first cycle finished with an impressive completion ratio for registered participants, and the second cycle has currently been underway since July. This comprehensive hydrogeology program was originally developed for the Soil Conservation Service (of the U.S. Department of Agriculture) to prepare their personnel for professional practice work. Since its evolution into IRIS, an 80% participant completion rate has been recorded for the first cycle, which is a significant departure from success rates traditionally recorded by correspondence courses. This excellent rate of success is the result of 2 years of refinement and demonstrates the progressive nature of the program. IRIS has met the needs of participants by developing a curriculum that reflects current trends in the groundwater industry and has provided a unique educational approach that ensures maximum interaction between the instructional staff and participants.

  3. Intra-family role expectations and reluctance to change identified as key barriers to expanding vegetable consumption patterns during interactive family-based program for Appalachian low-income food preparers.

    Science.gov (United States)

    Brown, J Lynne; Wenrich, Tionni R

    2012-08-01

    Few Americans eat sufficient vegetables, especially the protective deep orange and dark green vegetables. To address this, a community-based wellness program to broaden vegetables served at evening meals targeting Appalachian food preparers and their families was tested in a randomized, controlled intervention. Food preparers (n=50) were predominately married (88%), white (98%), and female (94%), with several children living at home. Experimental food preparers (n=25) attended the program sessions and controls (n=25) were mailed relevant handouts and recipes. At program sessions, participants received nutrition information, hands-on cooking instruction, and prepared recipes to take home for family evaluation. As qualitative assessment, 10 couples from each treatment group (n=20 couples) were randomly selected for baseline and immediate post-intervention interviews to explore impact on the food preparer's family. These in-depth interviews with the food preparer and their adult partner were tape-recorded and transcribed verbatim. Two researchers conducted thematic analysis using constant comparison. Family flexibility about food choices was assessed using roles, rules, and power concepts from Family Systems Theory. Interviews at baseline revealed dinner vegetable variety was very limited because food preparers served only what everyone liked (a role expectation) and deferred to male partner and children's narrow vegetable preferences (power). Control couples reported no change in vegetable dinner variety post-intervention. Most experimental couples reported in-home tasting and evaluation was worthwhile and somewhat broadened vegetables served at dinners. But the role expectation of serving only what everyone liked and the practice of honoring powerful family members' vegetable preferences remained major barriers to change.

  4. Teaching Hiroshima: Thinking about the Unthinkable.

    Science.gov (United States)

    Dyke, Reg

    1983-01-01

    Describes the instructional materials used in a sophomore literature course to deal with the topic of possible nuclear destruction, including John Hersey's "Hiroshima"; photographs of Hiroshima and Nagasaki; Carl Sagan's "Cosmos"; and specially prepared handouts and worksheets. (LAL)

  5. Tiered Instruction: An Effective Strategy to Differentiation of Instruction

    Directory of Open Access Journals (Sweden)

    Yahya BELER

    2011-08-01

    Full Text Available This study aimed to examine the effects of a tiered instructional design on classroom management, attitude and the learning level of students. The instructional program was prepared for an introductory science course for 3rd grade students. The case study research method was used. Observation form, teacher and student interview forms were used to collect data. The teaching program was planned using a tiered instruction method for nine subjects of the “Yesterday, Today, Tomorrow” curriculum theme. The teacher made a short presentation and then students were classified into ability groups. Finally, each group completed learning activity via individual and group tasks based on activities appropriate to their abilities. The results indicate that tiered instruction had positive effects on the learning outcomes of students. All groups completed the classroom activities easily, which increased their motivation. Students participated in activities voluntarily and enthusiastically.

  6. Safety Instructions

    CERN Multimedia

    2003-01-01

    Please note that the Safety Instructions N0 37 rev. 3 (IS 37 rev. 3) entitled ""LEVEL-3" SAFETY ALARMS AND ALARM SYSTEMS" Is available on the web at the following URL: http://edms.cern.ch/document/335802 Paper copies can also be obtained from the TIS divisional secretariat, e-mail: tis.secretariat@cern.ch TIS Secretariat

  7. Instructional Coaching

    Science.gov (United States)

    Knight, Jim

    2006-01-01

    The number of school districts using instructional coaches is growing at a staggering rate. Coaching is becoming popular, in part, because many educational leaders recognize the old form of professional development, built around traditional in-service sessions for teachers, simply does not affect student achievement. By offering support, feedback,…

  8. Individualized Instructional Systems Used by Xerox

    Science.gov (United States)

    Burgwardt, Frederick C.

    1975-01-01

    A discussion of how individualized instruction has been used by Xerox to: 1) identify appropriate instructional techniques; and 2) reduce costs by devising a delivery system by which programs prepared under a "single point" design/development concept can be distributed to users at various geographical locations. (Author)

  9. 24 CFR 3285.401 - Anchoring instructions.

    Science.gov (United States)

    2010-04-01

    ... wind by use of anchor assembly type installations or by connecting the home to an alternative foundation system. See § 3285.301. (b) For anchor assembly type installations, the installation instructions... instructions and design for anchor type assemblies must be prepared by a registered professional engineer...

  10. Instructional or Managerial Leadership: The Principal Role!

    Science.gov (United States)

    Jazzar, Michael

    2004-01-01

    "Instructional Or Managerial Leadership: The Principal Role" is a case study written to challenge the beliefs of graduate students preparing for educational leadership roles and educational leaders already in these positions as to the importance of the principal as an instructional leader. This case explores communication between superintendents…

  11. An Optical Crystallography Instructional Package on Videocassettes.

    Science.gov (United States)

    Birnie, Richard W.

    1980-01-01

    Describes a self-teaching instructional package on color videocassettes, supplemented with audio descriptions, prepared from original super-8mm cinephotomicrographs for use in optical crystallography courses. Production techniques are also reviewed. (Author/JN)

  12. Succession Planning for Library Instruction

    Science.gov (United States)

    Sobel, Karen; Drewry, Josiah

    2015-01-01

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

  13. Succession Planning for Library Instruction

    Science.gov (United States)

    Sobel, Karen; Drewry, Josiah

    2015-01-01

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

  14. Effective Multicultural Instruction

    Directory of Open Access Journals (Sweden)

    Franklin T. Thompson

    2014-02-01

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

  15. Handout on Health: Rheumatoid Arthritis

    Science.gov (United States)

    ... that are prone to fracture). Like many other rheumatic diseases, rheumatoid arthritis is an autoimmune disease ( auto means self), so ... arthritis than men. The disease may improve during pregnancy and flare after pregnancy. Breastfeeding may also aggravate ...

  16. Handout on Health: Back Pain

    Science.gov (United States)

    ... particularly when this involves twisting or vibrating the spine, can lead to injury and back pain. An inactive job or a desk job may also lead to or contribute to pain, especially if you have poor posture or sit all day in an uncomfortable chair. ...

  17. Individualized additional instruction for calculus

    Science.gov (United States)

    Takata, Ken

    2010-10-01

    College students enrolling in the calculus sequence have a wide variance in their preparation and abilities, yet they are usually taught from the same lecture. We describe another pedagogical model of Individualized Additional Instruction (IAI) that assesses each student frequently and prescribes further instruction and homework based on the student's performance. Our study compares two calculus classes, one taught with mandatory remedial IAI and the other without. The class with mandatory remedial IAI did significantly better on comprehensive multiple-choice exams, participated more frequently in classroom discussion and showed greater interest in theorem-proving and other advanced topics.

  18. Measuring the Level of Effectiveness of the High School Assistant Principal and the High School Instructional Leadership Team (ILT) in Preparing Their English I, II, and III Teachers and Students for End of Course/TN Ready Assessments

    Science.gov (United States)

    Black, Rhonda

    2016-01-01

    This research study addressed measuring the level of instructional leadership effectiveness of the high school assistant principal and the high school instructional leadership teams (ILT) at over forty (40) Shelby County Schools. More specifically, this research study examined their impact on teacher effectiveness and student achievement in their…

  19. Remote instruction in groundwater hydrology

    Science.gov (United States)

    staff of the Interactive Remote Instructional System

    Wright State University (Dayton, Ohio) is preparing for its fourth cycle of the Interactive Remote Instructional System (IRIS) in groundwater hydrology beginning July 15, 1986. The Department of Geological Sciences proudly announces that the first two cycles recorded an impressive 83% completion ratio for registered participants. This completion rate is a significant departure from success rates traditionally recorded by courses of this nature; it is the result of 2 years of implementation and refinement and demonstrates the progressive orientation of the program. The third cycle has been underway since January. This comprehensive hydrogeology program was originally developed for the U.S. Department of Agriculture Soil Conservation Service to prepare their personnel for professional practice work. As a result of that cooperative effort, the IRIS program has evolved to meet the needs of participants by developing a curriculum that reflects current trends in the groundwater industry and has provided a unique educational approach that ensures maximum interaction between the instructional staff and participants.

  20. Instructional Innovations: Preparing Students for the Future.

    Science.gov (United States)

    Greenspan, Norman

    1994-01-01

    Forward-looking educators are teaching students to be flexible, creative thinkers by using cooperative learning, authentic assessments, interdisciplinary units taught to heterogeneous groups. Principals should facilitate appropriate staff development, build master planning schedule providing for team planning periods, allow staff members to attend…

  1. Designing the Instructional Interface.

    Science.gov (United States)

    Lohr, L. L.

    2000-01-01

    Designing the instructional interface is a challenging endeavor requiring knowledge and skills in instructional and visual design, psychology, human-factors, ergonomic research, computer science, and editorial design. This paper describes the instructional interface, the challenges of its development, and an instructional systems approach to its…

  2. Speechreading Instruction for Children.

    Science.gov (United States)

    Yoshinaga-Itano, Christine

    1988-01-01

    This holistic approach to speechreading instruction proposes: enhancement of the child's self-motivation, strategy-based instruction, an interactive processing approach that focuses on meaning and psycholinguistic guessing, bisensory instruction, and a hierarchical continuum beginning with easy, successful activities that gradually increase in…

  3. Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators

    Science.gov (United States)

    Booth, Char

    2011-01-01

    Whether or not "instruction" appears in their job titles, librarians are often in the position of educating their users, colleagues, and peers to successfully locate and evaluate information. Because MLIS education tends to offer less-than-comprehensive preparation in pedagogy and instructional design, this much-needed book tackles the challenge…

  4. Syllabi for Instruction in Agricultural Meteorology.

    Science.gov (United States)

    De Villiers, G. D. B.; And Others

    A working group of the Commission for Agricultural Meteorology has prepared this report to fill a need for detailed syllabi for instruction in agricultural meteorology required by different levels of personnel. Agrometeorological personnel are classified in three categories: (1) professional meteorological personnel (graduates with basic training…

  5. The OCLC Terminal: An Instruction Manual.

    Science.gov (United States)

    Arnold, Jane; And Others

    Prepared for users of OCLC terminals at the Michigan State University library, this manual provides a brief description of the contents of the OCLC database, instructions for constructing search requests in OCLC, guidelines for interpreting OCLC search results, a key to "reading" the OCLC screen, an overview of typical terminal responses…

  6. CORRECTED ERROR VIDEO VERSUS A PHYSICAL THERAPIST INSTRUCTED HOME EXERCISE PROGRAM: ACCURACY OF PERFORMING THERAPEUTIC SHOULDER EXERCISES

    Science.gov (United States)

    Krishnamurthy, Kamesh; Hopp, Jennifer; Stanley, Laura; Spores, Ken; Braunreiter, David

    2016-01-01

    Background and Purpose The accurate performance of physical therapy exercises can be difficult. In this evolving healthcare climate it is important to continually look for better methods to educate patients. The use of handouts, in-person demonstration, and video instruction are all potential avenues used to teach proper exercise form. The purpose of this study was to examine if a corrected error video (CEV) would be as effective as a single visit with a physical therapist (PT) to teach healthy subjects how to properly perform four different shoulder rehabilitation exercises. Study Design This was a prospective, single-blinded interventional trial. Methods Fifty-eight subjects with no shoulder complaints were recruited from two institutions and randomized into one of two groups: the CEV group (30 subjects) was given a CEV comprised of four shoulder exercises, while the physical therapy group (28 subjects) had one session with a PT as well as a handout of how to complete the exercises. Each subject practiced the exercises for one week and was then videotaped performing them during a return visit. Videos were scored with the shoulder exam assessment tool (SEAT) created by the authors. Results There was no difference between the groups on total SEAT score (13.66 ± 0.29 vs 13.46 ± 0.30 for CEV vs PT, p = 0.64, 95% CI [−0.06, 0.037]). Average scores for individual exercises also showed no significant difference. Conclusion/Clinical Relevance These results demonstrate that the inexpensive and accessible CEV is as beneficial as direct instruction in teaching subjects to properly perform shoulder rehabilitation exercises. Level of Evidence 1b

  7. Perceived affordances and constraints regarding instructors' use of Peer Instruction: Implications for promoting instructional change

    Science.gov (United States)

    Turpen, Chandra; Dancy, Melissa; Henderson, Charles

    2016-06-01

    [This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] In order to promote sustained and impactful educational transformation, it is essential for change agents to understand more about faculty perceptions associated with either adopting or not adopting a research-based instructional strategy (RBIS). In this paper, we use interviews with 35 physics faculty to examine barriers and affordances to the use of the research-based instructional strategy of Peer Instruction. We found that the most common reasons faculty give for aligning their instruction with Peer Instruction is that it is not lecture and they have had positive experiences with Peer Instruction. The most common reasons faculty give for not using Peer Instruction are concerns about the time it will take, the loss of content coverage, and having had bad experiences with it. Additionally, we found the perceived barriers to be very different depending on whether the interviewee was a user of Peer Instruction or not, with nonusers being more concerned with time and users being more concerned with implementation difficulties. It is important for change agents to understand and address concerns faculty have about implementing research-based instructional strategies. Based on these results we offer four recommendations for those interested in promoting educational transformation toward research-based instructional strategies: (1) do not waste a lot of time criticizing lecture-based instruction and convincing faculty of the value of research-based strategies (they are already dissatisfied with lecture), (2) understand and address concerns faculty have about implementing active learning techniques, (3) focus on supporting and encouraging faculty experiences with RBIS, (4) address concerns faculty new to RBIS have about the time and energy needed to change.

  8. An Extension of PSI Through the Application of Instructional Systems Design Technology.

    Science.gov (United States)

    Coldeway, Annabel E.; Coldeway, Dan O.

    1987-01-01

    Presents a model for course development which utilizes a behavioral approach to instruction within the context of instructional systems design (ISD). An overview of the ISD process is given, and an introductory college psychology course is described which was prepared by modifying Keller's Personalized System of Instruction (PSI). (LRW)

  9. The Power of Instructions: Proactive Configuration of Stimulus-Response Translation

    Science.gov (United States)

    Meiran, Nachshon; Pereg, Maayan; Kessler, Yoav; Cole, Michael W.; Braver, Todd S.

    2015-01-01

    Humans are characterized by an especially highly developed ability to use instructions to prepare toward upcoming events; yet, it is unclear just how powerful instructions can be. Although prior work provides evidence that instructions can be sufficiently powerful to proactively program working memory to execute stimulus-response (S-R)…

  10. Teacher's Guide to Accompany "Artes Latinae," the Encyclopaedia Britannica Latin Instructional System.

    Science.gov (United States)

    Masciantonio, Rudolph; And Others

    This guide, a supplement to the "Artes Latinae Level One Teacher's Manual," prepared for use in the School District of Philadelphia, focuses primarily on how to adapt this course, intended for individualized instruction, to group instruction. Discussion of the multisensory instructional system includes remarks concerning the use of films, study…

  11. Designing Instructional Systems

    Science.gov (United States)

    Furtado, Lorraine T.

    1974-01-01

    The author presents an instructional design model for teachers that evolves around a teacher-manager concept which recognizes management functions of: planning, organizing, leading, and controlling. (EA)

  12. Designing Instructional Systems

    Science.gov (United States)

    Furtado, Lorraine T.

    1974-01-01

    The author presents an instructional design model for teachers that evolves around a teacher-manager concept which recognizes management functions of: planning, organizing, leading, and controlling. (EA)

  13. Foreign Language Instruction.

    Science.gov (United States)

    Birkmaier, Emma; Lange, Dale

    1967-01-01

    This review of research in foreign language instruction summarizes and interprets selected studies produced during the period 1963-66. Topics covered include the psychology of learning, comparisons o f methods, language skills, visual-auditory relationships, vocabulary, grammar, and FLES, as well as programed instruction, technological media,…

  14. Content-Based Instruction

    Science.gov (United States)

    DelliCarpini, M.; Alonso, O.

    2013-01-01

    DelliCarpini and Alonso's book "Content-Based Instruction" explores different approaches to teaching content-based instruction (CBI) in the English language classroom. They provide a comprehensive overview of how to teach CBI in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics…

  15. Presentation on Instructional Objectives

    Science.gov (United States)

    Naz, Bibi Asia

    2009-01-01

    "Learning can be defined as change in a student's capacity for performance as a result of experience" (Kenneth D. Moore). The intended changes should be specified in instructional objectives. Viewed in this context, an objective can be defined as a clear and unambiguous description of your instructional intent. An objective is not a…

  16. Content-Based Instruction

    Science.gov (United States)

    DelliCarpini, M.; Alonso, O.

    2013-01-01

    DelliCarpini and Alonso's book "Content-Based Instruction" explores different approaches to teaching content-based instruction (CBI) in the English language classroom. They provide a comprehensive overview of how to teach CBI in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics…

  17. Instructional Coaching. Issue Brief

    Science.gov (United States)

    Kowal, Julie; Steiner, Lucy

    2007-01-01

    Schools and districts invest a great deal of time and money in professional development for teachers through instructional coaching. With this effort comes the responsibility to design coaching programs that have the greatest potential to improve classroom instruction and, in turn, increase student learning. What research is available to help…

  18. Instructional Design Team

    Science.gov (United States)

    Bancroft, Judith A.; Collins, Keith

    1974-01-01

    An instructional design team, composed of experts in nursing, education, and media production, is used at the University of Wisconsin School of Nursing, Madison, to produce instructional units for a new curriculum. The authors summarize steps of team/faculty communications, team methodology, and factors influencing the team's effectiveness. (EA)

  19. An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

    Science.gov (United States)

    Khosa, Deep K; Volet, Simone E; Bolton, John R

    2010-01-01

    In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

  20. Scientific Notation in Instructional Design.

    Science.gov (United States)

    Boutwell, Richard C.

    1978-01-01

    Discusses the adoption of a notation system that is generalizable to all instructional designers and will allow and encourage a common communication base. Ten instructional design models are discussed as systems approaches to instructional design. (JEG)

  1. Supplemental instruction in chemistry

    Science.gov (United States)

    Lundeberg, Mary A.

    This study was designed to measure some effects of supplemental instruction in chemistry. Supplemental instruction is a peer-led cooperative learning program that encourages students to develop conceptual understanding by articulating both understandings and misconceptions in a think-aloud fashion. Supplemental instruction was offered three hours weekly outside of class and lab time for students in four classes of General Organic and Biological Chemistry. Over a two-year period 108 students volunteered to participate in this program; 45 students did not participate. As measured by final grades in chemistry and responses to a questionnaire, supplemental instruction was effective in increasing students' achievement in chemistry. Further research is needed to determine the in-depth effects of supplemental instruction on students' learning, problem solving, and self-esteem.

  2. Using Principles of Programmed Instruction

    Science.gov (United States)

    Huffman, Harry

    1971-01-01

    Although programmed instruction in accounting is available, it is limited in scope and in acceptance. Teachers, however, may apply principles of programming to the individualizing of instruction. (Author)

  3. Competency-Based Reading Preparation for Secondary Teachers.

    Science.gov (United States)

    Getz, Howard G.; Kennedy, Larry D.

    The reading preparation program at Illinois State University represents a fundamental shift in the instructional focus for preservice preparation of secondary level teachers. The competency-based program in reading is largely self-directed and self-paced. Large groups of students are assigned to an instructional team, and the faculty provides…

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

    Directory of Open Access Journals (Sweden)

    Carol D. Howe

    2012-06-01

    systematic reviews as well as using “explode” and “focus”, which tied for the lowest rating. The observed searches on average were rated lower than the self-assessments on all but one parameter. None of the average scores for either the self-rating or the observer-rating approached “highly skilled”. Conclusion – The authors concluded that the information literacy instruction the participants received as undergraduates did not prepare them adequately for evidence-based practice. Even though most participants said they remembered their undergraduate information literacy instruction, neither the average scores for the self-rating nor the observer-rating approached “highly skilled”. From that they could surmise that the attainment of information literacy should be a career-long learning process, beginning with undergraduate instruction and extending throughout one’s clinical practice.The authors also found that the level of instruction cohorts received as undergraduates did not seem to correspond to their current ability. Cohort 1, who received no information literacy instruction as undergraduates, scored higher on average than cohorts 3 and 4 on the self-assessment and higher than cohorts 3, 4, and 5 on the observer assessment. Cohort 1 also used more evidence based sources than did cohort 4, who received the most training on evidence-based medicine. Cohorts 1 and 2 reported the most postgraduate information literacy instruction, leading the authors to postulate that the further along one is in his medical career, the more important evidence based practice, and thus information literacy instruction, becomes. Even with additional instruction, however, the participants did not seem prepared for evidence-based practice. The authors concluded that information literacy instruction during postgraduate training and clinical practice—possibly giving the doctor’s specialty consideration when designing instruction—might be more important than undergraduate

  5. Instructions for Authors

    Institute of Scientific and Technical Information of China (English)

    2009-01-01

    Aims and scope Contact Information Submission of manuscripts Manuscript preparation Review of submitted manuscripts Authorship Copyright Preparation for Publication Reprints Page charges Manuscript format Aims and scope Science

  6. Instructing for Results

    Science.gov (United States)

    Peterson, Bob

    1978-01-01

    To illustrate the importance of clarity and precision in stating objectives for learning a particular job task, a training consultant provides answers to the previous issue's questionnaire on writing instructional objectives. (MF)

  7. Reading Instruction Today.

    Science.gov (United States)

    Williams, Joanna

    1979-01-01

    Describes current achievement in the areas of reading theory and reading instruction. Reviews reading research in the fields of educational and cognitive psychology. Considers the overall role of formal education in the development of literacy. (GC)

  8. Designing Printed Instructional Materials.

    Science.gov (United States)

    Burbank, Lucille; Pett, Dennis

    1986-01-01

    Discusses the importance of identifying the audience and determining specific objectives when designing printed instructional materials that will communicate effectively and provides detailed guidelines for dealing with such design factors as content, writing style, typography, illustrations, and page organization. (MBR)

  9. Video Methods for Speechreading Instruction.

    Science.gov (United States)

    Sims, Donald G.

