WorldWideScience

Sample records for traditional classroom instruction

  1. Blending Online and Traditional Instruction in the Mathematics Classroom.

    Science.gov (United States)

    Abrams, Gene; Haefner, Jeremy

    2002-01-01

    Describes the MathOnline system at the University of Colorado (Colorado Springs), a learning delivery method that, in addition to blending synchronous and asynchronous learning, combines traditional mathematics instruction with distance learning. Student surveys indicate the system greatly enhances traditional learners' educational experiences…

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

    Science.gov (United States)

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

    2015-01-01

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

  3. Teaching College Microeconomics: Online vs. Traditional Classroom Instruction

    Science.gov (United States)

    McCarty, Cynthia; Bennett, Doris; Carter, Shawn

    2013-01-01

    The use of online course offerings in college has grown sharply in recent years. Previous research, while limited, is inconclusive in determining expected student performance in online versus a traditional lecture format. This paper focuses specifically on student performance in introductory microeconomics classes, analyzing learning differences…

  4. Flipped Classroom versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity

    Science.gov (United States)

    Mattis, Kristina V.

    2015-01-01

    Flipped classrooms are an instructional technology trend mostly incorporated in higher education settings, with growing prominence in high school and middle school (Tucker in Leveraging the power of technology to create student-centered classrooms. Corwin, Thousand Oaks, 2012). Flipped classrooms are meant to effectively combine traditional and…

  5. Comparisons of the Educational Outcomes from Distance Delivered versus Traditional Classroom Instruction in Principles of Microeconomics

    OpenAIRE

    Crouse, Tricia Lynn

    2002-01-01

    Recent advancements in the speed and availability of the Internet have catapulted distance education into the forefront of possible economic education alternatives. Distance learning courses are taught exclusively over the Internet. Economics distance courses provide alternatives for economics students to traditional classroom instruction, and also invite new students to the discipline who may not have otherwise enrolled. An increase in the number of distance courses in the economics field ha...

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

    Science.gov (United States)

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

    2005-01-01

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

  7. The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.

    Science.gov (United States)

    Schmidt, S M; Arndt, M J; Gaston, S; Miller, B J

    1991-01-01

    This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses.

  8. Individualizing in Traditional Classroom Settings.

    Science.gov (United States)

    Thornell, John G.

    1980-01-01

    Effective individualized instruction depends primarily on the teacher possessing the skills to implement it. Individualization is therefore quite compatible with the traditional self-contained elementary classroom model, but not with its alternative, departmentalization, which allows teachers neither the time flexibility nor the familiarity with…

  9. A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture.

    Science.gov (United States)

    Halloran, L

    1995-01-01

    Computers increasingly are being integrated into nursing education. One method of integration is through computer managed instruction (CMI). Recently, technology has become available that allows the integration of keypad questions into CMI. This brings a new type of interactivity between students and teachers into the classroom. The purpose of this study was to evaluate differences in achievement between a control group taught by traditional classroom lecture (TCL) and an experimental group taught using CMI and keypad questions. Both control and experimental groups consisted of convenience samples of junior nursing students in a baccalaureate program taking a medical/surgical nursing course. Achievement was measured by three instructor-developed multiple choice examinations. Findings demonstrated that although the experimental group demonstrated increasingly higher test scores as the semester progressed, no statistical difference was found in achievement between the two groups. One reason for this may be phenomenon of vampire video. Initially, the method of presentation overshadowed the content. As students became desensitized to the method, they were able to focus and absorb more content. This study suggests that CMI and keypads are a viable teaching option for nursing education. It is equal to TCL in student achievement and provides a new level of interaction in the classroom setting.

  10. Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms

    Science.gov (United States)

    Kofa, Linda

    2017-01-01

    Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in…

  11. Flipped Classroom Instruction for Inclusive Learning

    Science.gov (United States)

    Altemueller, Lisa; Lindquist, Cynthia

    2017-01-01

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

  12. Effectiveness of teaching automated external defibrillators use using a traditional classroom instruction versus self-instruction video in non-critical care nurses

    Directory of Open Access Journals (Sweden)

    Ismail M. Saiboon

    2016-04-01

    Full Text Available Objectives: To evaluate the effectiveness and retention of learning automated external defibrillator (AED usage taught through a traditional classroom instruction (TCI method versus a novel self instructed video (SIV technique in non-critical care nurses (NCCN. Methods: A prospective single-blind randomized study was conducted over 7 months (April-October 2014 at the Universiti Kebangsaan Malaysia Medical Center, Kuala Lampur, Malaysia. Eighty nurses were randomized into either TCI or SIV instructional techniques. We assessed knowledge, skill and confidence level at baseline, immediate and 6-months post-intervention. Knowledge and confidence were assessed via questionnaire; skill was assessed by a calibrated and blinded independent assessor using an objective structured clinical examination (OSCE method. Results: Pre-test mean scores for knowledge in the TCI group was 10.87 ± 2.34, and for the SIV group was 10.37 ± 1.85 (maximum achievable score 20.00; 4.05 ± 2.87 in the TCI and 3.71 ± 2.66 in the SIV (maximum score 11.00 in the OSCE evaluation and 9.54 ± 3.65 in the TCI and 8.56 ± 3.47 in the SIV (maximum score 25.00 in the individual’s personal confidence level. Both methods increased the mean scores significantly during immediate post-intervention (0-month. At 6-months, the TCI group scored lower than the SIV group in all aspects 11.13 ± 2.70 versus 12.95 ± 2.26 (p=0.03 in knowledge, 7.27 ± 1.62 versus 7.68 ± 1.73 (p=0.47 in the OSCE, and 16.40 ± 2.72 versus 18.82 ± 3.40 (p=0.03 in confidence level. Conclusion: In NCCN’s, SIV is as good as TCI in providing the knowledge, competency, and confidence in performing AED defibrillation.

  13. Instructional Style Meets Classroom Design.

    Science.gov (United States)

    Novelli, Joan

    1991-01-01

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

  14. Collaboration systems for classroom instruction

    Science.gov (United States)

    Chen, C. Y. Roger; Meliksetian, Dikran S.; Chang, Martin C.

    1996-01-01

    In this paper we discuss how classroom instruction can benefit from state-of-the-art technologies in networks, worldwide web access through Internet, multimedia, databases, and computing. Functional requirements for establishing such a high-tech classroom are identified, followed by descriptions of our current experimental implementations. The focus of the paper is on the capabilities of distributed collaboration, which supports both synchronous multimedia information sharing as well as a shared work environment for distributed teamwork and group decision making. Our ultimate goal is to achieve the concept of 'living world in a classroom' such that live and dynamic up-to-date information and material from all over the world can be integrated into classroom instruction on a real-time basis. We describe how we incorporate application developments in a geography study tool, worldwide web information retrievals, databases, and programming environments into the collaborative system.

  15. Using Informal Classroom Observations to Improve Instruction

    Science.gov (United States)

    Ing, Marsha

    2010-01-01

    Purpose: The purpose of this study is to describe the variability of principals' classroom observations across schools and to relate classroom observations to the schools' instructional climate. This helps identify the conditions under which classroom observations effectively improve instruction in some schools and not in other schools.…

  16. Learning Complex Grammar in the Virtual Classroom: A Comparison of Processing Instruction, Structured Input, Computerized Visual Input Enhancement, and Traditional Instruction

    Science.gov (United States)

    Russell, Victoria

    2012-01-01

    This study investigated the effects of processing instruction (PI) and structured input (SI) on the acquisition of the subjunctive in adjectival clauses by 92 second-semester distance learners of Spanish. Computerized visual input enhancement (VIE) was combined with PI and SI in an attempt to increase the salience of the targeted grammatical form…

  17. Design Principles for Online Instruction: A New Kind of Classroom

    Directory of Open Access Journals (Sweden)

    Neil TOPORSKI

    2004-01-01

    Full Text Available In the 1900’s, distance education attempted to mimic the traditional classroom lecture via the transmission of live or “canned” broadcasts, regardless of the technologies used: satellite, television, film, or radio. These kinds of media predisposed DE to closely adhere to the lecture (sit and absorb model, where content was disseminated in about the same time constraints as a traditional class: taught at scheduled times throughout the week–almost anywhere but not always anytime. Moreover, the modes of presentation in classic DE seemed to hinder the kinds of human interactions normally experienced in the traditional classroom, fostering individualized and isolated learning experiences.Online learning is a hybrid between the traditional classroom and the DE experience. Like the traditional classroom, instruction is teacher-facilitated. The student is enrolled in a conventional course with topic (lecture presentations, reading and homework assignments, classroom discussions, and class projects. Unlike the traditional classroom, courses are web-based and distributed from a distance, using an assortment of synchronous and asynchronous computer technologies and offered anywhere and anytime. In this way, online learning is different from the classic DE model by encouraging decentralized and collaborative learning environments. So that in this presentation will be discuss design principles for online instruction as being a new kind of classroom.

  18. 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…

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

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

    2017-01-01

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

  20. Out of Classroom Instruction in the Flipped Classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Timcenko, Olga

    2015-01-01

    This article presents experiences and student perceptions on the introduction of the flipped classroom model in two consecutive semesters at Media Technology department of Aalborg University, Copenhagen, Denmark. We introduced the flipped instruction model to a statistics course and a mathematics...

  1. USING PREZI PRESENTATION AS INSTRUCTIONAL MATERIAL IN ENGLISH GRAMMAR CLASSROOM

    Directory of Open Access Journals (Sweden)

    Rahmat Yusny

    2016-05-01

    Full Text Available Utilizing digital technology as a medium for educational instruction has now become one of the 21 century pedagogy trends. Numerous researches suggested that using digital technology provides positive impacts as it gives more access to resources for the learning. In Foreign language pedagogy, using digital technology fosters learners’ autonomy by self-managing the amount of learning inputs outside the classroom. However, many studies emphasize more on the communicative and the vast resources accessible for the learners. Very limited attention given to the impact of the visual aid that focuses on aesthetic values of instructional design. English Grammar is one of many subjects that often received complaints by learners and claimed as a “boring” subject. Many English teachers especially in developing countries still utilize traditional method in teaching grammar. They introduce sentence structure using grammar formulas. Although, this method is still very popular, it often considered monotonous by many learners. This paper discusses about the study of using Prezi.com presentation to deliver grammar instruction materials in an English language classroom. From the study, it was found that the majority of the students involved in the study are fond of the materials and the post-test results showed grammar mastery improvement after receiving a grammar lesson that shows instructional materials using prezi. On the other hand, the control class that uses only writing boards and worksheets showed less improvement. This research provides new technique in developing grammar instruction design using a web tool called Prezi in enhancing the display of the instruction material. The experiment was given to students of English Language Education. The result of the study shows students’ positive perception toward the use of Prezi in English grammar instructional material.

  2. Responding to Reading Instruction in a Primary-Grade Classroom

    Science.gov (United States)

    Mokhtari, Kouider; Porter, Leah; Edwards, Patricia

    2010-01-01

    In this article, the authors present a snapshot of how one kindergarten and Reading Recovery teacher organized instruction in her classroom, enabling her to provide constructively responsive reading assessment and instruction for her developing and struggling readers. (Contains 2 figures.)

  3. Instructional scientific humor in the secondary classroom

    Science.gov (United States)

    Wizner, Francine

    This study is an examination of the manner in which educators employ scientific content humor and how that humor is perceived by their students. Content humor is a useful strategy in drawing the attention of students and improving their receptivity toward scientific information. It is also a useful tool in combating the growing distractions of the electronic classroom. Previous studies have found that humor has a positive effect on knowledge, memory, and understanding. However, few studies have been conducted below the undergraduate level and mainly quantitative measures of student recall have been used to measure learning. This study employed multiple data sources to determine how two secondary biology teachers used humor in order to explain scientific concepts and how their students perceived their teachers' use of scientific instructional humor. Evidence of student humor reception was collected from four students in each of the two classes. All of the scientific instructional humor used in the studied classrooms was cognitive in nature, varying among factual, procedural, conceptual, and metacognitive knowledge. Teachers tended to use dialogic forms of humor. Their scientific humor reflected everyday experiences, presented queries, poked fun at authority, and asked students to search out new perspectives and perform thought experiments. Teachers were the primary actors in performing the humorous events. The events were sometimes physical exaggerations of words or drawings, and they occurred for the purpose of establishing rapport or having students make connections between scientific concepts and prior knowledge. Student perceptions were that teachers did employ humor toward instructional objectives that helped their learning. Helping students become critical thinkers is a trademark of science teachers. Science teachers who take the risk of adopting some attributes of comedians may earn the reward of imparting behaviors on their students like critical thinking

  4. Flipped Instruction in a High School Science Classroom

    Science.gov (United States)

    Leo, Jonathan; Puzio, Kelly

    2016-10-01

    This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two remained traditional. The quiz and posttest data were adjusted for pretest differences using ANCOVA. The results suggest that flipped instruction had a positive effect student achievement, with effect sizes ranging from +0.16 to +0.44. In addition, some students reported that they preferred watching video lectures outside of class and appreciated more active approaches to learning.

  5. A Comparison of Collaborative and Traditional Instruction in Higher Education

    Science.gov (United States)

    Gubera, Chip; Aruguete, Mara S.

    2013-01-01

    Although collaborative instructional techniques have become popular in college courses, it is unclear whether collaborative techniques can replace more traditional instructional methods. We examined the efficacy of collaborative courses (in-class, collaborative activities with no lectures) compared to traditional lecture courses (in-class,…

  6. Evaluating Instructional Effects of Flipped Classroom in University: A Case Study on Electronic Business Course

    Science.gov (United States)

    Zhu, Wenlong; Xie, Wenjing

    2018-01-01

    Flipped classroom provides the new ideas and ways for the innovation of university pedagogical mode. Nowadays instructors may apply this new approach to liberal arts majors in university class in order to make up for the problems of low instructional effects in traditional teaching method. From the subjective and objective perspectives, this…

  7. The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

    Directory of Open Access Journals (Sweden)

    Kevin R. Clark

    2015-01-01

    Full Text Available In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants’ perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instruction students and those taught in a traditional classroom environment.

  8. Understanding Mathematics Classroom Instruction Through Students and Teachers

    OpenAIRE

    Schenke, Katerina

    2015-01-01

    High quality instruction is necessary for students of all ages to develop a deep understanding of mathematics. Value-added models, a common approach used to describe teachers and classroom practices, are defined by the student standardized achievement gains teachers elicit. They may, however, fail to account for the complexity of mathematics instruction as it actually occurs in the classroom. To truly understand both a teacher’s impact on his/her students and how best to improve student learn...

  9. Students' beliefs, attitudes, and conceptual change in a traditional and a constructivistic high school physics classroom

    Science.gov (United States)

    Adams, April Dean

    In this study, the relationships between student beliefs about the nature of science, student attitudes, and conceptual change about the nature of forces were investigated within a traditional and within a constructivistic high school physics classroom. Students in both classrooms were honors students taking a first year high school physics course and were primarily white and middle to upper SES. Students in the traditional classroom were all high ability juniors, and physics instruction was integrated with pre-calculus. Students in the constructivistic classroom were a mixture of juniors and seniors. Due to the interrelated nature of these factors and the complexity of their interactions, a naturalistic inquiry design was chosen. The data sources included videotape of 7-9 weeks of instruction; analysis of the videotapes using the Secondary Teacher Analysis Matrix (Gallagher & Parker, 1995); field notes; pretest/posttest assessment with the Force Concept Inventory (Hestenes, Wells, & Swackhammer, 1992); student responses from the Views on Science-Technology-Society questionnaire (Aikenhead & Ryan, 1992), the Questionnaire for the Assessment of a Science Course (Chiappetta, 1995), and the Constructivist Learning Environment Survey (Taylor, Fraser, & White, 1994); student interviews; and teacher interviews. In the traditional classroom, (a) students did not think that physics was relevant to everyday experiences; (b) high conceptual change students were more likely to have an angular world view (Cobern, 1993) and have views more similar to the teacher's about the nature of science; and (c) high conceptual change students were able to develop an internally consistent understanding of the content; however, that content appeared to be isolated knowledge in some students. In the constructivistic classroom, (a) students saw physics as relevant and useful; (b) there was no difference in world view or agreement with the teacher's views on the nature of science between high

  10. How to Flip the Classroom--"Productive Failure or Traditional Flipped Classroom" Pedagogical Design?

    Science.gov (United States)

    Song, Yanjie; Kapur, Manu

    2017-01-01

    The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design with the "productive failure" (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students…

  11. Integrating Virtual Reality (VR) into traditional instructional design ...

    African Journals Online (AJOL)

    PROF. OLIVER OSUAGWA

    2015-12-01

    Dec 1, 2015 ... this technology and presented how to integrat VR with traditional instructional ... training has forced organizations to adopt new .... skills in a safe, controlled environment ... phone charger battery pack [B] connected to.

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

    Science.gov (United States)

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

    2014-02-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    OpenAIRE

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

    2006-01-01

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

  15. Reading Comprehension Instruction in Irish Primary Classrooms: Key Insights into Teachers' Perspectives on Classroom Practices

    Science.gov (United States)

    Concannon-Gibney, Tara; Murphy, Brian

    2012-01-01

    Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students…

  16. Traditional Classroom vs E-learning in Higher Education: Difference between Students' Behavioral Engagement

    Directory of Open Access Journals (Sweden)

    Fei Li

    2014-03-01

    Full Text Available We discuss traditional classroom, e-learning, behavioral engagement and difference between behavioral engagements in two kind of instruction environment. Results from variance analyses suggest that there is no significant difference between engagements of active learning in different classroom conditions, and there exist significant differences on higher-level learning of innovative and critical thinking. Our findings highlight students' behavioral engagements in two environments have no significant advantage over each other, but e-learning facilitates higher-level learning better.

  17. Flipped Classroom: A Comparison Of Student Performance Using Instructional Videos And Podcasts Versus The Lecture-Based Model Of Instruction

    Directory of Open Access Journals (Sweden)

    Retta Guy

    2016-05-01

    Full Text Available The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A quasi-experimental design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works as the instructional method impacted students’ final grade. Thus, reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments.

  18. Effective instructional strategies in physics classrooms

    Science.gov (United States)

    Tosa, Sachiko

    2011-04-01

    Instructional strategies such as Think-Pair-Share and Socratic questioning are powerful ways to get students engaged in thinking processes. In this talk, tips and techniques that help students make sense of physics concepts in lecture-based classes are presented with specific examples. The participants will see the effectiveness of the instructional strategies by actually experiencing the process as learners with the use of clickers.

  19. Blogging as an Instructional Tool in the ESL Classroom

    Science.gov (United States)

    Featro, Susan Mary; DiGregorio, Daniela

    2016-01-01

    Theories on emerging technologies have stated that using blogs in the classroom can engage students in discussion, support peer learning, and improve students' literacy skills. Research has pointed to many ways that blogging is beneficial to student learning when used as an instructional tool. The researchers conducted a project that investigated…

  20. Research into Practice: Listening Strategies in an Instructed Classroom Setting

    Science.gov (United States)

    Graham, Suzanne

    2017-01-01

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

  1. Classroom instruction versus roadside training in traffic safety education

    NARCIS (Netherlands)

    van Schagen, I; Rothengatter, J.A.

    1997-01-01

    This study compares the effectiveness of different approaches to training complex cognitive and psychomotor skills within the framework of road safety education for primary school children. A method involving roadside behavioral training, a classroom instruction method and a method combining these

  2. Optimizing Classroom Instruction through Self-Paced Learning Prototype

    Science.gov (United States)

    Bautista, Romiro G.

    2015-01-01

    This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students' learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was…

  3. Flipped Instruction in a High School Science Classroom

    Science.gov (United States)

    Leo, Jonathan; Puzio, Kelly

    2016-01-01

    This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two…

  4. LANGUAGE LEARNING UNDER CLASSROOM CONDITIONS DURING THE TRANSITION TO HYBRID INSTRUCTION: A CASE-STUDY OF STUDENT PERFORMANCE DURING THE IMPLEMENTATION OF INSTRUCTIONAL TECHNOLOGY

    OpenAIRE

    Lisbeth O. Swain; Timothy D. Swain

    2017-01-01

    We examined the unmanipulated performance of students under real classroom conditions in order to assess the effect of a technology-enhanced hybrid learning approach to second language, (L2) instruction on beginning and advanced Spanish language learners. This research focused on the transition period of technology implementation when the entire section of Spanish of a modern language department of a liberal arts university transitioned from traditional face-to-face instruction, to a technolo...

  5. Classroom Talk for Rigorous Reading Comprehension Instruction

    Science.gov (United States)

    Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.

    2004-01-01

    This study examined the quality of classroom talk and its relation to academic rigor in reading-comprehension lessons. Additionally, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data for this study included 21 reading-comprehension lessons in several elementary and middle schools from…

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

    Science.gov (United States)

    Bickford, James O.; Falco, Ruth A.

    2012-01-01

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

  7. Computer aided instruction in the nuclear training classroom

    International Nuclear Information System (INIS)

    McFarlane, A.F.

    1983-01-01

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

  8. Middle School Engineering Problem Solving Using Traditional vs. e-PBL Module Instruction

    Science.gov (United States)

    Baele, Loren C.

    This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions. A non-equivalent group quasi-experimental research design (Creswell, 2015) was used on middle school students (N = 100) between those that received traditional module instruction (n = 51) and e-PBL instruction (n = 49). The qualitative approach of triangulation (Jick, 1979) was used to identify emergent themes for both between and within methods of data analysis on student engagement survey responses, two days of field observations notes, and six student interview transcripts. The quantitative results identified that students who received e-PBL instruction self-reported significantly greater engagement than those who received traditional module instruction. Further, there was a significant interaction effect between engineering content knowledge by group and gender as males who received e-PBL instruction had greater growth of content knowledge scores than males receiving traditional instruction, while females who received traditional instruction had greater growth of content knowledge scores than females in the e-PBL group. Through triangulation of the qualitative data, the emergent themes of the study suggest that hands-on learning produces higher levels of reported engagement independent of instructional method. The emergence of problem solving fatigue developed when both study groups reported a decline in engagement when entering into the final phase of the quantitative study suggesting that too many complex, ill-structured problems in rapid succession may negatively impact student engagement. Although females within the treatment group were most engaged, they did not achieve the knowledge growth of the females in the

  9. Exploring Flipped Classroom Instruction in Calculus III

    Science.gov (United States)

    Wasserman, Nicholas H.; Quint, Christa; Norris, Scott A.; Carr, Thomas

    2017-01-01

    In an undergraduate Calculus III class, we explore the effect of "flipping" the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional…

  10. Instructional Strategies for the Inclusive Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann; Adamek, Mary

    2018-01-01

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

  11. Redefining Classroom Culture through Instructional Design

    Science.gov (United States)

    Faryadi, Qais; Bakar, Zainab Abu; Maidinsah, Hamidah; Muhamad, Aminuddin

    2007-01-01

    This critical assessment attempts to define a good instructional design through the eyes and the minds of renowned scholars and the most outspoken educational psychologists such as Gagne, John Keller, Jerome Bruner, and Richard E. Mayer and so on. This examination also discusses ways in directing the mental map of students for better knowledge…

  12. Flippin' Fluid Mechanics - Comparison of Blended Classroom vs. Traditional Lecture

    Science.gov (United States)

    Webster, D. R.; Kadel, R. S.; Newstetter, W. C.

    2017-11-01

    We conducted a study of student performance in and perceptions of a blended classroom delivery of a junior-level fluid mechanics course. In the blended pedagogy, students watch short on-line videos before class, participate in interactive in-class problem solving (in dyads), and complete individualized on-line quizzes weekly. Comparisons are made among four sections of the blended classroom delivery in the period of 2013-2017 to eleven sections delivered in a traditional lecture-style format by the same instructor in 2002-2012. The results reveal dramatic improvement in student engagement, perceptions, and achievement in the blended pedagogy. For instance, the withdrawal/fail/barely-passing (WFD) rate is significantly lower for the blended classroom (8.6% vs. 16.3%; p self-perception of how-much-learned, perception of the value of the course activities, and the overall effectiveness of the course and instructor in the blended classroom.

  13. Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

    Science.gov (United States)

    Israel, Maria Joseph

    2015-01-01

    The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This…

  14. Mobile Learning vs. Traditional Classroom Lessons: A Comparative Study

    Science.gov (United States)

    Furió, D.; Juan, M.-C.; Seguí, I.; Vivó, R.

    2015-01-01

    Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game…

  15. Embedding Sustainability Instruction across Content Areas: best Classroom Practices from Informal Environmental Education

    Science.gov (United States)

    Clary, R. M.; Walker, R. M.; Wissehr, C.

    2017-12-01

    Environmental education (EE) facilitates students' scientific and environmental literacy, and addresses content areas including sustainability, ecology, and civic responsibility. However, U.S. science content compartmentalization and EE's interdisciplinary nature historically made it a fragmented curriculum within U.S. schools. To gain a better understanding of effective EE instruction that can be transferred to traditional K-12 classrooms, we researched the interactions between a recognized environmental residential camp and students and teachers from six participating schools using grounded theory methodology. Our research identified the residential learning center's objectives, methods of instruction, and objectives' alignment to the delivered curricula. Data generated included lesson plans, survey responses, and interviews. Students (n = 215) identified wilderness and geology activities as the activities they wanted to experience more; they also identified developing curiosity and a sense of discovery as the most meaningful. Whereas most student-identified meaningful experiences aligned with the center's curricular objectives within the optional units, categories emerged that were not explicitly targeted in the unit activities but were embedded throughout the curriculum in sustainable practices, data collection, and reflections. We propose that embedded activities and implicit instruction can be included across content areas within K-12 classrooms. Teacher modeling and implicit instruction will require minimal classroom time, and facilitate students' scientific and environmental literacy in topics such as sustainability and citizen responsibility.

  16. Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy

    Science.gov (United States)

    Frazier, Lisa; Anderson, Stephanie L.; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

    2017-01-01

    Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time. PMID:28630511

  17. Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy.

    Science.gov (United States)

    Anderson, H Glenn; Frazier, Lisa; Anderson, Stephanie L; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

    2017-05-01

    Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time.

  18. Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

    Directory of Open Access Journals (Sweden)

    Zafer Unal

    2017-11-01

    Full Text Available As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style.

  19. The Effects of a Flipped Classroom Model of Instruction on Students' Performance and Attitudes Towards Chemistry

    Science.gov (United States)

    Olakanmi, Eunice Eyitayo

    2017-02-01

    This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a "flipped classroom" was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students' conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning.

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

    Science.gov (United States)

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

    2012-01-01

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

  1. The GALAXY Classroom: An Interactive, Thematic Approach to Literacy Instruction.

    Science.gov (United States)

    Lewison, Mitzi

    The GALAXY Classroom, developed as a nation-wide reform effort, was designed to make a significant positive difference in the educational lives of elementary school students who have traditionally been labeled "at-risk." As part of a 2-year demonstration and research phase, 39 elementary schools across the United States (and one school…

  2. Design Principles for Online Instruction: A New Kind of Classroom

    Science.gov (United States)

    Toporski, Neil; Foley, Tim

    2004-01-01

    In the 1900s, distance education attempted to mimic the traditional classroom lecture via the transmission of live or "canned" broadcasts, regardless of the technologies used: satellite, television, film, or radio. These kinds of media predisposed distance education (DE) to closely adhere to the lecture (sit and absorb) model, where…

  3. NITARP: Bridging the Gap Between the Traditional Science Classroom and Authentic Research

    Science.gov (United States)

    Stalnaker, Olivia K.; Evans, Sam; Rutherford, Thomas; Taylor, John; Rebull, Luisa

    2018-01-01

    In this poster, the differences between what occurs in the traditional secondary science classroom and what happens in the actual research world is examined. Secondary classroom teachers generally have limited, if any, research experience beyond what is presented through their undergraduate college lab coursework. A disparity exists between classroom laboratory work and professional research. Opportunities like NITARP provide research elements that bridge this gap. NITARP teams are in a unique situation, joining a small team working alongside Caltech researchers on cutting edge investigations in astrophysics. In this poster it is shown how the NITARP program provides key components and experiences to expand the skill sets that teachers bring to their classrooms, bridging the gap between the typical secondary classroom and the world of the professional researcher. The NASA/IPAC program immerses participating teachers into a year-long training experience via online and face-to-face learning that translates into enhanced instruction at the secondary level. This work was made possible through the NASA/IPAC Teacher Archive Research Program (NITARP) and was funded by NASA Astrophysics Data Program.

  4. Classroom Assessment in Web-Based Instructional Environment: Instructors' Experience

    Directory of Open Access Journals (Sweden)

    Xin Liang

    2004-03-01

    Full Text Available While a great deal has been written on the advantage and benefits of online teaching, little is known on how..assessment is implemented in online classrooms to monitor and inform performance and progress. The..purpose of this study is to investigate the dynamics of WebCT classroom assessment by analyzing the..perceptions and experience of the instructors. Grounded theory method was employed to generate a - process..theory- . The study included 10 faculties who taught WebCT classes, and 216 students in the College of..Education in an urban university in the Mid west. Interviews and classroom observations were undertaken..on line. The findings indicated that, performance-based assessment, writing skills, interactive assessment..and learner autonomy were major assessment aspects to inform teaching and enhance learning. If one of..the major roles of online instruction is to increase self-directed learning, as part of the pedagogical..mechanism, web-based classroom assessment should be designed and practiced to impact learner autonomy.

  5. Response switching and self-efficacy in Peer Instruction classrooms

    Science.gov (United States)

    Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

    2015-06-01

    Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or

  6. A Hybrid Model for Making Online Assignments Effective In a Traditional Classroom

    Directory of Open Access Journals (Sweden)

    Ronda Sturgill

    2011-04-01

    Full Text Available Today’s college student has grown up in a world filled with technology and many current college students routinely utilize the latest and most up to date forms of technology. The result is an ever-changing way of communicating between faculty members and students. Many faculty members, however, are intimidated by the use of the terms “technology”, “online” and “distance education.” This often results in a communication gap between faculty and students where faculty members will “lose” students on the first day of class. Advantages of incorporating online tools into the course structure include freeing up additional class time, enhancing classroom discussions, and allowing students to remain current with information in their field. This hybrid instructional model focuses on the integration of technology tools as a supplement to traditional classroom teaching. This paper will describe how to effectively incorporate and implement technology using online course tools in a traditional classroom setting. Specific examples of online assignments, discussions, and assessments from an allied health education program and class will be discussed. Lessons learned and challenges confronted when adapting to the utilization of specific online course assignments and tools will be discussed.

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

    Science.gov (United States)

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

    2010-01-01

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

  8. Use of the Flipped Classroom Instructional Model in Higher Education: Instructors' Perspectives

    Science.gov (United States)

    Long, Taotao; Cummins, John; Waugh, Michael

    2017-01-01

    The flipped classroom model is an instructional model in which students learn basic subject matter knowledge prior to in-class meetings, then come to the classroom for active learning experiences. Previous research has shown that the flipped classroom model can motivate students towards active learning, can improve their higher-order thinking…

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

    Science.gov (United States)

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

    2014-07-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

  11. Flipped classroom instructional approach in undergraduate medical education.

    Science.gov (United States)

    Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

    2017-01-01

    In this study we implemented the "flipped classroom" model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools.

