WorldWideScience

Sample records for undertaking teaching roles

  1. An investigation of nurse educator's perceptions and experiences of undertaking clinical practice.

    Science.gov (United States)

    Williams, Angela; Taylor, Cathy

    2008-11-01

    Educational policy (DOH, 1999. Making a difference: strengthening the nursing, midwifery and health visiting contribution to health and healthcare. Department of Health, London; UKCC, 1999. Fitness for Practice. United Kingdom Central Council for Nursing, Midwifery and Health Visiting, London; Nursing and Midwifery Council, 2006. Standards to support learning and assessment in practice. Nursing and Midwifery Council, London) and current nursing literature (Griscti, O., Jacono, B., Jacono, J., 2005. The nurse educator's clinical role. Journal of Advanced Nursing 50 (1), 84-92; Owen, S., Ferguson, K., Baguley, I., 2005. The clinical activity of mental health nurse lecturers. Journal of Psychiatric and Mental Health Nursing 12, 310-316), place increasing emphasis on nurse educators undertaking clinical practice to facilitate their clinical confidence and competence. This study investigated nurse educators' perceptions and experiences of undertaking clinical practice. A qualitative design and descriptive, exploratory approach were used. A purposive sample of 11 nurse educators in one nursing department, took part in two focus group interviews, one with 5 and the other with 6 respondents, to identify and discuss their perceptions and experiences of undertaking clinical practice. A process of thematic content analysis revealed three broad themes relating to the meaning and importance of clinical practice, perceived benefits and barriers which are examined and discussed. The paper concludes that despite policy recommendations, barriers highlighted in this study such as insufficient time, heavy workload and a lack of valuing of the clinical role have been raised over the past few decades. The effect of undertaking clinical practice, particularly on the quality of teaching is argued to be valuable armoury in the battle to secure sufficient resources to support engagement in clinical practice. Financial and organisational commitment; valuing of clinical practice and research

  2. Educational research methods for researching innovations in teaching, learning and assessment: The nursing lecturer as researcher.

    Science.gov (United States)

    Marks-Maran, Diane

    2015-11-01

    The author, who has had previous experience as a nurse researcher, has been engaged in helping nurse lecturers to undertake evaluation research studies into innovations in their teaching, learning and assessment methods. In order to undertake this work successfully, it was important to move from thinking like a nurse researcher to thinking like an educational researcher and developing the role of the nursing lecturer as researcher of their teaching. This article explores the difference between evaluation and evaluation research and argues for the need to use educational research methods when undertaking evaluation research into innovations in teaching, learning and assessment. A new model for educational evaluation research is presented together with two case examples of the model in use. The model has been tested on over 30 research studies into innovations in teaching, learning and assessment over the past 8 years. Copyright © 2015 Elsevier Ltd. All rights reserved.

  3. Organization of multinational undertakings in the nuclear field

    International Nuclear Information System (INIS)

    Yajima, Masayuki

    1982-01-01

    Various proposals have been put forward to establish multinational undertakings for enrichment, fuel fabrication, reprocessing, spent fuel storage and waste management. The purpose of this paper is to investigate the legal, institutional framework aspects of multinational undertakings in the field of nuclear fuel cycle. The selection of the appropriate bodies representing the interest of participating countries would largely depend on the object or role of multinational undertakings. Regarding the principle of formation, URENCO is a much informative model of formation, which distinguishes the equity participation at national level and multinational level. The allocation of service between equity participants and non-equity participants depends on the objective of establishing business. Some priority in service allocation should be given to equity participants, and the participants having non-proliferation objective may require service allocation to avoid proliferation risk. The degree of achieving non-proliferation goal is related to the scope of participation. The experience in the field of nuclear energy seems to suggest that the concept of two-tiered decisionmaking structure is generally accepted. Various legal instruments appropriate to constitute multinational fuel cycle arrangement were examined, referring to the precedents and experience. (Kako, I.)

  4. The teaching researcher: faculty attitudes towards the teaching and research roles

    Science.gov (United States)

    Alpay, E.; Verschoor, R.

    2014-07-01

    Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of various work-life factors. Factors such as academic freedom, an intellectual work environment, flexible work hours, inspirational colleagues, and work diversity are found to be highly valued. Support from peers and colleagues is also seen as a key in learning to manage the different academic roles. A relatively low value is attributed to teaching achievements. Likewise, there is often little utilisation of teaching opportunities to support research work (other than senior-year research projects). Female faculty were found to give marginally a higher importance to teaching recognition and collaborative teaching opportunities. Based on the findings, general recommendations for supporting the teaching researcher are presented.

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

    Science.gov (United States)

    Alpay, E.; Verschoor, R.

    2014-01-01

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

  6. Public Undertakings and Imputability

    DEFF Research Database (Denmark)

    Ølykke, Grith Skovgaard

    2013-01-01

    In this article, the issue of impuability to the State of public undertakings’ decision-making is analysed and discussed in the context of the DSBFirst case. DSBFirst is owned by the independent public undertaking DSB and the private undertaking FirstGroup plc and won the contracts in the 2008...... Oeresund tender for the provision of passenger transport by railway. From the start, the services were provided at a loss, and in the end a part of DSBFirst was wound up. In order to frame the problems illustrated by this case, the jurisprudence-based imputability requirement in the definition of State aid...... in Article 107(1) TFEU is analysed. It is concluded that where the public undertaking transgresses the control system put in place by the State, conditions for imputability are not fulfilled, and it is argued that in the current state of law, there is no conditional link between the level of control...

  7. School Mathematics Leaders' Beliefs about Their Role When Participating in a School Mathematics Project

    Science.gov (United States)

    Sexton, Matt; Downton, Ann

    2014-01-01

    It is not uncommon in many Australian primary schools for a teaching staff member to undertake the leadership or coordination of mathematics in his or her school. Some research (e.g., Cheeseman & Clarke, 2005) suggests that coordinators and leaders play an important role in the leadership and management of mathematics teaching and learning in…

  8. Lessons from a pilot project in cognitive task analysis: the potential role of intermediates in preclinical teaching in dental education.

    Science.gov (United States)

    Walker, Judith; von Bergmann, HsingChi

    2015-03-01

    The purpose of this study was to explore the use of cognitive task analysis to inform the teaching of psychomotor skills and cognitive strategies in clinical tasks in dental education. Methods used were observing and videotaping an expert at one dental school thinking aloud while performing a specific preclinical task (in a simulated environment), interviewing the expert to probe deeper into his thinking processes, and applying the same procedures to analyze the performance of three second-year dental students who had recently learned the analyzed task and who represented a spectrum of their cohort's ability to undertake the procedure. The investigators sought to understand how experts (clinical educators) and intermediates (trained students) overlapped and differed at points in the procedure that represented the highest cognitive load, known as "critical incidents." Findings from this study and previous research identified possible limitations of current clinical teaching as a result of expert blind spots. These findings coupled with the growing evidence of the effectiveness of peer teaching suggest the potential role of intermediates in helping novices learn preclinical dentistry tasks.

  9. The value of near-peer teaching in the medical curriculum

    Directory of Open Access Journals (Sweden)

    Sonagara VJ

    2018-01-01

    Full Text Available Vinay Jamnadas Sonagara, Swina Santhirakumaran, Harkaran Singh Kalkat Department of Undergraduate Medicine, Faculty of Medicine, Imperial College London, London, UK According to the General Medical Council’s guide for “Good Medical Practice”, doctors are expected to partake in active mentoring roles and contribute to the education of other training doctors.1 This reflects the fact that medical education is an apprenticeship where the vertical transmission of knowledge from peers and colleagues contributes to a large proportion of the necessary clinical training. Therefore, peer teaching skills should be inculcated from an early stage. At Imperial College London, student-led societies encourage the cohort to take on mentoring and teaching roles to students in earlier years, in the form of near-peer teaching. However, this near-peer teaching largely remains a voluntary undertaking. Given the importance of these skills, there is an argument to be made that such tutoring schemes ought to form a more extensive and mandatory part of the medical syllabus.

  10. Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

    Science.gov (United States)

    Chittleborough, Gail

    2014-06-01

    The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

  11. ROLE OF DIVERSITY IN TEACHING MARKETING

    Directory of Open Access Journals (Sweden)

    MAGDALENA PLATIS

    2013-05-01

    Full Text Available In a contemporary context, education is regarded as an innovative concept that has a powerful impact on educating the young generation. Selectively passing over knowledge in an adequate framework allows an optimum development of educational actions that have a specific goal. The role of education in the society’s development and in the development of each individual increases significantly as the impact of technological progress on the educational process requires an organization of the educative activity in accordance with these significant changes in society. From the past and up to now, the education system has undergone important stages in the transformation and improvement of the educational activity. The modernization of the education system aims to achieve an optimal balance between the contemporary society’s demands and the quality of the educational activity. The objectives of this study are the following: highlighting the context of higher education in Romania, presenting the importance of teaching marketing in an applied way, the analysis of the effectiveness of implementing modern teaching techniques, the analysis of the impact of diversity in teaching marketing discipline, highlighting the role of the teacher in teaching and learning activities. Teaching strategies and interactive teaching methods are direct ways of action that stimulate the activity of teaching-learning. By using modern strategies and means of education, the teacher makes task achievement more efficient, thus facilitating the transmission of knowledge taught.

  12. JET Joint Undertaking

    International Nuclear Information System (INIS)

    Keen, B.E.

    1987-03-01

    The paper presents the progress report of the Joint European Torus (JET) Joint Undertaking, 1986. The report contains a survey of the scientific and technical achievements on JET during 1986; the more important articles referred to in this survey are reproduced as appendices to this Report. The last section discusses developments which might improve the overall performance of the machine. (U.K.)

  13. Maintaining capacity for in-practice teaching and supervision of students and general practice trainees: a cross-sectional study of early career general practitioners.

    Science.gov (United States)

    Catzikiris, Nigel; Tapley, Amanda; Morgan, Simon; Holliday, Elizabeth G; Ball, Jean; Henderson, Kim; Elliott, Taryn; Spike, Neil; Regan, Cathy; Magin, Parker

    2017-08-10

    Objectives Expanding learner cohorts of medical students and general practitioner (GP) vocational trainees and the impending retirement of the 'baby boomer' GP cohort threaten the teaching and supervisory capacity of the Australian GP workforce. Engaging newly qualified GPs is essential to sustaining this workforce training capacity. The aim of the present study was to establish the prevalence and associations of in-practice clinical teaching and supervision in early career GPs. Methods The present study was a cross-sectional questionnaire-based study of recent (within 5 years) alumni of three of Australia's 17 regional general practice training programs. The outcome factor was whether the alumnus taught or supervised medical students, GP registrars or other learners in their current practice. Logistic regression analysis was used to establish associations of teaching and supervision with independent variables comprising alumnus demographics, current practice characteristics and vocational training experiences. Results In all, 230 alumni returned questionnaires (response rate 37.4%). Of currently practising alumni, 52.4% (95% confidence interval (CI) 45.6-59.0%) reported current teaching or supervisory activities. Factors significantly (Pinterest in and undertaking of teaching roles have been documented for GP or family medicine trainees, studies investigating the engagement in these clinical roles by GPs during their early post-training period are lacking. What does this paper add? This paper is the first to document the prevalence of teaching and supervision undertaken by early career GPs as part of their regular clinical practice. We also demonstrate associations of practice rurality, country of medical graduation and undertaking non-practice-based clinical roles with GPs' engagement in teaching and supervisory roles. What are the implications for practitioners? Establishing current teaching patterns of GPs enables appropriate targeting of new strategies to

  14. The qualitative interview and challenges for clinicians undertaking research: a personal reflection.

    Science.gov (United States)

    Fisher, Karin

    2011-01-01

    Drawing on my doctoral experience the aim of this article is to present my transition from practitioner to novice researcher and the challenges I encountered when undertaking qualitative in-depth interviews. The contents of my research diary were coded for words, sentences and paragraphs and were then grouped into themes and subsequently organised into concepts and categories. The analysis identified one core category: 'changing states: learning to become a researcher'. The related categories included 'guessing responses', 'confusing boundaries' and 'revealing hidden concepts'. These concepts provide a description of how I learnt to become a researcher and became a changed state. The paper provides practitioners with practical examples of my transition from practitioner to novice researcher. I offer some tips for practitioners who wish to undertake research in their clinical role.

  15. Jet Joint Undertaking

    International Nuclear Information System (INIS)

    Keen, B.E.; O'Hara, G.W.; Pollard, I.E.

    1988-07-01

    The paper presents the Jet Joint Undertaking annual report 1987. A description is given of the JET and Euratom and International Fusion Programmes. The technical status of JET is outlined, including the development and improvements made to the system in 1987. The results of JET Operation in 1987 are described within the areas of: density effects, temperature improvements, energy confinement studies and other material effects. The contents also contain a summary of the future programme of JET. (U.K.)

  16. Guidelines for Teaching the Holocaust: Avoiding Common Pedagogical Errors

    Science.gov (United States)

    Lindquist, David H.

    2006-01-01

    Teaching the Holocaust is a complex undertaking involving twists and turns that can frustrate and even intimidate educators who teach the Holocaust. This complexity involves both the event's history and its pedagogy. In this article, the author considers eight pedagogical approaches that often cause problems in teaching the event. He states each…

  17. Price Undertakings, VERs, and Foreign Direct Investment

    OpenAIRE

    Ishikawa, Jota; Miyagiwa, Kaz

    2006-01-01

    We compare the relative effect of a voluntary export restraint (VER) and a price undertaking on foreign firms' incentive to engage in FDI. We emphasize foreign rivalry as a determinant of FDI. We show, in a model that has two foreign firms competing with a home firm in the home country, that a price undertaking induces more FDI than a VER. The home country government, operating under the constraint to protect the home firm, is generally better off settling an antidumping case with a VER than ...

  18. THE EFFECTIVENESS OF ROLE PLAY IN TEACHING SPEAKING

    Directory of Open Access Journals (Sweden)

    Lilis Suryani

    2015-12-01

    Full Text Available Speaking is one of essential skills that should be mastered by students. In fact, the students face difficulties in speaking such as difficulty to arrange the sentences, fear of making mistakes, and lack of motivation. It is supported by Nunan (1993, he states that there are some challenges in teaching speaking skill in EFL classroom namely lack of motivation, and they tend to use their first language. Related to those problems, role play is offered to overcome the problems in speaking. The aim of the research was to know the effect of using role play in teaching speaking. The research used pre-experimental design with one group pre test and post test design which consist of 30 students as the sample. The data were obtained by using pre test and post test. Then, obtained data were analyzed by using SPSS 20. The result of the research showed that significance value was .00 and it is lower than the significance level .05. It means that the null hypothesis was rejected. Thus, teaching speaking by using role play has a significant effect on improving the students’ speaking ability.    Keywords: role play, speaking, motivation

  19. Robert Frost: Democracy, Teaching, and Teacher Education

    Science.gov (United States)

    Frank, Jeffery M.

    2010-01-01

    The goal of this dissertation is to develop a connection between poetry and teacher education. I am motivated to undertake this project because poetry is an underappreciated resource, one that has a good deal to teach teachers. Specifically, I believe that poetry can teach teachers about how to creatively and democratically respond to problems of…

  20. New Pedagogies on Teaching Science with Computer Simulations

    Science.gov (United States)

    Khan, Samia

    2011-01-01

    Teaching science with computer simulations is a complex undertaking. This case study examines how an experienced science teacher taught chemistry using computer simulations and the impact of his teaching on his students. Classroom observations over 3 semesters, teacher interviews, and student surveys were collected. The data was analyzed for (1)…

  1. Improving near-peer teaching quality in anatomy by educating teaching assistants: An example from Sweden.

    Science.gov (United States)

    Johansson, Ellen; Holmin, Tobias E; Johansson, Bengt R; Braide, Magnus

    2018-02-14

    Peer-assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full-time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self-learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

  2. Promoting Preservice Teachers' Dual Self-Regulation Roles as Learners and as Teachers: Effects of Generic vs. Specific Prompts

    Science.gov (United States)

    Kramarski, Bracha; Kohen, Zehavit

    2017-01-01

    Researchers have recently suggested that teachers must undertake important dual self-regulation roles if they want to become effective at improving their students' self-regulation. First, teachers need to become proficient at self-regulated learning (SRL) themselves, and then teachers need to learn explicitly how to proactively teach SRL -- termed…

  3. Gender and Gender Role Differences in Student-Teachers' Commitment to Teaching

    Science.gov (United States)

    Moses, Ikupa; Admiraal, Wilfried F.; Berry, Amanda K.

    2016-01-01

    Low commitment to teaching amongst teachers is a problem facing the teaching profession in many countries. Gender might be an important factor in explaining what kinds of prospective teachers are attracted to teaching. This empirical study examined the relationship between student-teachers' gender, gender roles and commitment to teaching within…

  4. The Use of GBL to Teach Mathematics in Higher Education

    Science.gov (United States)

    Naik, Nitin

    2017-01-01

    Innovation in learning and teaching is an everyday requirement in contemporary higher education (HE), especially in challenging subjects such as mathematics. Teaching mathematics to students with limited experience of formal mathematical instruction is a good example of a demanding pedagogical undertaking where innovatory practice can help HE…

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

    Directory of Open Access Journals (Sweden)

    Fatma ALKAN

    2016-12-01

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

  6. The role of classical and modern teaching methods in business education

    Directory of Open Access Journals (Sweden)

    Conțu Eleonora Gabriela

    2017-07-01

    Full Text Available Nowadays the training-educational process is a dynamic and complex process which uses both classical and modern teaching methods in order to obtain performance in education. Even though traditional teaching methods have a formal character interaction between teacher and students, this is face-to-face and therefore students can give an immediate feedback. From this point of view classical teaching methods are important from time to time. In Romania, in the European context the role of effective learning strategies represents the key point for the education process. The role of teachers in developing creativity to those students who want to learn in an interactive way is very important because they should imply that students directly in the training -educational process. In this context the educational process must be student centered because only in this way their critical thinking and creativity is developed. We can say that when non-formal and informal learning is combined with formal learning the scope of pedagogy is accomplish. In contemporary context education is regarded as an innovative concept which is used to produce performance at the individual level and also, at institutional level, education provides support in order to build strategies according to the challenges from the labour market. The paper is based on a qualitative research, conducted on a sample of 100 people aged between 19 and 23 years old (students at a Business School. The key question raised at this point is: What is the role of classical and modern teaching methods in training-educational process? The objectives of this study are the following: 1. highlighting the context of higher education in Romania; 2. presenting the role of university strategy in contemporary context; 3. highlighting the importance of using classical/modern teaching methods in business education; 4. presenting the role of innovation and creativity in business education; 5. presenting the analysis

  7. [The teaching profession].

    Science.gov (United States)

    Castillo, Manuel

    2010-07-01

    This article focuses on understanding teaching activities, especially in the field of health science, as a set of tasks and actions that teachers undertake when transforming scientific knowledge into curriculum contents and actions. There are several ways to address this issue. Some authors identify specific roles and qualities of teachers structured as variables and dimensions. Others use the term competencies, applied as skills, aptitudes or abilities to do something very well or duly intervene in a certain matter. The term competence, although not yet clearly defined, is used in this work because it is widely used in Health Sciences education. Some definitions are reviewed. Teacher's competencies in the following areas recognized: those related to specific professional skills, in contents organization, in learning skills, in new information and communication technologies, in evaluation and in social and ethical areas of educational practices.

  8. Drama and Role Playing in Teaching Practice: The Role of Group Works

    Science.gov (United States)

    Çerkez, Yagmur; Altinay, Zehra; Altinay, Fahriye; Bashirova, Elnara

    2012-01-01

    The research study aims to explore the essence of group work in drama and role playing for teaching practice inline with the nature of collaborative learning process. This research study has qualitative nature by capturing experiences of volunteer ninety pre-service teachers about group works, gained skills from drama and role playing in their…

  9. The Gender-Related Role of Teaching Profession in Turkey

    Science.gov (United States)

    Uygun, Selcuk

    2014-01-01

    Teaching is a professional job that requires expertise. The characteristics of the professionals can affect the quality of the profession. One of these characteristics is gender. In this study, the gender-related role of teaching profession in Turkey is examined. The analysis in a historical perspective of gender distributions of students who have…

  10. The role of mathematics for physics teaching and understanding

    International Nuclear Information System (INIS)

    Pospiech, G; Geyer, M.A.; Eylon, B.; Bagno, E.; Lehavi, Y.

    2015-01-01

    That mathematics is the “language of physics” implies that both areas are deeply interconnected, such that often no separation between “pure” mathematics and “pure” physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers’ background and experiences. The results fit well into the derived model of PCK.

  11. The role of mathematics for physics teaching and understanding

    Science.gov (United States)

    Pospiech, Gesche; Eylon, BatSheva; Bagno, Esther; Lehavi, Yaron; Geyer, Marie-Annette

    2016-05-01

    -1That mathematics is the "language of physics" implies that both areas are deeply interconnected, such that often no separation between "pure" mathematics and "pure" physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers' background and experiences. The results fit well into the derived model of PCK.

  12. Understanding Legitimate Teacher Authority in a Cross-Cultural Teaching Context: Pre-Service Chinese Language Teachers Undertaking Teaching Practicum in International Schools in Hong Kong

    Science.gov (United States)

    Lai, Chun; Gu, Mingyue; Hu, Jingjing

    2015-01-01

    Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools…

  13. JET Joint Undertaking

    International Nuclear Information System (INIS)

    Keen, B.E.; Lallia, P.; O'Hara, G.W.; Pollard, I.E.

    1987-06-01

    The paper presents the annual report of the Joint European Torus (JET) Joint Undertaking, 1986. The report is divided into two parts: a part on the scientific and technical programme of the project, and a part setting out the administration and organisation of the Project. The first part includes: a summary of the main features of the JET apparatus, the JET experimental programme, the position of the Project in the overall Euratom programme, and how JET relates to other large fusion devices throughout the world. In addition, the technical status of JET is described, as well as the results of the JET operations in 1986. The final section of the first part outlines the proposed future programme of JET. (U.K.)

  14. Role modelling in medical education: the importance of teaching skills.

    Science.gov (United States)

    Burgess, Annette; Oates, Kim; Goulston, Kerry

    2016-04-01

    By observation of role models, and participation in activities, students develop their attitudes, values and professional competencies. Literature suggests that clinical skills and knowledge, personality, and teaching skills are three main areas that students consider central to the identification of positive role models. The aim of this study was to explore junior medical students' opinions of the ideal attributes of a good role model in clinical tutors. The study was conducted with one cohort (n = 301) of students who had completed year 1 of the medical programme in 2013. All students were asked to complete a questionnaire regarding the ideal attributes of a good role model in a clinical tutor. The questionnaire consisted of seven closed items and one open-ended question. The response rate to the questionnaire was 265/301 (88%). Although students found all three key areas important in a good role model, students emphasised the importance of excellence in teaching skills. Specifically, students see good role models as being able to provide a constructive learning environment, a good understanding of the curriculum and an ability to cater to the learning needs of all students. Students see good role models as being able to provide a constructive learning environment While acknowledging the importance of a patient-centred approach, as well as clinical knowledge and skills, our findings reinforce the importance of the actual teaching abilities of role models within medical education. © 2015 John Wiley & Sons Ltd.

  15. Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning.

    Science.gov (United States)

    de Villiers, Marietjie R; Cilliers, Francois J; Coetzee, Francois; Herman, Nicoline; van Heusden, Martie; von Pressentin, Klaus B

    2014-10-22

    There is a dire need to expand the capacity of institutions in Africa to educate health care professionals. Family physicians, as skilled all-rounders at district level, are potentially well placed to contribute to an extended training platform in this context. To play this role, they need to both have an understanding of their specialist role that incorporates teaching and be equipped for their role as trainers of current and future health workers and specialists. A teaching and learning capacity-building module was introduced into a new master's programme in family medicine at Stellenbosch University, South Africa. We report on the influence of this module on graduates after the first six years. A qualitative study was undertaken, interviewing thirteen graduates of the programme. Thematic analysis of data was done by a team comprising tutors and graduates of the programme and an independent researcher. Ethical clearance was obtained. The module influenced knowledge, skills and attitudes of respondents. Perceptions and evidence of changes in behaviour, changes in practice beyond the individual respondent and benefits to students and patients were apparent. Factors underlying these changes included the role of context and the role of personal factors. Contextual factors included clinical workload and opportunity pressure i.e., the pressure and responsibility to undertake teaching. Personal factors comprised self-confidence, modified attitudes and perceptions towards the roles of a family physician and towards learning and teaching, in addition to the acquisition of knowledge and skills in teaching and learning. The interaction between opportunity pressure and self-confidence influenced the application of what was learned about teaching. A module on teaching and learning influenced graduates' perceptions of, and self-reported behaviour relating to, teaching as practicing family physicians. This has important implications for educating family physicians in and for

  16. Research and implementation of role-playing teaching mode supported by gamification

    Science.gov (United States)

    Cui, Xu; Zhang, Zhenglei; Sun, Lei

    2017-08-01

    The paper designs a Role-playing Teaching Mode Supported by Gamification to stimulate the interest of learners. In the process of creating the teaching mode, the factors of incentive factors, teaching mode and course selection are the most important factors gained by investigate and research. Then under the guidance of the three factors, a leaning framework of role-playing teaching mode which is called Gamification Learning Framework (GM1.0) is determined. In the design of GM1.0, First, collect problem cases which students interested in and select three courses which are Algorithm Design, Data Structure and Program Design. Then, extract the knowledge points of the three courses and merge into the problem cases to form game maps. Last, Learners gain a role-playing actor to join games with the support of game maps and finish selected tasks reaching a higher task level by upgrade checkpoints, experience promotions and award medals changing. After that, learners’ enthusiasm for learning can be stimulated and the innovation abilities can also be improved gradually.

  17. Exploring the Teaching Motivations, Satisfaction, and Challenges of Veterinary Preceptors: A Qualitative Study.

    Science.gov (United States)

    Hashizume, Cary T; Myhre, Douglas L; Hecker, Kent G; Bailey, Jeremy V; Lockyer, Jocelyn M

    2016-01-01

    Optimization of clinical veterinary education requires an understanding of what compels veterinary preceptors in their role as clinical educators, what satisfaction they receive from the teaching experience, and what struggles they encounter while supervising students in private practice. We explored veterinary preceptors' teaching motivations, enjoyment, and challenges by undertaking a thematic content analysis of 97 questionnaires and 17 semi-structured telephone interviews. Preceptor motivations included intrinsic factors (obligation to the profession, maintenance of competence, satisfaction) and extrinsic factors (promotion of the veterinary field, recruitment). Veterinarians enjoyed observing the learner (motivation and enthusiasm, skill development) and engaging with the learner (sharing their passion for the profession, developing professional relationships). Challenges for veterinary preceptors included variability in learner interest and engagement, time management, and lack of guidance from the veterinary medicine program. We found dynamic interactions among the teaching motivations, enjoyment, and challenges for preceptors. Our findings suggest that in order to sustain the veterinary preceptor, there is a need to recognize the interplay between the incentives and disincentives for teaching, to foster the motivations and enjoyment for teaching, and to mitigate the challenges of teaching in community private practice.

  18. THE ROLE AND SIGNIFICANCE OF HOMEWORK IN INITIAL MATHEMATICS TEACHING

    Directory of Open Access Journals (Sweden)

    Sead Rešić

    2013-02-01

    Full Text Available This thesis elaborates on the role and importance of homework in the initial stages of teaching mathematics. The aim is to determine and analyze the degree of burden on students with homework. The following tasks were performed as a starting point for this research: determining the degree of correlation between the time that student spends on weekly homework and the student’s homework amount determinedby the pedagogical norm, determining the level of parents’ participation in helping students with homework, etermining the degree of correlation of differentiation of homework with the students' motivation for doing homework. Homework plays an important role in the initial stages of teaching mathematics, and takes up a significant place in the process of studying and teaching mathematics. The results, analysis, and conclusions are presented upon research.

  19. Experienced teachers' informal learning from classroom teaching

    NARCIS (Netherlands)

    Hoekstra, A.; Beijaard, D.; Brekelmans, M.; Korthagen, F.

    2007-01-01

    The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year,

  20. Exploring grade 3 teachers' resistance to `take up' progressive mathematics teaching roles

    Science.gov (United States)

    Westaway, Lise; Graven, Mellony

    2018-03-01

    This article addresses the question: Why teachers of mathematics have yet to `take up' progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying the mechanisms conditioning the expression of teachers' identities. In so doing, we show how post-apartheid changes in systemic roles of teachers create contradictory tensions for teachers as these bring their own mathematical learning and teaching experiences into contradiction with the new post-apartheid roles they are mandated to enact. We examine how this contradiction, together with beliefs about mathematics, pedagogy and learners, is expressed in the teaching of grade 3 mathematics. We maintain that the complementarity between teachers' beliefs and old systemic roles provides an explanation for why teachers of grade 3 mathematics have yet to `take-up' progressive roles. The implications point to the need for teacher development that creates enablers that lead to changes in classroom practices that align with policy-designated, progressive roles in teaching mathematics.

  1. Utilising learning environment assessments to improve teaching ...

    African Journals Online (AJOL)

    We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class?

  2. Factors influencing residents' evaluations of clinical faculty member teaching qualities and role model status.

    Science.gov (United States)

    Arah, Onyebuchi A; Heineman, Maas J; Lombarts, Kiki M J M H

    2012-04-01

      Evaluations of faculty members are widely used to identify excellent or substandard teaching performance. In order to enable such evaluations to be properly interpreted and used in faculty development, it is essential to understand the factors that influence resident doctors' (residents) evaluations of the teaching qualities of faculty members and their perceptions of faculty members as role-model specialists.   We carried out a cross-sectional survey within a longitudinal study of the System for Evaluation of Teaching Qualities (SETQ) of clinical teachers. The study sample included 889 residents and 1014 faculty members in 61 teaching programmes spanning 22 specialties in 20 hospitals in the Netherlands. Main outcome measures included residents' (i) global and (ii) specific ratings of faculty member teaching qualities, and (iii) global ratings of faculty members as role-model specialists. Statistical analysis was conducted using adjusted multivariable logistic generalised estimating equations.   In total, 690 residents (77.6%) completed 6485 evaluations of 962 faculty members, 848 (83.6%) of whom also self-evaluated. More recently certified faculty members, those who had attended a teacher training programme, and those who spent more time teaching than seeing patients or conducting research were more likely to score highly on most teaching qualities. However, faculty members who had undergone teacher training were less likely to be seen as role models (odds ratio [OR] 0.72, 95% confidence interval [CI] 0.59-0.88). In addition, faculty members were evaluated slightly higher by male than female residents on core teaching domains and overall teaching quality, but were less likely to be seen as role models by male residents (OR 0.80, 95% CI 0.67-0.97). Lastly, faculty members had higher odds of receiving top scores in specific teaching domains from residents in the first 4 years of residency and were less likely to be considered as role models by more

  3. THE USE OF TEACHING MEDIA TO ENHANCE STUDENTS’ SKILL IN WRITING FUNCTIONAL TEXTS

    Directory of Open Access Journals (Sweden)

    Yusuf Hidayat

    2017-04-01

    Full Text Available Teaching writing functional texts usually tends to be conventionally applied. Most teachers tend to emphasize their teaching process traditionally without paying attention to the teaching media which can be used to help students’ success achieving the goal of learning. This paper is aimed at investigating the role of teaching media in enhancing students’ skill in writing functional texts. In this regard, classroom action research (CAR was employed as the method in this study. This study is intended to answer the following research questions: (1 Is teaching media effective for enhancing students’ skill in writing functional texts? (2 To what extent does teaching media enhance students’ skill in writing functional texts? Through the process of teaching and learning activities, in cycle 1, the writers taught writing functional texts through conventional teaching, they then gave a test on functional text to the students. Additionally, to confirm the writers’ belief to the students’ real writing proficiency, they then gave them TOEFL written test model. Next, in cycle 2, the writers taught the students by using teaching media. Finally, the writers gave them a test of writing functional text. After undertaking several tests in cycle 1, students got average score 56.60, and in cycle 2, they got 65.08. Thus, there was an improvement of the average score. In addition, the students’ enthusiasm also improved.

  4. The roles of games in teaching and learning of mathematics in junior ...

    African Journals Online (AJOL)

    The roles of games in teaching and learning of mathematics in junior secondary schools. ... The research seeks to enhance the status of games in teaching mathematics in junior secondary schools curriculum ... AJOL African Journals Online.

  5. Effect of combined teaching method (role playing and storytelling ...

    African Journals Online (AJOL)

    Effect of combined teaching method (role playing and storytelling) on creative ... Remember me ... Background and Purpose: Storytelling promotes imagination and satisfies curiosity in children and creates learning opportunities in them.

  6. The construction of teaching roles at Aalborg university centre, 1970–1980

    DEFF Research Database (Denmark)

    F. C. Servant-Miklos, Virginie; Spliid, Claus Christian Monrad

    2017-01-01

    This paper proposes a historical analysis of the development of teaching roles at Aalborg University Centre in its first 10 years. The research highlights three processes through which the interpretation of the new ‘supervisor’ roles was constructed within the problem-oriented, project-based educ...... disciplines. The paper closes with a reflection on the implications of these findings for the more general context of higher education.......-based educational model of AUC. First, the authors show that the institutional framework for teaching roles was deliberately left open to significant interpretation from the various faculties of the university; second, the critical theoretical model that had served as a guideline for the inception of project work...... in Roskilde failed to make an impact in Aalborg, whereas teachers from AUC were more receptive to constructivist psychology as a theoretical framework for practice; third, through community-building and negotiation within the faculties, different interpretations of teaching roles emerged in the different...

  7. 31 CFR 248.4 - Undertaking of indemnity.

    Science.gov (United States)

    2010-07-01

    ... 31 Money and Finance: Treasury 2 2010-07-01 2010-07-01 false Undertaking of indemnity. 248.4 Section 248.4 Money and Finance: Treasury Regulations Relating to Money and Finance (Continued) FISCAL... in the circumstances set forth below, a corporate surety authorized by the Secretary of the Treasury...

  8. Experienced Teachers' Informal Learning from Classroom Teaching

    Science.gov (United States)

    Hoekstra, Annemarieke; Beijaard, Douwe; Brekelmans, Mieke; Korthagen, Fred

    2007-01-01

    The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and…

  9. [The role of the genetics history in genetics teaching].

    Science.gov (United States)

    Li, Ming-Hui

    2006-08-01

    The research of the scientific history and development status reflect the science and technology level of a nation. The genetic history is one of the branches of the life science and the 21st century is life science century. The genetics history in the teaching of genetics not only can help students get familiar with the birth and development of genetics, but also enhance their thinking ability and scientific qualities. The roles and approaches of teaching are discussed in this paper.

  10. Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio

    Science.gov (United States)

    Hamilton, Miriam

    2018-01-01

    This article explores the role of a teaching portfolio in supporting the transition from teacher to teacher educator. It uses aspects of self-study to catalogue the challenges and successes during this transition. Despite well-documented acknowledgement of the differing demands of teaching when compared to teaching how to teach, little is written…

  11. Supporting and Enabling Scholarship: Developing and Sharing Expertise in Online Learning and Teaching

    Directory of Open Access Journals (Sweden)

    Fiona Barnes

    2018-04-01

    Full Text Available In a highly competitive, rapidly changing higher education market, universities need to be able to generate pedagogical expertise quickly and ensure that it is applied to practice. Since teaching approaches are constantly evolving, partly responding to emerging learning technologies, there is a need to foster ways to keep abreast on an ongoing basis. This paper explores how a small-scale project, the Teaching Online Panel (TOP, used scholarship investigations and a bottom-up approach to enhance one particular aspect of academic practice – online learning and teaching. The experiences of TOP are useful for identifying:  • how a scholarship approach can help develop academic expertise • its contribution to enhancing understanding of staff’s different roles in the University • ways of developing the necessary supportive network for those undertaking such scholarship • the effectiveness of staff development which is peer-led rather than imposed from above • how practical examples can stimulate practice development • the relevance of literature on communities of practice and landscapes of practice for scholarship • the important role of ‘brokers’ to facilitate the dissemination of scholarship findings • the benefits to the brokers’ own professional roles • the challenges of sustaining such an approach and lessons learnt. This study has relevance for those involved in supporting scholarship or delivering staff development in Higher Education.

  12. 20 CFR 703.304 - Filing of Agreement and Undertaking; deposit of security.

    Science.gov (United States)

    2010-04-01

    ... the amount fixed by the Office, or deposit negotiable securities under §§ 703.306 and 703.307 in that... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Filing of Agreement and Undertaking; deposit... REGULATIONS Authorization of Self-Insurers § 703.304 Filing of Agreement and Undertaking; deposit of security...