    1988-01-01

    Addressed are the history, methodology, and instructional benefits of self-instruction video as a component of speechreading instruction with adolescent and adult hearing-impaired individuals, focusing on: factors in video lesson design, advantages of various hardware alternatives and computer-assisted learning, instructional evaluation methods,…

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

    OpenAIRE

    Olatunya, Oladele Simeon; Oseni, Saheed Babajide; Oyelami, Oyeku Akibu; Adegbenro, Caleb; Akani, Nwadiuto

    2014-01-01

    Introduction School health instruction (SHI) is the instructional aspects of school health programme. It provides information on key health issues to school children who are in their formative years. Methods A cross sectional descriptive study of all the primary schools in a focal Local Government Area in Nigeria was carried out to ascertain the implementation of SHI with regards to the contents, methods of delivery and teachers preparation for health teaching using an evaluation checklist fo...

  11. If It Takes Two to Tango, Then Why Not Teach Both Partners To Dance? Collaboration Instruction for All Educators.

    Science.gov (United States)

    Hudson, Pamela; Glomb, Nancy

    1997-01-01

    Suggests guidelines and strategies to help teacher preparation programs move toward collaborative instruction for regular and special education teachers. Offers instructional procedures and suggestions for what to teach, as well as an overview of factors that influence the implementation of collaboration instruction for all educators. (Author/CR)

  12. Standards for Art Teacher Preparation

    Science.gov (United States)

    National Art Education Association, 2009

    2009-01-01

    The National Art Education Association (NAEA) is committed to ensuring student access to a highly qualified, certified visual arts educator in every K-12 public school across the United States, recognizing that effective arts instruction is a core component to a 21st-century education. "Standards for Art Teacher Preparation" represents the…

  13. Applying learning theories and instructional design models for effective instruction.

    Science.gov (United States)

    Khalil, Mohammed K; Elkhider, Ihsan A

    2016-06-01

    Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory. Copyright © 2016 The American Physiological Society.

  14. INSTRUCTIONAL MEDIA--A PROCEDURE FOR THE DESIGN OF MULTIMEDIA INSTRUCTION, A CRITICAL REVIEW OF RESEARCH, AND SUGGESTIONS FOR FUTURE RESEARCH.

    Science.gov (United States)

    BRIGGS, LESLIE J.; AND OTHERS

    A PROCEDURE WAS DEVELOPED WHEREBY EDUCATIONAL SPECIALISTS COULD PREPARE THE SPECIFICATIONS FOR MEDIA IN WHICH VARIOUS SEQUENCES OF INSTRUCTION WOULD BE PROGRAMED AND DEVELOPED. PROCEDURES WERE DEVELOPED AND TRIED FOR A SET OF BEHAVIORAL OBJECTIVES FOR AN EXPERIMENTAL CURRICULUM IN SCIENCE INSTRUCTION. IT WAS POSSIBLE TO ILLUSTRATE AND IMPLEMENT…

  15. Cross Cultural Instruction: An Instructional Design Case

    Directory of Open Access Journals (Sweden)

    Monica W. Tracey

    2010-01-01

    Full Text Available In an authentic example of linking design and development with learning and performance, an international real estate development firm defined a problem; implementing a cleaning system in the largest mall in the world with a cross-cultural unskilled work force in Dubai, UAE. Partnering with a university instructional design team employing a rapid prototyping methodology and the constructivist ID approach, Layers of Negotiation Model, a comprehensive curriculum was designed. This article describes the project background, initial design, the ID team's work in Dubai, illustrates the product, and summarizes the design experience.

  16. Is a Forex Reserves Handout Feasible?

    Institute of Scientific and Technical Information of China (English)

    2009-01-01

    China’s rapid economic development over the past decades has brought in huge social wealth, amassing the largest foreign exchange (forex) reserves in the world at $2 trillion. When financial turbulence crippled the global economy, the mammoth foreign currency holdings quickly shrank in value as a result of the U.S. dollar’s devaluation.

  17. Leading Leadership Preparation: 21st Century Designs

    Science.gov (United States)

    Farmer, Tod Allen

    2010-01-01

    As political accountability and economic reality increasingly influence higher education, many leadership preparation programs are seeking cost effective instructional delivery systems that yield highly effective results. Simultaneously, large numbers of graduate students are seeking quality leadership preparation programs that provide both…

  18. Instruct coders' manual

    Science.gov (United States)

    Friend, J.

    1971-01-01

    A manual designed both as an instructional manual for beginning coders and as a reference manual for the coding language INSTRUCT, is presented. The manual includes the major programs necessary to implement the teaching system and lists the limitation of current implementation. A detailed description is given of how to code a lesson, what buttons to push, and what utility programs to use. Suggestions for debugging coded lessons and the error messages that may be received during assembly or while running the lesson are given.

  19. Instructions for authors

    Directory of Open Access Journals (Sweden)

    Editors Editorial Board

    2012-11-01

    Full Text Available

    INSTRUCTIONS FOR AUTHORS
    Author Guidelines
    Authors must submit their papers via email to brain@edusoft.ro (please! or they can create an account and submit their papers online, at www.brain.edusoft.ro. Submited papers must be written in DOC format (Microsoft Word document, in as clear and as simple as possible English. Preferred maximum paper length for the papers is 20 pages, including figures.
    The template for the paper is at this address:
    http://www.edusoft.ro/Template_for_BRAIN.docRAIN vol. 3, issue 3, Instructions for authors

  20. Rethinking of Instructional Short Movies and Videos: An Evaluation the Instructional Short Movie and Video Competition

    Directory of Open Access Journals (Sweden)

    Oktay AKBAŞ

    2015-04-01

    Full Text Available In this study; the short films and videos taking part in National Instructional Short Film and Video Contest held in Kırıkkale University are evaluated in terms of some variables such as; the departments of the teacher candidates, whether the product is video or film. Quantitative methods were used in the study. The research method of the study is descriptive method. Quantitative data was obtained by using Short Movie and Video Assessment Scale prepared by the researchers the rubric consists of four sub-titles, the usage of audio-visual elements, focusing the aims and objectives, selection and presentation of the content, taking target group into consideration. There are 20 items in the scale. Each item can be graded between 1 -10 and the arithmetic mean of the items gives the total point of the films. All of the 47 films taking part in the contest were evaluated. According to the results, these films and videos are graded as average. Besides this, there are no significant difference between instructional short film and videos in terms of technical aspects, content, aims and objectives; but for the target group/audience, videos are graded as more effective than short films. In addition, the scores of the instructional short films and videos prepared by the students in Department of Computer and Instructional Technologies are considerably higher than the other departments’ scores.

  1. Instructions for Authors

    Institute of Scientific and Technical Information of China (English)

    2009-01-01

    Aims and scope Contact Information Submission of manuscripts Manuscript preparation Review of submitted manuscripts Authorship Copyright Preparation for Publication Reprints Page charges Manuscript formatAims and scope Science in China Series C-Life Sciences

  2. Instructional Design Briefing A Brief Overview in Relation to the China COE

    Energy Technology Data Exchange (ETDEWEB)

    Osburn, Laura Ann [Los Alamos National Laboratory; Glasco, Bethany Lynn [Los Alamos National Laboratory

    2016-11-10

    This introduction provides a roadmap and guidance for the work that will be done by SMEs to prepare NDA course material to be transitioned from LANL to the China COE. It will cover the definition of instructional design; why instructional design is important; role of instructional designer vs an instructor and how they work together; and how this relates to our work in the China COE project.

  3. Secondary Dance Instructional Guide.

    Science.gov (United States)

    Montgomery County Public Schools, Rockville, MD. Dept. of Instructional Planning and Development.

    This manual provides guidelines for dance teachers in secondary schools. A brief statement is made on the purpose and philosophy of dance education, and activities and instructional suggestions are presented for various dance forms: (1) group dance--folk/ethnic, square dance, and social dance; (2) aerobic dance; (3) jazz dance; (4) modern dance;…

  4. Paratransit: An Instructional Module.

    Science.gov (United States)

    Scalici, Anthony

    A concept-based introduction to paratransit is provided in this instructional module for undergraduate and graduate transportation-related courses for disciplines such as engineering, business, marketing, and technology. The concept of paratransit generally refers to modes of transportation other than mass transit and solo-driven automobiles. The…

  5. Safety instruction no 50

    CERN Multimedia

    Secrétariat SC

    2004-01-01

    Please note that the safety instruction no 50 (IS 50) entitled 'Safety Coordination on CERN Worksites' is available on the web at the following url: https://edms.cern.ch/document/479454/LAST_RELEASED Paper copies can also be obtained from the SC unit Secretariat, email: sc.secretariat@cern.ch SC Secretariat

  6. Nuclear Energy. Instructional Materials.

    Science.gov (United States)

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy (see note) developed as part of a descriptive curriculum research project in Arkansas. The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  7. Orwell's Instructive Errors

    Science.gov (United States)

    Julian, Liam

    2009-01-01

    In this article, the author talks about George Orwell, his instructive errors, and the manner in which Orwell pierced worthless theory, faced facts and defended decency (with fluctuating success), and largely ignored the tradition of accumulated wisdom that has rendered him a timeless teacher--one whose inadvertent lessons, while infrequently…

  8. Instructional Guidelines. Welding.

    Science.gov (United States)

    Fordyce, H. L.; Doshier, Dale

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

  9. Wind Power. Instructional Materials.

    Science.gov (United States)

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy developed as part of a descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  10. Nuclear Energy. Instructional Materials.

    Science.gov (United States)

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy (see note) developed as part of a descriptive curriculum research project in Arkansas. The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  11. Computer-assisted instruction

    NARCIS (Netherlands)

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

    2015-01-01

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

  12. Wind Power. Instructional Materials.

    Science.gov (United States)

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy developed as part of a descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  13. Gaze Interactive Building Instructions

    DEFF Research Database (Denmark)

    Hansen, John Paulin; Ahmed, Zaheer; Mardanbeigi, Diako

    We combine eye tracking technology and mobile tablets to support hands-free interaction with digital building instructions. As a proof-of-concept we have developed a small interactive 3D environment where one can interact with digital blocks by gaze, keystroke and head gestures. Blocks may be moved...

  14. Using Realia in Instruction.

    Science.gov (United States)

    Blanton, Lloyd H.; And Others

    1980-01-01

    Seven articles in this issue focus on the use of realia in instruction. Authors discuss reasons why realia effectively motivate students and enhance learning; the place of realia in supervised occupational experience programs; the importance of real-life experiences to vocational agriculture; and student teaching as a reality experience. (SK)

  15. Psychologism and Instructional Technology

    Science.gov (United States)

    Gur, Bekir S.; Wiley, David A.

    2009-01-01

    Little of the work in critical and hermeneutical psychology has been linked to instructional technology (IT). This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for…

  16. Sourcebook for Bibliographic Instruction.

    Science.gov (United States)

    Dusenbury, Carolyn, Ed.; And Others

    Direction and guidance are provided for establishing and maintaining bibliographic instruction (BI) programs. This document provides an overview of BI and BI programs and points readers to other sources of information. Five key topics were identified and the following papers are presented: (1) "An Introduction to Learning Theory" (Lori Arp); (2)…

  17. Grammar Instruction and Technology

    Science.gov (United States)

    Lacina, Jan

    2005-01-01

    Much of the research literature from the past 25 years has supported the importance of teaching grammar in the context of writing instruction (Calkins, 1980; DiStefano & Killion, 1984; Weaver, 1996,1998). Unlike other content areas, practice does not make perfect when learning grammar. While isolated drill and practice of grammatical concepts may…

  18. Job Instruction Training.

    Science.gov (United States)

    Pfau, Richard H.

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

  19. Instructions for Sampling Particulates.

    Science.gov (United States)

    Ekman, Frank

    This technical report presents detailed instructions for sampling particulates. The table of contents includes sections on Introduction, Volume Determinations, Apparatus - Assembly and Operation, Sampling Techniques, and Acknowledgment. Six charts, 24 graphs, and one diagram are appended to facilitate sampling, as well as sections on Isokinetic…

  20. Characteristics of Instructional Technologists.

    Science.gov (United States)

    Gagne, Robert M.

    A thoroughly planned program for instructional technologists--one including selection, education, and on-the-job training--must take into consideration the competencies and characteristics desirable in such technologists. Such requirements fall into three categories: attitudes or values, specialized knowledge, and intellectual skills or…

  1. Safety Instruction No 43

    CERN Document Server

    2004-01-01

    Please note that the Safety Instruction No 43 (IS 43) entitled "ASBESTOS - DANGERS AND PRECAUTIONS" is available on the web at the following URL: https://edms.cern.ch/document/335809/LAST_RELEASED/ Paper copies can also be obtained from the SC secretariat, e-mail: tis.secretariat@cern.ch. SC Secretariat

  2. Scaffolding in Assisted Instruction

    Directory of Open Access Journals (Sweden)

    2007-01-01

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

  3. Teaching critical management skills to senior nursing students: videotaped or interactive hands-on instruction?

    Science.gov (United States)

    Baxter, Pamela; Akhtar-Danesh, Noori; Landeen, Janet; Norman, Geoff

    2012-01-01

    This study examined and compared the effectiveness of videotape training versus hands-on instruction in preparing senior nursing students to respond to emergency clinical situations. Fourth year nursing students (n=27) were randomly assigned to one of three groups; one group received videotaped instruction, one group engaged in a hands-on experience, and one group, a control, received no instruction. Students were evaluated using a three-station objective structured clinical examination that involved high-fidelity simulations. Differences between the control and the two instructional groups were significant (p = .007); however, there was no significant difference between the two types of instruction. It was concluded that instruction on crisis management with a high-fidelity simulator, using either video or hands-on instruction, can result in a significant improvement in performance.

  4. Individual Differences, Computers, and Instruction.

    Science.gov (United States)

    Ayersman, David J.; Minden, Avril von

    1995-01-01

    Provides a conceptual foundation for the development of hypermedia as an instructional tool for addressing individual differences in learning styles. Highlights include a literature review; computers and instruction; individual differences, computers, and instruction; cognitive controls; cognitive styles and learning; personality types; and future…

  5. Academic and Military Instructional Technology.

    Science.gov (United States)

    Branson, Robert K.

    This paper examines the practices and accomplishments of the military in the area of instructional technology. An examination of historical background is used to increase the precision of the definition of instructional technology. Specific contributions of the military are described and then uses of instructional technology in the military and…

  6. Interactive Instruction in Bayesian Inference

    DEFF Research Database (Denmark)

    Khan, Azam; Breslav, Simon; Hornbæk, Kasper

    2017-01-01

    An instructional approach is presented to improve human performance in solving Bayesian inference problems. Starting from the original text of the classic Mammography Problem, the textual expression is modified and visualizations are added according to Mayer’s principles of instruction...... that an instructional approach to improving human performance in Bayesian inference is a promising direction....

  7. Task-Based Writing Instruction

    Science.gov (United States)

    Bantis, Alexandros

    2010-01-01

    The purpose of this study was to investigate the impact of task-based writing instruction, a communicative language-teaching method, on second language acquisition and differentiation of instruction for English language learners during the independent work time instructional component of the Open Court Reading program. Through student-teacher…

  8. Student Models of Instructional Design

    Science.gov (United States)

    Magliaro, Susan G.; Shambaugh, Neal

    2006-01-01

    Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE model). ID, however, has been viewed differently by practicing teachers and instructional designers…

  9. The Impact of Mode of Instructional Delivery on Second Language Teacher Self-Efficacy

    Science.gov (United States)

    Kissau, Scott; Algozzine, Bob

    2015-01-01

    Research has called into question the suitability of fully-online instruction for certain teacher preparation courses. Methodology coursework, in particular, has been singled out in research as ill-suited to online instruction. Recent research, for example, involving second language (L2) teacher candidates has demonstrated that aspiring teachers…

  10. The Pedagogical Orientations of South African Physical Sciences Teachers towards Inquiry or Direct Instructional Approaches

    Science.gov (United States)

    Ramnarain, Umesh; Schuster, David

    2014-01-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school…

  11. Evaluation of Instructional Methods for Teaching Veterinary Students the Components of Inflammation

    Science.gov (United States)

    Fletcher, O. J.; Welser, J. R.

    1975-01-01

    Seven multi-media instructional programs were evaluated on the basis of test scores, student attitudes, program preparation time, and cost of materials. Programs ranked best were videotape with 35mm slides, programmed instruction with 35mm slides, and Self-Evaluation Test only. (JT)

  12. 18 CFR 367.9090 - Account 909, Informational and instructional advertising expenses.

    Science.gov (United States)

    2010-04-01

    ..., Informational and instructional advertising expenses. 367.9090 Section 367.9090 Conservation of Power and Water... Account 909, Informational and instructional advertising expenses. (a) This account must include the cost..., billboards, and other similar forms of advertisement, and preparing and conducting informational motion...

  13. Teaching the Business of Instructional Technology: A Collaborative Corporate/Academic Partnership.

    Science.gov (United States)

    Kapp, Karl M.; Phillips, Timothy L.

    2003-01-01

    Describes a program developed at Bloomsburg University (Pennsylvania) to prepare graduate students to be technologically savvy and to teach them the business aspects of instructional technology and electronic learning. Discusses partnerships with instructional technology professionals; collaborative student projects; a request for proposal…

  14. Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction.

    Science.gov (United States)

    Conteh-Morgan, Miriam

    2002-01-01

    Discussion of barriers to effective learning when librarians teach students with limited English proficiency focuses on second language acquisition theories and teaching practices derived from them which can significantly impact outcomes of information literacy instruction. Includes a checklist for course preparation and instruction. (Author/LRW)

  15. The Pedagogical Orientations of South African Physical Sciences Teachers towards Inquiry or Direct Instructional Approaches

    Science.gov (United States)

    Ramnarain, Umesh; Schuster, David

    2014-01-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school…

  16. Internet-based instruction in college teaching

    Science.gov (United States)

    Flickinger, Kathleen Anne

    a whole, these three approaches to understanding the phenomenon of Internet science instruction reveal that the experience of learning science on the Internet can be a viable alternative for diverse learners. Students can learn science on-line at an achievement level that is equal to or better than students in a traditional course. Moreover, such courses may stimulate increased student interest in science and on-line learning. The results of this research indicate that Internet-based courses change the nature of instructional tasks. Instructors spend more time preparing for Internet-based courses than traditional courses; however, the majority of course preparation is associated with technical issues. These technical issues and changes in the nature of instructional tasks will have to be addressed by higher educational institutions.

  17. Fluoride Analysis. Training Module 5.200.2.77.

    Science.gov (United States)

    Kirkwood Community Coll., Cedar Rapids, IA.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with fluoride analysis procedures. Included are objectives, an instructor guide, student handouts, and a list of reference material. This module considers the determination of fluoride in water supplies using the SPANDS and electrode…

  18. Jar Test. Training Module 5.230.2.77.

    Science.gov (United States)

    Bonte, John L.; Davidson, Arnold C.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with the jar test and its application to the coagulation, floculation and sedimentation processes, and the chemical precipitation process. Included are objectives, an instructor guide, student handouts, and transparency masters. A video…

  19. Manganese Analysis in Water Samples. Training Module 5.211.2.77.

    Science.gov (United States)

    Bonte, John L.; Davidson, Arnold C.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with the spectrophotometric analysis of manganese in water using the persulfate method. Included are objectives, an instructor guide, student handouts, and transparency masters. A video tape is also available from the author. This module…

  20. Hardness Analysis. Training Module 5.215.2.77.

    Science.gov (United States)

    Bonte, John L.; Davidson, Arnold C.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with hardness analysis using the EDTA method and the calculation of hardness given metal ion concentrations and a factor table. Included are objectives, an instructor guide, student handouts, and transparency masters. A video tape is also…

  1. Statement of Facts for 1980 City-Wide Mock Trial Competitions. Albert Banks and Virginia Smallwood, for Herself and on Behalf of Her Minor Son, Dwayne Jones, Plaintiffs v. Potomac Properties, Inc., Thomas R. Baldwin, and Victoria Reese, Defendants. No. MT-80.

    Science.gov (United States)

    National Inst. for Citizen Education in the Law, Washington, DC.

    Prepared by the District of Columbia Street Law Project for its ninth annual city-wide mock trial competition, this instructional handout provides the material for a civil trial over housing discrimination. The plaintiffs are an unmarried couple with a disabled child whose application to live at Waterfront Gardens, a property owned by Potomac…

  2. Biology for Operators. Training Module 1.311.2.77.

    Science.gov (United States)

    Kirkwood Community Coll., Cedar Rapids, IA.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with the basic concepts of biology related to water/wastewater technology. Included are objectives, instructor guides, student handouts, and transparency masters. The module considers organisms and their relationship, cell structures,…

  3. Statement of Facts for 1983 City-Wide Mock Trial Competitions. The Case of Vickers v. Hearst. No. MT-84.

    Science.gov (United States)

    National Inst. for Citizen Education in the Law, Washington, DC.

    Prepared by the District of Columbia Street Law Project for its annual city-wide mock trial competition, this instructional handout provides material for a civil case over an automobile accident. After drinking heavily at a party hosted by Sandy Hearst, Dana Ivy ran a stop sign and struck the car of Terry Vickers, causing him to sustain a broken…

  4. Advanced Chemical Precipitation Softening. Training Module 2.217.4.77.

    Science.gov (United States)

    McMullen, L. D.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with the operation and maintenance of a chemical precipitation softening system. Included are objectives, instructor guides, student handouts and transparency masters. This is the third level of a three module series. This module considers…

  5. Basic Chemical Precipitation Softening. Training Module 2.215.2.77.

    Science.gov (United States)

    McMullen, L. D.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with chemical precipitation softening. Included are objectives, an instructor guide, student handouts and transparency masters. This is the first level of a three module series and is designed for students with little or no operating…

  6. Anaerobic Digestion Analysis. Training Module 5.120.2.77.

    Science.gov (United States)

    Kirkwood Community Coll., Cedar Rapids, IA.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with alkalinity, volatile acids and carbon dioxide determinations for an anaerobic sludge digester. Included are objectives, instructor guides, student handouts and transparency masters. This module considers total and bicarbonate…

  7. Manganese Analysis in Water Samples. Training Module 5.211.2.77.

    Science.gov (United States)

    Bonte, John L.; Davidson, Arnold C.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with the spectrophotometric analysis of manganese in water using the persulfate method. Included are objectives, an instructor guide, student handouts, and transparency masters. A video tape is also available from the author. This module…

  8. Interactive radio instruction: developing instructional methods.

    Science.gov (United States)

    Friend, J

    1989-01-01

    The USAID has, since 1972, funded the development of a new methodology for educational radio for young children through 3 projects: the Radio Mathematics PRoject of Nicaragua, the Radio Language Arts Project of Kenya, and the Radio Science PRoject of Papua New Guinea. These projects developed math programs for grades 1-4 and English as a second language for grades 1-3; programs to teach science in grades 4-6 are now being developed. Appropriate techniques were developed to engage young children actively in the learning process. Lessons are planned as a "conversation" between the children and the radio; scripts are written as 1/2 of a dialogue, with pauses carefully timed so that written as 12 of a dialogue, with pauses carefully timed so that students can contribute their 1/2. Teaching techniques used in all 3 projects include choral responses, simultaneous individual seatwork, and activities using simple materials such as pebbles and rulers. Certain techniques were specific to the subject being taught, or to the circumstances in which the lessons were to be used. Patterned oral drill was used frequently in the English lessons, including sound-cued drills. "Deferred" oral responses were used often in the math lessons. In this method, the children are instructed to solve a problem silently, not giving the answer aloud until requested, thus allowing time for even the slower children to participate. "One-child" questions were used in both English and science: the radio asks a question to be answered by a single child, who is selected on the spot by the classroom teacher. This allows for open-ended questions, but also requires constant supervision of the classroom teacher. Songs and games were used in all programs, and extensively for didactic purposes in the teaching of English. Instructions for science activities are often more complex than in other courses, particularly when the children are using science apparatus, especially when they work in pairs to share scarce

  9. Designing an Advanced Instructional Design Advisor: Conceptual Frameworks. Volume 5

    Science.gov (United States)

    1991-12-01

    Guba & Lincoln , 1986). This report will serve as the guidelines in preparing the prescription. Additionally, the prescription will be based on the...instruction. In J. I. Goodlad (Ed.), The changing American school: NSSE 65th Yearbook (pp. 215-242). Guba , E. G., & Lincoln , Y. S. (1986). The countenances of

  10. Anchored Instruction in Preservice Educational Technology Classes: A Research Project.

    Science.gov (United States)

    Bauer, Jeffrey W.