  12. Teaching Astronomy using a Flipped Classroom Model of Instruction

    Science.gov (United States)

    Wenger, Matthew; Impey, Chris D.; Rivera Chavez, Wendy

    2014-11-01

    Astronomy: State of the Art is a MOOC specifically developed to study student participation in an online learning environment. The project aims to serve multiple audiences of learners. For this project we focused on college students who use the online environment for lectures and quizzes but whose classroom time is devoted to hands-on activities and group work; this is the “flipped classroom” model.In spring 2014, Astronomy: State of the Art was co-convened with “The Physical Universe,” a Natural Sciences course taught at the University of Arizona that satisfies a General Education requirement for non-science majors. Using the same core material as Astronomy - State of the Art (with additional modules on the physics of radiation, atomic structure, energy, and gravity that are not necessary for the informal learners), the local course employed a “flipped” model where the students access lectures and podcasts online but are in a face-to-face classroom two times a week for labs and hands-on activities, lecture tutorials, group discussions, and other research-validated tools for enhancing learning. A flipped or hybrid model gives students flexibility, uses the online medium for the aspects of instruction where interaction with an instructor isn’t required, and optimizes the scarce resource of time in a large classroom.Final student grades were closely related to their attendance, however, performance in this class was not correlated with completion of the online video lectures, even though the quizzes were closely tied to the content of these videos. The course will next be taught using Coursera which allow instructors to more closely examine the relationship between students use of course materials and understanding of course topics. The eventual goal is to recruit undergraduates from anywhere in the United States and award them transferrable credit for completing the class.

  13. The effect of classroom instruction, attitudes towards science and motivation on students' views of uncertainty in science

    Science.gov (United States)

    Schroeder, Meadow

    This study examined developmental and gender differences in Grade 5 and 9 students' views of uncertainty in science and the effect of classroom instruction on attitudes towards science, and motivation. Study 1 examined views of uncertainty in science when students were taught science using constructivist pedagogy. A total of 33 Grade 5 (n = 17, 12 boys, 5 girls) and Grade 9 (n = 16, 8 boys, 8 girls) students were interviewed about the ideas they had about uncertainty in their own experiments (i.e., practical science) and in professional science activities (i.e., formal science). Analysis found an interaction between grade and gender in the number of categories of uncertainty identified for both practical and formal science. Additionally, in formal science, there was a developmental shift from dualism (i.e., science is a collection of basic facts that are the result of straightforward procedures) to multiplism (i.e., there is more than one answer or perspective on scientific knowledge) from Grade 5 to Grade 9. Finally, there was a positive correlation between the understanding uncertainty in practical and formal science. Study 2 compared the attitudes and motivation towards science and motivation of students in constructivist and traditional classrooms. Scores on the measures were also compared to students' views of uncertainty for constructivist-taught students. A total of 28 students in Grade 5 (n = 13, 11 boys, 2 girls) and Grade 9 (n = 15, 6 boys, 9 girls), from traditional science classrooms and the 33 constructivist students from Study 1 participated. Regardless of classroom instruction, fifth graders reported more positive attitudes towards science than ninth graders. Students from the constructivist classrooms reported more intrinsic motivation than students from the traditional classrooms. Constructivist students' views of uncertainty in formal and practical science did not correlate with their attitudes towards science and motivation.

  14. Developing nursing ethical competences online versus in the traditional classroom.

    Science.gov (United States)

    Trobec, Irena; Starcic, Andreja Istenic

    2015-05-01

    The development of society and science, especially medical science, gives rise to new moral and ethical challenges in healthcare. In order to respond to the contemporary challenges that require autonomous decision-making in different work contexts, a pedagogical experiment was conducted to identify the readiness and responsiveness of current organisation of nursing higher education in Slovenia. It compared the successfulness of active learning methods online (experimental group) and in the traditional classroom (control group) and their impact on the ethical competences of nursing students. The hypothesis set in the experiment, hypothesis 1 (the experimental group will be successful and will have good achievements in comprehension and application of ethical principles) was confirmed based on pre-tests and post-tests. The hypothesis tested by the questionnaire, hypothesis 2 (according to the students, the active learning methods online in the experimental group have a positive impact on the development of ethical competences) was confirmed. The pedagogical experiment was supported by a multiple-case study that enabled the in-depth analysis of the students' attitudes towards the active learning methods in both settings. The study included Slovenian first-year nursing students (N = 211) of all the enrolled students (N = 225) at the University of Ljubljana and University of Primorska in the academic year 2010/2011. Before the study ethical permission was obtained from the managements of both participating faculties. The students were given all the necessary information of the experiment before the tutorials. No significant difference was found between the two learning settings and both had a positive impact upon learning. The results of the content analysis show that the students' active engagement with the active learning methods in the group enables the development of ethical competences and the related communicative competences, interpersonal skills, collaboration

  15. Measuring Medical Student Preference: A Comparison of Classroom Versus Online Instruction for Teaching Pubmed*EC

    Science.gov (United States)

    Schimming, Laura M.

    2008-01-01

    Objective: The research analyzed evaluation data to assess medical student satisfaction with the learning experience when required PubMed training is offered entirely online. Methods: A retrospective study analyzed skills assessment scores and student feedback forms from 455 first-year medical students who completed PubMed training either through classroom sessions or an online tutorial. The class of 2006 (n = 99) attended traditional librarian-led sessions in a computer classroom. The classes of 2007 (n = 120), 2008 (n = 121), and 2009 (n = 115) completed the training entirely online through a self-paced tutorial. PubMed skills assessment scores and student feedback about the training were compared for all groups. Results: As evidenced by open-ended comments about the training, students who took the online tutorial were equally or more satisfied with the learning experience than students who attended classroom sessions, with the classes of 2008 and 2009 reporting greater satisfaction (PPubMed skills assessment (91%) was the same for all groups of students. Conclusions: Student satisfaction improved and PubMed assessment scores did not change when instruction was offered online to first-year medical students. Comments from the students who received online training suggest that the increased control and individual engagement with the web-based content led to their satisfaction with the online tutorial. PMID:18654658

  16. According to Candidate Teachers Views Classroom Management Problems of Teachers in Traditional and Technology-Supported Classrooms

    Science.gov (United States)

    Tas, Said

    2017-01-01

    In this research, it is aimed to investigate classroom management problems of middle school 6th and 7th grade teachers in traditional and technology-supported classrooms and differences between them. For this purpose the opinions of the students in the 4th grade of Primary Education Department in Faculty of Education of Süleyman Demirel University…

  17. "Flipped classrooms" in training in maxillofacial surgery: preparation before the traditional didactic lecture?

    Science.gov (United States)

    Elledge, Ross; Houlton, Samantha; Hackett, Stephanie; Evans, Martin J

    2018-04-28

    While virtual learning environments (VLE) can be used in medical education as stand-alone educational interventions, they can also be used in preparation for traditional "face-to-face" training sessions as part of a "flipped classroom" model. We sought to evaluate the introduction of this model in a single module on maxillofacial radiology from a course on trauma skills. Course delegates were randomised into two groups: one was given access to an e-learning resource (test group) and the other attended a traditional didactic lecture (control group). Knowledge and confidence were assessed before and after the course with a 20-question single-best-answer paper and a 10-situation 100mm visual analogue scale (VAS) paper, respectively. All participants were then given free access to the VLE for 30days and were invited to take part in an e-survey. Neither group showed improvements in the single-best-answer scores, but both groups showed comparable improvements in VAS (control: median (range) values improved from 40.8 (17.7-82.5) mm to 62.8 (35.3-88.7) mm, p=0.001; test group: from 47.7 (10.9-58.1) mm to 60.5 (32.4-75.6) mm, p=0.005). Half of the respondents stated that they preferred the "flipped classroom" approach, and 22/22 stated that they would be "likely" or "very likely" to use an e-learning resource with expanded content. The "flipped classroom" approach was well received and there were comparable improvements in confidence. As maxillofacial radiology lends itself to online instruction with its reliance on the recognition of patterns, and problem-based approach to learning, a piloted e-learning resource could be developed in this area. Copyright © 2018 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved.

  18. Flipped classroom instructional approach in undergraduate medical education

    Science.gov (United States)

    Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

    2017-01-01

    Objective: In this study we implemented the “flipped classroom” model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Methods: Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Results: Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Conclusion: Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools. PMID:29492071

  19. Andragogical Teaching Methods to Enhance Non-Traditional Student Classroom Engagement

    Science.gov (United States)

    Allen, Pamela; Withey, Paul; Lawton, Deb; Aquino, Carlos Tasso

    2016-01-01

    The aim of this study was to provide a reflection of current trends in higher education, identify some of the changes in student behavior, and potential identification of non-traditional classroom facilitation with the purpose of strengthening active learning and use of technology in the classroom. Non-traditional teaching is emerging in the form…

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

    Directory of Open Access Journals (Sweden)

    Chandra Turpen

    2010-11-01

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

  1. 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.

  2. Conceptual question response times in Peer Instruction classrooms

    Directory of Open Access Journals (Sweden)

    Kelly Miller

    2014-08-01

    Full Text Available Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to in-class, conceptual questions [ConcepTests (CTs] in two introductory physics courses taught using Peer Instruction and use item response theory to determine the difficulty of the CTs. We examine response time differences between correct and incorrect answers both before and after the peer discussion for CTs of varying difficulty. We also determine the relationship between response time and student performance on a standardized test of incoming physics knowledge, precourse self-efficacy, and gender. Our data reveal three results of interest. First, response time for correct answers is significantly faster than for incorrect answers, both before and after peer discussion, especially for easy CTs. Second, students with greater incoming physics knowledge and higher self-efficacy respond faster in both rounds. Third, there is no gender difference in response rate after controlling for incoming physics knowledge scores, although males register significantly more attempts before committing to a final answer than do female students. These results provide insight into effective CT pacing during Peer Instruction. In particular, in order to maintain a pace that keeps everyone engaged, students should not be given too much time to respond. When around 80% of the answers are in, the ratio of correct to incorrect responses rapidly approaches levels indicating random guessing and instructors should close the poll.

  3. Optimizing classroom instruction through self-paced learning prototype

    Directory of Open Access Journals (Sweden)

    Romiro Gordo Bautista

    2015-09-01

    Full Text Available This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students’ learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. A questionnaire was adopted to find the learning motivation of the students in science. Using Pearson-r correlation, it was found out that there is a highly significant relationship between their internal drive and their academic performance. Moreover, a post-test was conducted after self-paced learning prototype was used in the development of select topics in their curricular plot. It was found out that the students who experienced the self-paced learning prototype performed better in their academic performance as evidenced by the difference of their mean post-test results. ANCOVA results on the post-test mean scores of the respondents were utilized in establishing the causal-effect of the learning prototype to the academic performance of the students in Chemistry. A highly significant effect on their academic performance (R-square value of 70.7% and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study.

  4. Using the ICOT Instrument to Improve Instructional Technology Usage in the ABE Classroom

    Science.gov (United States)

    Lentz, Brannon W.

    2011-01-01

    The International Society for Technology (ISTE) in Education promotes the use of a specific tool--the ISTE Classroom Observation Tool (ICOT)--to measure and improve the use of instructional technologies in Adult Basic Education (ABE) classrooms. The purpose of this article is to describe an application process for the use of the ICOT instrument…

  5. Effective Classroom Management and Instruction: An Exploration of Models. Executive Summary of Final Report.

    Science.gov (United States)

    Evertson, Carolyn M.; And Others

    A summary is presented of the final report, "Effective Classroom Management and Instruction: An Exploration of Models." The final report presents a set of linked investigations of the effects of training teachers in effective classroom management practices in a series of school-based workshops. Four purposes were addressed by the study: (1) to…

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

    Science.gov (United States)

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

    2016-01-01

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

  7. Virtual Classroom Instruction and Academic Performance of Educational Technology Students in Distance Education, Enugu State

    Science.gov (United States)

    Akpan, Sylvester J.; Etim, Paulinus J.; Udom, Stella Ogechi

    2016-01-01

    The virtual classroom and distance education have created new teaching pedagogy. This study was carried out to investigate Virtual Classroom Instruction on Academic Performance of Educational Technology Students in Distance Education, Enugu State. The population for this study was limited to the Students in National Open University, Enugu study…

  8. Teaching Research in the Traditional Classroom: Why Make Graduate Students Wait?

    Science.gov (United States)

    Carr, Lincoln D.

    2016-05-01

    Physics graduate programs tend to divide the degree into two parts: (1) theory, taught in classes, almost totally divorced from the lab setting; and (2) research, taught in a research group through hands-on lab experience and mentorship. As we come to understand from undergraduate physics education research that modifying our teaching can rather easily produce quantifiably better results, it is reasonable to ask if we can make similar improvements at the graduate level. In this talk I will present the results of beginning research instruction in the classroom in the very first semester of graduate school, in the most traditional of classes - classical mechanics. In this approach, students build their knowledge from hands-on projects. They get immediately certified and experienced in the machine shop and electronics lab. There are no formal lectures. Students develop and present their own problems, and teach and challenge each other in the classroom. In contrast to polished lectures, both the instructor and the students together learn from their many public mistakes. Students give conference-style presentations instead of exams. As a result, students not only excel in analytical skills, but they also learn to tie theory to measurement, identify statistical and systematic errors, simulate computationally and model theoretically, and design their own experiments. Funded by NSF.

  9. A Study of Differentiated Instruction Based on the SIOP Model in Georgia Classrooms

    Science.gov (United States)

    Tomlinson, Sherry Marie

    2013-01-01

    This mixed methods study investigated the teachers' concerns of the sheltered instruction observation protocol (SIOP) model (Echevarria, Short and Vogt, 2008) as a means to differentiate instruction for LEP students in public school classrooms. This study took place in one central Georgia school district with a sample of 16 teachers who…

  10. Behold the Trojan Horse: Instructional vs. Productivity Computing in the Classroom.

    Science.gov (United States)

    Loop, Liza

    This background paper for a symposium on the school of the future reviews the current instructional applications of computers in the classroom (the computer as a means or the subject of instruction), and suggests strategies that administrators might use to move toward viewing the computer as a productivity tool for students, i.e., its use for word…

  11. From the Laboratory to the Classroom: The Effects of Equivalence-Based Instruction on Neuroanatomy Competencies

    Science.gov (United States)

    Fienup, Daniel M.; Mylan, Sanaa E.; Brodsky, Julia; Pytte, Carolyn

    2016-01-01

    Equivalence-based instruction (EBI) has been used to successfully teach college-level concepts in research laboratories, but few studies have examined the results of such instruction on classroom performance. The current study answered a basic question about the ordering of training stimuli as well as an applied question regarding the effects of…

  12. SERVQUAL-Based Measurement of Student Satisfaction with Classroom Instructional Technologies: A 2001 Update.

    Science.gov (United States)

    Kleen, Betty; Shell, L. Wayne

    The researchers, using a variation of the SERVQUAL instrument, repeated a 1999 study to measure students' satisfaction with instructional technology tools used in their classrooms. Student satisfaction varied by course discipline, by instructional technology, by anticipated grade, and by frequency of use. Female respondents were less satisfied…

  13. EFFECTIVENESS OF FLIPPED CLASSROOM IN MATHEMATICS TEACHING

    OpenAIRE

    Dr. N. Ramakrishnan; Mrs. J. Johnsi Priya

    2016-01-01

    Flipped Classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance o...

  14. Comparing the Effectiveness of a Supplemental Online Tutorial to Traditional Instruction with Nutritional Science Students

    Science.gov (United States)

    Zubas, Patrice; Heiss, Cindy; Pedersen, Mary

    2006-01-01

    The purpose of this study was to ascertain if an online computer tutorial on diabetes mellitus, supplemented to traditional classroom lecture, is an effective tool in the education of nutrition students. Students completing a web-based tutorial as a supplement to classroom lecture displayed greater improvement in pre- vs. post-test scores compared…

  15. Comparing Traditional versus Alternative Sequencing of Instruction When Using Simulation Modeling

    Science.gov (United States)

    Bowen, Bradley; DeLuca, William

    2015-01-01

    Many engineering and technology education classrooms incorporate simulation modeling as part of curricula to teach engineering and STEM-based concepts. The traditional method of the learning process has students first learn the content from the classroom teacher and then may have the opportunity to apply the learned content through simulation…

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

    Science.gov (United States)

    Wicker, Rosemary Knight

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

  17. Teaching Climate Science in Non-traditional Classrooms

    Science.gov (United States)

    Strybos, J.

    2015-12-01

    San Antonio College is the oldest, largest and centrally-located campus of Alamo Colleges, a network of five community colleges based around San Antonio, Texas with a headcount enrollment of approximately 20,000 students. The student population is diverse in ethnicity, age and income; and the Colleges understand that they play a salient role in educating its students on the foreseen impacts of climate change. This presentation will discuss the key investment Alamo Colleges has adopted to incorporate sustainability and climate science into non-traditional classrooms. The established courses that cover climate-related course material have historically had low enrollments. One of the most significant challenges is informing the student population of the value of this class both in their academic career and in their personal lives. By hosting these lessons in hands-on simulations and demonstrations that are accessible and understandable to students of any age, and pursuing any major, we have found an exciting way to teach all students about climate change and identify solutions. San Antonio College (SAC) hosts the Bill R. Sinkin Eco Centro Community Center, completed in early 2014, that serves as an environmental hub for Alamo Colleges' staff and students as well as the San Antonio community. The center actively engages staff and faculty during training days in sustainability by presenting information on Eco Centro, personal sustainability habits, and inviting faculty to bring their classes for a tour and sustainability primer for students. The Centro has hosted professors from diverse disciplines that include Architecture, Psychology, Engineering, Science, English, Fine Arts, and International Studies to bring their classes to center to learn about energy, water conservation, landscaping, and green building. Additionally, Eco Centro encourages and assists students with research projects, including a solar-hydroponic project currently under development with the support

  18. 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…

  19. Teacher perspectives on specialisation in the elementary classroom: implications for science instruction

    Science.gov (United States)

    Poland, Susan; Colburn, Amanda; Long, David E.

    2017-09-01

    In the current educational climate of testing and accountability, many elementary teachers find they lack adequate time and confidence to enact reform-based science teaching due to pressure to perform in reading and mathematics. With this tension in mind, we explore the phenomenon of elementary teacher specialisation in comparison to the traditional, generalist model of teaching, wherein a teacher is responsible for teaching all subjects to one group of students each year. This mixed-methods study examines teacher perspectives on the practice of specialisation and generalisation through teacher interview data. Our teachers spoke candidly about their attitudes towards specialisation, the perceived impacts of specialization on teachers and students, and the role of accountability, administration, and testing in their decisions to specialise. Additionally, our teachers discussed time dedicated to science in specialist and generalist classrooms. Our findings suggest that specialist roles are sought by those who see specialisation as a means of reducing workload, while allowing for content mastery and improved instruction. Alternatively, generalist roles are sought by those who primarily view the role of elementary teaching as the care and development of children, and who prefer to focus on the classroom as a holistic, fluid space. Implications for science teaching are discussed.

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

    Science.gov (United States)

    Kim, Yoonjeon

    2018-01-01

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

  1. On the Value of Computer-aided Instruction: Thoughts after Teaching Sales Writing in a Computer Classroom.

    Science.gov (United States)

    Hagge, John

    1986-01-01

    Focuses on problems encountered with computer-aided writing instruction. Discusses conflicts caused by the computer classroom concept, some general paradoxes and ethical implications of computer-aided instruction. (EL)

  2. Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

    Science.gov (United States)

    Hyun, Jung; Ediger, Ruth; Lee, Donghun

    2017-01-01

    Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…

  3. Teaching the Social Curriculum: Classroom Management as Behavioral Instruction

    Science.gov (United States)

    Skiba, Russ; Ormiston, Heather; Martinez, Sylvia; Cummings, Jack

    2016-01-01

    Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In…

  4. Instructional Immediacy in the Chinese Quantitative Reasoning Classroom

    Science.gov (United States)

    Kelly, Stephanie; Liu, Liping; Denton, Zachary; Lee, Clinton; Croucher, Stephen

    2018-01-01

    The present investigation examined instructor immediacy behaviors, students' perceptions of those behaviors, and student math anxiety in Chinese classrooms. Consistent with the American college classroom, a simple causal chain was anticipated in which instructor immediacy behaviors positively induced a psychological response to immediacy, which…

  5. Digital Instructional Strategies and Their Role in Classroom Learning

    Science.gov (United States)

    Yarbro, Jessica; McKnight, Katherine; Elliott, Stephen; Kurz, Alexander; Wardlow, Liane

    2016-01-01

    Research that examines technology use in the context of daily classroom practices is needed to support the effective digital conversion of classrooms. In this study, 65 seventh- through 10th-grade Mathematics and English Language Arts teachers from six districts across six states logged information about digital strategies they incorporated into…

  6. Classroom observation data and instruction in primary mathematics education: improving design and rigour

    Science.gov (United States)

    Thompson, Carla J.; Davis, Sandra B.

    2014-06-01

    The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009-2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers' decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

  7. Cost Effectiveness Analysis of Converting a Classroom Course to a Network Based Instruction Module

    National Research Council Canada - National Science Library

    green, Samantha

    1997-01-01

    ...) classes into NBL modules. This thesis performs a cost effectiveness analysis on converting the two modules and discusses the intangible costs and benefits associated with converting traditional classroom courses...

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

    Science.gov (United States)

    Henderson, George; Nash, Susan Smith

    2007-01-01

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

  9. Performance of Underprepared Students in Traditional versus Animation-Based Flipped-Classroom Settings

    Science.gov (United States)

    Gregorius, R. Ma.

    2017-01-01

    Student performance in a flipped classroom with an animation-based content knowledge development system for the bottom third of the incoming first year college students was compared to that in a traditional lecture-based teaching method. 52% of these students withdrew from the traditionally taught General Chemistry course, compared to 22% in a…

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

    Science.gov (United States)

    Poland, Donna Lorraine

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

  11. Beyond the Initiatives: Developing instructional leadership in school principals as a system-wide effort to improve the quality of classroom instruction.

    OpenAIRE

    Aguilera, Sondra Denise

    2016-01-01

    This design research effort implemented a series of intervention activities designed to support a small group of elementary school principals improve their instructional leadership practices. The purpose of this research was to improve the skills of principals to lead instructional improvements identified through classroom observations, work with their school-level Instructional Leadership Team (ILT) to create teacher professional development that addresses the instructional improvement, and ...

  12. Is the Flipped Classroom Model for All? Correspondence Analysis from Trainee Instructional Media Designers

    Science.gov (United States)

    Pellas, Nikolaos

    2018-01-01

    The educational potentials and challenges of "flipping" a classroom are today well-documented. However, taking into account the contradictory results, literature on the benefits in using the flipped model as a socially inclusive technology-supported instructional design model is still in its infancy. This study seeks to investigate the…

  13. Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom

    Science.gov (United States)

    Ryan, Caitlin L.; Hermann-Wilmarth, Jill M.

    2018-01-01

    Drawing on examples of teaching from elementary school classrooms, this timely book for practitioners explains why LGBTQ-inclusive literacy instruction is possible, relevant, and necessary in grades K-5. The authors show how expanding the English language arts curriculum to include representations of LGBTQ people and themes will benefit all…

  14. Learner Diversity in Inclusive Classrooms: The Interplay of Language of Instruction, Gender and Disability

    Science.gov (United States)

    Possi, Mwajabu K.; Milinga, Joseph Reginard

    2017-01-01

    The research was conducted to look into learner diversity in inclusive classrooms focusing on language of instruction, gender and disability issues, and their implications for education practices. A qualitative research approach was used to obtain data addressing the research problem from two inclusive secondary schools in Dar es Salaam region,…

  15. The Use of Instructional Simulations to Support Classroom Teaching: A Crisis Communication Case Study

    Science.gov (United States)

    Shifflet, Mark; Brown, Jane

    2006-01-01

    The purpose of this study was to investigate how exposure to classroom instruction affected the use of a computer simulation that was designed to provide students an opportunity to apply material presented in class. The study involved an analysis of a computer-based crisis communication case study designed for a college-level public relations…

  16. Code-Switching in Vietnamese University EFL Teachers' Classroom Instruction: A Pedagogical Focus

    Science.gov (United States)

    Grant, Lynn E.; Nguyen, Thi Hang

    2017-01-01

    This study examines the under-explored phenomenon in Vietnamese tertiary settings of code-switching practised by EFL (English as a foreign language) teachers in classroom instruction, as well as their awareness of this practice. Among the foreign languages taught and learned in Vietnamese universities, English is the most popular. The research…

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

    Science.gov (United States)

    McNeill, Brigid; Kirk, Cecilia

    2014-01-01

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

  18. Using the DSAP Framework to Guide Instructional Design and Technology Integration in BYOD Classrooms

    Science.gov (United States)

    Wasko, Christopher W.

    2016-01-01

    The purpose of this study was to determine the suitability of the DSAP Framework to guide instructional design and technology integration for teachers piloting a BYOD (Bring Your Own Device) initiative and to measure the impact the initiative had on the amount and type of technology used in pilot classrooms. Quantitative and qualitative data were…

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

    CERN Document Server

    Mastruserio Reynolds, Kate

    2015-01-01

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

  20. Standards-Based Testing Outcomes in Instructional Consultation Team Classrooms: An Analysis of Growth in Reading

    Science.gov (United States)

    Coleman, Chaka-Monique Nicole

    2013-01-01

    Recent federal education legislation has recognized the over-identification and overrepresentation of students in special education and mandated that schools use evidence-based teaching strategies and instructional interventions within the general education classroom before initiating a special education referral. Legislation also put greater…

  1. Promoting Academic Achievement in the Middle School Classroom: Integrating Effective Study Skills Instruction

    Science.gov (United States)

    Thorpe, Christin

    2010-01-01

    This study aimed to discover what study skills are most useful for middle school students, as well as strategies for integrating study skills instruction into the four main content area classrooms (English, math, science, and social studies) at the middle school level. Twenty-nine in-service middle school teachers participated in the study by…

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

    Science.gov (United States)

    Davies, Randall S.; Mendenhall, Robert

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

  3. The Evolution of Teachers' Instructional Beliefs and Practices in High-Access-to-Technology Classrooms.

    Science.gov (United States)

    Dwyer, David C.; And Others

    Beginning in 1985, Apple Computer, Inc., and several school districts began a collaboration to examine the impact of computer saturation on instruction and learning in K-12 classrooms. The initial guiding question was simply put: What happens when teachers and students have constant access to technology? To provide "constant access,"…

  4. Turkish Mathematics and Science Teachers' Technology Use in Their Classroom Instruction: Findings from TIMSS 2011

    Science.gov (United States)

    Tas, Yasemin; Balgalmis, Esra

    2016-01-01

    The goal of this study was to describe Turkish mathematics and science teachers' use of computer in their classroom instruction by utilizing TIMSS 2011 data. Analyses results revealed that teachers most frequently used computers for preparation purpose and least frequently used computers for administration. There was no difference in teachers'…

  5. A Comparison of Student Academic Performance with Traditional, Online, and Flipped Instructional Approaches in a C# Programming Course

    Science.gov (United States)

    Sharp, Jason H.; Sharp, Laurie A.

    2017-01-01

    Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question--When compared to the online and traditional instructional approaches, does the flipped instructional approach…

  6. Constructivism: Its Theoretical Underpinnings, Variations, and Implications for Classroom Instruction

    Science.gov (United States)

    Yilmaz, Kaya

    2008-01-01

    This article provides an overview of constructivism and its implications for classroom practices. To that end, it first describes the basic features of constructivism along with its major forms or variations. It then elucidates the constructivist view of knowledge, learning, teaching, and the relationship among these constructs. More specifically,…

  7. Embedding "Clickers" into Classroom Instruction: Benefits and Strategies

    Science.gov (United States)

    Blood, Erika; Gulchak, Daniel

    2013-01-01

    Student response systems, often called clickers, have become more popular and visible in the K-12 classroom in recent years. There are numerous competing systems on the market, but all perform the same function: to allow the student to use a small hand-held device (i.e., a clicker), or even web browsers on laptops or mobile phones, to respond to…

  8. Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

    Science.gov (United States)

    Anderson, Charlise Askew

    2016-01-01

    The purpose of this study was to analyze undergraduate teacher candidates' perceptions on integrating technology in the classroom. The study was embedded in the "Technology Pedagogical Content Knowledge" theoretical model. A sample of 143 undergraduate teacher candidates participated in the study. They were asked to address items on a…

  9. Social Studies Instruction in a Non-Classroom Setting.

    Science.gov (United States)

    Murphy, Margaret M.

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

  10. Improving Instruction in the Mathematics Methods Classroom through Action Research

    Science.gov (United States)

    Mostofo, Jameel; Zambo, Ron

    2015-01-01

    There is a continuing emphasis in the United States on improving students' mathematical abilities, and one approach is to better prepare teachers. To investigate the potential usefulness of Lesson Study to better prepare teachers, one author set out to conduct action research on his classroom practice. Specifically, he sought to determine whether…

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

    Directory of Open Access Journals (Sweden)

    David Westhuis

    2006-12-01

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

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

    Science.gov (United States)

    Sofkova Hashemi, Sylvana; Cederlund, Katarina

    2017-01-01

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

  13. Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry

    OpenAIRE

    Norrie E. Gayeta

    2017-01-01

    This study aimed to compare the effectiveness of flipped classroom and traditional classroom instruction in measuring conceptual change and to determine if flipped classroom instruction would be an alternative method of teaching to traditional lecture method. This study covered the level of conceptual understanding of students on stoichiometry and the type of conceptual change before and after exposure to flipped and traditional classroom environment. Qualitative and quantitative ...

  14. Bringing the Family Tradition in Bluegrass Music to the Music Classroom

    Science.gov (United States)

    Mills, Susan W.

    2009-01-01

    National Standard 9, "understanding music in relation to history and culture," forms the basis for this article about family traditions found in bluegrass music. With historical information about the roots of bluegrass music in the Old Time tradition, the author provides helpful links and instructional strategies to help general music…

  15. The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

    Science.gov (United States)

    Rothman, Alan H.

    This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking

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

    Science.gov (United States)

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

    2011-03-30

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

  17. HOW TO USE PROGRAMMED INSTRUCTION IN THE CLASSROOM.

    Science.gov (United States)

    SILVERMAN, ROBERT E.

    THIS BOOKLET DESCRIBES FOR TEACHERS THE BASIC FACETS OF PROGRAMED INSTRUCTION, GIVES EXAMPLES OF PROGRAM FRAMES, AND SUMMARIZES 10 CASE STUDIES. ITS PRICE IS $1 (DISCOUNTS ON QUANTITY PURCHASES), AND IT IS AVAILABLE FROM HONOR PRODUCTS CO., A DIVISION OF BOLT BERANEK AND NEWMAN INC., CAMBRIDGE, MASS. (LH)

  18. Supporting Classroom Instruction: The Textbook Navigator/Journal

    Science.gov (United States)

    Cogan, Leland S.; Burroughs, Nathan; Schmidt, William H.