  13. Trancending the classrom: A practical guide to remote role plays in teaching international negotiation

    DEFF Research Database (Denmark)

    Smolinski, Remigiusz; Kesting, Peter

    2012-01-01

    This article discusses the pedagogical value of using remote role plays in cross-cultural negotiations between two classes taught simultaneously at different and geographically distant institutions. We argue that remote role-play simulations provide valuable teaching and learning experiences...... of some critical limitations of “traditional” in-class role plays, followed by a practical guide to remote role plays and a report of our experiences with them. Finally, we discuss the advantages and disadvantages of remote role plays as a teaching tool for international negotiation classes and the key...

  14. Jet Joint Undertaking. Vol. 2

    International Nuclear Information System (INIS)

    1989-06-01

    The scientific, technical, experimental and theoretical investigations related to JET tokamak are presented. The JET Joint Undertaking, Volume 2, includes papers presented at: the 15th European Conference on controlled fusion and plasma heating, the 15th Symposium on fusion technology, the 12th IAEA Conference on plasma physics and controlled nuclear fusion research, the 8th Topical Meeting on technology of fusion. Moreover, the following topics, concerning JET, are discussed: experience with wall materials, plasma performance, high power ion cyclotron resonance heating, plasma boundary, results and prospects for fusion, preparation for D-T operation, active gas handling system and remote handling equipment

  15. The Fifty Minute Ethnography: Teaching Theory through Fieldwork

    Science.gov (United States)

    Trnka, Susanna

    2017-01-01

    Ethnography is becoming an increasingly popular research methodology used across a number of disciplines. Typically, teaching students how to write an ethnography, much less how to undertake "fieldwork" (or the ethnographic research upon which ethnographies are based), is reserved for senior- or MA-level research methods courses. This…

  16. The roles of the instructors in an ESP-task based language teaching course

    Directory of Open Access Journals (Sweden)

    Vargas Vásquez, José Miguel

    2016-01-01

    Full Text Available The graduate program in Teaching English at the University of Costa Rica offers yearly English courses to satisfy the language learning needs at different departments, research centers, or similar institutions. The objective of this article was to analyze the extent to which a group of student teachers fulfilled the roles of the instructors in the Task Based Language Teaching method used in the graduate program. The study used a mixed-methods approach and the subjects were three instructors during their teaching practicum. The roles of the instructors were assessed by the practicum supervisors, fellow students in the practicum, the students in the course, and the instructors themselves through rubrics, observation sheets, surveys, and teaching journals. The results from the different instruments using different scales pointed to the instructors fulfilling the roles of sequencing tasks and motivating the learners a majority of the times. The roles of preparing the learners for tasks and raising consciousness were fulfilled to a lesser extent, which indicated that the instructors needed to work further on these areas. The study concluded with recommendations for improving the roles that revealed weaknesses, notably aimed to provide a manageable numbers of vocabulary items and grammar structures in the pretask, as well as to provide prompt feedback, and to elicit students’ knowledge for the development of lessons.

  17. Role-play and the Industrial Revolution: an STS approach to the teaching of steam engines

    Science.gov (United States)

    Sabka, Diego; Pereira de Pereira, Alexsandro; Lima Junior, Paulo

    2016-11-01

    Role-play is an interesting, although underexplored, way of teaching physics in high school. This paper presents a science-technology-society (STS) approach to the teaching of heat engines based on a role-play of the Industrial Revolution. Enacting the role-play, students are presented not only to scientific concepts, but also to the social and technological controversies of industrial development.

  18. Benefits of Simulation and Role-Playing to Teach Performance of Functional Assessments.

    Science.gov (United States)

    Trail Ross, Mary Ellen; Otto, Dorothy A; Stewart Helton, Anne

    The use of simulation is an innovative teaching strategy that has proven to be valuable in nursing education. This article describes the benefits of a simulation lab involving faculty role-play to teach baccalaureate nursing students how to properly assess the functional status of older adults. Details about the simulation lab, which involved functional assessments of two elderly community-dwelling residents, are presented, along with student and faculty evaluations of this teaching modality.

  19. Students Collaborating to Undertake Tracking Efforts for Sturgeon(SCUTES)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Students Collaborating to Undertake Tracking Efforts for Sturgeon (SCUTES) is a collaboration between NOAA Fisheries, sturgeon researchers, and teachers/educators in...

  20. 12 CFR 980.2 - Limitation on Bank authority to undertake new business activities.

    Science.gov (United States)

    2010-01-01

    ... business activities. 980.2 Section 980.2 Banks and Banking FEDERAL HOUSING FINANCE BOARD NEW FEDERAL HOME LOAN BANK ACTIVITIES NEW BUSINESS ACTIVITIES § 980.2 Limitation on Bank authority to undertake new business activities. No Bank shall undertake any new business activity except in accordance with the...

  1. Non-financial reporting, CSR frameworks and groups of undertakings

    DEFF Research Database (Denmark)

    Szabó, Dániel Gergely; Sørensen, Karsten Engsig

    2017-01-01

    The recently adopted Directive on non-financial reporting (Directive 2014/95/EU) and several CSR frameworks are based on the assumption that groups of undertakings adopt, report and implement one group policy. This is a very important but also rather unique approach to groups. This article first...... shows how the Directive as well as a few CSR frameworks intend to be implemented in groups and next it discusses potential barriers to do so. Even though company law does not always facilitate the adoption, communication and implementation of a group CSR policy, it may not in practice be a problem to do...... so. However, it is shown that doing so may have unforeseen consequences for the parent undertaking. To avoid them, it is recommended to make adjustments to the implementation of the group policy....

  2. Medical students' perspective about role-plays as a teaching strategy in community medicine.

    Science.gov (United States)

    Manzoor, Iram; Mukhtar, Fatima; Hashmi, Noreen Rahat

    2012-04-01

    To assess the students' perspective about role-plays conducted as a teaching methodology in community medicine. A quasi-experimental study. Department of Community Medicine at Fatima Memorial College of Medicine and Dentistry from July to November 2010. A probability technique of simple random sampling was used to collect 63 students from the third and fourth year MBBS who were randomly distributed in five sub-groups. They were variously ascribed the roles of obsceners, participants and helpers. A questionnaire was distributed to collect student's responses. The data was analyzed on SPSS version 17 to compare the responses. Chi-square test was applied and p-value was fixed at andragogy (p = 0.005) and 48 (76.2%) said that it provoked critical thinking about the subject (p = 0.038). Fifty-four students (85.7%) admitted that their attention span was better in role-plays as compared to lectures (p = 0.047). Role-plays were well accepted by the students as an effective teaching methodology and can be incorporated as a part of teaching strategies in Community Medicine.

  3. JET joint undertaking. Annual report 1978

    International Nuclear Information System (INIS)

    1979-02-01

    This document is intended for information only and should not be used as a technical reference. After an introductive part on the controlled nuclear fusion research and an historical survey of the JET project, are presented: the JET joint undertaking (members of council and committee...) with its administration (finance, personnel, external relations), and the scientific and technical department with its divisions for systems (experimental, magnet, plasma, assembly, power supplies, control and data acquisition, and site and building). In appendix is described the Euratom fusion research programme

  4. Role Playing in Physical Education to Teach in the Affective Domain

    Science.gov (United States)

    Samalot-Rivera, Amaury

    2014-01-01

    Using role playing during physical education provides limitless opportunities for intervention and for the demonstration of personal and social qualities. The purpose of this article is to provide easy steps for implementing role playing as a strategy to teach social skills to students in the physical education setting.

  5. The Use of Video Role Play for Teaching Therapeutic Communication Skills

    OpenAIRE

    Elaine Ng; Anthony O’Brien; Sandra Mackey; Hong-Gu He; David G. Arthur

    2011-01-01

    Background: Effective Communication is a fundamental skill for practice across health care settings and is a component ofundergraduate nursing programs around the world. Resource materials appropriate for the teaching of communication in an Asiancontext are lacking.Aim: The aim of this study was to evaluate the usefulness of a self-developed video using role play in facilitating teaching andlearning associated with therapeutic communication.Methods: Videos were produced which demonstrated the...

  6. Inquiry Teaching in High School Chemistry Classrooms: The Role of Knowledge and Beliefs

    Science.gov (United States)

    Roehrig, Gillian H.; Luft, Julie A.

    2004-01-01

    The call for implementation of inquiry-based teaching in secondary classrooms has taken on a new sense of urgency, hence several instructions models are developed to assists teachers in implementing inquiry in their classrooms. The role of knowledge and beliefs in inquiry teaching are examined.

  7. Unveiling Pre-Service Teachers' Attitudes toward Teaching: The Role of Pedagogical Practicums

    Science.gov (United States)

    Morales Cortés, Yimer Andrés

    2016-01-01

    This article reports a research developed at Universidad Pedagógica y Tecnológica de Colombia with a group of pre-service teachers that was immersed in an English teaching practicum. The main purpose of this inquiry was to find out the role that practicum exerted on novice teachers' attitudes towards teaching. Data were collected through…

  8. The role for peer-assisted ultrasound teaching in medical school.

    Science.gov (United States)

    Dickerson, Jonathan; Paul, Katie; Vila, Pierre; Whiticar, Rebecca

    2017-06-01

    Bedside ultrasonography has an increasing role in medicine yet medical students have limited exposure. Although countless hours are devoted to plain radiograph and electrocardiogram (ECG) interpretation, ultrasound is frequently glossed over. Yet this imaging modality could enhance students' understanding of anatomy, physiology and pathology, and may increase their integration into hospital teams. We aimed to investigate whether a peer-assisted ultrasound course has a place within the undergraduate medical curriculum. We describe the implementation of a course and discuss its acceptability and utility in student education. Bedside ultrasonography has an increasing role in medicine yet medical students have limited exposure METHODS: Following consultation with the medical school, an improved ultrasonography course was developed with expert guidance from an ultrasonographer and with new equipment. Sessions involved peer-tutors teaching ultrasonography techniques to medical students during emergency medicine placements. Tutees completed questionnaires to assess the quality and perceived benefits of the course and of learning ultrasonography. Both quantitative and thematic analyses of the responses were conducted by the authors. Over a period of 8 months, 105 medical students received teaching across four sessions. A total of 103 students (98%) returned questionnaires on their evaluation of the course and tutors, and on their confidence in using ultrasound. Ninety-eight per cent felt that the teaching was well delivered, 100 per cent felt that their knowledge of ultrasound had improved and 100 per cent would recommend the course. The peer-assisted ultrasound course described here enabled the majority of students to feel confident gaining elementary ultrasound views, and performing abdominal aneurysm screening and trauma assessments: techniques that they could hopefully put to use during their placements. The peer-assisted model has an acceptable role in teaching

  9. The Continuing Search to Find a More Effective and Less Intimidating Way to Teach Research Methods in Higher Education

    Science.gov (United States)

    Bell, Robin

    2016-01-01

    Existing literature examining the teaching of research methods highlights difficulties students face when developing research competencies. Studies of student-centred teaching approaches have found increased student performance and improved confidence in undertaking research projects. To develop a student-centred approach, it could be beneficial…

  10. Supporting students undertaking the Specialist Practitioner Qualification in District Nursing.

    Science.gov (United States)

    Ginger, Tracey; Ritchie, Georgina

    2017-11-02

    The ever-evolving role of the Specialist Practitioner Qualified District Nurse (SPQDN) presents an increasing number of challenges for Practice Teachers and mentors in preparing SPQDN students for the elevated level clinical and transformational leadership necessary to ensure high-quality patient care. The daily challenges of clinical practice within the community nursing setting in addition to undertaking educational interventions in the clinical arena demand that a structured approach to supervision and mentorship is crucial. Employing learning plans to assess individual students learning needs, prepare plans for educational developments and interventions and evaluate a student's progress can be a helpful tool in aiding the learning journey for both the SPQDN student and Practice Teacher or mentor. This article examines how and why a structured learning plan may be used in supporting learning and competency in achieving the necessary level of practice to meet the requirements of the SPQDN.

  11. Towards a Typology of Improvisation as a Professional Teaching Skill: Implications for Pre-Service Teacher Education Programmes

    Science.gov (United States)

    Aadland, Helga; Espeland, Magne; Arnesen, Trond Egil

    2017-01-01

    In this article we discuss the concept of improvisation as a professional teaching skill. Our professional context is teacher education and our discussion is aimed at developing a categorized understanding, or rather a tentative typology, of what professional improvisation in teaching and teacher education might be. Undertaking such a bold…

  12. The exclusion of 'public undertakings' from the re-use of public sector information regime

    NARCIS (Netherlands)

    Ricolfi, M.; Drexl, J.; van Eechoud, M.; Salmeron, M.; Sappa, C.; Tziavos, P.; Valero, J.; Pavoni, F.; Patrito, P.

    2011-01-01

    Should public undertakings be covered by the PSI Directive? The definitions of public sector bodies and bodies governed by public law, to which the PSI Directive applies, are currently taken from the public procurement Directives and public undertakings are not covered by these definitions. Should

  13. [Environmental licensing of major undertakings: possible connection between health and environment].

    Science.gov (United States)

    Silveira, Missifany; Araújo Neto, Mário Diniz de

    2014-09-01

    The prospect of multidisciplinary assessment that considers the environmental impacts on the health of the population during the implementation of potentially polluting projects is incipient in Brazil. Considering the scenario of major undertakings in the country, broadening the outlook on the health and environment relationship based on social and economic development processes striving for environmentally sustainable projects is a key strategy. This article examines the debate on the relationship between the current development model, the risks, the environment and health and discusses the importance of the participation of the health sector in the environmental licensing procedures, which is the instrument of the Environmental Impact Assessment (EIA). Seeking to create more environmentally and socially sustainable territories, the health sector has been looking for opportunities to participate in the licensing processes of major undertakings from the EIA standpoint. Results of research conducted by the Ministry of Health have demonstrated the form of participation in these processes, highlighting the strengths and weaknesses that favor or hinder the increase of preventive actions in public health in the implementation of major undertakings in Brazil.

  14. Evolving Roles For Teaching Assistants In Introductory Courses

    Science.gov (United States)

    Dunbar, R. W.; Egger, A. E.; Schwartz, J. K.

    2008-12-01

    As we bring new research-based learning approaches, curricular innovations, and student engagement practices into the introductory science classroom, expectations of teaching assistants (TAs) should have, and have, changed. Similarly, the 21st century teaching assistant has different expectations of us. Maintaining relevance in this context means bringing TAs into an integrated teaching team that supports effective learning for students and provides structured professional development opportunities for TAs. A number of support efforts on our campus, with counterparts at many other universities, seek to optimize the instructional impact of faculty and teaching assistants, thus opening the door to enhanced student engagement (e.g. the quality of effort students put forth, their persistence in science and/or engineering courses, and their perception of scientific relevance in everyday life). Among these efforts, School of Earth Sciences course development TAs work 1:1 in advance of the term with introductory course faculty to design exercises and course materials that meet clearly articulated student learning goals or pedagogical challenges. Throughout the process, TAs are mentored by the faculty as well as science pedagogy experts. Initially funded by a major teaching award, the School is now moving to institutionalize this successful program which has broadened the definition of the TA role. Another area of optimization, reflecting Shulman's concept of pedagogical content knowledge, is our campus mandate that TA development take place within a departmental, as well as general, context. Both Chemistry and Physics expect introductory course TAs to lead interactive, guided-inquiry or tutorial-style sections. Integrating these sections with lecture and positively reinforcing course goals requires TA buy-in and a set of pedagogical facilitation skills cultivated through course-specific training and active mentoring while teaching. To better support the mentoring process

  15. On-Line Role-Play as a Teaching Method in Engineering Studies

    Science.gov (United States)

    Cobo, Adolfo; Conde, Olga Ma.; Quintela, Ma. Ángeles; Mirapéix, Jesús Ma.; López-Higuera, José Miguel

    2011-01-01

    In this paper we propose adapting role-play teaching methodology to engineering studies. The role of a maintenance technician, a relevant job profile for engineering graduates is has chosen. The interaction is based on email exchange, with the instructor included in the simulation to help guide the activity and achieve learning objectives. In this…

  16. The Role of Research on Science Teaching and Learning

    Science.gov (United States)

    National Science Teachers Association (NJ1), 2010

    2010-01-01

    Research on science teaching and learning plays an important role in improving science literacy, a goal called for in the National Science Education Standards (NRC 1996) and supported by the National Science Teachers Association (NSTA 2003). NSTA promotes a research agenda that is focused on the goal of enhancing student learning through effective…

  17. The role of active teaching programmes in academic skills ...

    African Journals Online (AJOL)

    The role of active teaching programmes in academic skills enhancement of Grade 12 Learners in the Stellenbosch Region. ... The premise of this study focused on the holistic approach to the human body, mainly the connection between the brain and the body. Learners attend school as holistic beings and both the body ...

  18. CONSIDERATIONS ON THE RULES ON COMPETITION GOVERNING UNDERTAKINGS IN THE EUROPEAN UNION

    Directory of Open Access Journals (Sweden)

    Vlad – Teodor Florea

    2014-11-01

    Full Text Available This study concerns the general rules on competition between undertakings in the EU. The author paid attention primarly to matters on the prohibition of agreements that aim to distort or impair competition on the internal market. Moreover, he examined in detail the matter concerning the regulation and interdiction of the abuse of a dominant position. The work also reviews doctrinal opinions, as well as the jurisprudential solutions in the area. The author’s concern to summarize and develop the conditions for the implementation of each of the two legal mechanisms is worth noting: the prohibition of agreements between undertakings and the abuse of a dominant position. The essential considerations taken into account by the Court of Justice of the European Union in settling a case whose subject consisted of assessing the manner in which an undertaking reflected on competition on the internal market were selected at the end of the work.

  19. THE FREQUENT USE OF TEACHING STRATEGIES/METHODS AMONG TEACHERS ACCORDING TO THE TEACHER CANDIDATES OBSERVATION

    Directory of Open Access Journals (Sweden)

    Mukaddes SAKALLI

    2007-06-01

    Full Text Available The aim of this study is to show the frequent use of teaching stratergies/methods amongteachers which has been observed by teacher candidates currently undergoing their own field/area teaching program.This study undertakes the general research model and the tools used to obtain the necessary data are personalinformation form and a questionaire. “Teachers frequent use of teaching methods/stratergies” to obtain necessarydata a 4 likert scale type of questionaire has been used. The scale developed on behalf of the researcher involves 35teaching methods/stratergies.The data obtained through 71 quetionaires where evaluated from 4 (always and 1(none as points and has been evaluated through the SPSS package program. In addition, the resultsof the data havebeen analysed through the following techniques: percentage (%, average (X and standard deviation (SS.According to the observations made by the teacher candidates the following teaching methods/stratergies wereundertaken by the teachers according to thier teaching field: lecturing, question-answer method were always used,homework, practice in the classroom, problem solving, showing and practicing methods were frequently used,project work, anaylsing example situations, debates, similarity, computer based education, observing privatetutorials, eduational games, cooperative learning, brainstroming, field trips and reflecting/miroring situations,group/team work, experiment, role play, micro-learning technique, statement, speech,meeting, display, drama,conference, formal debates, sempozium, seminar, panel, umbrella technique, forum and opposite panel

  20. Implementing peer review of teaching: a guide for dental educators.

    Science.gov (United States)

    Cunningham, I M; Johnson, I; Lynch, C D

    2017-04-07

    Peer review of teaching (PRT) is well established and valued within higher education. Increasingly, dental educators involved in undergraduate or postgraduate teaching are required to undertake PRT as part of their teaching development. Despite this, there is a paucity of literature relating to PRT within dental education, and none that considers the implementation of PRT within large dental teaching establishments. This article describes in detail a staged process for the planning and implementation of PRT within a UK dental school. It uses relevant educational literature to supplement the authors' experiences and recommendations. By highlighting aspects of the process which are key to successful implementation, it is a useful guide for all dental educator teams who wish to successfully introduce, restructure or refresh a PRT scheme.

  1. Some personal notes on role plays as an excellent teaching tool : commentary on "using and developing role plays in teaching aimed at preparing for social responsibility".

    Science.gov (United States)

    Hunger, Iris

    2013-12-01

    Role plays are extremely valuable tools to address different aspects of teaching social responsibility, because they allow students to "live through" complex ethical decision making dilemmas. While role plays are getting high marks from students because their entertainment value is high, their educational value depends on their closeness to students' work experience and the skills of the teacher in helping students comprehend the lessons they are meant to convey.

  2. Tapping into the teaching experiences of final year education students to increase support for students in their first year

    Directory of Open Access Journals (Sweden)

    Gretchen Geng

    2017-03-01

    Full Text Available This study investigates the mentorship of pairing first year and final year teacher education students during their school placements or practicum. Participating students were studied using an Interpretative Phenomenological Analysis (IPA approach and undertaking Perceived Stress Scale (PSS to interpret their experience and their stress levels in the peer mentorship program. This peer mentoring program offered benefits for the first year education students by reducing their stress levels significantly and providing reassurance about their performance during school practicum. It also prepared the final year students for taking on teacher mentor roles. While the student mentorship program cannot replace the support provided by schools and universities, it does offer first year students reassurance as to their practical teaching abilities and performance. In addition, this study provides several perspectives on student mentorship during teaching practicum that are worthy of further research.

  3. Taking Teacher Education to Task: Exploring the Role of Faculty Education in Promoting Values and Moral Education of Task-Based Language Teaching

    Directory of Open Access Journals (Sweden)

    Dr. Gabriel C. Delariarte

    2014-02-01

    Full Text Available - This study aimed to determine the taking teacher education to task: exploring the role of teacher education in promoting values and moral education of task-based language teaching in the college of education of West Visayas State University Calinog-Campus for the school year 2012-2013. Descriptive research method was utilized in the study. The findings revealed that the respondents perceived highly observable Teachers’ role in promoting values and moral education of task-based language teaching; the entire group of respondents has perceived highly observable Teachers’ role in promoting values and moral education of task-based language teaching; both male and female respondent have perceived a highly observable Teachers’ role in promoting values and moral education of task-based language teaching; all age brackets have perceived a highly observable Teachers’ role in promoting values and moral education of task-based language teaching except 19 to 20 brackets that perceived very highly observable Teachers’ role in promoting values and moral education of taskbased language teaching. Finally, there is no significant difference in the perceived teacher’s role in promoting values and moral education of task-based language teaching when classified as to sex and age.

  4. Teaching Modern Southeast Asia

    Directory of Open Access Journals (Sweden)

    Thomas Williamson

    2009-04-01

    Full Text Available Teaching about Southeast Asia to undergraduates at an American liberal arts college presents several challenges. At my institution, it is the only course on the region in the curriculum; thus no preparation, and no follow-up. I have therefore struggled with the approach that I should take–pulled between a wish for students to gain an empirical understanding of Southeast Asian life, and a desire to have them learn the concepts and theories of critical inquiry. Obviously I am still learning how to successfully accomplish such an ambitious undertaking.

  5. Creative Approaches to Teaching Graduate Research Methods Workshops

    OpenAIRE

    Peter Reilly

    2017-01-01

    Engagement and deeper learning were enhanced by developing several innovative teaching strategies delivered in Research Methods workshops to Graduate Business Students.  Focusing primarily on students adopting a creative approach to formulating a valid research question for undertaking a dissertation successfully. These techniques are applicable to most subject domains to ensure student engagement.  Addressing the various multiple intelligences and learning styles existing within groups while...

  6. Using Social Cognitive Theory to Explain the Intention of Final-year Pharmacy Students to Undertake a Higher Degree in Pharmacy Practice Research.

    Science.gov (United States)

    Carter, Stephen R; Moles, Rebekah J; Krass, Ines; Kritikos, Vicki S

    2016-08-25

    Objective. To develop and test a conceptual model that hypothesized student intention to undertake a higher degree in pharmacy practice research (PPR) would be increased by self-efficacy, outcome expectancy, and the social influence of faculty members. Methods. Cross-sectional surveys were completed by 387 final-year pharmacy undergraduates enrolled in 2012 and 2013. Structural equation modeling was used to explore relationships between variables and intention. Results. Fit indices were good. The model explained 55% of the variation in intention. As hypothesized, faculty social influence increased self-efficacy and indirectly increased outcome expectancy and intention. Conclusion. To increase pharmacy students' orientation towards a career in PPR, faculty members could use their social influence by highlighting PPR in their teaching.

  7. A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree.

    Science.gov (United States)

    de Jong, N; Verstegen, D M L; Tan, F E S; O'Connor, S J

    2013-05-01

    This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. Students were allocated to one of the two study variants on the basis of their enrolment status as full-time or part-time students. Full-time students (n = 11) followed the classroom-based variant and part-time students (n = 12) followed the online asynchronous variant which included video recorded lectures and a series of asynchronous online group or individual SPSS activities with synchronous tutor feedback. A validated student motivation questionnaire was administered to both groups of students at the start of the study and a second questionnaire was administered at the end of the module. This elicited data about student satisfaction with the module content, teaching and learning methods, and tutor feedback. The module coordinator and problem-based learning tutor were also interviewed about their experience of delivering the experimental online variant and asked to evaluate its success in relation to student attainment of the module's learning outcomes. Student examination results were also compared between the two groups. Asynchronous online teaching and learning methods proved to be an acceptable alternative to classroom-based teaching for both students and staff. Educational outcomes were similar for both groups, but importantly, there was no evidence that the asynchronous online delivery of module content disadvantaged part-time students in comparison to their full-time counterparts.

  8. Anaesthetic specialist registrars in Ireland: current teaching practices and perceptions of their role as undergraduate teachers.

    LENUS (Irish Health Repository)

    Walsh, K

    2012-02-03

    BACKGROUND AND OBJECTIVES: Teaching is an important responsibility of non-consultant hospital doctors. In Ireland, specialist registrars (SpRs) in anaesthesia are contractually obliged to teach medical students, other doctors and nurses. Both medical students and fellow non-consultant hospital doctors attribute between 30 and 40% of their knowledge gain to non-consultant hospital doctors. METHODS: We carried out a confidential telephone survey of anaesthetic SpRs in Ireland regarding their current teaching practices and the perceptions of their role as undergraduate teachers. All the SpRs currently working in clinical practice in Ireland were eligible. RESULTS: Fifty-five of the 79 (70%) SpRs responded to the questionnaire. Only 7 (12.7%) of the respondents said they had been well trained as a teacher. The majority of the respondents stated that they would attend a learning-to-teach course\\/workshop if one was available, and felt that such a course would improve their ability as a teacher. Only 8 (14.5%) agreed that adequate emphasis is placed on commitment to teaching in the assessment of SpRs, both by individual departments and by the College of Anaesthetists. Anaesthetic SpRs in Ireland spend a considerable amount of time each day teaching undergraduate medical students, the majority (68.9%) stated that they had inadequate time to prepare for teaching. CONCLUSION: The majority of the respondents stated that they enjoy teaching, feel that they play an important role in undergraduate teaching but have inadequate time to prepare for teaching. An adequate emphasis is not placed on their commitment to teaching.

  9. Teaching psychosomatic medicine using problem-based learning and role-playing.

    Science.gov (United States)

    Heru, Alison M

    2011-01-01

    Problem-based learning (PBL) has been implemented in medical education world-wide. Despite its popularity, it has not been generally considered useful for residency programs. The author presents a model for the implementation of PBL in residency programs. The author presents a description of a PBL curriculum for teaching psychosomatic medicine to PGY 2 members in a psychiatry training program. The goals of PBL are to encourage self-directed learning; enhance curiosity, using case-based, contextualized learning; promote collaborative practice; and support patient-centered care. The addition of role-playing exercises helps PGY 2 residents to develop their skills from simply developing a differential diagnosis to being able to construct biopsychosocial formulations, and it provides these residents an opportunity to practice presenting case formulations to the patient and family. Residents and faculty enjoyed the PBL role-playing sessions. Residents wanted the learning objectives given to them rather than generating their own learning objectives, to move through the cases faster, and to receive more information and more cases. Teaching psychosomatic medicine, using PBL and role-playing, allows many of the proposed Academy of Psychosomatic Medicine residency core competencies to be met. However, further refinement of the PBL method needs to take place in order to adapt its use to residency programs.

  10. On Semiotics and Jumping Frogs: The Role of Gesture in the Teaching of Subtraction

    Science.gov (United States)

    Farrugia, Marie Therese

    2017-01-01

    In this article, I describe a research/teaching experience I undertook with a class of 5-year-old children in Malta. The topic was subtraction on the number line. I interpret the teaching/learning process through a semiotic perspective. In particular, I highlight the role played by the gesture of forming "frog jumps" on the number line.…

  11. Program directors in their role as leaders of teaching teams in residency training

    NARCIS (Netherlands)

    Slootweg, Irene A.; van der Vleuten, Cees; Heineman, Maas Jan; Scherpbier, Albert; Lombarts, Kiki M. J. M. H.

    2014-01-01

    Program directors have a formal leading position within a teaching team. It is not clear how program directors fulfill their leadership role in practice. In this interview study we aim to explore the role of the program director as strategic leader, based on the research-question: What are the

  12. Program directors in their role as leaders of teaching teams in residency training

    NARCIS (Netherlands)

    Slootweg, I.A.; Vleuten, C.P.M. van der; Heineman, M.J.; Scherpbier, A.; Lombarts, K.M.

    2014-01-01

    BACKGROUND: Program directors have a formal leading position within a teaching team. It is not clear how program directors fulfill their leadership role in practice. In this interview study we aim to explore the role of the program director as strategic leader, based on the research-question: What

  13. Original article Personality determinants of motivation to undertake vocational training

    Directory of Open Access Journals (Sweden)

    Dorota Godlewska-Werner

    2014-05-01

    Full Text Available Background Recently, at a time of frequent changes in the economic and socio-economic circumstances, knowledge acquired in the course of formal education is insufficient. Especially, the education system is still criticized for a lack of flexibility and strong resistance to change. Therefore, regular participation in various forms of training is required. Employee education and training are becoming an optimal answer to complex business challenges. The aim of this study was to determine which personality traits are responsible for the strength of motivation to undertake vocational training and other educational forms. Participants and procedure The study included 104 staff members of Polish companies (60 women and 44 men. The study used Cattell’s 16 PF Questionnaire and the scales of readiness to undertake training and further education as a measure of the strength of motivation (Kawecka, Łaguna & Tabor, 2010. Results The study showed that openness to change and tension (primary traits had the greatest impact on the intention and planning to take vocational training. Additionally, the intention and planning to take vocational training were found to be associated with mindedness, independence, self-control, and anxiety (secondary traits. Such traits as rule-consciousness [G], social-boldness [H], abstractedness [M], and apprehension [O] (primary traits, were important in some aspects, which could constitute a background for further research and discussion of the results. Conclusions The obtained results lead to the conclusion that some of the individual differences in personality determine the motivation to undertake vocational training.

  14. Trends in the Distribution of Teacher Effectiveness in the Intensive Partnerships for Effective Teaching: Progress Report. Working Paper WR-1036-BMGF

    Science.gov (United States)

    Steele, Jennifer L.; Baird, Matthew; Engberg, John; Hunter, Gerald Paul

    2014-01-01

    As part of its effective teaching initiative, the Bill & Melinda Gates Foundation partnered with three urban school districts across the U.S. and a group of four charter management organizations to undertake a strategic set of human capital reforms. A key objective of the "Intensive Partnerships for Effective Teaching" program was to…

  15. Perceptions Audit for the General Teaching Council for England. Technical Report

    Science.gov (United States)

    Levitt, Ruth; Rabinovich, Lila; van Dijk, Lidia Villalba

    2009-01-01

    The General Teaching Council for England (GTC) commissioned RAND Europe in 2008 to undertake a perceptions audit, to take the temperature on its current status and to inform its future work with teachers, organisational partners and the wider public. A perceptions audit is a method for gathering opinions and views of selected informants about how…

  16. Teaching medical anatomy: what is the role of imaging today?

    Science.gov (United States)

    Grignon, Bruno; Oldrini, Guillaume; Walter, Frédéric

    2016-03-01

    Medical anatomy instruction has been an important issue of debate for many years and imaging anatomy has become an increasingly important component in the field, the role of which has not yet been clearly defined. The aim of the paper was to assess the current deployment of medical imaging in the teaching of anatomy by means of a review of the literature. A systematic search was performed using the electronic database PubMed, ScienceDirect and various publisher databases, with combinations of the relevant MeSH terms. A manual research was added. In most academic curricula, imaging anatomy has been integrated as a part of anatomical education, taught using a very wide variety of strategies. Considerable variation in the time allocation, content and delivery of medical imaging in teaching human anatomy was identified. Given this considerable variation, an objective assessment remains quite difficult. In most publications, students' perceptions regarding anatomical courses including imaging anatomy were investigated by means of questionnaires and, regardless of the method of teaching, it was globally concluded that imaging anatomy enhanced the quality and efficiency of instruction in human anatomy. More objective evaluation based on an increase in students' performance on course examinations or on specific tests performed before and after teaching sessions showed positive results in numerous cases, while mixed results were also indicated by other studies. A relative standardization could be useful in improving the teaching of imaging anatomy, to facilitate its assessment and reinforce its effectiveness.

  17. Role Models and Teachers: medical students perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka.

    Science.gov (United States)

    Jayasuriya-Illesinghe, Vathsala; Nazeer, Ishra; Athauda, Lathika; Perera, Jennifer

    2016-02-09

    Medical education research in general, and those focusing on clinical settings in particular, have been a low priority in South Asia. This explorative study from 3 medical schools in Sri Lanka, a South Asian country, describes undergraduate medical students' experiences during their final year clinical training with the aim of understanding the teaching-learning experiences. Using qualitative methods we conducted an exploratory study. Twenty eight graduates from 3 medical schools participated in individual interviews. Interview recordings were transcribed verbatim and analyzed using qualitative content analysis method. Emergent themes reveled 2 types of teaching-learning experiences, role modeling, and purposive teaching. In role modelling, students were expected to observe teachers while they conduct their clinical work, however, this method failed to create positive learning experiences. The clinical teachers who predominantly used this method appeared to be 'figurative' role models and were not perceived as modelling professional behaviors. In contrast, purposeful teaching allowed dedicated time for teacher-student interactions and teachers who created these learning experiences were more likely to be seen as 'true' role models. Students' responses and reciprocations to these interactions were influenced by their perception of teachers' behaviors, attitudes, and the type of teaching-learning situations created for them. Making a distinction between role modeling and purposeful teaching is important for students in clinical training settings. Clinical teachers' awareness of their own manifest professional characterizes, attitudes, and behaviors, could help create better teaching-learning experiences. Moreover, broader systemic reforms are needed to address the prevailing culture of teaching by humiliation and subordination.

  18. Using an undertaker's data to assess changing patterns of mortality ...

    African Journals Online (AJOL)

    Key informant interviews were done to support the undertaker's data and determine how families bear the burden of burying deceased relatives. Despite a disproportionate increase in deaths in certain age categories and evidence of worsening poverty, funerals remain large and elaborate affairs. Keywords: AIDS, burial ...

  19. ASPECTS REGARDING THE ROLE OF FACILITATORS IN CREATIVE LEARNING AND INNOVATIVE TEACHING

    Directory of Open Access Journals (Sweden)

    TODORUȚ AMALIA VENERA

    2017-12-01

    Full Text Available In this paper I have analysed a series of facilitators that determine creativity and innovation in teaching learning processes, emphasising the role of assessment, organizational culture and information technologies as relevant and essential elements within this challenging approach to create the conditions for an intelligent development of the educational processes. Also I approached issues related to creative learning and innovative teaching in a society in which knowledge takes more and more intense forms and, they require changes and deep transformations in all educational environments. The fundamental objective was to underline the need to learn creatively and to teach innovatively, given the conditions of the development of information technologies and a deeper and deeper immersion in this information environment, with effects on involving more effectively the students in their own learning approach. Based on scientific researches, observation and comparative analyzes, I identified the facilitators which, along with the technologies, support the creative learning and innovative teaching.

  20. Implementation of Inquiry-Based Tutorials in AN Introductory Physics Course: the Role of the Graduate Teaching Assistant.