    This study examined the effectiveness of the anchored instruction (i.e., using a theme or anchor around which various learning activities take place) approach in preparing preservice teachers to integrate technology. Participants were 48 students enrolled in the three sections of a preservice educational technology class during the summer of 1997.…

  11. Track & Field: Special Olympics Sports Skills Instructional Program.

    Science.gov (United States)

    Joseph P. Kennedy, Jr. Foundation, Washington, DC.

    One of five guidelines in the Sports Skills Instructional Program, the booklet addresses ways to teach track and field to mentally retarded persons. The approach is designed to use volunteers as instructors. An overview considers such topics as clothing, equipment, and field preparation. The long term goal of acquiring basic fundamental skills,…

  12. Health Instruction Packages: Consumer--Nutrition and Health.

    Science.gov (United States)

    Henn, Lisa; And Others

    These eight learning modules provide text, illustrations, and exercises on a variety of nutritional and dietetic topics. The first two modules were prepared by Lisa Henn to instruct older adults in the various food sources of caffeine and fiber and in the harmful effects of caffeine and the dietetic importance of fiber. The third module was…

  13. Health Instruction Packages: Consumer--Nutrition and Health.

    Science.gov (United States)

    Henn, Lisa; And Others

    These eight learning modules provide text, illustrations, and exercises on a variety of nutritional and dietetic topics. The first two modules were prepared by Lisa Henn to instruct older adults in the various food sources of caffeine and fiber and in the harmful effects of caffeine and the dietetic importance of fiber. The third module was…

  14. The Vice-Principal as an Agent of Instructional Reform.

    Science.gov (United States)

    Spady, William G.

    1985-01-01

    Argues that the role of the assistant principal may be dysfunctional as a training ground for secondary school principals because, as presently defined, it permits assistants to learn virtually nothing about management and improving instruction. Presents an outcome-based model for preparing the assistant for a principalship. (KH)

  15. Instructional immediacy in elearning.

    Science.gov (United States)

    Walkem, Kerrie

    2014-01-01

    Instructor immediacy has been positively associated with many desirable academic outcomes including increased student learning. This study extends existing understanding of instructional immediacy behaviours in elearning by describing postgraduate nursing students' reflections on their own experience. An exploratory, descriptive survey design was used to collect qualitative data. Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s). Thematic analysis of the data revealed three main themes: acknowledging and affirming student's personal and professional responsibilities; providing clear and timely information; and utilising rich media. These findings give lecturers insight into instructional strategies they may adopt to increase immediacy in elearning and hence improve student learning outcomes.

  16. Safety instruction No. 36

    CERN Multimedia

    SC Secretariat

    2005-01-01

    Please note that a revised version of Safety Instruction No. 36 (IS 36), entitled "Safety rules for the use of static magnetic fields at CERN" is available on the Web at the following url: https://edms.cern.ch/document/335801/LAST_RELEASED Paper copies can also be obtained from the SC unit secretariat (e-mail : sc.secretariat@cern.ch) SC Secretariat

  17. Instructional Psychology 1976 - 1981,

    Science.gov (United States)

    1982-06-01

    phoneme analysis and blending is reviewed by Resnick (1981) and by Williams (1980), and is discussed in terms of an interactive theory of reading...academically oriented. In a study of student ratings of instruction, Williams & Ware (1976) show that college students who received the most substantive...Rosen et al, 1977; Rosen et al, 1978; Bargh & Schul, 1980). Peer tutoring has been employed as a component of many forms of Personalized Systems of

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

    Science.gov (United States)

    Dancy, Melissa; Henderson, Charles; Turpen, Chandra

    2016-06-01

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

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

    Directory of Open Access Journals (Sweden)

    Melissa Dancy

    2016-02-01

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

  20. Preparing Language Teachers for Blended Teaching of Summary Writing

    Science.gov (United States)

    Yang, Yu-Fen

    2014-01-01

    Research on preparing language teachers for blended teaching of summary writing, a mix of on-site and online instruction for college students to grasp the gist of the texts, is scarce in higher education. This study examined the problems encountered and solutions proposed by six language teachers, who altogether instructed 214 college students on…

  1. Preparing Language Teachers for Blended Teaching of Summary Writing

    Science.gov (United States)

    Yang, Yu-Fen

    2014-01-01

    Research on preparing language teachers for blended teaching of summary writing, a mix of on-site and online instruction for college students to grasp the gist of the texts, is scarce in higher education. This study examined the problems encountered and solutions proposed by six language teachers, who altogether instructed 214 college students on…

  2. Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

    Science.gov (United States)

    Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L.

    2013-12-01

    This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in the context of a 2-year Master of Teaching program. Of the 27 preservice teachers, 26 used technology for inquiry instruction during student teaching. Our goals were to describe how these 26 preservice science teachers: (1) used educational technologies to support students' investigations and (2) demonstrated their developing TPACK through technology-enhanced inquiry instruction. Multiple data sources (observations, lesson plans, interviews, and reflections) allowed for characterization of participants' technology integration to support inquiry instruction and their decision-making related to the use of technology to support inquiry. Results indicated that participants incorporated technologies appropriate to the content and context to facilitate non-experimental and experimental inquiry experiences. Participants developing TPACK was evidenced by their selective and appropriate use of technology. Appropriate technology use for inquiry included the following: (1) to present an engaging introduction, (2) to facilitate data collection, (3) to facilitate data analysis, and (4) to facilitate communication and discussion of results. These results suggest that using digital images to facilitate whole-class inquiry holds considerable promise as a starting point for teachers new to inquiry instruction. Results of the present study may inform science teacher educators' development of content-specific, technology-enhanced learning opportunities that: prepare preservice teachers for the responsibility of supporting inquiry instruction with technology, facilitate the transition to student-centered instruction, and support TPACK development.

  3. Preparing soft-bodied arthropods for microscope examination: Aphids (Insecta: Hemiptera: Aphididae)

    Science.gov (United States)

    Proper identification of aphids (Hemiptera: Aphididae) require preparation of the specimen on a microscope slide. This training video provides visual instruction on how to prepare aphid specimens on microscope slides for examination and indentification. Steps ranging from collection, specimen clear...

  4. Preparing soft-bodied arthropods for microscope examination: Whiteflies (Insecta: Hemiptera: Alyrodidae)

    Science.gov (United States)

    Proper identification of whiteflies (Hemiptera:Alyrodidae) requires preparation of the specimen on a microscope slide. This training video provides visual instruction on how to prepare whitefly specimens on microscope slides for examination and identification. Steps ranging from collection, specimen...

  5. Preparing sternorrhynchous insects (Insecta: Hemiptera: Sternorrhyncha) for microscope examination: Hoyer’s mounting medium

    Science.gov (United States)

    Proper identification of aphids, scale insects, psyllids, and whitefles (Hemiptera: Sternorrhyncha) require preparation of the specimen on a microscope slide. This training video provides visual instruction on how to prepare sternorrhynchous specimens on microscope slides for examination and identi...

  6. Preparing soft-bodied arthropods for arthropods for microscope examination: Armored Scales (Insects: Hemiptera: Diaspididae)

    Science.gov (United States)

    Proper identification of armored scales (Hemiptera: Diaspididae) requires preparation of the specimen on a microscope slide. This training video provides visual instruction on how to prepare armored scales specimens on microscope slides for examination and identification. Steps ranging from collect...

  7. Preparing soft-bodied arthropods for arthropods for microscope examination: Mealybugs (Insects: Hemiptera: Pseudococcidae)

    Science.gov (United States)

    Proper identification of mealybugs (Hemiptera: Pseudococcidae) require preparation of the specimen on a microscope slide. This training video provides visual instruction on how to prepare mealybug specimens on microscope slides for examination and identification. Steps ranging from collection, spec...

  8. AXIOLOGICAL MODEL OF INSTRUCTIONAL DESIGN

    Directory of Open Access Journals (Sweden)

    Takushevich I. A.

    2015-10-01

    Full Text Available The article presents instructional design as a new approach to the issue of developing value-oriented worldview. Scientific research and analysis led the author to summarize instructional design theory, broaden the definition of instructional design and apply it to instruction and learning in a new manner. The goal to build a pattern of instruction aimed at developing learners’ value-oriented worldview required the author to study the existing instructional design model, to analyse and generalize a number of monographs and articles devoted to the problem of building value systems and value orientations, and finally to investigate and apply the new knowledge to real life in the form of experiment. The work conducted brought the author to axiological model of instructional design, which consists of three dimensions: a linear sequence of the events from designing the instructional material to independent learning activities, interaction between a teacher and a learner, pace of learning and design. The article touches upon every dimension, level and stage of the model, describes and defines the procedures that take place on each of them, as well as suggests a possible way to visualize the model in a form of a sketch. The author also points out the advantages of using instructional design as an efficient and smart tool to organize learning and justifies the use of the new instructional design model in XXI century

  9. Visual Communication: Integrating Visual Instruction into Business Communication Courses

    Science.gov (United States)

    Baker, William H.

    2006-01-01

    Business communication courses are ideal for teaching visual communication principles and techniques. Many assignments lend themselves to graphic enrichment, such as flyers, handouts, slide shows, Web sites, and newsletters. Microsoft Publisher and Microsoft PowerPoint are excellent tools for these assignments, with Publisher being best for…

  10. Electrical Load and Energy Management. Course Outline and Instructional Materials.

    Science.gov (United States)

    Wang, Paul

    Presented are 13 lecture outlines with accompanying handouts and reference lists for teaching school administrators and maintenance personnel the use of electrical load management as an energy conservation tool. To aid course participants in making cost effective use of electrical power, methods of load management in a variety of situations are…

  11. USING GOOGLE+ FOR INSTRUCTION

    Directory of Open Access Journals (Sweden)

    Kevin YEE

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

  12. When innovative instructional designs are too innovative: lack of schema

    DEFF Research Database (Denmark)

    Kjærgaard, Thomas; Wahl, Christian

    2015-01-01

    and it was developed to motivate and encourage the students to engage in more situated learning processes. The course is infamous for low attendance and for demotivating the students; hence the new instructional design should motivate students to attend the lessons and to participate. The new instructional design...... utilized teacher-produced video clips to qualify the students learning in the preparation for the lessons and new pedagogical activities during lessons to make the learning process more situated. However, the outcome was not as planned. The students didn’t recognize the video clips as a significant part...... of the preparation for the lessons and therefore they were not prepared for the activities that the teacher had planned for the lessons. The paper investigates the students’ lack of ‘schema’ and suggests ways of developing schemata to learn in a situated learning environment....

  13. Instructional Use of Weblogs

    Directory of Open Access Journals (Sweden)

    Yavuz AKBULUT

    2007-07-01

    Full Text Available Web 2.0 can provide learners with increased interaction and online collaboration. Among its applications, weblogs have gained an increasing popularity as they allow bloggers to voice their own perspectives which can be delivered to a large audience through the Web. Weblogs can be integrated into teaching-learning process as they encourage learners to collaborate and freely voice their ideas. However, innovative technologies might not always lead to innovative distance education practices if timely adaptation lags behind. This study presents a review on instructional use of weblogs along with implications for open and distance learning.

  14. Allocating instruction time: How language instruction can affect multiple skills

    NARCIS (Netherlands)

    Borghans, L.; Diris, R.E.M.

    2014-01-01

    There exists substantial variation in how schools allocate instruction time to school subjects. The effectiveness of that allocation depends on the immediate effect of instruction in one subject on achievement in the same subject, on how skills further develop over time, and on possible spillover

  15. Direct Instruction Revisited: A Key Model for Instructional Technology

    Science.gov (United States)

    Magliaro, Susan G.; Lockee, Barbara B.; Burton, John K.

    2005-01-01

    Rooted in behavioral theory, particularly the radical or selectivist behaviorism of B.F. Skinner (1953, 1954, 1966, 1968, 1974), the direct instruction (DI) approach to teaching is now well into its third decade of influencing curriculum, instruction, and research. It is also in its third decade of controversy. Our purpose is to present the DI…

  16. The Instructional Network: Using Facebook to Enhance Undergraduate Mathematics Instruction

    Science.gov (United States)

    Gregory, Peter; Gregory, Karen; Eddy, Erik

    2014-01-01

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

  17. The Instructional Network: Using Facebook to Enhance Undergraduate Mathematics Instruction

    Science.gov (United States)

    Gregory, Peter; Gregory, Karen; Eddy, Erik

    2014-01-01

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

  18. Allocating instruction time: How language instruction can affect multiple skills

    NARCIS (Netherlands)

    Borghans, L.; Diris, R.E.M.

    2014-01-01

    There exists substantial variation in how schools allocate instruction time to school subjects. The effectiveness of that allocation depends on the immediate effect of instruction in one subject on achievement in the same subject, on how skills further develop over time, and on possible spillover ef

  19. Effects of Instructional Events in Computer-Based Instruction

    Science.gov (United States)

    Martin, Florence; Klein, James; Sullivan, Howard

    2004-01-01

    Forty years ago, Robert Gagne published the first edition of his book The Conditions of Learning (1965) in which he proposed nine events of instruction that provide a sequence for organizing a lesson. These events remain the foundation of current instructional design practice (Reiser, 2002; Richey, 2000). They represent desirable conditions in an…

  20. Analyzing Classroom Instruction in Reading.

    Science.gov (United States)

    Rutherford, William L.

    A method for analyzing instructional techniques employed during reading group instruction is reported, and the characteristics of the effective reading teacher are discussed. Teaching effectiveness is divided into two categories: (1) how the teacher acts and interacts with children on a personal level and (2) how the teacher performs his…

  1. Unpacking Corrections in Mobile Instruction

    DEFF Research Database (Denmark)

    Levin, Lene; Broth, Mathias; Cromdal, Jakob

    2017-01-01

    This article deals with the organisation of correction in mobile instructional settings. Five sets of video data (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles in real life traffic were examined to reveal some common features of correction exchan...

  2. Distance Education Instructional Model Applications.

    Science.gov (United States)

    Jackman, Diane H.; Swan, Michael K.

    1995-01-01

    A survey of graduate students involved in distance education on North Dakota State University's Interactive Video Network included 80 on campus and 13 off. The instructional models rated most effective were role playing, simulation, jurisprudential (Socratic method), memorization, synectics, and inquiry. Direct instruction was rated least…

  3. Instructional Strategies to Facilitate Learning

    Science.gov (United States)

    Lunenburg, Frederick C.; Irby, Beverly J.

    2011-01-01

    Teacher behavior research has shown that teacher behaviors, as well as specific teaching strategies, make a difference with regard to student achievement. Ten durable instructional strategies are discussed: set induction, stimulus variation, reinforcement, questioning, recognizing attending behavior, lecturing or direct instruction, planned…

  4. Instructional Analysis for Health Occupations.

    Science.gov (United States)

    East Texas State Univ., Commerce. Occupational Curriculum Lab.

    This instructional analysis centers on identifying the skills, related knowledge, teacher activities, and student activities that are central to teaching various topics included in the core curriculum for health occupations courses. Addressed in the volume are the following instructional areas: first aid; medical terminology; medical asepsis;…

  5. Adaptive instruction and pupil achievement

    NARCIS (Netherlands)

    Houtveen, A.A M; Booy, N; de Jong, Robert (Rob); van de Grift, W.J C M

    1999-01-01

    In this article the results are reported of a quasi-experiment on effects of adaptive instruction on reading results of children in the first year of reading instruction in Dutch primary schools. The research involved 456 pupils from 23 schools (12 experimental and 11 control group schools). Teacher

  6. Professional Cosmetology Practices. Instructional Units.

    Science.gov (United States)

    Hopcus, Sharron; Armstrong, Ivan J.

    This publication is designed to assist the instructor and students in understanding the latest concepts and techniques of the instructional phase of cosmetology programs. The instructional units are in five areas: (1) orientation, (2) professional practices: hair, (3) professional practices: skin and nails, (4) cosmetology science, and (5)…

  7. Overcoming Resistance to Instructional Technology.

    Science.gov (United States)

    Powers, William G.; Anderson, Susan; Love, Don

    2000-01-01

    Administrators must convince and motivate faculty to adopt instructional technology if departments are to remain on the cutting edge. Describes seven actions to promote the use of instructional technology: know your faculty; be aware of faculty concerns; use technology yourself; review potential barriers; explore and obtain resources; communicate…

  8. A Primer on Instructional Coaches

    Science.gov (United States)

    Knight, Jim

    2005-01-01

    The pressure to improve the quality of instruction in schools may be higher today than at any other time in the history of U.S. education. To respond to this urgent demand, schools across the nation are hiring instructional coaches (ICs), even though there is little published research that shows what works and what does not work when it comes to…

  9. Marketing Instructional Development Internally, Externally.

    Science.gov (United States)

    Lied, James

    This description of the marketing process as a practical way to manage the function of instruction development emphasizes the importance of the identification and evaluation of customer needs before developing objectives. To assist the instructional development agency in focusing on this aspect of planning, a check list of possible marketing…

  10. ROTI-OPERATIONAL INSTRUCTIONAL MODEL

    Directory of Open Access Journals (Sweden)

    H. Barker,

    2012-02-01

    Full Text Available The instructional model presented here is a combination of systems used by the United States Navy and R. F. Mager's Criteria Referenced Instruction Model for Analysis Design and Implementation. The author has taken what he believes is the best components from each system and established a working model.

  11. Academic Service Quality and Instructional Quality.

    Science.gov (United States)

    Greiner, Keith; Westbrook, Thomas S.

    2002-01-01

    Examined the relationship between academic service quality and instructional quality in higher education. Found a high correlation between academic service and instructional quality, with academic service overlapping instructional quality in three dimensions: enthusiasm, organization, and rapport. (EV)

  12. The Challenge of Individualized Instruction in Corrections.

    Science.gov (United States)

    Clements, Carl B.; McKee, John M.

    2000-01-01

    Discusses 14 challenges to the use of individualized instruction in corrections. Emphasizes a systems approach, motivational tools, programmed instructional materials, and approaches such as Direct Instruction and Precision Teaching. (SK)

  13. Intelligent Educational Systems for Anchored Instruction?

    Science.gov (United States)

    Kumar, David D.

    1995-01-01

    Explores the potential for using Intelligent Educational Systems (IES) for anchoring instruction in macro contexts in science education. Topics include anchored instruction; situated cognition; problem solving; cognitivism; interactive video environments; and examples of combining IES and anchored instruction. (LRW)

  14. Intelligent Educational Systems for Anchored Instruction?

    Science.gov (United States)

    Kumar, David D.

    1995-01-01

    Explores the potential for using Intelligent Educational Systems (IES) for anchoring instruction in macro contexts in science education. Topics include anchored instruction; situated cognition; problem solving; cognitivism; interactive video environments; and examples of combining IES and anchored instruction. (LRW)

  15. Enabling Secondary Level Teachers to Integrate Technology through ICT Integrated Instructional System

    Science.gov (United States)

    Bose, Sutapa

    2010-01-01

    Institutions providing pre-service teacher education are responsible for preparing teachers capable of functioning in the knowledge society, which India aspires to be. Schools of a knowledge society would require teachers to integrate technology into the instructional system and they are to be prepared for it accordingly through teacher education…

  16. Educating Pre-Service School Librarians for the Instructional Partner Role: An Exploration into University Curricula

    Science.gov (United States)

    Moreillon, Judi; Kimmel, Sue; Gavigan, Karen

    2014-01-01

    In "Empowering Learners: Guidelines for School Library Programs" (2009), the American Association of School Librarians (AASL) identified the instructional partner role of school librarians as the most critical role for the future of the profession. To determine the extent to which school librarian preparation programs prepare pre-service…

  17. Organizing Your Instruction.

    Science.gov (United States)

    VocEd, 1980

    1980-01-01

    Authors discuss ways to present a challenging classroom or shop format. Suggestions include quiz games, peer tutors, and goal-setting guides. Also includes tips from professional actors and a proven approach for using everyday adult mathematics skills to prepare students for using decimals and fractions. (CT)

  18. Some Reasons for a Need to Change the Approach to Trigonometry Instruction and a Proposal for Change.

    Science.gov (United States)

    O'Mahony, Rosalie M.; Jackson, James L.

    Arguing that high attrition rates and low grades in trigonometry classes underscore the need for changes in the approach to trigonometry instruction, these papers suggest an instructional model and present a proposal for its adoption at the College of San Mateo (CSM). The first paper begins with the argument that students' lack of preparation for…

  19. Toward instructional design principles: Inducing Faraday's law with contrasting cases

    Science.gov (United States)

    Kuo, Eric; Wieman, Carl E.

    2016-06-01

    Although physics education research (PER) has improved instructional practices, there are not agreed upon principles for designing effective instructional materials. Here, we illustrate how close comparison of instructional materials could support the development of such principles. Specifically, in discussion sections of a large, introductory physics course, a pair of studies compare two instructional strategies for teaching a physics concept: having students (i) explain a set of contrasting cases or (ii) apply and build on previously learned concepts. We compare these strategies for the teaching of Faraday's law, showing that explaining a set of related contrasting cases not only improves student performance on Faraday's law questions over building on a previously learned concept (i.e., Lorentz force), but also prepares students to better learn subsequent topics, such as Lenz's law. These differences persist to the final exam. We argue that early exposure to contrasting cases better focuses student attention on a key feature related to both concepts: change in magnetic flux. Importantly, the benefits of contrasting cases for both learning and enjoyment are enhanced for students who did not first attend a Faraday's law lecture, consistent with previous research suggesting that being told a solution can circumvent the benefits of its discovery. These studies illustrate an experimental approach for understanding how the structure of activities affects learning and performance outcomes, a first step toward design principles for effective instructional materials.