    2015-01-01

    Researchers at the Center for the Study of Curriculum at Michigan State University have developed a tool to help teachers implement the Common Core State Standards in mathematics by letting standards, not textbooks, guide their instruction. Using the web-based Textbook Navigator/Journal, teachers can pick a standard and ask which portions of the…

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

    Directory of Open Access Journals (Sweden)

    Jaweria Aftab

    2015-12-01

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

  20. Departmentalized Classroom Environments versus Traditional Classroom Environments in Second through Fourth Grades: A Quantitative Analysis

    Science.gov (United States)

    Ray, Staci Janelle

    2017-01-01

    Since No Child Left Behind was introduced, kindergarten through 12th-grade educators have seen a dramatic increase in accountability, rigor of standards, and responsibilities in the classroom (New America Foundation, 2015). In order to meet the increased demands of federal education regulations in second through fourth grades, many administrators…

  1. A Comparison of Active Learning and Traditional Pedagogical Styles in a Business Law Classroom

    Science.gov (United States)

    Wilson, LeVon E.; Sipe, Stephanie R.

    2014-01-01

    The purpose of this study was to determine whether an active learning classroom environment is more effective in teaching university students certain concepts of business law than the traditional lecture environment. To generate data to answer this question, over a seven-semester period beginning in fall semester 2005, six classes of Legal…

  2. Testing the Efficacy of MyPsychlab to Replace Traditional Instruction in a Hybrid Course

    Science.gov (United States)

    Powers, Kasey L.; Brooks, Patricia J.; Galazyn, Magdalena; Donnelly, Seamus

    2016-01-01

    Online course-packs are marketed as improving grades in introductory-level coursework, yet it is unknown whether these course-packs can effectively replace, as opposed to supplement, in-class instruction. This study compared learning outcomes for Introductory Psychology students in hybrid and traditional sections, with hybrid sections replacing…

  3. Effect of X-Word Grammar and Traditional Grammar Instruction on Grammatical Accuracy

    Science.gov (United States)

    Livingston, Sue; Toce, Andi; Casey, Toce; Montoya, Fernando; Hart, Bonny R.; O'Flaherty, Carmela

    2018-01-01

    This study first briefly describes an instructional approach to teaching grammar known as X-Word Grammar and then compares its effectiveness in assisting students in achieving grammatical accuracy with traditionally taught grammar. Two groups of L2 pre-college students were taught using curricula and practice procedures in two different grammar…

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

    Directory of Open Access Journals (Sweden)

    Sara Arnold-Garza

    2014-07-01

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

  5. Evolution of Student Knowledge in a Traditional Introductory Classroom

    Science.gov (United States)

    Sayre, Eleanor C.; Heckler, Andrew F.

    2008-10-01

    In the physics education research community, a common format for evaluation is pre- and post-tests. In this study, we collect student test data many times throughout a course, allowing for the measurement of the changes of student knowledge with a time resolution on the order of a few days. The data cover the first two quarters (mechanics, E&M) of a calculus-based introductory sequence populated primarily by first- and second-year engineering majors. To avoid the possibility of test-retest effects, separate and quasi-random subpopulations of students are evaluated every week of the quarter on a variety of tasks. Unsurprisingly for a traditional introductory course, there is little change on many conceptual questions. However, the data suggest that some student ideas peak and decay rapidly during a quarter, a pattern consistent with memory research yet unmeasurable by pre-/post-testing.

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

    Science.gov (United States)

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

    2014-06-01

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

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

    OpenAIRE

    Lowery, Lillian Margretta

    2003-01-01

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

  8. Cutting edge technology to enhance nursing classroom instruction at Coppin State University.

    Science.gov (United States)

    Black, Crystal Day; Watties-Daniels, A Denyce

    2006-01-01

    Educational technologies have changed the paradigm of the teacher-student relationship in nursing education. Nursing students expect to use and to learn from cutting edge technology during their academic careers. Varied technology, from specified software programs (Tegrity and Blackboard) to the use of the Internet as a research medium, can enhance student learning. The authors provide an overview of current cutting edge technologies in nursing classroom instruction and its impact on future nursing practice.

  9. The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers

    Science.gov (United States)

    Gosse, Carolyn S.; McGinty, Anita S.; Mashburn, Andrew J.; Hoffman, LaVae M.; Pianta, Robert C.

    2014-01-01

    The present study examined the extent to which preschool classroom supports--relational support (RS) and instructional support (IS)--are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an…

  10. The Effect of the Flipped Classroom Approach to OpenCourseWare Instruction on Students' Self-Regulation

    Science.gov (United States)

    Sun, Jerry Chih-Yuan; Wu, Yu-Ting; Lee, Wei-I

    2017-01-01

    The purpose of this study was to investigate the effect of the flipped classroom approach to OpenCourseWare instruction on students' self-regulation. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Overall, 181 freshmen taking a physics course were allowed to choose their…

  11. Instructional and Motivational Classroom Discourse and Their Relationship with Teacher Autonomy and Competence Support--Findings from Teacher Professional Development

    Science.gov (United States)

    Kiemer, Katharina; Gröschner, Alexander; Kunter, Mareike; Seidel, Tina

    2018-01-01

    The present study investigates whether productive classroom discourse in the form of instructional and motivational classroom discourse (Turner et al., "Journal of Educational Psychology" 94: 88-106, 2002) provides a supportive social context for students that fosters the fulfilment of the basic psychological needs of autonomy and…

  12. Blended Learning vs. Traditional Instruction as a Predictor of Student Achievement in New York City Public Schools

    Science.gov (United States)

    Murray, Anthony

    2017-01-01

    This study explored the differences in student achievement on New York State standardized tests between blended learning and traditional instructional methodologies. Specifically, the study compared student achievement in iLearnNYC schools, to their peer schools that deliver instruction in a traditional manner. iLearnNYC is a blended learning…

  13. Classroom versus Computer-Based CPR Training: A Comparison of the Effectiveness of Two Instructional Methods

    Science.gov (United States)

    Rehberg, Robb S.; Gazzillo Diaz, Linda; Middlemas, David A.

    2009-01-01

    Objective: The objective of this study was to determine whether computer-based CPR training is comparable to traditional classroom training. Design and Setting: This study was quantitative in design. Data was gathered from a standardized examination and skill performance evaluation which yielded numerical scores. Subjects: The subjects were 64…

  14. Health science students and their learning environment: a comparison of perceptions of on-site, remote-site, and traditional classroom students.

    Science.gov (United States)

    Elison-Bowers, P; Snelson, Chareen; Casa de Calvo, Mario; Thompson, Heather

    2008-02-05

    This study compared the responses of on-site, remote-site, and traditional classroom students on measures of student/teacher interaction, course structure, physical learning environment, and overall course enjoyment/satisfaction. The sample population consisted of students taking undergraduate courses in medical terminology at two western colleges. The survey instrument was derived from Thomerson's questionnaire, which included closed- and open-ended questions assessing perceptions of students toward their courses. Controlling for grade expectations, results revealed no significant differences among the on-site, remote-site, and traditional classroom students in any of the four cluster domains. However, a nonsignificant (and continuing) trend suggested that students preferred the traditional classroom environment. When results were controlled for age, significant differences emerged between traditional and nontraditional students on measures of student/teacher interaction, physical learning environment, and overall enjoyment/satisfaction, as nontraditional students exhibited higher scores. Students' responses to open-ended questions indicated they enjoyed the convenience of online instruction, but reported finding frustration with technology itself.

  15. Phonetics and Technology in the Classroom: A Practical Approach to Using Speech Analysis Software in Second-Language Pronunciation Instruction

    Science.gov (United States)

    Olsen, Daniel J.

    2014-01-01

    While speech analysis technology has become an integral part of phonetic research, and to some degree is used in language instruction at the most advanced levels, it appears to be mostly absent from the beginning levels of language instruction. In part, the lack of incorporation into the language classroom can be attributed to both the lack of…

  16. Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

    Science.gov (United States)

    Reddy, Linda A.; Dudek, Christopher M.

    2014-01-01

    In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…

  17. A Comparison of Traditional and Alternative Certification Routes on Classroom Management

    Directory of Open Access Journals (Sweden)

    Brian Uriegas

    2014-10-01

    Full Text Available In Texas, there are different ways teachers can attain certification. Thus, teachers are entering the classroom through various certification routes with varying levels of training as the traditional and alternative programs differ in their requirements. Classroom management can determine the success or failure of teachers and students. The research involved in this study attempted to determine whether university-certified teachers differ from alternatively certified teachers in the area of classroom management as determined by referrals, while controlling for level of education, years of teaching experience, age, race, and gender at both middle and high school levels. The population for this study was the middle and high school teachers in one rural south central Texas school district. Data were collected from the school district’s personnel database as well as from the campus-level administrators. Hierarchical regressions were used to test null hypotheses and recommendations were suggested.

  18. ANALYZING TEACHER’S INSTRUCTIONAL AND NONVERBAL COMMUNICATION IN EFL CLASSROOM

    Directory of Open Access Journals (Sweden)

    Ranta

    2017-11-01

    Full Text Available The objectives of this research were to find out the teacher’s instructional language, kinds of nonverbal communication and effects in EFL Classroom. The objects of the research were the teacher and students of one primary school in Merauke. The approach employed was qualitative approach. The type of this research applied discourse analysis (DA. Data collection was conducted through observation by recording and interview. Data from observa tion was used to know the teacher’s instructional Language and kinds of nonverbal communication. Interview was used to know the effects of using the teacher’s instructional Language and nonverbal communication to the students. The research findings showed that (1 the teacher’s instructional language in the classroom activities covered explanations, asking questions, giving feedback, and giving corrections. In term of explanation, the teacher used English, switched and mixed the Indonesian language. The teacher used display question to know the students understanding related to the material. She used referential question to start the classroom and when she checked the progress of the students’ activity. In giving feedback, mostly same with explanation, the teacher also used English even she switched and mixed her language with Indonesian. The teacher used direct correction and indirect correction in giving correction. Repetition was also found in explanation, asking question, giving feedback and giving correction. (2 that the kind The findings revealed s of nonverbal communication used by the teacher in the classroom included gesture, body movement and posture, eye contact and facial expression. These nonverbal were applied to explain some unclear verbal communication. (3 The last, the findings showed that there were positive and negative effects of the teacher’s instructional language The positive effects included motivating the students in studying, increasing the students’ vocabulary mastery

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

    Science.gov (United States)

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

    2005-06-01

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

  20. Impacts of Flipped Classroom in High School Health Education

    Science.gov (United States)

    Chen, Li-Ling

    2016-01-01

    As advanced technology increasingly infiltrated into classroom, the flipped classroom has come to light in secondary educational settings. The flipped classroom is a new instructional approach that intends to flip the traditional teacher-centered classroom into student centered. The purpose of this research is to investigate the impact of the…

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

    Directory of Open Access Journals (Sweden)

    Lawrence A. Tomei

    2011-10-01

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

  2. The transfer of learning process: From an elementary science methods course to classroom instruction

    Science.gov (United States)

    Carter, Nina Leann

    The purpose of this qualitative multiple-case study was to explore the transfer of learning process in student teachers. This was carried out by focusing on information learned from an elementary science methods and how it was transferred into classroom instruction during student teaching. Participants were a purposeful sampling of twelve elementary education student teachers attending a public university in north Mississippi. Factors that impacted the transfer of learning during lesson planning and implementation were sought. The process of planning and implementing a ten-day science instructional unit during student teaching was examined through lesson plan documentation, in-depth individual interviews, and two focus group interviews. Narratives were created to describe the participants' experiences as well as how they plan for instruction and consider science pedagogical content knowledge (PCK). Categories and themes were then used to build explanations applying to the research questions. The themes identified were Understanding of Science PCK, Minimalism, Consistency in the Teacher Education Program, and Emphasis on Science Content. The data suggested that the participants lack in their understanding of science PCK, took a minimalistic approach to incorporating science into their ten-day instructional units, experienced inconsistencies in the teacher education program, and encountered a lack of emphasis on science content in their field experience placements. The themes assisted in recognizing areas in the elementary science methods courses, student teaching field placements, and university supervision in need of modification.

  3. Conceptual understanding of electrical circuits in secondary vocational engineering education: combining traditional instruction with inquiry learning in a virtual lab

    NARCIS (Netherlands)

    Kolloffel, Bas Jan; de Jong, Anthonius J.M.

    2013-01-01

    Background: Traditionally, engineering curricula about electrical circuits use textbook instruction and hands-on lessons, which are effective approaches for teaching terms and definitions, the procedural use of formulas, and how to build circuits. Nonetheless, students often lack conceptual

  4. Blending Online Components into Traditional Instruction in Pre-Service Teacher Education: The Good, the Bad, and the Ugly

    Science.gov (United States)

    Lin, Hong

    2008-01-01

    This study investigated the effectiveness of using online instruction as a supplement to a face-to-face introductory technology education course. Survey data were collected from 46 pre-service teachers. Findings indicated that when traditional face-to-face instruction was combined with online components, learning was enhanced over a single…

  5. Comparison of Flipped Model to Traditional Classroom Learning in a Professional Pharmacy Course

    Directory of Open Access Journals (Sweden)

    Colleen McCabe

    2017-09-01

    Full Text Available The flipped classroom is an approach to incorporate active learning that is being used in secondary education, higher education, and professional schools. This study investigates its impact on student learning and confidence in a professional degree program course. A quasi-experimental study was conducted to evaluate pharmacy students enrolled in a semester-long didactic traditional classroom course compared to students learning the same material using a flipped model through online self-study modules in a hands-on experiential learning course. Before and after each learning experience, students of each group completed a 16-item knowledge assessment on four topic areas and rated their level of confidence with each topic area on a Likert scale. There was a significant difference in knowledge with students in the traditional course scoring higher than students using flipped approach in the experiential course. Furthermore, the flipped experiential course students did not improve assessment scores from pre-test to post-test. For confidence rating, the traditional course group ranked confidence higher than the flipped experiential group for all topics. These findings challenge the notion that the flipped model using self-study in an experiential setting can be a substitution for didactic delivery of pharmacy education.

  6. 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…

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

    Directory of Open Access Journals (Sweden)

    Michael Zuniga

    2016-03-01

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

  8. A novel integration of online and flipped classroom instructional models in public health higher education.

    Science.gov (United States)

    Galway, Lindsay P; Corbett, Kitty K; Takaro, Timothy K; Tairyan, Kate; Frank, Erica

    2014-08-29

    In 2013, a cohort of public health students participated in a 'flipped' Environmental and Occupational Health course. Content for the course was delivered through NextGenU.org and active learning activities were carried out during in-class time. This paper reports on the design, implementation, and evaluation of this novel approach. Using mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students' self-perceived knowledge after participation in the course. We used pre- and post-course surveys to measure changes in self-perceived knowledge. The post-course survey also included items regarding learning experiences and perceptions of the flipped classroom model. We also compared standard course review and examination scores for the 2013 NextGenU/Flipped Classroom students to previous years when the course was taught with a lecture-based model. We conducted a focus group session to gain more in-depth understanding of student learning experiences and perceptions. Students reported an increase in knowledge and survey and focus group data revealed positive learning experiences and perceptions of the flipped classroom model. Mean examination scores for the 2013 NextGenU/Flipped classroom students were 88.8% compared to 86.4% for traditional students (2011). On a scale of 1-5 (1 = lowest rank, 5 = highest rank), the mean overall rating for the 2013 NextGenU/Flipped classroom students was 4.7/5 compared to prior years' overall ratings of 3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009). Two key themes emerged from the focus group data: 1) factors influencing positive learning experience (e.g., interactions with students and instructor); and 2) changes in attitudes towards environmental and occupation health (e.g., deepened interest in the field). Our results show that integration of the flipped classroom model with online NextGenU courses can be an effective innovation in public health higher education

  9. Flipped versus Traditional Classroom Information Literacy Sessions: Student Perceptions and Cognitions

    Directory of Open Access Journals (Sweden)

    Torstein Låg

    2016-12-01

    Full Text Available Teaching effectively with limited classroom time is a challenge for information literacy teachers. In the flipped classroom (FC teaching model, information transmission teaching is delivered outside of class, freeing up class time for learning activities. I adopted the FC model in sessions that were previously taught using a traditional classroom (TC model. The aim of this paper is to evaluate the FC model's relative impact on (1 student perceptions of usefulness and quality, and (2 student cognitions about the IL sessions. Responses to evaluation forms from the TC model (N = 65, were compared to those from FC model (N = 78. Students judged usefulness and quality on two 4-point rating scales. Student cognitions were elicited with an open-ended question asking for suggestions for improvement and other comments. Responses to the latter were coded by an assistant blind to the conditions. Ratings were near ceiling and similar for both conditions. Responses to the open-ended question revealed interesting trends. Students in the FC condition provided wordier comments, were more concerned with what they themselves did and could do, and with the subject matter of the session. Students in the TC condition were more concerned with how information was presented to them. Results indicate that the FC teaching model is a viable alternative for IL sessions, and that it may encourage students to engage more with IL and their own learning process.

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

    International Nuclear Information System (INIS)

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

    2005-01-01

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

  11. Comparison of traditional advanced cardiac life support (ACLS) course instruction vs. a scenario-based, performance oriented team instruction (SPOTI) method for Korean paramedic students.

    Science.gov (United States)

    Lee, Christopher C; Im, Mark; Kim, Tae Min; Stapleton, Edward R; Kim, Kyuseok; Suh, Gil Joon; Singer, Adam J; Henry, Mark C

    2010-01-01

    Current Advanced Cardiac Life Support (ACLS) course instruction involves a 2-day course with traditional lectures and limited team interaction. We wish to explore the advantages of a scenario-based performance-oriented team instruction (SPOTI) method to implement core ACLS skills for non-English-speaking international paramedic students. The objective of this study was to determine if scenario-based, performance-oriented team instruction (SPOTI) improves educational outcomes for the ACLS instruction of Korean paramedic students. Thirty Korean paramedic students were randomly selected into two groups. One group of 15 students was taught the traditional ACLS course. The other 15 students were instructed using a SPOTI method. Each group was tested using ACLS megacode examinations endorsed by the American Heart Association. All 30 students passed the ACLS megacode examination. In the traditional ACLS study group an average of 85% of the core skills were met. In the SPOTI study group an average of 93% of the core skills were met. In particular, the SPOTI study group excelled at physical examination skills such as airway opening, assessment of breathing, signs of circulation, and compression rates. In addition, the SPOTI group performed with higher marks on rhythm recognition compared to the traditional group. The traditional group performed with higher marks at providing proper drug dosages compared to the SPOTI students. However, the students enrolled in the SPOTI method resulted in higher megacode core compliance scores compared to students trained in traditional ACLS course instruction. These differences did not achieve statistical significance due to the small sample size. Copyright 2010 Elsevier Inc. All rights reserved.

  12. Computer-Assisted Instruction: A Case Study of Two Charter Schools

    Science.gov (United States)

    Keengwe, Jared; Hussein, Farhan

    2013-01-01

    The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better…

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

    Science.gov (United States)

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

    2017-01-01

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

  14. Prospect for Cell Phones as Instructional Tools in the EFL Classroom: A Case Study of Jahangirnagar University, Bangladesh

    Science.gov (United States)

    Begum, Roksana

    2011-01-01

    The aim of this study was to investigate the potentiality of cell phone use in the EFL classroom of Bangladesh as an instructional tool. The researcher conducted a case study on Jahangirnagar University of Bangladesh. For the study, some SMS based class tests were conducted in the English Department of the university where one hundred…

  15. Differentiating Instruction "in the Regular" Classroom: How To Reach and Teach All Learners, Grades 3-12.

    Science.gov (United States)

    Heacox, Diane

    This book provides a wide variety of strategies for differentiating instruction for students in grades 3-12. Chapter 1 presents an overview of differentiated content, process, and product, and the role of the teacher in a differentiated classroom. Chapter 2 focuses on the first step of differentiation: gathering information about students. Chapter…

  16. A Survey of Exemplar Teachers' Perceptions, Use, and Access of Computer-Based Games and Technology for Classroom Instruction

    Science.gov (United States)

    Proctor, Michael D.; Marks, Yaela

    2013-01-01

    This research reports and analyzes for archival purposes surveyed perceptions, use, and access by 259 United States based exemplar Primary and Secondary educators of computer-based games and technology for classroom instruction. Participating respondents were considered exemplary as they each won the Milken Educator Award during the 1996-2009…

  17. Beyond Measurement-Driven Instruction: Achieving Deep Learning Based on Constructivist Learning Theory, Integrated Assessment, and a Flipped Classroom Approach

    Science.gov (United States)

    Bernauer, James A.; Fuller, Richard G.

    2017-01-01

    The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it…

  18. How Fifth Grade Latino/a Bilingual Students Use Their Linguistic Resources in the Classroom and Laboratory during Science Instruction

    Science.gov (United States)

    Stevenson, Alma R.

    2013-01-01

    This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a…

  19. The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning

    Science.gov (United States)

    Sebastian, James; Allensworth, Elaine

    2012-01-01

    Purpose: This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent-community ties, and the school's learning climate. It identifies paths through which leadership explains differences in achievement and…

  20. A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

    Directory of Open Access Journals (Sweden)

    Jason H. Sharp

    2017-08-01

    Full Text Available Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus

  1. Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students

    Science.gov (United States)

    Riedell, Kate Elizabeth

    also provided an in-depth interview as part of the data collection. This comprehensive set of over 200 pieces of data, which includes observations and interviews, as well as artifacts and annotations from the ePortfolios, was analyzed using a grounded theory approach (Strauss & Corbin, 1990). Six central themes emerged from the data. The findings indicated that teachers incorporated some elements of differentiation, personalization and a limited number of components under UDL to support all learners, including students with special needs. There was no indication that the teachers implemented individualization. In other words, there was limited evidence that teachers planned specifically for meeting the needs of students with a specific disability; rather, they focused on collectively meeting the needs of all learners. They recognized the importance of accounting for student motivation and sought to provide hands-on, authentic learning opportunities to motivate and engage students. Yet, they did not survey and/or ask students for their perception of their classroom experiences. While teachers did utilize the electronic portfolio and found it valuable to varying degrees, they indicated that collaboration and visiting other classrooms were essential to their professional development. Implications from this study include (1) ensuring that teachers understand the differences among differentiation, personalization, individualization and universal design for learning; (2) training for teachers on how to properly differentiate, personalize and individualize instruction, as well as how to implement universal design for learning; (3) providing teachers with follow-up support within the classroom to properly implement the approaches mentioned above; (4) training for teachers on the importance of eliciting students' perceptions and how to gauge those perceptions; (5) properly disseminating information to policymakers on the realities of the classrooms and the challenges in

  2. Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

    Science.gov (United States)

    Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

    2014-07-01

    Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to

  3. A Comparison of Web-Based with Traditional Classroom-Based Training of Lung Ultrasound for the Exclusion of Pneumothorax.

    Science.gov (United States)

    Edrich, Thomas; Stopfkuchen-Evans, Matthias; Scheiermann, Patrick; Heim, Markus; Chan, Wilma; Stone, Michael B; Dankl, Daniel; Aichner, Jonathan; Hinzmann, Dominik; Song, Pingping; Szabo, Ashley L; Frendl, Gyorgy; Vlassakov, Kamen; Varelmann, Dirk

    2016-07-01

    Lung ultrasound (LUS) is a well-established method that can exclude pneumothorax by demonstration of pleural sliding and the associated ultrasound artifacts. The positive diagnosis of pneumothorax is more difficult to obtain and relies on detection of the edge of a pneumothorax, called the "lung point." Yet, anesthesiologists are not widely taught these techniques, even though their patients are susceptible to pneumothorax either through trauma or as a result of central line placement or regional anesthesia techniques performed near the thorax. In anticipation of an increased training demand for LUS, efficient and scalable teaching methods should be developed. In this study, we compared the improvement in LUS skills after either Web-based or classroom-based training. We hypothesized that Web-based training would not be inferior to "traditional" classroom-based training beyond a noninferiority limit of 10% and that both would be superior to no training. Furthermore, we hypothesized that this short training session would lead to LUS skills that are similar to those of ultrasound-trained emergency medicine (EM) physicians. After a pretest, anesthesiologists from 4 academic teaching hospitals were randomized to Web-based (group Web), classroom-based (group class), or no training (group control) and then completed a posttest. Groups Web and class returned for a retention test 4 weeks later. All 3 tests were similar, testing both practical and theoretical knowledge. EM physicians (group EM) performed the pretest only. Teaching for group class consisted of a standardized PowerPoint lecture conforming to the Consensus Conference on LUS followed by hands-on training. Group Web received a narrated video of the same PowerPoint presentation, followed by an online demonstration of LUS that also instructs the viewer to perform an LUS on himself using a clinically available ultrasound machine and submit smartphone snapshots of the resulting images as part of a portfolio system

  4. Instructional characteristics in mathematics classrooms: relationships to achievement goal orientation and student engagement

    Science.gov (United States)

    Lazarides, Rebecca; Rubach, Charlott

    2017-02-01

    This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students' mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.

  5. An Investigation of Learner-Control Variables in Vocabulary Learning Using Traditional Instruction and Two Forms of Computer-Based Instruction.

    Science.gov (United States)

    Balajthy, Ernest

    1988-01-01

    Investigates college students' ability to monitor learner-controlled vocabulary instruction when performed in traditional workbook-like tasks and in two different computer-based formats: video game and text game exercises. Suggests that developmental reading students are unable to monitor their own vocabulary development accurately. (MM)

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

    Science.gov (United States)

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

    2013-10-01

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

  7. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J

    2014-08-01

    We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.

  8. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

    2014-01-01

    We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

  9. Classroom Preschool Science Learning: The Learner, Instructional Tools, and Peer-Learning Assignments

    Science.gov (United States)

    Reuter, Jamie M.

    The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to

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

    Science.gov (United States)

    Holliday-Cashwell, Janet Rose

    2000-10-01

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

  11. 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

  12. Student and Parent Perspectives on Fipping the Mathematics Classroom

    Science.gov (United States)

    Muir, Tracey

    2015-01-01

    Traditionally, the domain of higher education, the 'flipped classroom' is gaining in popularity in secondary school settings. In the flipped classroom, digital technologies are used to shift direct instruction from the classroom to the home, providing students with increased autonomy over their learning. While advocates of the approach believe it…

  13. A Comparison Of Internet-Based Learning And Traditional Classroom Lecture To Learn Cpr For Continuing Medical Education

    OpenAIRE

    HEMMATI, Nima; OMRANI, Soghra; HEMMATI, Naser

    2013-01-01

    The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general ...

  14. A Comparison of Internet-Based Learning and Traditional Classroom Lecture to Learn CPR for Continuing Medical Education

    Science.gov (United States)

    Hemmati, Nima; Omrani, Soghra; Hemmati, Naser

    2013-01-01

    The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training…

  15. Exploring Differences in Preference for On-Line versus Traditional Classroom Delivery of a Freshmen Introduction to Global Business Course

    Science.gov (United States)

    Levine, Mark; Guy, Paul; Straus, Peter; Levine, H. T.

    2009-01-01

    The present study investigates whether pre-business students, after having completed a traditional in class freshmen introduction to global business course, express a difference in preference for such a course to be delivered online versus classroom or no preference at all. The study further explores whether four variables: 1) number of units of…

  16. "Everyone's a Comedian." No Really, They Are: Using Humor in the Online and Traditional Classroom

    Science.gov (United States)

    Smith, Victoria D.; Wortley, Amy

    2017-01-01

    The effects of the incorporation of instructor humor in both the traditional and online classroom settings was examined. Students react to instructor humor in positive ways that demonstrate both increased engagement with the material and increased information recall following the use of instructor humor in lecture. Challenges of instructor and…

  17. Actual versus Implied Physics Students: How Students from Traditional Physics Classrooms Related to an Innovative Approach to Quantum Physics

    Science.gov (United States)

    Bøe, Maria Vetleseter; Henriksen, Ellen Karoline; Angell, Carl

    2018-01-01

    Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of 11…

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

    Science.gov (United States)

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

    2010-01-01

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

  19. THE USE OF RESEARCH PAPER WRITING INSTRUCTIONAL MATERIALSTO IMPROVE STUDENTS‟ACADEMIC WRITING: A CLASSROOM ACTION RESEARCH

    Directory of Open Access Journals (Sweden)

    M. Ali Ghufron

    2017-04-01

    Full Text Available Most of students in English Education Department of IKIP PGRI Bojonegoro frequently consider that academic writing, in term of writing scientific paper, is not easy task to do. The result of their academic writing performance at preliminary research indicated that they achieved low scores in writing a scientific article. Consequently, they are not motivated in academic writing. For this case, I used Research Paper Writing Instructional Materials as sources in teaching and learning. This research investigatedwhether the use of Research Paper Writing Instructional Materials can improve students‘ academic writing andhow class situation is when Research Paper Writing Instructional Materials are used as a source of teaching and learning process. This is a Classroom Action Research (CAR which is conducted at the fourth semester students of English Education Department of IKIP PGRI Bojonegoro in the academic year of 2014/2015. This research was done in two cycles. Each cycle consisted of four steps: Planning, Acting, Observing, and Reflecting. The qualitative data were collected through observation and interview. The quantitative data were collected through test. The research findings revealed that the use of Research Paper Writing Instructional Materialscan improve students‘ academic writing and improve students‘ motivation in academic writing class.Derived from the findings, it can be concluded that the use of Research Paper Writing Instructional Materialscan improve students‘ academic writing and class situation. Therefore, it is recommended for the lecturers to use Research Paper Writing Instructional Materialsas it can improve students‘ academic writing as well as class situation.

  20. From Teacher-Centred Instruction to Peer Tutoring in the Heterogeneous International Classroom: A Danish Case of Instructional Change

    Directory of Open Access Journals (Sweden)

    Klarissa Lueg

    2014-04-01

    Our study contributes on several levels: firstly, we provide course responsibles with a detailed insight into how a seminar redesign to RPT can be achieved. Secondly, we provide a basis for introducing such change by documenting the positive assessment as an outcome of the monitoring. We thereby address diversity and in-classroom heterogeneity on a didactical level.