    Science.gov (United States)

    Thoresen, Carol Wiggins

    1994-01-01

    This study determined if the training provided physics teaching assistants was sufficient to accomplish the objectives of inquiry-based tutorials for an introductory physics course. Qualitative research methods were used: (1) to determine if the Physics by Inquiry method was modeled; (2) to describe the process from the teaching assistant perspective; (3) to determine TA opinions on training methods; (4) to develop a frame of reference to better understand the role of TA's as instructional support staff. The study determined that the teaching assistants verbalized appropriate instructional actions, but were observed to use a predominantly didactic teaching style. TA's held a variety of perceptions and beliefs about inquiry -based learning and how science is learned. They felt comfortable in the role of tutorial instructor. They were satisfied with the training methods provided and had few suggestions to change or improve training for future tutorial instructors. A concurrent theme of teacher action dependent on teacher beliefs was sustained throughout the study. The TA's actions, as tutorial instructors, reflected their educational beliefs, student background and learning experiences. TA's performance as tutorial instructors depended on what they think and believe about learning science. Practical implications exist for training teaching assistants to be tutorial instructors. Some recommendations may be appropriate for TA's required to use instructional methods that they have not experienced as students. Interview prospective teaching assistants to determine educational experience and beliefs. Employ inexperienced teaching assistants whose perspectives match the proposed instructional role and who might be more receptive to modeling. Incorporate training into staff meetings. Provide time for TA's to experience the instructional model with simulation or role play as students and as instructors, accompanied by conference discussion. Use strategies known to enhance

  1. Teaching materials and the roles of EFL/ESL teachers practice and theory

    CERN Document Server

    McGrath, Ian

    2013-01-01

    Teaching Materials and the Roles of EFL/ESL Teachers is published amidst a decade long increase in academic publications and training courses concerned with the evaluation and design of English language teaching materials. It is timely to consider what effect the advice on offer has had on teachers' practice. Are teachers evaluating materials carefully, using textbooks in the ways expected by textbook writers, developing their own materials, and mediating between materials and learners in the ways advised in the professional literature? The book explores these issues from a variety of

  2. Using Children's Literature to Build Concepts of Teaching about Global Citizenship

    Science.gov (United States)

    Bradbery, Debbie

    2012-01-01

    Children's literature can be used to help teachers to build into their teaching programs ways to examine and change personal lifestyles to secure a sustainable future; to identify, investigate, evaluate and undertake appropriate action to maintain, protect and enhance local and global environments; to challenge preconceived ideas, accept…

  3. TEACHING SPEAKING BY ROLE-PLAY ACTIVITY

    Directory of Open Access Journals (Sweden)

    Fadilah Fadilah

    2016-11-01

    Full Text Available The students often find some problems in practising English speaking. The problem frequently found is that their native language causes them difficult to use the foreign language. Other reason is because of motivation lack to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation. Many factors can cause the problem of the students’ speaking skills namely the students’ interest, the material, and the media among others including the technique in teaching English. There are many ways that can be done by the students to develop their ability in speaking English. The appropriate technique used by the English teacher also supports their interested in practising their speaking. One of the techniques that can be applied is role play.

  4. Teaching Reading Comprehension in English in a Distance Web-Based Course: New Roles for Teachers

    Directory of Open Access Journals (Sweden)

    Jorge Hugo Muñoz Marín

    2010-10-01

    Full Text Available Distance web-based learning is a popular strategy in ELT teaching in Colombia. Despite of the growth of experiences, there are very few studies regarding teachers' participation in these courses. This paper reports preliminary findings of an on-going study aiming at exploring the roles that a teacher plays in an efl reading comprehension distance web-based course. Data analysis suggests that teachers play new roles solving technical problems, providing immediate feedback, interacting with students in a non traditional way, providing time management advice, and acting as a constant motivator. The authors conclude that EFL teachers require training for this new teaching roles and the analysis of web-based distance learning environments as an option under permanent construction that requires their active participation.

  5. Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy

    Science.gov (United States)

    Üstüner, Mehmet

    2017-01-01

    The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers' self-efficacy beliefs. The study population included pre-service teachers that attended the…

  6. Schemata-Building Role of Teaching Word History in Developing Reading Comprehension Ability

    Directory of Open Access Journals (Sweden)

    Gholam-reza Abbasian

    2009-10-01

    Full Text Available Methodologically, vocabulary instruction has faced significant ups and downs during the history of language education; sometimes integrated with the other elements of language network, other times tackled as a separate component. Among many variables supposedly affecting vocabulary achievement, the role of teaching word history, as a schemata-building strategy, in developing reading comprehension has received the least, if not any, attention. This study was an attempt, in fact, to explore the possibility of an integration of word history and reading comprehension ability of a group (No=100 of Iranian intermediate EFL learners. To conduct the study, 60/100 participants, identified as homogeneous members based on the Comprehensive English Language Test (CELT, were randomly divided them into two groups; an experimental and a control group. They were exposed to a teacher-made pretest and a post-test to check the participants' knowledge of word history and reading comprehension ability prior and posterior to the experiment. Pertinent statistical analyses proved that teaching word history plays both statistically and affectively, through enhancing motivation and attitude, meaningful schemata-building role in developing reading ability. Pedagogically, resort to word history may then be suggested as an effective and affective mechanism as far as teaching language skills, in particular reading, is concerned.

  7. The bench vs. the blackboard: learning to teach during graduate school.

    Science.gov (United States)

    Ciaccia, Laura

    2011-09-01

    Many science, technology, engineering, and mathematics (STEM) graduate students travel through the academic career pipeline without ever learning how to teach effectively, an oversight that negatively affects the quality of undergraduate science education and cheats trainees of valuable professional development. This article argues that all STEM graduate students and postdoctoral fellows should undergo training in teaching to strengthen their resumes, polish their oral presentation skills, and improve STEM teaching at the undergraduate level. Though this may seem like a large undertaking, the author outlines a three-step process that allows busy scientists to fit pedagogical training into their research schedules in order to make a significant investment both in their academic career and in the continuing improvement of science education. Copyright © 2011.

  8. The Teaching of EFL Writing in Indonesia

    Directory of Open Access Journals (Sweden)

    Ariyanti Ariyanti

    2016-12-01

    Full Text Available Writing is one of the most important aspects in English language acquisition. Teaching writing has its own challenges since there are some steps and requirements that teachers should prepare to undertake in the classroom. This article is aimed to discuss teaching and learning writing in the classroom based on theoretical conceptualisation. In addition, curriculum of teaching writing will be another important factor to consider as well as research and practice in teaching writing. Based on comparison to many theoretical concepts from various researchers, it shows that most of Indonesian students still struggle to figure out their problems of grammatical area. The biggest challenge is derived from the difference in cultural backgrounds between the students’ mother tongue and English, so it is possible to know the production of their writing does not ‘sound’ well in appropriate culture of English. Several problems also occur when the teachers have big classes to teach and the result of teaching writing to the students may be defeated. In this case, time also being a big challenge for the teachers to have the students’ writing improve because to accomplish a good composition in English, it needs complex steps such as brainstorming, prewriting, drafting, and editing. However, new techniques in teaching writing are needed to develop the students’ writing outcomes.

  9. On-line role-play as a teaching method in engineering studies

    Directory of Open Access Journals (Sweden)

    Adolfo Cobo

    2011-02-01

    Full Text Available We propose to adapt the role-play teaching methodology to engineering studies, trying to overcome obstacles like its exclusive association with fantasy games or its demand of social skills. We have chosen the role of a maintenance technician, a relevant job profile for engineering graduates. The interaction is based on email exchange, and the instructor is included in the simulation to guide the activity development and the achievement of the learning objectives. In this paper, our experience with this methodology, its implementation, results and student feedback are presented.

  10. Faculty development to enhance humanistic teaching and role modeling: a collaborative study at eight institutions.

    Science.gov (United States)

    Branch, William T; Chou, Calvin L; Farber, Neil J; Hatem, David; Keenan, Craig; Makoul, Gregory; Quinn, Mariah; Salazar, William; Sillman, Jane; Stuber, Margaret; Wilkerson, LuAnn; Mathew, George; Fost, Michael

    2014-09-01

    There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare. We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls. Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire. Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program. Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions. The main outcome was the aggregate score of the ten items on the questionnaire at all institutions. The aggregate score favored participants over controls (P = 0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills. Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools.

  11. Student Teachers' Emotional Teaching Experiences in Relation to Different Teaching Methods

    Science.gov (United States)

    Timoštšuk, I.; Kikas, E.; Normak, M.

    2016-01-01

    The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We…

  12. Teaching as Scholarship

    Directory of Open Access Journals (Sweden)

    Shane Neely-Smith

    2008-02-01

    Full Text Available As research and funding continue to replace teaching as the central mission in more colleges and universities, nursing faculty will be expected to engage in research endeavours as proof of scholarship involvement. However, the multiple roles of the nursing faculty coupled with the pressure to engage in research and funding endeavours have led to increased stress and burnout and increased attrition rate. The purpose of this paper is to delineate the expected roles of the nursing faculty related to the trilogy of teaching, research and service and recommend that colleges/universities recognize not only research as scholarship, but also teaching and service. An integrative review of the literature using books and journals from nursing and other relevant disciplines related to the multiple roles of nursing faculty was conducted. Teaching is a vital role and should remain the central mission of colleges/universities to ensure effective pedagogy. Institutions of higher learning should adapt an umbrella of scholarship under which falls teaching, research, and service; thus, teaching would be considered scholarship.

  13. Teaching company law to business students::an effective framework

    OpenAIRE

    Madhloom, Omar; Butler, Nicolette

    2015-01-01

    Business students learning company law face a number of unique challenges. Therefore, instructors who teach company law to business students must carefully consider how their courses will meet these unique needs. This article will reflect on the challenges faced by business students studying company law before going on to consider how these challenges can be overcome. This work emphasises the importance of focusing on the learning outcomes of business students undertaking company law and the ...

  14. Teaching planning theory as planner roles in urban planning education

    DEFF Research Database (Denmark)

    Olesen, Kristian

    2018-01-01

    Planning theory is often portrayed as a subject that urban planning students find too abstract and fail to see the relevance of. This paper advocates the perspective that planning theory can be made more student-friendly. This requires, firstly, that academic discussions about the relevance...... of planning theory for urban planning practice are integrated into the course module. If students are to appreciate planning theory, it requires that they understand how planning theory can inspire planning practice. Secondly, it requires careful considerations to the pedagogy of planning theory. The paper...... suggests that teaching planning theory as a variety of planner roles offers a helpful pedagogical approach for helping students construct their identities as urban planners. The paper builds on the author’s own experiences of teaching planning theory in a master’s urban planning programme, and has been...

  15. Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

    Science.gov (United States)

    Bas, Gökhan

    2016-01-01

    The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high…

  16. Longitudinal changes in extended roles in radiography

    International Nuclear Information System (INIS)

    Price, R.C.; Miller, L.R.; Mellor, F.

    2002-01-01

    Purpose: The purpose of this research was to identify the extent and scope of changes to radiography practice. Method: Questionnaires were sent to radiology managers at acute National Health Service (NHS) hospitals in 2000 as a follow-up to an initial survey conducted in 1998. Information was sought on region, teaching/non-teaching status, the nature of extended role tasks undertaken and the year in which these tasks were first undertaken. Results: Some 172 questionnaires were returned from a total of 253 dispatched (68%). In 161 hospitals radiographers administered intravenous injections and performed barium enemas in 119 hospitals, while a red-dot system was in operation in 141 hospitals. Reporting by radiographers had increased since 1998. Replies indicated that, at 124 hospitals, radiographers were reporting in ultrasound. Skeletal reporting was the second most-frequently-reported activity, with 63 hospitals indicating that radiographers reported in this modality, while barium enemas were reported by radiographers in 34 hospitals. Reporting was also undertaken by radiographers in mammography, nuclear medicine, paediatrics and chest radiography in a small minority of hospitals. There was no statistically significant difference between the adoption of tasks in non-teaching and teaching hospitals with the exception of radiographer-performed barium enemas (P=0.014) and red-dot systems (P=0.05). Radiographers were more likely to undertake both of these activities at non-teaching hospitals than in teaching hospitals. Regional differences were apparent in reporting, with a greater prevalence in the English regions than Northern Ireland, Scotland and Wales. Conclusion: The study provided data that demonstrated the extent to which hospitals are utilizing the developing skills of radiographers. This has important implications for future education and training needs for radiographers and for delivery of imaging services

  17. Teaching meta-analysis using MetaLight

    Directory of Open Access Journals (Sweden)

    Thomas James

    2012-10-01

    Full Text Available Abstract Background Meta-analysis is a statistical method for combining the results of primary studies. It is often used in systematic reviews and is increasingly a method and topic that appears in student dissertations. MetaLight is a freely available software application that runs simple meta-analyses and contains specific functionality to facilitate the teaching and learning of meta-analysis. While there are many courses and resources for meta-analysis available and numerous software applications to run meta-analyses, there are few pieces of software which are aimed specifically at helping those teaching and learning meta-analysis. Valuable teaching time can be spent learning the mechanics of a new software application, rather than on the principles and practices of meta-analysis. Findings We discuss ways in which the MetaLight tool can be used to present some of the main issues involved in undertaking and interpreting a meta-analysis. Conclusions While there are many software tools available for conducting meta-analysis, in the context of a teaching programme such software can require expenditure both in terms of money and in terms of the time it takes to learn how to use it. MetaLight was developed specifically as a tool to facilitate the teaching and learning of meta-analysis and we have presented here some of the ways it might be used in a training situation.

  18. The Role of Grammar Instruction in Language Teaching

    Institute of Scientific and Technical Information of China (English)

    2001-01-01

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

  19. Who should be undertaking population-based surveys in humanitarian emergencies?

    Directory of Open Access Journals (Sweden)

    Spiegel Paul B

    2007-06-01

    Full Text Available Abstract Background Timely and accurate data are necessary to prioritise and effectively respond to humanitarian emergencies. 30-by-30 cluster surveys are commonly used in humanitarian emergencies because of their purported simplicity and reasonable validity and precision. Agencies have increasingly used 30-by-30 cluster surveys to undertake measurements beyond immunisation coverage and nutritional status. Methodological errors in cluster surveys have likely occurred for decades in humanitarian emergencies, often with unknown or unevaluated consequences. Discussion Most surveys in humanitarian emergencies are done by non-governmental organisations (NGOs. Some undertake good quality surveys while others have an already overburdened staff with limited epidemiological skills. Manuals explaining cluster survey methodology are available and in use. However, it is debatable as to whether using standardised, 'cookbook' survey methodologies are appropriate. Coordination of surveys is often lacking. If a coordinating body is established, as recommended, it is questionable whether it should have sole authority to release surveys due to insufficient independence. Donors should provide sufficient funding for personnel, training, and survey implementation, and not solely for direct programme implementation. Summary A dedicated corps of trained epidemiologists needs to be identified and made available to undertake surveys in humanitarian emergencies. NGOs in the field may need to form an alliance with certain specialised agencies or pool technically capable personnel. If NGOs continue to do surveys by themselves, a simple training manual with sample survey questionnaires, methodology, standardised files for data entry and analysis, and manual for interpretation should be developed and modified locally for each situation. At the beginning of an emergency, a central coordinating body should be established that has sufficient authority to set survey standards

  20. Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches

    Science.gov (United States)

    Schussler, Elisabeth E.; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

    2015-01-01

    The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. PMID:26231562

  1. Peer teaching as an educational tool in Pharmacy schools; fruitful or futile.

    Science.gov (United States)

    Aburahma, Mona Hassan; Mohamed, Heba Moustafa

    2017-11-01

    In the past decade, various health care programs have implemented diverse types of peer-assisted learning (PAL) programs, in particularly peer teaching (PT), due to their reported benefits for students (both those undertaking teaching and those being taught), teachers, and educational institutes. Unfortunately, peer teaching is still under-recognized in pharmacy programs worldwide when compared to other health care programs. The aim of this review is to provide an overview of the published literature centered on formal PT programs that are implemented in pharmacy schools. In addition, this review focuses on the methodologies adopted for peer teacher recruitment and training as well as the benefits gained by students (both those undertaking teaching and those being taught). The rationales behind PT implementation are recapitulated as well. Finally, a simple scheme for successful implementation of PT activity is provided to serve as a groundwork for educators. Pre-defined key terms were used to search for experimental peer teaching activities in pharmacy schools between January 2000 and June 2016. Titles were selected based on pre-set eligibility criteria. Only complete research articles with clear design and evaluation sections were included in this review. Studies about inter-professional peer teaching activities between pharmacy students and other healthcare professions were also included. Six relevant educational research articles containing peer teaching activities were included. A lot of variety exists between different pharmacy courses implementing PT, the format/setting of PT, how peer teachers are selected, and how training and evaluation are implemented. The studies reviewed confirmed that PT was well received by most of the students and had a positive impact on their learning outcome. These findings cannot be generalized due to the insufficient number of studies published beside their methodological limitations and inadequate descriptions of the PT format

  2. Medical student teaching in the private sector - An overlooked opportunity?

    Science.gov (United States)

    Galletly, Cherrie A; Turnbull, Carol; Goldney, Robert

    2016-04-01

    One in four psychiatric beds in Australia are located in the private sector, and more than half of Australian psychiatrists undertake private work. However, nearly all medical student teaching in psychiatry takes place in public hospitals. This paper explores the learning opportunities in the private sector. We report the South Australian experience; medical students have been taught in Ramsay Health Care (SA) Mental Health facilities for more than 23 years. Our experience demonstrates that clinical teaching in private hospitals is sustainable and well accepted by students, patients and clinicians. The private sector has the capacity to make a much greater contribution to medical student training in psychiatry. © The Royal Australian and New Zealand College of Psychiatrists 2016.

  3. The Teaching of Culture in English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    吴月娥

    2012-01-01

      Language is not only part of culture, but also the carrier. The relationship between them decides the important role of culture teaching in language teaching. However, some problems still exist in college English teaching. For example, classroom English teaching time is not enough for culture teaching; English learners’native language thinking has negative transfer in the target language learning, etc.. In order to solve these problems, this paper tends to discuss whether English teaching should put an emphasis on Big-C Culture or Little-c Culture.

  4. Teaching trainers to incorporate evidence-based medicine (EBM teaching in clinical practice: the EU-EBM project

    Directory of Open Access Journals (Sweden)

    Kaleta Anna

    2009-09-01

    Full Text Available Abstract Background Evidence based medicine (EBM is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. Methods We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. Results The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. Conclusion This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical

  5. Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project.

    Science.gov (United States)

    Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Oude Rengerink, Katrien; Gee, Harry; Mol, Ben W J; Khan, Khalid S

    2009-09-10

    Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their

  6. The role of the grammar teaching: from communicative approaches to the common European framework of reference for languages THE ROLE OF THE GRAMAMAR TEACHING: FROM COMMUNCATIVE APPROACHES TO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

    Directory of Open Access Journals (Sweden)

    José López Rama

    2012-07-01

    Full Text Available In the history of language teaching, the role of grammar has been addressed by a number of linguistic theories, pedagogies and, currently, within the Common European Framework of Reference for Languages (CEF. The way grammar is considered has a decisive influence on pedagogical practices, learning processes and many other areas involved in language teaching. This paper constitutes a revision of how grammar has evolved in the last fifty years paying special attention to its evolving role in both communicative (CLT and post-communicative approaches and in the CEF.From this revision, some controversial issues concerning the pedagogic value of teaching grammar will arise as well, such as whether grammar is worth teaching in the classroom or not and how it should be taught.Even though there exists a parallel linguistic framework between CLT and the CEF, some issues still need revision concerning the notion of grammatical competence and its role for language teaching.Históricamente, el papel de la gramática en la enseñanza de lenguas se ha justificado y cuestionado tanto por teorías lingüísticas como, actualmente, dentro del Marco Común Europeo de Referencia. La forma de contemplar la gramática influye de modo fundamental en la metodología docente, en la elaboración de manuales de texto y en los procesos de aprendizaje, entre otros. Este artículo revisa el papel de la gramática en los últimos cincuenta años prestando especial atención al método comunicativo, los post-comunicativos y dentro del Marco Común Europeo de Referencia. En respuesta, se revisa la posible controversia sobre la propia definición de gramática y su valor en enseñanza de lenguas extranjeras.

  7. Teaching resources used by Electricite de France (EDF)

    International Nuclear Information System (INIS)

    Martin, J.J.

    1980-01-01

    An increase in thermal power production in France and the turnover of staff make it necessary for the Thermal Generation Service to train around 1000 new staff members each year in order to make up the personnel of power plants being put, or about to be put, into service. This occupational training is basically carried out within the undertaking either at schools or through regional or local schemes. The teaching method adopted is a 'semi-active' one involving groups of about a dozen persons. It is often put into effect by the supervisory staff, which fact makes it necessary to place suitable teaching resources at the disposal of the instructors. Each training session is based on a teaching programme, supplemented by audiovisual aids suited to the instruction given, for example magnetic or adhesive blackboard attachments, overhead projectors, slides with or without an accompanying sound recording, video cassettes, demonstration models and simulators. The method of instruction necessitates a classroom of suitable layout and the constant availability of all the teaching aids. Its effectiveness is ensured by continual revision based on the observations of the trainees or their supervisors. (author)

  8. The Vital Role of Basic Mathematics in Teaching and Learning the Mole Concept

    Science.gov (United States)

    Mehrotra, Alka; Koul, Anjni

    2016-01-01

    This article focuses on the importance of activity-based teaching in understanding the mole concept and the vital role of basic mathematical operations. It describes needs-based training for teachers in a professional development programme in India. Analysis of test results before and after the training indicates that teachers improved their…

  9. Chinese Anti-Cancer Association as a non-governmental organization undertakes systematic cancer prevention work in China

    Science.gov (United States)

    2015-01-01

    Cancer has become the first leading cause of death in the world, particularly in low- and middle-income countries. Facing the increasing trend of cancer incidence and mortality, China issued and implemented “three-early (early prevention, early diagnosis and early treatment)” national cancer prevention plan. As the main body and dependence of social governance, non-governmental organizations (NGOs) take over the role of government in the field of cancer prevention and treatment. American Cancer Society (ACS) made a research on cancer NGOs and civil society in cancer control and found that cancer NGOs in developing countries mobilize civil society to work together and advocate governments in their countries to develop policies to address the growing cancer burden. Union for International Cancer Control (UICC), Cancer Council Australia (CCA), and Malaysian cancer NGOs are the representatives of cancer NGOs in promoting cancer control. Selecting Chinese Anti-Cancer Association (CACA) as an example in China, this article is to investigate how NGOs undertake systematic cancer prevention work in China. By conducting real case study, we found that, as a NGO, CACA plays a significant role in intensifying the leading role of government in cancer control, optimizing cancer outcomes, decreasing cancer incidence and mortality rates and improving public health. PMID:26361412

  10. Teaching Music in Our Time: Student Music Teachers' Reflections on Music Education, Teacher Education and Becoming a Teacher

    Science.gov (United States)

    Georgii-Hemming, E.; Westvall, M.

    2010-01-01

    This article concerns students of music education in Sweden. It investigates the student teachers' perceptions of their ongoing music teacher education, with a particular focus on the task of teaching music today. It considers whether they believe their teacher education prepares them for this undertaking, and in that case, how. Their various…

  11. Teacher's Role in Managing the Class During Teaching and Learning Process

    OpenAIRE

    Rindu, Ignatius; Ariyanti, Ariyanti

    2017-01-01

    The purpose of this research is to investigate teacher’s roles which used by the English teacher in managing the class during the teaching and learning process at SMP Advent Samarinda. The research methodology used is descriptive design with qualitative approach which is aimed to describe the real situation in the field. In collecting the data, the researcher used questionnaires, observation sheet, field note and interview guide as the instruments. Moreover, the research subject is an English...

  12. 20 CFR 703.205 - Filing of Agreement and Undertaking; deposit of security.

    Science.gov (United States)

    2010-04-01

    ...— (1) Deposit with the Branch indemnity bonds or letters of credit in the amount fixed by the Office... and payable from the proceeds of the deposited security; (b) Give security in the amount fixed in the... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Filing of Agreement and Undertaking; deposit...

  13. A Study to Understand the Role of Visual Arts in the Teaching and Learning of Science

    Science.gov (United States)

    Dhanapal, Saroja; Kanapathy, Ravi; Mastan, Jamilah

    2014-01-01

    This research was carried out to understand the role of visual arts in the teaching and learning of science among Grade 3 teachers and students. A mixture of qualitative and quantitative research design was used to discover the different perceptions of both teachers and students on the role of visual arts in science. The data for the research was…

  14. The Role of Electronic Reserves in Serving and Shaping New Teaching and Learning Environments in UK Universities.

    Science.gov (United States)

    Dugdale, Christine

    1999-01-01

    Describes the ResIDe Electronic Reserve at the University of the West of England (UWE), Bristol, an example of an electronic reserve that has been addressing many access problems and supporting different teaching/learning initiatives. Discusses new roles for the ResIDe electronic library, electronic information management, new librarian roles, and…

  15. Peer-assisted teaching of basic surgical skills.

    Science.gov (United States)

    Preece, Ryan; Dickinson, Emily Clare; Sherif, Mohamed; Ibrahim, Yousef; Ninan, Ann Susan; Aildasani, Laxmi; Ahmed, Sartaj; Smith, Philip

    2015-01-01

    Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance). Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p teaching, to ± 2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Peer-assisted learning suturing workshops can enhance medical students' competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.

  16. Exploring the role of social interactions and supports in overcoming accessibility barriers while undertaking health tours in India.

    Science.gov (United States)

    Jana, Arnab; Harata, Noboru; Kiyoshi, Takami; Ohmori, Nobuaki

    2014-01-01

    This article explores the phenomenon of companionship as an adaptation strategy to counter the existing barriers to health care access in developing nations. Companionship is argued to be an outcome of "inter" and "intra" household collaboration to offer diverse supports in addition to altruism. The analysis of the household survey conducted in West Bengal, India, exhibited different patterns of health care tours and the associated dependencies. In addition to support in terms of mobility while traveling and companionship while waiting for the opportunity, support in terms of refuge is also found to be essential, especially for the poor while they undertake regional tours. Causal models focusing on aggregated general health tours and specific regional tours were estimated separately to comprehend the implicit social interactions and their effects on the patient as well as the companions. The research demonstrated that accessibility barriers affect not only the ill, but also those associated with them and at times adversely. Segregation of regional tours illustrated the gaps, which instigated such tours and also might aid in health infrastructure planning as a whole.

  17. Changes in the functions of undertakings in electricity supply

    International Nuclear Information System (INIS)

    Oberlack, H.W.

    1976-01-01

    For the electricity supply industry also it is necessary, by means of more intensive publicity work, to achieve the general realisation that neither new laws nor intervention of the state are required for dealing in the interests of the consumer with the problems arising, from great changes in all fields of business enterprise. It is more important for the electricity supply undertakings (EVU), by means of executive power and the administration of justice, to be put a position to carry out in the most efficient manner the functions entrusted to them by the Federal Government under the Power Supply Law and the energy programme. (orig.) [de

  18. The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools

    Directory of Open Access Journals (Sweden)

    Albert Sangrà

    2010-12-01

    Full Text Available The purpose of this study is to analyse what is happening at schools regarding the integration and use of information and communication technologies (ICT and to examine teachers' perceptions about what teaching and learning processes can be improved through the use of ICT. A multiple-case-study research methodology was applied. From a previous exploratory research, four different types of schools were determined. Data show there is a widespread view that ICT in teaching favours several teaching and learning processes. In particular, it shows that the contribution of ICT to the improvement of teaching and learning processes is higher in the schools that have integrated ICT as an innovation factor. To attain this highest level implies that a school not only has to modernise the technological tools, but also has to change the teaching models: the teacher's role, issues regarding classroom organisational, the teaching and learning processes, and the interaction mechanisms.

  19. The significance and perspectives of role playing as a teaching method in process oriented nursing education

    OpenAIRE

    小松, 万喜子; 冨岡, 詔子; 山崎, 章恵; 柳澤, 節子; 百瀬, 由美子

    1999-01-01

    This study was to report the results of students' responses to role playing which has been introduced as a teaching method in adult nursing clinical practice. About 80% of 79 students participated, positively evaluated their experiences in role playing as useful to their clinical practice, with 20% claiming negatively as not useful. An overall result suggested the usefulness of role playing as a method to enhance students' general readiness to their clinical practice. As students with negativ...

  20. "And Never the Two Shall Meet?" Comparing Chinese and Dutch University Teachers about the Role of Research in Teaching

    Science.gov (United States)

    Hu, Yanjuan; van der Rijst, Roeland; van Veen, Klaas; Verloop, Nico

    2014-01-01

    During the past decades, university teachers from both the East and the West have been increasingly called to involve their students in research, therefore they have to rethink not only their research and teaching practices but re-evaluate the role of research in their ongoing teaching. Thus, a survey was conducted to explore (1) what Chinese and…

  1. Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom

    Directory of Open Access Journals (Sweden)

    Ramona Meraz Lewis

    2016-11-01

    Full Text Available Aim/Purpose\tThe purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background\tIncreasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology\tThis qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings\tThe findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research\tOur research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of

  2. Role of Faculty Development Forums in Virtual Teaching Environment: A Case Study of Marketing Research & Case Group

    Directory of Open Access Journals (Sweden)

    Rizwan Saleem Sandhu

    2016-12-01

    Full Text Available The online learning has broadened the teaching spectrum from Face-to-Face to virtual environment, and this move has brought traditional teacher-centered instruction to learner-centered instruction. This paradigm shift appears to place demands on faculty to modify faculty’s instruction roles that are different from those encountered in Face-to-Face teaching. This study explores the role of faculty development forum in improving the virtual teaching skills of academic staff members in an online university. The study has used single holistic case study approach, and the data from nine respondents have been collected through an interview schedule divided into four sections of 1 Basic Information, 2 Presentation Skills, 3 Subject Knowledge and 4 Research Orientation as per the objectives of the study. It can be theorized from the findings of the study that in virtual environments where faculty members lack the learning opportunities and exposure available in the conventional environments such forums prove to be very effective in capacity building of the faculty.

  3. Pedagogical workshops as a teaching and learning strategy: the hydrographic basic as a theme

    Directory of Open Access Journals (Sweden)

    Valéria Brumato Regina Fornazari

    2017-08-01

    Full Text Available Current research investigates the ideas and practices of a team of teachers of the Natural Sciences working in schools in the state of Paraná, Brazil, with regard to pedagogical workshops as teaching and learning strategies on Hydrographic Basin as theme. A continuous formation course was conducted on the theme, with data retrieved by a questionnaire applied prior to the course and after the development of workshops by the teachers. Films, recordings and descriptive memorials were analyzed according to content analysis. Results showed that teachers endeavored to problematize in the pedagogical workshops, coupled to teachers´ mediation to go beyond common sense. Students´ participation was the great progress mediated by workshops. On the other hand, interdisciplinarity and the problematization of teaching were the limiting presuppositions for their execution. The undertaking enhanced a better understanding of pedagogical workshops in the teaching of the sciences, with the need for greater investments in teachers´ continuous formation to enhance the development of teaching practices that attend to current demands in science teaching.

  4. A didactic module for undertaking climate simulation experiments

    Energy Technology Data Exchange (ETDEWEB)

    Hantsaridou, A P; Theodorakakos, A Th; Polatoglou, H M [Department of Physics, Aristotle University of Thessaloniki, 54124 Thessaloniki (Greece)

    2005-09-01

    It is a fact that one of the main roles of the university is to present the core concepts in every discipline. However it is often difficult for the students to understand and comprehend the several concepts taught, because of previous lack in relevant knowledge or due to today's information overload. For example, previous research in the physics department in the Aristotle University of Thessaloniki (Greece) indicated that the graduate students are often not familiar with those factors that determine the Earth's climate, which is a common everyday subject. In this project we describe a multimedia application appropriate for climate simulation experiments (http://dmod.physics.auth.gr/EBMC.html). The application is based on the energy balance model and is appropriate not only for undergraduates, but also for people with a basic scientific knowledge. We have used this model as part of an undergraduate teaching course. The results indicate that it can be a useful educational tool for understanding the factors that determine the Earth's climate.

  5. Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches.

    Science.gov (United States)

    Schussler, Elisabeth E; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

    2015-01-01

    The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. © 2015 E. E. Schussler et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  6. Dental, Dental Hygiene, and Graduate Students' and Faculty Perspectives on Dental Hygienists' Professional Role and the Potential Contribution of a Peer Teaching Program.

    Science.gov (United States)

    McComas, Martha J; Inglehart, Marita R

    2016-09-01

    The changing role of dental hygienists deserves dental and dental hygiene educators' attention. The first aim of this survey study was to assess University of Michigan dental, dental hygiene, and graduate students' and faculty members' perceptions of dental hygienists' roles; their attitudes and behaviors related to clinical interactions between dental and dental hygiene students; and perceived benefits of engaging dental hygiene students as peer teachers for dental students. The second aim was to assess whether one group of dental students' experiences with dental hygiene student peer teaching affected their perceptions of the dental hygiene profession. Survey respondents were 57 dental hygiene students in all three years of the program (response rate 60% to 100%); 476 dental students in all four years (response rate 56% to 100%); 28 dental and dental hygiene graduate students (response rate 28%); and 67 dental and dental hygiene faculty members (response rate 56%). Compared to the other groups, dental students reported the lowest average number of services dental hygienists can provide (p≤0.001) and the lowest average number of patient groups for which dental hygienists can provide periodontal care (ppeer teaching (ppeer teaching. After experiencing dental hygiene student peer teaching, the dental students' perceptions of dental hygienists' roles, attitudes about clinical interactions with dental hygienists, and perceived benefits of dental hygiene student peer teachers improved and were more positive than the responses of their peers with no peer teaching experiences. These results suggest that dental hygiene student peer teaching may improve dental students' perceptions of dental hygienists' roles and attitudes about intraprofessional care.

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

    Science.gov (United States)

    Eren, Altay

    2014-01-01

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

  8. Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies

    Science.gov (United States)

    Kurland, Shelley Chih-Hsian

    Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

  9. Comparing Video Modeling and Graduated Guidance Together and Video Modeling Alone for Teaching Role Playing Skills to Children with Autism

    Science.gov (United States)

    Akmanoglu, Nurgul; Yanardag, Mehmet; Batu, E. Sema

    2014-01-01

    Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted…

  10. Co-founding ant queens prevent disease by performing prophylactic undertaking behaviour.

    Science.gov (United States)

    Pull, Christopher D; Cremer, Sylvia

    2017-10-13

    Social insects form densely crowded societies in environments with high pathogen loads, but have evolved collective defences that mitigate the impact of disease. However, colony-founding queens lack this protection and suffer high rates of mortality. The impact of pathogens may be exacerbated in species where queens found colonies together, as healthy individuals may contract pathogens from infectious co-founders. Therefore, we tested whether ant queens avoid founding colonies with pathogen-exposed conspecifics and how they might limit disease transmission from infectious individuals. Using Lasius niger queens and a naturally infecting fungal pathogen Metarhizium brunneum, we observed that queens were equally likely to found colonies with another pathogen-exposed or sham-treated queen. However, when one queen died, the surviving individual performed biting, burial and removal of the corpse. These undertaking behaviours were performed prophylactically, i.e. targeted equally towards non-infected and infected corpses, as well as carried out before infected corpses became infectious. Biting and burial reduced the risk of the queens contracting and dying from disease from an infectious corpse of a dead co-foundress. We show that co-founding ant queens express undertaking behaviours that, in mature colonies, are performed exclusively by workers. Such infection avoidance behaviours act before the queens can contract the disease and will therefore improve the overall chance of colony founding success in ant queens.

  11. The role of text in teaching foreign languages

    Directory of Open Access Journals (Sweden)

    Tatyana A. Baranovskaya

    2014-01-01

    Full Text Available The research is devoted to a multi-level study of the essence and role of text creation comprehension in teaching a foreign language. Capturing motivational and logical mental structures along with recognising communicative and cognitive aspects of a person's identity in a text are key linguopsychological elements of studying text activities. The scientific value of the research is in specifying the operational approach to describing a concrete level of a person's consciousness, on which cognitive structures acquire language realisation in the process on communication. Existence of a person's concsiousness is considered on three levels of abstracrion within the conscious: sensory field, associative field, motivational field. The contents of a person's language consciousness can be described through its thesaurus and presented as a filter that sifts through incoming meaningful information expressed in the sign form. The process of first language acquisition by a child is closely related to the apprearance of the correlation between dynamic and static systems of sound production (syllable production and articulation. Tranfer to foreign language acquisition will then be connected only with changing the characted of the correlation in each specific case. Foreign language teaching is connected with the learners' using the language skills they already possess. Peculiarity of language consciousness is revealed both when comparing lexical and grammatical categories in several languages, in which the forms of the same category have different meanings, and when comparing a limited set of such linguistic meanings with an unlimited number of linguistic features and relations between the objects.

  12. Computer-supported games and role plays in teaching water management

    Directory of Open Access Journals (Sweden)

    A. Y. Hoekstra

    2012-08-01

    Full Text Available There is an increasing demand for an interdisciplinary approach in teaching water management. Computer-supported games and role plays offer the potential of creating an environment in which different disciplines come together and in which students are challenged to develop integrated understanding. Two examples are discussed. The River Basin Game is a common-pool resource game in which participants experience the risk of over-abstractions of water in a river basin and learn how this risk relates to the complexity of the system, the conflict between individual and group optimums and the difficulty in achieving good cooperation. The Globalization of Water Role Play makes participants familiar with the global dimension of water management by letting them experience how national governments can integrate considerations of water scarcity and domestic water productivities into decisions on international trade in commodities like food, cotton and bio-energy. The two examples illustrate that play sessions inspire participants to think about the functioning of systems as a whole and to develop good cooperative courses of action, whereby both uncertainties about the system and the presence of different values and perspectives among participants play a role.

  13. Computer-supported games and role plays in teaching water management

    Science.gov (United States)

    Hoekstra, A. Y.