  20. Solution preparation

    Energy Technology Data Exchange (ETDEWEB)

    Seitz, M.G.

    1982-01-01

    Reviewed in this statement are methods of preparing solutions to be used in laboratory experiments to examine technical issues related to the safe disposal of nuclear waste from power generation. Each approach currently used to prepare solutions has advantages and any one approach may be preferred over the others in particular situations, depending upon the goals of the experimental program. These advantages are highlighted herein for three approaches to solution preparation that are currently used most in studies of nuclear waste disposal. Discussion of the disadvantages of each approach is presented to help a user select a preparation method for his particular studies. Also presented in this statement are general observations regarding solution preparation. These observations are used as examples of the types of concerns that need to be addressed regarding solution preparation. As shown by these examples, prior to experimentation or chemical analyses, laboratory techniques based on scientific knowledge of solutions can be applied to solutions, often resulting in great improvement in the usefulness of results.

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

    Science.gov (United States)

    Colakoglu, Ozgur M.; Akdemir, Omur

    2012-01-01

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

  2. Reengineering the ESL Practitioner for Content-Based Instruction.

    Science.gov (United States)

    Haynes, Lilith M.

    The idea of content-based instruction (CBI) is at odds with the curricula of most English-as-a-Second-Language (ESL) teacher preparation programs. Nor does it fit easily with the skill-based texts and learning packages that are used widely in the field. There is also little agreement about the methods to be used to effect it at various levels of…

  3. Integrated technologies instructional method to enhance bilingual undergraduate engineering students

    OpenAIRE

    Mohammed, Abdul Majid

    2014-01-01

    This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London Mathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with t...

  4. Peer Feedback in Computer Aided College English Writing Instruction

    OpenAIRE

    Ma Zhuo

    2016-01-01

    This study is to examine the acceptability of peer feedback in computer aided college English writing instruction. For the whole writing procedure, subjects in language labs were to take preparation, writing and evaluation stages, undergoing three editions suggested by peer feedbacks. For the first time reading, peers would comment on such general scale as subject and content of drafts, and the second focuses on specific items, for example the morphological, lexical and syntactical aspects, e...

  5. Measurement Control Workshop Instructional Materials

    Energy Technology Data Exchange (ETDEWEB)

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

    2014-04-01

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

  6. Hypermedia Environments and Adaptive Instruction.

    Science.gov (United States)

    Federico, Pat-Anthony

    1999-01-01

    Reviews relevant professional literature concerning hypermedia environments and adaptive instruction for online learning for distance education and continuing education. Highlights include aptitude-treatment interaction; cognitive processes; navigational paths; log files; and intelligent tutors. Contains 125 references. (LRW)

  7. Unpacking Corrections in Mobile Instruction

    DEFF Research Database (Denmark)

    Levin, Lena; Cromdal, Jakob; Broth, Mathias

    2017-01-01

    This article deals with the organisation of correction in mobile instructional settings. Five sets of video data (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles in real life traffic were examined to reveal some common features of correction...... exchanges. Through detailed multimodal analysis of participants’ actions, it is shown how instructors systematically elaborate their corrective instructions to include relevant information about the trouble and remedial action – a practice we refer to as unpacking corrections. It is proposed...... that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction...

  8. Measurement control workshop instructional materials

    Energy Technology Data Exchange (ETDEWEB)

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

    2014-04-01

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

  9. Zoology by Self-Instruction

    Science.gov (United States)

    Roach, Keith; Hammond, Roger

    1976-01-01

    A historical account is given of how a conventional university first-year undergraduate course in zoology has been replaced by a self-instructional one. Advantages and problems are weighed, and successful student achievement and interest are described. (LBH)

  10. A Fallibilistic Model for Instruction

    Science.gov (United States)

    Dawson, A. J.

    1971-01-01

    Discusses models in inquiry and of instruction based on critical Fallibilistic philosophy, developed by Karl R. Popper, which holds that all knowledge grows by conjecture and refutation. Classroom applications of strategies which result from the model are presented. (JP)

  11. Managing Motivation In Personalized Instruction

    Science.gov (United States)

    Wagner, G. R.; And Others

    1974-01-01

    addresses the topic of managing motivation in Keller's Personalized System of Instruction (PSI). Outlines the reinforcing features that are at the foundation of PSI theory, and examines methods used to ensure that these reinforcing properties are fu lly utilized. (JR)

  12. The ILE project: a scalable option for customized information literacy instruction and assessment

    Directory of Open Access Journals (Sweden)

    Steve Borrelli

    2010-03-01

    Full Text Available With the vast amount of information available today, information literacy (IL education is a critical component of undergraduate education necessary to prepare students for tomorrow’s world. Instructors want students to demonstrate critical thinking skills and are often disappointed with student submissions resulting from undeveloped IL skills. Library Instruction programs are often tasked with addressing this educational need and often struggle to find a scalable method to provide IL instruction to the student body. The Information Literacy Education (ILE Project is an asynchronous learning environment tailored to deliver instruction and assessment. Posited as a customizable option to present IL instruction, this flexible learning environment can be tailored to develop skills not taught in the classroom setting, but often expected of the students as they complete their research projects. Applications of ILE at a major research institution are presented demonstrating the variety of ways the Library Instruction department has integrated ILE into its curriculum.

  13. Expertise in Swiss mathematics instruction

    OpenAIRE

    2011-01-01

    This chapter draws on data and findings from several video studies to describe the quality of mathematics teaching in Switzerland. The focus is on features of instructional practice and quality as core components of classroom behavior that reflect the teacher’s expertise in creating optimal learning opportunities. The didactic triangle is used as the basis for describing the profile of expertise in Swiss mathematics instruction in terms of three interdependent dimensions of ins...

  14. Instructional Technology Must Contribute to Productivity

    Science.gov (United States)

    Molenda, Michael

    2009-01-01

    Those involved in instructional technology in higher education are urged to view instructional technology as a means of improving academic productivity. Instructional technology has been used for over forty years to analyze instructional problems and design solutions that reduce costs and improve learning outcomes. The Pew Program in Course…

  15. Colleague to Colleague: Deepening Instructional Practice

    Science.gov (United States)

    Gullen, Kristine; Chaffee, Martin

    2012-01-01

    Collaborative dialogue about instructional practices is essential to the growth of the education profession. To determine what effective instruction is and how to improve their own instructional practice, educators must clarify and publicly state their beliefs about instruction, teaching, and leadership. This is messy and complex work, and to…

  16. Professional Development: Identifying Effective Instructional Coaching Activities

    Science.gov (United States)

    Mannino, Gina

    2014-01-01

    The purpose of this study was to identify the instructional coaching activities most used by instructional coaches in southeast Texas school districts and to test if there was a relationship between the use of instructional coaching and perceived improvement in the instructional practices of teachers and student achievement. The participants for…

  17. Instructional Coaching: Leadership Styles and Practices

    Science.gov (United States)

    Pruett, Maurisa M.

    2013-01-01

    Principals are traditionally the instructional leaders of a school. However, instructional coaching moves the emphasis from principals to instructional coaches by charging instructional coaches with improving the effectiveness of teachers who are critical to ensuring the successful education of a student. This research analyzed the leadership…

  18. Key Instructional Design Elements for Distance Education.

    Science.gov (United States)

    Zheng, Lihua; Smaldino, Sharon

    2003-01-01

    Suggests that distance education instructors need to understand and apply important instructional design elements in order to successfully fulfill their role as instructional designers. Reviews the most recent literature pertaining to designing instruction in distance education. Identifies some key instructional design elements for teaching at a…

  19. Instructional video for teaching venepuncture.

    Science.gov (United States)

    Pan, Michael; Harcharik, Sara; Moskalenko, Marina; Luber, Adam; Bernardo, Sebastian; Levitt, Jacob

    2014-10-01

    Safe venepuncture technique is a critical skill for health care professionals, to avoid accidental occupational injury. This study investigates whether watching an instructional video improves medical students' ability to perform venepuncture safely. This was a randomised, controlled, assessor-blinded trial that evaluated the utility of an instructional video, with the primary outcome of the ability to perform venepuncture safely. Forty-two second-year medical students were recruited and randomised to receive either video instruction (group A, n = 20) or no intervention (group B, n = 22). Prior to the study, all students attended an instructor-led workshop on venepuncture. During the study, students were paired and instructed to perform venepuncture on a partner. Performance was assessed using a points-based checklist. Pre- and post-study surveys were conducted to assess confidence with technique. The mean total checklist score was higher in group A than in group B, with values of 14.15 and 9.18, respectively (p instructional video performed venepuncture more effectively and reported greater confidence with the technique. Medical students can benefit from having access to an instructional video on venepuncture as an adjunct to the standard curriculum. Safe venepuncture technique is a critical skill for health care professionals. © 2014 John Wiley & Sons Ltd.

  20. A Peer-Instruction-Based Physics Lecture at High School in Japan

    Science.gov (United States)

    Nishimura, Ruita; Nitta, Hideo

    We have implemented Peer Instruction to a physics course for high school students in Japan. For facilitating students' learning "Preparation" as the advanced organizer and "Reflection" as metacognition have been introduced. The effect of Reflection is measured by the number of words (Japanese letters) written by students and by the "depth" of students' thinking determined by a certain criteria. It is found that Peer Instruction promotes students to write more words on the Reflection sheets.

  1. Test procedures and instructions for Hanford tank waste supernatant cesium removal

    Energy Technology Data Exchange (ETDEWEB)

    Hendrickson, D.W., Westinghouse Hanford

    1996-05-31

    This document provides specific test procedures and instructions to implement the test plan for the preparation and conduct of a cesium removal test using Hanford Double-Shell Slurry Feed supernatant liquor from tank 251-AW-101 in a bench-scale column.Cesium sorbents to be tested include resorcinol-formaldehyde resin and crystalline silicotitanate. The test plan for which this provides instructions is WHC-SD-RE-TP-022, Hanford Tank Waste Supernatant Cesium Removal Test Plan.

  2. Test procedures and instructions for Hanford complexant concentrate supernatant cesium removal using CST

    Energy Technology Data Exchange (ETDEWEB)

    Hendrickson, D.W.

    1997-01-08

    This document provides specific test procedures and instructions to implement the test plan for the preparation and conduct of a cesium removal test, using Hanford Complexant Concentrate supernatant liquor from tank 241-AN-107, in a bench-scale column. The cesium sorbent to be tested is crystalline silicotitanate. The test plan for which this provides instructions is WHC-SD-RE-TP-023, Hanford Complexant Concentrate Supernatant Cesium Removal Test Plan.

  3. Students' rating as one of the methods for instruction evaluation.

    Science.gov (United States)

    Mares, J

    1990-01-01

    World-wide knowledge in this field is summarized in this study. The information may be useful for university teachers, academical officials and people dealing with measuring quality of higher education. First part of the study is general. Terms of educational effectiveness, instructional effectiveness and pedagogical evaluation are characterized there. Differences between summative and formative evaluations are discussed. Three commonest approaches to the evaluation of higher education quality are analyzed (investigation of university prestige, study of objective indicators, correlation studies). It is emphasized that instructional quality is a relative term, multifaceted, with subjective elements and complexly conditioned. One of possible models for university instruction evaluation is presented and its eight variables are specified. A general strategy of such evaluation is described and attention is drawn to the fact that every assessment is based on a rough or clear concept of the best instruction under given conditions. Basic rules for instruction evaluation are stipulated as well as important principles which should be respected by anyone who wants to choose the most suitable method of university instruction evaluation. Second part of the study is special. The only method--evaluation using rating scales--is focused on. Students are said to be the most frequent evaluators of university instruction quality. Objections to the rating scales and negative experience with their non-professional application are presented. The construction of rating scales is described, i. e. the planning of the content and purpose of the scale, preparation of a blueprint, its practical verification and statistical interpretation. Practical instructions including an appropriate moment of administration, necessary number of raters, statistical analysis of significance of the results obtained are explained here for those who want to use the scale in their routine practice. Information

  4. TRUPACT-II Operating and Maintenance Instructions

    Energy Technology Data Exchange (ETDEWEB)

    Westinghouse Electric Corporation, Waste Isolation Division

    1999-12-31

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

  5. Difluoromethane preparation

    NARCIS (Netherlands)

    Wiersma, A.; Sandt, E.J.A.; Van Bekkum, H.; Makkee, M.; Moulijn, J.A.

    1996-01-01

    Abstract of NL 9401574 (A) The invention relates to a method for preparing difluoromethane, wherein dichlorodifluoromethane or monochlorodifluoromethane is brought into contact with hydrogen in the presence of palladium on activated carbon, wherein the loading of the palladium on the activated c

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

    Directory of Open Access Journals (Sweden)

    Michael Whitacre

    2013-01-01

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

  7. Prefrontal Dynamics Underlying Rapid Instructed Task Learning Reverse with Practice

    Science.gov (United States)

    Cole, Michael W.; Bagic, Anto; Kass, Robert; Schneider, Walter

    2011-01-01

    The ability to rapidly reconfigure our minds to perform novel tasks is important for adapting to an ever-changing world, yet little is understood about its basis in the brain. Furthermore, it is unclear how this kind of task preparation changes with practice. Previous research suggests that prefrontal cortex (PFC) is essential when preparing to perform either novel or practiced tasks. Building upon recent evidence that PFC is organized in an anterior-to-posterior hierarchy, we postulated that novel and practiced task preparation would differentiate hierarchically distinct regions within PFC across time. Specifically, we hypothesized and confirmed using functional magnetic resonance imaging and magnetoencephalography with humans that novel task preparation is a bottom-up process that involves lower-level rule representations in dorsolateral PFC (DLPFC) before a higher-level rule-integrating task representation in anterior PFC (aPFC). In contrast, we identified a complete reversal of this activity pattern during practiced task preparation. Specifically, we found that practiced task preparation is a top-down process that involves a higher-level rule-integrating task representation (recalled from long-term memory) in aPFC before lower-level rule representations in DLPFC. These findings reveal two distinct yet highly inter-related mechanisms for task preparation, one involving task set formation from instructions during rapid instructed task learning and the other involving task set retrieval from long-term memory to facilitate familiar task performance. These two mechanisms demonstrate the exceptional flexibility of human PFC as it rapidly reconfigures cognitive brain networks to implement a wide variety of possible tasks. PMID:20962245

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

    Science.gov (United States)

    Olatunya, Oladele Simeon; Oseni, Saheed Babajide; Oyelami, Oyeku Akibu; Adegbenro, Caleb; Akani, Nwadiuto

    2014-01-01

    School health instruction (SHI) is the instructional aspects of school health programme. It provides information on key health issues to school children who are in their formative years. A cross sectional descriptive study of all the primary schools in a focal Local Government Area in Nigeria was carried out to ascertain the implementation of SHI with regards to the contents, methods of delivery and teachers preparation for health teaching using an evaluation checklist for SHI. There were more female pupils enrolled in the study area compared to their male counterparts with a male to female ratio of 0.9:1.0 and only 3.0% of the teachers had In-service training on health related issues in the previous five years preceding the study. 79.4% of the teachers had the recommended qualification to work in the schools. Teachings on emotional health, communicable diseases and safety education were sparingly given by 1.6%, 4.7% and 56% schools respectively. Only three (4.7%) schools (all private) had health instruction given by designated health education staff. No school gave health instruction at least thrice a week as recommended. Compliance with the implementation of SHI was very poor in the study area.

  9. Discussion on Form Focused Instruction

    Institute of Scientific and Technical Information of China (English)

    冯滢

    2007-01-01

    The pedagogy of language teaching has moved from one extreme-Grammar Translation Method to the other-Communicative Language Teaching.Today Form Focused Instruction(FFI) has emerged,intending to bring language forms instruction back to the communicative language classroom.Despite of the approval of this new approach,there is a hot dispute on its two types of application:Focus on Form or Focus on FormS.This article briefly analyzes FFI in recent research studies with focus on the choice between the two types ...

  10. Best practices in writing instruction

    CERN Document Server

    Fitzgerald, Jill; MacArthur, Charles A

    2014-01-01

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

  11. Techno-Instruction or Primitivism: Blended Instruction in Algebra I

    Science.gov (United States)

    McNeely, Silvia Ann

    2014-01-01

    Integrated technology within a learning environment has become a common instructional expectation in public schools. Many school officials are embracing constructivist views that students learn best within a blended learning environment that promotes active learning by anchoring skills and concepts affiliated to real-world activities. This…

  12. Aligning Business Needs and Instructional Assets (Recycling Instructional Assets)

    Science.gov (United States)

    Gendelman, Joel

    2009-01-01

    High-performing organizations and performance improvement professionals frequently speak about the alignment of their instructional curricula with the needs of the business. However, they often lack a systematic methodology for performing that alignment. This article presents such a method. The process provides the ability to better support…

  13. Extending Library Instruction: Using Blogger to Collaborate, Connect, and Instruct

    Science.gov (United States)

    Goss, Harold, Jr.

    2010-01-01

    The expectations placed on library instruction programs by the Association of College and Research Libraries are high. Many universities also include information literacy competencies as learning objectives to be assessed at the institutional level. With those standards in mind, it is becoming increasingly difficult to adequately educate students…

  14. Evaluating Instructional Effectiveness with the Instructional Improvement Questionnaire.

    Science.gov (United States)

    Pohlmann, John T.

    The Instructional Improvement Questionnaire (IIQ) is a four-part questionnaire designed to collect evaluative feedback from students on their instructors and courses. The class characteristics section collects data from the student on variables such as grade point average, sex, class level, grade expected, time spent studying for the course, etc.…

  15. Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?

    Science.gov (United States)

    Coady, Maria R.; Harper, Candace; de Jong, Ester J.

    2016-01-01

    Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary-grade students with diverse learning needs, including second or English language learners (ELLs). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do…

  16. How Prepared is Prepared Enough?

    Science.gov (United States)

    Porter-Levy; Macleod; Rickert

    1996-10-01

    A 17-year-old female was in the final stage in treatment of right unilateral cleft lip and palate. She had undergone a number of previous surgeries. Hearing and speech were good on evaluation, and her social and family situation were deemed excellent. After preparatory orthodontics she underwent a Lefort I maxillary advancement. Surgery was successful and she was admitted into postoperative recovery. However, the lack of adequate preoperative preparation caused traumatic reaction from the patient and her parents: anxiety over appearance, crying, refusal of oral fluids and oral care, refusal of analgesia, and refusal to mobilize. The patience and persistence of hospital staff slowly overcame all adversities and the patient moved on to full and successful recovery, but this case prompted changes in preoperative procedures and involvement of patients and their families in postoperative meal selection, planing, and preparation.

  17. Assessment of pathology instruction in U.S. Dental hygiene educational programs.

    Science.gov (United States)

    Jacobs, Barbara B; Lazar, Ann A; Rowe, Dorothy J

    2015-04-01

    To assess the instruction of pathology content in entry-level and advanced practitioner dental hygiene educational programs and the program directors' perceptions whether their graduates are adequately prepared to meet the increasingly complex medical and oral health needs of the public. A 28-question survey of instructional content and perceptions was developed and distributed using Qualtrics® software to the 340 directors of entry-level and advanced practitioner dental hygiene programs in the US. Respondents rated their level of agreement to a series of statements regarding their perceptions of graduates' preparation to perform particular dental hygiene services associated with pathology. Descriptive statistics for all 28 categorical survey questions were calculated and presented as the frequency (percentage). Of the 340 directors surveyed, 130 (38%) responded. Most entry-level respondents (53%) agreed or strongly agreed (29%) that their graduates were adequately prepared to meet the complex medical and oral health needs of the public, while all respondents of advanced practitioner programs strongly agreed. More respondents strongly agreed to statements related to clinical instruction than to didactic courses. While 64% of respondents agreed that their graduates were prepared to practice unsupervised, if it were legally allowed, 21% were ambivalent. The extent of pathology instruction in entry-level programs varied, but most used traditional formats of instruction, educational resources and assessments of educational outcomes. Advanced practitioner programs emphasized histological and clinical examination of oral lesions and patient case studies. Strengthening pathology instruction would ensure that future generations of dental hygienists would be adequately prepared to treat medically compromised patients. Copyright © 2015 The American Dental Hygienists’ Association.

  18. Understanding Medical Words Tutorial: Download Instructions

    Science.gov (United States)

    ... https://medlineplus.gov/medwords/medicalwordsdownload.html Understanding Medical Words Tutorial: Download Instructions To use the sharing features ... no Internet connection is available. Download: Understanding Medical Words [16MB zip file] Download instructions : Click on the ...

  19. Types of verbal interaction with instructable robots

    Science.gov (United States)

    Crangle, C.; Suppes, P.; Michalowski, S.

    1987-01-01

    An instructable robot is one that accepts instruction in some natural language such as English and uses that instruction to extend its basic repertoire of actions. Such robots are quite different in conception from autonomously intelligent robots, which provide the impetus for much of the research on inference and planning in artificial intelligence. Examined here are the significant problem areas in the design of robots that learn from vebal instruction. Examples are drawn primarily from our earlier work on instructable robots and recent work on the Robotic Aid for the physically disabled. Natural-language understanding by machines is discussed as well as in the possibilities and limits of verbal instruction. The core problem of verbal instruction, namely, how to achieve specific concrete action in the robot in response to commands that express general intentions, is considered, as are two major challenges to instructability: achieving appropriate real-time behavior in the robot, and extending the robot's language capabilities.

  20. Gagne's Learning Theory Applied to Technical Instruction

    Science.gov (United States)

    Lawson, Tom E.

    1974-01-01

    An overview of Robert M. Gagne's theoretical position of learning and instruction is presented with a discussion of possible applications and usefulness of the theory toward the development of technical instruction. (Author/AG)

  1. Learning Theory, Educational Media and Individualized Instruction

    Science.gov (United States)

    Gagne, Robert M.

    1970-01-01

    An examination of learning theory and its applicability to the design of effective individualized instruction. The article also discusses the need to consider learning objectives when choosing media to perform instructional functions. (AA)

  2. Computer Animation in an Instructional Environment.

    Science.gov (United States)

    Large, Andrew

    1996-01-01

    Reviews the effectiveness of animation in enhancing textual information for instructional purposes and identifies factors that determine effectiveness. Outlines methodological problems in the research and summarizes design criteria for multimedia instructional products. Contains 78 references. (PEN)

  3. Instruction Scheduling Across Control Flow

    Directory of Open Access Journals (Sweden)

    Martin Charles Golumbic

    1993-01-01

    Full Text Available Instruction scheduling algorithms are used in compilers to reduce run-time delays for the compiled code by the reordering or transformation of program statements, usually at the intermediate language or assembly code level. Considerable research has been carried out on scheduling code within the scope of basic blocks, i.e., straight line sections of code, and very effective basic block schedulers are now included in most modern compilers and especially for pipeline processors. In previous work Golumbic and Rainis: IBM J. Res. Dev., Vol. 34, pp.93–97, 1990, we presented code replication techniques for scheduling beyond the scope of basic blocks that provide reasonable improvements of running time of the compiled code, but which still leaves room for further improvement. In this article we present a new method for scheduling beyond basic blocks called SHACOOF. This new technique takes advantage of a conventional, high quality basic block scheduler by first suppressing selected subsequences of instructions and then scheduling the modified sequence of instructions using the basic block scheduler. A candidate subsequence for suppression can be found by identifying a region of a program control flow graph, called an S-region, which has a unique entry and a unique exit and meets predetermined criteria. This enables scheduling of a sequence of instructions beyond basic block boundaries, with only minimal changes to an existing compiler, by identifying beneficial opportunities to cover delays that would otherwise have been beyond its scope.