  1. Learning Designs using Flipped Classroom Instruction | Conception d’apprentissage à l’aide de l’instruction en classe inversée

    Directory of Open Access Journals (Sweden)

    Amber Danielle Mazur

    2015-05-01

    Full Text Available The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (1 guided collaborative discussion, (2 tabletop white boarding and (3 the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. La classe inversée est un modèle pédagogique qui met à profit l’apprentissage hors des heures en classe et qui est rehaussé par la technologie pour maximiser l’engagement et l’apprentissage des apprenants en classe. Dans le cadre de cette étude de recherche-action, les auteurs résument les réflexions sur la façon dont le modèle de la classe inversée peut appuyer l’enseignement, l’apprentissage et l’évaluation par la mise en œuvre de trois conceptions d’apprentissage par investigation : 1 discussion collaborative guidée, 2 tableau blanc de table et 3 développement d’auras en réalité augmentée. Les principes d’enseignement de l’efficacité sont utilisés comme optique guidant la réflexion sur les avantages et les défis de chacune des conceptions d’apprentissage. Les conclusions suggèrent que les modèles de classes inversées qui mettent l’accent sur l’apprentissage collaboratif, le travail en groupe et l’accessibilité peuvent

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

    Science.gov (United States)

    Gradias, Jean

    In 2013, California became one of the first states to adopt the rigorous Next Generation Science Standards (NGSS). However, the current state of science instruction does not support the conceptual shifts of the NGSS, which call for consistent science instruction K-12, increased inquiry, subject integration, as well as science instruction that connects students to their communities and their world. Therefore, teachers are in need of instructional support for science teaching that can enable them to achieve these higher expectations. This dissertation explored whether implementing a Project-Based Learning (PBL)-centered science specialist changed classroom teachers' frequency of science instruction and use of instructional strategies that support NGSS science delivery. In addition, this study examined how providing a PBL science specialist supported teachers in their comfort with using these more rigorous instructional strategies. Five elementary teachers participated in an action research project conducted over the course of a school year. The frequency with which teachers used the following instructional strategies was analyzed: connecting science to real world phenomena, accessing community resources, integrating science into other subject areas, and using inquiry in science instruction. Quantitative and qualitative data revealed that a PBL science specialist does support classroom teachers in implementing teaching practices aligned to the conceptual shifts implicated by the NGSS; however, individual growth rates varied by instructional strategy. The results of this study provide a foundation for the legitimacy of utilizing a PBL-focused science specialist to support teachers in shifting their instructional practices in order to achieve the Next Generation Science Standards.

  3. Benefits of Case-Based versus Traditional Lecture-Based Instruction in a Preclinical Removable Prosthodontics Course.

    Science.gov (United States)

    Samuelson, David B; Divaris, Kimon; De Kok, Ingeborg J

    2017-04-01

    This study compared the acceptability and relative effectiveness of case-based learning (CBL) versus traditional lecture-based (LB) instruction in a preclinical removable prosthodontics course in the University of North Carolina at Chapel Hill School of Dentistry DDS curriculum. The entire second-year class (N=82) comprised this crossover study's sample. Assessments of baseline comprehension and confidence in removable partial denture (RPD) treatment planning were conducted at the beginning of the course. Near the end of the course, half of the class received CBL and LB instruction in an RPD module in alternating sequence, with students serving as their own control group. Assessments of perceived RPD treatment planning efficacy, comprehension, and instruction method preference were administered directly after students completed the RPD module and six months later. Analyses of variance accounting for period, carryover, and sequence effects were used to determine the relative effects of each approach using a peffects, CBL was also associated with higher gains in RPD treatment planning comprehension (p=0.04) and perceived efficacy (p=0.01) compared to LB instruction. These gains diminished six months after the course-a finding based on a 49% follow-up response rate. Overall, the students overwhelmingly preferred CBL to LB instruction, and the findings suggest small albeit measurable educational benefits associated with CBL. This study's findings support the introduction and further testing of CBL in the preclinical dental curriculum, in anticipation of possible future benefits evident during clinical training.

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

    Science.gov (United States)

    Hardy, Shanon D.

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

  5. A Quantitative Evaluation of the Flipped Classroom in a Large Lecture Principles of Economics Course

    Science.gov (United States)

    Balaban, Rita A.; Gilleskie, Donna B.; Tran, Uyen

    2016-01-01

    This research provides evidence that the flipped classroom instructional format increases student final exam performance, relative to the traditional instructional format, in a large lecture principles of economics course. The authors find that the flipped classroom directly improves performance by 0.2 to 0.7 standardized deviations, depending on…

  6. Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office

    Science.gov (United States)

    Cobb, Paul; Jackson, Kara; Henrick, Erin; Smith, Thomas M.

    2018-01-01

    In "Systems for Instructional Improvement," Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe…

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Shea, Mary

    2015-01-01

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

  9. Classroom

    Indian Academy of Sciences (India)

    Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite responses, or ... "Classroom" is equally a forum for raising broader issues and .... Now we can approach the question from a different viewpoint.

  10. Classrooms.

    Science.gov (United States)

    Butin, Dan

    This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

  11. The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD.

    Science.gov (United States)

    Mautone, Jennifer A; DuPaul, George J; Jitendra, Asha K

    2005-08-01

    The present study examines the effects of computer-assisted instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants' mathematics performance and on-task behavior. Participants' mathematics achievement improve and their on-task behavior increase during the CAI sessions relative to independent seatwork conditions. In addition, students and teachers consider CAI to be an acceptable intervention for some students with ADHD who are having difficulty with mathematics. Implications of these results for practice and research are discussed.

  12. Using traditional or flipped classrooms to teach "Geriatrics and Gerontology"? Investigating the impact of active learning on medical students' competences.

    Science.gov (United States)

    Granero Lucchetti, Alessandra Lamas; Ezequiel, Oscarina da Silva; Oliveira, Isabella Noceli de; Moreira-Almeida, Alexander; Lucchetti, Giancarlo

    2018-01-21

    The present study aims to investigate the effect of two educational strategies to teach geriatrics (flipped classroom-FL and traditional lectures-TR) in relation to a control group (no intervention) on students' competences. An intervention study was conducted during the third year of medicine. Two different educational strategies (flipped classroom and traditional lectures) were incorporated into a theoretical-practical discipline of geriatrics. Students were evaluated about their attitudes towards older persons (Maxwell-Sullivan, UCLA geriatric attitudes), empathy (Maxwell-Sullivan), knowledge (Palmore and cognitive knowledge), skills (standardized patient assessment), and satisfaction with the activities. A total of 243 students were assessed. The FL group demonstrated greater gains in knowledge among students and improved attitude compared to the TR. We found no differences in the skills using a standardized patient. In addition, students exposed to FL felt more prepared to treat older people, believed they had more knowledge, were more satisfied, and evaluated the discipline's format better in relation to the traditional group. Strategies in teaching geriatrics can impact students' knowledge, attitudes, and satisfaction with the course. We found that the way this teaching is delivered can influence students' learning, since there were differences between active and traditional strategies.

  13. Teachers' Instructional Practices within Connected Classroom Technology Environments to Support Representational Fluency

    Science.gov (United States)

    Gunpinar, Yasemin; Pape, Stephen

    2018-01-01

    The purpose of this study was to investigate the ways that teachers use connected classroom technology (CCT) in conjunction with the Texas Instruments Nspire calculator to potentially support achievement on Algebra problems that require translation between representations (i.e., symbolic to graphical). Four Algebra I classrooms that initially…

  14. Influence of University Level Direct Instruction on Educators' Use of Technology in the Classroom

    Science.gov (United States)

    Garner, Angie M.; Bonds-Raacke, Jennifer M.

    2013-01-01

    Previous research regarding technology integration in education has indicated that when technology is integrated into the classroom with fidelity it can enhance educational experiences. Research has also indicated, however that despite the growing presence of technology in classrooms, it is not being effectively utilized. The present study…

  15. Instructional Activities and the Quality of Language in Chilean Preschool Classrooms

    Science.gov (United States)

    Strasser, Katherine; Darricades, Michelle; Mendive, Susana; Barra, Gabriela

    2018-01-01

    Research Findings: This study examines the association between preschool classroom activity and the quality of the language spoken by teachers and children. Eighteen classrooms serving low-income children between the ages of 3 and 4 in Santiago de Chile were audio-recorded during one morning shift. Recordings were transcribed and segmented into…

  16. An Application of Flipped Classroom Method in the Instructional Technologies and Material Development Course

    Science.gov (United States)

    Özpinar, Ilknur; Yenmez, Arzu Aydogan; Gökçe, Semirhan

    2016-01-01

    A natural outcome of change in technology, new approaches towards teaching and learning have emerged and the applicability of the flipped classroom method, a new educational strategy, in the field of education has started to be discussed. It was aimed with the study to examine the effect of using flipped classroom method in academic achievements…

  17. Teacher Logs: A Tool for Gaining a Comprehensive Understanding of Classroom Practices

    Science.gov (United States)

    Glennie, Elizabeth J.; Charles, Karen J.; Rice, Olivia N.

    2017-01-01

    Examining repeated classroom encounters over time provides a comprehensive picture of activities. Studies of instructional practices in classrooms have traditionally relied on two methods: classroom observations, which are expensive, and surveys, which are limited in scope and accuracy. Teacher logs provide a "real-time" method for…

  18. Tradition

    DEFF Research Database (Denmark)

    Otto, Ton

    2016-01-01

    : beliefs, practices, institutions, and also things. In this sense, the meaning of the term in social research is very close to its usage in common language and is not always theoretically well developed (see Shils, 1971: 123). But the concept of tradition has also been central to major theoretical debates...... on the nature of social change, especially in connection with the notion of modernity. Here tradition is linked to various forms of agency as a factor of both stability and intentional change....

  19. Instructional Partners, Principals, Teachers, and Instructional Assistants.

    Science.gov (United States)

    Indiana State Dept. of Public Instruction, Indianapolis.

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

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

    Science.gov (United States)

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

    2017-03-01

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

  1. The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores

    Science.gov (United States)

    Bennett, Angela Stephens

    2010-01-01

    One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…

  2. Traditional versus iPad-Mediated Handwriting Instruction in Early Learners

    Science.gov (United States)

    Wells, Kevin E.; Sulak, Tracey N.; Saxon, Terrill F.; Howell, Leanne L.

    2016-01-01

    There has been a drastic increase in the use of technology in the classroom over the past 20 years. As computers and tablets permeate our schools, their presence is oftentimes seen as a cure to whatever problems may exist. While the promise of technology has held true within some domains, little has been done to examine its efficacy in some areas.…

  3. How fifth grade Latino/a bilingual students use their linguistic resources in the classroom and laboratory during science instruction

    Science.gov (United States)

    Stevenson, Alma R.

    2013-12-01

    This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a fifth grade science class entirely comprised of language minority students transitioning out of bilingual education. Therefore, English was the means of instruction in science, supported by informal peer-to-peer Spanish-language communication. This study is grounded in a social constructivist paradigm. From this standpoint, learning science is a social process where social, cultural, and linguistic factors are all considered crucial to the process of acquiring scientific knowledge. The study was descriptive in nature, examining specific linguistic behaviors with the purpose of identifying and analyzing the linguistic functions of students' utterances while participating in science learning. The results suggest that students purposefully adapt their use of linguistic resources in order to facilitate their participation in science leaning. What is underscored in this study is the importance of explicitly acknowledging, supporting, and incorporating bilingual students' linguistic resources both in Spanish and English into the science classroom in order to optimize students' participation and facilitate their understanding.

  4. Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes.

    Science.gov (United States)

    Bottge, Brian A.; Heinrichs, Mary; Mehta, Zara Dee; Hung, Ya-Hui

    2002-01-01

    A study examined the effectiveness of enhanced anchor instruction and traditional problem instruction in improving the problem-solving performance of 42 seventh-graders with and without disabilities in inclusive classrooms. Students without disabilities profited from contextualized instruction, but benefits for the students with disabilities were…

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

    Science.gov (United States)

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

    2017-12-01

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

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

    Science.gov (United States)

    Cicco, Gina

    2012-01-01

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

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

    Science.gov (United States)

    Rutledge, Lorelei; LeMire, Sarah

    2017-01-01

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

  8. Using Simulation to Support Novice Teachers' Classroom Management Skills: Comparing Traditional and Alternative Certification Groups

    Science.gov (United States)

    Pankowski, Jennifer; Walker, Joan T.

    2016-01-01

    Drawing from research on situated cognition and the development of expertise and simulations in professional education, we designed two simulation tasks that provided novice teachers with repeated opportunities to deliberately practice managing a classroom under no-fault conditions. The simulations immersed novices in two perennial classroom…

  9. Diverging from Traditional Paths: Reconstructing Fairy Tales in the EFL Classroom

    Science.gov (United States)

    Hayik, Rawia

    2015-01-01

    Framed by transactional and critical literacy theories, this teacher-research introduces practical examples of implementing antisexist pedagogy in an EFL Middle Eastern classroom. After a short preview of the gender-biased educational messages abundant in literature and pop culture, the article focuses on students' transaction with "Cinder…

  10. A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom

    Science.gov (United States)

    Owens, Susan T.

    2017-01-01

    Technology is becoming an integral tool in the classroom and can make a positive impact on how the students learn. This quantitative comparative research study examined gender-based differences among secondary Advanced Placement (AP) Statistic students comparing Educational Testing Service (ETS) College Board AP Statistic examination scores…

  11. Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms

    Science.gov (United States)

    Parker, Lesley H.; Rennie, Léonie J.

    2002-09-01

    Debate continues over the benefits, or otherwise, of single-sex classes in science and mathematics, particularly for the performance of girls. Previous research and analyses of the circumstances surrounding the implementation of single-sex classes warn that the success of the strategy requires due consideration of the nature of the instructional environment for both boys and girls, together with appropriate support for the teachers involved. This article reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. The study was part of the Single-Sex Education Pilot Project (SSEPP) in ten high schools in rural and urban Western Australia. Qualitative and quantitative data were gathered during the project from teachers, students and classroom observations. Overall, it was apparent that single-sex grouping created environments in which teachers could implement gender-inclusive science instructional strategies more readily and effectively than in mixed-sex settings. Teachers were able to address some of the apparent shortcomings of the students' previous education (specifically, the poor written and oral communication of boys and the limited experience of girls with 'hands-on' activities and open-ended problem solving). Further, in same-sex classrooms, sexual harassment which inhibited girls' learning was eliminated. The extent to which teachers were successful in implementing gender-inclusive instructional strategies, however, depended upon their prior commitment to the SSEPP as a whole, and upon the support or obstacles encountered from a variety of sources, including parents, the community, students, and non-SSEPP teachers.

  12. A comparison of student achievement on the National Servsafe RTM Examination in an online versus a traditional classroom format

    Science.gov (United States)

    Komarinski, Cindy Angelo

    This study used both quantitative and qualitative approaches to determine whether there is a significant difference in student achievement in food sanitation using a traditional classroom or online delivery as evidenced by the results of the ServSafe exam. Because sanitation is of the utmost importance in preventing foodborne illness, it is imperative to identify effective training delivery methods. Sixty-six participants who self-selected the delivery of the sanitation class were used in this study. The participants were given a diagnostic exam at the beginning of the course, which determined their level of pre-knowledge, and the ServSafe exam at the end of the course. The students in online delivery had a higher mean pre-knowledge than those in traditional delivery but did not do as well, though not significantly, on the ServSafe exam. The fact that those in the online delivery began the class with a higher level of knowledge as evidenced on the diagnostic exam yet underperformed the students in the traditional program underscores the relative superiority of the traditional method. This difference is in even starker contrast when one considers that students in online delivery had more years of experience in the field than those in traditional delivery. Because of self-selection as well as the limited sample size, it is recommended that this study be replicated in other programs in the United States.

  13. Exploring Flipped Classroom Effects on Second Language Learners' Cognitive Processing

    Science.gov (United States)

    Kim, Jeong-eun; Park, Hyunjin; Jang, Mijung; Nam, Hosung

    2017-01-01

    This study investigated the cognitive effects of the flipped classroom approach in a content-based instructional context by comparing second language learners' discourse in flipped vs. traditional classrooms in terms of (1) participation rate, (2) content of comments, (3) reasoning skills, and (4) interactional patterns. Learners in two intact…

  14. Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

    Science.gov (United States)

    Telford, Mark; Senior, Emma

    2017-06-08

    This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

  15. Comparison of basic life support (BLS video self-instructional system and traditional BLS training in first year nursing students

    Directory of Open Access Journals (Sweden)

    R Nikandish

    2009-03-01

    Full Text Available Background: For several years, educators have criticized the lecture-based  approach  to teaching and learning. Experts have rightly stressed on acquisition  of a number of critical  skills rather than focusing on lectures. Purpose. To compare students'  pe1jormance after self-education  with VCD and manikin,  with thei performance after standard BLS training.Methods: In this randomized controlled study, twenty first-year nursing students were divided into two groups randomly, and were provided with basic life support (BLS instruction either in the traditional format of lecturing or with VCD and manikin without tutor. The students’ Performance was evaluated on a manikin with a checklist including all steps in BLS.Results: With traditional  instruction,  students'  mean score was 42.2±3.91, while it was 46.3±3.86 with self-education,  showing no significant  difference.Conclusion: In nursing students with no previous BLS training, access to VCD and manikin facilitates immediate achievement of educational objectives similar to those  of a standard  BLS course.  Self­ learning BLS with VCD should be enhanced with a short period of hands-on practice.Keywords: cardiopulmonary resuscitation (CPR, nursing students, cpr skills, education

  16. MVP and Instructional Systems Design in Online Courses

    Science.gov (United States)

    Franklin, Jennifer L.

    2017-01-01

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

  17. Puzzle based teaching versus traditional instruction in electrocardiogram interpretation for medical students--a pilot study.

    Science.gov (United States)

    Rubinstein, Jack; Dhoble, Abhijeet; Ferenchick, Gary

    2009-01-13

    Most medical professionals are expected to possess basic electrocardiogram (EKG) interpretation skills. But, published data suggests that residents' and physicians' EKG interpretation skills are suboptimal. Learning styles differ among medical students; individualization of teaching methods has been shown to be viable and may result in improved learning. Puzzles have been shown to facilitate learning in a relaxed environment. The objective of this study was to assess efficacy of teaching puzzle in EKG interpretation skills among medical students. This is a reader blinded crossover trial. Third year medical students from College of Human Medicine, Michigan State University participated in this study. Two groups (n = 9) received two traditional EKG interpretation skills lectures followed by a standardized exam and two extra sessions with the teaching puzzle and a different exam. Two other groups (n = 6) received identical courses and exams with the puzzle session first followed by the traditional teaching. EKG interpretation scores on final test were used as main outcome measure. The average score after only traditional teaching was 4.07 +/- 2.08 while after only the puzzle session was 4.04 +/- 2.36 (p = 0.97). The average improvement after the traditional session was followed up with a puzzle session was 2.53 +/- 1.94 while the average improvement after the puzzle session was followed with the traditional session was 2.08 +/- 1.73 (p = 0.67). The final EKG exam score for this cohort (n = 15) was 84.1 compared to 86.6 (p = 0.22) for a comparable sample of medical students (n = 15) at a different campus. Teaching EKG interpretation with puzzles is comparable to traditional teaching and may be particularly useful for certain subgroups of students. Puzzle session are more interactive and relaxing, and warrant further investigations on larger scale.

  18. Puzzle based teaching versus traditional instruction in electrocardiogram interpretation for medical students – a pilot study

    Science.gov (United States)

    Rubinstein, Jack; Dhoble, Abhijeet; Ferenchick, Gary

    2009-01-01

    Background Most medical professionals are expected to possess basic electrocardiogram (EKG) interpretation skills. But, published data suggests that residents' and physicians' EKG interpretation skills are suboptimal. Learning styles differ among medical students; individualization of teaching methods has been shown to be viable and may result in improved learning. Puzzles have been shown to facilitate learning in a relaxed environment. The objective of this study was to assess efficacy of teaching puzzle in EKG interpretation skills among medical students. Methods This is a reader blinded crossover trial. Third year medical students from College of Human Medicine, Michigan State University participated in this study. Two groups (n = 9) received two traditional EKG interpretation skills lectures followed by a standardized exam and two extra sessions with the teaching puzzle and a different exam. Two other groups (n = 6) received identical courses and exams with the puzzle session first followed by the traditional teaching. EKG interpretation scores on final test were used as main outcome measure. Results The average score after only traditional teaching was 4.07 ± 2.08 while after only the puzzle session was 4.04 ± 2.36 (p = 0.97). The average improvement after the traditional session was followed up with a puzzle session was 2.53 ± 1.94 while the average improvement after the puzzle session was followed with the traditional session was 2.08 ± 1.73 (p = 0.67). The final EKG exam score for this cohort (n = 15) was 84.1 compared to 86.6 (p = 0.22) for a comparable sample of medical students (n = 15) at a different campus. Conclusion Teaching EKG interpretation with puzzles is comparable to traditional teaching and may be particularly useful for certain subgroups of students. Puzzle session are more interactive and relaxing, and warrant further investigations on larger scale. PMID:19144134

  19. Puzzle based teaching versus traditional instruction in electrocardiogram interpretation for medical students – a pilot study

    Directory of Open Access Journals (Sweden)

    Dhoble Abhijeet

    2009-01-01

    Full Text Available Abstract Background Most medical professionals are expected to possess basic electrocardiogram (EKG interpretation skills. But, published data suggests that residents' and physicians' EKG interpretation skills are suboptimal. Learning styles differ among medical students; individualization of teaching methods has been shown to be viable and may result in improved learning. Puzzles have been shown to facilitate learning in a relaxed environment. The objective of this study was to assess efficacy of teaching puzzle in EKG interpretation skills among medical students. Methods This is a reader blinded crossover trial. Third year medical students from College of Human Medicine, Michigan State University participated in this study. Two groups (n = 9 received two traditional EKG interpretation skills lectures followed by a standardized exam and two extra sessions with the teaching puzzle and a different exam. Two other groups (n = 6 received identical courses and exams with the puzzle session first followed by the traditional teaching. EKG interpretation scores on final test were used as main outcome measure. Results The average score after only traditional teaching was 4.07 ± 2.08 while after only the puzzle session was 4.04 ± 2.36 (p = 0.97. The average improvement after the traditional session was followed up with a puzzle session was 2.53 ± 1.94 while the average improvement after the puzzle session was followed with the traditional session was 2.08 ± 1.73 (p = 0.67. The final EKG exam score for this cohort (n = 15 was 84.1 compared to 86.6 (p = 0.22 for a comparable sample of medical students (n = 15 at a different campus. Conclusion Teaching EKG interpretation with puzzles is comparable to traditional teaching and may be particularly useful for certain subgroups of students. Puzzle session are more interactive and relaxing, and warrant further investigations on larger scale.

  20. Evaluation of Team-Based Learning and Traditional Instruction in Teaching Removable Partial Denture Concepts.

    Science.gov (United States)

    Echeto, Luisa F; Sposetti, Venita; Childs, Gail; Aguilar, Maria L; Behar-Horenstein, Linda S; Rueda, Luis; Nimmo, Arthur

    2015-09-01

    The aim of this study was to evaluate the effectiveness of team-based learning (TBL) methodology on dental students' retention of knowledge regarding removable partial denture (RPD) treatment. The process of learning RPD treatment requires that students first acquire foundational knowledge and then use critical thinking skills to apply that knowledge to a variety of clinical situations. The traditional approach to teaching, characterized by a reliance on lectures, is not the most effective method for learning clinical applications. To address the limitations of that approach, the teaching methodology of the RPD preclinical course at the University of Florida was changed to TBL, which has been shown to motivate student learning and improve clinical performance. A written examination was constructed to compare the impact of TBL with that of traditional teaching regarding students' retention of knowledge and their ability to evaluate, diagnose, and treatment plan a partially edentulous patient with an RPD prosthesis. Students taught using traditional and TBL methods took the same examination. The response rate (those who completed the examination) for the class of 2013 (traditional method) was 94% (79 students of 84); for the class of 2014 (TBL method), it was 95% (78 students of 82). The results showed that students who learned RPD with TBL scored higher on the examination than those who learned RPD with traditional methods. Compared to the students taught with the traditional method, the TBL students' proportion of passing grades was statistically significantly higher (p=0.002), and 23.7% more TBL students passed the examination. The mean score for the TBL class (0.758) compared to the conventional class (0.700) was statistically significant with a large effect size, also demonstrating the practical significance of the findings. The results of the study suggest that TBL methodology is a promising approach to teaching RPD with successful outcomes.

  1. Oral History in the Classroom: A Comparison of Traditional and On-Line Gerontology Classes

    Science.gov (United States)

    Ehlman, Katie; Ligon, Mary; Moriello, Gabriele; Welleford, E. Ayn; Schuster, Kirsten

    2011-01-01

    In this study, the effectiveness of an oral history assignment was assessed in a traditional gerontology class versus a distance education (DE) gerontology class. Attitudes toward older adults and the aging process were measured before and after students in the traditional (n = 29) and DE (n = 16) setting completed an oral history assignment.…

  2. Classroom Observations: Documenting Shifts in Instruction for Districtwide Improvement. Formative Evaluation Cycle Report for the Math in Common Initiative, Volume 2

    Science.gov (United States)

    Perry, Rebecca R.; Seago, Nanette M.; Burr, Elizabeth; Broek, Marie; Finkelstein, Neal D.

    2015-01-01

    Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. This research brief explores how best to select or develop and use classroom observation systems in order to document instructional shifts and…

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

    Science.gov (United States)

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

    2017-01-01

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

  4. Implications for Language Diversity in Instruction in the Context of Target Language Classrooms: Development of a Preliminary Model of the Effectiveness of Teacher Code-Switching

    Science.gov (United States)

    Lee, Jang Ho

    2012-01-01

    This paper concerns the conceptual and pedagogical issues that revolve around target language (TL) only instruction and teacher code-switching in the context of TL classrooms. To this end, I first examine four intertwined ideas (that is, monolingualism, naturalism, native-speakerism, and absolutism) that run through the monolingual approach to TL…

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

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

    2017-01-01

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

  6. Teaching about Modern Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts Indicating Content and Skills Addressed by Each Lesson.

    Science.gov (United States)

    Goethe House, New York, NY.

    This instructional booklet for the social studies classroom is a companion to a series about modern day Germany. The materials describe the documents in the series and present correlation charts for content and skills: (1) "A Kid Like Me across the Sea"; (2) "Communities and Regions"; (3) "Overview of Germany"; (4)…

  7. Teaching in Cyberspace: Online versus Traditional Instruction Using a Waiting-List Experimental Design

    Science.gov (United States)

    Poirier, Christopher R.; Feldman, Robert S.

    2004-01-01

    To test the effectiveness of an online introductory psychology course, we randomly assigned students to a large, traditional course or to an online course from a population of students who indicated that either course type was acceptable using a "waiting list" experimental design. Students in the online course performed better on exams and equally…

  8. Classroom

    Indian Academy of Sciences (India)

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... sharing personal experiences and viewpoints on matters related to teaching and learning ... Is there any well charaderised example of.

  9. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...

  10. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.

  11. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.

  12. Classroom

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.

  13. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and .... Research Institute, Bangalore ... From Bohr's theory we can calculate v = (En - En -1) / h the ... important reason for the failure of the qualitative arguments. An.

  14. Learner-Responsive Instructional Strategies for Adults in Accelerated Classroom Formats: Creating Inclusive Learning Environments

    Science.gov (United States)

    Gupta, Kalpana

    2012-01-01

    This study was focused on investigating inclusive learning environments in accelerated classroom formats. Three 8-week sections of an undergraduate course at Regis University were examined. Results from observations and surveys were analyzed to determine the effectiveness and consistency of 13 inclusive strategies derived from Wlodkowski and…

  15. Instructional Practices in Teaching Literature: Observations of ESL Classrooms in Malaysia

    Science.gov (United States)

    Sidhu, Gurnam Kaur; Fook, Chan Yuen; Kaur, Sarjit

    2010-01-01

    Literature is an expression of life through the medium of language and in the ESL classroom it is often seen as an authentic means of learning the target language. A literature-enriched curriculum not only helps learners improve their reading and writing skills but more importantly helps them internalise grammar and vocabulary. The many benefits…

  16. Using "I Am Moving, I Am Learning" to Increase Quality Instruction in Head Start Classrooms

    Science.gov (United States)

    Allar, Ishonté; Jones, Emily; Bulger, Sean

    2018-01-01

    Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how "I am Moving, I am Learning" (IMIL) could…

  17. Individualized Instruction Strategies in Mainstream Classrooms: Including Students with Autistic Spectrum Disorder

    Science.gov (United States)

    Betts, Stephanie R.

    2008-01-01

    This literature review describes research based teaching strategies for general education teachers to provide equal education for students diagnosed with autism. General education classrooms are often made up of students with a broad spectrum of abilities, and it is the teacher's job to meet the needs of those students. Strategies addressed in…

  18. Sustaining Engagement and Interest in the Classroom: Effects of the EngageALL Instructional Model

    Science.gov (United States)

    Larson, Sue C.

    2014-01-01

    This chapter describes an empirical study that tests the motivational and learning effects of an intervention designed to initiate and sustain interest and engagement in high school biology classrooms. Positive effects were demonstrated for conceptual understanding, vocabulary acquisition, and perceptions of the learning experiences. [This article…

  19. Applying the Brakes: How Practical Classroom Decisions Affect the Adoption of Inquiry Instruction

    Science.gov (United States)

    Yarnall, Louise; Fusco, Judi

    2014-01-01

    If college science instructors are to use inquiry practices more in the classroom, they need both professional support to foster comfort with the pedagogy and practical ways to engage students in inquiry. Over a semester, we studied 13 community college biology instructors as they adopted bioinformatics problem-based learning (PBL) modules in…

  20. Decreasing Transition Times in Elementary School Classrooms: Using Computer-Assisted Instruction to Automate Intervention Components

    Science.gov (United States)

    Hine, Jeffrey F.; Ardoin, Scott P.; Foster, Tori E.

    2015-01-01

    Research suggests that students spend a substantial amount of time transitioning between classroom activities, which may reduce time spent academically engaged. This study used an ABAB design to evaluate the effects of a computer-assisted intervention that automated intervention components previously shown to decrease transition times. We examined…

  1. Innovation in Higher Education: The Influence of Classroom Design and Instructional Technology

    Science.gov (United States)

    Siegel, Christine; Claydon, Jennifer

    2016-01-01

    The current work seeks to explore University professors' perspectives on teaching and learning in an innovative classroom characterized by flexible design of space, furniture and technology. The study took place during the 2015-2016 academic year at Fairfield University, a Masters comprehensive university in the Northeastern United States.…

  2. Making Water Pollution a Problem in the Classroom Through Computer Assisted Instruction.

    Science.gov (United States)

    Flowers, John D.

    Alternative means for dealing with water pollution control are presented for students and teachers. One computer oriented program is described in terms of teaching wastewater treatment and pollution concepts to middle and secondary school students. Suggestions are given to help teachers use a computer simulation program in their classrooms.…

  3. Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom.