    2012-08-01

    There is an increasing demand for an interdisciplinary approach in teaching water management. Computer-supported games and role plays offer the potential of creating an environment in which different disciplines come together and in which students are challenged to develop integrated understanding. Two examples are discussed. The River Basin Game is a common-pool resource game in which participants experience the risk of over-abstractions of water in a river basin and learn how this risk relates to the complexity of the system, the conflict between individual and group optimums and the difficulty in achieving good cooperation. The Globalization of Water Role Play makes participants familiar with the global dimension of water management by letting them experience how national governments can integrate considerations of water scarcity and domestic water productivities into decisions on international trade in commodities like food, cotton and bio-energy. The two examples illustrate that play sessions inspire participants to think about the functioning of systems as a whole and to develop good cooperative courses of action, whereby both uncertainties about the system and the presence of different values and perspectives among participants play a role.

  14. How do science centers perceive their role in science teaching?

    DEFF Research Database (Denmark)

    Nielsen, Jan Alexis; Stougaard, Birgitte; Andersen, Beth Wehner

    This poster presents the data of a survey of 11 science centres in the Region of Southern Denmark. The survey is the initial step in a project which aims, on the one hand, to identify the factors which conditions successful learning outcomes of visits to science centres, and, on the other hand...... and teachers. In the present survey we have approached the topic from the perspective of science centres. Needless to say, the science centres’ own perception of their role in science teaching plays a vital role with respect to the successfulness of such visits. The data of our survey suggest that, also from......, to apply this identification so as to guide the interaction of science teachers and science centres. Recent literature on this topic (Rennie et. al. 2003; Falk & Dierking 2000) suggest that stable learning outcomes of such visits require that such visits are (1) prepared in the sense that the teacher has...

  15. Analysis of application for situational teaching method in tourism English teaching

    Directory of Open Access Journals (Sweden)

    Li Jing

    2016-01-01

    Full Text Available Faced with China’s English teaching problems today, it is not enough to just know that the situational teaching method can be effectively applied in a wide range of English teaching, but there is a must to embody the specific application value of the situational teaching method. This paper first analyzes tourism English teaching in China through establishing the quantifiable group-index hierarchical structure model to obtain the optimal training program of China’s tourism English talents, and then carries out a detailed analysis of the application and role of the situational teaching method in training of the tourism English ability to obtain the specific application scope and application value of the situational teaching method in the tourism English teaching.

  16. Improving teaching on the basis of student evaluation: integrative teaching consultation.

    Science.gov (United States)

    Wibbecke, Gerald; Kahmann, Janine; Pignotti, Tanja; Altenberger, Leander; Kadmon, Martina

    2015-01-01

    Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher's reflection and own objectives to improve their teaching as well as data from students ratings. Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher. The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.

  17. A teaching mentorship program to facilitate excellence in teaching and learning.

    Science.gov (United States)

    Slimmer, Lynda

    2012-01-01

    The impact of decreasing faculty numbers on the nursing shortage has been well documented. Mentoring is recognized as the most significant way to grow and nurture nurse educators. The purpose of this article was to describe the Teaching Mentorship Program within the College of Nursing Department of Biobehavioral Health Science at a Midwestern state university. The program activities are designed to facilitate new faculty members' transition from the role of nurse clinician to the role of nurse educator, to support the implementation of evidence-based teaching practices, and to encourage the development of teaching scholarship. Outcomes of the program include retention of new faculty, improved student satisfaction with the quality of instruction, and increased teaching scholarship activities. The program demonstrates the three hallmarks of an effective mentoring program. First, the program is supported by an institutional culture that values mentoring and provides it with an organizational home. Second, the Associate Department Head and primary mentor has been an educator for 37 years with expertise in curriculum development, program evaluation, and teaching methodologies. Third, because the associate department head's principle role is to implement the program and serve as the primary mentor, her commitment is to provide flexible, timely access to faculty. Copyright © 2012 Elsevier Inc. All rights reserved.

  18. Assisted reproductive technologies in Ghana : Transnational undertakings, local practices and ‘more affordable’ IVF

    NARCIS (Netherlands)

    Gerrits, T.

    The article sketches the origins and development of IVF in Ghana as a highly transnational undertaking. Movements are from and to Africa, involving human beings (providers and users), and also refer to other entities such as technologies, skills and knowledge. None of these movements are paid for

  19. TEACHING ENGLISH AS A FOREIGN LANGUAGE TO FOREIGNERS

    Directory of Open Access Journals (Sweden)

    Ioana Claudia Horea

    2014-12-01

    Full Text Available Teaching English as a foreign language requires very different approaches if we consider the recipients of the didactic process. Concerning the practical aspects of the primary task of a language instructor, namely teaching, skills of all sorts are required in order to be able to use best methods and most appropriate resources and up to date materials and devices. Moreover, to teach students of your own mother tongue is one very distinct thing from teaching foreigners. These two categories, namely students of the same mother tongue as their teacher and foreigners, have two things in common, namely: first, they are the subjects on whom the activity of teaching English is to be applied and second, this language is not their native tongue. These facts can thus be reduced to one idea: addressing to recipients of EFL teaching. Still, there is a big difference between teaching the first category mentioned, those who have the same mother tongue as the teacher and teaching the second category, foreigners, to whom not even the vaguest hints can be provided in other language than English. There comes a new challenge, an extra endeavour for an even more special approach. This study undertakes to present some of the distinctions entailed at the level of teaching methods and to parallel the diverse methodological approaches for the two situations presented. Are the four skills that language acquisition assumes to be taught distinctly and shall the approaches in each particular situation differ from one case to the other or not too much? It takes some distinct features to be or, better saying, to become a teacher of languages; and to teach English as foreign language to foreigners is a new development within this typology, a diverse dimension. New levels of character traits are instinctively reached by instructors in order to better cope, unconsciously, psychologically and emotionally, with the upgraded’ challenges.

  20. The Role of New Technologies in Competence Teaching in Higher Education: The Case of Accounting

    Science.gov (United States)

    Del Mar Marin Sanchez, Ma; Ronco, Alicia Mateos

    2010-01-01

    The Spanish educational system will require certain changes in order to achieve the Bologna objectives for the European Higher Education Area, including a more professional profile, with new activities and roles for both students and teachers, who must assume new skills that will affect concepts and attitudes related to the teaching and learning…

  1. A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

    Science.gov (United States)

    Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

    2014-01-01

    The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

  2. Improving teaching on the basis of student evaluation: Integrative teaching consultation

    Directory of Open Access Journals (Sweden)

    Wibbecke, Gerald

    2015-02-01

    Full Text Available Objective: Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher’s reflection and own objectives to improve their teaching as well as data from students ratings.Methods: Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher.Results: The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Conclusion: Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.

  3. Motivation for the teaching profession

    OpenAIRE

    Křížová, Kateřina

    2012-01-01

    Anotace: The thesis "The motivation for the teaching profession" dealt with fundamental problems of motivation to the teaching profession. In the theoretical part, we have focused on general characteristics of terms that pertain to the teaching profession, particularly the theory of the teaching profession, the choice of the teaching profession, the phase of the teaching profession, teacher typology, the role of teacher training and professionalization of teachers, but also washed into the te...

  4. The application of network teaching in applied optics teaching

    Science.gov (United States)

    Zhao, Huifu; Piao, Mingxu; Li, Lin; Liu, Dongmei

    2017-08-01

    Network technology has become a creative tool of changing human productivity, the rapid development of it has brought profound changes to our learning, working and life. Network technology has many advantages such as rich contents, various forms, convenient retrieval, timely communication and efficient combination of resources. Network information resources have become the new education resources, get more and more application in the education, has now become the teaching and learning tools. Network teaching enriches the teaching contents, changes teaching process from the traditional knowledge explanation into the new teaching process by establishing situation, independence and cooperation in the network technology platform. The teacher's role has shifted from teaching in classroom to how to guide students to learn better. Network environment only provides a good platform for the teaching, we can get a better teaching effect only by constantly improve the teaching content. Changchun university of science and technology introduced a BB teaching platform, on the platform, the whole optical classroom teaching and the classroom teaching can be improved. Teachers make assignments online, students learn independently offline or the group learned cooperatively, this expands the time and space of teaching. Teachers use hypertext form related knowledge of applied optics, rich cases and learning resources, set up the network interactive platform, homework submission system, message board, etc. The teaching platform simulated the learning interest of students and strengthens the interaction in the teaching.

  5. Teaching conceptual design

    NARCIS (Netherlands)

    Ferreira, J.; Christiaans, H.H.C.M.

    2012-01-01

    This paper presents the first observational study of an ongoing research project. The research focuses on ‘teaching conceptual design’ and on the investigation of new teaching methods and strategies. Presently, in the commonly established educational setting, students practice the role of designing

  6. Teaching the Principles of Economics

    OpenAIRE

    N. Gregory Mankiw

    1998-01-01

    In this brief essay, I describe my approach to the principles course. I emphasize three themes. First, in teaching microeconomics, the tools of welfare economics should play a larger role than they have in the past. Second, in teaching macroeconomics, classical ideas should play a larger role than they have in the past. Third, in teaching all parts of the course, we instructors should be sure to stress the important principles and be careful not to overwhelm students with an excess of details.

  7. Prospective Teachers' Future Time Perspective and Professional Plans about Teaching: The Mediating Role of Academic Optimism

    Science.gov (United States)

    Eren, Altay

    2012-01-01

    This study aimed to examine the mediating role of prospective teachers' academic optimism in the relationship between their future time perspective and professional plans about teaching. A total of 396 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in…

  8. THE ROLE OF COMPUTER TECHNOLOGY IN TEACHING ENGLISH LANGUAGE

    Directory of Open Access Journals (Sweden)

    Батагоз Талгатовна Керимбаева

    2017-12-01

    Full Text Available In the article an attempt was made to define the role and to study the peculiarities of functioning of English language in higher education. The state of education of the Republic of Kazakhstan and trends of development of society are the most result problems of priority development of the education system on the basis of computer technology and the creation of a unified educational information environment. With the rapid development of science, fast updates of information, it is impossible to learn for a lifetime, it is important to develop the interest in obtaining knowledge for continuous self- education. Intense changes in society caused by the development of modern educational technologies, has led to the need for change of the education system. The main objective of the training is to achieve a new modern quality of education.Modernization of the Kazakhstan education defines the main goal of professional education as the training of qualified professional of the appropriate level and profile, fluent in their profession, capable to effective work on a speciality at the level of world standards, ready for professional growth and professional mobility. Modern trends of modernization of educational programs demand introduction of modern methods of teaching. The increasing introduction of new computer technology and the application of the competence approach in educational process of H.A. Yasawi International kazakh- turkish university promotes increase of efficiency of process of teaching English.

  9. Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments

    Science.gov (United States)

    Miller, Kelly Anne

    The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to

  10. Students' Motivation toward Laboratory Work in Physiology Teaching

    Science.gov (United States)

    Dohn, Niels Bonderup; Fago, Angela; Overgaard, Johannes; Madsen, Peter Teglberg; Malte, Hans

    2016-01-01

    The laboratory has been given a central role in physiology education, and teachers report that it is motivating for students to undertake experimental work on live animals or measuring physiological responses on the students themselves. Since motivation is a critical variable for academic learning and achievement, then we must concern ourselves…

  11. A grounded theory study on the role of differentiated instruction in effective middle school science teaching

    Science.gov (United States)

    Jones, Brian Kirby

    The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching. The study examined the best teaching practices and differentiated elements from eight general education middle school science teachers, all scoring at the highest level of a teaching effectiveness measure on their evaluations, through a collection of observational, interview, survey, and teaching artifact data. The data were analyzed through the methodology of a systematic grounded theory qualitative approach using open, axial, and selective coding to develop a model describing how and to what degree effective middle school science teachers differentiated their best teaching practices. The model that emerged from the data shows instruction as a four-phase process and highlights the major elements of best practices and DI represented at each phase. The model also depicts how teachers narrowed the scope of their differentiating strategies as instruction progressed. The participants incorporated DI into their pedagogies, though in different degrees at each phase, and primarily by using variety to present concepts with multiple types of instruction followed by a series of sense-making activities related to several learning modalities. Teachers scaffolded students carefully, using informal and formal assessment data to inform future instructional decisions and especially their plans to reteach or extend on a concept. The model is intended to provide insight into the value of DI for middle school science teaching.

  12. Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

    Directory of Open Access Journals (Sweden)

    Elio Jesús Cruz Rondón

    2016-07-01

    Full Text Available Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners’ level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.

  13. Is different better? Models of teaching and their influence on the net financial outcome for general practice teaching posts

    Directory of Open Access Journals (Sweden)

    Cheah Carolyn

    2011-07-01

    Full Text Available Abstract Background In Australia, training for general practice (GP occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Methods Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. Results There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668 to the practice when a GP taught two same level learners (Model 1 and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570. For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus

  14. Teaching Social Communication Skills Using a Cool versus Not Cool Procedure plus Role-Playing and a Social Skills Taxonomy

    Science.gov (United States)

    Leaf, Justin B.; Taubman, Mitchell; Milne, Christine; Dale, Stephanie; Leaf, Jeremy; Townley-Cochran, Donna; Tsuji, Kathleen; Kassardjian, Alyne; Alcalay, Aditt; Leaf, Ronald; McEachin, John

    2016-01-01

    We utilized a cool versus not cool procedure plus role-playing to teach social communication skills to three individuals diagnosed with autism spectrum disorder. The cool versus not cool procedure plus role-playing consisted of the researcher randomly demonstrating the behavior correctly (cool) two times and the behavior incorrectly (not cool) two…

  15. An undertaking planning game for the electricity supply industry

    International Nuclear Information System (INIS)

    Troescher, H.

    1977-01-01

    Planning games have been found satisfactory in many field in political and economic life. In particular the more convenient access to electronic calculators has made a contrinution to their wider use. It is therefore surprising that the first planning game which has become known for the electricity supply industry was first published in the year 1975. This is the planning game for the Bernischen Kraftwerke AG, which is based on a simplified model of a small electricity supply undertaking (EVU). This planning game was adapted in the RWE to the conditions in larger EVU and a few additional model components were added. Besides the general points of view on planning games for EVU the author deals with the extended planning game which is termed in the article PEW. (orig.) [de

  16. Teaching tourism change agents

    DEFF Research Database (Denmark)

    Blichfeldt, Bodil Stilling; Kvistgaard, Hans-Peter; Hird, John

    2017-01-01

    This article discuss es know ledge, competencies and skills Master’s students should obtain during their academic studies and particularly, the differences between teaching about a topic and teaching to do. This is ex emplified by experiential learning theory and the case of a change management...... course that is part of a Tourism Master’s program, where a major challenge is not only to teach students about change and change agents, but to teach them how change feels and ho w to become change agents. The c hange management course contains an experiment inspired by experiential teaching literature...... and methods. The experiment seeks to make students not only hear/learn about change agency and management, but to make them feel cha nge, hereby enabling them to develop the skills and competencies necessary for them to take on the role as change agent s and thus enable them to play key role s in implementing...

  17. Building capacity to use and undertake research in health organisations: a survey of training needs and priorities among staff.

    Science.gov (United States)

    Barratt, Helen; Fulop, Naomi J

    2016-12-07

    Efforts to improve healthcare and population health depend partly on the ability of health organisations to use research knowledge and participate in its production. We report the findings of a survey conducted to prioritise training needs among healthcare and public health staff, in relation to the production and implementation of research, across an applied health research collaboration. A questionnaire survey using a validated tool, the Hennessy-Hicks Training Needs Assessment Questionnaire. Participants rated 25 tasks on a five-point scale with regard to both their confidence in performing the task, and its importance to their role. A questionnaire weblink was distributed to a convenience sample of 35 healthcare and public health organisations in London and South East England, with a request that they cascade the information to relevant staff. 203 individuals responded, from 20 healthcare and public health organisations. None. Training needs were identified by comparing median importance and performance scores for each task. Individuals were also invited to describe up to three priority areas in which they require training. Across the study sample, evaluation; teaching; making do with limited resources; coping with change and managing competing demands were identified as key tasks. Assessing the relevance of research and learning about new developments were the most relevant research-related tasks. Participants' training priorities included evaluation; finding, appraising and applying research evidence; and data analysis. Key barriers to involvement included time and resources, as well as a lack of institutional support for undertaking research. We identify areas in which healthcare and public health professionals may benefit from support to facilitate their involvement in and use of applied health research. We also describe barriers to participation and differing perceptions of research between professional groups. Published by the BMJ Publishing Group Limited

  18. Are reporting radiographers fulfilling the role of advanced practitioner?

    International Nuclear Information System (INIS)

    Milner, R.C.; Snaith, B.

    2017-01-01

    Background: Advanced practice roles are emerging in all disciplines at a rapid pace and reporting radiographers are ideally placed to work at such level. Advanced practitioners should demonstrate expert practice and show progression into three other areas of higher level practice. Most existing literature has focussed on the image interpretation aspect of the role, however there is little evidence that plain film reporting radiographers are undertaking activities beyond image interpretation and fulfilling the role of advanced practitioner. Method: Letters were posted to every acute NHS trust in the UK, inviting reporting radiographers to complete an online survey. Both quantitative and qualitative information was sought regarding demographics and roles supplementary to reporting. Results: A total of 205 responses were analysed; 83.3% of reporting radiographers describe themselves as advanced practitioner, however significantly less are showing progression into the four core functions of higher level practice. A total of 97.0% undertake expert practice, 54.7% have a leadership role, 19.8% provide expert lectures and 71.1% have roles encompassing service development or research, though most of these fall into the service development category. 34.5% felt that they were aware of the differences between extended and advanced practice though much less (9.3%) could correctly articulate the difference. Conclusion: Few individuals are aware of the difference between extended and advanced practice. Though the majority of plain film reporting radiographers identify themselves as advanced practitioners, significantly less evidence all four core functions of higher level practice. The number of individuals undertaking research and providing expert-level education is low. - Highlights: • 83.3% of reporting radiographers describe themselves as advanced practitioners. • Only 56.0% undertake all four core functions of higher level practice. • Only 15.4% of reporting

  19. The World of Instruction: Undertaking the Impossible

    Science.gov (United States)

    Laverty, Megan J.

    2014-01-01

    Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they…

  20. Teachers' Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel

    Science.gov (United States)

    Addi-Raccah, Audrey

    2012-01-01

    The study examines teachers' trust in their role partners and its relation to their intention to continue teaching at schools with high and low socioeconomic composition. Based on a questionnaire completed by 149 Israeli teachers in in-service training programs, and interviews with 10 teachers, it was found that teachers attribute different social…

  1. Gender roles and gender stereotypes in teaching literature

    Directory of Open Access Journals (Sweden)

    Gordić-Petković Vladislava

    2012-01-01

    Full Text Available Gender, identity and sexuality have to be more closely integrated into the broader discussion of literature and language, which can be achieved only through wider application of literary texts in the teaching process. Teaching literature to students of English serves not only the purpose of building an understanding of the human experience, but also tackles the issues of femininity and masculinity and helps sensitize the students to the gender differences and the codes of patriarchal society which result in male dominance. Poems by Emily Dickinson, Sylvia Plath and Anne Sexton have proved as valuable texts in teaching gender, as will be discussed in the paper, which focuses on Plath‘s „Lady Lazarus” and the strategies the educator can select in order to achieve the desired objective.

  2. Teaching materials: a critical position about the role they play in the language classroom

    Directory of Open Access Journals (Sweden)

    Araya Araya, Karla

    2007-12-01

    conceptual study about theoretical assumptions related to the importance and the role teaching materials have in the language teaching-learning process has been carried out. Also, there is a general analysis regarding the relationship among teaching materials, motivation and ideology. Finally, it can be concluded that materials are reproductions and constructors of certain discursive and ideological realities that usually favor the interests of the dominant classes. That is why a critical position about the role teaching materials have is necessary to prevent the reproduction of prejudices and common sense assumptions about language and society.

  3. Teaching for Understanding and/or Teaching for the Examination in High School Physics. Research Report

    Science.gov (United States)

    Geelan, David; Wildy, Helen; Louden, William; Wallace, John

    2004-01-01

    Literature on the related notions of 'teaching for understanding' and 'exemplary teaching' tends to be interpreted as prescribing certain classroom approaches. These are usually the strategies often identified with constructivist teaching, which involve a redefinition of the teacher's role: rather than being seen as a source of knowledge and…

  4. The capabilities and scope-of-practice requirements of advanced life support practitioners undertaking critical care transfers: A Delphi study

    Directory of Open Access Journals (Sweden)

    Monique Venter

    2016-11-01

    Full Text Available Background. Critical care transfers (CCT refer to the high level of care given during transport (via ambulance, helicopter or fixed-wing aircraft of patients who are of high acuity. In South Africa (SA, advanced life support (ALS paramedics undertake CCTs. The scope of ALS in SA has no extended protocol regarding procedures or medications in terms of dealing with these CCTs. Aim. The aim of this study was to obtain the opinions of several experts in fields pertaining to critical care and transport and to gain consensus on the skills and scope-of-practice requirements of paramedics undertaking CCTs in the SA setting. Methods. A modified Delphi study consisting of three rounds was undertaken using an online survey platform. A heterogeneous sample (n=7, consisting of specialists in the fields of anaesthesiology, emergency medicine, internal medicine, critical care, critical care transport and paediatrics, was asked to indicate whether, in their opinion, selected procedures and medications were needed within the scope of practice of paramedics undertaking CCTs. Results. After three rounds, consensus was obtained in 70% (57/81 of procedures and medications. Many of these items are not currently within the scope of paramedics’ training. The panel felt that paramedics undertaking these transfers should have additional postgraduate training that is specific to critical care. Conclusion. Major discrepancies exist between the current scope of paramedic practice and the suggested required scope of practice for CCTs. An extended scope of practice and additional training should be considered for these practitioners.

  5. Research ın Hıgher Educatıon: the role of teachıng and student learnıng

    OpenAIRE

    Cabral, Ana Paula; Huet, Isabel

    2011-01-01

    Over the past 20 years, national processes for research-quality assessment have been introduced or amended across Europe. Whatever the benefits of these systems might have brought to the organisation and quality of research most of them have contributed for a devaluing teaching and to a growing separation between the research worlds of the university and student learning. This study aims to contribute to a broader understanding of the role of research for the quality of teaching and student l...

  6. The Role of ICT in the Teaching and Learning of History in the 21st Century

    Science.gov (United States)

    Adesote, S. A; Fatoki, O. R

    2013-01-01

    This paper examines the role of Information and Communication Technology in the Teaching and Learning of History in the Senior Secondary School in the 21st century. The new Information and communication technologies of internet and multimedia which have led to positive impact in the field of education in most developed countries are still at…

  7. The Role of an Academic Development Unit in Supporting Institutional VET Learning and Teaching Change Management

    Science.gov (United States)

    Fotinatos, Nina

    2016-01-01

    The aim of this paper is to examine the role and impact of a central academic development unit (ADU) within an institutional strategic and operational change management project. The primary goal of this project was to improve vocational education and training (VET) learning and teaching practice in an Australian dual-sector regional university.…

  8. Investigating Omani Science Teachers' Attitudes towards Teaching Science: The Role of Gender and Teaching Experiences

    Science.gov (United States)

    Ambusaidi, Abdullah; Al-Farei, Khalid

    2017-01-01

    A 30-item questionnaire was designed to determine Omani science teachers' attitudes toward teaching science and whether or not these attitudes differ according to gender and teaching experiences of teachers. The questionnaire items were divided into 3 domains: classroom preparation, managing hands-on science, and development appropriateness. The…

  9. Searching for coherence in language teaching: the issue of teaching competencies

    Directory of Open Access Journals (Sweden)

    Carlos Rico Troncoso

    2011-04-01

    Full Text Available This document is an attempt to show some theoretical issues teachers should take into account when adopting the commitment of teaching languages. Many things haven been said about teaching languages, but there has not been any systematic reflection about teaching a foreign language in our context. Our foreign language history has shown that Colombian teachers implement many things in their classrooms without realizing the impact of those implementations in the theoretical and practical field. Nowadays, some changes have been given to the New ICFES State Examination, and The Ministry of Education (MEN has proposed in the curricula orientations the language competence education. Due to these new demands, it is necessary to revise the way how a foreign language is taught in our educational context. To this respect, the present paper will mention some of the most important aspects teachers should reflect upon when dealing with language teaching. The first thing to do is to define the approach or the method to be used (the nature of language and of language learning second, it is necessary to define the design to be implemented according to the theory proposed. The design will deal with the teaching objectives, the type of syllabus adopted (content choice and organization, the types of learning and teaching activities, the learner and teachers roles, and the role of instructional materials.

  10. Teaching communication skills to hospice teams: comparing the effectiveness of a communication skills laboratory with in-person, second life, and phone role-playing.

    Science.gov (United States)

    Hamilton, Gillian; Ortega, Rosio; Hochstetler, Vicki; Pierson, Kristen; Lin, Peiyi; Lowes, Susan

    2014-09-01

    Communication skills are critical in hospice care but challenging to teach. Therefore, a hospice agency developed a communication skills laboratory for nurses and social workers. Learners role-played 3 common hospice scenarios. The role-play modalities were in-person, Second Life, and telephone. Learners were scored on 4 communication aspects. Learners in all modalities rated the laboratory as very effective. However, learners in the Second Life and phone modality showed greater improvements from scene 1 to 3 than those in the in-person modality. There were no significant differences in improvement between the Second Life and phone modalities. Results support the effectiveness of this communication skills laboratory while using different teaching modalities and show phone and Second Life role-plays were more effective than an in-person role-play. © The Author(s) 2013.

  11. Identification of Preferred Sources of Information for Undertaking Studies in the Faculty of Engineering Management at Poznan University of Technology

    Directory of Open Access Journals (Sweden)

    Magdalena Wyrwicka

    2015-06-01

    Full Text Available Since 2010 a survey has been conducted among first-year students about sources of information which influence the decision of undertaking field studies in Safety Engineering, Management Engineering and Logistics in the Faculty of Engineering Management at Poznan University of Technology. The goal of these analyses is both to assess the effectiveness of promotion and also show trends in the use of diverse channels of information transfer of studies. The results of the investigation show that internet promotion via university and faculty website plays the dominant role but also direct promotion, such as opinion of older friends, is crucial. Furthermore, from year to year the analyses indicate the significant increase of official media and reveal that the prospective students rely on a few sources of information simultaneously.

  12. What Is Required to Develop Career Pathways for Teaching Academics?

    Science.gov (United States)

    Bennett, Dawn; Roberts, Lynne; Ananthram, Subramaniam; Broughton, Michelle

    2018-01-01

    Despite the rise of teaching academic (teaching only) roles in Australia, the UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff.…

  13. Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2013-01-01

    This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

  14. The Impact of Mass and Universal Higher Education on Curriculum and Instruction: Case Studies of China and Japan

    Science.gov (United States)

    Huang, Futao

    2017-01-01

    Based on case studies of China and Japan, this study undertakes comparative research on major aspects of university curriculum and instruction-teaching activities of academics, their role in curriculum development, and their perceptions of these activities--between a mass and a universal higher education system. Major findings from the APA…

  15. The role of teaching practice in teacher education programmes ...

    African Journals Online (AJOL)

    The teaching practice exercise is the culminating point where the relationship among the three major players: university supervisor, host teacher, and aspiring teacher interface to determine the quality of experience the aspiring teaching will take away. It becomes the bedrock on which the aspiring teacher once certified and ...

  16. The process of undertaking a quantitative dissertation for a taught M.Sc: Personal insights gained from supporting and examining students in the UK and Ireland

    International Nuclear Information System (INIS)

    Marshall, Gill; Brennan, Patrick

    2008-01-01

    Purpose: This article discusses the roles of the student and the supervisor in the process of undertaking and writing a dissertation, a potentially daunting process. Results: The authors have supervised and examined students within 20 institutions and the personal insights gained result in the guidance provided within this article. Conclusion: The authors conclude that much can be done by students working with their supervisors, to improve progress in both performing and writing up the dissertation. Taking account of these factors will ease the dissertation process and move students progressively towards the production of a well-written dissertation

  17. The Role of Combatives Teaching in Physical Education, by Michal Vit and Zdenko Reguli

    Directory of Open Access Journals (Sweden)

    Wojciech Cynarski

    2016-06-01

    Full Text Available Vit, M., & Reguli, Z. (2015. The Role of Combatives Teaching in Physical Education. Brno: Masaryk University. 128 pp. Retrieved from https://munispace.muni.cz/index.php/munispace/catalog/book/694 There is here a new book, dedicated to the application of martial arts elements in physical education. Sequentially are presented authors, the definition of 'combatives', discussed the contents of the book, pointing out its strengths and weaknesses. A short conclusion is finishing the review article.

  18. The lived experiences of flemish midwifery students undertaking an internship in Suriname: A phenomenological study.

    Science.gov (United States)

    Hilde, Curinckx; Marion, Welsh; Marianne, Nieuwenhuijze

    2018-05-01

    The aim of this study is to explore the lived experience of Flemish midwifery students undertaking an internship in Suriname. Hermeneutic phenomenological method as described by van Manen. Seven midwifery students from one University College were selected purposefully for an in-depth interview during their internship abroad within the period October-November 2014. All interviews were audio-taped, transcribed verbatim and analysed thematically. The study revealed five overarching themes: (1) A time to reconsider the time, (2) a time of connection and disconnection, (3) spatiality for thought and rethinking, (4) a body to undergo or a body to respond and (5) the other(s) among the others. The experience of an internship in Suriname presents itself in each individual as: 'A process of awareness from the self with a main focus on the professional'. Meaning that it was a process of 'disconnection' from their own culture towards 'connection' with another culture. Both, the 'rethinking' of their role as a midwife, as well as, balancing between guarding one's own authenticity by 'responding' or being the friendly stranger through 'undergoing', was noticeably striking. Copyright © 2018 Elsevier Ltd. All rights reserved.

  19. THE ROLE OF THE GRAMMAR ON PORTUGUESE TEXTBOOKS: A LOOK ON TEACHING OF RELATIVE CLAUSE

    Directory of Open Access Journals (Sweden)

    Aliana Lopes CÂMARA

    2014-12-01

    Full Text Available This paper studies how the textbooks of Portuguese Language of Secondary School, approved by the Programa Nacional do Livro Didático-2014, approach the teaching of grammar, in particular as regards the treatment of the relative subordinate clause. For this, first we start with the comparison between the proposals manuals for teaching grammar and what was accomplished in the student book. Furthermore, we propose here an interface between the results of the analysis of textbooks and functional description of the relative clause. In other words, we try to verify as some descriptive aspects can be used in the teaching of relative clause, with the aim of developing reading and writing skills. In order to do that, we take as theoretical framework the different conceptions of grammar proposed in Travaglia (2009, 2011 and Functional Discourse Grammar (HENGEVELD; MACKENZIE, 2008. This research points to the need to emphasize the cohesive role established by the relative pronoun that introduces the relative clause, to understand the non-restrictive relative clause from its argumentative function and to review the distinction between subtypes of adjective clause from the criteria of omission of the subordinate clause.

  20. Shall we introduce narrative investigation practices in math teaching?

    Directory of Open Access Journals (Sweden)

    Rosália Maria Ribeiro de Aragão

    2005-06-01

    Full Text Available This is a discussion of epistemological, methodological and theoretical elements of research in current Math Education and that of the teacher-reflective-researcher practice in contemporary society. The objectives of such discussion are: a to introduce basic notions to understand the relation between researcher and the object of investigation; and b to direct Math teachers to undertake research from the very beginning of their trawling. In order to achieve research goals, teachers in trainning can both study classroom dynamics through the testimony of the students as well as analyze meanings in practices of narrative investigation. It is recommended that such practices are incorporated to daily Math teaching and learning processes

  1. Farmers Prone to Drought Risk: Why Some Farmers Undertake Farm-Level Risk-Reduction Measures While Others Not?

    Science.gov (United States)

    Gebrehiwot, Tagel; van der Veen, Anne

    2015-03-01

    This research investigates farmers' cognitive perceptions of risk and the behavioral intentions to undertake farm-level risk-reduction measures. It has been observed that people who are susceptible to natural hazards often fail to act, or do very little, to protect their assets or lives. To answer the question of why some people show adaptive behavior while others do not, a socio-psychological model of precautionary adaptation based on protection motivation theory and trans-theoretical stage model has been applied for the first time to areas of drought risk in the developing countries cultural context. The applicability of the integrated model is explored by means of a representative sample survey of smallholder farmers in northern Ethiopia. The result of the study showed that there is a statistically significant association between farmer's behavioral intention to undertake farm-level risk-reduction measures and the main important protection motivation model variables. High perceived vulnerability, severity of consequences, self-efficacy, and response efficacy lead to higher levels of behavioral intentions to undertake farm-level risk-reduction measures. For farmers in the action stage, self-efficacy and response efficacy were the main motivators of behavioral intention. For farmers in the contemplative stage, self-efficacy and cost appear to be the main motivators for them to act upon risk reduction, while perceived severity of consequences and cost of response actions were found to be important for farmers in the pre-contemplative stage.

  2. KNOWLEDGE OF DIVERSE LEARNERS: IMPLICATIONS FOR THE PRACTICE OF TEACHING

    Directory of Open Access Journals (Sweden)

    Fadzilah Abd Rahman

    2010-07-01

    Full Text Available Knowledge of Diverse Learners (KDL is increasingly recognized as an essential component of knowledge base for effective teaching as in today’s schools, teachers must be prepared to teach a diverse population of student (Banks et al. 2005. In other words, teachers need to be aware that their students in a classroom are and always have been different from one another in a variety of ways. KDL refers to an understanding of diversity of students in terms of their abilities and interests and how they respond to diverse situations; an application of different teaching strategies; and how various types of classroom activities might be managed. Although KDL has come to be seen as important, details of its development, depth and quality among pre-service teachers (PSTs has remained something of mystery, as has the capability of PSTs to adapt and employ KDL into their actual teaching. As an effort to develop coherent understanding of the feature of prospective teachers regarding KDL, this paper addresses three questions. First, to what extent are the PSTs prepared for KDL as they are finishing the teacher education programmes? Secondly, how do the PSTs apply the KDL in their teaching practices? Thirdly, how do PSTs reflect on their practice in undertaking the elements of KDL during the teaching practices? This paper illustrates the results of a study involving a sample of 74 PSTs at a university in Malaysia. At the beginning of the study, 74 PSTs were given a questionnaire. 11 PSTs have been observed and interviewed. Result indicates that PSTs were able to develop KDL and show their understanding of it, yet not readily apply such knowledge in modified situations.

  3. Role of Faculty Development Forums in Virtual Teaching Environment: A Case Study of Marketing Research & Case Group

    Science.gov (United States)

    Sandhu, Rizwan Saleem; Hussain, Sajid

    2016-01-01

    The online learning has broadened the teaching spectrum from Face-to-Face to virtual environment, and this move has brought traditional teacher-centered instruction to learner-centered instruction. This paradigm shift appears to place demands on faculty to modify faculty's instruction roles that are different from those encountered in Face-to-Face…

  4. Reasons why specialist doctors undertake rural outreach services: an Australian cross-sectional study.

    Science.gov (United States)

    O'Sullivan, Belinda G; McGrail, Matthew R; Stoelwinder, Johannes U

    2017-01-07

    The purpose of the study is to explore the reasons why specialist doctors travel to provide regular rural outreach services, and whether reasons relate to (1) salaried or private fee-for-service practice and (2) providing rural outreach services in more remote locations. A national cross-sectional study of specialist doctors from the Medicine in Australia: Balancing Employment and Life (MABEL) survey in 2014 was implemented. Specialists providing rural outreach services self-reported on a 5-point scale their level of agreement with five reasons for participating. Chi-squared analysis tested association between agreement and variables of interest. Of 567 specialists undertaking rural outreach services, reasons for participating include to grow the practice (54%), maintain a regional connection (26%), provide complex healthcare (18%), healthcare for disadvantaged people (12%) and support rural staff (6%). Salaried specialists more commonly participated to grow the practice compared with specialists in fee-for-service practice (68 vs 49%). This reason was also related to travelling further and providing outreach services in outer regional/remote locations. Private fee-for-service specialists more commonly undertook outreach services to provide complex healthcare (22 vs 14%). Specialist doctors undertake rural outreach services for a range of reasons, mainly to complement the growth and diversity of their main practice or maintain a regional connection. Structuring rural outreach around the specialist's main practice is likely to support participation and improve service distribution.