  4. Psychology of Learning for Instruction.

    Science.gov (United States)

    Driscoll, Marcy P.

    This cognitively-oriented book focuses on learning and instruction. Specific applications and implications of learning theories are discussed and examples are drawn from educational situations and educational problems. Theoretical concepts are illustrated in concrete terms and a wide variety of examples are provided. The text embodies a theme of…

  5. Aesthetic Principles for Instructional Design

    Science.gov (United States)

    Parrish, Patrick E.

    2009-01-01

    This article offers principles that contribute to developing the aesthetics of instructional design. Rather than describing merely the surface qualities of things and events, the concept of aesthetics as applied here pertains to heightened, integral experience. Aesthetic experiences are those that are immersive, infused with meaning, and felt as…

  6. Safety instruction 51 (IS51)

    CERN Multimedia

    SC Secretariat

    2005-01-01

    Please note that Safety Instruction No. 51 (IS51) entitled 'Operational and Information Procedures in Response to Accidents' is available on the web at the following url: https://edms.cern.ch/document/502036/LAST_RELEASED Paper copies can also be obtained from the SC unit secretariat, e-mail : sc.secretariat@cern.ch SC Secretariat

  7. Health Instruction Packages: Cardiac Anatomy.

    Science.gov (United States)

    Phillips, Gwen; And Others

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

  8. Instruction Sequences for Computer Science

    NARCIS (Netherlands)

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

    2012-01-01

    This book demonstrates that the concept of an instruction sequence offers a novel and useful viewpoint on issues relating to diverse subjects in computer science. Selected issues relating to well-known subjects from the theory of computation and the area of computer architecture are rigorously

  9. Classic writings on instructional technology

    NARCIS (Netherlands)

    Ely, D.P.; Ely, Donald P.; Plomp, T.

    1996-01-01

    This paper describes the selection process of 17 articles for inclusion in the book, "Classic Writings on Instructional Technology." The book brings together original "classic" educational technology articles into one volume to document the history of the field through its literature. It is also an

  10. Learning Strategy Instruction Innovation Configuration

    Science.gov (United States)

    Schumaker, Jean B.

    2011-01-01

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

  11. The Role of Formal Instruction

    Institute of Scientific and Technical Information of China (English)

    Sun Yu

    2011-01-01

    This paper looks at second language acquisition in a classroom setting. It considers whether formal instruction makes a difference to SLA. This is an important issue, because it address the question of the role played by environmental factors in SLA. It is also an important educational issue, as language pedagogy has traditionally operated on the assumption that grammar can be taught.

  12. Health Instruction Packages: Cardiac Anatomy.

    Science.gov (United States)

    Phillips, Gwen; And Others

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

  13. Dedicated online virtual reference instruction.

    Science.gov (United States)

    Guillot, Ladonna; Stahr, Beth; Plaisance, Louise

    2005-01-01

    To facilitate nursing students' information literacy skills and enhance traditional library user services, academic librarians have developed synchronous (real-time) online virtual reference instruction in nursing research classes. The authors discuss collaborative efforts of nursing and library faculty in planning, implementing, and evaluating a discipline-specific virtual reference pilot program.

  14. Women Administrators as Instructional Leaders

    Science.gov (United States)

    Horner, Beth A.

    2013-01-01

    Women are under-represented in educational research and are much less likely to hold administrative positions than are men. This study, using the Liberal Feminist Theory and Structural Barrier Theory, proffers possible explanations for this phenomenon. Four women leaders were interviewed to gain insight into their instructional leadership…

  15. Attrition Cost Model Instruction Manual

    Science.gov (United States)

    Yanagiura, Takeshi

    2012-01-01

    This instruction manual explains in detail how to use the Attrition Cost Model program, which estimates the cost of student attrition for a state's higher education system. Programmed with SAS, this model allows users to instantly calculate the cost of attrition and the cumulative attrition rate that is based on the most recent retention and…

  16. The Basics of Blended Instruction

    Science.gov (United States)

    Tucker, Catlin R.

    2013-01-01

    Even though many of teachers do not have technology-rich classrooms, the rapidly evolving education landscape increasingly requires them to incorporate technology to customize student learning. Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning…

  17. Market Segmentation: An Instructional Module.

    Science.gov (United States)

    Wright, Peter H.

    A concept-based introduction to market segmentation is provided in this instructional module for undergraduate and graduate transportation-related courses. The material can be used in many disciplines including engineering, business, marketing, and technology. The concept of market segmentation is primarily a transportation planning technique by…

  18. Assistant for instructional development (AID)

    NARCIS (Netherlands)

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

    2007-01-01

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

  19. Instructional Computing: Ten Case Studies.

    Science.gov (United States)

    Hargan, Carol; Hunter, Beverly

    These case studies are written for educational institutions that wish to plan, extend, or improve their use of computers for learning and teaching. Each case study includes a brief description of each of the following: profile of the institution, history of the development of instructional computing, organization and management, student access to…

  20. Cement Mason's Curriculum. Instructional Units.

    Science.gov (United States)

    Hendirx, Laborn J.; Patton, Bob

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

  1. Women Administrators as Instructional Leaders

    Science.gov (United States)

    Horner, Beth A.

    2013-01-01

    Women are under-represented in educational research and are much less likely to hold administrative positions than are men. This study, using the Liberal Feminist Theory and Structural Barrier Theory, proffers possible explanations for this phenomenon. Four women leaders were interviewed to gain insight into their instructional leadership…

  2. Equal Opportunity Through Instructional Design.

    Science.gov (United States)

    Arrighi, Margarite A.

    1985-01-01

    The assumption is that sex-integrated classes are inherently equal by the very fact that boys and girls are in the same class. In fact, educational inequity has increased primarily because of instructional design which perpetuates differences among individuals. Good teaching must accommodate individual differences. (MT)

  3. Instructive selection and immunological theory.

    Science.gov (United States)

    Lederberg, Joshua

    2002-07-01

    The turning point of modern immunological theory was the advent of the clonal selection theory (Burnet, Talmage - 1957). A useful heuristic in the classification of theoretical models was the contrast of 'instructive' with 'selective' models of the acquisition of information by biological systems. The neo-Darwinian synthesis of the 1940s had consolidated biologists' model of evolution based on prior random variation and natural selection, viz. differential fecundity. While evolution in the large was by then pretty well settled, controversy remained about examples of cellular adaptation to chemical challenges, like induced drug-resistance, enzyme formation and the antibody response. While instructive theories have been on the decline, some clear cut examples can be found of molecular imprinting in the abiotic world, leading, e.g. to the production of specific sorbents. Template-driven assembly, as in DNA synthesis, has remained a paradigm of instructive specification. Nevertheless, the classification may break down with more microscopic scrutiny of the processes of molecular fit of substrates with enzymes, of monomers to an elongating polymer chain, as the reactants often traverse a state space from with activated components are appropriately selected. The same process may be 'instructive' from a holistic, 'selective' from an atomic perspective.

  4. Three Logics of Instructional Leadership

    Science.gov (United States)

    Rigby, Jessica G.

    2014-01-01

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

  5. Instructional Coaching and Emotional Intelligence

    Science.gov (United States)

    Avant, Rue Celia

    2012-01-01

    School site-based instructional coaching is a form of job-embedded professional development for teachers and an element of school reform. Coaches are hired based upon their pedagogical knowledge, content expertise, prior teaching experience, and "people skills." They are adept at handling a variety of social interactions at school sites,…

  6. Embedded Instructional Coaching: What Works

    Science.gov (United States)

    Habegger, Shelly; Hodanbosi, Philip

    2011-01-01

    How are administrators leveraging the expertise and passion in their buildings? How do they inspire enthusiasm in their teachers and improve student achievement? How do they act as an agent for change? Those are the tasks the authors are given as instructional coaches. In the beginning, they were unsure how to tackle those tasks--or even if it was…

  7. Coaching Conversations: Enacting Instructional Scaffolding

    Science.gov (United States)

    Gibson, Sharan A.

    2011-01-01

    This study analyzed coaching conversations and interviews of four coach/teacher partnerships for specific ways in which kindergarten and first-grade teachers, and coaches, conceptualized instructional scaffolding for guided reading. Interview transcripts were coded for coaches' and teachers' specific hypotheses/ ideas regarding instructional…

  8. Alternative Approaches to Classroom Instruction.

    Science.gov (United States)

    Nunan, David

    1992-01-01

    Reexamines the notion of "teaching." Drawing on data from a range of classrooms, as well as from recently published teaching texts, particular attention is focused on the question: "What do we mean by teaching/instruction?" (eight references) (Author/JL)

  9. Alternative Approaches to Classroom Instruction.

    Science.gov (United States)

    Nunan, David

    1992-01-01

    Reexamines the notion of "teaching." Drawing on data from a range of classrooms, as well as from recently published teaching texts, particular attention is focused on the question: "What do we mean by teaching/instruction?" (eight references) (Author/JL)

  10. Instructional Leadership for Quality Learning

    Directory of Open Access Journals (Sweden)

    Dan Dumitrascu

    2008-12-01

    Full Text Available According to this study, through leadership training, school principals learn about highqualityinstruction and about actions that they can take to motivate and support their teachers. Principalsthen organize professional learning for their teachers and otherwise help teachers improve their classroompractices. With improved instruction, the theory maintains, student achievement will also improve.Thestudy objective of learning for district and school administrators is guided by a theory of action that isdepicted in Figure 1. As the figure suggests, principals play a key role in the instructional improvementprocess by setting in motion a sequence of school-level behavior changes that make for improved teachingand learning. We want to definitive the method that can be used to improve learning and we named thisprogram - Principles of Learning - this Principles are about concrete actions that professor can take to motivateand support their teachers. Principals are expected to organize professional learning for their teachersas well as to monitor teachers’' classroom practices and help them incorporate new behaviors that are inaccordance with the Principles of Learning into their instructional repertory. With improved instruction,the theory holds, student achievement will improve.

  11. Archery: Success through Classroom Instruction.

    Science.gov (United States)

    Hensley, Ralph W.

    1982-01-01

    For maximum early success in mastering the sport of archery, the first few days of instruction should be taken in the classroom. Two positions, the grip and the anchor, which can be taught and rehearsed in the classroom, are described. (JN)

  12. Instruction: A Basis beyond Performance?

    Science.gov (United States)

    Gagne, Robert M.

    1979-01-01

    Reviews and discusses the potential accomplishments and limitations of a performance-based method of deriving instructional content, taking into account five broad classes of learning outcomes--intellectual skills, information, cognitive strategies, attitudes, and motor skills--which are viewed as what is learned in any or all of the subjects of a…

  13. Instructional Technology: The Research Field.

    Science.gov (United States)

    Gagne, Robert M.

    1986-01-01

    Reflects upon opportunities for research in instructional technology provided by present state of media hardware technology and educational requirements. Prospects for research in incidental learning, including learning from television, are discussed, as well as traditional learning research on intentional learning, including possibilities for…

  14. Classic writings on instructional technology

    NARCIS (Netherlands)

    Ely, Donald P.; Plomp, Tjeerd

    1996-01-01

    This paper describes the selection process of 17 articles for inclusion in the book, "Classic Writings on Instructional Technology." The book brings together original "classic" educational technology articles into one volume to document the history of the field through its literature. It is also an

  15. Putting Pow into Art Instruction

    Science.gov (United States)

    Berkowitz, Jay; Packer, Todd

    2004-01-01

    How would you like to put some "Pow!" into your art instruction? A lesson in comic books--history, design, story, and production--can make your classes come alive. The authors present a new approach to using comics to build artistic skills and involve students in art appreciation. Why Comics? Many art teachers have students who say, "I hate art!"…

  16. Interior Design: Teacher's Instructional Guide.

    Science.gov (United States)

    Hays, Tricia

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

  17. Emerging Issues in Handwriting Instruction.

    Science.gov (United States)

    Spillman, Carolyn V.; And Others

    Noting the general lack of research on handwriting instruction, a study examined hand and eye dominance, hand positions, and handwriting production of children. Subjects were 310 children from grades one through five in classrooms of regular children, mainstreamed team teaching classrooms, and self-contained gifted classes in a large elementary…

  18. New Approaches to String Instruction.

    Science.gov (United States)

    Teaching Music, 1994

    1994-01-01

    Maintains that use of the Suzuki, Orff, and Dalcroze methods have assisted string teachers in helping music students achieve mastery from the beginning of instruction. Describes how these methods are used by five music teachers. Includes addresses of organizations that provide information about these music teaching methods. CFR)

  19. Interior Design: Teacher's Instructional Guide.

    Science.gov (United States)

    Hays, Tricia

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

  20. Health Instruction Packages: Dental Personnel.

    Science.gov (United States)

    Hayes, Gary E.; And Others

    Text, illustrations, and exercises are utilized in this set of four learning modules designed to instruct non-professional dental personnel in selected job-related skills. The first module, by Gary E. Hayes, describes how to locate the hinge axis point of the jaw, place and secure a bitefork, and perform a facebow transfer. The second module,…

  1. Gestalt Theory and Instructional Design.

    Science.gov (United States)

    Moore, Patrick; Fitz, Chad

    1993-01-01

    Offers a brief overview of Gestalt theory. Shows how six Gestalt principles (proximity, closure, symmetry, figure-ground segregation, good continuation, and similarity) can be applied to improve a reader's comprehension of a badly designed instruction module that uses several graphics. (SR)

  2. Criterion Reading Instructional Project (CRIP).

    Science.gov (United States)

    Linden Board of Education, NJ.

    This booklet describes the Linden Title I Program between the years 1971-1974, with a focus on the Criterion Reading Instructional Project (CRIP). The program (in Linden, New Jersey) evolved from a supplemental reading and mathematics program to a structured developmental program of language arts designed to meet the needs of primary grade…

  3. Instruction of Competent Psychomotor Skill

    Science.gov (United States)

    Olson, Valerie Dong

    2008-01-01

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

  4. Instructional Experiences That Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus

    Science.gov (United States)

    Wade, Carol H.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra

    2017-01-01

    Using data from the first National study on high school preparation for college calculus success, the Factors Influencing College Success in Mathematics (FICSMath) project, this article connects student high school instructional experiences to college calculus performance. The findings reported here reveal that students were better prepared for…

  5. Investigating Peer Review as an Intentional Learning Strategy to Foster Collaborative Knowledge-Building in Students of Instructional Design

    Science.gov (United States)

    Brill, Jennifer M.; Hodges, Charles B.

    2011-01-01

    Peer review has been advocated for as an intentional strategy to support the knowledge and skill attainment of adult learners preparing for professional practice, including those students preparing for instructional design and technology practice. The purposes of this article are to discuss the practical application of peer review as an…

  6. Preparing High School Students for the Interdisciplinary Nature of Modern Biology

    OpenAIRE

    Nagle, Barbara

    2013-01-01

    Preparing students for the interdisciplinary nature of modern biology will require changes in curriculum, instruction, assessments, and teacher professional development in order to support teaching for conceptual understanding and for making cross-disciplinary connections.

  7. Effective instruction for English learners.

    Science.gov (United States)

    Calderón, Margarita; Slavin, Robert; Sánchez, Marta

    2011-01-01

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

  8. AutoCAD 2014 review for certification official certification preparation

    CERN Document Server

    ASCENT center for technical knowledge

    2014-01-01

    The AutoCAD® 2014 Review for Certification book is intended for users of AutoCAD® preparing to complete the AutoCAD 2014 Certified Professional exam. This book contains a collection of relevant instructional topics, practice exercises, and review questions from the Autodesk Official Training Guides (AOTG) from ASCENT - Center for Technical Knowledge pertaining specifically to the Certified Professional exam topics and objectives. This book is intended for experienced users of AutoCAD in preparation for certification. New users of AutoCAD should refer to the AOTG training guides from ASCENT, such as AutoCAD/AutoCAD LT 2014 Fundamentals, for more comprehensive instruction.

  9. Improving the Quality of Colonoscopy Bowel Preparation Using an Educational Video

    Directory of Open Access Journals (Sweden)

    Sateesh R Prakash

    2013-01-01

    Full Text Available Colonoscopy is the preferred modality for colon cancer screening. A successful colonoscopy requires proper bowel preparation. Adequate bowel preparation continues to remain a limiting factor. One hundred thirty-three patients scheduled for an outpatient colonoscopy were prospectively randomized in a single-blinded manner to video or nonvideo group. In addition to written bowel preparation instructions, patients in the video group viewed a brief instructional video. Quality of colon preparation was measured using the Ottawa Bowel Preparation Quality scale, while patient satisfaction with preparation was evaluated using a questionnaire. Statistical analyses were used to evaluate the impact of the instructional colonoscopy video. There were significant differences in the quality of colonoscopy preparation between the video and the nonvideo groups. Participants who watched the video had better preparation scores in the right colon (P = 0.0029, mid-colon (P = 0.0027, rectosigmoid (P = 0.0008, fluid content (P = 0.03 and aggregate score (median score 4 versus 5; P = 0.0002. There was no difference between the two groups with regard to patient satisfaction. Income, education level, sex, age and family history of colon cancer had no impact on quality of colonoscopy preparation or patient satisfaction. The addition of an instructional bowel preparation video significantly improved the quality of colon preparation.

  10. Improving the quality of colonoscopy bowel preparation using an educational video.

    Science.gov (United States)

    Prakash, Sateesh Reddy; Verma, Siddharth; McGowan, John; Smith, Betsy E; Shroff, Anjali; Gibson, Gregory H; Cheng, Michael; Lowe Ii, Douglas; Gopal, Kavitha; Mohanty, Smruti R

    2013-12-01

    Colonoscopy is the preferred modality for colon cancer screening. A successful colonoscopy requires proper bowel preparation. Adequate bowel preparation continues to remain a limiting factor. One hundred thirty-three patients scheduled for an outpatient colonoscopy were prospectively randomized in a single-blinded manner to video or nonvideo group. In addition to written bowel preparation instructions, patients in the video group viewed a brief instructional video. Quality of colon preparation was measured using the Ottawa Bowel Preparation Quality scale, while patient satisfaction with preparation was evaluated using a questionnaire. Statistical analyses were used to evaluate the impact of the instructional colonoscopy video. There were significant differences in the quality of colonoscopy preparation between the video and the nonvideo groups. Participants who watched the video had better preparation scores in the right colon (P=0.0029), mid-colon (P=0.0027), rectosigmoid (P=0.0008), fluid content (P=0.03) and aggregate score (median score 4 versus 5; P=0.0002). There was no difference between the two groups with regard to patient satisfaction. Income, education level, sex, age and family history of colon cancer had no impact on quality of colonoscopy preparation or patient satisfaction. The addition of an instructional bowel preparation video significantly improved the quality of colon preparation.

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

    Science.gov (United States)

    Vann, Linda S.

    2017-01-01

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

  12. A Comparison of Traditional Classroom Instruction and Anchored Instruction with University General Education Students.

    Science.gov (United States)

    Langone, John; Malone, D. Michael; Stecker, Pamela M.; Greene, Eric

    1998-01-01

    Effects of a traditional instructional format and technology-enhanced anchored instruction on the immediate and long-term acquisition of knowledge was evaluated with 100 university students in a special-education course. The CD-ROM-based anchored-instruction group outperformed the traditional instruction group on the multiple-choice follow-up test…

  13. A History of Instructional Design and Technology: Part I: A History of Instructional Media.

    Science.gov (United States)

    Reiser, Robert A.

    2001-01-01

    Discusses the history of the field of instructional design and technology in the United States. Includes a definition, major features, rational for using instructional design and technology as the label for the field, history of instructional media from 1900 to the present, effects media have had on instructional practices, and the effect…

  14. The Roles of Teacher Efficacy in Instructional Innovation: Its Predictive Relations to Constructivist and Didactic Instruction

    Science.gov (United States)

    Nie, Youyan; Tan, Gim Hoon; Liau, Albert Kienfie; Lau, Shun; Chua, Bee Leng

    2013-01-01

    Constructivist instruction has been implemented in the current instructional innovation in Singapore. Large scale survey study was conducted to examine the roles of teacher efficacy in implementing the innovative constructivist instruction. The results showed that the positive correlation between teacher efficacy and constructivist instruction was…

  15. Review--Processing Instruction and Discourse

    Institute of Scientific and Technical Information of China (English)

    Liu Chang

    2014-01-01

    This book, written by the research experts in the field of processing instruction Alessandro G.Benati and James F.Lee, informs readers of the newest development in processing instruction research and suggests the directions for the future research on processing instruction at the discourse level.

  16. Review——Processing Instruction and Discourse

    Institute of Scientific and Technical Information of China (English)

    Liu; Chang

    2014-01-01

    This book,written by the research experts in the field of processing instruction Alessandro G.Benati and James F.Lee,informs readers of the newest development in processing instruction research and suggests the directions for the future research on processing instruction at the discourse level.

  17. Students and Instructors Opinions about Piano Instruction

    Science.gov (United States)

    Kilic, Deniz Beste Çevik

    2016-01-01

    This study examined the opinions of the students and piano instructors in the Turkish Education Faculties' Fine Arts Instruction Departments' music instruction programs about piano instruction. The study data were collected using a questionnaire administered to the piano instructors and the students who took lessons from them. The study results…

  18. Looking Mother Tongue Instruction through Different Perspectives

    Science.gov (United States)

    Regmi, Kapil Dev

    2008-01-01

    Mother Tongue Instruction has been a debatable issue since long. There may be two options in the medium of instruction: either to teach especially primary and preprimary schoolchildren in their own mother tongue or continue using second or foreign language as the medium of instruction. Both of the approaches bear some pros and cons. This article…

  19. 16 CFR 1204.5 - Manufacturer's instructions.

    Science.gov (United States)

    2010-01-01

    ... 16 Commercial Practices 2 2010-01-01 2010-01-01 false Manufacturer's instructions. 1204.5 Section... Manufacturer's instructions. (a) For all antennas covered under this part 1204, the following statement shall be included in the manufacturer's instructions, in addition to the material required by 16 CFR...