    Science.gov (United States)

    Marshall, Leisa L; Nykamp, Diane L; Momary, Kathryn M

    2014-12-15

    To compare the impact of 2 different teaching and learning methods on student mastery of learning objectives in a pharmacotherapy module in the large classroom setting. Two teaching and learning methods were implemented and compared in a required pharmacotherapy module for 2 years. The first year, multiple interactive mini-cases with inclass individual assessment and an abbreviated lecture were used to teach osteoarthritis; a traditional lecture with 1 inclass case discussion was used to teach gout. In the second year, the same topics were used but the methods were flipped. Student performance on pre/post individual readiness assessment tests (iRATs), case questions, and subsequent examinations were compared each year by the teaching and learning method and then between years by topic for each method. Students also voluntarily completed a 20-item evaluation of the teaching and learning methods. Postpresentation iRATs were significantly higher than prepresentation iRATs for each topic each year with the interactive mini-cases; there was no significant difference in iRATs before and after traditional lecture. For osteoarthritis, postpresentation iRATs after interactive mini-cases in year 1 were significantly higher than postpresentation iRATs after traditional lecture in year 2; the difference in iRATs for gout per learning method was not significant. The difference between examination performance for osteoarthritis and gout was not significant when the teaching and learning methods were compared. On the student evaluations, 2 items were significant both years when answers were compared by teaching and learning method. Each year, students ranked their class participation higher with interactive cases than with traditional lecture, but both years they reported enjoying the traditional lecture format more. Multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format, regardless of

  4. An Exploration of Blended Learning in Fifth Grade Literacy Classrooms

    Science.gov (United States)

    Ramadan, Kimberly Heintschel

    2017-01-01

    The development of the Internet allows for hybrid models of instruction that marry face-to-face and online learning (Osguthorpe & Graham, 2003). The purpose of this study was to explore blended learning and traditional instruction in three fifth grade literacy classrooms, examining the teaching and learning students engaged in during the…

  5. Increasing Student Communication and Spontaneous Language Use in the L2 Classroom: A Careful Consideration of the Flipped Classroom Model

    Science.gov (United States)

    Bachelor, Jeremy W.

    2017-01-01

    There is an ongoing debate among L2 educators regarding the best way for students to achieve effective communication and language spontaneity. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is flipped so that students receive initial instruction at home and then…

  6. Impact of Hybrid Instruction on Student Achievement in Post-Secondary Institutions: A Synthetic Review of the Literature

    Science.gov (United States)

    Lamport, Mark A.; Hill, Randy J.

    2012-01-01

    Hybrid online instruction is a cross between traditional face-to-face classroom format and online-only instruction. The premise behind hybrid instruction is that it provides the benefits of personal interaction with the convenience and flexibility of online assignments and discussions. While there has been significant research on how students…

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

    Science.gov (United States)

    Hvidsten, Connie J.

    Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

  8. Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry

    Directory of Open Access Journals (Sweden)

    Norrie E. Gayeta

    2017-11-01

    Full Text Available This study aimed to compare the effectiveness of flipped classroom and traditional classroom instruction in measuring conceptual change and to determine if flipped classroom instruction would be an alternative method of teaching to traditional lecture method. This study covered the level of conceptual understanding of students on stoichiometry and the type of conceptual change before and after exposure to flipped and traditional classroom environment. Qualitative and quantitative research methods were used in the study. Respondents were two sections of third year Bachelor of Secondary Education, Biological Science. Frequency, percentage, ranking, mean, standard deviation, Hake factor test, and t-test were the statistical tools applied to answer specific questions. Results showed profound increase towards conceptual change representing a shift from intuitive understanding to correct incomplete understanding level. Thus, change for the better, in theoretical type was determined from pretest to posttest of students exposed to flipped and traditional classroom. Results also indicated that there is no significant difference on students’ conceptual change on stoichiometry exposed to flipped and traditional classroom environment thus, flipped classroom instruction can be used as an alternative teaching method to traditional lecture method in teaching stoichiometry

  9. THE CONTRIBUTION OF SOCIOCULTURAL THEORY TO THE PROBLEM OF INSTRUCTIONAL INTERACTIONS IN THE SECOND LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Chernova, N.A.

    2018-03-01

    Full Text Available The article deals with the concept of a continuum of regulation being also important to understanding Vygotsky’s view of cognitive development which clearly suggests that communicative collaboration with adults or more skilled peers contributes to the development of self-regulation, that is, the capacity for independent problem solving and self-directed activity. Attention is drawn to the fact that in the language classroom, using sociocultural theory and its tenets as a framework, we would see a highly interactive classroom, where the students’ zone of proximal development is identified through strategies such as portfolios, and dialogue journals. Necessity of compiling a textbook based on the above-mentioned principles is stressed.

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

    Science.gov (United States)

    Domenech-Betoret, Fernando

    2013-01-01

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

  11. Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom

    Science.gov (United States)

    van Compernolle, Rémi A.; Henery, Ashlie

    2014-01-01

    In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect…

  12. Brain-Based Learning and Classroom Practice: A Study Investigating Instructional Methodologies of Urban School Teachers

    Science.gov (United States)

    Morris, Lajuana Trezette

    2010-01-01

    The purpose of this study was to examine the implementation of brain-based instructional strategies by teachers serving at Title I elementary, middle, and high schools within the Memphis City School District. This study was designed to determine: (a) the extent to which Title I teachers applied brain-based strategies, (b) the differences in…

  13. Are We Ready To Abandon the Classroom? The Dark Side of Web Instruction.

    Science.gov (United States)

    Cohen, LeoNora M.

    This paper discusses four assumptions and four concerns regarding instruction using the World Wide Web. The assumptions address: the novice status of the Web course developer; the developer's appreciation for various aspects of the Web; her high expectations for doing it right; and her commitment to not incurring more costs for distance learners.…

  14. An Instructional Model for Teaching Proof Writing in the Number Theory Classroom

    Science.gov (United States)

    Schabel, Carmen

    2005-01-01

    I discuss an instructional model that I have used in my number theory classes. Facets of the model include using small group work and whole class discussion, having students generate examples and counterexamples, and giving students the opportunity to write proofs and make conjectures in class. The model is designed to actively engage students in…

  15. The Relationship between Teachers' Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

    Science.gov (United States)

    Alghanmi, Bayan; Shukri, Nadia

    2016-01-01

    Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers' beliefs of…

  16. A Case for Explicit Grammar Instruction in English as Second/Foreign Language Classrooms

    Science.gov (United States)

    Williams, Kent

    2013-01-01

    This paper will provide a review of research--regarding explicit grammar instruction--that groups recent studies into three main categories and then sub-categorizes these studies under key terms in second language acquisition (SLA) research. The overall purpose of this paper is to argue that in light of these issues, recent studies have shown that…

  17. The Effects of Music Instruction on Learning in the Montessori Classroom

    Science.gov (United States)

    Harris, Maureen

    2008-01-01

    The value of music in educating the young child is not being recognized, particularly in the area of mathematics. Despite the amount of literature available regarding the effects of music instruction on academic achievement, little has been written on different Montessori music pedagogies and their effects on students' math scores. This article…

  18. Transportability of Equivalence-Based Programmed Instruction: Efficacy and Efficiency in a College Classroom

    Science.gov (United States)

    Fienup, Daniel M.; Critchfield, Thomas S.

    2011-01-01

    College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A…

  19. Coaching: Impacting Teacher Behavior to Improve the Quality of Classroom Instruction

    Science.gov (United States)

    Black, Melanie R.

    2012-01-01

    This study addressed the extent to which coaching, as a specific type of professional development, impacted teacher behavior and instructional quality. Specifically, this study sought to determine the extent to which teachers understood and used Marzano's nine high-yield strategies as a result of their participation in six weeks of on-site…

  20. The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning

    Science.gov (United States)

    Sebastian, James; Allensworth, Elaine; Huang, Haigen

    2016-01-01

    School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school…

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

    Science.gov (United States)

    Blankenship, Glen

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

  2. Unpacking "Active Learning": A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not

    Science.gov (United States)

    Rau, Martina A.; Kennedy, Kristopher; Oxtoby, Lucas; Bollom, Mark; Moore, John W.

    2017-01-01

    Much evidence shows that instruction that actively engages students with learning materials is more effective than traditional, lecture-centric instruction. These "active learning" models comprise an extremely heterogeneous set of instructional methods: they often include collaborative activities, flipped classrooms, or a combination of…

  3. Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy.

    Science.gov (United States)

    Keedy, Alexander W; Durack, Jeremy C; Sandhu, Parmbir; Chen, Eric M; O'Sullivan, Patricia S; Breiman, Richard S

    2011-01-01

    This study was designed to determine whether an interactive three-dimensional presentation depicting liver and biliary anatomy is more effective for teaching medical students than a traditional textbook format presentation of the same material. Forty-six medical students volunteered for participation in this study. Baseline demographic information, spatial ability, and knowledge of relevant anatomy were measured. Participants were randomized into two groups and presented with a computer-based interactive learning module comprised of animations and still images to highlight various anatomical structures (3D group), or a computer-based text document containing the same images and text without animation or interactive features (2D group). Following each teaching module, students completed a satisfaction survey and nine-item anatomic knowledge post-test. The 3D group scored higher on the post-test than the 2D group, with a mean score of 74% and 64%, respectively; however, when baseline differences in pretest scores were accounted for, this difference was not statistically significant (P = 0.33). Spatial ability did not statistically significantly correlate with post-test scores for the 3D group or the 2D group. In the post-test satisfaction survey the 3D group expressed a statistically significantly higher overall satisfaction rating compared to students in the 2D control group (4.5 versus 3.7 out of 5, P = 0.02). While the interactive 3D multimedia module received higher satisfaction ratings from students, it neither enhanced nor inhibited learning of complex hepatobiliary anatomy compared to an informationally equivalent traditional textbook style approach. . Copyright © 2011 American Association of Anatomists.

  4. Traditional and Flipped Classroom Approaches Delivered by Two Different Teachers: The Student Perspective

    Science.gov (United States)

    Limniou, Maria; Schermbrucker, Ian; Lyons, Minna

    2018-01-01

    The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom…

  5. Classroom

    Indian Academy of Sciences (India)

    CLASSROOM. Figure 1. An antibubble photographed with a white backdrop. contrast to the case of soap bubbles,. Soap bubbles float in air and descend due to gravity on account of higher density of the soap solution, while antibubbles rise due to buoyancy of the air film and float just below the surface of the soap solution.

  6. The Effect of Flipped Classroom Strategy Using Blackboard Mash-Up Tools in Enhancing Achievement and Self-Regulated Learning Skills of University Students

    Science.gov (United States)

    El-Senousy, Hala; Alquda, Jumana

    2017-01-01

    The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students' achievement and self-regulated learning…

  7. Motivation in service-learning: an improvement over traditional instructional methods

    Directory of Open Access Journals (Sweden)

    Monika Ciesielkiewicz

    2018-05-01

    Full Text Available This paper aims at exploring the motivation of university students who participated in service-learning projects as part of their coursework, and to determine whether their level of motivation is higher for the service-learning project as compared to performing more traditional academic tasks and assignments. The Service-Learning project carried out during the ICT in Education course intended to support the development of digital literacy in a Maasai school in Kenya. The instrument used to evaluate motivation of the university students is the motivation scale called Motivated Strategies for Learning Questionnaire (MSLQ proposed by Pintrich and his collaborators (1991 adapted to the Spanish population by Roces Montero (1996. The results of the research indicate that there are significant differences in favor of service-learning in relation to motivation in general for the completion of the activities and specifically in relation to the utility of the activity as seen at the present moment and in the future, as well as promoting creativity, the interest in the task which includes the perception of the importance of the project, the need to work hard and thoroughly and willingness to face challenges and difficulties in order to achieve the set objective. No significant differences have been observed in relation to the desire to obtain a better grade for completing the activity or need to prove personal value to others, as well as to broaden the information to complete the activity.  

  8. A COMPARISON OF INTERNET-BASED LEARNING AND TRADITIONAL CLASSROOM LECTURE TO LEARN CPR FOR CONTINUING MEDICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Naser HEMMATI

    2013-01-01

    Full Text Available The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL and traditional classroom lecture (TCL for continuing medical education (CME programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general physician trainees of Iran medical schools were participated. Two methods were compared for teaching the newest curriculum guidelines of the American Heart Association: lecture method in which the teacher follows a Power point presentation with linear layout, and with interactive self-assessment and Scenario-based learning, feedback, multimedia with linear and nonlinear layout with the same power point presentation as lecture in terms of text and photography. The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011. An independent sample t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 ±2.32 than TCL format (54.6±2.18 (p=.001. There were no significant differences between the two groups in cognitive gains (p<0.05. well-designed IBL content can be effective or a supplement component to CME.

  9. A Comparative Study on the Motivation and Attitudes of Language Learners of Online Distance and Traditional in-Classroom Education

    Directory of Open Access Journals (Sweden)

    Gulten GENC

    2016-10-01

    Full Text Available In recent years, the increase in the use of computer and the internet has led to a change in the traditional concept of formal education today. Distance learning as a more student-centered system has been frequently used at universities. In this context, education has been applied to the individuals consisting of all age groups in accordance with their aspirations, expectations and interest in a more flexible way. This study aims to determine and compare the motivation and attitudes of language learners of online distance and traditional in-classroom education, in a state university in Turkey. Participants were 500 undergraduate university students in various disciplines. About 250 (half of the participants studied English as a foreign language through traditional in-classroom education whereas the rest of the participants (250 studied English through online distance education in the same university by the same instructors. Two questionnaires (one to evaluate motivation level and one to evaluate attitudes of the participants related to English as a foreign language and a background information form investigating individual information of the participants were used to collect data from the students of nine faculties at the University (including Faculty of Dentistry, Faculty of Pharmacy, Faculty of Education, Faculty of Arts and Sciences, Faculty of Fine Arts and Design, Faculty of Law, Faculty of Economics and Administrative Sciences, Faculty of Engineering, and Faculty of Medicine. According to the nature of the research, the study used descriptive statistics (frequencies, range, means, and standard deviations, t-test and ANOVA as the statistical analysis methods. All collected data were coded and computerized using the SPSS software and the alpha level for the tests was set at .05. After calculating each participant’s motivation and attitudes scores, their scores were compared to the variables selected for the study and each other. The

  10. Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)

    Science.gov (United States)

    Kaymakamoglu, Sibel Ersel

    2018-01-01

    This study explored the EFL teachers' beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively…

  11. Perceptions of Faculty toward Integrating Technology in Undergraduate Higher Education Traditional Classrooms at Research-Focused Regional Universities in South Texas

    Science.gov (United States)

    Shipman, Cheri Deann

    2017-01-01

    This qualitative study examined the perceptions of faculty members who use technology in undergraduate higher education traditional classrooms in research-focused regional universities in South Texas. Faculty members at research-focused regional universities are expected to divide time judiciously into three major areas: research, service, and…

  12. Fuel cell technology for classroom instruction. Basic principles, experiments, work sheets. 2. ed.

    Energy Technology Data Exchange (ETDEWEB)

    Voigt, Cornelia; Hoeller, Stefan; Kueter, Uwe

    2009-07-01

    This book provides a clear introduction and overview to fuel cell technology and its associated subject areas. Examples of experiments using solar cells, electrolysis and fuel cells convey the knowledge for forthcoming tests in an understandable manner. The preparation of classroom experiments is made considerably easier for the teacher thanks to the experiment work sheets. These contain the necessary information concerning the material, set-up and execution of the experiment, and questions for evaluation purposes. Online-Shop The training documents and student work sheets combine the basic knowledge, questions and answers, and are ideal for copying. A comprehensive glossary at the end of the book explains all the important technical terms. (orig.)

  13. Virtual-reality-based attention assessment of ADHD: ClinicaVR: Classroom-CPT versus a traditional continuous performance test.

    Science.gov (United States)

    Neguț, Alexandra; Jurma, Anda Maria; David, Daniel

    2017-08-01

    Virtual-reality-based assessment may be a good alternative to classical or computerized neuropsychological assessment due to increased ecological validity. ClinicaVR: Classroom-CPT (VC) is a neuropsychological test embedded in virtual reality that is designed to assess attention deficits in children with attention deficit hyperactivity disorder (ADHD) or other conditions associated with impaired attention. The present study aimed to (1) investigate the diagnostic validity of VC in comparison to a traditional continuous performance test (CPT), (2) explore the task difficulty of VC, (3) address the effect of distractors on the performance of ADHD participants and typically-developing (TD) controls, and (4) compare the two measures on cognitive absorption. A total of 33 children diagnosed with ADHD and 42 TD children, aged between 7 and 13 years, participated in the study and were tested with a traditional CPT or with VC, along with several cognitive measures and an adapted version of the Cognitive Absorption Scale. A mixed multivariate analysis of covariance (MANCOVA) revealed that the children with ADHD performed worse on correct responses had more commissions and omissions errors than the TD children, as well as slower target reaction times . The results showed significant differences between performance in the virtual environment and the traditional computerized one, with longer reaction times in virtual reality. The data analysis highlighted the negative influence of auditory distractors on attention performance in the case of the children with ADHD, but not for the TD children. Finally, the two measures did not differ on the cognitive absorption perceived by the children.

  14. Pacific CRYSTAL Project: Explicit Literacy Instruction Embedded in Middle School Science Classrooms

    Science.gov (United States)

    Anthony, Robert J.; Tippett, Christine D.; Yore, Larry D.

    2010-01-01

    Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering research and development approach has been utilized to identify problems and concerns and to design instructional solutions for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction

  15. Speech at the Meeting Commemorating the 50th Anniversary of Chairman MAO Ze-dong's Important Instruction on Western Medicine Doctors Learning Traditional Chinese Medicine

    Institute of Scientific and Technical Information of China (English)

    CHEN Zhu

    2009-01-01

    @@ Respected leaders, distinguished guests, venerable seniors and comrades, Today, the Meeting Commemorating the 50th Anniversary of Chairman MAO Ze-dong's Important Instructions on Western Medicine Doctors Learning Traditional Chinese Medicine was inaugurated by the Chinese Association of Integrative Medicine, and it is also an important occasion to review the past and look forward to the future.

  16. "Some Things in My House Have a Pulse and a Downbeat": The Role of Folk and Traditional Arts Instruction in Supporting Student Learning

    Science.gov (United States)

    Palmer Wolf, Dennie; Holochwost, Steven J.; Bar-Zemer, Tal; Dargan, Amanda; Selhorst, Anika

    2014-01-01

    The authors investigated the association between participation in Nations in Neighborhoods (NiN), a program of folk and traditional arts instruction, and achievement in English language arts in a sample of low-income elementary school students, many of whom were recent immigrants and English language learners. The program drew on the core…

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

    Science.gov (United States)

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

    2006-01-01

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

  18. Historical short stories as nature of science instruction in secondary science classrooms: Science teachers' implementation and students' reactions

    Science.gov (United States)

    Reid-Smith, Jennifer Ann

    a science-related career. If NOS instructional materials are to be used effectively, designers must take into account the needs of classroom teachers by limiting the length of the materials and providing additional teacher support resources. Many teachers will likely require professional development opportunities to build their NOS understanding, develop a compelling rationale for teaching NOS and using the stories, observe modeling of effective implementation, and collaborate with other teachers regarding how to mitigate constraints.

  19. At-risk elementary school children with one year of classroom music instruction are better at keeping a beat.

    Science.gov (United States)

    Slater, Jessica; Tierney, Adam; Kraus, Nina

    2013-01-01

    Temporal processing underlies both music and language skills. There is increasing evidence that rhythm abilities track with reading performance and that language disorders such as dyslexia are associated with poor rhythm abilities. However, little is known about how basic time-keeping skills can be shaped by musical training, particularly during critical literacy development years. This study was carried out in collaboration with Harmony Project, a non-profit organization providing free music education to children in the gang reduction zones of Los Angeles. Our findings reveal that elementary school children with just one year of classroom music instruction perform more accurately in a basic finger-tapping task than their untrained peers, providing important evidence that fundamental time-keeping skills may be strengthened by short-term music training. This sets the stage for further examination of how music programs may be used to support the development of basic skills underlying learning and literacy, particularly in at-risk populations which may benefit the most.

  20. READING ENGAGEMENT: A COMPARISON BETWEEN E-BOOKS AND TRADITIONAL PRINT BOOKS IN AN ELEMENTARY CLASSROOM

    Directory of Open Access Journals (Sweden)

    Troy Jones

    2011-07-01

    Full Text Available Electronic books (e-books are gaining popularity for personal reading. Options for access to a large selection of book titles and “anytime/anywhere” reading choices have added to the increased use of e-books. For this study, 22 third-grade students completed satisfaction surveys and reading comprehension tests on three separate reading sessions: one traditional print-based and two e-book titles. Indicators of reading engagement included motivation for independent reading and comprehension as measured by standardized tests on the print book and both e-books. Results showed that format was not as important as students’ identification with setting, characters, and theme of the book. Students did, however, indicate a preference for e-books when given the option of a wide selection of titles and the freedom to choose their own e-book. Students further indicated a preference for the amenities associated with e-book reading such as pop-up definitions and pronunciations of words, automatic page turning, and the option of read-aloud narration. The authors concluded that children quickly become comfortable with e-books and welcomed the technology. However, they are not completely ready to disregard print books.

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

    Science.gov (United States)

    2010-01-01

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

  2. A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students

    Science.gov (United States)

    Nuffer, Wesley; Duke, Jodi

    2013-01-01

    To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students…

  3. Brownfield Action III - Modular use of hydrogeology instruction in the virtual classroom

    Science.gov (United States)

    Bower, P.; Liddicoat, J.

    2009-04-01

    Brownfield Action III (BA III) is a network-based, interactive, digital space and simulation developed by Barnard College and the Columbia Center for New Media Teaching and Learning in which students explore and solve problems in environmental forensics. BA III is a proven inquiry-based approach to teaching and learning that, since its inception in 1999, has been recognized as an exemplary curriculum. Indeed, in 2002 it was selected as a national model curriculum by SENCER (Science Education for New Civic Engagements and Responsibilities). BA III provides instruction in environmental site assessments and in the remediation of former industrial sites (brownfields) for secondary and higher education students. The initial full-semester, three hours of weekly laboratory instruction that complements lectures in BA II has been revised for modular use in Hydrology, Environmental Science, and Environmental Ethics undergraduate and graduate courses in the United States. The remediation of brownfields is important because they have potential as recreational, residential, and commercial real estate sites. As part of determining the value of such a site, an environmental site assessment (ESA) is required to determine the nature and extent of any contamination. To reach that objective, BA III contains a narrative that is embedded and to be discovered in simulation; it is a story of groundwater contamination complete with underground contaminant plumes in a fictitious town with buildings, roads, wells, water tower, homes, and businesses as well as a municipal government with relevant historical documents. Student companies work collaboratively in teams of two, sign a contract with a development corporation to conduct a Phase One ESA, receive a realistic budget, and compete with other teams to fulfill the contract while maximizing profit. To reach a valid conclusion in the form of a professional-level ESA and 3-D maps of the physical site, teams construct a detailed narrative

  4. Investigating the Effects of Computer-Assisted Instruction on Achievement and Attitudes towards Mathematics among Seventh-Grade Students in Kuwait

    Science.gov (United States)

    Soliman, Mamdouh M.; Hilal, Ahmed J.

    2016-01-01

    This study evaluates the effectiveness of Computer-Assisted Instruction (CAI) compared with traditional classroom instruction of mathematics of seventh graders in Kuwait's public schools. We aimed to compare students learning outcomes between two groups: the control group, taught traditionally without the use of computers, and the experimental…

  5. Using the iPad as a Tool to Support Literacy Instruction

    Science.gov (United States)

    Hutchison, Amy; Beschorner, Beth

    2015-01-01

    The purpose of this case study was to examine how iPads could be integrated into literacy instruction in a fourth-grade classroom in ways consistent with new conceptions of literacy and in ways that transform traditional literacy instruction by supporting readers in creating multimodal responses to reading. Results indicate that several features…

  6. Exploring Teacher Candidates' Experiences, Beliefs and Attitudes to Technology as an Instructional Learning Tool Following Instruction in a Technology-Rich Classroom

    Science.gov (United States)

    DiPetta, Tony; Woloshyn, Vera

    2009-01-01

    The use of so-called, "smart-classrooms" or "e-classrooms" where students have wireless access to the internet, electronic projection and display systems, laptops and hand-held computers are increasingly seen as a means for instructors and students in higher education to create new and personalized understandings of traditional…

  7. The Effects of Brain Gym® Activities and Traditional Teaching Strategies on Students' Performance in Comprehension in a 4th Grade Classroom

    Science.gov (United States)

    Kariuki, Patrick N.; Kent, Holly D.

    2014-01-01

    The purpose of this study was to examine the difference between students' scores in comprehension (English Language Arts) tests when they are led in Brain Gym® activities before class instruction and when they are taught using traditional teaching strategies. The sample for this study consisted of 11 males and 9 females. Data were collected by…

  8. Using "First Principles of Instruction" to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies

    Science.gov (United States)

    Lo, Chung Kwan; Hew, Khe Foon

    2017-01-01

    Flipping the classroom is a current pedagogical innovation in many schools and universities. Although interest in flipped classroom (or Inverted Classroom) continues to grow, its implementation so far has been driven more by teachers' intuitive beliefs, rather than empirically-based principles. Many studies merely replace in-class instructions…

  9. Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

    Science.gov (United States)

    Deal, Debby

    Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

  10. Teaching Point-of-Care Lung Ultrasound to Novice Pediatric Learners: Web-Based E-Learning Versus Traditional Classroom Didactic.

    Science.gov (United States)

    Soon, Aun Woon; Toney, Amanda Greene; Stidham, Timothy; Kendall, John; Roosevelt, Genie

    2018-04-24

    To assess whether Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of pediatric novice learners in the image acquisition and interpretation of pneumothorax and pleural effusion using point-of-care ultrasound (POCUS). We conducted a randomized controlled noninferiority study comparing the effectiveness of Web-based teaching to traditional classroom didactic. The participants were randomized to either group A (live classroom lecture) or group B (Web-based lecture) and completed a survey and knowledge test. They also received hands-on training and completed an objective structured clinical examination. The participants were invited to return 2 months later to test for retention of knowledge and skills. There were no significant differences in the mean written test scores between the classroom group and Web group for the precourse test (absolute difference, -2.5; 95% confidence interval [CI], -12 to 6.9), postcourse test (absolute difference, 2.0; 95% CI, -1.4, 5.3), and postcourse 2-month retention test (absolute difference, -0.8; 95% CI, -9.6 to 8.1). Similarly, no significant differences were noted in the mean objective structured clinical examination scores for both intervention groups in postcourse (absolute difference, 1.9; 95% CI, -4.7 to 8.5) and 2-month retention (absolute difference, -0.6; 95% CI, -10.7 to 9.5). Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of novice learners in POCUS. The usage of Web-based tutorials allows a more efficient use of time and a wider dissemination of knowledge.

  11. Applying Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content, Classroom Discussion, and the Ecology of Classroom and Community: Phase One. Instructional Resource No. 24.

    Science.gov (United States)

    Tomlinson, Louise M.

    This instructional resource describes ways in which J. A. Banks' typology of the stages of ethnic identity development and related curriculum goals can be applied to literacy instruction. Banks' definitions of the stages of development and the curriculum goals for each stage are provided. Strategies for analyzing materials and developing relevant…

  12. Video-Based Learning vs Traditional Lecture for Instructing Emergency Medicine Residents in Disaster Medicine Principles of Mass Triage, Decontamination, and Personal Protective Equipment.

    Science.gov (United States)

    Curtis, Henry A; Trang, Karen; Chason, Kevin W; Biddinger, Paul D

    2018-02-01

    Introduction Great demands have been placed on disaster medicine educators. There is a need to develop innovative methods to educate Emergency Physicians in the ever-expanding body of disaster medicine knowledge. The authors sought to demonstrate that video-based learning (VBL) could be a promising alternative to traditional learning methods for teaching disaster medicine core competencies. Hypothesis/Problem The objective was to compare VBL to traditional lecture (TL) for instructing Emergency Medicine residents in the American College of Emergency Physicians (ACEP; Irving, Texas USA) disaster medicine core competencies of patient triage and decontamination. A randomized, controlled pilot study compared two methods of instruction for mass triage, decontamination, and personal protective equipment (PPE). Emergency Medicine resident learning was measured with a knowledge quiz, a Likert scale measuring comfort, and a practical exercise. An independent samples t-test compared the scoring of the VBL with the TL group. Twenty-six residents were randomized to VBL (n=13) or TL (n=13). Knowledge score improvement following video (14.9%) versus lecture (14.1%) did not differ significantly between the groups (P=.74). Comfort score improvement also did not differ (P=.64) between video (18.3%) and lecture groups (15.8%). In the practical skills assessment, the VBL group outperformed the TL group overall (70.4% vs 55.5%; Plearning vs traditional lecture for instructing emergency medicine residents in disaster medicine principles of mass triage, decontamination, and personal protective equipment. Prehosp Disaster Med. 2018;33(1):7-12.

  13. Using a Study Circle Model to Improve Teacher Confidence and Proficiency in Delivering Pronunciation Instruction in the Classroom

    Science.gov (United States)

    Echelberger, Andrea; McCurdy, Suzanne Gichrist; Parrish, Betsy

    2018-01-01

    Adult English language learners are hungry for pronunciation instruction that helps them to "crack the code" of speaking intelligible English (Derwing, 2003). Research indicates benefits of pronunciation instruction with adult learners, yet many teachers believe they lack the knowledge and background to make sound instructional decisions…

  14. Is Instructional Technology All Worthwhile? I'm Retiring in the Next Decade.

    Science.gov (United States)

    Balajthy, Ernest

    This paper surveys issues that draw together instructional technology (IT) with the goals of the traditional classroom curriculum. Ways that IT serves to further the traditional educational goals of developing lifelong learners who function with skills, knowledge, and wisdom are examined, as well as the potentials and challenges of IT. The first…

  15. 4E x 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms

    Science.gov (United States)

    Marshall, Jeff C.; Horton, Bob; Smart, Julie

    2009-01-01

    After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of…

  16. TIME-ON-TASK IN PRIMARY CLASSROOMS, DURING DIFFERENT TEACHING-LEARNING APPROACHES

    OpenAIRE

    Sachin Mohite; Meenal Dashputre

    2017-01-01

    The entire education system is moving from the teacher-centered teaching-learning approaches towards student-centered teaching-learning approaches, with anticipation that it would increase the learning outcomes. This empirical study was carried out to compare the traditional and non-traditional classrooms. It also tried to understand the effectiveness of the Alternate Instructions in the Mathematics and Primary Language (Marathi) classrooms. This study collected about 8000 snapshots from the ...

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

    Science.gov (United States)

    Boudin, Herve

    1989-01-01

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

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

    Science.gov (United States)

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

    2015-11-01

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

  19. How Latino/a bilingual students use their language in a fifth grade classroom and in the science laboratory during science instruction

    Science.gov (United States)

    Stevenson, Alma R.