  5. The Costs and Benefits of Undertaking Adult Education Courses from the Perspective of the Individual

    Science.gov (United States)

    AONTAS The National Adult Learning Organisation, 2009

    2009-01-01

    The aim of this study is to examine the costs and benefits of undertaking adult education courses from the perspective of the individual, using three different case studies. This will give a snapshot of the benefits and the types of costs incurred by three adult learners. Three individuals were contacted by Aontas and were asked if they would be…

  6. Culture in teaching English as an international language in CLT curriculum

    Institute of Scientific and Technical Information of China (English)

    韩笑晨

    2017-01-01

    This thesis explored the role of culture in EIL teaching on the basis of CLT contexts by reviewing plentiful previous studies. Generally speaking, this thesis emphasized the relationship between language and culture, the necessity and importance of culture teaching in language teaching, what kind of culture should be included in cultural content for culture teaching and challenges of culture teaching in EIL teaching as well. In a word, Culture is correlated with language. Culture teaching plays a significant role in EIL teaching. In culture teaching, not only the target culture, but also various cultures related to EIL learners' daily life should be included.

  7. Emotional Education in English Teaching

    Institute of Scientific and Technical Information of China (English)

    Li; Xiu; zhi

    2014-01-01

    The emotional education is part of the educational process.Concerned about students’attitude towards emotions,feelings,and beliefs in the educational process,it is aimed at promoting the development of students and society.If teachers can actively carry out the emotional education teaching method in English teaching,it is certain that such actions will play an important role in English teaching.

  8. Emotional Education in English Teaching

    Institute of Scientific and Technical Information of China (English)

    Li Xiu zhi

    2014-01-01

    The emotional education is part of the educational process. Concerned about students’ attitude towards emotions, feelings, and beliefs in the educational process, it is aimed at promoting the development of students and society. If teachers can actively carry out the emotional education teaching method in English teaching, it is certain that such actions will play an important role in English teaching.

  9. Study on Case Teaching of Financial Management

    Science.gov (United States)

    Che, Zhenghong; Che, Zhengmei

    2011-01-01

    Case teaching is an efficient teaching method of management. It plays an important role to enhance the students' ability to practice the theory. However, case teaching of financial management has not achieved the expected results. The paper aims to study the importance, characteristics and corresponding methods of case teaching method of financial…

  10. A Phytase Enzyme-Based Biochemistry Practical Particularly Suited to Students Undertaking Courses in Biotechnology and Environmental Science

    Science.gov (United States)

    Boyce, Angela; Casey, Anne; Walsh, Gary

    2004-01-01

    Courses in introductory biochemistry invariably encompass basic principles of enzymology, with reinforcement of lecture-based material in appropriate laboratory practicals. Students undertaking practical classes are more enthusiastic, and generally display improved performance, when the specific experiments undertaken show direct relevance to…

  11. Elementary School Teachers' Beliefs about the Role of Technology in 21st-Century Teaching and Learning

    Science.gov (United States)

    O'Neal, LaToya J.; Gibson, Philip; Cotten, Shelia R.

    2017-01-01

    Technological advancements have led to changes in the expectations placed on K-12 teachers. Teachers are now expected to better equip students with 21st-century skills, making it important to understand teachers' beliefs about the role of technology in teaching and learning and the skills their students need to be successful. Using a qualitative…

  12. EU program fuel cells in 2012 - FCH JU Fuel Cell and Hydrogen Joint Undertaking; EU-program braensleceller 2012 - FCH JU Fuel Cell and Hydrogen Joint Undertaking

    Energy Technology Data Exchange (ETDEWEB)

    Ridell, Bengt

    2013-03-15

    An EU activity in fuel cell and hydrogen field are gathered since 2008 in a so called JU, Joint Undertaking, or as it is also referred to as JTI Joint Technology Initiative. The program will run 2008 - 2013 and covers in total 940 MEUR of which the EU Commission is funding 470 MEUR. The activities of the FCH JU are governed by a Governing Board which has 12 members, five from the Commission, one of the research group and 5 from the Industrial Group. The current agreement for the FCH JU / JTI is coming to an end, and the sixth and final call was released in January 2013 with the deadline of 22 May 2013. Funding from the Commission is made through the Seventh Framework Programme FP7, which ends in 2013. Next the Eighth Framework Programme called Horizon 2020 shall continue for the years 2014 - 2020. Five of the six calls are completed. From the four first calls there are 61 projects started which 6 have been completed. From the fifth announcement is further 27 projects selected for negotiation with the Commission and they will start soon. It is now working intensively to plan Horizon 2020. There are plans to continue the new FCH JU but nothing is decided either for this or for the budget for Horizon 2020. If the FCH Joint Undertaking shall continue in its present form as a Joint Undertaking it will require clear long-term commitments from the private sector and also from the Member States. Another issue is that the long-term research should also get space it has not been the case in the present FCH JU. There are several Swedish participants in the projects and in the working groups of the program. There are Swedish participants in 11 of the 68 projects launched so far. It is in the areas of Stationary systems, Transportation and Early Markets. Project manager for the project FCGEN is Volvo Technology AB. FCH JU has its own website, www.fch-ju.eu, which opened in 2010 when the organization of the program was taken over from the Commission to permanent organisation

  13. English Teaching Profile: Peru.

    Science.gov (United States)

    British Council, London (England). English Language and Literature Div.

    The role and status of English in Peru are examined, with attention directed to: (1) English within the education system; (2) teachers of English; (3) educational administration of English teaching, (4) materials support, development, and planning, (5) English outside the education system; (6) British and American support for the teaching of…

  14. THE ROLE OF THE GRAMAMAR TEACHING: FROM COMMUNCATIVE APPROACHES TO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

    Directory of Open Access Journals (Sweden)

    Gloria Luque Agulló

    2012-07-01

    Full Text Available

    In the history of language teaching, the role of grammar has been addressed by a number of linguistic theories, pedagogies and, currently, within the Common European Framework of Reference for Languages (CEF. The way grammar is considered has a decisive influence on pedagogical practices, learning processes and many other areas involved in language teaching. This paper constitutes a revision of how grammar has evolved in the last fifty years paying special attention to its evolving role in both communicative (CLT and post-communicative approaches and in the CEF.From this revision, some controversial issues concerning the pedagogic value of teaching grammar will arise as well, such as whether grammar is worth teaching in the classroom or not and how it should be taught.Even though there exists a parallel linguistic framework between CLT and the CEF, some issues still need revision concerning the notion of grammatical competence and its role for language teaching.

    Históricamente, el papel de la gramática en la enseñanza de lenguas se ha justificado y cuestionado tanto por teorías lingüísticas como, actualmente, dentro del Marco Común Europeo de Referencia. La forma de contemplar la gramática influye de modo fundamental en la metodología docente, en la elaboración de manuales de texto y en los procesos de aprendizaje, entre otros. Este artículo revisa el papel de la gramática en los últimos cincuenta años prestando especial atención al método comunicativo, los post-comunicativos y dentro del Marco Com

  15. Pre-Service Education and Attitudes towards Inclusion: The Role of the Teacher Educator within a Permeated Teaching Model

    Science.gov (United States)

    Lambe, Jackie

    2011-01-01

    This study examines the role of teacher educators working within a permeated teaching model in Northern Ireland, and student teachers' attitudes towards special educational needs (SEN) and inclusion. A cohort of 125 student teachers representing eight subject areas responded to a survey exploring attitudes towards issues relating to inclusive…

  16. Application of Motivation in English Teaching

    Institute of Scientific and Technical Information of China (English)

    朱瀚

    2006-01-01

    Teacher's words are not only a tool in teaching, but also an important resource of the language input for student at the same time.So it plays a very important role in the whole process of the teaching organization.The quantity and quality of teacher's words would directly affect the course.Moreover, motivation can usually bring much advantage to teaching.This thesis introduces the application of motivation in English teaching.

  17. THE ROLE OF CARTOGRAPHY IN THE TEACHING OF GEOGRAPHY: PERSPECTIVES FROM AN EXTENSION PROJECT

    Directory of Open Access Journals (Sweden)

    Erika do Carmo Cerqueira

    2013-07-01

    Full Text Available This paper aims to discuss the role of cartography in the teaching of geography. In order to do so it brings theoretical and practical results of the research project and extension called “Popularization of cartography and its new technologies in public school,” held in the State School Dona Mora Guimarães (Cazajeiras X, Salvador- BA. It is considered that the teaching of cartography, despite the epistemological advances, has experienced several difficulties in its implementation. To analyze the barriers, potentialities, and examples of pedagogical practice, workshops were held focusing on the concepts of cartographic literacy - vision vertical/horizontal, laterality, decoding of symbols, proportionality, two-dimensional X three-dimensional representation and use of new technologies. It is advocated that cartographic literacy can be used as an innovative methodology for the teaching of geography in schools. In parallel, the difficulties found in a university and school context are discussed. Finally, successful experiences are shared with more than 400 students involved directly, who used technical and methodological resources, from where they live and constructivist approach, namely: mapping of the human body, of the classroom and building of models. It is concluded that the theme has many challenges, but lacks mainly the expansion of this debate to overcome the dissociative barriers, putting the cartography as means of communication of the geographical science.

  18. COMMUNICATIVE LANGUAGE TEACHING AND ITS MISCONCEPTIONS ABOUT THE PRACTICE IN ENGLISH LANGUAGE TEACHING (ELT

    Directory of Open Access Journals (Sweden)

    Sri Diana

    2014-04-01

    Full Text Available Communicative Language Teaching (CLT has been accepted as one of the teaching methods by numerous language teachers due to its major focus on developing learners’ communicative competence. This paper aims to describe communicative language teaching, misinterpretations about its practice and the factors leading to teachers’ misconceptions. It shows four misinterpreted beliefs of the implementation of communicative language teaching: communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques. It then presents three reasons that might lead to teachers’ misinterpretations concerning the practice of CLT. Teachers do not have enough training and  adequate resources.

  19. Using peer-assisted learning and role-playing to teach generic skills to dental students: the health care simulation model.

    Science.gov (United States)

    El Tantawi, Maha M A; Abdelaziz, Hytham; AbdelRaheem, Amira S; Mahrous, Ahmed A

    2014-01-01

    Increasing importance is attached to teaching generic skills to undergraduate students in various disciplines. This article describes an extracurricular, student-led activity for teaching generic skills using the Model United Nations over three months. The activity used the Health Care Simulation Model (HCSM) with peer learning and role-playing to accomplish its objectives. An interview was used to select from undergraduate and postgraduate dental students at Alexandria University, Alexandria, Egypt, to develop a group of staff to act as peer teachers after receiving training (n=77). These peer teachers provided training for 123 undergraduate dental students to serve as delegates who acted as trainees or peer learners. At the end of the training sessions, a conference was held in which the students played the roles of delegates representing officials responsible for health care systems in ten countries. The students reported improvement in generic skills, enjoyed several aspects of the experience, and disliked other aspects of the model to a lesser extent. In multivariate analysis, perceived usefulness of the HCSM was significantly greater for staff than delegates and increased as self-reported improvement in knowledge of health care systems increased. This study suggests that innovative, student-centered educational methods can be effective for teaching generic skills and factual information.

  20. Peer-assisted bedside teaching rounds.

    Science.gov (United States)

    Doumouras, Aristithes; Rush, Raphael; Campbell, Anthony; Taylor, David

    2015-06-01

    Although postgraduate trainees play a well-accepted role in medical education, little consideration has traditionally been given to senior undergraduate trainees as teachers. Recently, research has shown senior medical students (SMS) can play an effective teaching role for junior medical students (JMS) in non-clinical medical settings. The purpose of our study was to understand the perceptions of SMSs as teachers in a clinical environment for JMS. All students who participated in our peer-led bedside teaching programme from September 2010 to May 2012 were invited to complete a questionnaire following their teaching session. Fifty-six of 70 JMS (80%) and 15 of 15 SMS (100%) participated. Survey questions addressed learning, bedside experiences, teacher effectiveness and the overall usefulness of these sessions. The data collected were analysed for significance of the perceptions reported. We found students reported positive and statistically significant results in all domains examined. JMS reported that sessions were highly valuable learning, improved confidence and comfort at the bedside, had excellent teaching and were a valuable addition to their clinical skills training. SMS reported getting highly valuable learning through preparation and developing improved comfort in a teaching role. Little consideration has traditionally been given to senior undergraduate trainees as teachers Our findings demonstrate that peer-directed learning in undergraduate medical education can be effectively implemented in the clinical arena. © 2015 John Wiley & Sons Ltd.

  1. What motivates residents to teach? The Attitudes in Clinical Teaching study.

    Science.gov (United States)

    Dotters-Katz, Sarah; Hargett, Charles W; Zaas, Aimee K; Criscione-Schreiber, Lisa G

    2016-07-01

    Graduate medical trainees have a critical role in the teaching of other trainees. Improving their teaching requires an understanding of their attitudes towards teaching and their motivation to teach. Both have been incompletely explored in this population. We aimed to better understand graduate medical trainees' attitudes towards teaching and motivation to teach in the clinical setting in order to inform modifications to resident-as-teacher (RAT) programmes and enhance teaching practices. We applied Q methodology, an established sorting method, to identify and quantify the factors that have an impact on trainees' engagement in teaching. We invited house officers at our institution to rank-order 47 statements regarding their attitudes to and motivation for teaching. Respondents explained their Q-sort rankings in writing and completed a demographic questionnaire. By-person factor analysis yielded groups of individuals with similar attitudes. One hundred and seven trainees completed the Q-sort. We found three primary groups of attitudes towards teaching in the clinical setting: enthusiasm, reluctance and rewarded. Enthusiastic teachers are committed and make time to teach. Teaching increases their job satisfaction. Reluctant teachers have enthusiasm but are earlier in training and feel limited by clinical workload and unprepared. Rewarded teachers feel teaching is worthwhile and derive satisfaction from the rewards and recognition they receive for teaching. This improved understanding of common attitudes shared by groups of residents will help curriculum designers create RAT programmes to further reinforce and encourage attitudes that promote teaching as well as improve trainees' motivation to teach. Designing RAT programmes that acknowledge the attitudes to and motivations for teaching should help develop effective teachers to improve educational outcomes. Directed efforts to enhance motivation for reluctant teachers and encourage more positive attitudes in rewarded

  2. Teaching Medical Ethics in Graduate and Undergraduate Medical Education: A Systematic Review of Effectiveness.

    Science.gov (United States)

    de la Garza, Santiago; Phuoc, Vania; Throneberry, Steven; Blumenthal-Barby, Jennifer; McCullough, Laurence; Coverdale, John

    2017-08-01

    One objective was to identify and review studies on teaching medical ethics to psychiatry residents. In order to gain insights from other disciplines that have published research in this area, a second objective was to identify and review studies on teaching medical ethics to residents across all other specialties of training and on teaching medical students. PubMed, EMBASE, and PsycINFO were searched for controlled trials on teaching medical ethics with quantitative outcomes. Search terms included ethics, bioethics, medical ethics, medical students, residents/registrars, teaching, education, outcomes, and controlled trials. Nine studies were found that met inclusion criteria, including five randomized controlled trails and four controlled non-randomized trials. Subjects included medical students (5 studies), surgical residents (2 studies), internal medicine house officers (1 study), and family medicine preceptors and their medical students (1 study). Teaching methods, course content, and outcome measures varied considerably across studies. Common methodological issues included a lack of concealment of allocation, a lack of blinding, and generally low numbers of subjects as learners. One randomized controlled trial which taught surgical residents using a standardized patient was judged to be especially methodologically rigorous. None of the trials incorporated psychiatry residents. Ethics educators should undertake additional rigorously controlled trials in order to secure a strong evidence base for the design of medical ethics curricula. Psychiatry ethics educators can also benefit from the findings of trials in other disciplines and in undergraduate medical education.

  3. Teaching language teachers scaffolding professional learning

    CERN Document Server

    Maggioli, Gabriel Diaz

    2012-01-01

    Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

  4. The motivation to teach as a registrar in general practice.

    Science.gov (United States)

    Thampy, Harish; Agius, Steven; Allery, Lynne A

    2013-07-01

    The General Medical Council (GMC) states that teaching should be an integral part of the doctor's role and the Royal College of General Practitioners (RCGP) have incorporated teaching outcomes into the GP training curriculum. However, there are suggestions that the teaching role of a GP trainee declines as they move from hospital posts to the registrar community year. Using doctors in training as near-peer tutors offers multiple advantages. Trainees themselves benefit as teaching others is a strong driver of the tutor's own learning. In addition there are also practical incentives to mobilising this under-utilised pool of primary care clinical teachers given the continuing shift of focusing medical education in the community. This study forms part of a larger body of work exploring the attitudes and perceived learning needs of GP registrars with regards to developing a teaching role. A primary area of investigation was trainees' motivation to teach. This paper describes our attempts to establish: a) how strongly motivated are GP registrars to take on teaching roles? b) in consequence how strongly motivated are they to learn more about teaching? c) what are the factors which affect motivation to teach? Three themes emerged from the data. First, teaching was felt to be of low priority in comparison to competing clinical learning needs. Secondly, the clinical dominance to both formative and summative assessment during training further compounded this situation. Thirdly, registrars identified a number of practical barriers and incentives that influenced their teaching engagement. This included potential negative views from trainers as to their trainee's ability and requirement to be involved with teaching activities.By understanding and addressing these issues, it is hoped that GP trainees' engagement with teaching activities can be better engendered with subsequent benefits for both the trainee and those they teach.

  5. Farmers prone to drought risk : why some farmers undertake farm-level risk-reduction measures while others not?

    NARCIS (Netherlands)

    Gidey, T.G.; van der Veen, A.

    2015-01-01

    This research investigates farmers’ cognitive perceptions of risk and the behavioral intentions to undertake farm-level risk-reduction measures. It has been observed that people who are susceptible to natural hazards often fail to act, or do very little, to protect their assets or lives. To answer

  6. Designing Course An Initial Approach To Translation Teaching

    Directory of Open Access Journals (Sweden)

    Roswani Siregar

    2017-09-01

    Full Text Available Along with the human history translation is the sustainable communication tool among the cultures to preserve this knowledge from generation to generations. Undoubtedly both translation plays a very important role in an increasingly globalized world and translators have the prominent roles in the development of countries. Many translators really enjoy their work but hesitated to teach a course due to their lack of pedagogical knowledge and believe that the translation skill is gained by personal experiences and talents. Thus this paper attempt to promote the translation teaching in classroom by set the preliminary approach to teach translation. The sequences of teaching design are described by propose the brief definition to the nature of translation the importance translation teaching the translator competence and design of translation course. This paper is the preliminary approach to translation teaching for beginners in university setting.

  7. Distance Teaching on Bornholm

    DEFF Research Database (Denmark)

    Hansen, Finn J. S.; Clausen, Christian

    2001-01-01

    The case study represents an example of a top-down introduction of distance teaching as part of Danish trials with the introduction of multimedia in education. The study is concerned with the background, aim and context of the trial as well as the role and working of the technology and the organi......The case study represents an example of a top-down introduction of distance teaching as part of Danish trials with the introduction of multimedia in education. The study is concerned with the background, aim and context of the trial as well as the role and working of the technology...

  8. Creative Approaches to Teaching Graduate Research Methods Workshops

    Directory of Open Access Journals (Sweden)

    Peter Reilly

    2017-06-01

    Full Text Available Engagement and deeper learning were enhanced by developing several innovative teaching strategies delivered in Research Methods workshops to Graduate Business Students.  Focusing primarily on students adopting a creative approach to formulating a valid research question for undertaking a dissertation successfully. These techniques are applicable to most subject domains to ensure student engagement.  Addressing the various multiple intelligences and learning styles existing within groups while ensuring these sessions are student centred and conducive to a collaborative learning environment.  Blogs, interactive tutorials, online videos, games and posters, are used to develop student’s cognitive and metacognitive abilities.  Using novelty images appeals to a groups’ intellectual curiosity, acting as an interpretive device to explain  the value of adopting a holistic rather than analytic approach towards a topic.

  9. Innovative integrative bedside teaching model improves tutors’ self-assessments of teaching skills and attitudes

    Directory of Open Access Journals (Sweden)

    Itai Gat

    2016-02-01

    Full Text Available Introduction: Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods: One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results: Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5 compared with pre-training (mean 2.6, SD 0.6; p<0.001 with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3 compared with pre-workshop (mean 3.5 SD 0.5; p=0.002. Discussion: Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment.

  10. Symposium 19: Federal University of Rio Grande do Sul: its Role in the Biochemistry Teaching in the Southernmost Brazilian States

    Directory of Open Access Journals (Sweden)

    Clóvis M.D. Wannmacher

    2014-08-01

    Full Text Available K-Education(Portuguese Chair: V. Trindade Bayardo Torres; Clovis Wannmacher; Denise Macedo  Federal University of Rio Grande do Sul: its Role in the Biochemistry Teaching in the Southernmost Brazilian States. Wannmacher, C.M.D. Departamento de Bioquímica, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil.   At present, most Biochemistry teaching in Rio Grande do Sul and Santa Catarina has its origin in the Department of Biochemistry of the Federal University of Rio Grande do Sul. In the 70’s, all the teachers of the Department wrote a book together: “Fundamental Biochemistry”. This book was always used in the classes by groups of students of different careers supervised by the respective teacher. At the same time, this methodology was not used by pharmaceutical teachers, but they recommended the Department’s book to their students. Along the next years, Biochemistry teaching was adapted according to the professional course and to the teacher’s personal characteristics. Today, there are two extremes strategies again: one traditional for the most basic biochemistry student’s formation (including theoretical, laboratorial, seminars and informatics classes and the other, experimental-clinical, for physician’s formation (including seminars of molecular approach to the most prevalent diseases, mainly, those leading to failure of organs/systems and the interaction with patients from HCPA by the interpretation of their biochemical data. On the other hand, the Post Graduation Program, at first, emphasized biochemistry teaching in a traditional form, but gradually changed the emphasis to investigation, and most classes changed to scientific paper reports. To stimulate the teaching formation, two activities were offered to post-graduation students: Biochemistry Teaching Methodology and Teaching Practice in Biochemistry. These activities promote opportunity for the students to

  11. ROLE OF CSR ON THE DIGITAL SINGLE MARKET FROM THE STANDPOINT OF ROMANIA

    Directory of Open Access Journals (Sweden)

    GEORGETA SOAVA

    2016-10-01

    Full Text Available In recent years CSR has become a fundamental tool of society, by means of which the business world interacts with society, and undertakings help provide consumers with an easy and real-time access to goods and services, as well as to achieve a level playing field for the development and deployment of digital networks. The purpose of this research is to analyse, from Romania’s standpoint, the areas of action and the operational objectives which shall provide the mechanisms in order to bring the digital single market into being, as well as the way in which the undertakings in Romania perceive the role of CSR in the adoption of the digital single market. Based on CSR reports published by undertakings in Romania, we have highlighted the ways in which undertakings get involved in the adoption of the digital single market and have determined a few objectives to be considered by the Romanian government.

  12. Mentoring assistant practitioners - The radiographer's perspective

    International Nuclear Information System (INIS)

    Colthart, Iain; McBride, Margot; Murray, Maria

    2010-01-01

    Purpose: The aim of this study was to evaluate the experiences of diagnostic and therapeutic radiographers as they mentored trainee assistant practitioners undertaking an educational programme. The evaluation study describes the challenges and benefits the radiographers experienced as mentors as well as giving their insights into the introduction of assistant practitioners in their departments. Method: The mentors' opinions were sought by a questionnaire which formed part of the evaluation of the respective diagnostic imaging and therapeutic educational programmes run by two colleges. Results: The response rate was 54% (22/41). Mentors described personal and professional benefits for themselves from undertaking this role. Although mentoring had provided a number of challenges including an increase in workload, the experience had also enhanced their teaching and mentoring skills and contributed to their Continuing Professional Development (CPD). Whilst the role was more time consuming than initially expected this had not impacted generally on their ability to undertake CPD or deliver patient care. In relation to the wider impact of the programmes some negative impact was reported on the speed of service delivery but not on the quality of practice. Mentors felt that the programmes had a positive effect on teamworking and had been beneficial for patient care. Some difficulties were noted in balancing the mentoring of trainee assistant practitioners and radiography undergraduates. Conclusion: The mentors strongly endorsed the educational programmes and their roles and responsibilities in their delivery. Protected time to carry out mentoring duties and establishing good communication with the colleges providing the theoretical teaching were identified as means of further improving the mentoring process.

  13. Design and Realization of Network Teaching System

    Directory of Open Access Journals (Sweden)

    Ji Shan Shan

    2016-01-01

    Full Text Available Since 21 century, with the wide spread in family and public, network has been applied in many new fields, and the application in classes is of no exception. In traditional education, teachers give lessons to students face to face. Hence, the teaching quality depends largely on the quality and initiative of the individual teacher. However, the serious disadvantages of this mode are that teachers completely dominate the classroom and may ignore the subjective cognition role of the students, which may be bad for the growth of creativity and the innovative thinking ability. Obviously, traditional education mode cannot meet the requirements of the this new era which leads to the booming developing tendency of the network. As a new teaching measure, scientifically combining modern information technology and teaching practice, network teaching not only changes the traditional education by the means and form, but even also gives new meanings to teaching concept, process, method as well as teacher-student role and other deep levels. With the help of network teaching system, on-line classroom learning, relevant information systematization, standardization and automation, this system provides students with an efficient online learning method with high quality. This also helps to solve the disadvantages of the traditional teaching mode and promote the teaching methods to a new stage. It improves the network teaching platform, enriches the network teaching resources, and establishes a network teaching system, so as to improve information quality of teachers and students and assist in improving teaching quality of schools.

  14. Roles and Domains to Teach in Online Learning Environments: Educational ICT Competency Framework for University Teachers

    Science.gov (United States)

    Guasch, Teresa; Alvarez, Ibis; Espasa, Anna

    This chapter is aimed at presenting an integrated framework of the educational information and communications technology (ICT) competencies that university teachers should have to teach in an online learning environment. Teaching through ICT in higher education involves performing three main roles - pedagogical, socialist, and design/planning - and also two cross-cutting domains that arise from the online environment: technological and managerial. This framework as well as the competencies for university teachers associated with it were validated at a European level by a dual process of net-based focus groups of teachers and teacher trainers in each of the participating countries in a European Project (Elene-TLC) and an online Delphi method involving 78 experts from 14 universities of ten European countries. The competency framework and the examples provided in the chapter are the basis for designing innovative professional development activities in online university environments.

  15. Foreign Language Teaching and Cultural Identity.

    Science.gov (United States)

    Nasr, Raja T., Ed.; And Others

    A collection of works on the role of cultural identity in second language learning and teaching includes: "Linguas estrangeiras e ideologia" (Roberto Ballalai); "Cultural Identity and Bilinguality" (Josiane F. Hamers, Michel Blanc); "Foreign Language Teaching and Cultural Identity" (Lakshmie K. Cumaranatunge);…

  16. The role of librarians in teaching evidence-based medicine to pediatric residents: a survey of pediatric residency program directors.

    Science.gov (United States)

    Boykan, Rachel; Jacobson, Robert M

    2017-10-01

    The research sought to identify the general use of medical librarians in pediatric residency training, to define the role of medical librarians in teaching evidence-based medicine (EBM) to pediatric residents, and to describe strategies and curricula for teaching EBM used in pediatric residency training programs. We sent a 13-question web-based survey through the Association of Pediatric Program Directors to 200 pediatric residency program directors between August and December 2015. A total of 91 (46%) pediatric residency program directors responded. Most (76%) programs had formal EBM curricula, and more than 75% of curricula addressed question formation, searching, assessment of validity, generalizability, quantitative importance, statistical significance, and applicability. The venues for teaching EBM that program directors perceived to be most effective included journal clubs (84%), conferences (44%), and morning report (36%). While 80% of programs utilized medical librarians, most of these librarians assisted with scholarly or research projects (74%), addressed clinical questions (62%), and taught on any topic not necessarily EBM (58%). Only 17% of program directors stated that librarians were involved in teaching EBM on a regular basis. The use of a librarian was not associated with having an EBM curriculum but was significantly associated with the size of the program. Smaller programs were more likely to utilize librarians (100%) than were medium (71%) or large programs (75%). While most pediatric residency programs have an EBM curriculum and engage medical librarians in various ways, librarians' expertise in teaching EBM is underutilized. Programs should work to better integrate librarians' expertise, both in the didactic and clinical teaching of EBM.

  17. Implementation of the systemic approach in teaching and learning ...

    African Journals Online (AJOL)

    The teachers who keep teaching by employing traditional methods find it difficult to promote the active role of the students in the classroom, see the relationship of their subject they are teaching with others, and perceive the prospective of their teaching. The philosophy of global teaching integrates exactly those elements ...

  18. Capturing the Complex, Situated, and Active Nature of Teaching through Inquiry-Oriented Standards for Teaching

    Science.gov (United States)

    Sinnema, Claire; Meyer, Frauke; Aitken, Graeme

    2017-01-01

    Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our…

  19. The Influence of Psychological Empowerment on the Enhancement of Chemistry Laboratory Demonstrators' Perceived Teaching Self-Image and Behaviours as Graduate Teaching Assistants

    Science.gov (United States)

    Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.

    2017-01-01

    Graduate students who fulfill teaching roles in the undergraduate laboratory play an important role in establishing a positive learning environment. A host of various graduate teacher training programmes have been developed, implemented and evaluated accordingly in order to enhance their teaching capability. In addition research has also…

  20. The Role of Teachers' Classroom Discipline in Their Teaching Effectiveness and Students' Language Learning Motivation and Achievement: A Path Method

    Science.gov (United States)

    Rahimi, Mehrak; Karkami, Fatemeh Hosseini

    2015-01-01

    This study investigated the role of EFL teachers' classroom discipline strategies in their teaching effectiveness and their students' motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward,…

  1. The Role That Web 2.0 Currently Has and Could Have in the Future in Supporting the Teaching of ICT Design for All

    Science.gov (United States)

    Mitrea, Paulina; Mitrea, Delia

    The main objective of the article is to highlight the role that Web2.0 currently has and could have in the future in supporting the teaching of ICT Design for All. According to this, first the concepts of Web2.0 and eLearning2.0 are clarified and connected. The new way of thinking about eLearning being inspired by the emergence of Web2.0, the term eLearning2.0 was introduced to identify a new paradigm. So, eLearning 2.0, by contrast to eLearning1.0 is built around collaboration, also eLearning2.0 assumes that knowledge is socially constructed. Related to the role of Web2.0 in supporting the teaching of ICT Design for All, the 4 steps involved by the ICT Design For All Teaching Principles are presented and detailed. Finally, some real world examples are shown, as evidence of how the new methods of communication offered by Web2.0 can be used to support students as they learn about Design for All.

  2. Culture in Foreign Language Teaching

    Science.gov (United States)

    Kramsch, Claire

    2013-01-01

    In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners' culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And…

  3. Teaching across the Great Divide

    Science.gov (United States)

    O'Neill, K. Kathleen

    2010-01-01

    In this article, the author illustrates the significant role that communication plays in the success of team-teaching where her co-teacher is nearly 12,000 miles and two continents away. The author teaches business communication to female undergraduates in the College of Business Sciences at Zayed University, Abu Dhabi, United Arab Emirates, while…

  4. Stress in doctors and dentists who teach.

    Science.gov (United States)

    Rutter, Harry; Herzberg, Joe; Paice, Elisabeth

    2002-06-01

    To explore the relationship between a teaching role and stress in doctors and dentists who teach. Medline, PubMed, BIDS database for social sciences literature, and the ERIC database for educational literature were searched using the key words 'stress' or 'burnout' with the terms doctor, physician, dentist, teacher, lecturer, academic staff, and university staff. Other books and journals known to the authors were also used. Many studies have shown high levels of stress in doctors, dentists, teachers, and lecturers. A large number of factors are implicated, including low autonomy, work overload, and lack of congruence between power and responsibility. Doctors and dentists who take on a teaching role in addition to their clinical role may increase their levels of stress, but there is also evidence that this dual role may reduce job-related stress. Working as a doctor or dentist may entail higher levels of stress than are experienced by the general population. In some situations adding in the role of teacher reduces this stress, but more research is needed to explain this finding.

  5. Teaching materials physics

    International Nuclear Information System (INIS)

    Quere, Y.

    1997-01-01

    The important role of materials and their behaviour under radiation exposure, for nuclear research and industry, is pointed out, and the development of nuclear applied metallurgy research at the Cea and in French Universities is reviewed. The teaching policy at the Cea in the field of materials science involved four action types: laboratory courses and theses, teaching outside and inside the Cea, summer schools, which allowed for a synergetic cooperation between the Cea, Universities and research centers, since the 50's

  6. Perceptions of Unprofessional Attitudes and Behaviors: Implications for Faculty Role Modeling and Teaching Professionalism During Pathology Residency.

    Science.gov (United States)

    Brissette, Mark D; Johnson, Kristen A; Raciti, Patricia M; McCloskey, Cindy B; Gratzinger, Dita A; Conran, Richard Michael; Domen, Ronald E; Hoffman, Robert D; Post, Miriam D; Roberts, Cory Anthony; Rojiani, Amyn M; Powell, Suzanne Zein-Eldin

    2017-10-01

    - Changes occurring in medicine have raised issues about medical professionalism. Professionalism is included in the Core Competencies and Milestones for all pathology residents. Previous studies have looked at resident professionalism attitudes and behaviors in primary care but none have looked specifically at pathology. - To examine behavior and attitudes toward professionalism within pathology and to determine how professionalism is taught in residency programs. - Surveys were sent to all College of American Pathologists junior members and all pathology residency program directors, and responses were compared. - Although no single behavior received the same professionalism rating among residents and program directors, both groups identified the same behaviors as being the most unprofessional: posting identifiable patient information or case images to social media, making a disparaging comment about a physician colleague or member of the support staff on social media or in a public hospital space, and missing work without reporting the time off. Faculty were observed displaying most of these behaviors as often or more often than residents by both groups. The most common means to teach professionalism in pathology residencies is providing feedback as situations arise and teaching by example. Age differences were found within each group and between groups for observed behaviors and attitudes. - As teaching by example was identified as a common educational method, faculty must be aware of the role their behavior and attitudes have in shaping resident behavior and attitudes. These results suggest a need for additional resources to teach professionalism during pathology residency.

  7. Training staff to empower people with long-term conditions to undertake self care activities.

    Science.gov (United States)

    Bowler, Mandy

    Self care can help people with long-term conditions take control of their lives. However, their interest and ability to engage with it may fluctuate over the course of an illness and many need support to undertake self care activities. A team of community matrons in NHS South of Tyne and Wear helped to develop and pilot an e-learning tool for staff, to remind them of the importance of self care and give advice on ways to support patients. The tool has since been rolled out to all staff groups.

  8. The Teaching Procedure to Improve Students’ Memory

    Institute of Scientific and Technical Information of China (English)

    Yan Kefei

    2015-01-01

    Memory is the normal function of brain, and important psychological process for recognizing new information. Memory plays a very important role in teaching and learning. But according to the writer’s teaching experience for many years, writer realizes that students always forget what they learned in a short time. In order to improve students’ memory, writer researches effective teaching procedure in this paper.

  9. Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance

    Science.gov (United States)

    Mead, Rebecca; Hejmadi, Momna

    2017-01-01

    What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students’ understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance. PMID:28542179

  10. Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance.

    Science.gov (United States)

    Mead, Rebecca; Hejmadi, Momna; Hurst, Laurence D

    2017-05-01

    What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students' understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p genetics was taught first. Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance.

  11. Active involvement of learning disabilities service users in the development and delivery of a teaching session to pre-registration nurses: Students' perspectives.

    Science.gov (United States)

    Smith, Penny; Ooms, Ann; Marks-Maran, Di

    2016-01-01

    A teaching session about service users' experiences of accessing and receiving health and social care was designed and delivered by service users to first year BSc Nursing students. The aim was to enhance students' knowledge, skills and confidence in caring for people with a learning disability. An evaluation research study was undertaking at one university in London into the perceived effectiveness of the teaching session, including students' perceptions of the extent to which the service users' teaching session was useful, the impact of the session, its benefits and challenges and the sustainability of teaching sessions delivered by service users. Data were collected through an online questionnaire. Quantitative analysis was undertaken of Likert-style questions and qualitative analysis was undertaken using the Framework Method. The session impacted on students' knowledge and understanding of people with a learning disability. Students reported that they felt more comfortable and confident interacting with people with a learning disability. In addition, they reflected on their feelings about caring for people with a learning disability. Copyright © 2015 Elsevier Ltd. All rights reserved.