  20. Distributed Instructional Leadership in High Schools

    Science.gov (United States)

    Halverson, Richard; Clifford, Matthew

    2013-01-01

    This article explores the idea of distributed instructional leadership as a way to understand instructional leadership practice in comprehensive high schools. Our argument is that distributed leadership analyses allow researchers to uncover and explain how instructional improvement in high schools occurs through the efforts of multiple individuals…

  1. Direct Reading Instruction and the NYS ELA

    Science.gov (United States)

    Jones-Carey, Margaret H.

    2013-01-01

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

  2. Building Conceptual Understanding through Vocabulary Instruction

    Science.gov (United States)

    Rupley, William H.; Nichols, William Dee; Mraz, Maryann; Blair, Timothy R.

    2012-01-01

    Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. This article presents several instructional procedures using research-based vocabulary strategies and explains how to design and adapt those strategies in order to reach desired learning outcomes. Emphasis is placed on research-based principles that…

  3. Audi-Tutorial Instruction in Basic Business

    Science.gov (United States)

    Brown, Richard D.

    1974-01-01

    Results of a study in which audio-tutorial instruction was compared to illustrated lecture instruction are reported. No great differences in achievement levels in the two strategies of instruction were found. The development of such an alternative teaching strategy forces better teacher organization, leading to improvement of the illustrated…

  4. New Electronic Technologies for Facilitating Differentiated Instruction

    Science.gov (United States)

    Scalise, Kathleen

    2009-01-01

    With electronic technologies, differentiated instruction has the same meaning as in traditional instruction, but different tools are available for teachers to help students learn. Electronic technologies for differentiated instruction can add powerful new types of media inclusion, levels of interactivity, and response actions. This rapidly…

  5. 33 CFR 157.49 - Instruction manual.

    Science.gov (United States)

    2010-07-01

    ... 33 Navigation and Navigable Waters 2 2010-07-01 2010-07-01 false Instruction manual. 157.49... Vessel Operation § 157.49 Instruction manual. The master of a tank vessel shall ensure that the instruction manual under § 157.23 is available and used when the cargo or ballast systems are operated....

  6. Audi-Tutorial Instruction in Basic Business

    Science.gov (United States)

    Brown, Richard D.

    1974-01-01

    Results of a study in which audio-tutorial instruction was compared to illustrated lecture instruction are reported. No great differences in achievement levels in the two strategies of instruction were found. The development of such an alternative teaching strategy forces better teacher organization, leading to improvement of the illustrated…

  7. On the Practice Architectures of Instructional Leadership

    Science.gov (United States)

    Salo, Petri; Nylund, Jan; Stjernstrøm, Else

    2015-01-01

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

  8. A Reflexive Model for Teaching Instructional Design.

    Science.gov (United States)

    Shambaugh, Neal; Magliaro, Susan

    2001-01-01

    Documents a five-year study of two instructors who collaborated on formally studying their teaching of a master's level instructional design course. Outlines their views on learning, teaching, and instructional design (ID), describes the ID course, and explains the reflexive instructional model used, in which the teachers examined their teaching…

  9. Effective Instruction: A Mathematics Coach's Perspective

    Science.gov (United States)

    Nebesniak, Amy L.

    2012-01-01

    Effective instruction is multifaceted, dependent largely on the context and, consequently, on numerous variables. Although "effective instruction" is difficult to define, in the author's experience--and as the work of mathematics education specialists and researchers indicates--three key features of quality instruction stand out: (1) Teaching…

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

    Science.gov (United States)

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

    2016-01-01

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

  11. Evaluation of a Theory of Instructional Sequences for Physics Instruction

    Science.gov (United States)

    Wackermann, Rainer; Trendel, Georg; Fischer, Hans E.

    2010-05-01

    The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem-solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory-oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre-treatment-post design with non-equivalent control group. Findings of repeated-measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.

  12. Preparing manuscript: Scientific writing for publication

    Science.gov (United States)

    Bajwa, Sukhminder Jit Singh; Sawhney, Chhavi

    2016-01-01

    Publication has become a burning issue among Indian medical fraternity owing to certain academic and professional necessities. The large number of submissions to the anaesthesia journals has resulted in accumulation of too much below average scientific material. A properly written manuscript is the dream of every editor and reviewer. The art of preparing a manuscript can be acquired only by following certain basic rules and technical aspects, besides knowledge and skills. Before preparing the manuscript, a target journal should be considered. All the instructions to the authors pertaining to that particular journal should be followed meticulously before preparing the manuscript for submission. The basic structure of the manuscript to be followed can be summarised by the acronym IMRaD (introduction, methods, results and discussion). The current review article aims to highlight all those mandatory and desirable features which should be kept in consideration while preparing a scientific manuscript for publication. PMID:27729696

  13. Comparative Effects of Spanish and English Vocabulary Instruction for English Language Learners with Moderate Intellectual Disability

    Science.gov (United States)

    Rivera, Christopher J.; Wood, Charles L.; Spooner, Fred

    2012-01-01

    Schools across the country are inadequately prepared to meet the educational needs of English language learners (ELLs), much less the needs of ELLs who also have an intellectual disability (ID). In this exploratory study, three Mexican American elementary students with moderate ID were given vocabulary word instruction in English and Spanish using…

  14. Moving to Online: Making the Transition from Traditional Instruction and Communication Strategies.

    Science.gov (United States)

    Brewer, Ernest W.; DeJonge, Jacquelyn O.; Stout, Vickie J.

    This book presents a framework and specific techniques to help prepare instructors for teaching online at any level-middle school, high school, college, or the workplace. The book provides general guidelines, conceptual analysis, and practical tips about instructional practice online. Whether used by neophyte or experienced Web users, this book…

  15. A Mixed-Method Study of EFL Teachers' Internet Use in Language Instruction

    Science.gov (United States)

    Chen, Yu-Li

    2008-01-01

    Information and communication technology has affected language instruction in Taiwanese higher education. Varieties of assorted Internet tools are incorporated in educational settings to engage students in learning. To facilitate the improvement of teacher preparation for Internet use, it is important to study the factors influencing teachers in…

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

    Science.gov (United States)

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

    2016-01-01

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

  17. Effectiveness of Multimedia Elements in Computer Supported Instruction: Analysis of Personalization Effects, Students' Performances and Costs

    Science.gov (United States)

    Zaidel, Mark; Luo, XiaoHui

    2010-01-01

    This study investigates the efficiency of multimedia instruction at the college level by comparing the effectiveness of multimedia elements used in the computer supported learning with the cost of their preparation. Among the various technologies that advance learning, instructors and students generally identify interactive multimedia elements as…

  18. Aircrew Training Devices: Utility and Utilization of Advanced Instructional Features (Phase IV--Summary Report).

    Science.gov (United States)

    Polzella, Donald J.; And Others

    Modern aircrew training devices (ATDs) are equipped with sophisticated hardware and software capabilities, known as advanced instructional features (AIFs), that permit a simulator instructor to prepare briefings, manage training, vary task difficulty/fidelity, monitor performance, and provide feedback for flight simulation training missions. The…

  19. Writing Instruction in Elementary Classrooms: Why Teachers Engage or Do Not Engage Students in Writing

    Science.gov (United States)

    Harward, Stan; Peterson, Nancy; Korth, Byran; Wimmer, Jennifer; Wilcox, Brad; Morrison, Timothy G.; Black, Sharon; Simmerman, Sue; Pierce, Linda

    2014-01-01

    This qualitative study explored reasons K-6 teachers did or did not engage students regularly in writing. Interviews with 14 teachers, classified as high, transitional, and low implementers of writing instruction, revealed three themes: hindrances and helps, beliefs concerning practice, and preparation and professional development. Both high and…

  20. Effectiveness of Multimedia Elements in Computer Supported Instruction: Analysis of Personalization Effects, Students' Performances and Costs

    Science.gov (United States)

    Zaidel, Mark; Luo, XiaoHui

    2010-01-01

    This study investigates the efficiency of multimedia instruction at the college level by comparing the effectiveness of multimedia elements used in the computer supported learning with the cost of their preparation. Among the various technologies that advance learning, instructors and students generally identify interactive multimedia elements as…

  1. Minimising human error in malaria rapid diagnosis: clarity of written instructions and health worker performance.

    Science.gov (United States)

    Rennie, Waverly; Phetsouvanh, Rattanaxay; Lupisan, Socorro; Vanisaveth, Viengsay; Hongvanthong, Bouasy; Phompida, Samlane; Alday, Portia; Fulache, Mila; Lumagui, Richard; Jorgensen, Pernille; Bell, David; Harvey, Steven

    2007-01-01

    The usefulness of rapid diagnostic tests (RDT) in malaria case management depends on the accuracy of the diagnoses they provide. Despite their apparent simplicity, previous studies indicate that RDT accuracy is highly user-dependent. As malaria RDTs will frequently be used in remote areas with little supervision or support, minimising mistakes is crucial. This paper describes the development of new instructions (job aids) to improve health worker performance, based on observations of common errors made by remote health workers and villagers in preparing and interpreting RDTs, in the Philippines and Laos. Initial preparation using the instructions provided by the manufacturer was poor, but improved significantly with the job aids (e.g. correct use both of the dipstick and cassette increased in the Philippines by 17%). However, mistakes in preparation remained commonplace, especially for dipstick RDTs, as did mistakes in interpretation of results. A short orientation on correct use and interpretation further improved accuracy, from 70% to 80%. The results indicate that apparently simple diagnostic tests can be poorly performed and interpreted, but provision of clear, simple instructions can reduce these errors. Preparation of appropriate instructions and training as well as monitoring of user behaviour are an essential part of rapid test implementation.

  2. Similarities and Differences in Instructional Tactics Used by Teachers of TMR and PMR Students.

    Science.gov (United States)

    Westling, David L.

    1985-01-01

    Analyses of questionnaires on instructional practices answered by 67 teachers of trainable mentally retarded students and 45 teachers of profoundly mentally retarded students identified similarities and differences in seven categories: personal/professional information, professional preparation, classroom teaching activity, classroom management,…

  3. Documentation and Universal Instructional Design: A Partnership Supporting Diverse Learners in Higher Education

    Science.gov (United States)

    Samuels-Peretz, Debbie; Powers, Jenne

    2014-01-01

    Universal Instructional Design (UID), an approach to curriculum and pedagogy that promotes multiple means of access and expression in the classroom, allows instructors to better prepare diverse learners with twenty-first-century skill sets through nontraditional assignments. However, these nontraditional approaches can be difficult to assess.…

  4. Type of Instructional Delivery and Second Language Teacher Candidate Performance: Online versus Face-to-Face

    Science.gov (United States)

    Kissau, Scott

    2015-01-01

    Research conducted over the past decade has consistently reported no significant differences in learning outcomes for students of fully online or face-to-face (F2F) instruction. Only a small number of these studies, however, have focused on courses in second language (L2) teacher preparation programs. Even fewer studies have compared the impact of…

  5. Immediate and Delayed Effects of Meta-Cognitive Instruction on Regulation of Cognition and Mathematics Achievement

    Science.gov (United States)

    Mevarech, Zemira R.; Amrany, Chagit

    2008-01-01

    The present study addressed two research questions: (a) the extent to which students who were exposed to meta-cognitive instruction are able to implement meta-cognitive processes in a delayed, stressful situation, in our case--being examined on the matriculation exam; and (b) whether students preparing themselves for the matriculation exam in…

  6. Evidence-based instructional strategies: facilitating linguistically diverse nursing student learning.

    Science.gov (United States)

    Fuller, Bonnie

    2013-01-01

    As the diversity of US citizens continues to increase, it is incumbent on the profession of nursing to provide adequate numbers of linguistically diverse nursing graduates to meet healthcare demands. Information in the nursing and educational literature provides evidence for instructional strategies that educators can use to develop teaching practices so they are better prepared to teach linguistically diverse nursing students.

  7. Integration of Multimedia Courseware into ESP Instruction for Technological Purposes in Higher Technical Education

    Science.gov (United States)

    Tsai, Shu-Chiao

    2012-01-01

    This study reports on integrating ESP (English for specific purposes) multimedia courseware for semiconductor technology into instruction of three different language programs in higher education by using it as a silent partner. It focuses primarily on techniques and tools to motivate retention of under-prepared students in an EFL setting. The…

  8. A Guide to Instruction in the Shooting Sports-Rifles; Air Rifles; Shotguns; Pistols; Hunter Safety.

    Science.gov (United States)

    Niemeyer, Roy K.; And Others

    Prepared for instruction in the use of rifles, air guns, shotguns, pistols, and hunter safety, this guide supplements other materials which are available from the National Rifle Association of America, the National Shooting Sports Foundation, the American Association for Health, Physical Education, and Recreation, industry, and other sources. The…

  9. Instruction Strategies Work out by Mathematics Teachers: Evaluating the Affect on Bachelor of Education

    Science.gov (United States)

    Khan, Sumaira; Haider, Syed Zubair; Bukhari, Amjad Ali

    2016-01-01

    The main objective of this research is to study the different instruction strategies implemented by Mathematics teachers and evaluating its affect on Bachelor of Education (B.Ed) level. To complete the study, two samples 34 teachers and 217 students were taken randomly. A five point Likert scale comprising 40 statements was prepared and…

  10. From the Virtual World to the Real World: A Model of Pragmatics Instruction for Study Abroad

    Science.gov (United States)

    Shively, Rachel L.

    2010-01-01

    With its focus on the use of language forms in cultural context, the study of pragmatics can be a valuable component in a program that prepares students to learn both language and culture in study abroad. The goal of the present study is to propose a model for pragmatic instruction in study abroad that fosters both intercultural competence and…

  11. The Effectiveness of Web Assisted English Language Instruction on the Achievement and Attitude of the Students

    Science.gov (United States)

    Uzunboylu, Huseyin

    2005-01-01

    The purpose of this study was to determine the effectiveness of the exercises of English language grammar instruction on the achievement of the students when it is applied on web assisted. The study had been executed in accordance with the experimental study model. The experiment group of the study has used a web site that was prepared and they…

  12. Instructional Strategies to Promote Student Strategic Thinking When Using SolidWorks

    Science.gov (United States)

    Toto, Roxanne; Colledge, Thomas; Frederick, David; Pung, Wik Hung

    2014-01-01

    Reflective of current trends in industry, engineering design professionals are expected to have knowledge of 3D modeling software. Responding to this need, engineering curricula seek to effectively prepare students for the workforce by requiring instruction in the use of 3D parametric solid modeling. Recent literature contains many examples that…

  13. Comparison of Two Instructional Strategies for Teaching the Solution to Verbal Problems. Final Report.

    Science.gov (United States)

    Bassler, Otto C.; And Others

    Two distinct strategies for teaching the solution to verbal problems were compared. Programs of instruction were prepared that reflected the Polya Method (read and understand the problem, plan for a solution, carry out the plan, and check the result) and the Dahmus Method (translate the verbal statements into mathematical symbols prior to solving…

  14. Character and Local Wisdom-Based Instructional Model of Bahasa Indonesia in Vocational High Schools

    Science.gov (United States)

    Anggraini, Purwati; Kusniarti, Tuti

    2017-01-01

    This research aimed at establishing a character and local wisdom-based instructional model of Bahasa Indonesia. The learning model based on local wisdom literature is very important to prepared, because this model can enrich the knowledge and develop the character of students. Meanwhile, the textbook can broaden the student teachers about the…

  15. Comprehensive Russian Instructional Program. O.E.E. Evaluation Report, 1982-1983.

    Science.gov (United States)

    Shore, Rima; Schulman, Robert

    Project CRIP (Comprehensive Russian Instructional Program) in its first year provided career orientation and support services to 460 Russian-speaking students of limited English proficiency at three public and four private high schools in Brooklyn and Queens, New York. The primary project goal was to help students to plan and prepare for future…

  16. The National Instructional Materials Accessibility Standard (NIMAS): Current State Implementation. inForum

    Science.gov (United States)

    Muller, Eve; Burdette, Paula

    2007-01-01

    As part of the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), states are required to comply with the National Instructional Materials Accessibility Standard (NIMAS) beginning July 19, 2006. NIMAS is defined as "the standard established by the Secretary to be used in the preparation of electronic files suitable…

  17. Basic Operational Robotics Instructional System

    Science.gov (United States)

    Todd, Brian Keith; Fischer, James; Falgout, Jane; Schweers, John

    2013-01-01

    The Basic Operational Robotics Instructional System (BORIS) is a six-degree-of-freedom rotational robotic manipulator system simulation used for training of fundamental robotics concepts, with in-line shoulder, offset elbow, and offset wrist. BORIS is used to provide generic robotics training to aerospace professionals including flight crews, flight controllers, and robotics instructors. It uses forward kinematic and inverse kinematic algorithms to simulate joint and end-effector motion, combined with a multibody dynamics model, moving-object contact model, and X-Windows based graphical user interfaces, coordinated in the Trick Simulation modeling environment. The motivation for development of BORIS was the need for a generic system for basic robotics training. Before BORIS, introductory robotics training was done with either the SRMS (Shuttle Remote Manipulator System) or SSRMS (Space Station Remote Manipulator System) simulations. The unique construction of each of these systems required some specialized training that distracted students from the ideas and goals of the basic robotics instruction.

  18. Automated illustration of patients instructions.

    Science.gov (United States)

    Bui, Duy; Nakamura, Carlos; Bray, Bruce E; Zeng-Treitler, Qing

    2012-01-01

    A picture can be a powerful communication tool. However, creating pictures to illustrate patient instructions can be a costly and time-consuming task. Building on our prior research in this area, we developed a computer application that automatically converts text to pictures using natural language processing and computer graphics techniques. After iterative testing, the automated illustration system was evaluated using 49 previously unseen cardiology discharge instructions. The completeness of the system-generated illustrations was assessed by three raters using a three-level scale. The average inter-rater agreement for text correctly represented in the pictograph was about 66 percent. Since illustration in this context is intended to enhance rather than replace text, these results support the feasibility of conducting automated illustration.

  19. Inclusive Design in Assisted Instruction

    Directory of Open Access Journals (Sweden)

    Gabriel ZAMFIR

    2008-01-01

    Full Text Available Much instruction starts with abstract representations for which learners have insufficient foundation [1]. The British Standard, BS 7000-6:2005 Guide to Managing Inclusive Design, provides a comprehensive framework that can help all private enterprises, public sector and not-for-profit organizations, build a consistent approach to inclusive design into organizational culture as well as processes [2]. While courses, technology, and student services are typically designed for the narrow range of characteristics of the average student, the practice of universal design in education (UDE considers people with a broad range of characteristics in the design of all educational products and environments [3]. This paper has been designed to provide an overview about the curriculum paradigm consisting in the fusion of the technology and the classroom instruction in economic higher education.

  20. SAFETY INSTRUCTION AND SAFETY NOTE

    CERN Multimedia

    TIS Secretariat

    2002-01-01

    Please note that the SAFETY INSTRUCTION N0 49 (IS 49) and the SAFETY NOTE N0 28 (NS 28) entitled respectively 'AVOIDING CHEMICAL POLLUTION OF WATER' and 'CERN EXHIBITIONS - FIRE PRECAUTIONS' are available on the web at the following urls: http://edms.cern.ch/document/335814 and http://edms.cern.ch/document/335861 Paper copies can also be obtained from the TIS Divisional Secretariat, email: TIS.Secretariat@cern.ch

  1. Optimal Structures for Multimedia Instruction.

    Science.gov (United States)

    1985-07-01

    Pinker , Steven , Simcox, William, and Parker,Leon. Understanding Charts and Graphs: A Project in Applied Cognitive Science. Technical Report, Office of...Prancisco, CA 96503 Dr. Steven Pinker Dr. Judith Orasanu Department of Psychology Army Research Institute E1O-018 5001 Eisenhower Avenue M.I.T...understanding of the audience. Similarly, in a study of Navy instruction manuals, [ Stevens & * Steinberg 811 provide a typology of explanations which

  2. Interactive instruction in otolaryngology resident education.

    Science.gov (United States)

    Schweinfurth, John M

    2007-12-01

    Today's academic faculty was typically trained under an education system based entirely on didactic lectures. However, if the aim is to teach thinking or change attitudes beyond the simple transmission of factual knowledge, then lectures alone, without active involvement of the students, are not the most effective method of teaching. If the goals of teaching are to arouse and keep students' interest, give facts and details, to make students think critically about the subject, and to prepare for independent studies by demonstration of problem solving and professional reasoning, then only two of these purposes are suited to didactic lectures. The problem then is how to organize lecture material so that individual student's learning needs are better addressed. The education literature suggests that instruction include a variety of activities designed to stimulate individual thought. These activities include small group discussion, working problems during lecture time, questions included in the lecture, and quizzes at the end of lecture, among others. The current study was undertaken to examine the feasibility of using these types of interactive learning techniques in an otolaryngology residency program. Possibilities considered in the current study include standard interactive lecturing, facilitated discussion, brainstorming, small group activities, problem solving, competitive large group exercises, and the use of illustrative cliff hanger and incident cases. The feasibility of these methodologies being effectively incorporated into a residency curriculum is discussed.

  3. Factors Affecting the Involvement of Faculty Members in the Development of Instructional Materials: Basis for Policy Recommendations

    Directory of Open Access Journals (Sweden)

    Ryan V. Dio

    2015-11-01

    Full Text Available It is necessary for every higher education institutions to produce quality instructional materials (IMs with higher level standards that cater to the needs of the students and other stakeholders which will be part of the inventions produced by the institutions. This policy research is a descriptive method of study which involved 95 faculty of the Sorsogon State College chosen purposively as respondents. The study determined the profile of the faculty along IM preparation to serve as basis in recommending policy guidelines for the production and publication of instructional materials. Data were identified through triangulation of survey questionnaire, interview and documentary analysis. The study revealed that the faculty members advance studies, academic rank, and trainings attended are significantly related to their involvement in instructional materials preparations. Despite the fact that most of them do not have appropriate trainings on IMs preparation yet majority of the faculty are developing IMs which are utilized for instruction. However, very few are able to seek approval for its classroom utilization and very few have applied for copyright of their inventions so that these will be sold to the public for utilization and commercialization. To increase engagement of the faculty in the development of quality and publishable instructional materials, a scheme on policy recommendation has been formulated which contains provisions on the formation of the IMs committee, the evaluation procedures, approval, copyrighting and patenting, reproduction, publication and utilization of instructional materials.

  4. Teacher Leader Model Standards: Implications for Preparation, Policy, and Practice

    Science.gov (United States)

    Berg, Jill Harrison; Carver, Cynthia L.; Mangin, Melinda M.