    This qualitative research study examines how Latino/a bilingual students use their linguistic resources in their homeroom classroom and in the science laboratory during science instruction. This study was conducted in a school district located in the southwestern part of the United States. The school was chosen based on the criterion that the school is located in an area considered economically depressed, with a predominantly Latino student, school, and neighborhood population. The object of study was a fifth grade bilingual (Spanish/English) classroom where English was the means of instruction. Classroom interaction was examined from a sociolinguistics perspective. The study was descriptive in nature with the objective of analyzing the students' use of their linguistic resources while participating in science learning. The results of this study suggest that the students used their linguistic resources purposefully in order to facilitate their participation in science leaning. In the same manner, it was observed the students' reliance on Spanish as a foundation to enhance their comprehension of the scientific concepts and the dynamics involved in the science lessons, with the purpose of making sense, and thus, to express their understanding (orally and in writing) using their linguistic resources, especially their English language, as it was expected from them. Further, the findings disclose the students' awareness of their own bilingualism, preference for speaking Spanish, and their conceptualization of English as the language to achieve academic success. It has also been observed how the pressure put upon the teacher and the students by the accountability system brings about an implicit bias against Spanish, causing the teacher to assume a paradoxical stance regarding the students' use of Spanish, and thereby, placing the students in an ambivalent position, that might affect, to a certain extent, how students use their Spanish language as a resource to

  20. Beyond Clickers, Next Generation Classroom Response Systems for Organic Chemistry

    Science.gov (United States)

    Shea, Kevin M.

    2016-01-01

    Web-based classroom response systems offer a variety of benefits versus traditional clicker technology. They are simple to use for students and faculty and offer various question types suitable for a broad spectrum of chemistry classes. They facilitate active learning pedagogies like peer instruction and successfully engage students in the…

  1. Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey

    Science.gov (United States)

    Kurt, Gökçe

    2017-01-01

    The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in…

  2. Comparison of Student Test Scores in a Coordinate Plane Unit Using Traditional Classroom Techniques Versus Traditional Techniques Coupled with an Ethnomathematics Software at Torch Middle School.

    Science.gov (United States)

    Magallanes, Adriana Moreno

    In response to low achievement in mathematics at a middle school, an ethnomathematic approach was used to teach coordinate planes. Whether there were achievement differences between students taught by the culturally sensitive approach and those taught by a traditional method was studied. Data were collected from the coordinate planes unit…

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

    Science.gov (United States)

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

    2013-02-01

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

  4. The use of active learning strategies in the instruction of Reactor Physics concepts

    International Nuclear Information System (INIS)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation

  5. The use of active learning strategies in the instruction of Reactor Physics concepts

    Energy Technology Data Exchange (ETDEWEB)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.

  6. Classroom interventions for children with ADHD

    NARCIS (Netherlands)

    Groen, Yvonne; Gaastra, Geraldina F.; Tucha, Lara I.; Tucha, Oliver

    2016-01-01

    In a typical classroom, children are instructed to remain seated, perform independent seatwork and follow teachers’ instructions. Children with attention deficit hyperactivity disorder (ADHD) may find these classroom demands particularly difficult to adhere to because, by definition, children with

  7. Long- and short-term retention of traditional instruction vs. previously tested tactual vs. innovative tactual resources on the achievement and attitudes of second-grade students in science

    Science.gov (United States)

    Mitchell, Sherese A.

    This researcher investigated the long- and short-term retention of information using traditional instruction versus previously tested tactual resources versus innovative tactual resources on the achievement and attitudes of second-grade students in science. The processing of new and difficult knowledge has challenged many young children who tend to be kinesthetic or tactual learners. In compliance with the National Science Education Standards, students should be actively engaged in their own learning. Therefore, to boost student achievement in science, the use of tactual materials was implemented. The sample included 67 second-grade students drawn from three heterogeneously grouped classes in a low socio-economic neighborhood. It consisted of 30 females and 37 males of which 97 percent were African American, 2 percent were Hispanic, and 1 percent Other. Students were unaware of their diagnosed learning-style preference(s) during the instruction and assessment phases of the study. Therefore, students' knowledge of their learning-style preferences could not have had any impact on their achievement or attitudes. A counterbalanced research design was employed. During the first session, Group 1 was taught with previously tested tactual resources (Electroboards, Flip Chutes, Fact Wheels, and Fact Fans), and Group 3 was taught traditionally. During the second session of instruction, Group 1 received instruction with innovative tactual resources, Group 2 received traditional instruction, Group 3 received instruction with previously tested tactual resources. During the final session of instruction, Group 1 received traditional instruction, Group 2 received instruction with previously tested tactual resources, and Group 3 received instruction with innovative tactual resources. The results indicated that the use of tactual materials, regardless of whether they were previously tested or innovative, produced higher achievement gains and more positive attitudes than traditional

  8. Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

    Science.gov (United States)

    Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

    2012-01-01

    In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

  9. Unveiling the Teachers' Profiles through an INSET (In Service Training) Course of Greek Primary School Teachers in the Pedagogy of ICT (Information and Communications Technology) In-Classroom Instruction

    Science.gov (United States)

    Amanatidis, Nikolaos

    2015-01-01

    To meet the increasing demand for change in the infusion of ICT pedagogy in education a nationwide project was launched in Greece on May 2008. An INSET course for primary school teachers in the pedagogy of ICT in classroom instruction. The writer, aimed to study the teachers' views about certain aspects of the training experience in terms of the…

  10. A comparison of the effects of computer-enhanced with traditional instruction on the learning outcomes of high-school students in anatomy classes

    Science.gov (United States)

    Kim, Norma B.

    The primary purpose of this study was to assess the effects of computer-enhanced instruction (CEI), using A.D.A.M.sp°ler The Inside Story (1997a) anatomy software, compared with traditional instruction (TI) on student learning outcomes in high school anatomy classes. Learning outcomes are comprised of student achievement. The secondary purpose of this study was to determine whether there were relationships between learning style theories and student learning outcomes. The study was conducted in two human anatomy classes at a suburban high school near Pittsburgh. One class was chosen randomly to receive CEI. The other class received identical instruction but with no software enhancement. The same instructor taught both classes. Before the study began, the Thurstone and Jeffrey Closure Flexibility Test was administered to measure students' visual perception levels and classify them as either visually perceptive or nonvisually perceptive. The Dunn Dunn and Price Learning Style Inventory was administered to the students to identify their learning styles. CEI students worked in groups at computers using A.D.A.M.sp°ler software. Students in the TI class worked in groups on word processors for written assignments. Students in both classes received the same lectures, assignments, and study guides. After the three-week instruction period, a posttest was administered to each student in both classes to compare their achievement in the endocrine unit. Two way ANOVA revealed that there was no significant difference between the mean posttest scores of students who received CEI and TI. However, a significant difference in mean posttest scores was found between visually perceptive students and nonvisually perceptive students (p < .01). There was no interaction between the instruction methods and students' visual perception levels. Regardless of the type of instruction received, visually perceptive students scored higher than nonvisually perceptive students on the posttest

  11. Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures

    Science.gov (United States)

    Prediger, Susanne; Erath, Kirstin

    2014-01-01

    How do students learn to explain? We take this exemplary research question for presenting two antagonist traditions in German mathematics education research and their synthesis in an ongoing video study. These two traditions are (1) the German Didaktik approach that can be characterized by its epistemologically sensitive analyses and…

  12. Games Unplugged! "Dolanan Anak," Traditional Javanese Children's Singing Games in the 21st-Century General Music Classroom

    Science.gov (United States)

    Wang, Jui-Ching

    2015-01-01

    Educated in a digital world, millennial children lack social interaction and actual hands-on activities involving tactile and kinesthetic training. To counteract this educational trend, traditional singing games that allow children to explore and make sense of their world physically can be valuable. This article introduces the traditional Javanese…

  13. Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

    Science.gov (United States)

    Stoltzfus, Jon R.; Libarkin, Julie

    2016-01-01

    SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. PMID:27909018

  14. Flipped classroom model for learning evidence-based medicine.

    Science.gov (United States)

    Rucker, Sydney Y; Ozdogan, Zulfukar; Al Achkar, Morhaf

    2017-01-01

    Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice.

  15. Kindergartners' Mental Models of the Day and Night Cycle: Implications for Instructional Practices in Early Childhood Classrooms

    Science.gov (United States)

    Saçkes, Mesut

    2015-01-01

    This study aims to examine kindergarten children's mental models of the day and night cycle and provide implications for pedagogical practices targeting space science concepts in early childhood classrooms. A total of 46 kindergartners participated in the study, their age ranging from 60 to 75 months, including 22 boys and 24 girls.…

  16. Literacy Instruction in Multilingual Classrooms: Engaging English Language Learners in Elementary School. Language & Literacy Series--Practitioners Bookshelf

    Science.gov (United States)

    Helman, Lori

    2012-01-01

    This hands-on guide shows elementary school teachers how to create multilingual classroom communities that support every learner's success in reading, writing, and general literacy development. The author provides a practical overview of key ideas and techniques and describes specific literacy activities that lead to vocabulary and oral English…

  17. Enhancing student engagement using the flipped classroom.

    Science.gov (United States)

    Gilboy, Mary Beth; Heinerichs, Scott; Pazzaglia, Gina

    2015-01-01

    The flipped classroom is an innovative pedagogical approach that focuses on learner-centered instruction. The purposes of this report were to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses. The template provided enables faculty to design before, during, and after class activities and assessments based on objectives using all levels of Bloom's taxonomy. The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  18. Demand for Multimedia in the Classroom

    OpenAIRE

    Boyer, Tracy A.; Briggeman, Brian C.; Norwood, F. Bailey

    2009-01-01

    This study elicits preferences for multimedia in the classroom for students and faculty members in agricultural economics. Employing an Internet-based conjoint ranking survey, the results show that students prefer multimedia instructional tools over a traditional chalkboard/whiteboard lecture format while faculty members do not. Neither students nor faculty members are enthusiastic about electronic textbooks, and students will accept them only if they save $80. Finally, preferences for multim...

  19. Examining the Flipped Classroom through Action Research

    Science.gov (United States)

    Lo, Chung Kwan

    2017-01-01

    There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some…

  20. The use of Web-based GIS data technologies in the construction of geoscience instructional materials: examples from the MARGINS Data in the Classroom project

    Science.gov (United States)

    Ryan, J. G.; McIlrath, J. A.

    2008-12-01

    Web-accessible geospatial information system (GIS) technologies have advanced in concert with an expansion of data resources that can be accessed and used by researchers, educators and students. These resources facilitate the development of data-rich instructional resources and activities that can be used to transition seamlessly into undergraduate research projects. MARGINS Data in the Classroom (http://serc.carleton.edu/ margins/index.html) seeks to engage MARGINS researchers and educators in using the images, datasets, and visualizations produced by NSF-MARGINS Program-funded research and related efforts to create Web-deliverable instructional materials for use in undergraduate-level geoscience courses (MARGINS Mini-Lessons). MARGINS science data is managed by the Marine Geosciences Data System (MGDS), and these and all other MGDS-hosted data can be accessed, manipulated and visualized using GeoMapApp (www.geomapapp.org; Carbotte et al, 2004), a freely available geographic information system focused on the marine environment. Both "packaged" MGDS datasets (i.e., global earthquake foci, volcanoes, bathymetry) and "raw" data (seismic surveys, magnetics, gravity) are accessible via GeoMapApp, with WFS linkages to other resources (geodesy from UNAVCO; seismic profiles from IRIS; geochemical and drillsite data from EarthChem, IODP, and others), permitting the comprehensive characterization of many regions of the ocean basins. Geospatially controlled datasets can be imported into GeoMapApp visualizations, and these visualizations can be exported into Google Earth as .kmz image files. Many of the MARGINS Mini-Lessons thus far produced use (or have studentss use the varied capabilities of GeoMapApp (i.e., constructing topographic profiles, overlaying varied geophysical and bathymetric datasets, characterizing geochemical data). These materials are available for use and testing from the project webpage (http://serc.carleton.edu/margins/). Classroom testing and assessment

  1. Science-Technology-Society literacy in college non-majors biology: Comparing problem/case studies based learning and traditional expository methods of instruction

    Science.gov (United States)

    Peters, John S.

    This study used a multiple response model (MRM) on selected items from the Views on Science-Technology-Society (VOSTS) survey to examine science-technology-society (STS) literacy among college non-science majors' taught using Problem/Case Studies Based Learning (PBL/CSBL) and traditional expository methods of instruction. An initial pilot investigation of 15 VOSTS items produced a valid and reliable scoring model which can be used to quantitatively assess student literacy on a variety of STS topics deemed important for informed civic engagement in science related social and environmental issues. The new scoring model allows for the use of parametric inferential statistics to test hypotheses about factors influencing STS literacy. The follow-up cross-institutional study comparing teaching methods employed Hierarchical Linear Modeling (HLM) to model the efficiency and equitability of instructional methods on STS literacy. A cluster analysis was also used to compare pre and post course patterns of student views on the set of positions expressed within VOSTS items. HLM analysis revealed significantly higher instructional efficiency in the PBL/CSBL study group for 4 of the 35 STS attitude indices (characterization of media vs. school science; tentativeness of scientific models; cultural influences on scientific research), and more equitable effects of traditional instruction on one attitude index (interdependence of science and technology). Cluster analysis revealed generally stable patterns of pre to post course views across study groups, but also revealed possible teaching method effects on the relationship between the views expressed within VOSTS items with respect to (1) interdependency of science and technology; (2) anti-technology; (3) socioscientific decision-making; (4) scientific/technological solutions to environmental problems; (5) usefulness of school vs. media characterizations of science; (6) social constructivist vs. objectivist views of theories; (7

  2. The pedagogical toolbox: computer-generated visual displays, classroom demonstration, and lecture.

    Science.gov (United States)

    Bockoven, Jerry

    2004-06-01

    This analogue study compared the effectiveness of computer-generated visual displays, classroom demonstration, and traditional lecture as methods of instruction used to teach neuronal structure and processes. Randomly assigned 116 undergraduate students participated in 1 of 3 classrooms in which they experienced the same content but different teaching approaches presented by 3 different student-instructors. Then participants completed a survey of their subjective reactions and a measure of factual information designed to evaluate objective learning outcomes. Participants repeated this factual measure 5 wk. later. Results call into question the use of classroom demonstration methods as well as the trend towards devaluing traditional lecture in favor of computer-generated visual display.

  3. Using Interactive Video Instruction To Enhance Public Speaking Instruction.

    Science.gov (United States)

    Cronin, Michael W.; Kennan, William R.

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

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

    Science.gov (United States)

    Rogge, M M

    2001-01-01

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

  5. FORUM: Instructional Communication and Millennial Students: Millennials, Teaching and Learning, and the Elephant in the College Classroom

    Science.gov (United States)

    Morreale, Sherwyn P.; Staley, Constance M.

    2016-01-01

    The essays that comprise "Communication Education's" Forum on Instructional Communication and Millennial Students provide excellent summaries of existing research on this new generational cohort as college students. Taken as a whole, the writings paint an intriguing picture of this cohort, including both challenges and opportunities to…

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

    Science.gov (United States)

    Childers, Jeri L.; Berner, R. Thomas

    2000-01-01

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

  7. The Effects of Using the Essential Skills Inventory on Teacher Perception of High-Quality Classroom Instruction

    Science.gov (United States)

    Sornson, Bob

    2015-01-01

    This study explores the efficacy of using the Essential Skill Inventories (ESI) to increase high-quality instruction in the early learning years. Kindergarten and first- and second-grade teachers, who were identified as using the ESI with fidelity, assessed their own teaching skills and behaviors, reflecting on these before and after use of the…

  8. How Clear and Organized Classroom Instruction and Deep Approaches to Learning Affect Growth in Critical Thinking and Need for Cognition

    Science.gov (United States)

    Wang, Jui-Sheng; Pascarella, Ernest T.; Nelson Laird, Thomas F.; Ribera, Amy K.

    2015-01-01

    In this study the authors analyze longitudinal student survey data from the 17-institution Wabash National Study of Liberal Arts Education (WNS) to determine the extent that the influence of overall exposure to clear and organized instruction on four-year growth in two measures of cognitive development is mediated by student use of deep approaches…

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

    Science.gov (United States)

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

    2016-04-01

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

  10. The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario

    Directory of Open Access Journals (Sweden)

    Farahnaz Faez

    2011-12-01

    Full Text Available Abstract This article reports on French as a second language (FSL teachers’ perceptions of using the Common European Framework of Reference (CEFR-informed instruction (action-oriented instruction focusing on language use in FSL classrooms in Ontario. In particular, this paper focuses on teachers’ perspectives of the strengths and challenges of providing CEFR-informed practice in FSL classrooms. FSL teachers (n=93 as well as elementary and secondary school students (n=943 participated in this province-wide study. Participating teachers were introduced to the CEFR and CEFR-informed activities and resources. Teachers then used the resources in their classrooms for approximately three months. At the end of this period, teachers participated in interviews and focus group sessions which focused on their perceptions’ of CEFR’s action-oriented approach. Teachers reported that CEFR-informed instruction increased student motivation, built self-confidence in their learners, promoted authentic language use in the classroom and encouraged learner autonomy. These findings have implications for FSL programs in Canada and possibly other second language education programs worldwide. Résumé Cet article présente les résultats d’une recherche sur les perceptions des enseignant(es de FLS (Français Langue Seconde en Ontario quant à l’utilisation du CECR (Cadre Européen Commun de Référence dans leurs salles de classe (une approche actionnelle de l’enseignement des langues qui met l’emphase sur l’utilisation même de la langue. Cet article vise principalement à décrire les perspectives des enseignant(es quant à la promotion de l’autonomie d’apprentissage tout en utilisant des pratiques proposées par le CECR. Cette étude a été menée dans la province de l’Ontario avec 93 enseignant(es de FLS et 943 élèves d’écoles élémentaires et secondaires. Les professeur(es ont été tout d’abord introduit(es au Cadre et à des activit

  11. A Comparative Study on the Motivation and Attitudes of Language Learners of Online Distance and Traditional In-Classroom Education

    Science.gov (United States)

    Genc, Gulten; Kulusakli, Emine; Aydin, Savas

    2016-01-01

    In recent years, the increase in the use of computer and the internet has led to a change in the traditional concept of formal education today. Distance learning as a more student-centered system has been frequently used at universities. In this context, education has been applied to the individuals consisting of all age groups in accordance with…

  12. Problem-based learning versus traditional science instruction: Achievement and interest in science of middle grades minority females

    Science.gov (United States)

    Mungin, Rochelle E.

    This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also looked for a significant relationship between interest in science and achievement in science. This study used survey data from parents of female middle school science students to measure student interest in science concepts. The population of interest for this study was 13--15 year old eighth grade females from various racial make-ups such as, African American, Hispanic, Bi-racial, Asian, and Other Pacific Islander. Student achievement data was retrieved from the 8th grade science fall common assessed benchmark exam of both test groups. The results of the survey along with the benchmark data was to shed light on the way adolescent females learn and come to embrace science. The findings may provide guidance for science educators seeking to reach their minority female students and guide their achievement levels higher than before. From the results of the t-test and Pearson correlation test of this study, it can be concluded that while this study did not show a significant difference in academic achievement or interest between the two teaching styles, it revealed that interest in science has a positive role to play in the academic success of minority girls in science. The practical implications for examining these issues are to further the research on solutions for closing the minority and gender achievement gaps. The results of this study have implications for researchers as well as practitioners in the field of education.

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

    Science.gov (United States)

    Crosley, Haver

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

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

    Science.gov (United States)

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

    2003-01-01

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

  15. Facilitating Administrators' Instructional Leadership through the Use of a Technology Integration Discussion Protocol

    Science.gov (United States)

    McLeod, Scott

    2015-01-01

    Digital learning tools are increasingly prevalent in classrooms, yet too often technology integration efforts by educators replicate rather than transform traditional instructional practices. Opportunities to take advantage of the new affordances that technologies bring to the learning environment thus become forfeit. Administrators' use of a…

  16. Moodle: A Way for Blending VLE and Face-to-Face Instruction in the ELT Context?

    Science.gov (United States)

    Ilin, Gulden

    2013-01-01

    This classroom research explores the probable consequences of a blended Teaching English to Young Learners (TEYLs) course comprised of Moodle applications and face to face instruction in the English Language Teaching (ELT) context. Contrary to previous face to face only procedure, the course was divided into two segments: traditional classroom…

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

    Science.gov (United States)

    Stanford, Barbara; Reeves, Stacy

    2009-01-01

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

  18. Distance Education in a Cost Accounting Course: Instruction, Interaction, and Multiple Measures of Learning Outcomes

    Science.gov (United States)

    Chen, Clement C.; Jones, Keith T.; Moreland, Keith

    2010-01-01

    Students in online and traditional classroom sections of an intermediate-level cost accounting course responded to a survey about their experiences in the course. Specifically, several items related to the instruction and learning outcomes were addressed. Additionally, student examination performance in the two types of sections was compared. The…

  19. Screen-Capture Instructional Technology: A Cognitive Tool for Blended Learning

    Science.gov (United States)

    Smith, Jeffrey George

    2012-01-01

    Little empirical investigation has been conducted on high school students and teachers using online instructional multimedia developed entirely from the classroom teacher's traditional live-lecture format. This study investigated academic achievement, engagement, preference, and curriculum development using screen-capture instructional…

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

    Directory of Open Access Journals (Sweden)

    Asma Dabiri

    2018-04-01

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

  1. Comparison of computer-assisted instruction (CAI) versus traditional textbook methods for training in abdominal examination (Japanese experience).

    Science.gov (United States)

    Qayumi, A K; Kurihara, Y; Imai, M; Pachev, G; Seo, H; Hoshino, Y; Cheifetz, R; Matsuura, K; Momoi, M; Saleem, M; Lara-Guerra, H; Miki, Y; Kariya, Y

    2004-10-01

    This study aimed to compare the effects of computer-assisted, text-based and computer-and-text learning conditions on the performances of 3 groups of medical students in the pre-clinical years of their programme, taking into account their academic achievement to date. A fourth group of students served as a control (no-study) group. Participants were recruited from the pre-clinical years of the training programmes in 2 medical schools in Japan, Jichi Medical School near Tokyo and Kochi Medical School near Osaka. Participants were randomly assigned to 4 learning conditions and tested before and after the study on their knowledge of and skill in performing an abdominal examination, in a multiple-choice test and an objective structured clinical examination (OSCE), respectively. Information about performance in the programme was collected from school records and students were classified as average, good or excellent. Student and faculty evaluations of their experience in the study were explored by means of a short evaluation survey. Compared to the control group, all 3 study groups exhibited significant gains in performance on knowledge and performance measures. For the knowledge measure, the gains of the computer-assisted and computer-assisted plus text-based learning groups were significantly greater than the gains of the text-based learning group. The performances of the 3 groups did not differ on the OSCE measure. Analyses of gains by performance level revealed that high achieving students' learning was independent of study method. Lower achieving students performed better after using computer-based learning methods. The results suggest that computer-assisted learning methods will be of greater help to students who do not find the traditional methods effective. Explorations of the factors behind this are a matter for future research.

  2. Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

    Directory of Open Access Journals (Sweden)

    Chi-Cheng Chang

    2014-04-01

    Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

  3. The Use of Virtual Reality Tools in the Reading-Language Arts Classroom

    Science.gov (United States)

    Pilgrim, J. Michael; Pilgrim, Jodi

    2016-01-01

    This article presents virtual reality as a tool for classroom literacy instruction. Building on the traditional use of images as a way to scaffold prior knowledge, we extend this idea to share ways virtual reality enables experiential learning through field trip-like experiences. The use of technology tools such Google Street view, Google…

  4. An Investigation of Relationships among Instructor Immediacy and Affective and Cognitive Learning in the Online Classroom

    Science.gov (United States)

    Baker, Jason D.

    2004-01-01

    A significant body of literature has supported the assertion that communication in the classroom is central to the learning process. Prosocial behaviors, such as nonverbal and verbal immediacy, have been found to promote affective and cognitive learning in traditional instructional settings. This study examined the relationships among instructor…

  5. Enhancing Academic Achievement and Satisfaction by Flipping the Teacher Preparation Classroom

    Science.gov (United States)

    Zuniga, Rene R.

    2015-01-01

    This study compared flipped classrooms versus online courses to study the effects of the two instructional methodologies on student achievement and satisfaction in an undergraduate "Introduction to Education," EDUC 1301, course. Students self-matriculated in either traditional EDUC 1301 courses which were flipped or in EDUC 1301 online…

  6. Comparison of E-learning and the Classroom Lecture in Microbiology Course Based on Gagne's Instructional Model

    Directory of Open Access Journals (Sweden)

    Mojgan Mohammadimehr

    2016-06-01

    Full Text Available Background: This study aims to design and produce electronic content of a microbiology course for students in AJA (Islamic Republic of Iran Army University of Medical Sciences based on Gagne's instructional design model and determine its effectiveness. Methods: This is a quasi-experimental study. All medical students studying in the 2014-2015 academic year in AJA University of Medical Sciences who had taken the microbiology course were entered in the study. Students were divided randomly into two groups, control and trial (16 subjects in each. After designing and producing the educational multimedia, the trial group was trained in concepts of the microbiology course using multimedia educational software during 6 sessions over 6 continuous weeks. Finally, they were given post-test questions to determine the educational progress level among the students. Results: The mean ± standard deviation for pre-test and post-test in the trial group were 4.44 ± 1.99 and 12.75 ± 1.06, respectively, and in the control group they were 3.75 ± 2.32 and 9.31 ± 1.25, respectively. The results of the analysis of covariance between adjusted means of both groups for variable of learning show a significant difference between the two groups (F(29,1= 65.69; P=0.001. The effect size was 0.69. Conclusion: The multimedia software produced in AJA University of Medical Sciences can be used as a proper educational instrument for teaching the microbiology courses. So, it is better to incorporate the multimedia method as a part of education into curriculum of universities, especially medical sciences universities. Keywords: e-learning, Gagne's instructional design, model, Education, Army, microbiology course

  7. An inventory of student recollections of their past misconceptions as a tool for improved classroom astronomy instruction

    Science.gov (United States)

    Favia, Andrej

    My Ph.D. research is about examining the persistence of 215 common misconceptions in astronomy. Each misconception is based on an often commonly-held incorrect belief by college students taking introductory astronomy. At the University of Maine, the course is taught in alternating semesters by Prof. Neil F. Comins and Prof. David J. Batuski. In this dissertation, I examine the persistence of common astronomy misconceptions by the administration of a retrospective survey. The survey is a new instrument in that it permits the student to indicate either endorsement or rejection of each misconception at various stages in the student's life. I analyze data from a total of 639 students over six semesters. I compare the survey data to the results of exams taken by the students and additional instruments that assess students' misconceptions prior to instruction. I show that the consistency of the students' recollection of their own misconceptions is on par with the consistency of responses between prelims and the final exam. I also find that students who report higher increased childhood interest in astronomy are more likely to have accurate recalls of their own past recollections. I then discuss the use of principal components analysis as a technique for describing the extent to which misconceptions are correlated with each other. The analysis yields logical groupings of subtopics from which to teach. I then present a brief overview of item response theory, the methodology of which calculates relative difficulties of the items. My analysis reveals orders to teach the associated topics in ways that are most effective at dispelling misconceptions during instruction. I also find that the best order to teach the associated concepts is often different for high school and college level courses.

  8. School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

    Science.gov (United States)

    Dyson, Hilarie

    2008-10-01

    The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive

  9. Developing Marine Science Instructional Materials Using Integrated Scientist-Educator Collaborative Design Teams: A Discussion of Challenges and Success Developing Real Time Data Projects for the COOL Classroom

    Science.gov (United States)

    McDonnell, J.; Duncan, R. G.; Glenn, S.

    2007-12-01

    Current reforms in science education place increasing demands on teachers and students to engage not only with scientific content but also to develop an understanding of the nature of scientific inquiry (AAAS, 1993; NRC, 1996). Teachers are expected to engage students with authentic scientific practices including posing questions, conducting observations, analyzing data, developing explanations and arguing about them using evidence. This charge is challenging for many reasons most notably the difficulty in obtaining meaningful data about complex scientific phenomena that can be used to address relevant scientific questions that are interesting and understandable to K-12 students. We believe that ocean sciences provide an excellent context for fostering scientific inquiry in the classroom. Of particular interest are the technological and scientific advances of Ocean Observing Systems, which allow scientists to continuously interact with instruments, facilities, and other scientists to explore the earth-ocean- atmosphere system remotely. Oceanographers are making long-term measurements that can also resolve episodic oceanic processes on a wide range of spatial and temporal scales crucial to resolving scientific questions related to Earth's climate, geodynamics, and marine ecosystems. The availability of a diverse array of large data sets that are easily accessible provides a unique opportunity to develop inquiry-based learning environments in which students can explore many important questions that reflect current research trends in ocean sciences. In addition, due to the interdisciplinary nature of the ocean sciences these data sets can be used to examine ocean phenomena from a chemical, physical, or biological perspective; making them particularly useful for science teaching across the disciplines. In this session we will describe some of the efforts of the Centers for Ocean Sciences Education Excellence- Mid Atlantic (COSEE MA) to develop instructional materials

  10. The Classroom Animal: Mealworms.

    Science.gov (United States)

    Kramer, David C., Ed.

    1985-01-01

    Describes appearance, longevity, and changes in each step of the mealworm life cycle. Guidelines for starting a classroom colony are given with housing and care instructions. Suggested observations, activities, and questions for students are included. (DH)

  11. Language and reading instruction in early years' classrooms: the knowledge and self-rated ability of Australian teachers.

    Science.gov (United States)

    Stark, Hannah L; Snow, Pamela C; Eadie, Patricia A; Goldfeld, Sharon R

    2016-04-01

    This study sought to investigate the level of knowledge of language constructs in a cohort of Australian teachers and to examine their self-rated ability and confidence in that knowledge. Seventy-eight teachers from schools across the Australian state of Victoria completed a questionnaire which included items from existing measures, as well as newly developed items. Consistent with a number of earlier Australian and international studies, teachers' explicit and implicit knowledge of basic linguistic constructs was limited and highly variable. A statistically significant correlation was found between (1) total self-rated ability and (2) years since qualification and experience teaching the early years of primary school; however, no relationship was found between self-rated ability and overall performance on knowledge items. Self-rated ability to teach phonemic awareness and phonics had no relationship with demonstrated knowledge in these areas. Teachers were most likely to rate their ability to teach skills including spelling, phonics, comprehension or vocabulary as either moderate or very good. This was despite most respondents demonstrating limited knowledge and stating that they did not feel confident answering questions about their knowledge in these areas. The findings from this study confirm that in the field of language and literacy instruction, there is a gap between the knowledge that is theoretically requisite, and therefore expected, and the actual knowledge of many teachers. This finding challenges current pre-service teacher education and in-service professional learning.

  12. Effects of Technology-Based Teacher Training and Teacher-Led Classroom Implementation on Learning Reading Comprehension Strategies

    OpenAIRE

    Graves, Michael; Sales, Gregory C.; Lawrenz, Frances; Robelia, Beth; Richardson, Jayson W.

    2010-01-01

    This study examined the effectiveness of a professionally developed comprehensive reading comprehension strategies program when compared to traditional reading comprehension instruction presented to 865 fourth and fifth graders (682 with full data sets) in 34 classrooms in the United States. The treatment included a strong, technology-based teacher training component as well as highly motivational materials for 53 classroom-delivered student lessons. The research design was a randomized tria...