  12. Taxonomy of Teaching Methods and Teaching Forms for Youth in Non-Formal Education in the National Youth Council of Slovenia

    Science.gov (United States)

    Miloševic Zupancic, Vesna

    2018-01-01

    Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching forms in NFE in youth work. The research sought to answer the following research questions: 'What teaching forms can be found in NFE for…

  13. Junior doctors and undergraduate teaching: the influence of gender on the provision of medical education.

    Science.gov (United States)

    Prichard, David; Collins, Niamh; Boohan, Mairead; Wall, Catherine

    2011-04-01

    International experience has demonstrated that the medical profession is becoming less dominated by men. This "feminization of medicine" has been a topic of much debate in the medical literature. As the gender ratio in the profession changes, it is likely that a greater proportion of undergraduate education will be provided by women. Whether this shift away from the male-dominated provision of medical education will have an effect on undergraduate education is unknown. The aim of this research was to clarify whether there are differences between the attitudes and practices of male and female junior doctors regarding the practice of undergraduate teaching. A survey methodology among a cohort of nonconsultant hospital doctors in a major Irish teaching hospital was utilized. The overall response rate was 93%. The cohort held a positive attitude toward teaching undergraduates, and the majority were actively engaged in this activity. Doctors of both genders expressed a willingness to undertake teacher training. There were no significant differences between the genders regarding the self-reported quantity of teaching provided to undergraduates. Male doctors perceived themselves as more confident educators when compared to female doctors, but this is likely to reflect cohort demographics in which a greater proportion of male doctors were more senior. This study demonstrates that male and female doctors have similar attitudes toward, and practices in, voluntary undergraduate teaching. As a result, any gender shift in medicine is unlikely to result in a significant change in junior doctors' attitudes toward undergraduate medical education.

  14. The Employment of Pop Culture in Middle School English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    杨才英

    2007-01-01

    Nowadays,culture teaching is more emphasized in language teaching. But less attention is paid to the influence of pop culture in language teaching. The important role of pop culture in middle school English language teaching will be discussed in this thesis through its correlation with some factors in English language teaching.

  15. Computer Class Role Playing Games, an innovative teaching methodology based on STEM and ICT: first experimental results

    Science.gov (United States)

    Maraffi, S.

    2016-12-01

    Context/PurposeWe experienced a new teaching and learning technology: a Computer Class Role Playing Game (RPG) to perform educational activity in classrooms through an interactive game. This approach is new, there are some experiences on educational games, but mainly individual and not class-based. Gaming all together in a class, with a single scope for the whole class, it enhances peer collaboration, cooperative problem solving and friendship. MethodsTo perform the research we experimented the games in several classes of different degrees, acquiring specific questionnaire by teachers and pupils. Results Experimental results were outstanding: RPG, our interactive activity, exceed by 50% the overall satisfaction compared to traditional lessons or Power Point supported teaching. InterpretationThe appreciation of RPG was in agreement with the class level outcome identified by the teacher after the experimentation. Our work experience get excellent feedbacks by teachers, in terms of efficacy of this new teaching methodology and of achieved results. Using new methodology more close to the student point of view improves the innovation and creative capacities of learners, and it support the new role of teacher as learners' "coach". ConclusionThis paper presents the first experimental results on the application of this new technology based on a Computer game which project on a wall in the class an adventure lived by the students. The plots of the actual adventures are designed for deeper learning of Science, Technology, Engineering, Mathematics (STEM) and Social Sciences & Humanities (SSH). The participation of the pupils it's based on the interaction with the game by the use of their own tablets or smartphones. The game is based on a mixed reality learning environment, giving the students the feel "to be IN the adventure".

  16. A Diverging View of Role Modeling in Medical Education

    Directory of Open Access Journals (Sweden)

    Gurjit Sandhu

    2015-03-01

    Full Text Available Research in the area of role modeling has primarily focused on the qualities and attributes of exceptional role models, and less attention has been given to the act of role modeling itself (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard, 2013; Wright, 1996; Wright, Wong, & Newill, 1997. A standardized understanding of role modeling in medical education remains elusive (Kenny, Mann, & MacLeod, 2003. This is problematic given that role modeling is pervasively documented as an approach to teaching (Reuler & Nardone, 1994. Our study attempts to fill a void in this body of research by looking at what faculty are thinking, saying, and doing when they say they are role modeling. Individual semi-structured interviews with faculty members were conducted in the Department of General Surgery at Queen’s University, Kingston, Ontario, Canada. Interviews were recorded, transcribed, and analyzed using qualitative methods for themes surrounding teaching and role modeling. Three major themes emerged from the data: (1 faculty members think they are teaching when they are acting professionally; (2 faculty members become aware of teaching opportunities and act on them; and (3 faculty members employ evidence-based teaching methods, but they are incorrectly labeling them as “role modeling.” As a whole, our findings should help distinguish between role modeling as roles and responsibilities enacted while doing one’s job well, and teaching as facilitated instruction that helps connect knowledge with action (Clayton, 2006; Fassbinder, 2007. Contributing to a better understanding of how teaching is separate from role modeling has the potential to improve the scope and quality of teaching, ultimately enhancing the learning experience for trainees.

  17. THE ROLE OF REVIEW MATERIAL IN CONTINUOUS PROGRAMMING WITH TEACHING MACHINES.

    Science.gov (United States)

    FERSTER, C.B.

    STUDENTS WERE PRESENTED 61 LESSONS BY MEANS OF SEMIAUTOMATIC TEACHING MACHINES. LESSONS WERE ARRANGED SO THAT EACH PARTICIPATING STUDENT STUDIED PART OF THE COURSE MATERIAL WITH A SINGLE REPETITION AND PART WITHOUT REPETITION. DATA WERE OBTAINED FROM TWO TESTS SHOWING TEACHING-MACHINE RESULTS AND ONE FINAL COURSE EXAMINATION. NO SIGNIFICANT…

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

    OpenAIRE

    Fatma ALKAN; Canan KOÇAK ALTUNDAĞ

    2016-01-01

    2015 Abstract In this research the attitudes of pre-service teachers studying at Hacettepe University, Division of Science Education towards the importance of technological equipment in chemistry education activities and how effective they find technology in teaching different skills and applications have been examined. Pre-test/post-test control group design has been used in the research. In the experimental group Titrimetric Analysis has been conducted with simulations ...

  19. Undertaking and writing research that is important, targeted, and the best you can do.

    Science.gov (United States)

    McLeod, Sharynne

    2014-04-01

    Conducting and writing research is a privilege. It is a privilege because researchers can change lives through their findings and can influence public knowledge and debate. It is also a privilege because researchers are reliant on the time and goodwill of participants (and colleagues), and research is often underpinned by funding raised by the public, either through taxes or philanthropic donations. This privilege comes with responsibility. Researchers have a responsibility to undertake research that is important, targeted, and of high quality. This editorial aims to inspire, challenge, and bolster the research efforts of individuals and teams.

  20. The development of power generation by electricity supply undertakings and industries in Western Europe

    International Nuclear Information System (INIS)

    Cura, H.

    1998-01-01

    Following the events of recent years - the opening up of the east, efforts to stimulate international competition - the Western European electricity industry is strongly on the move. In spite of the non-uniformity of the electricity supply structures in the individual countries, the trend towards liberalization of the electricity market is characterized by different forms of expression. Against this background, this paper provides a review of the status and prospects of electricity demand developments and of primary energy supply. It considers the consequences which thereby arise for the power plant inventory of electricity supply undertakings and industries. (orig.) [de

  1. Combining Research and Teaching in the Undergraduate Classroom

    Science.gov (United States)

    Cannon, John M.

    2013-01-01

    Bridging the gap between scholarship and teaching is perhaps the most difficult challenge facing faculty members in the sciences. Here I discuss a pedagogical strategy that combines these seemingly disconnected areas. In a semester-long, upper-level astronomical techniques class that has been offered three times at Macalester College, I have integrated a major research component into the curriculum. In each iteration of the course, students have analyzed new scientific data acquired with the National Radio Astronomy Observatory's Very Large Array (either from General Observer programs or from the "Observing for University Classes" program). Each of the three courses has produced a journal article in the peer-reviewed literature (Cannon et al. 2010, 2011, 2012); every student enrolled in these three courses is now a co-author on one of these manuscripts. Representative course design materials are presented here to motivate faculty members with diverse research specialties to undertake similar endeavors.

  2. What factors influence community-dwelling older people’s intent to undertake multifactorial fall prevention programs?

    Directory of Open Access Journals (Sweden)

    Hill KD

    2014-11-01

    Full Text Available Keith D Hill,1,2 Lesley Day,3 Terry P Haines4,5 1School of Physiotherapy and Exercise Science, Faculty of Health Sciences, Curtin University, Perth, WA, Australia; 2National Ageing Research Institute, Royal Melbourne Hospital, Parkville, VIC, Australia; 3Falls Prevention Research Unit, Monash Injury Research Institute, Monash University, VIC, Australia; 4Allied Health Research Unit, Southern Health, Cheltenham, VIC, Australia; 5Physiotherapy Department, Faculty of Medicine, Nursing, and Health Sciences, Monash University, VIC, Australia Purpose: To investigate previous, current, or planned participation in, and perceptions toward, multifactorial fall prevention programs such as those delivered through a falls clinic in the community setting, and to identify factors influencing older people’s intent to undertake these interventions.Design and methods: Community-dwelling people aged >70 years completed a telephone survey. Participants were randomly selected from an electronic residential telephone listing, but purposeful sampling was used to include equal numbers with and without common chronic health conditions associated with fall-related hospitalization. The survey included scenarios for fall prevention interventions, including assessment/multifactorial interventions, such as those delivered through a falls clinic. Participants were asked about previous exposure to, or intent to participate in, the interventions. A path model analysis was used to identify factors associated with intent to participate in assessment/multifactorial interventions.Results: Thirty of 376 participants (8.0% reported exposure to a multifactorial falls clinic-type intervention in the past 5 years, and 16.0% expressed intention to undertake this intervention. Of the 132 participants who reported one or more falls in the past 12 months, over one-third were undecided or disagreed that a falls clinic type of intervention would be of benefit to them. Four elements

  3. A communist teaching experiment

    DEFF Research Database (Denmark)

    Skak, Morten

    teaching. A form of mutual teaching where (student)teachers have good knowledge of the students’ learning problems. The role of the (conventional) teacher: To initiate and supervise the process and act as “final” teacher when this is required. The experiment produced various problems and the students...... of teaching is an improvement? I can only show two (poor?) methods: a) asking the students and b) use their examination results.......At the beginning of the course, students were told all the examination questions for the oral examination, and that they, in groups, should produce a report with a) A pedagogical presentation of (the selected part of) the theory/syllabus b) This theory put into perspective by self...

  4. What's in a Name: Exposing Gender Bias in Student Ratings of Teaching

    Science.gov (United States)

    MacNell, Lillian; Driscoll, Adam; Hunt, Andrea N.

    2015-01-01

    Student ratings of teaching play a significant role in career outcomes for higher education instructors. Although instructor gender has been shown to play an important role in influencing student ratings, the extent and nature of that role remains contested. While difficult to separate gender from teaching practices in person, it is possible to…

  5. Teaching and research in radiopharmaceuticals

    Energy Technology Data Exchange (ETDEWEB)

    Wiebe, L I [Noujaim Institute for Pharmaceutical Oncology Research, University of Alberta, Edmonton (Canada)

    1998-08-01

    Radiopharmaceuticals comprise a critical element of diagnostic and therapeutic clinical nuclear medicine. As well they contribute to more basic pre-clinical and clinical diagnostic studies such as the evaluation of new drugs and new drug formulations. Their development and utilization is based on the complex interaction of a number of disciplines including medicine, pharmacy, biochemistry, pharmacology, chemistry, physics and engineering. This technically-complex multidisciplinary base has impeded the development of a uniform curriculum of training for basic scientists and professionals who work with radiopharmaceuticals. the range of technical knowledge required is very broad; it ranges from chemical synthesis and radiolabelling, through a maze of biochemistry, pharmacology and now molecular biology, to GMP manufacture, dispensing and clinical consultation concerning use and interpretation of data. Clearly, no single discipline can (nor should) be expected to undertake in-depth training of radiopharmaceutical scientists, but equally clearly, there is need for the development of curricula that will develop specific components of the essential knowledge base. The `radiopharmaceutical` or `product` orientation of both teaching and research can be used to provide a focus for academic and professional organizations to develop `radiopharmacy` curricula that effectively train radiopharmaceutical practitioners for specific roles within the clinical, academic, government and industrial interests of radiopharmaceutical scientists. Currently, there is a plethora of segmented training programs, many of which are inadequately positioned to be of great value to the field or its practitioners. Efforts to re-focus radiopharmacy programs and to build professional recognition for them are bringing about harmonization of performance objectives, and leading to didactic and experiential curricula. The impact and evolution of regulatory processes will demand new and better

  6. Teaching and research in radiopharmaceuticals

    International Nuclear Information System (INIS)

    Wiebe, L.I.

    1998-01-01

    Radiopharmaceuticals comprise a critical element of diagnostic and therapeutic clinical nuclear medicine. As well they contribute to more basic pre-clinical and clinical diagnostic studies such as the evaluation of new drugs and new drug formulations. Their development and utilization is based on the complex interaction of a number of disciplines including medicine, pharmacy, biochemistry, pharmacology, chemistry, physics and engineering. This technically-complex multidisciplinary base has impeded the development of a uniform curriculum of training for basic scientists and professionals who work with radiopharmaceuticals. the range of technical knowledge required is very broad; it ranges from chemical synthesis and radiolabelling, through a maze of biochemistry, pharmacology and now molecular biology, to GMP manufacture, dispensing and clinical consultation concerning use and interpretation of data. Clearly, no single discipline can (nor should) be expected to undertake in-depth training of radiopharmaceutical scientists, but equally clearly, there is need for the development of curricula that will develop specific components of the essential knowledge base. The 'radiopharmaceutical' or 'product' orientation of both teaching and research can be used to provide a focus for academic and professional organizations to develop 'radiopharmacy' curricula that effectively train radiopharmaceutical practitioners for specific roles within the clinical, academic, government and industrial interests of radiopharmaceutical scientists. Currently, there is a plethora of segmented training programs, many of which are inadequately positioned to be of great value to the field or its practitioners. Efforts to re-focus radiopharmacy programs and to build professional recognition for them are bringing about harmonization of performance objectives, and leading to didactic and experiential curricula. The impact and evolution of regulatory processes will demand new and better

  7. Autonomy-Supportive Teaching and Its Antecedents: Differences between Teachers and Teaching Assistants and the Predictive Role of Perceived Competence

    Science.gov (United States)

    Bennett, Marcus; Ng-Knight, Terry; Hayes, Ben

    2017-01-01

    Research predicated on self-determination theory (SDT) has established a positive relationship between autonomy-supportive teaching and a range of desired student outcomes. Therefore, the enhancement of autonomy-supportive teaching is a legitimate focus of efforts to improve student outcomes. In this study, we compared self-reported levels of…

  8. Role-Play Preceded by Fieldwork in the Teaching of Pharmacology: from “Raw Sap” to “Elaborated Sap”

    Directory of Open Access Journals (Sweden)

    Daniel Riani Gotardelo

    Full Text Available ABSTRACT Background: The task of teaching abilities, attitudes and knowledge, which can sometimes be complex, related to the safe and efficient use of medications, stands as a great challenge faced by medical schools nowadays. The role of the prescriber, therefore, who promotes the rational use of medication at undergraduate level gains importance in professional training, with a direct impact on public healthcare. In this context, the implementation of teaching methods that allow an active, critical and reflexive medical training for students is desirable in order to enable them to develop the skills required to manage the main pharmacological classes used by the general practitioner. We intend to describe and analyze role-play preceded by fieldwork as an educational strategy. Methods: Following the fieldwork regarding the utilization of the main pharmacological classes used in primary healthcare, 5-6 groups of students prepared scripts and staged role-plays involving practical aspects of pharmacokinetics, pharmacodynamics, side effects, and potential drug interactions regarding the main drug types. The intervention was assessed using students’ responses to questionnaires coupled with Likert scales, the Dundee Ready Education Environment Measure (DREMM and semi-structured interviews. There was a correlation between participation in teaching practice and performance in multiple-choice questions in the final course evaluation. Results: All students felt involved and motivated in the activity. 78.5% strongly agreed and 19% partially agreed that the method allowed reflection on knowledge, abilities and attitude, all important to professional practice regarding rational therapeutic prescribing. The DREMM revealed a score of 129.23, consistent with a more positive learning environment in a reliable sample (Cronbach's alpha=0.86. Analysis of the open interviews allowed us to infer that the students considered the method efficient, dynamic, fun, and

  9. The Role Model Effect on Gender Equity: How are Female College Students Influenced by Female Teaching Assistants in Science?

    Science.gov (United States)

    Ebert, Darilyn

    The gender gap of women in science is an important and unresolved issue in higher education and occupational opportunities. The present study was motivated by the fact that there are typically fewer females than males advancing in science, and therefore fewer female science instructor role models. This observation inspired the questions: Are female college students influenced in a positive way by female science teaching assistants (TAs), and if so how can their influence be measured? The study tested the hypothesis that female TAs act as role models for female students and thereby encourage interest and increase overall performance. To test this "role model" hypothesis, the reasoning ability and self-efficacy of a sample of 724 introductory college biology students were assessed at the beginning and end of the Spring 2010 semester. Achievement was measured by exams and course work. Performance of four randomly formed groups was compared: 1) female students with female TAs, 2) male students with female TAs, 3) female students with male TAs, and 4) male students with male TAs. Based on the role model hypothesis, female students with female TAs were predicted to perform better than female students with male TAs. However, group comparisons revealed similar performances across all four groups in achievement, reasoning ability and self-efficacy. The slight differences found between the four groups in student exam and coursework scores were not statistically significant. Therefore, the results did not support the role model hypothesis. Given that both lecture professors in the present study were males, and given that professors typically have more teaching experience, finer skills and knowledge of subject matter than do TAs, a future study that includes both female science professors and female TAs, may be more likely to find support for the hypothesis.

  10. Innovative integrative bedside teaching model improves tutors' self-assessments of teaching skills and attitudes.

    Science.gov (United States)

    Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai

    2016-01-01

    Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners' self assessment of teaching skills and perceptions. One-day tutor training workshop included theoretical knowledge supplementation regarding tutors' roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; pteaching skills in this challenging environment.

  11. The Role of Interactive Teaching Methods in Fostering Ethno-Pedagogical Competence in Future Teachers

    Directory of Open Access Journals (Sweden)

    Kymbat F. Aubakirova

    2014-11-01

    Full Text Available The article presents the results of research associated with the study of the role and place of interactive teaching methods in the process of forming ethnopedagogical competence of future teachers. The authors of the article special attention focuses on such methods as: discussion (the discussion on the clash of views, exchange of opinions; "brainstorming" (active search for answers with the help of guesses, ideas, hypotheses, associations; round table (discussing moral issues with representatives of different sectors of society; business game (simulation, emulation, image, reflection, managing different situations and their modeling; contests of practical work with their discussion; training (active correction method by communicating in groups, modeling interpersonal relationships; work in micro-groups; problem solving.

  12. Knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and Attitudes toward Teaching Children with ADHD: The Role of Teaching Experience

    Science.gov (United States)

    Anderson, Donnah L.; Watt, Susan E.; Noble, William; Shanley, Dianne C.

    2012-01-01

    Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD are compared across stages of Australian teachers' careers. Relative to pre-service teachers with (n = 218) and without (n = 109) teaching experience, in-service teachers (n = 127) show more overall knowledge of ADHD, more knowledge of…

  13. Clarifying the role of the IAEA

    International Nuclear Information System (INIS)

    Smith, R.

    1983-01-01

    The IAEA has many roles in promoting the role of nuclear energy for peaceful purposes. The most significant role that the IAEA undertakes is the development and application of safeguards to nuclear material, other material, equipment and facilities; this work consumes about 35% of the IAEA budget. The authority, procedures and limitations for the application of safeguards were described together with the relationship between the IAEA and the States where safeguards are in effect. Claims that the IAEA is not adequately fulfilling its safeguard role are usually based on misunderstandings of its role and authority. The IAEA's relationship to inspected States is not adversarial, regulatory, or guarding. It provides assurance to all States that peaceful nuclear activities are not diverted to a military program and in so doing enhances the reputation of States to whom safeguards are applied. Safeguards would be only one of many factors that would be involved in a States embarking on a military nuclear program. If proliferation of nuclear weapons occurs, this may be due in entirety or in part to these other factors. Many States could now undertake a military program but do not do so, because of their enlightened viewpoint that such activities are not in their own, or the world's best interests. However, any trend to further proliferation of nuclear weapons could be diminished by: -a lessening of political and economic tension between States, -restrictions on the supply of required technology, equipment, and material, and -an effective IAEA safeguard regime. There has been a regrettable trend to politicization in the direction and operation of the IAEA. It is hoped that this trend will be reversed and that IAEA will return to its earlier more technical role. There is a pressing need for the general public and governments to more fully understand the IAEA's role and its limitations

  14. Utilizing the Design Charrette for Teaching Sustainability

    Science.gov (United States)

    Walker, Jason B.; Seymour, Michael W.

    2008-01-01

    Purpose: This paper aims to investigate the design charrette as a method for teaching sustainability. Design/methodology/approach: The paper utilizes a student-based design charrette for the Mississippi Gulf Coast comprising a framework for teaching sustainability. An assessment of the charrette's role in promoting sustainability in higher…

  15. Mainstreaming academic literacy teaching: Implications for how ...

    African Journals Online (AJOL)

    This article draws on research into the role of academic literacies within a range of disciplines and its implications for academic literacy teaching in Higher Education. The study explored ways of transforming current academic literacy teaching practices with a view to developing better synergy between the academic ...

  16. Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching

    Directory of Open Access Journals (Sweden)

    Zamora Javier

    2007-06-01

    Full Text Available Abstract Background Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor' on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Methods Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC. Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Results Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part

  17. Teaching English Through Literature

    Directory of Open Access Journals (Sweden)

    Murat Hişmanoğlu

    2005-04-01

    Full Text Available This paper aims at emphasizing the use of literature as a popular technique for teaching both basiclanguage skills (i.e. reading, writing, listening and speaking and language areas (i.e. vocabulary,grammar and pronunciation in our times. Reasons for using literary texts in foreign language classroomand main criteria for selecting suitable literary texts in foreign language classes are stressed so as tomake the reader familiar with the underlying reasons and criteria for language teachers’ using andselecting literary texts. Moreover, literature and the teaching of language skills, benefits of differentgenres of literature (i.e. poetry, short fiction, drama and novel to language teaching and some problemsencountered by language teachers within the area of teaching English through literature (i.e. lack ofpreparation in the area of literature teaching in TESL / TEFL programs, absence of clear-cut objectivesdefining the role of literature in ESL / EFL, language teachers’ not having the background and trainingin literature, lack of pedagogically-designed appropriate materials that can be used by language teachersin a classroom context are taken into account.

  18. The role as moderator and mediator in parent education groups--a leadership and teaching approach model from a parent perspective.

    Science.gov (United States)

    Forslund Frykedal, Karin; Rosander, Michael

    2015-07-01

    To investigate the didactic and social leadership in parent education groups based on a parent perspective, and to conceptualise parent experiences of the leader roles in these groups. Leadership in parent education groups has been associated with a lack of confidence in one's ability to function in that role. Research on how it can be delivered to produce a favourable outcome is scarce. It can be difficult to abandon the role of expert and let participants set their own learning agenda. To facilitate these processes requires leadership skills, knowledge of group dynamics as well as pedagogical skills. Qualitative interview study. Semi-structured interviews with parents (25 participants, 21 interviews). Transcripts were analysed using, first, thematic analysis, then comparative analysis. The study resulted in a four-field model, The Leadership - Teaching Approach model. It consists of the dimensions 'Teaching approaches' ('Knowledge is imparted' and 'Knowledge is jointly constructed'), and 'Leadership approaches' ('Instrumental approach' and 'Investigative approach'). Using an investigative approach is necessary to get a well-functioning group that can help the expectant and new parents in the transition to parenthood. Supervision can help develop an awareness of one's professional role as a nurse and leader of a parent education group. The actions and choices of nurses as leaders of parent groups have an impact on how the participants perceive and take in the content and purpose of the group, and whether they perceive it as meaningful. Getting support in reflecting about one's role as a leader in this context can help create a learning environment in which the participants can become engaged in the activities and be strengthened by the experience. © 2015 John Wiley & Sons Ltd.

  19. A microteaching application on a teaching practice course

    Directory of Open Access Journals (Sweden)

    Vahide Can

    2009-12-01

    Full Text Available This study investigated effectivenes of a teaching practice course which realized using the microteaching methods. Theparticipants of the study were six student teachers who experienced teaching practices for two times in a real classroomenvironment. Each of the two teaching practices of the student teachers were videotaped. Having observed of the first videorecords the instructur gave the student teachers feedback about their effectiveness in teaching. Analysis of the video recordsrevealed that student teachers achieved a better performance in their second teachings in terms of explaining basic theoriesand principles, identifying and observing necessary teaching roles and behaviours, preparing lesson plans, and conducting moreeffective teaching practices. In light of the these findings, it is suggested that this method should be integrated into teachingpractice courses.

  20. The Downside of Relying on Research Outputs to Assess Business Faculty Performance: Comments from Down Under regarding "Facilitating and Creating Synergies between Teaching and Research: The Role of the Academic Administrator"

    Science.gov (United States)

    Chapman, Ross L.

    2012-01-01

    This commentary presents an Australian perspective on Balkin and Mello's "Facilitating and Creating Synergies between Teaching and Research: The Role of the Academic Administrator." It addresses one particularly important aspect of the separation of teaching and research in business schools; namely, the increasing dominance of…

  1. Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching-learning Task.

    Science.gov (United States)

    Takeuchi, Naoyuki; Mori, Takayuki; Suzukamo, Yoshimi; Izumi, Shin-Ichi

    2016-01-01

    Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching-learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher-student pairs in total ( N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching-learning task. Two sessions, each including a triplet of a 30-s teaching-learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching-learning state. Changes in the teachers' left PFC activity between the first and second session positively correlated with those observed in students ( r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one's own teaching and the student's understanding ( β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching-learning state. The left PFC of teachers may be involved in integrating information regarding one's own teaching process and the student's learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher-student interactions may be useful in the field of educational neuroscience.

  2. Tasks for Integrating Language and Culture Teaching

    Science.gov (United States)

    Neff, Peter; Rucynski, John, Jr.

    2013-01-01

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

  3. Cooperative Teaching: A Model for Teacher Collaboration.

    Science.gov (United States)

    Bohlmann, Natalie L.

    1998-01-01

    A third grade teacher examines the effects of cooperative teaching in a two-teacher classroom. After discussing teacher roles in such classrooms, the paper describes how the advantages of such a system greatly outweigh the disadvantages. The paper presents keys to a successful teaching partnership and describes several models for lesson…

  4. Junior doctors and undergraduate teaching: the influence of gender on the provision of medical education.

    LENUS (Irish Health Repository)

    Prichard, David

    2012-02-01

    BACKGROUND: International experience has demonstrated that the medical profession is becoming less dominated by men. This "feminization of medicine" has been a topic of much debate in the medical literature. As the gender ratio in the profession changes, it is likely that a greater proportion of undergraduate education will be provided by women. Whether this shift away from the male-dominated provision of medical education will have an effect on undergraduate education is unknown. PURPOSE: The aim of this research was to clarify whether there are differences between the attitudes and practices of male and female junior doctors regarding the practice of undergraduate teaching. METHOD: A survey methodology among a cohort of nonconsultant hospital doctors in a major Irish teaching hospital was utilized. The overall response rate was 93%. The cohort held a positive attitude toward teaching undergraduates, and the majority were actively engaged in this activity. Doctors of both genders expressed a willingness to undertake teacher training. RESULTS: There were no significant differences between the genders regarding the self-reported quantity of teaching provided to undergraduates. Male doctors perceived themselves as more confident educators when compared to female doctors, but this is likely to reflect cohort demographics in which a greater proportion of male doctors were more senior. CONCLUSIONS: This study demonstrates that male and female doctors have similar attitudes toward, and practices in, voluntary undergraduate teaching. As a result, any gender shift in medicine is unlikely to result in a significant change in junior doctors\\' attitudes toward undergraduate medical education.

  5. Teaching Reading Comprehension in English in a Distance Web-Based Course: New Roles for Teachers (La enseñanza de la comprensión de lectura en inglés en un curso a distancia en la red: nuevos roles para los docentes)

    Science.gov (United States)

    Muñoz Marín, Jorge Hugo; González Moncada, Adriana

    2010-01-01

    Distance web-based learning is a popular strategy in ELT teaching in Colombia. Despite of the growth of experiences, there are very few studies regarding teachers' participation in these courses. This paper reports preliminary findings of an on-going study aiming at exploring the roles that a teach er plays in an EFL reading comprehension distance…

  6. An Effective Role of E-Learning Technology For English Language Teaching By Using Meta Communication Actors

    Directory of Open Access Journals (Sweden)

    Ilknur ISTIFCI

    2011-10-01

    Full Text Available Meta communication plays a key role in foreign language learning and teaching. Broadly speaking, meta communication is communication about communication. Meta communication is something that goes beyond communication and all language learners and teachers should be familiar with its existence. It should be stressed that meta communication which accompanies any message is very powerful. In face to face writing lessons, the student can make emphasis on any point by utilizing larger fonts, capital letters, or bold fonts in his essay. However, in virtual learning environments, students can make use of emoticons like :- “happy”, :-( “sad”, :-/ “perplexed”, O.o “confused” to communicate about communication. Further, they can deploy some acronyms like (BTW= By the way, ASAP= as soon as possible, TM= tomorrow to easily convey their messages. It should be emphasized that E-learning applications (virtual worlds, second life, ICTs are very beneficial in foreign language learning and teaching since they create a platform for students and teachers to interact in a context with no boundaries of time and distance. In Transformational Generative Grammar, foreign language teachers describe syntactic structures in English by using grammatical symbols with meta communicational elements. For instance, every English Foreign Language-EFL or English Language Teaching-ELT teachers or students is familiar with the symbols and related meanings like (S= sentence, subject, V= verb, O= object, N= noun, NP= noun phrase, VP= verb phrase, etc.. On the other side, when teaching English pronunciation to Turkish EFL learners, foreign language teachers utilize phonetic symbols like /è, æ, å, ğ, w, ŋ/ to write transcriptions of English words. These phonetic symbols have meta communicational elements in their composition because they communicate about communication. At this juncture, foreign language teachers should learn frequently used emoticons, keyboard

  7. Teaching Health Care in Introductory Economics

    Science.gov (United States)

    Cutler, David M.

    2017-01-01

    Health care is one of the economy's biggest industries, so it is natural that the health care industry should play some role in the teaching of introductory economics. There are many ways that health care can appear in such a context: in the teaching of microeconomics, as a macroeconomic issue, to learn about social welfare, and even to learn how…

  8. The role of a small teaching reactor in education and training

    International Nuclear Information System (INIS)

    Bobek, L.M.; Mayer, J.A. Jr.

    1992-01-01

    It cannot be simply concluded that because an undergraduate nuclear engineering program has access to a higher power research reactor that the number of BS graduates will be proportionately larger than a program whose reactor operates at a much lower power level. What can be concluded is that although smaller in size and capability, low-power research reactors and the nuclear engineering programs they serve provide an important role in producing much-needed nuclear engineers and scientists at the undergraduate level. Designed and built by General Electric primarily as a teaching tool for nuclear engineering education, the nuclear reactor at Worcester Polytechnic Institute (WPI) first began operation in 1959. The reactor power level was upgraded from 1 to 10 kW in 1969, and its 20-yr operating license was renewed in 1983. With the support of DOE funds, the reactor was converted to low-enriched fuel in 1988. Under partial funding from the DOE University Reactor Instrumentation Program, the reactor control console will soon be replaced. Since a small research reactor is an ideal tool for providing basic and intermediate nuclear training, the incorporation of nuclear subjects into traditional disciplines will consequently enhance reactor facility usage. With its continued modernization, the WPI nuclear reactor facility will play a key role in meeting nuclear manpower needs while providing excellent and rewarding career opportunities for students in all disciplines for many years to come

  9. the role of teaching practice in teacher education programmes

    African Journals Online (AJOL)

    Global Journal

    is intended to bridge theory and practice by providing opportunity for ... decisions and changes that lead to programme improvement. .... climate for learning. ✓ Identify and use .... Canada's Ethical Standards for the Teaching. Profession.

  10. Factors Influencing Teaching Choice, Professional Plans about Teaching, and Future Time Perspective: A Mediational Analysis

    Science.gov (United States)

    Eren, Altay; Tezel, Kadir Vefa

    2010-01-01

    This study aimed to examine the mediating role of prospective English teachers' future time perspectives in relation to their motivations for teaching, beliefs about the profession, career choice satisfaction, and professional plans. A total of 423 prospective English teachers voluntarily participated in the study. The mediating role of the future…

  11. Undertaking qualitative health research in social virtual worlds.

    Science.gov (United States)

    McElhinney, Evelyn; Cheater, Francine M; Kidd, Lisa

    2014-06-01

    This paper discusses the methodological challenges of using the 3D social virtual world Second Life for research and offers some solutions on a range of research issues including research ethics committee approval, gaining consent, recruitment of sample, data collection and engagement with 'in - world culture'. The attraction of social virtual worlds to researchers is their ability to mimic the physical world, as they, are seen as 'places' where people have a feeling of presence (being there) and social presence (being there with others) through the use of a 'customisable' avatar (digital self-representation). Emerging research demonstrating the persuasive nature of avatars on health behaviours through virtual worlds, online games and the 3D web has increased the use of and interest in these areas for delivering health information, advice and support. However, conducting research can be challenging in a 3D world where people are represented as anonymous avatars in an environment unlike any other online media. 25 semi-structured interviews were conducted in Second Life from September 2011-June 2012. Nurses wishing to undertake research in social virtual worlds should spend time in-world to acquire technical skills and gain an understanding of the culture of the world. Our experience of an interview-based study in virtual worlds indicates that researchers require several virtual world technical skills to create innovative tools to recruit, gain consent and collect data and an understanding of in-world culture, language and social norms to increase the chances of successful research. © 2013 John Wiley & Sons Ltd.

  12. Organization of training and teaching methods at Electricite de France (EDF)

    International Nuclear Information System (INIS)

    Combe, J.

    1980-01-01

    The training of staff for the equipping, operating and servicing of EDF nuclear facilities was organized at a time when the undertaking had already developed its general training schemes and teaching methods. A brief account of these schemes and methods is given in the paper. Staff training at EDF was clearly devised with implicit regard for the educational and technological features of French society. This fact should not be forgotten when seeking to compare what is described here with developments abroad. The organization of training is based on a few relatively simple principles. The object of any training is to acquire competence, not just knowledge, and this calls for a combination of teaching and practical experience. Training programmes are drawn up taking into account the professional experience acquired in a particular trade, and training activities are, as far as possible, divorced from selection and examination procedures. The large number of workers needing to be trained in the nuclear field has led to standardization of training programmes. Teaching methods tend to be based on a combination of theoretical instruction and practical experience. Training thus involves the use of active or semi-active methods designed to promote familiarization with methods of working as well as the attainment of knowledge and ability. For these reasons, conditions of training as close as possible to actual work situations are created in the training centres, where great emphasis is placed on simulation techniques. (author)

  13. The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method

    Directory of Open Access Journals (Sweden)

    Mehrak Rahimi

    2015-01-01

    Full Text Available This study investigated the role of EFL teachers’ classroom discipline strategies in their teaching effectiveness and their students’ motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward, discussion, involvement, and aggression to discipline the classroom. The students evaluated their teachers’ teaching effectiveness by completing effective Iranian EFL teacher questionnaire (Moafian, & Pishghadam, 2009. They also filled in Attitude/Motivation Test Battery (GhorbanDordinejad & ImamJomeh, 2011 that assessed their motivation towards learning English as a foreign language. Achievement in English was established based on formal grades students received at the end of the academic year. The results showed that EFL teachers reward and praise students for good behavior and they are not very authoritarian. Further, teaching effectiveness, motivation and achievement in learning English were all found to be related to discipline strategies. The results of path analysis showed that those teachers who used involvement and recognition strategies more frequently were perceived to be more effective teachers; however, students perceived teachers who used punitive strategies as being less effective in their teaching. It was also revealed that in classes where teachers managed disruptive behaviors by using punitive strategies, students had problems in learning as punitive strategies lowered students’ motivation. Teaching effectiveness was found to mediate the effect of punishment on motivation while motivation mediated the effect of punitive strategies on achievement. Motivation was found to have the strongest effect on achievement.

  14. Landscape architects perception of their role in the mining industry ...

    African Journals Online (AJOL)

    Landscape architects have a broad based academic training that prepares them to undertake a variety of different challenges in planning, design, construction and management of land. The purpose of this study was to establish their perception regarding their role in the mineral extraction industry in England. The study ...

  15. Towards a Competency Model for Teaching Computer Science

    Science.gov (United States)

    Bender, Elena; Hubwieser, Peter; Schaper, Niclas; Margaritis, Melanie; Berges, Marc; Ohrndorf, Laura; Magenheim, Johannes; Schubert, Sigrid

    2015-01-01

    To address the special challenges of teaching computer science, adequate development of teachers' competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers' beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely…

  16. Emotional Component in Teaching and Learning

    Science.gov (United States)

    Ponnambalam, Michael

    2018-02-01

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

  17. Needs Analysis and English Teaching in Professional Contexts

    Directory of Open Access Journals (Sweden)

    Orlando Vian Jr.