    2014-01-01

    Teacher leadership is increasingly recognized as a resource for instructional improvement. Consequently, teacher leader initiatives have expanded rapidly despite limited knowledge about how to prepare and support teacher leaders. In this context, the "Teacher Leader Model Standards" represent an important development in the field. In…

  5. Influence of professional preparation and class structure on sexuality topics taught in middle and high schools.

    Science.gov (United States)

    Rhodes, Darson L; Kirchofer, Gregg; Hammig, Bart J; Ogletree, Roberta J

    2013-05-01

    This study examined the impact of professional preparation and class structure on sexuality topics taught and use of practice-based instructional strategies in US middle and high school health classes. Data from the classroom-level file of the 2006 School Health Policies and Programs were used. A series of multivariable logistic regression models were employed to determine if sexuality content taught was dependent on professional preparation and /or class structure (HE only versus HE/another subject combined). Additional multivariable logistic regression models were employed to determine if use of practice-based instructional strategies was dependent upon professional preparation and/or class structure. Years of teaching health topics and size of the school district were included as covariates in the multivariable logistic regression models. Findings indicated professionally prepared health educators were significantly more likely to teach 7 of the 13 sexuality topics as compared to nonprofessionally prepared health educators. There was no statistically significant difference in the instructional strategies used by professionally prepared and nonprofessionally prepared health educators. Exclusively health education classes versus combined classes were significantly more likely to have included 6 of the 13 topics and to have incorporated practice-based instructional strategies in the curricula. This study indicated professional preparation and class structure impacted sexuality content taught. Class structure also impacted whether opportunities for students to practice skills were made available. Results support the need for continued advocacy for professionally prepared health educators and health only courses. © 2013, American School Health Association.

  6. Learning procedures from interactive natural language instructions

    Science.gov (United States)

    Huffman, Scott B.; Laird, John E.

    1994-01-01

    Despite its ubiquity in human learning, very little work has been done in artificial intelligence on agents that learn from interactive natural language instructions. In this paper, the problem of learning procedures from interactive, situated instruction is examined in which the student is attempting to perform tasks within the instructional domain, and asks for instruction when it is needed. Presented is Instructo-Soar, a system that behaves and learns in response to interactive natural language instructions. Instructo-Soar learns completely new procedures from sequences of instruction, and also learns how to extend its knowledge of previously known procedures to new situations. These learning tasks require both inductive and analytic learning. Instructo-Soar exhibits a multiple execution learning process in which initial learning has a rote, episodic flavor, and later executions allow the initially learned knowledge to be generalized properly.

  7. Instructions

    Institute of Scientific and Technical Information of China (English)

    2015-01-01

    Animal Husbandry and Feed Science(ISSN 1943-9911)is an academic journal sponsored by Wu Chu(USA-China)Science and Culture Media Co.(USA).It was first published in 2009.The journal is published bimonthly to report basic theory and applied research about animal husbandry,veterinary,aquaculture,feed science and other related fields,including aspects of genetics and breeding,reproduction,physiology,biochemistry,nutrition,

  8. Unconventional Methods and Materials for Preparing Educational Administrators. ERIC/CEM-UCEA Series on Administrator Preparation. ERIC/CEM State-of-the-Knowledge Series, Number Fifteen. UCEA Monograph Series, Number Two.

    Science.gov (United States)

    Wynn, Richard

    In this monograph, the author describes the variety of new and innovative instructional methods and materials being used to prepare educational administrators. Because the subject is new and the nomenclature surrounding it imprecise, the author defines his terms. An outline of the history of unconventional instructional methods and the rationale…

  9. Scaffolding Instruction on Business English Writing Teaching

    Institute of Scientific and Technical Information of China (English)

    邱迪

    2014-01-01

    The scaffolding instruction is to help students probe into knowledge learning independently, and achieve the construction of knowledge and information finally by constructing a series of appropriate conceptual frameworks and concrete teaching circumstances. This instruction has been extensively applied and has been proved to be very effective in teaching in western countries. But in China very few empirical studies have been carried out on the scaffolding instruction, especial y in the field of teaching Business English writing.

  10. Exploring Instruction Cache Analysis - On Arm

    OpenAIRE

    Svedenborg, Stian Valentin

    2014-01-01

    This thesis explores the challenges of implementing an instruction cache side-channel attack on an ARM platform. The information leakage through the instruction cache is formally discussed using information theoretic metrics. A successful Prime+Probe instruction cache side-channel attack against RSA is presented, recovering 967/1024 secret key bits by observing a single decryption using a synchronous spy process. Furthermore, an unsuccessful attempt is made at decoupling the spy from the vict...

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

    Science.gov (United States)

    Powell, P. E.

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

  12. The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices

    Science.gov (United States)

    Cavedon, Carolina Christmann

    With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. Teachers Instructional Portfolios (TIPs) were scored with a TIP rubric based on best practices in teaching mathematics problem-solving and science inquiry. The TIPs were also analyzed with a qualitative coding scheme. Case descriptions were written and all the collected data were used to explain the impacts of the reflective PD on changes in teachers' instructional practices. While we found no predictive patterns in relation to teachers changing their classroom practices based on the reflective PD, we claim that teachers' desire to change might contribute to improvements in instruction. We also observed that teachers' self-assessment scores tend to be higher than the actual TIP scores corroborating with the literature on the usage of self-assessment to evaluate teachers' instructional practices.

  13. Instructional support and implementation structure during elementary teachers' science education simulation use

    Science.gov (United States)

    Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

    2016-07-01

    This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students' simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants' pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers' instructional simulation use during professional development or in teacher preparation programs.

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

    Science.gov (United States)

    Martin, Lynn A.

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

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

    National Research Council Canada - National Science Library

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

    2012-01-01

    ...) with voiceover instruction to train staff to implement discrete-trial instruction (DTI). After staff trainees reached the mastery criterion when teaching an adult confederate with VM, they taught a child with a developmental disability using DTI...

  16. Explicit Comprehension Instruction: A Review of Research and a New Conceptualization of Instruction.

    Science.gov (United States)

    Pearson, P. David; Dole, Janice A.

    1987-01-01

    Reviews representative instructional studies of inference training, reciprocal teaching, and process training. Discusses both the concept of explicit comprehension instruction and potential difficulties in classroom implementation. Raises two important curricular concerns. (NH)

  17. ATHLETE'S RETENTION OF A COACH'S INSTRUCTION BEFORE A JUDO COMPETITION

    Directory of Open Access Journals (Sweden)

    Isabel Mesquita

    2008-09-01

    Full Text Available The aim of the present study was to analyze the instruction of the Judo coach immediately before the competition, in the process of preparation for the fights, looking to (1 study the coherency between the information which the coach transmits and that which the athlete retains; (2 identify the correlation between the coherency, the extension and the number of ideas conveyed by the coach; (3 determine if the retention varies in relation to variables such as the form and nature of the information, as well as the gender and practice category of the athletes. The participants were 11 coaches and 58 athletes of 3 categories: under- 15, under-17 and under-20, of both genders. One hundred and sixteen (116 instructional episodes were observed, which corresponds to four hundred and six (406 information units convoyed by the coaches. The coaches' instructions given before the competition were recorded in an audio and video register. After the coaches' instruction, the athletes were approached by the investigator and an interview was accomplished. To determine if the retention varies in relation to form and nature of the information and gender and practice category of the athletes, the non-parametric statistics, U de Mann-Whitney and Kruskal- Wallis, was used. Correlation of Spearman was applied to verify the degree of association between the coherency, the extension and the number of ideas conveyed by the coach. The results showed that a substantial part of the information was not retained by the athletes and the information coherency was inversely related to the number of transmitted ideas. The coaches were, mainly, prescriptive and the form of the information was not important for the retention of the information. Gender was a differentiated variable as the girls showed more coherency in the retained ideas in relation to the ideas transmitted by the coach

  18. An Analysis of Medical Laboratory Technology Journals' Instructions for Authors.

    Science.gov (United States)

    Horvat, Martina; Mlinaric, Ana; Omazic, Jelena; Supak-Smolcic, Vesna

    2016-08-01

    Instructions for authors (IFA) need to be informative and regularly updated. We hypothesized that journals with a higher impact factor (IF) have more comprehensive IFA. The aim of the study was to examine whether IFA of journals indexed in the Journal Citation Reports 2013, "Medical Laboratory Technology" category, are written in accordance with the latest recommendations and whether the quality of instructions correlates with the journals' IF. 6 out of 31 journals indexed in "Medical Laboratory Technology" category were excluded (unsuitable or unavailable instructions). The remaining 25 journals were scored based on a set of 41 yes/no questions (score 1/0) and divided into four groups (editorial policy, research ethics, research integrity, manuscript preparation) by three authors independently (max score = 41). We tested the correlation between IF and total score and the difference between scores in separate question groups. The median total score was 26 (21-30) [portion of positive answers 0.63 (0.51-0.73)]. There was no statistically significant correlation between a journal's IF and the total score (rho = 0.291, P = 0.159). IFA included recommendations concerning research ethics and manuscript preparation more extensively than recommendations concerning editorial policy and research integrity (Ht = 15.91, P = 0.003). Some policies were poorly described (portion of positive answers), for example: procedure for author's appeal (0.04), editorial submissions (0.08), appointed body for research integrity issues (0.08). The IF of the "Medical Laboratory Technology" journals does not reflect a journals' compliance to uniform standards. There is a need for improving editorial policies and the policies on research integrity.

  19. Test procedures and instructions for single shell tank saltcake cesium removal with crystalline silicotitanate

    Energy Technology Data Exchange (ETDEWEB)

    Duncan, J.B.

    1997-01-07

    This document provides specific test procedures and instructions to implement the test plan for the preparation and conduct of a cesium removal test, using Hanford Single Shell Tank Saltcake from tanks 24 t -BY- I 10, 24 1 -U- 108, 24 1 -U- 109, 24 1 -A- I 0 1, and 24 t - S-102, in a bench-scale column. The cesium sorbent to be tested is crystalline siticotitanate. The test plan for which this provides instructions is WHC-SD-RE-TP-024, Hanford Single Shell Tank Saltcake Cesium Removal Test Plan.

  20. Preparing pre-service teachers as emancipatory and participatory action researchers in a teacher education programme

    Directory of Open Access Journals (Sweden)

    Omar Esau

    2013-01-01

    Full Text Available In this paper I analyse the potential that participatory action research holds for educating pre-service teachers to become more critically reflective and socially conscious. I also describe the rationale for and process of engaging pre-service teachers in their teacher education programme. Involving these candidate teachers in participatory action research (PAR projects may provide opportunities for aspiring teachers to develop pedagogical content knowledge, examine their beliefs about teaching, and gain confidence in addressing social justice issues. More than merely exposing them to applying the technique of action research, the PAR project encouraged them to become more socially conscious, critical, imaginative and argumentative as teacher-researchers. In the project I used a participatory approach in action research to prepare the pre-service teachers to become emancipatory action researchers. Supporting and fostering inquiring practices is a strategy to help pre-service teachers move beyond just receiving hand-outs in a teacher education programme and beginning to focus on their work with learners and challenges in the real school environment.

  1. Effects of Instruction and Stage-Fright on Intelligence Testing

    Science.gov (United States)

    Meijer, Joost; Oostdam, Ron

    2011-01-01

    In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated instruction; and an ambiguous instruction.…

  2. Effects of Instruction and Stage-Fright on Intelligence Testing

    Science.gov (United States)

    Meijer, Joost; Oostdam, Ron

    2011-01-01

    In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated instruction; and an ambiguous instruction.…

  3. Archery: A Planning Guide for Group and Individual Instruction.

    Science.gov (United States)

    American Association for Health, Physical Education, and Recreation, Washington, DC.

    This instructor's manual for group or individual instruction in archery includes line drawings as illustrations. The manual advances from facilities to beginning instruction and general instructional practices (safety tips, instructional aids, archery etiquette) to intermediate instruction (discussions of causes of faulty arrow flight, analysis of…

  4. Modified Cognitive Strategy Instruction: An Expository Writing Strategy

    Science.gov (United States)

    Guzel-Ozmen, Ruya

    2009-01-01

    In this article, modified cognitive strategy instruction in writing (CSIW), a cognitive strategy instructional model is described. Modified CSIW was designed based on two effective instructional models: cognitive strategy instruction in writing (CSIW) and self-regulated strategy development (SRSD). Modified CSIW provides tailored instruction to…

  5. Tutorial Instruction in Science Education

    Directory of Open Access Journals (Sweden)

    Rhea Miles

    2015-06-01

    Full Text Available The purpose of the study is to examine the tutorial practices of in-service teachers to address the underachievement in the science education of K-12 students. Method: In-service teachers in Virginia and North Carolina were given a survey questionnaire to examine how they tutored students who were in need of additional instruction. Results: When these teachers were asked, “How do you describe a typical one-on-one science tutorial session?” the majority of their responses were categorized as teacher-directed. Many of the teachers would provide a science tutorial session for a student after school for 16-30 minutes, one to three times a week. Respondents also indicated they would rely on technology, peer tutoring, scientific inquiry, or themselves for one-on-one science instruction. Over half of the in-service teachers that responded to the questionnaire stated that they would never rely on outside assistance, such as a family member or an after school program to provide tutorial services in science. Additionally, very few reported that they incorporated the ethnicity, culture, or the native language of ELL students into their science tutoring sessions.

  6. How Much English Language Arts and Mathematics Instruction Do Students Receive? Investigating Variation in Instructional Time

    Science.gov (United States)

    Phelps, Geoffrey; Corey, Douglas; DeMonte, Jenny; Harrison, Delena; Loewenberg Ball, Deborah

    2012-01-01

    The amount of instruction students receive has long been viewed as a foundational educational resource. This article presents an analysis of the time students spend in elementary English language arts (ELA) and mathematics instruction. In mathematics, the average student received about 140 hr of instruction, but students in the top sixth of…

  7. Addressing the Missing Instructional Data Problem: Using a Teacher Log to Document Tier 1 Instruction

    Science.gov (United States)

    Kurz, Alexander; Elliott, Stephen N.; Roach, Andrew T.

    2015-01-01

    Response-to-intervention (RTI) systems posit that Tier 1 consists of high-quality general classroom instruction using evidence-based methods to address the needs of most students. However, data on the extent to which general education teachers provide such instruction are rarely collected. This missing instructional data problem may result in RTI…

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

    Science.gov (United States)

    Upadhyay, Bhaskar; DeFranco, Cristina

    2008-01-01

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

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

    Science.gov (United States)

    Taguchi, Naoko

    2015-01-01

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

  10. Learning, Lecture, and Programmed Instruction Text: An Experiment in Bibliographic Instruction.

    Science.gov (United States)

    Suprenant, Thomas T.

    1982-01-01

    Results of a study of college freshmen using a bibliographic instruction model that considers interaction of library tools, styles of instruction, and Robert M. Gagne's Learning Hierarchy indicate a superiority of programed instruction at factual and problem-solving levels, and also a need for further experimentation. Eight references are…

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

    Science.gov (United States)

    Taguchi, Naoko

    2015-01-01

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

  12. Individualizing Student Instruction Precisely: Effects of Child x Instruction Interactions on First Graders' Literacy Development

    Science.gov (United States)

    Connor, Carol McDonald; Piasta, Shayne B.; Fishman, Barry; Glasney, Stephanie; Schatschneider, Christopher; Crowe, Elizabeth; Underwood, Phyllis; Morrison, Frederick J.

    2009-01-01

    Recent findings demonstrate that the most effective reading instruction may vary with children's language and literacy skills. These Child x Instruction interactions imply that individualizing instruction would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty…

  13. Investigation of Factors Affecting Information Literacy Student Learning Outcomes Fails to Undercover Significant Findings. A Review of: Detlor, B., Julien, H., Willson, R., Serenko, A., & Lavallee, M. (2011. Learning outcomes of information literacy instruction at business schools. Journal of the American Society for Information Science and Technology, 62(3, 572-585.

    Directory of Open Access Journals (Sweden)

    Jason Martin

    2011-06-01

    Full Text Available Objective – To ascertain the factors influencing student learning during information literacy instruction (ILI and create a theoretical model based on those factors.Design – Mixed methodology consisting of interviews and an assessment test.Setting – Three Canadian business schools.Subjects – Seven librarians, 4 library administrators, 16 business faculty, and 52 undergraduate business students were interviewed, and the Standardized Assessment of Information Literacy Skills (SAILS test was administered to 1,087 undergraduate business students across three different business schools.Methods – The authors used an interview script to conduct interviews with librarians, library administrators, business school faculty, and undergraduate business school students at three business schools in Canada. The authors also administered the SAILS test to undergraduate business students at the same three Canadian business schools.Main Results – ILI works best when it is related to an assignment, part of the curriculum, periodically evaluated, adequatelyfunded, timely, mandatory, interactive, uses handouts, provides the proper amount of information, and favourably viewed within the school. ILI student learning outcomes are affected by whether the students find the ILI beneficial and relevant, their year in the program, gender, status as international or domestic student, and overall academic achievement.Conclusion – Creation of theoretical model consisting of the three main factors influencing student learning outcomes in information literacy instruction: learning environment, information literacy components, and student demographics.

  14. Instructable autonomous agents. Ph.D. Thesis

    Science.gov (United States)

    Huffman, Scott Bradley

    1994-01-01

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

  15. Preparing soft-bodied arthropods for arthropods for microscope examination: Mites (Arachnida: Acari)

    Science.gov (United States)

    Proper identification of mites (Arachnida: Acari) require preparation of the specimen on a microscope slide. This training video provides visual instruction on how to prepare mite specimens on microscope slides for examination and identification. Steps ranging from collection, specimen clearing, use...

  16. Preparing soft-bodied arthropods for microscope examination: Soft Scales (Insecta: Hemiptera: Coccidae)

    Science.gov (United States)

    Proper identification of soft scales (Hemiptera:Coccidae) requires preparation of the specimen on a microscope slide. This training video provides visual instruction on how to prepare soft scale specimens on microscope slides for examination and identification. Steps ranging from collection, speci...

  17. Change and Challenge: The Influence of Technology Integration in Teacher Preparation Programs

    Science.gov (United States)

    Hersh, Emily Cinque

    2013-01-01

    The purpose of this study was to examine the extent to which teacher-preparation programs prepare teachers to integrate technology. It described the relationship between teachers' level of confidence and current practice of applying technology to instruction. In particular, three questions were addressed: (a) To what extent do teacher-preparation…

  18. Current Teaching of Proximal Retention Grooves for Class II Amalgam Preparations.

    Science.gov (United States)

    Moore, David L.

    1992-01-01

    A survey gathered information on methods of class II amalgam preparation taught in 59 dental schools. Focus was on the teaching and testing of proximal retention groove use, stated rationale for placing retention grooves, and the relationship of the instruction to board criteria for cavity preparation. (MSE)

  19. Fieldcrest Cannon, Inc. Advanced Technical Preparation. Statistical Process Control (SPC). PRE-SPC I. Instructor Book.

    Science.gov (United States)

    Averitt, Sallie D.

    This instructor guide, which was developed for use in a manufacturing firm's advanced technical preparation program, contains the materials required to present a learning module that is designed to prepare trainees for the program's statistical process control module by improving their basic math skills and instructing them in basic calculator…

  20. The California Energy Crisis: Lesson Plan. Student Handout & Teacher's Guide.

    Science.gov (United States)

    Foundation for Teaching Economics, Davis, CA.

    As Californians put on another sweater, light candles, and open their electricity bills with shaking hands, the rest of the nation wonders who or what caused the problem and whether they will be next. Mixing with accusations about deregulation, there are also insistent voices blaming misguided and heavy-handed government for dimming the lights in…

  1. Preparing for Surgery

    Science.gov (United States)

    ... Events Advocacy For Patients About ACOG Preparing for Surgery Home For Patients Search FAQs Preparing for Surgery ... Surgery FAQ080, August 2011 PDF Format Preparing for Surgery Gynecologic Problems What is the difference between outpatient ...

  2. Preparing for Surgery

    Science.gov (United States)

    ... Events Advocacy For Patients About ACOG Preparing for Surgery Home For Patients Search FAQs Preparing for Surgery ... Surgery FAQ080, August 2011 PDF Format Preparing for Surgery Gynecologic Problems What is the difference between outpatient ...

  3. Advancing Instructional Communication: Integrating a Biosocial Approach

    Science.gov (United States)

    Horan, Sean M.; Afifi, Tamara D.

    2014-01-01

    Celebrating 100 years of the National Communication Association necessitates that, as we commemorate our past, we also look toward our future. As part of a larger conversation about the future of instructional communication, this essay reinvestigates the importance of integrating biosocial approaches into instructional communication research. In…

  4. Classroom Instruction: The Influences of Marie Clay

    Science.gov (United States)

    McNaughton, Stuart

    2014-01-01

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

  5. Augmenting the ADDIE Paradigm for Instructional Design

    Science.gov (United States)

    Ni, Xiaopeng; Branch, Robert Maribe

    2008-01-01

    The authors discuss topics appropriate for augmenting the ADDIE paradigm for instructional design. The topics selected are based on data from a study of working professionals who successfully completed an instructional design and technology certificate program and who identified related topics that they regarded as beneficial. The participants…

  6. A Self-Instructional System in Plastics.

    Science.gov (United States)

    Greene, Mark M.; And Others

    The purpose of this system is to teach rural high school students the process of forming objects with expandable polystyrene plastic beads. Instruction in the system generally follows a three-step sequence in which the student: 1) views one of the four demonstration films; 2) progresses through a corresponding programed instruction book; and 3)…

  7. Authentic Interdisciplinary Instruction: Raising the Bar

    Science.gov (United States)

    Mohnsen, Bonnie

    2011-01-01

    This article addressed the need for authentic interdisciplinary instruction. Authentic interdisciplinary instruction is defined as a learning activity that simultaneously improves student performance related to grade-level standards in two or more disciplines (e.g., science and physical education). The process described for creating authentic…

  8. Analysis of Research Data Management Instruction Materials

    OpenAIRE

    Dressel, Willow

    2015-01-01

    Poster given at the 2015 SLA - All Sciences Poster Session. Many academic libraries are developing research data management instruction programs including online guides and workshops. A wealth of materials are available to draw from. However, the quantity and variety can be overwhelming to someone just starting out. This poster examines and compares 17 publicly available research data management instruction materials.

  9. The Multimodal Possibilities of Online Instructions

    DEFF Research Database (Denmark)

    Kampf, Constance

    2006-01-01

    The WWW simplifies the process of delivering online instructions through multimodal channels because of the ease of use for voice, video, pictures, and text modes of communication built into it.  Given that instructions are being produced in multimodal format for the WWW, how do multi-modal analy...

  10. Assistant Principals: Their Readiness as Instructional Leaders

    Science.gov (United States)

    Searby, Linda; Browne-Ferrigno, Tricia; Wang, Chih-hsuan

    2017-01-01

    This article reports findings from a study investigating the capacity of assistant principals to be instructional leaders. Analyses of survey responses yielded four interesting findings: (a) years of experience as a teacher and age had no significance on assistant principals' perceived readiness as an instructional leader; (b) those completing…

  11. Culinary Occupations. Instructional Materials Committee Recommendations Report.

    Science.gov (United States)

    Louisiana State Technical Resource Center, Natchitoches.