  13. Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems.

    Science.gov (United States)

    Connor, Carol McDonald

    2017-09-15

    Children who fail to learn to read proficiently are at serious risk of referral to special education, grade retention, dropping out of high school, and entering the juvenile justice system. Accumulating research suggests that instruction regimes that rely on assessment to inform instruction are effective in improving the implementation of personalized instruction and, in turn, student learning. However, teachers find it difficult to interpret assessment results in a way that optimizes learning opportunities for all of the students in their classrooms. This article focuses on the use of language, decoding, and comprehension assessments to develop personalized plans of literacy instruction for students from kindergarten through third grade, and A2i technology designed to support teachers' use of assessment to guide instruction. Results of seven randomized controlled trials demonstrate that personalized literacy instruction is more effective than traditional instruction, and that sustained implementation of personalized literacy instruction first through third grade may prevent the development of serious reading problems. We found effect sizes from .2 to .4 per school year, which translates into about a 2-month advantage. These effects accumulated from first through third grade with a large effect size (d = .7) equivalent to a full grade-equivalent advantage on standardize tests of literacy. These results demonstrate the efficacy of technology-supported personalized data-driven literacy instruction to prevent serious reading difficulties. Implications for translational prevention research in education and healthcare are discussed.

  14. Endorsement of the CONSORT statement by Chinese journals of Traditional Chinese Medicine: a survey of journal editors and review of journals' instructions for authors.

    Science.gov (United States)

    Ma, Bin; Ke, Fa-Yong; Zheng, Er-Liang; Yang, Zun-Xian; Tang, Qing-Nan; Qi, Guo-Qing

    2016-06-01

    We aimed to assess the endorsement of the Consolidation Standards of Reporting Trials (CONSORT) statement by Chinese journals of Traditional Chinese Medicine (TCM) and its incorporation into their editorial processes. PubMed, Embase and major Chinese databases were searched to identify journals of TCM from China for inclusion. The latest 'instruction for authors' (IFA) of each included journal was obtained and any text mentioning CONSORT or CONSORT extension papers was extracted. Subsequently, the editor of each of the included journals was surveyed about their journal's endorsement of the CONSORT recommendations and their incorporation into editorial and peer review processes. Sixty-three journals of TCM from China were examined. Of these, only three (5%) and one (2%) of the 63 journals mentioned the CONSORT statement and extension papers, respectively, in their IFA. Fifty-four of 63 (86%) of surveyed journals responded, with the majority of respondents being editors. Only 20% (11/54) of the respondents reported that they had any knowledge of the CONSORT statement. Only 6% (3/54) of the editors reported that they required authors to comply with the CONSORT statement or that they incorporated it into their peer review and editorial processes. TCM journals in China endorsing the CONSORT statement constituted a small percentage of the total. The majority of editors surveyed were not familiar with the content of the CONSORT statement and extension papers. We strongly recommend that the China Periodicals Association issue a policy to promote the endorsement of the CONSORT statement and conduct relevant training for journal editors in China. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  15. Using the Flipped Classroom to Bridge the Gap to Generation Y.

    Science.gov (United States)

    Gillispie, Veronica

    2016-01-01

    The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional

  16. Guidance for Technology Decisions from Classroom Observation

    Science.gov (United States)

    Bielefeldt, Talbot

    2012-01-01

    Correlational analysis of two years of classroom observation indicates relationships between technology use and various classroom characteristics, including teacher roles and instructional strategies. Three observers used the ISTE Classroom Observation Tool (ICOT) to record 144 observations of classrooms participating in a variety of educational…

  17. Effective Classroom Management Techniques for Secondary Schools

    African Journals Online (AJOL)

    Effective Classroom Management Techniques for Secondary Schools. ... engagement of students in activities, use of innovative instructional strategies by teachers, ... and teachers in their perception regarding the effects of teachers classroom ...

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

    Science.gov (United States)

    Gradias, Jean

    2017-01-01

    In 2013, California became one of the first states to adopt the rigorous Next Generation Science Standards (NGSS). However, the current state of science instruction does not support the conceptual shifts of the NGSS, which call for consistent science instruction K-12, increased inquiry, subject integration, as well as science instruction that…

  19. Classroom Organization: A Key to Successful Management.

    Science.gov (United States)

    Guernsey, Marsha A.

    1989-01-01

    Suggestions are presented to increase the special education teacher's organizational efficiency, focusing on instructional planning and use of time and space as they relate to classroom organization. (JDD)

  20. Differentiated Instruction at Work. Reinforcing the Art of Classroom Observation through the Creation of a Checklist for Beginning and Pre-Service Teachers

    Science.gov (United States)

    Subban, Pearl; Round, Penny

    2015-01-01

    Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to…

  1. Changes in Teachers' Beliefs and Classroom Practices Concerning Inquiry-Based Instruction Following a Year-Long RET-PLC Program

    Science.gov (United States)

    Miranda, Rommel J.; Damico, Julie B.

    2015-01-01

    This mixed-methods study examines how engaging science teachers in a summer Research Experiences for Teachers (RET) followed by an academic-year Professional Learning Community (PLC) focused on translating teacher research experiences to inquiry-based classroom lessons might facilitate changes in their beliefs and classroom practices regarding…

  2. [Flipped Classroom: A New Teaching Strategy for Integrating Information Technology Into Nursing Education].

    Science.gov (United States)

    Chiou, Shwu-Fen; Su, Hsiu-Chuan; Liu, Kuei-Fen; Hwang, Hei-Fen

    2015-06-01

    The traditional "teacher-centered" instruction model is still currently pervasive in nursing education. However, this model does not stimulate the critical thinking or foster the self-learning competence of students. In recent years, the rapid development of information technology and the changes in educational philosophy have encouraged the development of the "flipped classroom" concept. This concept completely subverts the traditional instruction model by allowing students to access and use related learning activities prior to class on their smartphones or tablet computers. Implementation of this concept has been demonstrated to facilitate greater classroom interaction between teachers and students, to stimulate student thinking, to guide problem solving, and to encourage cooperative learning and knowledge utilization in order to achieve the ideal of student-centered education. This student-centered model of instruction coincides with the philosophy of nursing education and may foster the professional competence of nursing students. The flipped classroom is already an international trend, and certain domestic education sectors have adopted and applied this concept as well. However, this concept has only just begun to make its mark on nursing education. This article describes the concept of the flipped classroom, the implementation myth, the current experience with implementing this concept in international healthcare education, and the challenging issues. We hope to provide a reference for future nursing education administrators who are responsible to implement flipped classroom teaching strategies in Taiwan.

  3. 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)

  4. Crane. Incidental Classroom Instruction 20295

    Energy Technology Data Exchange (ETDEWEB)

    Reynolds, Richard Jennings [Los Alamos National Laboratory

    2016-04-01

    The purpose of this course is to introduce safe hoisting and rigging practices to personnel who are attempting to become LANL incidental crane operators and to review and refresh safe hoisting and rigging practices with existing incidental crane operators.

  5. Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

    Science.gov (United States)

    Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

    2017-01-01

    ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications

  6. Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

    Science.gov (United States)

    Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

    2017-01-01

    In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented

  7. Flipping around the classroom: Accelerated Bachelor of Science in Nursing students' satisfaction and achievement.

    Science.gov (United States)

    El-Banna, Majeda M; Whitlow, Malinda; McNelis, Angela M

    2017-09-01

    The flipped classroom approach is based on shared responsibility for learning by students and teachers, and empowers students to take an active role in the learning process. While utilization of this approach has resulted in higher exam scores compared to traditional approaches in prior studies, the flipped classroom has not included learners in Accelerated Bachelor of Science in Nursing (ABSN) programs. To examine differences on exam scores and satisfaction of teaching between a 3-week flipped and traditional classroom approach. Mixed methods, crossover repeated measures design. Private school of nursing located in the eastern United States. 76 ABSN students. Two separate sections of a Pharmacology course received either 3-weeks of flipped or traditional classroom during Period 1, then switched approaches during Period 2. Two exam scores measuring knowledge and a questionnaire assessing satisfaction of teaching were collected. Focus groups were conducted to learn about students' experience in the flipped classroom. Descriptive statistics, Wilcoxon rank sum test, and stepwise linear mixed model were used to analyze quantitative data. Focus group data were transcribed, coded, and categorized in themes. Students in the flipped classroom achieved significantly higher scores on the first Pharmacology exam than students in the traditional classroom, but there was no significant difference on the second exam. Three themes emerged from focus groups on student perception of integrating the flipped approach: don't fix what isn't broken; treat me as an adult; and remember the work is overwhelming. Both traditional and flipped classroom approaches successfully prepared students for the Pharmacology exams. While results support the use of the flipped approach, judicious use of this instructional pedagogy with dense or difficult content, particularly in accelerated programs, is recommended. Instructors should also provide students with enough information and rationale for using

  8. Interactive video instruction - Establishing a positive alternative

    International Nuclear Information System (INIS)

    Schillinger, F.J.; McCulloch, B.P.

    1991-01-01

    This paper discusses The New York Power Authority's (NYPA's) efforts to establish and implement a viable interactive video instruction program to provide an alternative to traditional instructor-led classroom training. The NYPA training department was looking for alternative methods of providing adequate training for a new apprenticeship program being developed for its nonnuclear plant employees. They were also looking for another way to provide cost-effective basic computer training for an ever-increasing number of company computer users. Interactive video instruction was selected because it offered an interesting and fresh approach to self-paced learning. The paper describes problems associated with startup, implementation, and administration, benefits expected, and obtaining college accreditation

  9. Flipped classroom model for learning evidence-based medicine

    Directory of Open Access Journals (Sweden)

    Rucker SY

    2017-08-01

    Full Text Available Sydney Y Rucker,1 Zulfukar Ozdogan,1 Morhaf Al Achkar2 1School of Education, Indiana University, Bloomington, IN, 2Department of Family Medicine, School of Medicine, University of Washington, Seattle, WA, USA Abstract: Journal club (JC, as a pedagogical strategy, has long been used in graduate medical education (GME. As evidence-based medicine (EBM becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice. Keywords: evidence-based medicine, flipped classroom, residency education

  10. How Do We Match Instructional Effectiveness with Learning Curves?

    Science.gov (United States)

    Branum-Martin, Lee; Mehta, Paras D.; Taylor, W. Patrick; Carlson, Coleen D.; Lei, Xiaoxuan; Hunter, C. Vincent; Francis, David J.

    2015-01-01

    In order to examine the effectiveness of instruction, the authors confront formidable statistical problems, including multivariate structure of classroom observations, longitudinal dependence of both classroom observations and student outcomes. As the authors begin to examine instruction, classroom observations involve multiple variables for which…

  11. Promoting Student-Centered Learning Using iPads in a Grade 1 Classroom: Using the Digital Didactic Framework to Deconstruct Instruction

    Science.gov (United States)

    Woloshyn, Vera Ella; Bajovic, Mira; Worden, Melissa Maney

    2017-01-01

    In this qualitative case study, we provide a series of vignettes illustrating a Grade 1 teacher's experiences integrating iPad technology into her instruction over a school year. We use the digital didactic model to deconstruct these vignettes and draw upon the teacher's reflections to gain further insights about her instructional experiences…

  12. Virtual classroom project

    OpenAIRE

    Gmeiner, Nicholas

    2017-01-01

    This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learnin...

  13. Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

    Science.gov (United States)

    Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

    2013-12-01

    The development and adoption of the Next Generation Science Standards (NGSS) raises a challenge in teacher preparation: few current teacher preparation programs prepare students to teach science the way it is presented in the NGSS, which emphasize systems thinking, interdisciplinary science, and deep engagement in the scientific process. In addition, the NGSS include more geoscience concepts and methods than previous standards, yet this is a topic area in which most college students are traditionally underprepared. Although nationwide, programmatic reform is needed, there are a few targets where relatively small, course-level changes can have a large effect. One of these targets is the 'science methods' course for pre-service elementary teachers, a requirement in virtually all teacher preparation programs. Since many elementary schools, both locally and across the country, have adopted a kit based science curriculum, examining kits is often a part of a science methods course. Unfortunately, solely relying on a kit based curriculum may leave gaps in science content curriculum as one prepares teachers to meet the NGSS. Moreover, kits developed at the national level often fall short in connecting geoscientific content to the locally relevant societal issues that engage students. This highlights the need to train pre-service elementary teachers to supplement kit curriculum with inquiry based geoscience investigations that consider relevant societal issues, promote systems thinking and incorporate connections between earth, life, and physical systems. We are developing a module that teaches geoscience concepts in the context of locally relevant societal issues while modeling effective pedagogy for pre-service elementary teachers. Specifically, we focus on soils, an interdisciplinary topic relevant to multiple geoscience-related societal grand challenges (e.g., water, food) that is difficult to engage students in. Module development is funded through InTeGrate, NSF

  14. An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

    Directory of Open Access Journals (Sweden)

    Kumar Yelamarthi

    2016-12-01

    Full Text Available Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.

  15. Windows into Instructional Practice

    Science.gov (United States)

    Steinbacher-Reed, Christina; Rotella, Sam A.

    2017-01-01

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

  16. Guided Reading in Inclusive Middle Years Classrooms

    Science.gov (United States)

    Lyons, Wanda; Thompson, Scott Anthony

    2012-01-01

    Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

  17. Banzhuren and Classrooming: Democracy in the Chinese Classroom

    Science.gov (United States)

    Li, Jiacheng; Chen, Jing

    2013-01-01

    The issue of education and democracy has become more and more important in China. This paper firstly explains the theory of democracy in Chinese classrooms, and then focuses on the Chinese banzhuren who is responsible for classrooming, an important educational area equal to instruction. We illustrate how Chinese students achieve development…

  18. Personalities in the Classroom: Making the Most of Them

    Science.gov (United States)

    Richardson, Rita Coombs; Arker, Emily

    2010-01-01

    Teachers' personality traits are reflected in their classroom instruction--especially in their selection of various instructional strategies, the materials they choose, and their classroom management techniques. Moreover, personality styles are positively interrelated with learning styles as well as teaching styles. In many classrooms, however,…

  19. Trends in Classroom Observation Scores

    Science.gov (United States)

    Casabianca, Jodi M.; Lockwood, J. R.; McCaffrey, Daniel F.

    2015-01-01

    Observations and ratings of classroom teaching and interactions collected over time are susceptible to trends in both the quality of instruction and rater behavior. These trends have potential implications for inferences about teaching and for study design. We use scores on the Classroom Assessment Scoring System-Secondary (CLASS-S) protocol from…

  20. Mendel in the Modern Classroom

    Science.gov (United States)

    Smith, Mike U.; Gericke, Niklas M.

    2015-01-01

    Mendel is an icon in the history of genetics and part of our common culture and modern biology instruction. The aim of this paper is to summarize the place of Mendel in the modern biology classroom. In the present article we will identify key issues that make Mendel relevant in the classroom today. First, we recount some of the historical…

  1. The Flipped Classroom in Counselor Education

    Science.gov (United States)

    Moran, Kristen; Milsom, Amy

    2015-01-01

    The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped…

  2. Reading and Quality Discipline in the Classroom.

    Science.gov (United States)

    Ediger, Marlow

    Time spent on disciplining children in the classroom is time taken away from achieving the objectives of instruction. The classroom teacher needs to have appropriate guidelines to use in teaching as well as specific workable procedures which help students to achieve. This paper discusses various methods of classroom discipline. The paper first…

  3. STEM Teacher Efficacy in Flipped Classrooms

    Science.gov (United States)

    Kelly, Daniel; Denson, Cameron

    2017-01-01

    The flipped classroom instructional model continues to grow in adoption and use in K-12 classrooms. Although there are an increasing number of studies into the implementation of the flipped classroom, there is limited empirical research into its effectiveness and even fewer into the educational, psychological, and theoretical constructs underlying…

  4. Explicit Instruction Elements in Core Reading Programs

    Science.gov (United States)

    Child, Angela R.

    2012-01-01

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

  5. Changing Student Teachers' Views of Comprehension Instruction ...

    African Journals Online (AJOL)

    At the same time research shows that little, if any, explicit and continuous strategy instruction takes place in classrooms. Reasons seem ... This article reports on the effect of a reading comprehension instruction course on university student teachers' lesson planning, strategy use and views about comprehension instruction.

  6. Four Practical Principles for Enhancing Vocabulary Instruction

    Science.gov (United States)

    Manyak, Patrick C.; Von Gunten, Heather; Autenrieth, David; Gillis, Carolyn; Mastre-O'Farrell, Julie; Irvine-McDermott, Elizabeth; Baumann, James F.; Blachowicz, Camille L. Z.

    2014-01-01

    This article presents four practical principles that lead to enhanced word-meaning instruction in the elementary grades. The authors, a collaborative team of researchers and classroom teachers, identified and developed these principles and related instructional activities during a three-year vocabulary instruction research project. The principles…

  7. 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…

  8. A Cultural Study of a Science Classroom and Graphing Calculator-based Technology

    OpenAIRE

    Casey, Dennis Alan

    2001-01-01

    Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology...

  9. "Real Teaching" in the Mathematics Classroom: A Comparison of the Instructional Practices of Elementary Teachers in Urban High-Poverty Schools

    Science.gov (United States)

    McKinney, Sueanne E.; Robinson, Jack; Berube, Clair T.

    2013-01-01

    The National Council of Teachers of Mathematics' "Principles and Standards for School Mathematics" outlines fundamental elements that are crucial for creating a problem-solving and inquiry-driven classroom learning environment that highlights conceptual understandings of mathematics ideas. Even though this document outlines…

  10. An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution

    Science.gov (United States)

    Hall, Jeffrey; Chamblee, Gregory; Slough, Scott

    2013-01-01

    Two high school mathematics teachers who use Interactive Whiteboards (IWBs) in the classroom were interviewed annually over the course of three years regarding their perceptions of the technology. During the third year, the two teachers were asked to complete the Concerns-Based Adoption Model Stages of Concern Questionnaire. The data obtained from…

  11. Opportunities and Challenges of Implementing Instructional Games in Mathematics Classrooms: Examining the Quality of Teacher-Student Interactions during the Cover-Up and Un-Cover Games

    Science.gov (United States)

    Heshmati, Saeideh; Kersting, Nicole; Sutton, Taliesin

    2018-01-01

    This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that…

  12. Developing Classroom Interactions Which Signal Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    In this module, developed by the Research Applications for Teaching (RAFT) project, preservice teachers study the major types of classroom interactions which occur between teachers and students and review the research findings showing how these interactions are related to effective teaching. Much effort is spent on describing procedures for…

  13. Effective Classroom Management. The Basic Element of Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    This module, developed by the Research Applications for Teaching (RAFT) project, introduces the undergraduate student to practices of teachers in effective schools which facilitate the climate for learning in the classroom. Used with Canter's materials on assertive discipline, the preservice teachers should have an opportunity to reflect carefully…

  14. The Use of Organising Purposes in Science Instruction as a Scaffolding Mechanism to Support Progressions: A Study of Talk in Two Primary Science Classrooms

    Science.gov (United States)

    Johansson, Annie-Maj; Wickman, Per-Olof

    2018-01-01

    Purpose: This study examines how different purposes can support teachers in their work with progressions as a part of a teaching sequences in science in primary school. Design/Method: The study was carried out in two classes working with inquiry and the events that took place in the classroom were filmed. In the study, we have chosen to use the…

  15. How Are Teachers Integrating Technology in K-5 Classrooms? Studying Student Cognitive Engagement Using the Instructional Practices Inventory-Technology (IPI-T) Instrument

    Science.gov (United States)

    Dennis, Larinee B.

    2013-01-01

    "It is often assumed that changing the classroom by introducing technology will result in better teaching and increased student motivation, which ultimately means more effective student learning experiences" (Donovan, Green, & Hartley, 2010, p. 423). But does it? This is the controversy and debate that surrounds the promise and…

  16. The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States.

    Science.gov (United States)

    Stigler, James W.; Gonzales, Patrick; Kawanaka, Takako; Knoll, Steffen; Serrano, Ana

    1999-01-01

    Describes the methods and preliminary findings of the Videotape Classroom Study, a video survey of eighth-grade mathematics lessons in Germany, Japan, and the United States. Part of the Third International Mathematics and Science study, this research project is the first study of videotaped records from national probability samples. (SLD)

  17. Generalizing from Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

    Science.gov (United States)

    Wilhelm, Anne Garrison; Kim, Sungyeun

    2015-01-01

    One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often…

  18. The Measurement of Instructional Accomplishments.

    Science.gov (United States)

    Fraley, Lawrence E.; Vargas, Ernest A.

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

  19. Motivational elements in user instructions

    NARCIS (Netherlands)

    Loorbach, N.R.

    2013-01-01

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

  20. A Mixed Methods Study on the Effect of Flipping the Undergraduate Medical Classroom

    Directory of Open Access Journals (Sweden)

    Kelly W. Burak

    2017-11-01

    Full Text Available The flipped classroom model is increasingly being adopted in healthcare education, despite the fact that recent systematic reviews in the nursing and medical education literature suggest that this method of instructional design is not inherently better or worse than the traditional classroom. In this study, we used a sequential, explanatory mixed methods design to assess the impact of flipping the hepatology classroom for preclinical medical students. Compared to students in the traditional classroom, students in the flipped classroom had significantly lower mean (SD ratings of their learning experiences (3.48 (1.10 vs. 4.50 (0.72, p < 0.001, d = 1.10, but better performance on the hepatology content of the end-of-course examination (78.0% (11.7% vs. 74.2 (15.1%, respectively, p < 0.01, d = 0.3. Based upon our qualitative data analyses, we propose that the flipped classroom induced a change in the learning process of students by requiring increased preparation for classroom learning and promoting greater learner autonomy, which resulted in better retention of learned material, but reduced enjoyment of the learning experience. This dissonance in outcomes is captured in the words of one flipped classroom student: “…I hated it while I was learning it, but boy did I remember it…”. Based upon our dissonant outcomes and the inconsistent findings in the literature, we feel that there is still equipoise regarding the effectiveness of the flipped classroom, and further studies are needed to describe ways of making the flipped classroom a more effective (±more enjoyable learning experience.

  1. the pedagogic relevance of codeswitching in the classroom

    African Journals Online (AJOL)

    E Yevudey

    should be used as a medium of instruction while English is introduced as a second .... Likewise, Amekor (2009) studies the use of codeswitching in the classroom in ... classroom, this work explores the functions that codeswitching plays in both ...

  2. Wissensstrukturierung im Unterricht: Neuere Forschung zur Wissensreprasentation und ihre Anwendung in der Didaktik (Knowledge Structuring in Instruction: Recent Research on Knowledge Representation and Its Application in the Classroom).

    Science.gov (United States)

    Einsiedler, Wolfgang

    1996-01-01

    Asks whether theories of knowledge representation provide a basis for the development of theories of knowledge structuring in instruction. Discusses codes of knowledge, surface versus deep structures, semantic networks, and multiple memory systems. Reviews research on teaching, external representation of cognitive structures, hierarchical…

  3. All Students Are Not Equal: A Case Study of Geometry Teachers' Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms

    Science.gov (United States)

    Davis, Cassandre Y.

    2017-01-01

    Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students' learning characteristics and the effectiveness of teachers' instructional strategies are imperative to educational success. In this qualitative case study, geometry…

  4. Perceptions of Digital Competency among Student Teachers: Contributing to the Development of Student Teachers' Instructional Self-Efficacy in Technology-Rich Classrooms

    Science.gov (United States)

    Elstad, Eyvind; Christophersen, Knut-Andreas

    2017-01-01

    Adequate self-efficacy is useful for motivating individuals to engage in continued improvement. This study explores the potential antecedents of instructional self-efficacy beliefs among Norwegian student teachers attending a programme for secondary school teachers. The most important finding was the strong association between the student…

  5. Managing Mathematics: How Does Classroom Management Affect the Maintenance of High Cognitive Demand Tasks during Lessons with Standards-Based Instructional Materials?

    Science.gov (United States)

    Barriteau Phaire, Candace

    2013-01-01

    The teaching and learning of mathematics has been the subject of debate for over 30 years and the most recent reform efforts are in response to concerns regarding the mathematical competence of students in the United States (Ball, Hill, & Bass, 2005; Battista, 1994; Cavanagh, 2008). Standards-based Instructional Materials (SBIM) allows…

  6. Teacher Conceptions and Approaches Associated with an Immersive Instructional Implementation of Computer-Based Models and Assessment in a Secondary Chemistry Classroom

    Science.gov (United States)

    Waight, Noemi; Liu, Xiufeng; Gregorius, Roberto Ma.; Smith, Erica; Park, Mihwa

    2014-01-01

    This paper reports on a case study of an immersive and integrated multi-instructional approach (namely computer-based model introduction and connection with content; facilitation of individual student exploration guided by exploratory worksheet; use of associated differentiated labs and use of model-based assessments) in the implementation of…

  7. The Lived Experiences of Leading Edge Certified Elementary School Teachers Who Use Instructional Technology to Foster Critical Thinking, Collaboration, Creativity, and Communication in Their Classrooms: A Phenomenological Study

    Science.gov (United States)

    Ruddell, Natalie

    2017-01-01

    Purpose: The purpose of this phenomenological study was to describe the perceptions of current and former Leading Edge Certified (LEC) elementary school teachers regarding instructional technology practices that facilitate students' development of critical thinking, collaboration, communication, and creativity (4Cs) in one-to-one computer…

  8. Making Cooperative Learning Work in the College Classroom: An Application of the "Five Pillars" of Cooperative Learning to Post-Secondary Instruction

    Science.gov (United States)

    Jones, Karrie A.; Jones, Jennifer L.

    2008-01-01

    Cooperative learning is viable yet generally underutilized method of instruction at the college level (Paulsen and Faust, 2008). This paper highlights the work of teacher educator Dr. Paul J. Vermette in his implementation of cooperative learning based practices in a graduate level Multicultural education course. In analyzing the "Five…

  9. The Impact of the Role of an Instructional Technology Facilitator on Teacher Efficacy in Classroom Technology Integration in Two Rural Public Schools in Northwestern North Carolina

    Science.gov (United States)

    Adams, Karri Campbell

    2015-01-01

    The purpose of this study was to contribute to a limited body of research on the impact of the role of the school-level instructional technology facilitator on teacher technology efficacy. This mixed-methods study involved the administration of a survey instrument designed to measure teacher technology efficacy, the Computer Technology Integration…

  10. Speech Communication Education and Classroom Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1982 (Vol. 43 Nos. 1 through 6).

    Science.gov (United States)

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The eight titles deal with the following topics: (1) the effects of self-instructional and discrimination communication training on the development of confrontation skills in prepracticum counseling trainees, (2) cross-cultural…

  11. The Impact of Collegial Instruction on Peers’ Pedagogical Knowledge (PK: An EFL Case Study

    Directory of Open Access Journals (Sweden)

    Farnaz Latif

    2010-05-01

    Full Text Available Shared responsibilities such as mentoring, instruction, learner monitoring and classroom management enable the peers to observe, review, reflect on and learn from the overall practical professional expertise of one another through collegial instruction experience. The present exploratory case study has The present exploratory case study has attempted to study collegial teaching as an innovative instruction model (as an alternative to solo-based instruction models in a General Business English course in SAPco (An automotive part supplier in Iran. To this end, the researcher has mainly tried to concentrate  on two expert business English teachers' perceptions concerning their experience of collegial teaching for business English courses, observing their reflections before and after the course, to focus on the possible impacts of this type of instruction on their pedagogical knowledge as language teacher. As a result, as it is indicated in overall reflections of the participant colleagues, collegial instruction is believed to lead toward a more efficient transferability and development of teachers' pedagogical knowledge than what can take place as a result of individually run traditional practices. Moreover, this type of instruction can be a rather cost-effective and timesaving alternative to traditional OJT (on the job training courses for teacher development authorities and curriculum developers who are concerned about and willing to promote professional development of their teachers.

  12. A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays

    Directory of Open Access Journals (Sweden)

    Fatemeh Soltanpour

    2018-02-01

    Full Text Available According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners’ quality of argumentative essays. The participants were 55 students, who were assigned to two groups: the flipped classroom (FC and the traditional classroom (TC. Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students.

  13. Comparing Efficacy of Implementing Two Teaching Methods Contract Learning and Traditional Instruction on Clinical Skills of Nursing Students in Psychiatric Wards of Hospitals of Tehran

    Directory of Open Access Journals (Sweden)

    Jamileh Mohtashami

    2009-06-01

    Full Text Available Background and purpose: A learning contract is defined as a written agreement between teacher and student which makes explicit what a learner will do to achieve specified learning outcomes.Learning contracts have been used as a teaching and learning strategy for both undergraduate and graduate nursing students in many countries.Methods : This research is a quasi-experimental study that compares effect of two different teaching methods , Contract learning and traditional on clinical skills for a group of nursing students who were in fourth year of study in a pre-registration bachelor of nursing degree program in Tehran . A learning contract was implemented as a learning tool in the students clinical placement in psychiatric nursing .Data were connected from questionnaires , interviews and clinical evaluation papers with students .Results : The results showed that students agreed that there was an increase in students autonomy and motivation in learning with the use of learning contract . It also increased the sharing between students and clinical instructors.Conclusion : According to the findings of this study , contract learning is considered beneficial to students learning and has the potential to be used in clinical learning .Key words : NURSING STUDENTS, LEARNING CONTRACTS , TRADITIONAL METHOD , MOTIVATION , AUTONOMY, PSYCHIATRIC WARDS .

  14. Re-Envisioning the Archaic Higher Education Learning Environment: Implementation Processes for Flipped Classrooms

    Science.gov (United States)

    Rabidoux, Salena; Rottmann, Amy

    2018-01-01

    Flipped classrooms are often utilized in PK-12 classrooms; however, there is also a growing trend of flipped classrooms in higher education. This paper presents the benefits and limitations of implementing flipped classrooms in higher education as well as resources for integrating a flipped classroom design to instruction. The various technology…

  15. Computer-Based Mathematics Instructions for Engineering Students

    Science.gov (United States)

    Khan, Mustaq A.; Wall, Curtiss E.

    1996-01-01

    Almost every engineering course involves mathematics in one form or another. The analytical process of developing mathematical models is very important for engineering students. However, the computational process involved in the solution of some mathematical problems may be very tedious and time consuming. There is a significant amount of mathematical software such as Mathematica, Mathcad, and Maple designed to aid in the solution of these instructional problems. The use of these packages in classroom teaching can greatly enhance understanding, and save time. Integration of computer technology in mathematics classes, without de-emphasizing the traditional analytical aspects of teaching, has proven very successful and is becoming almost essential. Sample computer laboratory modules are developed for presentation in the classroom setting. This is accomplished through the use of overhead projectors linked to graphing calculators and computers. Model problems are carefully selected from different areas.