    2011-07-01

    Full Text Available Based on the concept of needs analysis as proposed by Hutchinson and Waters (1987, this article discusses some aspects of English teaching in professional contexts in Brazil. We start with a brief historical view of needs analysis in order to discuss its application to teaching English for specific business purposes in professional contexts and its role for the instructor teaching in-company classes. We also aim to discuss the importance of needs analysis and its relation to the business area, as well as other features related to teaching in these contexts and its relevance to the professionals involved with business English teaching.

  18. Teaching school children basic life support improves teaching and basic life support skills of medical students: A randomised, controlled trial.

    Science.gov (United States)

    Beck, Stefanie; Meier-Klages, Vivian; Michaelis, Maria; Sehner, Susanne; Harendza, Sigrid; Zöllner, Christian; Kubitz, Jens Christian

    2016-11-01

    The "kids save lives" joint-statement highlights the effectiveness of training all school children worldwide in cardiopulmonary resuscitation (CPR) to improve survival after cardiac arrest. The personnel requirement to implement this statement is high. Until now, no randomised controlled trial investigated if medical students benefit from their engagement in the BLS-education of school children regarding their later roles as physicians. The objective of the present study is to evaluate if medical students improve their teaching behaviour and CPR-skills by teaching school children in basic life support. The study is a randomised, single blind, controlled trial carried out with medical students during their final year. In total, 80 participants were allocated alternately to either the intervention or the control group. The intervention group participated in a CPR-instructor-course consisting of a 4h-preparatory seminar and a teaching-session in BLS for school children. The primary endpoints were effectiveness of teaching in an objective teaching examination and pass-rates in a simulated BLS-scenario. The 28 students who completed the CPR-instructor-course had significantly higher scores for effective teaching in five of eight dimensions and passed the BLS-assessment significantly more often than the 25 students of the control group (Odds Ratio (OR): 10.0; 95%-CI: 1.9-54.0; p=0.007). Active teaching of BLS improves teaching behaviour and resuscitation skills of students. Teaching school children in BLS may prepare medical students for their future role as a clinical teacher and support the implementation of the "kids save lives" statement on training all school children worldwide in BLS at the same time. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  19. Evaluation and feedback for effective clinical teaching in postgraduate medical education: validation of an assessment instrument incorporating the CanMEDS roles.

    Science.gov (United States)

    Fluit, Cornelia; Bolhuis, Sanneke; Grol, Richard; Ham, Marieke; Feskens, Remco; Laan, Roland; Wensing, Michel

    2012-01-01

    Providing clinical teachers in postgraduate medical education with feedback about their teaching skills is a powerful tool to improve clinical teaching. A systematic review showed that available instruments do not comprehensively cover all domains of clinical teaching. We developed and empirically test a comprehensive instrument for assessing clinical teachers in the setting of workplace learning and linked to the CanMEDS roles. In a Delphi study, the content validity of a preliminary instrument with 88 items was studied, leading to the construction of the EFFECT (evaluation and feedback for effective clinical teaching) instrument. The response process was explored in a pilot test and focus group research with 18 residents of 6 different disciplines. A confirmatory factor analyses (CFA) and reliability analyses were performed on 407 evaluations of 117 supervisors, collected in 3 medical disciplines (paediatrics, pulmonary diseases and surgery) of 6 departments in 4 different hospitals. CFA yielded an 11 factor model with a good to excellent fit and internal consistencies ranged from 0.740 to 0.940 per domain; 7 items could be deleted. The model of workplace learning showed to be a useful framework for developing EFFECT, which incorporates the CanMEDS competencies and proved to be valid and reliable.

  20. Supporting near-peer teaching in general practice: a national survey.

    Science.gov (United States)

    van de Mortel, Thea F; Silberberg, Peter L; Ahern, Christine M; Pit, Sabrina W

    2016-05-12

    Training bodies see teaching by junior doctors and vocational trainees in general practice (family medicine) as integral to a doctor's role. While there is a body of literature on teacher training programs, and on peer and near-peer teaching in hospitals and universities, there has been little examination of near-peer teaching in general practice. Near-peer teaching is teaching to those close to oneself but not at the same level in the training continuum. This study investigated the perceptions of key stakeholders on near-peer teaching in general practice, their current near-peer teaching activities, and methods of recruitment and support. A national anonymous online survey was used to obtain data on Australian stakeholders' perceptions of, and processes related to, near-peer teaching in general practice. Recruitment occurred via electronic invitations sent by training providers and stakeholder associations. Separate questionnaires, which were validated via several cycles of review and piloting, were developed for supervisors and learners. The survey included both fixed response and open response questions. Responses (n = 1,122) were obtained from 269 general practitioner supervisors, 221 general practice registrars, 319 prevocational trainees, and 313 medical students. All stakeholder groups agreed that registrars should teach learners in general practice, and 72% of registrars, 68% of prevocational trainees, and 33% of medical students reported having done some teaching in this setting. Three-quarters of supervisors allowed learners to teach. Having another learner observe their consultations was the most common form of teaching for registrars and prevocational trainees. Eight percent of registrars received some remuneration for teaching. The approach used to determine teaching readiness and quality varied greatly between supervisors. Near-peer teaching was supported by the majority of stakeholders, but is underutilised and has poor structural support

  1. The Role of Hispanic America in the Teaching of Spanish as Foreign Language: Representations of Students and Teachers

    OpenAIRE

    Cruz, Mário; Araújo e Sá, Maria Helena

    2016-01-01

    We believe that with the positioning of Spanish as an international language and the prominent role of Hispano- American countries in the vitality and projection of this language (Mora-Figueroa, 1998), there is a need for the inclusion of linguistic and cultural varieties in the teaching and learning process of Spanish as Foreign Language, in a context where the Spanish varieties in course books and practices still prevail (cf. Kraviski, 2007). In this paper we propose an analysis of the r...

  2. How to Teach Aural English More Effectively

    Science.gov (United States)

    Huang, Huan

    2009-01-01

    As a means of communication, listening plays an important role in people's life. In a foreign language classroom, listening comprehension has never drawn the same attention of educators as it now does. So it is a vital importance to teach aural English more effectively. In view of present situation of aural English teaching and wrong ideas about…

  3. Peer teaching in medical education: twelve reasons to move from theory to practice.

    Science.gov (United States)

    Ten Cate, Olle; Durning, Steven

    2007-09-01

    To provide an estimation of how often peer teaching is applied in medical education, based on reports in the literature and to summarize reasons that support the use of this form of teaching. We surveyed the 2006 medical education literature and categorised reports of peer teaching according to educational distance between students teaching and students taught, group size, and level of formality of the teaching. Subsequently, we analysed the rationales for applying peer teaching. Most reports were published abstracts in either Medical Education's annual feature 'Really Good Stuff' or the AMEE's annual conference proceedings. We identified twelve distinct reasons to apply peer teaching, including 'alleviating faculty teaching burden', 'providing role models for junior students', 'enhancing intrinsic motivation' and 'preparing physicians for their future role as educators'. Peer teaching appears to be practiced often, but many peer teaching reports do not become full length journal articles. We conclude that specifically 'near-peer teaching' appears beneficial for student teachers and learners as well as for the organisation. The analogy of the 'journeyman', as intermediate between 'apprentice' and 'master', with both learning and teaching tasks, is a valuable but yet under-recognized source of education in the medical education continuum.

  4. Teaching Critical Thinking in a Library Credit Course.

    Science.gov (United States)

    Poirier, Gayle; Hocker, Susan

    1993-01-01

    Discussion of critical thinking skills focuses on the academic library's role in teaching critical thinking skills based on experiences with a library resources course at Louisiana State University. Teaching techniques are discussed, sample lessons are described, and evaluation of students' research papers and student retention of skills are…

  5. Quality Teaching in a Managerial Setting: Higher Education Challenges in Australia

    Directory of Open Access Journals (Sweden)

    Therese Demediuk

    2011-02-01

    Full Text Available Australian universities face increased challenges in a global higher education marketplace. They have responded to this competitive environment by introducing greater efficiency and accountability measures. One key measure is the quality of teaching and in particular, the delivery of student-centred teaching. However, the reforms have changed the working lives of academic teachers who now have greater reporting and administrative responsibilities with less sense of collegiality in the sector. In these circumstances, it is not clear that teaching staff will share the same perceptions of quality teaching as their institutions expect. This paper examines the utility of role theory and learning organization theory as part of a project which will examine the ways in which implicit knowledge can be made explicit and shared in the organization as part of academic teachers’ roles. The paper hypothesizes that when academics share their perceptions of good teaching, universities will benefit from a coherent set of quality teaching indicators which are aligned with their organizational cultures.

  6. Moving beyond the Toolbox: Teaching Human Rights through Teaching the Holocaust in Post-Apartheid South Africa

    Science.gov (United States)

    Petersen, Tracey

    2010-01-01

    What role might Holocaust education play in post-apartheid South Africa? What role might the teacher of the Holocaust play? This paper examines the considerations that have shaped the programmes developed by the South African Holocaust Foundation to support South African teachers teaching about the Holocaust. This programme is set against a…

  7. Peer teaching as a means of enhancing communication skills in anaesthesia training: trainee perspectives.

    Science.gov (United States)

    O'Shaughnessy, S M

    2018-02-01

    The purpose of this study is to introduce peer teaching of communication skills to first-year anaesthesia trainees in Ireland and to evaluate their perception of this teaching modality. Seventy-nine first-year anaesthesia trainees participated in a novel peer-led communication skills programme over a 2-year period (Y1, Y2). A Likert scaling questionnaire was developed to explore trainee perception of the peer teaching programme. Of the 79 respondents (36 in Y1 and 43 in Y2), 99% either agreed or strongly agreed that the peer teachers were successful in their role. Ninety-two percent requested formal peer teaching in other areas of training. The trainees regarded a peer teacher as an appropriate information provider (92%), role model (88%), planner (88%) and facilitator (94%), but less so as an assessor (70%). The most consistently stated strength of peer teaching was the relatability of peer teachers with their lack of experience cited as the main weakness. Eighty percent of participants preferred peer teaching to regular expert teaching. This study highlights the positive attitudes of first-year anaesthesia trainees towards a novel peer teaching programme in communication skills. This author recommends that peer teaching is further developed within postgraduate medical programmes to maximise learning for trainees in the student and teacher roles and to redistribute the teaching burden within clinical departments.

  8. The Inductive Method of Teaching Visual Art Criticism.

    Science.gov (United States)

    Clements, Robert D.

    1979-01-01

    The author describes how the true principles of the scientific inductive method are not opposed to the principles of teaching visual art criticism, and suggests that the inductive method of teaching visual art criticism strips it of its mystique in order to make clear its vital role in intellectual development. (KC)

  9. A mini-midwifery business institute in a midwifery professional roles course: an innovative teaching strategy for successful career planning and business management of practice.

    Science.gov (United States)

    Jesse, D Elizabeth; Dewees, Connie; McDowell, William C

    2015-01-01

    It is essential to include teaching strategies in midwifery education that address career planning and the business aspects of practice. This article presents the Mini-Midwifery Business Institute (M-MBI), an innovative teaching strategy for midwives that can also be applied to other advanced practice professions. The M-MBI can be integrated into a professional roles course. Before and after graduation, midwifery students and other advanced practice professionals can use the information to gain confidence and skills for successful career planning and the business management of practice. © 2014 by the American College of Nurse-Midwives.

  10. Bedside Teaching: Is it Effective Methods in Clinical Nursing Students Learning?

    Directory of Open Access Journals (Sweden)

    Fatikhu Yatuni Asmara

    2017-01-01

    Full Text Available Introduction: Clinical learning is the centre of medical students education. Students not only learn about practical skills but also communication with patient and other health care givers which both competencies are useful for students when they come into working world (Spencer, 2003. There are variations of methods applied in clinical learning process; one of them is bedside teaching. The aim of this study was to observe the bedside teaching process which is held in group of students, teacher, and patient. Another aim was to know responses of students, teacher, and patients to the bedside teaching process. Method: The method which was applied in this study is observation in which bedside teaching process was observed related to the roles and function of each component of bedside teaching: students, teacher, and patient in each phase: preparation, process, and evaluation. Then it was continued by interview to know the responses of students, teacher, and patient related to bedside teaching process. Result: The result showed that both students and teacher felt that bedside teaching is an effective method since it helped students to achieve their competences in clinical setting and develop their communication skill. Furthermore teacher stated that bedside teaching facilitated her to be a good role model for students. As well as students and teacher, patient got advantage from the bedside teaching process that she got information related to her case; however the time to discuss was limited. During the observation, each component of bedside teaching did their roles and function, such as: during the preparation teacher asked inform consent from patient, and patient gave inform consent as well while students prepared the material. Discussions: Suggestion for next research is conducting a deeper study about perception of students, teacher, and patient about bedside teaching process and the strategies to develop it to be better method. Keywords: bedside

  11. Use of peer teaching to enhance student and patient education.

    Science.gov (United States)

    Priharjo, Robert; Hoy, Georgina

    This article describes an evaluation of a peer-teaching project undertaken by second-year nursing students at a higher education institution in England. The initiative has enhanced the students' understanding of peer education. The importance of the nurse's role in patient education is emphasised. It is hoped that the experience of peer teaching will prepare nursing students for their future roles as nurse educators for patients, students and other staff.

  12. Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program

    Science.gov (United States)

    Prevost, Luanna B.; Vergara, Claudia E.; Urban-Lurain, Mark; Campa, Henry, III.

    2018-01-01

    Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic…

  13. Working Talk: Developing a Framework for the Teaching of Collaborative Talk

    Science.gov (United States)

    Newman, Ruth

    2016-01-01

    This study draws on the findings of an ESRC and British Telecom funded study which explored the teaching of collaborative talk. A teaching intervention was designed which adopted the principles of dialogic teaching, but which, drawing on educational linguistics, particularly emphasised the role of metatalk in developing students' awareness of the…

  14. Building confidence: an exploration of nurses undertaking a postgraduate biological science course.

    Science.gov (United States)

    Van Wissen, Kim; McBride-Henry, Karen

    2010-01-01

    This study aimed to explore the impact of studying biological science at a postgraduate level and how this impacted on nursing practice. The term biological sciences in this research encompasses elements of physiology, genetics, biochemistry and pathophysiology. A qualitative research study was designed, that involved the dissemination of a pre- and post-course semi-structured questionnaire for a biological science course, as part of a Master of Nursing programme at a New Zealand University, thus exploring the impact of undertaking a postgraduate biological sciences course. The responses were analysed into themes, based on interpretive concepts. The primary themes revealed improvement in confidence as: confidence in communication, confidence in linking nursing theoretical knowledge to practice and confidence in clinical nursing knowledge. This study highlights the need to privilege clinically-derived nursing knowledge, and that confidence in this nursing knowledge and clinical practice can be instilled through employing the model of theory-guided practice.

  15. Scrutinizing EFL teachers' job satisfaction and stress at work: The intervening roles of gender, teaching experience, and educational level

    OpenAIRE

    Fahimeh Kamali Cheshmeh Jalal; Afsaneh Ghanizadeh; Omid Akbari

    2017-01-01

    The present study sought to explore the relationship between English as a foreign language (EFL) EFL teachers' stress at work and their job satisfaction. Moreover, it explored the role of EFL teachers' gender, length of teaching experience, and educational level in their job satisfaction and stress at work. For this purpose, 134 EFL teachers were chosen from different private language institutes in Mashhad, a city in northeast of Iran. They were asked to complete two questionnaires: Job Descr...

  16. Financial literacy among Turkish college students: the role of formal education, learning approaches, and parental teaching.

    Science.gov (United States)

    Akben-Selcuk, Elif; Altiok-Yilmaz, Ayse

    2014-10-01

    This study assessed financial literacy and its correlates among Turkish college students, with special emphasis on the role of formal education, learning approaches, and parental influences. Financial literacy was measured by the College Student Financial Literacy Survey, which assesses knowledge in four areas: general financial management, saving and borrowing, insurance, and investing. 853 Turkish university students were administered the survey (416 men, 437 women; M age = 20.3 yr., SD = 0.6). The mean percentage of correct responses was 45% (SD = 12.8%). Regression results showed that formal finance education in college, a deep approach to learning, and direct financial teaching by parents were significantly associated with higher financial literacy scores.

  17. Crossing the street

    DEFF Research Database (Denmark)

    Shepherd, Nick

    2001-01-01

    Nick Shepherd teaches a class on 'race and racism' at the University of Cape Town. Here he shares the journey he undertakes with his students to find a "civil space'' to discuss sensitive and complex issues.......Nick Shepherd teaches a class on 'race and racism' at the University of Cape Town. Here he shares the journey he undertakes with his students to find a "civil space'' to discuss sensitive and complex issues....

  18. Iconic Gestures as Undervalued Representations during Science Teaching

    Science.gov (United States)

    Chue, Shien; Lee, Yew-Jin; Tan, Kim Chwee Daniel

    2015-01-01

    Iconic gestures that are ubiquitous in speech are integral to human meaning-making. However, few studies have attempted to map out the role of these gestures in science teaching. This paper provides a review of existing literature in everyday communication and education to articulate potential contributions of iconic gestures for science teaching.…

  19. Introducing a Symbolic Interactionist Approach on Teaching Mathematics: The Case of Revoicing as an Interactional Strategy in the Teaching of Probability

    Science.gov (United States)

    Eckert, Andreas; Nilsson, Per

    2017-01-01

    This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher's role in the negotiation of meaning. Using methods inspired by grounded theory,…

  20. Student peer reviewers' views on teaching innovations and imaginative learning.

    Science.gov (United States)

    Chan, Zenobia C Y

    2016-04-01

    Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. A focus group interview. Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations. Copyright © 2016 Elsevier Ltd. All rights reserved.

  1. How to encourage entrepreneurship and innovation through the development of technology-based projects in the context of university teaching?

    Directory of Open Access Journals (Sweden)

    Mercedes Segarra Ciprés

    2017-10-01

    Full Text Available Entrepreneurship and innovation are two of the values demanded by firms today, and therefore the associated skills are enhanced in grades with a clear focus on entrepreneurship. The goal is that students who leave their classrooms were able to undertake and not only in the sense of creating a firm, but also to have the ability to innovate in any tasks that require professional performance. However, despite the clear need to promote entrepreneurship, there are few practical examples of how to teach this competence. In this paper, we present an educational experience based on the theoretical framework provided by the Triple Helix Model, according to which synergies in entrepreneurship are multiplied when are joined the three axes in the task of undertaking: institutional, university and business. Its goal has been to support students from the business idea to the creation of a technology-based company, as a way to enhance their entrepreneurial and innovative capacity. To carry it out has created a multidisciplinary working group in which at university axis level courses of different knowledge domain have been coordinated: engineering, social sciences and humanities.

  2. The Cultivation of Cross-Cultural Communication Competence in Oral English Teaching Practice

    Science.gov (United States)

    Sun, Chunyan

    2015-01-01

    This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching…

  3. Faculty Perspectives in the Transition to Online Teaching

    Directory of Open Access Journals (Sweden)

    Lorraine Slater

    2005-01-01

    Full Text Available This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities. This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities.

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

    Science.gov (United States)

    Gatlin, Todd Adam

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

  5. An assessment of student satisfaction with peer teaching of clinical communication skills.

    Science.gov (United States)

    Mills, Jonathan K A; Dalleywater, William J; Tischler, Victoria

    2014-10-13

    Peer teaching is now used in medical education with its value increasingly being recognised. It is not yet established whether students differ in their satisfaction with teaching by peer-teachers compared to those taught by academic or clinical staff. This study aimed to establish satisfaction with communication skills teaching between these three teaching groups. Students participated in a role-play practical facilitated either by clinicians, peer-teachers or non-clinical staff. A questionnaire was administered to first-year medical students after participating in a communication skills role-play session asking students to evaluate their satisfaction with the session. Data were analysed in SPSS 20. One hundred and ninety eight students out of 239 (83%) responded. Students were highly satisfied with the teaching session with no difference in satisfaction scores found between those sessions taught by peers, clinical and non-clinical staff members. 158 (80%) considered the session useful and 139 (69%) strongly agreed tutors facilitated their development. There was no significant difference in satisfaction scores based on tutor background. Satisfaction is as high when tutored by peer-teachers compared to clinicians or non-clinical staff. Constructive feedback is welcomed from a range of personnel. Final-year students could play an increasing role in the teaching of pre-clinical medical students.

  6. [Teaching methods for clinical settings: a literature review].

    Science.gov (United States)

    Brugnolli, Anna; Benaglio, Carla

    2017-01-01

    . Teaching Methods for clinical settings: a review. The teaching process during internship requires several methods to promote the acquisition of more complex technical skills such as relational, decisional and planning abilities. To describe effective teaching methods to promote the learning of relational, decisional and planning skills. A literature review of the teaching methods that have proven most effective, most appreciated by students, and most frequently used in Italian nursing schools. Clinical teaching is a central element to transform clinical experiences during internship in professional competences. The students are gradually brought to become more independent, because they are offered opportunities to practice in real contexts, to receive feedback, to have positive role models, to become more autonomous: all elements that facilitate and potentiate learning. Clinical teaching should be based on a variety of methods. The students value a gradual progression both in clinical experiences and teaching strategies from more supervised methods to methods more oriented towards reflecting on clinical practice and self-directed learning.

  7. Teaching Auditing Using Cases in an Online Learning Environment: The Role of ePortfolio Assessment

    Science.gov (United States)

    Mihret, Dessalegn Getie; Abayadeera, Nadana; Watty, Kim; McKay, Jade

    2017-01-01

    While teaching auditing using cases is regarded as an effective approach, spatial separation of students and teachers in online contexts can restrict the application of case teaching. This study examines an undergraduate auditing course implemented to address this challenge by integrating case teaching with ePortfolio assessment. Students' written…

  8. The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

    Science.gov (United States)

    2014-01-01

    Background Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. Methods A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. Results 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used. A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners’ perspective. Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed “GP consultant teacher”). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning. Conclusions Vertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the

  9. A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine.

    Science.gov (United States)

    Ilic, Dragan; Nordin, Rusli Bin; Glasziou, Paul; Tilson, Julie K; Villanueva, Elmer

    2015-03-10

    Few studies have been performed to inform how best to teach evidence-based medicine (EBM) to medical trainees. Current evidence can only conclude that any form of teaching increases EBM competency, but cannot distinguish which form of teaching is most effective at increasing student competency in EBM. This study compared the effectiveness of a blended learning (BL) versus didactic learning (DL) approach of teaching EBM to medical students with respect to competency, self-efficacy, attitudes and behaviour toward EBM. A mixed methods study consisting of a randomised controlled trial (RCT) and qualitative case study was performed with medical students undertaking their first clinical year of training in EBM. Students were randomly assigned to receive EBM teaching via either a BL approach or the incumbent DL approach. Competency in EBM was assessed using the Berlin questionnaire and the 'Assessing Competency in EBM' (ACE) tool. Students' self-efficacy, attitudes and behaviour was also assessed. A series of focus groups was also performed to contextualise the quantitative results. A total of 147 students completed the RCT, and a further 29 students participated in six focus group discussions. Students who received the BL approach to teaching EBM had significantly higher scores in 5 out of 6 behaviour domains, 3 out of 4 attitude domains and 10 out of 14 self-efficacy domains. Competency in EBM did not differ significantly between students receiving the BL approach versus those receiving the DL approach [Mean Difference (MD)=-0.68, (95% CI-1.71, 0.34), p=0.19]. No significant difference was observed between sites (p=0.89) or by student type (p=0.58). Focus group discussions suggested a strong student preference for teaching using a BL approach, which integrates lectures, online learning and small group activities. BL is no more effective than DL at increasing medical students' knowledge and skills in EBM, but was significantly more effective at increasing student

  10. The Role of Method in Teaching: An Informal Exploration.

    Science.gov (United States)

    Sylwester, Robert

    This bulletin discusses the following four important aspects of the teaching process: surface communication, and enactive, iconic, and symbolic representations of reality. The author begins with a discussion of surface communication in which he explains that our skin constitutes a barrier to communication. He states that we must, therefore, devise…

  11. Decree No. 67/77 of 6 May establishing a National Uranium Undertaking as a public body

    International Nuclear Information System (INIS)

    1977-01-01

    This Decree, promulgated on 29 March 1977, sets up a National Uranium Undertaking (ENU). The ENU Statute which is attached to the Decree lays down that its main purpose is to prospect for and inventory uranium deposits, to explore known deposits, to set up facilities for recovery and treatment of uranium ores, and finally, to market the products obtained. The ENU has taken over the work which, until now, had been carried out in that field by the Junta de Energia Nuclear and it is placed under the authority of the Minister of Industry and Technology. (NEA) [fr

  12. Integrating Blended Teaching and Learning to Enhance Graduate Attributes

    Science.gov (United States)

    Hermens, Antoine; Clarke, Elizabeth

    2009-01-01

    Purpose: The purpose of this paper is to explore the role of computer based business simulations in higher education as innovative tools of teaching and learning to enhance students' practical understanding of real business problems. Whether the integration of business simulation technologies will enable significant innovation in teaching and…

  13. Teaching the Fair Debt Collection Practices Act to Legal and Ethical Environment of Business Undergraduate Students through a Role-Play Experiential Learning Exercise

    Science.gov (United States)

    Lee, Konrad S.; Thue, Matthew I.

    2017-01-01

    This article begins with a description of a role-play exercise for teaching the Fair Debt Collection Practices Act (FDCPA) to an introductory Legal and Ethical Environment of Business Law (Business Law) undergraduate class. It goes on to provide the context for consumer debt in the United States. Next, the problems of debt collection are…

  14. Pathways in Learning to Teach Elementary Science: Navigating Contexts, Roles, Affordances and Constraints

    Science.gov (United States)

    Smith, Deborah C.; Jang, Shinho

    2011-01-01

    This case study of a fifth-year elementary intern's pathway in learning to teach science focused on her science methods course, placement science teaching, and reflections as a first-year teacher. We studied the sociocultural contexts within which the intern learned, their affordances and constraints, and participants' perspectives on their roles…

  15. Teaching, Research, and Service: Are These Role Functions Satisfying to Venezuelan Faculty Women?

    Science.gov (United States)

    Serafin, Ana Gil

    This study examined the job satisfaction of female Venezuelan faculty members in their teaching, research and service functions. Using the Faculty Satisfaction Questionnaire, the study compared the responses of 107 full-time males and 100 full-time females at seven Venezuelan teacher colleges. Findings revealed: (1) that teaching as a role…

  16. Studying Gender Bias in Physics Grading: The Role of Teaching Experience and Country

    Science.gov (United States)

    Hofer, Sarah I.

    2015-01-01

    The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers' gender bias in grading and the influence of teaching experience in Switzerland, Austria, and Germany. In a 2?×?2 between-subjects design, with years of teaching experience included as…

  17. The role of mathematics in politics as an issue for mathematics teaching

    DEFF Research Database (Denmark)

    Sánchez, Mario; Blomhøj, Morten

    2010-01-01

    This paper presents analyses of some examples of mathematical models used in the Mexican society of today. We seek to justify why and illustrate how such examples can be included in mathematics teaching and in teacher education.......This paper presents analyses of some examples of mathematical models used in the Mexican society of today. We seek to justify why and illustrate how such examples can be included in mathematics teaching and in teacher education....

  18. Meeting educational needs in Costa Rica: The role of the distance teaching Universidad Estatal a Distancia

    Science.gov (United States)

    Rumble, Greville; Borden, George A.

    1983-12-01

    In 1977 the government of Costa Rica established a new university, the Universidad Estatal a Distancia (UNED), and charged it with using distance teaching methods to meet the needs of new target groups as well as to alleviate some of the pressure of student demand on the existing three state-funded campus-based universities. This paper examines UNED's impact in relation to three categories of need: (1) student demand for university places; (2) demand from persons who had been previously disadvantaged in one way or another and hence unable to enter a university; and (3) demands generated by the needs of society for trained manpower. The paper evaluates UNED's success or failure in meeting these needs, in so far as it can be measured, and considers evidence based on the views of UNED's students regarding the success of the University in meeting their individual requirements. Throughout, the paper relates UNED's role within the higher education system in Costa Rica to those of the campus-based universities. In spite of the problems of teaching part-time students in a society in which leisure time is at a premium, the authors believe that UNED is to a large degree achieving its objectives by meeting previously unfulfilled needs at the higher education level in Costa Rica.

  19. Undertaking cause-specific mortality measurement in an unregistered population: an example from Tigray Region, Ethiopia

    Directory of Open Access Journals (Sweden)

    Hagos Godefay

    2014-09-01

    Full Text Available Background: The lack of adequate documentation of deaths, and particularly their cause, is often noted in African and Asian settings, but practical solutions for addressing the problem are not always clear. Verbal autopsy methods (interviewing witnesses after a death have developed rapidly, but there remains a lack of clarity as to how these methods can be effectively applied to large unregistered populations. This paper sets out practical details for undertaking a representative survey of cause-specific mortality in a population of several million, taking Tigray Region in Ethiopia as a prototype. Sampling: Sampling was designed around an expected level of maternal mortality ratio of 400 per 100,000 live births, which needed measuring within a 95% confidence interval of approximately ±100. Taking a stratified cluster sample within the region at the district level for logistic reasons, and allowing for a design effect of 2, this required a population of around 900,000 people, equating to six typical districts. Since the region is administered in six geographic zones, one district per zone was randomly selected. Implementation: The survey was implemented as a two-stage process: first, to trace deaths that occurred in the sampled districts within the preceding year, and second to follow them up with verbal autopsy interviews. The field work for both stages was undertaken by health extension workers, working in their normally assigned areas. Most of the work was associated with tracing the deaths, rather than undertaking the verbal autopsy interviews. Discussion: This approach to measuring cause-specific mortality in an unregistered Ethiopian population proved to be feasible and effective. Although it falls short of the ideal situation of continuous civil registration and vital statistics, a survey-based strategy of this kind may prove to be a useful intermediate step on the road towards full civil registration and vital statistics implementation.

  20. Applying Bandura's Model to Identifying Sources of Self-Efficacy of Teaching Artists

    Science.gov (United States)

    Snyder, Scott; Fisk, Timarie

    2016-01-01

    Teaching artists have significant roles within K-12 schools. Although some research has been conducted to describe the characteristics, training, and employment experiences of teaching artists, no study has been conducted concerning the self-efficacy that such individuals have regarding teaching. The purpose of the study was to investigate the…

  1. A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

    Science.gov (United States)

    Reeves, Todd D.; Marbach-Ad, Gili; Miller, Kristen R.; Ridgway, Judith; Gardner, Grant E.; Schussler, Elisabeth E.; Wischusen, E. William

    2016-01-01

    Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD)…

  2. Graduate teaching assistants' perceptions of teaching competencies required for work in undergraduate science labs

    Science.gov (United States)

    Deacon, Christopher; Hajek, Allyson; Schulz, Henry

    2017-11-01

    Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, 'Clearly and effectively communicates ideas and information with students' was the only competency for which there was agreement on the level of requirement. We also examined GTAs' self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role.

  3. Teaching undergraduate biomechanics with Just-in-Time Teaching.

    Science.gov (United States)

    Riskowski, Jody L

    2015-06-01

    Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

  4. Teaching Free Speech in Advertising Classrooms (Approaches to Teaching Freedom of Expression).

    Science.gov (United States)

    Geske, Joel

    1991-01-01

    Argues that free expression is an important concept to teach to introductory advertising students. Explains how free expression can be taught through student role playing within a talk show format. Reports research showing student enthusiasm for the method. Concludes that the method can be successful in the large lecture classroom format. (SG)

  5. The Role of Trust in the Teaching of History

    Science.gov (United States)

    Haynes, Bruce

    2018-01-01

    This article is an initial exploration of possibilities opened up by considering trust relations as central to the teaching of history in schools. It is an extension of an investigation into epistemological problems to see whether "trust" is a more fruitful concept to use than "truth" in dealing with those problems and is based…

  6. The Role of Agricultural Consultants in New Zealand in Environmental Extension

    Science.gov (United States)

    Botha, Neels; Coutts, Jeff; Roth, Hein

    2008-01-01

    The aim of this study was to understand the role that agricultural consultants in New Zealand were undertaking in the Research, Development and Extension (RD&E) system--and in particular in relation to environmental extension. New Zealand does not have a public extension service and hence there is a strong reliance on consultants and regional…

  7. Drama as a Cross-Curricula teaching method | Amooti R | Rwandan ...

    African Journals Online (AJOL)

    On the basis of the available literature, dramatic techniques like role-play, impersonation, miming and dramatization are very effective teaching methods. Various scholars have acknowledged the fact that these dramatic techniques are appropriate teaching methods across the curriculum. The practical elements of drama, as ...

  8. Psychology of Learning Spaces: Impact on Teaching and Learning

    Science.gov (United States)

    Granito, Vincent J.; Santana, Mary E.

    2016-01-01

    New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from…

  9. Teaching with Data in the Principles of Macroeconomics Course

    Science.gov (United States)

    Zhuang, Hong

    2012-01-01

    Economic data play an important role in the study of macroeconomics. Teaching with data through interactive classes can engage students more fully in the learning process. Although the pedagogy of teaching with data has been widely applied in the undergraduate science classroom, its extension to the economics classroom is rarely discussed. This…

  10. Developing a pedagogy for nursing teaching-learning.

    Science.gov (United States)

    Horsfall, Jan; Cleary, Michelle; Hunt, Glenn E

    2012-11-01

    Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners. Copyright © 2011 Elsevier Ltd. All rights reserved.

  11. Verification of pharmacogenetics-based warfarin dosing algorithms in Han-Chinese patients undertaking mechanic heart valve replacement.

    Science.gov (United States)

    Zhao, Li; Chen, Chunxia; Li, Bei; Dong, Li; Guo, Yingqiang; Xiao, Xijun; Zhang, Eryong; Qin, Li

    2014-01-01

    To study the performance of pharmacogenetics-based warfarin dosing algorithms in the initial and the stable warfarin treatment phases in a cohort of Han-Chinese patients undertaking mechanic heart valve replacement. We searched PubMed, Chinese National Knowledge Infrastructure and Wanfang databases for selecting pharmacogenetics-based warfarin dosing models. Patients with mechanic heart valve replacement were consecutively recruited between March 2012 and July 2012. The predicted warfarin dose of each patient was calculated and compared with the observed initial and stable warfarin doses. The percentage of patients whose predicted dose fell within 20% of their actual therapeutic dose (percentage within 20%), and the mean absolute error (MAE) were utilized to evaluate the predictive accuracy of all the selected algorithms. A total of 8 algorithms including Du, Huang, Miao, Wei, Zhang, Lou, Gage, and International Warfarin Pharmacogenetics Consortium (IWPC) model, were tested in 181 patients. The MAE of the Gage, IWPC and 6 Han-Chinese pharmacogenetics-based warfarin dosing algorithms was less than 0.6 mg/day in accuracy and the percentage within 20% exceeded 45% in all of the selected models in both the initial and the stable treatment stages. When patients were stratified according to the warfarin dose range, all of the equations demonstrated better performance in the ideal-dose range (1.88-4.38 mg/day) than the low-dose range (pharmacogenetics-based warfarin dosing regimens performed similarly in our cohort. However, the algorithms of Wei, Huang, and Miao showed a better potential for warfarin prediction in the initial and the stable treatment phases in Han-Chinese patients undertaking mechanic heart valve replacement.

  12. The evolving role of traditional birth attendants in maternal health in post-conflict Africa: A qualitative study of Burundi and northern Uganda.

    Science.gov (United States)

    Chi, Primus Che; Urdal, Henrik

    2018-01-01

    Many conflict-affected countries are faced with an acute shortage of health care providers, including skilled birth attendants. As such, during conflicts traditional birth attendants have become the first point of call for many pregnant women, assisting them during pregnancy, labour and birth, and in the postpartum period. This study seeks to explore how the role of traditional birth attendants in maternal health, especially childbirth, has evolved in two post-conflict settings in sub-Saharan Africa (Burundi and northern Uganda) spanning the period of active warfare to the post-conflict era. A total of 63 individual semi-structured in-depth interviews and 8 focus group discussions were held with women of reproductive age, local health care providers and staff of non-governmental organisations working in the domain of maternal health who experienced the conflict, across urban, semi-urban and rural settings in Burundi and northern Uganda. Discussions focused on the role played by traditional birth attendants in maternal health, especially childbirth during the conflict and how the role has evolved in the post-conflict era. Transcripts from the interviews and focus group discussions were analysed by thematic analysis (framework approach). Traditional birth attendants played a major role in childbirth-related activities in both Burundi and northern Uganda during the conflict, with some receiving training and delivery kits from the local health systems and non-governmental organisations to undertake deliveries. Following the end of the conflict, traditional birth attendants have been prohibited by the government from undertaking deliveries in both Burundi and northern Uganda. In Burundi, the traditional birth attendants have been integrated within the primary health care system, especially in rural areas, and re-assigned the role of 'birth companions'. In this capacity they undertake maternal health promotion activities within their communities. In northern Uganda, on

  13. Negotiating succession in a family business - a role play

    DEFF Research Database (Denmark)

    Pelzmann-Knafl, Sabine; Winkler, Ingo

    2017-01-01

    . The role-play offers you the possibility to flexibly address various succession-related aspects in family business. It requires a teacher, who is familiar with the family business literature and particularly the research of succession in family business. Furthermore, because role-plays have their own...... dynamics, the teacher should be familiar with applying role-plays in their teaching. In the teaching notes we offer a way to embed the role-play in a five-hour teaching and learning activity addressing the various issues of succession in family firms. You could, however, do only the role-play, for instance......Negotiating succession is crucial for a family business. This role-play will enable students to simulate a family conference of the Mayer & Huber Ltd, a German-based but internationally operating producer of mechanical and electrical locking systems for the automotive industry. During...