    This resource listing contains those culinary occupations instructional materials given a rating of "highly recommended" or "recommended" by a committee of instructors. Titles are arranged alphabetically by title within each of the following Classification of Instructional Programs (CIP) categories: institutional management;…

  12. Instructional Podcasting with Undergraduate Digital Natives

    Science.gov (United States)

    Thomas, Kevin M.; Willis, Dottie

    2013-01-01

    This paper analyzes the use of instructional podcasts with students in introductory computer application classes at a small, independent, private university. Participants were all undergraduates in the school of education. In an effort to model effective use of instructional technology for preservice teachers and to "meet digital native…

  13. Technology: Differentiating Instruction by Flipping the Classroom

    Science.gov (United States)

    Siegle, Del

    2014-01-01

    Flipping the classroom can be an effective instructional strategy for differentiating instruction for gifted and talented students. The author presents a rationale for using the strategy with gifted students, possible problems educators might encounter, and practical tips for beginning the process of flipping the classroom.

  14. Text-Picture Relations in Cooking Instructions

    NARCIS (Netherlands)

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

    2016-01-01

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

  15. Author and reader in Instructions for use

    NARCIS (Netherlands)

    Steehouder, Michael F.

    1997-01-01

    Instructions for use should not be seen as merely instrumental-they should also persuade the reader to read the text and to act accordingly. Moreover, they should establish a positive image of the product and the manufacturer. In this paper, a collection of instructions for use is used to identify s

  16. Instructional Models Effective in Distance Education.

    Science.gov (United States)

    Jackman, Diane H.; Swan, Michael K.

    The purpose of this study was to identify which instructional models based on the framework of Joyce, Weil, and Showers, could be used effectively in distance education over the Interactive Video Network (IVN) system in North Dakota. Instructional models have been organized into families such as Information Processing, Social, Personal, and…

  17. Sources of Information for Instructional Technology.

    Science.gov (United States)

    Wiley, Ann L., Comp.

    This booklet is designed to help instructional technologists, students of instructional technology, faculty, and researchers in the field locate information quickly and easily. Information services described are libraries, the ERIC system, online information services, state education departments, regional education centers, and information…

  18. An Automated Approach to Instructional Design Guidance.

    Science.gov (United States)

    Spector, J. Michael; And Others

    This paper describes the Guided Approach to Instructional Design Advising (GAIDA), an automated instructional design tool that incorporates techniques of artificial intelligence. GAIDA was developed by the U.S. Air Force Armstrong Laboratory to facilitate the planning and production of interactive courseware and computer-based training materials.…

  19. Measuring the Mathematical Quality of Instruction

    Science.gov (United States)

    Journal of Mathematics Teacher Education, 2011

    2011-01-01

    In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction. In describing this framework, we argue for the separation of the "mathematical quality of instruction" (MQI), such as the absence of mathematical errors and the presence of sound mathematical reasoning, from pedagogical…

  20. Instructional Computing in Wyoming: Status and Recommendations.

    Science.gov (United States)

    Kansky, Bob

    The status of instructional computing in Wyoming's public schols as of April 1980 is reported. Specifically the document indicates the nature and extent of computer usage in grades K-12, summarizes teachers' opinions regarding the potential instructional uses of computers in the schools, and presents the recommendations of a select committee of…

  1. Instructional Computing. An Action Guide for Educators.

    Science.gov (United States)

    Dennis, J. Richard; Kansky, Robert J.

    This book is directed to any educator who is interested in the use of the computer to improve classroom instruction. It is a book about the materials, human factors, and decision-making procedures that make up the instructional application of computers. This document's single goal is to promote educators' thoughtful selection and use of both…

  2. Implicit and Explicit Instruction of Spelling Rules

    Science.gov (United States)

    Kemper, M. J.; Verhoeven, L.; Bosman, A. M. T.

    2012-01-01

    The study aimed to compare the differential effectiveness of explicit and implicit instruction of two Dutch spelling rules. Students with and without spelling disabilities were instructed a spelling rule either implicitly or explicitly in two experiments. Effects were tested in a pretest-intervention-posttest control group design. Experiment 1…

  3. Implicit and explicit instruction of spelling rules

    NARCIS (Netherlands)

    Kemper, M.J.; Verhoeven, L.T.W.; Bosman, A.M.T.

    2012-01-01

    The study aimed to compare the differential effectiveness of explicit and implicit instruction of two Dutch spelling rules. Students with and without spelling disabilities were instructed a spelling rule either implicitly or explicitly in two experiments. Effects were tested in a pretest-interventio

  4. Robust Vocabulary Instruction in a Readers' Workshop

    Science.gov (United States)

    Feezell, Greg

    2012-01-01

    This article presents strategies for integrating explicit vocabulary instruction within a reading workshop. The author begins by describing a process for involving students in word selection. The author then provides a weeklong instructional sequence using student-selected words. Finally, the author briefly examines the role of vocabulary…

  5. Instructional Leadership: Are Women Principals Better?

    Science.gov (United States)

    Andrews, Richard L.; Basom, Margaret R.

    1990-01-01

    A 1984 study found that female elementary school principals spent 38.4 percent of their time on instructional leadership activities, while their male counterparts spent only 21.8 percent. A 1989 follow-up study found that women principals were more likely to be seen by their staffs as instructional leaders. A sidebar examines sex discrimination in…

  6. Mass Communication Instruction in the Secondary School.

    Science.gov (United States)

    Fletcher, James E.; Surlin, Stuart H.

    The steady increase of mass communication instruction in secondary schools has resulted from the demands by educators and the public for programs to help students cope with the impact and potential of mass media. This book describes the status and potential of mass communication instruction in secondary schools. Following an introductory chapter…

  7. Self-Paced Instruction: Hello, Education

    Science.gov (United States)

    Leuba, Richard J.; Flammer, Gordon H.

    1975-01-01

    Answers criticisms of self-paced instruction (SPI) by citing advantages of SPI over lecture methods. Concludes that criticisms of SPI are useful since they indicate in which areas further research should be conducted to improve this method of instruction. (MLH)

  8. Project Physics Programmed Instruction, Vectors 1.

    Science.gov (United States)

    Harvard Univ., Cambridge, MA. Harvard Project Physics.

    This programmed instruction booklet is an interim version of instructional materials being developed by Harvard Project Physics. It is the first in a series of three booklets on vectors and covers the definitions of vectors and scalars, drawing vector quantities to scale, and negative vectors. For others in this series, see SE 015 550 and SE 015…

  9. Effects of Media Attributes in Anchored Instruction.

    Science.gov (United States)

    Shyu, Hsin-Yih

    1999-01-01

    Investigates the effects of computer-assisted video-based anchored instruction on promoting students' attitudes toward mathematical instruction and problem-solving skills. Examines the effects of different media attributes on students' mathematical achievement and attitudes in a situated learning environment. Findings suggest that anchored…

  10. Sketching a Context for Instructional Technology.

    Science.gov (United States)

    de Lone, Richard H.

    Instructional technology has dramatized the need for a complete overhaul of educational systems; tacking on "innovations" will not do. The grip of dead tradition on education must be pried loose. Process, rather than content, should be stressed in learning. The challenge for instructional technology, as for education in general, is to devise an…

  11. Aligning Learning Activities with Instructional Models

    Science.gov (United States)

    Gurvitch, Rachel; Metzler, Michael

    2013-01-01

    Model-based instruction has been increasingly used in physical education for the past two decades. Metzler (2011) identified eight instructional models that are commonly used in physical education today. Each model is designed to promote certain kinds of learning outcomes for students and to address different combinations of the national…

  12. Guidelines for Language Classroom Instruction1(Ⅰ)

    Institute of Scientific and Technical Information of China (English)

    Craig Chaudron; Graham Crookes

    2008-01-01

    @@ In"Guidelines for Language Classroom Instruction,"Crookes and Chaudron review research and practice in both second and foreign language contexts.The main areas of classroom instruction described are:presentational modes and focus on form,types of activities and parameters of tasks and interaction,classroom organization,teacher control of interaction,and corrective feedback.

  13. English Instruction in English-Language Colleges.

    Science.gov (United States)

    Conseil des Colleges, Quebec (Quebec).

    Developed to promote the consistency and quality of English instruction and to support the English-language colleges of Quebec in this direction, the report presents an overview of English instruction at the college level and presents recommendations to the Minister of Higher Education and Science (MHES) and the English-language colleges. Part I…

  14. Motivational Design in Information Literacy Instruction

    Science.gov (United States)

    Hess, Amanda Nichols

    2015-01-01

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

  15. Whitewater Kayaking Instruction: Skills and Techniques.

    Science.gov (United States)

    Poff, Raymond; Stuessy, Tom

    This paper briefly presents ideas and techniques that can facilitate effective whitewater kayaking instruction. Instructors often focus so much on the mechanics of specific skills that they overlook less obvious, but equally important, aspects of instruction. These aspects include the underlying purposes and guiding principles of kayaking…

  16. Vocabulary Instruction for Second Language Readers

    Science.gov (United States)

    Nisbet, Deanna L.

    2010-01-01

    Over the past 20 years, research has consistently affirmed the importance of explicit vocabulary instruction for adult learners of English as a second language (ESL). Given the significant vocabulary demands faced by adult second language readers, ESL teachers must carefully target their instruction for maximum impact and to foster meaningful…

  17. Assessing the Cost of Instructional Coaching

    Science.gov (United States)

    Knight, David S.

    2012-01-01

    School-based instructional coaching is an increasingly popular approach to professional development used to support in-service learning for teachers. However, little is known about the cost of coaching. The following study aims to fill this gap. First, the study describes a framework for measuring the cost of an instructional coaching program;…

  18. Instructional Coaching in One Middle School

    Science.gov (United States)

    Krohn, Cheryl Ann

    2013-01-01

    This qualitative study examines a model of instructional coaching in a middle school using interviews and observations of both teachers and their coaches. During the 2012-2013 school year, Creekside Middle School implemented a new model of instructional coaching that differed from the traditional model of coaching; it focused on student learning…

  19. 14 CFR Section 22 - General Reporting Instructions

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false General Reporting Instructions Section 22 Section 22 Aeronautics and Space OFFICE OF THE SECRETARY, DEPARTMENT OF TRANSPORTATION (AVIATION... General Reporting Provisions-Large Certificated Air Carriers Section 22 General Reporting Instructions (a...

  20. Instructional Alignment under No Child Left Behind

    Science.gov (United States)

    Polikoff, Morgan S.

    2012-01-01

    The alignment of instruction with the content of standards and assessments is the key mediating variable separating the policy of standards-based reform (SBR) from the outcome of improved student achievement. Few studies have investigated SBR's effects on instructional alignment, and most have serious methodological limitations. This research uses…

  1. Linking Assessment and Instruction Innovation Configuration

    Science.gov (United States)

    Hosp, John L.

    2011-01-01

    This innovation configuration identifies the skills and competencies teachers need to make sound decisions about using assessment information to improve instruction and establishes a framework and justification for effective ways that teachers can collect and use assessment data to make instructional decisions. It is designed to provide a…

  2. The Future of Instructional Teacher Leader Roles

    Science.gov (United States)

    Mangin, Melinda M.; Stoelinga, Sara Ray

    2010-01-01

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

  3. 10 CFR 35.410 - Safety instruction.

    Science.gov (United States)

    2010-01-01

    ... instruction, initially and at least annually, to personnel caring for patients or human research subjects who... the brachytherapy sources; (2) Safe handling and shielding instructions; (3) Patient or human research... designee, and an authorized user if the patient or the human research subject has a medical emergency or...

  4. THE ANALYSIS OF INSTRUCTIONAL OBJECTIVES. DRAFT.

    Science.gov (United States)

    GAGNE, ROBERT M.

    THIS PAPER DISCUSSES AIMS, EFFECTS, AND IMPLICATIONS OF SPECIFYING OBJECTIVES FOR PROGRAMED INSTRUCTION, AND CITES EXAMPLES FROM THE LITERATURE. THE PAPER WAS READ AS A PORTION OF THE SYMPOSIUM ON PROGRAMMED INSTRUCTION, NATIONAL EDUCATION ASSOCIATION, WASHINGTON, D.C., MARCH 24-26, 1963. (LH)

  5. The Foresee Approach to Integrated ESL Instruction.

    Science.gov (United States)

    Kidd, Richard; Marquardson, Brenda

    1997-01-01

    Describes the Foresee Approach to integrating academic content, language, and learning instruction in English as a Second Language (ESL) from kindergarten to grade 12 or in mainstream/part ESL classrooms. The Foresee Model includes theoretical and practical constituents and guides the formulation of instructional objectives in the three target…

  6. Maurer computers for pipelined instruction processing

    NARCIS (Netherlands)

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

    2008-01-01

    We model micro-architectures with non-pipelined instruction processing and pipelined instruction processing using Maurer machines, basic thread algebra and program algebra. We show that stored programs are executed as intended with these micro-architectures. We believe that this work provides a new

  7. Rule Difficulty and the Usefulness of Instruction

    Science.gov (United States)

    Scheffler, Pawel

    2009-01-01

    It is now generally agreed that some form of focus on the target code is necessary in adult L2 instruction. One question that remains to be answered is whether all aspects of L2 grammar are equally amenable to pedagogic intervention. A number of researchers have examined the effectiveness of instruction with regard to simple vs. difficult grammar…

  8. Implicit and explicit instruction of spelling rules

    NARCIS (Netherlands)

    Kemper, M.J.; Verhoeven, L.T.W.; Bosman, A.M.T.

    2012-01-01

    The study aimed to compare the differential effectiveness of explicit and implicit instruction of two Dutch spelling rules. Students with and without spelling disabilities were instructed a spelling rule either implicitly or explicitly in two experiments. Effects were tested in a

  9. Implicit and Explicit Instruction of Spelling Rules

    Science.gov (United States)

    Kemper, M. J.; Verhoeven, L.; Bosman, A. M. T.

    2012-01-01

    The study aimed to compare the differential effectiveness of explicit and implicit instruction of two Dutch spelling rules. Students with and without spelling disabilities were instructed a spelling rule either implicitly or explicitly in two experiments. Effects were tested in a pretest-intervention-posttest control group design. Experiment 1…

  10. Instruction in Transliterating Russian to English.

    Science.gov (United States)

    System Development Corp., Santa Monica, CA. Research and Development Div.

    The Russian transliteration package provides the equivalent of six units of this instructional package, but it is presented as a continuous sequence that requires a total of three to four hours of a trainee's time. It is presented in the form of a programmed text. (Other units of the instructional package are: LI004051-004054. The package is…

  11. Methods used for research regarding iteration in instructional design

    NARCIS (Netherlands)

    Verstegen, D.M.L.

    2004-01-01

    This paper focuses on the search for suitable research methods for research regarding iteration in instructional design. More specifically my research concerned the question how instructional designers can be supported during an iterative design process. Although instructional design and development

  12. Computer Simulation Instruction: Carrying out Chemical Experiments

    Directory of Open Access Journals (Sweden)

    Ibtesam Al-Mashaqbeh

    2014-05-01

    Full Text Available The purpose of this study was to investigate the effect of computer simulation Instruction (CSI on students' achievements: Carrying out chemical experiments to acquire chemical concepts for eleventh grade students. The subject of the study consisted two sections of a one girl's high school in Jordan. One section was randomly assigned to experimental group in which computer simulation Instruction (CSI was used, and the other section was randomly assigned to control group in which students were instructed by using the traditional teaching instruction. The findings indicated that there is progress on the part of the experimental group which used the computer simulation Instruction (CSI and this was reflected positively in the students’ achievement in carrying out chemical experiments to acquire chemical concepts.

  13. Completion processing for data communications instructions

    Energy Technology Data Exchange (ETDEWEB)

    Blocksome, Michael A.; Kumar, Sameer; Parker, Jeffrey J.

    2014-07-01

    Completion processing of data communications instructions in a distributed computing environment with computers coupled for data communications through communications adapters and an active messaging interface (`AMI`), injecting for data communications instructions into slots in an injection FIFO buffer a transfer descriptor, at least some of the instructions specifying callback functions; injecting a completion descriptor for each instruction that specifies a callback function into an injection FIFO buffer slot having a corresponding slot in a pending callback list; listing in the pending callback list callback functions specified by data communications instructions; processing each descriptor in the injection FIFO buffer, setting a bit in a completion bit mask corresponding to the slot in the FIFO where the completion descriptor was injected; and calling by the AMI any callback functions in the pending callback list as indicated by set bits in the completion bit mask.

  14. Completion processing for data communications instructions

    Science.gov (United States)

    Blocksome, Michael A.; Kumar, Sameer; Jeffrey, Parker J.

    2014-06-10

    Completion processing of data communications instructions in a distributed computing environment with computers coupled for data communications through communications adapters and an active messaging interface (`AMI`), injecting for data communications instructions into slots in an injection FIFO buffer a transfer descriptor, at least some of the instructions specifying callback functions; injecting a completion descriptor for each instruction that specifies a callback function into an injection FIFO buffer slot having a corresponding slot in a pending callback list; listing in the pending callback list callback functions specified by data communications instructions; processing each descriptor in the injection FIFO buffer, setting a bit in a completion bit mask corresponding to the slot in the FIFO where the completion descriptor was injected; and calling by the AMI any callback functions in the pending callback list as indicated by set bits in the completion bit mask.

  15. Physics Instruction Utilizing Culture-Based Pedagogy

    Directory of Open Access Journals (Sweden)

    Nerrie E. Malaluan

    2015-11-01

    Full Text Available This research assessed topics in physics where culture-based pedagogy may be utilized and the applicability of Batangueño culture to these topics. It also determined the visual presentations which canbe prepared by teachers to incorporate Batangueñoculture in physics instruction. The end purpose of the study was to develop a teaching guide using culture-based pedagogy to reinforce the student’s learning, and help them achieve high academic performance. Descriptive method was adopted with questionnaire as tool in gathering data. Interviews and focus group discussions were also conducted. Thirty physics teachers in public secondary schools of the Division of Batangas City served as respondents. Purposive sampling was applied in determining the respondents. Frequency, percentage, ranking and weighted mean were statistical tools applied. Findings revealed that the culture-based pedagogy that could be utilized in teaching physics was on topics: Constant and Uniformly Acceleration; Work, Power and Energy; Laws of Motion; Projectile Motion; Heat and Light. Batangueño culture was found applicable in teaching physics. The visual presentations which could be used were pictures, powerpoint and video clips. Moreover, the proposed teaching guide utilizing culture-based pedagogy may be used by teachersto heighten students’ interest and motivation and to attain active participation and high achievement. It may be a reference of employing Batangueño culture in teaching the topics. It was recommended that the output be presented to the school heads and supervisors for their comments and suggestions for enrichment of content and application of culture-based pedagogy not only in science but in other learning areas.

  16. Kinaesthetic activities in physics instruction

    DEFF Research Database (Denmark)

    Bruun, Jesper; Christiansen, Frederik V

    2016-01-01

    One of the major difficulties in learning physics is for students to develop a conceptual understanding of the core concepts of physics. Many authors argue that students’ conceptions of basic physical phenomena are rooted in basic schemas, originating in fundamental kinaesthetic experiences...... of being. We argue that this idea should be utilized in physics instruction, that kinaesthetic activities will provide useful entry point for students’ acquisition of the basic conceptions of physics, and that they can overcome the phenomenological gap between experiential and conceptual understanding. We...... discuss the nature of image schemas and focus particularly on one: effort-resistance-flow. This schema is fundamental not only in our everyday experience, but also in most of school physics. We show how enactment of a particular kinaesthetic model can support student understanding and intuition...

  17. Kinaesthetic activities in physics instruction

    DEFF Research Database (Denmark)

    Bruun, Jesper; Christiansen, Frederik V

    2016-01-01

    One of the major difficulties in learning physics is for students to develop a conceptual understanding of the core concepts of physics. Many authors argue that students’ conceptions of basic physical phenomena are rooted in basic schemas, originating in fundamental kinaesthetic experiences...... of being. We argue that this idea should be utilized in physics instruction, that kinaesthetic activities will provide useful entry point for students’ acquisition of the basic conceptions of physics, and that they can overcome the phenomenological gap between experiential and conceptual understanding. We...... discuss the nature of image schemas and focus particularly on one: effort-resistance-flow. This schema is fundamental not only in our everyday experience, but also in most of school physics. We show how enactment of a particular kinaesthetic model can support student understanding and intuition...

  18. Discussion on Form Focused Instruction

    Institute of Scientific and Technical Information of China (English)

    冯滢

    2007-01-01

    The pedagogy of language teaching has moved from one extreme-Grammar Translation Method to the other-Communicative Language Teaching.Today Form Focused Instruction(FFI)has emerged,intending to bring language forms instructionback to the communicative language classroom.Despite of the approval of this new approach,there is a hot dispute on its two types of application:Focus on Form or Focus on FormS.This article briefly analyzes FFI in recent research studies with focus on the choice between the two types of application.The tentative conclusion is FFI does show some explicit and reliable effects on accuracy and error elimination in language teaching;however,the investigation into its application is not simply either Focus on Form Or Focus on FormS,but focuses on the optimal combination of the two in teaching.

  19. Hand-out: SFOE research conference on traffic technology and accumulators; Handout BFE-Forschungstagung Technologiebereich Verkehr Technologiebereich Akkumulatoren

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2004-07-01

    This comprehensive collection contains presentation slides presented at a research conference organised by the Swiss Federal Office of Energy (SFOE) at the Federal Institute of Science and Technology in Zurich in February 2004. Apart from two presentations on the future of the 'SwissEnergy' programme and research in the EU, fifteen further presentations are included. These cover the 'Cleaner Drive' project, the influence of lightweight electric vehicles on mobility behaviour, the advantages of 'EcoDrive' in the year 2010, results of a study on 'park-and-ride' facilities, the CO{sub 2}-effect, innovation, the possibilities offered by S-Cap capacitors and 'Sun Fuels'. Further contributions include the 'Downhill Coaster', weather-protection for bicycles, natural-gas fuelled buses, the operation of an Otto-motor using a petrol / natural gas / reformer gas mix, usage and optimisation of the 'Zebra' battery, innovative vehicles for the 'Novatlantis'-pilot region in Basle and a contribution on climate protection in the aviation area.

  20. Do Prosecutors Use Interview Instructions or Build Rapport with Child Witnesses?

    Science.gov (United States)

    Ahern, Elizabeth C; Stolzenberg, Stacia N; Lyon, Thomas D

    2015-08-01

    This study examined the quality of interview instructions and rapport-building provided by prosecutors to 168 children aged 5-12 years testifying in child sexual abuse cases, preceding explicit questions about abuse allegations. Prosecutors failed to effectively administer key interview instructions, build rapport, or rely on open-ended narrative producing prompts during this early stage of questioning. Moreover, prosecutors often directed children's attention to the defendant early in the testimony. The productivity of different types of wh- questions varied, with what/how questions focusing on actions being particularly productive. The lack of instructions, poor quality rapport-building, and closed-ended questioning suggest that children may not be adequately prepared during trial to provide lengthy and reliable reports to their full ability.