  16. Supporting traditional instructional methods with a constructivist approach to learning: Promoting conceputal change and understanding of stoichiometry using e-learning tools

    Science.gov (United States)

    Abayan, Kenneth Munoz

    Stoichiometry is a fundamental topic in chemistry that measures a quantifiable relationship between atoms, molecules, etc. Stoichiometry is usually taught using expository teaching methods. Students are passively given information, in the hopes they will retain the transmission of information to be able to solve stoichiometry problems masterfully. Cognitive science research has shown that this kind of instructional teaching method is not very effecting in meaningful learning practice. Instead, students must take ownership of their learning. The students need to actively construct their own knowledge by receiving, interpreting, integrating and reorganizing that information into their own mental schemas. In the absence of active learning practices, tools must be created in such a way to be able to scaffold difficult problems by encoding opportunities necessary to make the construction of knowledge memorable, thereby creating a usable knowledge base. Using an online e-learning tool and its potential to create a dynamic and interactive learning environment may facilitate the learning of stoichiometry. The study entailed requests from volunteer students, IRB consent form, a baseline questionnaire, random assignment of treatment, pre- and post-test assessment, and post assessment survey. These activities were given online. A stoichiometry-based assessment was given in a proctored examination at the University of Texas at Arlington (UTA) campus. The volunteer students who took part in these studies were at least 18 of age and were enrolled in General Chemistry 1441, at the University of Texas at Arlington. Each participant gave their informed consent to use their data in the following study. Students were randomly assigned to one of 4 treatments groups based on teaching methodology, (Dimensional Analysis, Operational Method, Ratios and Proportions) and a control group who just received instruction through lecture only. In this study, an e-learning tool was created to

  17. A Review of Criteria for Outdoor Classroom in Selected Tertiary Educational Institutions in Kuala Lumpur

    Science.gov (United States)

    Maheran, Y.; Fadzidah, A.; Nur Fadhilah, R.; Farha, S.

    2017-12-01

    A proper design outdoor environment in higher institutions contributes to the students’ learning performances and produce better learning outcomes. Campus surrounding has the potential to provide an informal outdoor learning environment, especially when it has the existing physical element, like open spaces and natural features, that may support the learning process. However, scholarly discourses on environmental aspects in tertiary education have minimal environmental inputs to fulfill students’ needs for outdoor exposure. Universities have always emphasized on traditional instructional methods in classroom settings, without concerning the importance of outdoor classroom towards students’ learning needs. Moreover, the inconvenience and discomfort outdoor surrounding in campus environment offers a minimal opportunity for students to study outside the classroom, and students eventually do not favor to utilize the spaces because no learning facility is provided. Hence, the objective of this study is to identify the appropriate criteria of outdoor areas that could be converted to be outdoor classrooms in tertiary institutions. This paper presents a review of scholars’ work in regards to the characteristics of the outdoor classrooms that could be designed as part of contemporary effective learning space, for the development of students’ learning performances. The information gathered from this study will become useful knowledge in promoting effective outdoor classroom and create successful outdoor learning space in landscape campus design. It I hoped that the finding of this study could provide guidelines on how outdoor classrooms should be designed to improve students’ academic achievement.

  18. COMPARISON OF STUDENT SATISFACTION BETWEEN TRADITIONAL AND BLENDED TECHNOLOGY COURSE OFFERINGS IN PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Nikolaos VERNADAKIS

    2012-01-01

    Full Text Available Blended learning With the concerns and dissatisfaction with e-learning, educators are searching for alternative instructional delivery solutions to relieve the above problems. The blended e-learning system has been presented as a promising alternative learning approach. While blended learning has been recognized as having a number of advantages, insufficient learning satisfaction is still an obstacle to its successful adoption. Therefore, the purpose of this study was to evaluate students’ satisfaction with blended learning course delivery compared to a traditional face-to-face class format in a general multimedia course in physical education. Forty six (n=46 undergraduate students, between the ages of 20-22 years old, were randomly assigned into two teaching method groups: Classroom Lecture Instruction (CLI and Blended Lecture Instruction (BLI. For the data collection at the end of this study, students completed an online satisfaction questionnaire.Independent sample t-test analysis was conducted to measure students’ satisfaction towards the CLI and BLI methods. Results indicated that a blended course delivery is preferred over the traditional lecture format. These finding suggest that students' satisfaction could increase when the instructor provides learning environments not only in a traditional classroom, but in an asynchronous online system as well.

  19. Classroom Goal Structures and HIV and Pregnancy Prevention Education in Rural High School Health Classrooms

    Science.gov (United States)

    Anderman, Eric M.; Cupp, Pamela K.; Lane, Derek R.; Zimmerman, Rick; Gray, DeLeon L.; O'Connell, Ann

    2011-01-01

    Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic goal structures in their health classrooms. Data were collected from all students at three time points (prior to HIV and pregnancy instruction, 3 months after instruction, and 1 year after instruction). Results indicated…

  20. Closing the Mathematical Achievement Gap Through the Heart To the Brain: A Case Study of Urban High School Mathematics Teachers' Perceptions of How Their Emotional Intelligence Facilitates Instruction and Learning in the Classroom

    Science.gov (United States)

    Fang, Chung-Chieh

    The purpose of this qualitative case study was to examine urban high school mathematics teachers' perceptions of how they manage their own and their students' emotional intelligence (EI) to facilitate instruction and learning; their reports of how they handle their emotions as urban mathematics teachers; and their reports of how they manage the emotions of their students. The study focused on the voices of sixteen urban mathematics teachers and was undertaken in reaction to the significant mathematics achievement gap between urban students and their suburban counterparts. The conceptual framework undergirding the study was synthesized work by Daniel Goleman, (1995) and Mayer and Salovey (1997); categorizing emotional intelligence in emotional selfawareness, managing emotions, harnessing emotions, empathy, and handling relationships. Research questions addressing each category were created and from these categories an interview guide was developed. Data gathered during individual teacher interviews was transcribed and sorted into emergent categories using open coding. The findings were organized and presented according to the study's research questions. Urban math teachers reported passion for their students, their feelings affect teaching and learning, and that humor is an important tool in mediating emotions. The study concludes with multiple recommendations for further research and practices. Future studies should compare teachers assuming paternal vs. mentor role when dealing with their students. The study can evaluate if either role has a significant impact in student teacher relationships. A recommendation for practice is for teachers to have professional development experiences focusing on the proper use of humor in the classroom. Humor used properly promotes a positive classroom environment. This is a skill that would be especially beneficial to urban teachers.

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

    Science.gov (United States)

    Morris, Anne K.; Hiebert, James

    2011-01-01

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

  2. Rating Instructional Conversations: A Guide

    OpenAIRE

    Rueda, Robert; Goldenberg, Claude; Gallimore, Ronald

    1992-01-01

    The current focus on more effective ways to foster literacy in school-age children, especially language minority students, has led to the development of alternative instructional approaches. One such approach is the instructional conversation (IC), based on early work in the Hawaiian Kamehameha Elementary Education Project (KEEP), on neo-Vygotskian theory, and on recent classroom-based research on reading comprehension. The present report outlines preliminary efforts to operationaliz...

  3. The development, assessment and validation of virtual reality for human anatomy instruction

    Science.gov (United States)

    Marshall, Karen Benn

    1996-01-01

    This research project seeks to meet the objective of science training by developing, assessing, validating and utilizing VR as a human anatomy training medium. Current anatomy instruction is primarily in the form of lectures and usage of textbooks. In ideal situations, anatomic models, computer-based instruction, and cadaver dissection are utilized to augment traditional methods of instruction. At many institutions, lack of financial resources limits anatomy instruction to textbooks and lectures. However, human anatomy is three-dimensional, unlike the one-dimensional depiction found in textbooks and the two-dimensional depiction found on the computer. Virtual reality allows one to step through the computer screen into a 3-D artificial world. The primary objective of this project is to produce a virtual reality application of the abdominopelvic region of a human cadaver that can be taken back to the classroom. The hypothesis is that an immersive learning environment affords quicker anatomic recognition and orientation and a greater level of retention in human anatomy instruction. The goal is to augment not replace traditional modes of instruction.

  4. Grafting computer projected simulations and interactive engagement methods within a traditional classroom setting: The influence on secondary level students' understanding of Newtonian mechanics and on attitudes towards physics

    Science.gov (United States)

    Zoubeir, Wassim Fouad

    This research explored the effects of a constructivist approach using computer projected simulations (CPS) and interactive engagement (IE) methods on 12th grade school students. The treatment lasted 18 weeks during the 1999-2000 fall semester and seeked to evaluate three variations in students': (1)conceptual understanding of Newtonian mechanics as measured by the Force Concept Inventory (FCI), (2)modification of their views about science as measured by the Views About Science Survey (VASS), and (3)achievement on traditional examinations, as measured by their end of semester grades. Analysis of Covariance (ANCOVA) was applied to determine the differences between the mean scores of the experimental group students, and students of the control group, who were exposed to traditional teaching methods only. The FCI data analysis showed that, after 18 weeks, conceptual understanding of Newtonian mechanics had markedly improved only in the experimental group (F(1,99) = 44.739, p performance on the VASS instrument for both groups (F(1,99) = .033, p = .856), confirming previous and comparable findings for studies of short implementation period. The lack of statistically significant difference between the control and experimental groups in graded achievement, while controlling for students' previous achievement, was unexpected (F(1,99) = 1.178, p = .280). It is suggested that in this particular setting, the influence of a technical factor may have been overlooked: the monitored and systematic drill exercises using elaborate math formulae to prepare students for traditional math-loaded exams. Still, despite being intentionally deprived of such preparation throughout the study, students of the experimental group did not achieve less than their counterpart, and in addition, they had gained a satisfactory understanding of Newtonian mechanics. This result points unmistakably at a plausible positive correlation between a better grasp of basic concepts in physics in a challenging

  5. Can "Withitness Skills" Improve Instruction and Safety for Those Who Coach or Train?

    Science.gov (United States)

    McDaniel, Larry W.

    2009-01-01

    "Withitness skills" developed by Kounin in the 1970's have been emphasized as an important classroom tool for student management and instruction. (Kounin, 1970) "Withit" instructors develop the ability to know what is going on in the classroom. Improving awareness in the classroom may reduce misbehavior and improve instruction.…

  6. HTML5 digital classroom

    CERN Document Server

    Osborn, Jeremy

    2011-01-01

    This training package - complete with full-color book and instructional video - is the easiest way to learn HTML5!HTML5 boasts extensive new features that allow you to create dynamic web pages and present users with amazing multimedia experiences, and this one-of-a-kind training package is your guide to creating websites that wow! HTML5 Digital Classroom provides step-by-step instruction to help you gain the essential HTML5 knowledge you need to master the latest HTML5 specifications. This book-and-video package will have you creating web pages and web applications using HTML5, styling using

  7. Inverting an Introductory Statistics Classroom

    Science.gov (United States)

    Kraut, Gertrud L.

    2015-01-01

    The inverted classroom allows more in-class time for inquiry-based learning and for working through more advanced problem-solving activities than does the traditional lecture class. The skills acquired in this learning environment offer benefits far beyond the statistics classroom. This paper discusses four ways that can make the inverted…

  8. Comparison of Live Versus Online Instruction of a Novel Soft Skills Course in Mongolia.

    Science.gov (United States)

    Mahadevan, Aditya; Strehlow, Matthew C; Dorjsuren, Khandregzen; Newberry, Jennifer A

    2017-11-30

    Background Soft skills are essential for employee success in the global marketplace; however, many developing countries lack content experts to provide the requisite instruction to an emerging workforce. One possible solution is to use an online, open-access curriculum. To date, no studies on soft skills curricula using an online learning platform have been undertaken in Mongolia. Objective To evaluate the efficacy of an online versus classroom platform to deliver a novel soft skills course in Mongolia. Methods A series of eight lectures along with corresponding surveys and multiple choice question tests were developed and translated into the Mongolian language. Two different delivery modalities, online and traditional classroom lectures, were then compared for knowledge gain, comfort level, and satisfaction. Knowledge gain and comfort level were assessed pre- and post-course, while satisfaction was assessed only post-course. Results Enrollment in the online and classroom courses was 89 students and 291 students, respectively. Sixty-two online students (68% female) and 114 classroom students (77% female) completed the entire course and took the post-test. The online cohort had higher pre-test scores than the classroom cohort (46.4% and 37.3%, respectively, p soft skills topics (p soft skills course, and it was found that knowledge gain was significantly higher for the classroom group, while comfort and satisfaction with individual course topics was comparable.

  9. Science is for me: Meeting the needs of English language learners in an urban, middle school science classroom through an instructional intervention

    Science.gov (United States)

    Johnson, Joseph A.

    2011-12-01

    This study involved an intervention in which I explored how the multimodal, inquiry-based teaching strategies from a professional development model could be used to meet the educational needs of a group of middle school students, who were refugees, newly arrived in the United States, now residing in a large urban school district in the northeastern United States, and learning English as a second language. This group remains unmentioned throughout the research literature despite the fact that English Language Learners (ELLs) represent the fastest growing group of K-12 students in the United States. The specific needs of this particular group were explored as I attempted daily to confront a variety of obstacles to their science achievement and help to facilitate the development of a scientific discourse. This research was done in an effort to better address the needs of ELLs in general and to inform best practices for teachers to apply across a variety of different cultural and linguistic subgroups. This study is an autoethnographic case study analysis of the practices of the researcher, working in a science classroom, teaching the described group of students.

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

    Science.gov (United States)

    Katterfeld, Karin

    2013-01-01

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

  11. A Taxonomy of Asynchronous Instructional Video Styles

    Science.gov (United States)

    Chorianopoulos, Konstantinos

    2018-01-01

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

  12. Categories for Observing Language Arts Instruction (COLAI).

    Science.gov (United States)

    Benterud, Julianna G.

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

  13. Misunderstanding during instructional communication as related to ...

    African Journals Online (AJOL)

    Misunderstanding during instructional communication as related to oral proficiency. ... Data were collected through video recorded observations of authentic lessons presented by 26 pre-service teachers using English second language as the medium of instruction in the classroom. Misunderstandings were identified and ...

  14. The Pedagogy of Flipped Instruction in Oman

    Science.gov (United States)

    Lane-Kelso, Mary

    2015-01-01

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

  15. Multimedia Instruction Initiative: Building Faculty Competence.

    Science.gov (United States)

    Haile, Penelope J.

    Hofstra University began a university-wide initiative to enhance classroom instruction with multimedia technology and foster collaborative approaches to learning. The Multimedia Instruction Initiative emphasized teamwork among faculty, students, and computer center support staff to develop a technology-enriched learning environment supported by…

  16. The Flipped Classroom: A Twist on Teaching

    Science.gov (United States)

    Schmidt, Stacy M. P.; Ralph, David L.

    2016-01-01

    The traditional classroom has utilized the "I Do", "We Do", "You Do" as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses "You Do", "We Do", "I Do" instead. Homework, inquiry, and investigation happen in the classroom. At home students…

  17. Behavior Modification in the Classroom

    Science.gov (United States)

    Whitman, Mryon; Whitman, Joan

    1971-01-01

    This article presents the theoretical rationale for behavior modification, principally through its comparison with traditional psychotherapies, and suggests some behavior modification techniques for the classroom management of maladaptive behavior. (Author)

  18. Using Observation to Improve Instruction

    Science.gov (United States)

    Powell, William; Napoliello, Susan

    2005-01-01

    The International School of Kuala Lumpur in Malaysia, which serves international students in preschool through middle school, focused a great deal of professional attention on differentiation. The administrators in Malaysian school, by making rounds of classrooms, raised teachers' awareness of differentiated instruction.

  19. Conversation Walks: Improving Instructional Leadership

    Science.gov (United States)

    Zepeda, Sally J.; Lanoue, Philip D.

    2017-01-01

    Principals are tasked with being the instructional leaders in their schools--developing teacher's abilities through formal and informal classroom observations and feedback. But how can school districts ensure that principals have the skills they need to fulfill this crucial role? In Clarke County School District in Georgia, central-office leaders…

  20. Grounding the Flipped Classroom Approach in the Foundations of Educational Technology

    Science.gov (United States)

    Lo, Chung Kwan

    2018-01-01

    The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust…

  1. Everyday classroom assessment practices in science classrooms in Sweden

    Science.gov (United States)

    Gómez, María del Carmen; Jakobsson, Anders

    2014-12-01

    The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss

  2. Digital Storytelling in the Language Arts Classroom

    Science.gov (United States)

    Bull, Glen; Kajder, Sara

    2005-01-01

    Technology offers a number of opportunities for connecting classrooms with the world. The advent of the Internet has offered unprecedented prospects for classroom connections, but the recent diffusion of digital cameras throughout society offers instructional possibilities as well. This document provides a detailed examination of digital…

  3. Controlling Setting Events in the Classroom

    Science.gov (United States)

    Chan, Paula E.

    2016-01-01

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

  4. Wow! 3D Content Awakens the Classroom

    Science.gov (United States)

    Gordon, Dan

    2010-01-01

    From her first encounter with stereoscopic 3D technology designed for classroom instruction, Megan Timme, principal at Hamilton Park Pacesetter Magnet School in Dallas, sensed it could be transformative. Last spring, when she began pilot-testing 3D content in her third-, fourth- and fifth-grade classrooms, Timme wasn't disappointed. Students…

  5. Best Practices for Launching a Flipped Classroom

    Science.gov (United States)

    Hall, Ashley A.; DuFrene, Debbie D.

    2016-01-01

    Popularity is growing for flipped classroom instruction, which replaces lectures with out-of-class delivery of streaming video, reading materials, online chats, and other modalities. Face-to-face class time is spent on instructor-student and student-student interaction, including small group problem solving and discussion. Classroom flipping has…

  6. Translanguaging in Today's Classrooms: A Biliteracy Lens

    Science.gov (United States)

    Hornberger, Nancy H.; Link, Holly

    2012-01-01

    As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as English language learners, in mainstream, English as a Second Language, and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction, and…

  7. A Tale of Two Settings: The Lab and the Classroom

    Science.gov (United States)

    1991-08-08

    employed in this study were intensive and extensive classroom observation and repeated extended interviews with students and teachers. Classroom observers...instruction were observed during both years of the study, resulting in a very large data base gathered during almost 500 hours of classroom observation . With

  8. The Implementation of a Flipped Classroom in Foreign Language Teaching

    Science.gov (United States)

    Basal, Ahmet

    2015-01-01

    Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one…

  9. Designing Instructional Strategies which Facilitate Learning for Mastery.

    Science.gov (United States)

    Anderson, Lorin W.; Jones, Beau Fly

    The "state of the craft" of instruction within the context of the mastery learning model is discussed. Little has been said in the past about specific instructional strategies that are applicable to particular instructional units or objectives, or to the daily classroom life of teachers. This paper is organized into six major sections. The first…

  10. The Effects of "Live Virtual Classroom" on Students' Achievement and Students' Opinions about "Live Virtual Classroom" at Distance Education

    Science.gov (United States)

    Yilmaz, Ozgur

    2015-01-01

    This study was performed to investigate the effects of live virtual classroom on students' achievement and to determine students' opinions about the live virtual physics classroom at distance learning. 63 second-year Distance Computer Education & Instructional Technology students enrolled in this study. At the live virtual physics classroom,…

  11. Capturing the Magic of Classroom Training in Blended Learning

    Science.gov (United States)

    Laiken, Marilyn E.; Milland, Russ; Wagner, Jon

    2014-01-01

    Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from…

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

    Science.gov (United States)

    Taraban, Roman

    2008-08-01

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

  13. Characteristics of Instructional Videos

    Science.gov (United States)

    Beheshti, Mobina; Taspolat, Ata; Kaya, Omer Sami; Sapanca, Hamza Fatih

    2018-01-01

    Nowadays, video plays a significant role in education in terms of its integration into traditional classes, the principal delivery system of information in classes particularly in online courses as well as serving as a foundation of many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away…

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

    Science.gov (United States)

    Wright, Tiffanie L.

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

  15. Instructional Interventions and Affective Beliefs as Predictors of Achievement and Retention of Learning

    Directory of Open Access Journals (Sweden)

    Ambrose Hans G. Aggabao

    2015-11-01

    Full Text Available Path and factor analyses were used in this study to investigate direct and indirect influences of instructional interventions on achievement and retention of learning among freshmen students in Mathematics as mediated by affective beliefs. The varying classroom contexts were hypothesized to influence affective beliefs through the application of varying instructional interventions – traditional teaching, radical constructivist, and social constructivist. The randomized equivalent groups pre-posttest experimental design was used to generate the needed data for analysis. Results showed that constructivist instructional approaches directly and indirectly influenced achievement measures with the indirect effects mediated by control orientation belief of students which was found to be the only one among four affective beliefs considered in this study to influence achievement measures. Social constructivist interventions did not show direct influence on retention of conceptual understanding and procedural fluency while traditional instructional intervention was not found to be a significant predictor of both affective beliefs and achievement measures.These results confirm for the most part the hypothesized relations among instructional interventions, affective beliefs, and achievement measures.

  16. Digital Storytelling in Primary-Grade Classrooms

    Science.gov (United States)

    Foley, Leslie M.

    2013-01-01

    As digital media practices become readily available in today's classrooms, literacy and literacy instruction are changing in profound ways (Alvermann, 2010). Professional organizations emphasize the importance of integrating new literacies (New London Group, 1996) practices into language-arts instruction (IRA, 2009; NCTE, 2005). As a result,…

  17. Computers for Your Classroom: CAI and CMI.

    Science.gov (United States)

    Thomas, David B.; Bozeman, William C.

    1981-01-01

    The availability of compact, low-cost computer systems provides a means of assisting classroom teachers in the performance of their duties. Computer-assisted instruction (CAI) and computer-managed instruction (CMI) are two applications of computer technology with which school administrators should become familiar. CAI is a teaching medium in which…

  18. Academically Productive Talk in a College Classroom

    Science.gov (United States)

    Rybakova, Katie; Whitt, Kate Cook

    2017-01-01

    The classic image of a college classroom often includes a professor standing at the front of a room or hall, often standing near a chalkboard or projector screen, lecturing to a room full of 30 to 100 students diligently taking notes. This model of instruction, often referred to as direct instruction, however, is grounded in somewhat-outdated…

  19. Demystifying Differentiation for the Elementary Music Classroom

    Science.gov (United States)

    Hillier, Erin

    2011-01-01

    Many music educators struggle with adapting buildingwide professional development initiatives into their own curriculum and teaching practice while still maintaining the integrity of the musical experiences they bring to the classroom. One vastly popular trend in instructional strategies, differentiated instruction, is both accessible to the music…

  20. Beyond the classroom: using technology to meet the educational needs of multigenerational perinatal nurses.

    Science.gov (United States)

    Gallo, Ana-Maria

    2011-01-01

    For the first time in history, there are 4 distinct generations of nurses working side by side at the clinical bedside: Veterans, Baby Boomers, Generation X, and Generation Y. All the generations have their unique personalities, beliefs, values, and learning styles. Approach to learning range from the traditional instructional method preferred by the Veteran's nurses to the more advanced technology (eg, Web-based, webinars, simulations, podcasts, and blogs) approach favored by Generation Y. Nurse educators and clinical nurse specialists must consider each generation's style of learning to best engage, stimulate, and promote transference and assimilations of new knowledge. This article briefly describes the generational learning style differences and explores alternative educational modalities to the traditional classroom instruction.

  1. A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

    Science.gov (United States)

    Leonard, William H.

    This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc were not real and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the wet laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.

  2. Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

    Science.gov (United States)

    Pierce, Richard; Fox, Jeremy

    2012-12-12

    To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

  3. Relationships in the Flipped Classroom

    Science.gov (United States)

    McCollum, Brett M.; Fleming, Cassidy L.; Plotnikoff, Kara M.; Skagen, Darlene N.

    2017-01-01

    This study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in firstyear general chemistry…

  4. Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles.

    Science.gov (United States)

    Emmons, Mark; Wilkinson, Frances C.

    2001-01-01

    Applies learning theory and ergonomic principles to the design of effective learning environments for library instruction. Discusses features of electronic classroom ergonomics, including the ergonomics of physical space, environmental factors, and workstations; and includes classroom layouts. (Author/LRW)

  5. What do Sharable Instructional Objects Have to do With Intelligent Tutoring Systems, and Vice Versa?

    National Research Council Canada - National Science Library

    Fletcher, J

    2001-01-01

    By reviewing data on classroom and tutorial instruction, this document presents a perspective on the value ot technology-based instruction in general and intelligent tutoring systems (ITSs) in particular...

  6. The Implementation of A Flipped Classroom in Foreign Language Teaching

    OpenAIRE

    Ahmet BASAL

    2015-01-01

    Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and ...

  7. Flexible Grouping as a Means for Classroom Management in a Heterogeneous Classroom

    Science.gov (United States)

    Rytivaara, Anna

    2011-01-01

    This article concerns issues of classroom management in heterogeneous classrooms. Although research in the field of learning styles has yielded mixed results, there is a call for information about how they could be used to individualize instruction, especially in primary schools. This article is part of an ethnographic study aiming to examine…

  8. Exploring a Flipped Classroom Approach in a Japanese Language Classroom: A Mixed Methods Study

    Science.gov (United States)

    Prefume, Yuko Enomoto

    2015-01-01

    A flipped classroom approach promotes active learning and increases teacher-student interactions by maximizing face-to-face class time (Hamdan, McKnight, Mcknight, Arfstrom, & Arfstrom, 2013). In this study, "flipped classroom" is combined with the use of technology and is described as an instructional approach that provides lectures…

  9. Measuring Conceptual Change on Stoichiometry Using Mental Models and IllStructured Problems In a Flipped Classroom Environment

    Directory of Open Access Journals (Sweden)

    Norrie E. Gayeta

    2017-05-01

    Full Text Available This study aimed to measure conceptual change on stoichiometry using mental models and ill-structured problems in flipped classroom environment. This study examined the level of conceptual understanding of students on stoichiometry before and after exposure to flipped and traditional lecture method. It also covered the type of conceptual change, and students’ description in flipped classroom environment. Qualitative and quantitative research methods were used in the study. Respondents were two sections of third year Bachelor of Secondary Education, Biological Science. Frequency, percentage, ranking, mean, standard deviation, Hake factor test, and t-test were the statistical tools applied to answer specific questions. Results showed profound increase towards conceptual change representing a shift from intuitive understanding to correct incomplete understanding level. Thus, change for the better, in theoretical type was determined from pretest to posttest of students exposed to flipped and traditional instruction. Results also indicated that there is no significant difference on students’ conceptual change on stoichiometry exposed to flipped and traditional lecture method. Furthermore, students strongly agreed that flipped classroom instruction helped them develop positive attitude towards chemistry and appropriate for learning college chemistry.

  10. The flipped classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia

    2015-01-01

    One of the novel ideas in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while...... class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper presents design considerations for flipped classrooms, and discusses how Moodle can facilitate...... with a discussion of the opportunities and challenges when implementing the flipped model in a virtual learning environment (VLE) like Moodle....

  11. Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom

    OpenAIRE

    Kostaras, Vasiliki

    2017-01-01

    Technology has become an integral part in the realm of education. The flipped classroom is a recent teaching method where students can watch instructional online videos outside the classroom that actively engage them in their learning process. Although this trend has gained momentum in many disciples and there are many studies available, research behind language acquisition through the flipped classroom model is limited. Still it is implemented by many teachers in the upper secondary school i...

  12. Using Tablet and iTunesU as Individualized Instruction Tools

    Science.gov (United States)

    Klubal, Libor; Kostolanyova, Katerina; Gybas, Vojtech

    2017-01-01

    The paper is aimed at the possibilities of the implementation of individualized instruction in a regular classroom using a tablet and the iTunesU tool. It compares the course of collective frontal instruction and individualized instruction. The results show that the tools make instruction more effective and help increase the students' motivation.…

  13. Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions

    Directory of Open Access Journals (Sweden)

    Andrea Wilcox Brooks

    2014-12-01

    Full Text Available This article examines the flipped classroom approach in higher education and its use in one-shot information literacy instruction sessions. The author presents findings from a pilot study of student learning and student perceptions pertaining to flipped model IL instruction. Students from two sections of the same course participated in this study. One section received one-shot information literacy instruction using a flipped approach, while the other section received traditional one-shot instruction. No difference was found between the two groups on a pre- and post-test analysis; however, an analysis of students’ final papers from the flipped section showed more bibliography citations to scholarly journal articles. In addition, a survey was conducted showing the majority of students preferred the flipped approach.

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

    Science.gov (United States)

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

    1996-01-01

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

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

    Science.gov (United States)

    Gillette, Tammy J.

    2009-12-01

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

  16. A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course

    Science.gov (United States)

    Faulconer, E. K.; Griffith, J.; Wood, B.; Acharyya, S.; Roberts, D.

    2018-05-01

    While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates, grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole.

  17. Students’ Perceived Effectiveness of Educational Technologies and Motivation in Smart Classroom

    Directory of Open Access Journals (Sweden)

    Willard Van De Bogart

    2016-11-01

    Full Text Available The smart classroom incorporates many different types of IT hardware including tablet computers, interactive white boards, work stations and many other integrated uses of these IT technologies which are used for instructional purposes. Conducted with 40 students majoring in Communicative Arts who participated in a technology-supported learning environment, this study investigated the perceived effectiveness of technologies, learner motivation, participation and learning outcome in the smart classroom. Research findings show that the students’ perceived effectiveness of educational technologies was at a high level while their learning motivation was at a moderate level. In addition, a positive relationship was found between students’ learning outcome and participation, but motivation and perceived effectiveness of technologies in the smart classroom were not related to their learning outcome. Responses from open-ended questions can be used to support the acceptance of the new learning environment since the use of various media equipment by first time users allows for the exploration and the presentation of ideas not achieved in a traditional classroom setting. It can be concluded that learning in a technology-supported environment like the smart classroom can foster a more inquisitive approach.

  18. Using assessment to individualize early mathematics instruction.

    Science.gov (United States)

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

    2018-02-01

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

  19. Differentiating Science Instruction: Secondary science teachers' practices

    Science.gov (United States)

    Maeng, Jennifer L.; Bell, Randy L.

    2015-09-01

    This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

  20. Discussion in Postsecondary Classrooms

    Directory of Open Access Journals (Sweden)

    Curt Dudley-Marling

    2013-11-01

    Full Text Available Spoken language is, arguably, the primary means by which teachers teach and students learn. Much of the literature on language in classrooms has focused on discussion that is seen as both a method of instruction and a curricular outcome. While much of the research on discussion has focused on K-12 classrooms, there is also a body of research examining the efficacy of discussion in postsecondary settings. This article provides a review of this literature in order to consider the effect of discussion on student learning in college and university classrooms, the prevalence of discussion in postsecondary settings, and the quality of discussion in these settings. In general, the results of research on the efficacy of discussion in postsecondary settings are mixed. More seriously, researchers have not been explicit about the meaning of discussion and much of what is called discussion in this body of research is merely recitation with minimal levels of student participation. Although the research on discussion in college and university classrooms is inconclusive, some implications can be drawn from this review of the research including the need for future researchers to clearly define what they mean by “discussion.”