  14. The importance of understanding during the teaching process

    Directory of Open Access Journals (Sweden)

    Dubljanin Saša

    2015-01-01

    Full Text Available Learning in the teaching process often goes on without proper understanding which is one of important problems that modern didactics tries to solve. In order to direct the totality of teaching towards understanding it is necessary to answer the question what understanding is, which is why we analysed different philosophical views on the concept of understanding and stressed their semblance to pedagogic explanations. Different kinds of understanding were analyzed as well as their role and contribution in different teaching situations, especially in the context of problem solving. As an alternative to the teaching based on accumulation of knowledge the characteristics and some principles of teaching focused on understanding are described, and the need for stimulating and developing understanding as an important goal of education. The results of our research unequivocally show that learning with understanding enables students to memorize the teaching material better, as well as to understand the whole teaching subject and efficiently apply the acquired knowledge out of school, and leads to more flexible behaviour and better coping in everyday life.

  15. Teaching Sexuality through Media

    Science.gov (United States)

    Cragin, Becca

    2015-01-01

    A central project of feminism has been raising awareness of the role cultural formations of sexuality play in women's inequality (Ritzenhoff and Hermes). Feminists who regularly include discussions of sexuality in their teaching are familiar with the pedagogical challenges of the subject as well as its importance. This article is intended for…

  16. Activating teaching methods in french language teaching

    OpenAIRE

    Kulhánková, Anna

    2009-01-01

    The subject of this diploma thesis is activating teaching methods in french language teaching. This thesis outlines the issues acitvating teaching methods in the concept of other teaching methods. There is a definition of teaching method, classification of teaching methods and characteristics of each activating method. In the practical part of this work are given concrete forms of activating teaching methods appropriate for teaching of french language.

  17. Jean-Martin Charcot and Parkinson's disease: Teaching and teaching materials.

    Science.gov (United States)

    Walusinski, O

    2018-04-10

    James Parkinson's 1817 seminal article was not well known in France until 1861, when Jean-Martin Charcot and his friend, Alfred Vulpian, published a detailed description in French of paralysis agitans. Their article provided clinical information to help French physicians make an accurate diagnosis by considering gait, shaking and rigidity as well as masked facies. As Charcot always had a strong desire to teach, this article describes his lessons on Parkinson's disease from 1868 to 1888, and also examines the teaching approach he used to pass on his latest findings to his students and colleagues. Charcot also used his role as thesis advisor to disseminate Parkinson's work, and seven of the theses he oversaw, which until now have been overlooked, reveal another facet of his teacher-student relationship. These dissertations provided Charcot with an opportunity to highlight what he had already identified concerning what is today referred to as 'Parkinson-plus syndromes'. Finally, this report concludes with an historical survey of the teaching materials that Paul Richer and Albert Londe developed for the Master at La Salpêtrière to provide him with visual documentation. Copyright © 2018 Elsevier Masson SAS. All rights reserved.

  18. Workplace Learning within Teacher Education: The Role of Job Characteristics and Goal Orientation

    Science.gov (United States)

    Kyndt, Eva; Donche, Vincent; Gijbels, David; Van Petegem, Peter

    2014-01-01

    Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students' undertake in the workplace can be explained by students' goal orientation and their perceptions of the workplace. In addition, it will be investigated…

  19. Teaching Movement Activities as Performativity

    DEFF Research Database (Denmark)

    Jensen, Jens-Ole

    2017-01-01

    subjects the teaching style should be characterized by more variation and motivate the pupils. Research has shown that there is a correlation between physical activity and intellectual capital (e.g. educational attainment and academic performance), physical capital (e.g. physical fitness and reduction...... of the risk for diseases and risk factors) and emotional capital (e.g. fun, enjoyment and self-esteem) (Bailey, Hillman, Arent, & Petitpas, 2013). The school reform prescribes that all pupils from grade 1-9 must have at least 45 minutes of movement activities in average every day.Next to the well-known PE...... without prerequisites but part of discourses and at the same time individual interpretations of specific practices. The teaching role is something that is constantly produced and reproduced in the bodily interaction. Understanding teaching as performativity means that teachers are not acting in certain...

  20. How emergency nurse practitioners view their role within the emergency department: A qualitative study.

    Science.gov (United States)

    Lloyd-Rees, Johanna

    2016-01-01

    The Emergency Nurse Practitioner (ENP) role has become established over the last two decades within emergency care. This role has developed to meet the rising demands of healthcare, combat the continuing medical workforce shortfall and address targets around healthcare delivery within emergency care. The ENP role has been widely evaluated in terms of patient satisfaction, safety and outcome. To date there is no published literature exploring what drives senior nurses to undertake this role which involves additional clinical responsibility and educational preparation for no increase in pay. This research seeks to explore how Emergency Nurse Practitioners view their role within the Emergency Department and Emergency Care Team. A qualitative approach was utilised in order to gain greater in-depth understanding of ENPs' perspectives. A purposive sample of eight ENPs was chosen and semi-structured interviews were digitally recorded. The transcribed interviews were subjected to thematic analysis to look for any recurrent themes. Following analysis of the data, four main themes emerged with a total of eight sub themes. The findings suggested that whilst the role had been accepted amongst doctors within the ED, there was still a lack of understanding of the role outside the ED and conflict still existed amongst junior nurses. ENPs were motivated to undertake the role in order to gain greater job satisfaction. The findings also highlighted the concerns regarding financial remuneration for the role, lack of standardisation of the role and educational preparation. The study concludes that education has a key role in the development and acceptance of the role and that ENPs are disappointed with the lack of financial remuneration for the role. Copyright © 2015 Elsevier Ltd. All rights reserved.

  1. Enhancing Information Systems Auditing Knowledge with Role-Playing Game: An Experimental Investigation

    Science.gov (United States)

    Wongpinunwatana, Nitaya

    2013-01-01

    This study examined the use and effect of a role-playing game on learners' ability in information systems audit. The study is based on experimental research. Information systems control and audit case study and video had been developed. A total of 75 graduate students undertaking a Master's degree in accounting participated in the experiment. The…

  2. Expanding the Role of Maryland Community Colleges in K-12 Teacher Preparation: Benefits and Costs of Implementing the Associate of Arts in Teaching (AAT) Degree

    Science.gov (United States)

    Frank, Jennifer Vest

    2012-01-01

    This study uses benefit-cost analysis to compare three alternative scenarios for implementing the Associate of Arts in Teaching (AAT) degree in Maryland community colleges. The first policy scenario is that community colleges retain their traditional role in K-12 teacher preparation by providing lower-division transfer courses and programs for…

  3. New Challenges in Teaching Accounting and Reporting in Tourist Enterprises

    Directory of Open Access Journals (Sweden)

    Maria Gabriella Baldarelli

    2013-02-01

    Full Text Available The experience of teaching for several years in different degree courses pressed me to use new tools and methods to make use of Connecting general trend of teaching all over the world this paper want to reply to the following research question: “what challenges we are facing in teaching accounting and reporting in tourist enterprises?”. Research design is oriented to deep study international literature about the state of art of teaching accounting and above all social and environmental accounting and reporting (SEAR (Gray, Owen, Adams, 1996, Tinker, Gray, 2003; Tinker, 2005; Gray, Guthrie, 2007, because I think that this field is very important for service enterprises, especially for tourist ones. The importance is given by disclosure and democracy that is at the base of SEAR process and my interest to safeguard people and environment in tourist entities and destinations (Garrone, Di Cesare, 2005.I want to present some reflections about how to teach accounting in tourism to give student the availability to understand the constructive role of accounting but at the same time the bad role of it at the same to serve power and exploitation.

  4. Professional development on innovation competence of teaching staff in Ugandan universities

    NARCIS (Netherlands)

    Kasule, G.W.

    2015-01-01

    Professional Development on Innovation Competence of Teaching Staff in Ugandan Universities

    George Wilson Kasule

    Abstract

    Sufficient university teaching staff with innovation competence is key if universities want to play a significant role

  5. Discussion on teaching reform of environmental planning and management

    Science.gov (United States)

    Zhang, Qiugen; Chen, Suhua; Xie, Yu; Wei, Li'an; Ding, Yuan

    2018-05-01

    The curriculum of environmental planning and management is an environmental engineering major curriculum established by the teaching steering committee of environmental science and engineering of Education Ministry, which is the core curriculum of Chinese engineering education professional certification. It plays an important role in cultivating environmental planning and environmental management ability of environmental engineering major. The selection and optimization of the course teaching content of environmental planning and management were discussed which including curriculum teaching content updating and optimizing and teaching resource system construction. The comprehensive application of teaching method was discussed which including teaching method synthesis and teaching method. The final combination of the assessment method was also discussed which including the formative assessment normal grades and the final result of the course examination. Through the curriculum comprehensive teaching reform, students' knowledge had been broadened, the subject status and autonomy of learning had been enhanced, students' learning interest had been motivated, the ability of students' finding, analyzing and solving problems had been improved. Students' innovative ability and positive spirit had been well cultivated.

  6. The Role of Divine Revelation and Religious Teachings in Human Rights System: Security and Global Peace

    Directory of Open Access Journals (Sweden)

    Mahmoud Ghayyoum Zadeh

    2009-03-01

    Full Text Available Peace and security have always been considered as one of man’s concerns. The basis of peace and security should be sought in the theoretical foundations. However, the drafters of universal human rights have struggled to attain peace and security away from religious principles. The present article intends to introduce universal human rights in the light of religious teachings and elaborate on the related religious principles. It also deals with the distinctions between the principles governing the present world with regard to human rights and religious principles to show that if religious principles are seriously followed in the international relations, they will bring about perpetual peace and security for mankind. Therefore, Religion has a unique role in peace and security.

  7. Students Engaged in Teaching

    Science.gov (United States)

    Ford, Channing R.; Wilkins, Emily B.; Groccia, James E.

    2018-01-01

    The role of peer teaching has long been established in academia as a means to foster student engagement in the classroom, increase student learning, and as a way to reduce faculty workload. This chapter highlights the direct and powerful positive impacts of engaging students as teachers upon the student providing the instruction, those receiving…

  8. Epistemological Development in First-Year Nursing Students Undertaking Cultural Safety Education.

    Science.gov (United States)

    Greenwood, Sallie; Fyers, Katrina

    2018-04-01

    The process of teaching cultural safety is emancipatory, focused on wider social relations and the context in which they arise. As teachers of cultural safety, we are interested in the way that ideas are formed, held, and changed. The aim of this research was to examine whether epistemological shifts were demonstrated by nursing students over one semester of cultural safety teaching-learning. NVivo software was used to analyze 34 nursing students' reflective journals, applying a cognitive-developmental framework. The framework comprised three epistemological positions-dualism, relativism, and propositional-and two in-between locations, referred to as stretching. The results showed student movement between early epistemological positions and students' efforts to stretch to new, yet untried, ways of thinking. In the classroom, these shifts may be subtle; thus, paying careful attention to evidence that students are trying out new ways of thinking is essential. Appreciating that these small but significant shifts are perhaps more important than 'aha' moments is crucial. [J Nurs Educ. 2018;57(4):229-232.]. Copyright 2018, SLACK Incorporated.

  9. Profiles of Change in Motivation for Teaching in Higher Education at an American Research University

    Science.gov (United States)

    Gunersel, Adalet B.; Kaplan, Avi; Barnett, Pamela; Etienne, Mary; Ponnock, Annette R.

    2016-01-01

    The current study employed an emergent theoretical model of teaching role identity and motivation to investigate the change in conception of and motivation for teaching in higher education of research graduate students who teach in the United States. Fifteen participants took a graduate-level seminar as part of a two-course teaching professional…

  10. Teaching and Research at Undergraduate Institutions

    Science.gov (United States)

    Garg, Shila

    2006-03-01

    My own career path has been non-traditional and I ended up at a primarily undergraduate institution by pure accident. However, teaching at a small college has been extremely rewarding to me, since I get to know and interact with my students, have an opportunity to work with them one-on-one and promote their intellectual growth and sense of social responsibility. One of the growing trends at undergraduate institutions in the past decade has been the crucial role of undergraduate research as part of the teaching process and the training of future scientists. There are several liberal arts institutions that expect research-active Faculty who can mentor undergraduate research activities. Often faculty members at these institutions consider their roles as teacher-scholars with no boundary between these two primary activities. A researcher who is in touch with the developments in his/her own field and contributes to new knowledge in the field is likely to be a more exciting teacher in the classroom and share the excitement of discovery with the students. At undergraduate institutions, there is generally very good support available for faculty development projects in both teaching and research. Often, there is a generous research leave program as well. For those who like advising and mentoring undergraduates and a teaching and learning centered paradigm, I will recommend a career at an undergraduate institution. In my presentation, I will talk about how one can prepare for such a career.

  11. Teaching Teaching & Understanding Understanding

    DEFF Research Database (Denmark)

    2006-01-01

    "Teaching Teaching & Understanding Understanding" is a 19-minute award-winning short-film about teaching at university and higher-level educational institutions. It is based on the "Constructive Alignment" theory developed by Prof. John Biggs. The film delivers a foundation for understanding what...

  12. Near-peer education: a novel teaching program.

    Science.gov (United States)

    de Menezes, Sara; Premnath, Daphne

    2016-05-30

    This study aims to: 1) Evaluate whether a near-peer program improves perceived OSCE performance; 2) Identify factors motivating students to teach; 3) Evaluate role of near-peer teaching in medical education. A near-peer OSCE teaching program was implemented at Monash University's Peninsula Clinical School over the 2013 academic year. Forty 3rd-year and thirty final-year medical students were recruited as near-peer learners and educators, respectively. A post-program questionnaire was completed by learners prior to summative OSCEs (n=31), followed by post-OSCE focus groups (n=10). Near-peer teachers were interviewed at the program's conclusion (n=10). Qualitative data was analysed for emerging themes to assess the perceived value of the program. Learners felt peer-led teaching was more relevant to assessment, at an appropriate level of difficulty and delivered in a less threatening environment than other methods of teaching. They valued consistent practice and felt confident approaching their summative OSCEs. Educators enjoyed the opportunity to develop their teaching skills, citing mutual benefit and gratitude to past peer-educators as strong motivators to teach others. Near-peer education, valued by near-peer learners and teachers alike, was a useful method to improve preparation and perceived performance in summative examinations. In particular, a novel year-long, student-run initiative was regarded as a valuable and feasible adjunct to faculty teaching.

  13. Teacher roles in Learning Games

    DEFF Research Database (Denmark)

    Magnussen, Rikke

    2007-01-01

    the roles as forensic experts who solve a series of murder cases. When teachers use this type of games, they have to adapt to new teaching situations and roles. This includes the fictional role in a game, but also the role as a supervisor for a group of students that play the role as professional experts. I...

  14. Factors Affecting the Integration of Information Literacy in the Teaching and Learning Processes of General Education Courses

    Directory of Open Access Journals (Sweden)

    Therdsak Maitaouthong

    2011-11-01

    Full Text Available This article presents the factors affecting the integration of information literacy in the teaching and learning processes of general education courses at an undergraduate level, where information literacy is used as a tool in the student-centered teaching approach. The research was divided into two phases: (1 The study of factors affecting at a policy level – a qualitative research method conducted through an in-depth interview of the vice president for academic affairs and the Director of the General Education Management Center, and (2 The survey of factors affecting in the teaching and learning processes, which is concluded through the questioning of lecturers of general education courses, and librarians. The qualitative data was analyzed on content, and the quantitative data was analyzed through the use of descriptive statistics, weight of score prioritization and percentage. Two major categories were found to have an impact on integrating information literacy in the teaching and learning of general education courses at an undergraduate level. (1 Six factors at a policy level, namely, institutional policy, administrative structure and system, administrators’ roles, resources and infrastructures, learning resources and supporting programs, and teacher evaluation and development. (2 There are eleven instructional factors: roles of lecturers, roles of librarians, roles of learners, knowledge and understanding of information literacy of lecturers and librarians, cooperation between librarians and lecturers, learning outcomes, teaching plans, teaching methods, teaching activities, teaching aids, and student assessment and evaluation.

  15. Verification of Pharmacogenetics-Based Warfarin Dosing Algorithms in Han-Chinese Patients Undertaking Mechanic Heart Valve Replacement

    Science.gov (United States)

    Zhao, Li; Chen, Chunxia; Li, Bei; Dong, Li; Guo, Yingqiang; Xiao, Xijun; Zhang, Eryong; Qin, Li

    2014-01-01

    Objective To study the performance of pharmacogenetics-based warfarin dosing algorithms in the initial and the stable warfarin treatment phases in a cohort of Han-Chinese patients undertaking mechanic heart valve replacement. Methods We searched PubMed, Chinese National Knowledge Infrastructure and Wanfang databases for selecting pharmacogenetics-based warfarin dosing models. Patients with mechanic heart valve replacement were consecutively recruited between March 2012 and July 2012. The predicted warfarin dose of each patient was calculated and compared with the observed initial and stable warfarin doses. The percentage of patients whose predicted dose fell within 20% of their actual therapeutic dose (percentage within 20%), and the mean absolute error (MAE) were utilized to evaluate the predictive accuracy of all the selected algorithms. Results A total of 8 algorithms including Du, Huang, Miao, Wei, Zhang, Lou, Gage, and International Warfarin Pharmacogenetics Consortium (IWPC) model, were tested in 181 patients. The MAE of the Gage, IWPC and 6 Han-Chinese pharmacogenetics-based warfarin dosing algorithms was less than 0.6 mg/day in accuracy and the percentage within 20% exceeded 45% in all of the selected models in both the initial and the stable treatment stages. When patients were stratified according to the warfarin dose range, all of the equations demonstrated better performance in the ideal-dose range (1.88–4.38 mg/day) than the low-dose range (warfarin dose prediction and in the low-dose and the ideal-dose ranges. Conclusions All of the selected pharmacogenetics-based warfarin dosing regimens performed similarly in our cohort. However, the algorithms of Wei, Huang, and Miao showed a better potential for warfarin prediction in the initial and the stable treatment phases in Han-Chinese patients undertaking mechanic heart valve replacement. PMID:24728385

  16. Talking about teaching and learning mathematics in indigenous schools

    Directory of Open Access Journals (Sweden)

    Lucélida de Fátima Maia da Costa

    2012-09-01

    Full Text Available To teach and to learn mathematics are not always conjugated concomitantly, particularly in the context of formal indigenous schools. This article puts in discussion some facts about the role of schools in indigenous communities, often mistakenly called Indian schools, as well as questions about the meaning of teaching mathematics in those contexts. Based on the concepts of ethnomathematics, it shows that a dialogue is possible between the traditional mathematical knowledge of various ethnic groups of the Amazon and the knowledge disseminated by formal school teaching practice.

  17. Strategic Use of Role Playing in a Training Workshop for Chemistry Laboratory Teaching Assistants

    Science.gov (United States)

    Lekhi, Priyanka; Nussbaum, Sophia

    2015-01-01

    Many Canadian universities have created professional development programs for their teaching assistants (TA) but may be uncertain about how to bridge the gap between TAs' knowledge of effective teaching strategies and TAs' confident applications of these strategies. We present a technique used in a two-day training workshop to enhance graduate…

  18. Role of accrediting bodies in providing education leadership in medical education

    Directory of Open Access Journals (Sweden)

    Sam Leinster

    2014-01-01

    Role of accreditation authorities: If accreditation authorities are to provide leadership in medical education they must undertake regular review of their standards. This should be informed by all stakeholders and include experts in medical education. The format of the standards must provide clear direction to medical schools. Accreditation should take place regularly and should result in the production of a publicly accessible report.

  19. Online Learning and Teaching in Higher Education, a book review

    OpenAIRE

    Sancho Vinuesa, Teresa

    2008-01-01

    Peer-reviewed Online Learning and Teaching in Higher Education provides a very interesting overview of theory and practice in online learning and teaching for higher education. In fact, authors focus on how technology can be applied to learning and what is the role of online learning in higher education policy and practice.

  20. Virtue Ethics, Care Ethics, and "The Good Life of Teaching"

    Science.gov (United States)

    Silverman, Marissa

    2012-01-01

    In "The Good Life of Teaching: An Ethics of Professional Practice," Chris Higgins (2011) reminds people that "self-interest and altruism, personal freedom and social roles, and practical wisdom and personhood" have been ancient philosophical topics that remain vitally important in the practice of contemporary teaching and learning. One of the most…

  1. The Role of Values in Preservice Teachers' Decision to Teach

    Science.gov (United States)

    Torsney, Benjamin M.; Ponnock, Annette R.; Lombardi, Doug

    2017-01-01

    The current study explored the values preservice teachers use as motivation for pursuing a teaching career. Preservice teachers (N = 97) from a large Northeastern urban university were chosen to complete a survey measuring personal utility value, social utility value, and epistemic value. Data analysis was conducted using exploratory factor…

  2. Investigating the Role of the HLTA in Supporting Learning in English Schools

    Science.gov (United States)

    Graves, S.; Williams, K.

    2017-01-01

    The development of support staff was a key aspect of the Labour government's reform of the school workforce in England. As part of this strategy approximately 25,000 Teaching Assistants (TAs) gained Higher Level Teaching Assistant (HLTA) status and were deployed in schools in a variety of roles, often operating in a quasi-teaching role. The…

  3. The Context of Graduate Student Preparation in Physics: professional roles of research and teaching

    Science.gov (United States)

    Finkelstein, Noah

    2004-05-01

    This talk considers the role of graduate training from a broad perspective --- that of making professional physicists. Following Shulman's definition and characterization of 'professionals' [1], it may be observed that graduate student preparation in research follows a traditional and effective track of creating professionals. However, at the same time, other forms professional activity of physicists, notably teaching and educational practice, remain largely absent. This talk presents a model of the contextual nature of student learning that sheds light on why and how this division occurs. Given such attention to context, this talk then examines a graduate student program in physics that is designed to augment the traditional training of graduate students in order to more fully inform and prepare students for their future roles. Data are presented from a study of a local four-year implementation of the national Preparing Future Physics Faculty Program to document the structure, key features, and outcomes of the program. Results include a framework and general heuristics for successful implementation, and the impact of emphasizing education and physics education research. Among the findings, this graduate training program demonstrates one mechanism for infusing physics education research and its findings into the broader physics community. [1] Shulman. L.S., Professing the Liberal Arts, In Education and Democracy: Re-imagining Liberal Learning in America, edited by Robert Orrill. New York: College Board Publications, 1997

  4. Teaching excellence in nursing education: a caring framework.

    Science.gov (United States)

    Sawatzky, Jo-Ann V; Enns, Carol L; Ashcroft, Terri J; Davis, Penny L; Harder, B Nicole

    2009-01-01

    Nursing education plays a central role in the ability to practice effectively. It follows that an optimally educated nursing workforce begets optimal patient care. A framework for excellence in nursing education could guide the development of novice educators, establish the basis for evaluating teaching excellence, and provide the impetus for research in this area. However, a review of the social sciences and nursing literature as well as a search for existing models for teaching excellence revealed an apparent dearth of evidence specific to excellence in nursing education. Therefore, we developed the Caring Framework for Excellence in Nursing Education. This framework evolved from a review of the generic constructs that exemplify teaching excellence: excellence in teaching practice, teaching scholarship, and teaching leadership. Nursing is grounded in the ethic of caring. Hence, caring establishes the foundation for this uniquely nursing framework. Because a teaching philosophy is intimately intertwined with one's nursing philosophy and the ethic of caring, it is also fundamental to the caring framework. Ideally, this framework will contribute to excellence in nursing education and as a consequence excellence in nursing practice and optimal patient care.

  5. Youth in Transition: Some Notes on Teaching English.

    Science.gov (United States)

    Silva, Dolores

    To bring the junior high school student to an awareness of himself as a unique personality constantly undergoing further definition, this presentation of organizing principles for English teaching focuses upon two primary aspects of man: his role as organizer and formulator and his role as communicator. It provides problem-solving activities…

  6. Code-Switching Explorations in Teaching Early Number Sense

    Science.gov (United States)

    Arias de Sanchez, Gabriela; Gabriel, Martha A.; Anderson, Ann; Turnbull, Miles

    2018-01-01

    New semiotic perspectives about the role of language in mathematics education indicate that teachers have a fundamental role in communicating and teaching the language that carries mathematical meaning. However, little is known about how educators of young children understand and use the language of mathematics. This study addresses this void.…

  7. Professional nurses' perception of their clinical teaching role at a ...

    African Journals Online (AJOL)

    Background. Nursing education institutions in Lesotho face an increasing number of enrolments owing to a high demand for professional nurses to work in the community. Enrolments have doubled during the last 3 years, without an increase in teaching resources or staff. Professional nurses in the wards are expected to ...

  8. Ensuring implementation success: how should coach injury prevention education be improved if we want coaches to deliver safety programmes during training sessions?

    Science.gov (United States)

    White, Peta E; Otago, Leonie; Saunders, Natalie; Romiti, Maria; Donaldson, Alex; Ullah, Shahid; Finch, Caroline F

    2014-03-01

    Coaches play a major role in encouraging and ensuring that participants of their teams adopt appropriate safety practices. However, the extent to which the coaches undertake this role will depend upon their attitudes about injury prevention, their perceptions of what the other coaches usually do and their own beliefs about how much control they have in delivering such programmes. Fifty-one junior netball coaches were surveyed about incorporating the teaching of correct (safe) landing technique during their delivery of training sessions to junior players. Overall, >94% of coaches had strongly positive attitudes towards teaching correct landing technique and >80% had strongly positive perceptions of their own control over delivering such programmes. Coaches' ratings of social norms relating to what others think about teaching safe landing were more positive (>94%) than those relating to what others actually do (63-74%). In conclusion, the junior coaches were generally receptive towards delivering safe landing training programmes in the training sessions they led. Future coach education could include role modelling by prominent coaches so that more community-level coaches are aware that this is a behaviour that many coaches can, and do, engage in.

  9. Teaching with Gender. European Women’s Studies inInternational and Interdisciplinary Classrooms. A book series by ATHENA: : Teaching Visual Culture in an Interdisciplinary Classroom.Feminist (Re)Interpretations of the Field

    OpenAIRE

    2009-01-01

    How to deal with gender, women, gender roles, feminism and gender equality in teaching practices? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and...

  10. Cultivating Virtue in Teaching: The Role of the Personal, the Professional, and the Situational

    Science.gov (United States)

    Zimmerman, Aaron S.

    2018-01-01

    tIt has been argued that virtuous teaching dispositions are essential to high-quality teaching. Discourse around dispositions, however, is still murky because there are contradictions in the field in regard to the issue of virtue. What is the source of teacher virtue, and how might it be cultivated? This essay explores evidence and implications…

  11. 'Teaching and Learning for Climate Change' – the Role of Teacher ...

    African Journals Online (AJOL)

    The complexity of climate as an interconnected system, including earth and ... climate change content knowledge and examples of teaching and curriculum design ... improved understanding of climate change as a complex 'system' requiring a ...

  12. NICU nurse educators: what evidence supports your teaching strategies?

    Science.gov (United States)

    Pilcher, Jobeth

    2013-01-01

    One of our roles as nurse educators is to teach best practices related to patient care. However, have you ever stopped to think about what evidence supports your teaching strategies? Just as our patients deserve care that is based on the best available evidence, our learners also deserve education that is based on evidence.1-3 With so many advances in knowledge, technology, and even life itself, it is interesting that education has changed very little over the past 100 years. A study among 946 nurse educators documented that most teach the way they were taught.4 In addition, even after learning new strategies, educators often continue teaching in the manner they are most comfortable. However, this trend is beginning to change. Nurse educators are becoming increasingly aware of and willing to try new and innovative teaching strategies. Educators are also seeking out evidence-based teaching strategies and are becoming more involved in nursing education research.

  13. An Observational Case Study of Near-peer Teaching in Medical and Pharmacy Experiential Training.

    Science.gov (United States)

    Sharif-Chan, Bayan; Tankala, Dipti; Leong, Christine; Austin, Zubin; Battistella, Marisa

    2016-09-25

    Objective. To compare peer teaching in a medical and a pharmacy clinical teaching unit and to provide suggestions for future research in pharmacy near-peer teaching. Methods. This exploratory observational study used principles of ethnographic methodology for data collection and analysis. Observations were collected in a large downtown teaching hospital. An average of 4-6 hours per day were spent observing a team of medical trainees from the Faculty (School) of Medicine in the general internal medicine (unit for two weeks, followed by a team of pharmacy trainees in an ambulatory hemodialysis (HD) unit for two weeks. Data was collected through field notes and informal interviews that were audiotaped and subsequently transcribed. Data was interpreted by the observer and reviewed weekly by two impartial pharmacists. Results. Five major themes emerged: (1) influence of peer teaching hierarchy; (2) educational distance between peer learners and teachers; (3) effect of the clinical teaching unit size on peer learning; (4) trainees' perception of their teaching role in the clinical teaching unit; and (5) influence of daily schedule and workload on peer teaching. As opposed to pharmacy, a hierarchy and pyramidal structure of peer teaching was observed in medical experiential training. There appeared to be no effect of educational distance on near peer teaching; however, perception of teaching role and influence of daily schedule affected near-peer teaching. Conclusion. Through initial comparisons of medical and pharmacy clinical teaching units, this study provides a reflection of elements that may be necessary to successfully implement near-peer teaching in pharmacy experiential training. Future studies in this area should assess learning outcomes and participant satisfaction, preceptor workload, and impact on patient care.

  14. [Application of participatory teaching mode in oral health education].

    Science.gov (United States)

    Ci, Xiang-ke; Zhao, Yu-hong; Wan, Li; Xiong, Wei; Wang, Yu-jiang; Ou, Xiao-yan

    2013-06-01

    To apply participatory teaching mode in oral health education, and to assess its role in cultivating comprehensive stomatological professionals suitable for the development of modern medicine. Sixty undergraduate students from grade 2005 in Stomatological College of Nanchang University were selected. Among those students, oral health education course was carried out by traditional teaching mode, while 120 undergraduate students from grades 2006 to 2007 received participatory teaching approach, which paid attention to practice in oral health education practice course. After the course, a survey and evaluation of teaching effectiveness was conducted. Questionnaire survey showed that participatory teaching mode could significantly improve the students' capabilities and provide much more help to their study. Application of participatory teaching mode in oral health education course for undergraduates is feasible. It can improve students' comprehensive ability and cultivate their cultural literacy and scientific literacy. It also meets the training goal of stomatological professionals and the development trend of education reform. Supported by Higher School Teaching Reform Research Subject of Jiangxi Province(JXJG-10-1-42).

  15. Autonomy, Equality, and Teaching among Aka Foragers and Ngandu Farmers of the Congo Basin.

    Science.gov (United States)

    Boyette, Adam H; Hewlett, Barry S

    2017-09-01

    The significance of teaching to the evolution of human culture is under debate. We contribute to the discussion by using a quantitative, cross-cultural comparative approach to investigate the role of teaching in the lives of children in two small-scale societies: Aka foragers and Ngandu farmers of the Central African Republic. Focal follows with behavior coding were used to record social learning experiences of children aged 4 to 16 during daily life. "Teaching" was coded based on a functional definition from evolutionary biology. Frequencies, contexts, and subtypes of teaching as well as the identity of teachers were analyzed. Teaching was rare compared to observational learning, although both forms of social learning were negatively correlated with age. Children received teaching from a variety of individuals, and they also engaged in teaching. Several teaching types were observed, including instruction, negative feedback, and commands. Statistical differences in the distribution of teaching types and the identity of teachers corresponded with contrasting forager vs. farmer foundational cultural schema. For example, Aka children received less instruction, which empirically limits autonomous learning, and were as likely to receive instruction and negative feedback from other children as they were from adults. Commands, however, exhibited a different pattern suggesting a more complex role for this teaching type. Although consistent with claims that teaching is relatively rare in small-scale societies, this evidence supports the conclusion that teaching is a universal, early emerging cognitive ability in humans. However, culture (e.g., values for autonomy and egalitarianism) structures the nature of teaching.

  16. The Role of Basic Need Satisfaction for Junior Academics' Goal Conflicts and Teaching Motivation

    Science.gov (United States)

    Esdar, Wiebke; Gorges, Julia; Wild, Elke

    2016-01-01

    Junior academics at German universities work and qualify in a highly competitive environment. Most of them have to cope with too little time for too many demands in research and teaching. As previous studies have shown, these work conditions may impair well-being due to goal conflicts and may threaten their teaching motivation. How could this be…

  17. Women in the Teaching Profession: Impacts and Challenges

    OpenAIRE

    A. M. Sultana; Norhirdawati. M. Zahir; Norzalan. H. Yaacob

    2014-01-01

    Recently in Malaysia, women's participation in teaching profession has increased. The increasing trend of women’s participation in the teaching profession poses challenges in families, especially in the developing countries like Malaysia. One of these challenges, concerns in balancing their role between family and job responsibility that faced by many women teachers. The purpose of this study is to discover how women teachers' impact on family happiness and the challenges faced by them in bal...

  18. Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

    Science.gov (United States)

    Dechenne, Sue Ellen

    Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self

  19. Guidelines for Using Case Studies in the Teaching-Learning Process

    Science.gov (United States)

    McFarlane, Donovan A.

    2015-01-01

    In this paper, the author expresses concerns regarding the extensive use of case studies in the college classroom and advises college and university faculties to be more careful in their selection and use of case studies as an effective­-based method of teaching. The author communicates the important role that case studies play in teaching and…

  20. Innovation ability and innovation spirit in photoelectric comprehensive experiment teaching

    Science.gov (United States)

    Wang, Dexing; Zhang, Yang; Wang, Xiaofeng; Zhang, Xiaojun; Zhang, Tao; Sun, Peng

    2017-08-01

    The traditional experimental teaching methods have some shortcomings in the training the student innovation ability. In order to improve the student practical ability in the photoelectric technology, in this paper new experimental teaching modes are tried and reformed for cultivating the innovative ability of students in the linear CCD experiment. The photoelectric experiment systems are independently designed and completed by students. Compared with the traditional experimental teaching methods, this new methods have a great role in the development of the ability of creative thinking.

  1. Developing clinical teaching capacities of midwifery students.

    Science.gov (United States)

    Rance, Sharon; Sweet, Linda

    2016-06-01

    Competency Standards in Australia articulate that the midwife must be able to contribute to the professional development of themselves and others. Few undergraduate health professional curricula currently incorporate content for the development of specific knowledge and skills required for clinical teaching. This project aimed to understand and enhance midwifery students' preparedness to assume their future clinical teaching responsibilities. Design-based research was used to implement an educational intervention aimed at developing clinical teaching skills through a peer education session between 1st and 3rd year students. The perspectives of 30 undergraduate midwifery students about their preparedness for their teaching role and the intervention were obtained through 3 focus groups. A thematic analysis of the data was undertaken. Three themes were identified encompassing the research aims and objectives; 'Co-creating a culture for learning', 'reciprocal teaching and learning' and 'developing clinical teaching capacities'. The findings indicate that the midwifery students had a holistic understanding of their responsibilities in clinical teaching in the workplace. They were able to identify ways in which their teaching capacities were being developed through their clinical experiences and the curriculum, both intended and hidden. Despite limited educational activities for clinical teaching, the midwifery students made explicit connections of the relational interdependence of workplace-based experiences and their learning. Students were clearly able to identify ways in which their own learning experiences and the culture in which this learning is embedded, assists them to develop clinical teaching skills, ready to support the next generation of midwifery students. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  2. A Study on the Role of Motivation in Foreign Language Learning and Teaching

    OpenAIRE

    Abbas Pourhosein Gilakjani; Lai-Mei Leong; Narjes Banou Sabouri

    2012-01-01

    Motivation has been called the “neglected heart” of language teaching. As teachers, we often forget that all of our learning activities are filtered through our students’ motivation. In this sense, students control the flow of the classroom. Without student motivation, there is no pulse, there is no life in the class. When we learn to incorporate direct approaches to generating student motivation in our teaching, we will become happier and more successful teachers. This paper is an attempt to...

  3. Contradictions and shifts in teaching with a new curriculum: The role of mathematics

    DEFF Research Database (Denmark)

    Stouraitis, Konstantinos; Potari, Despina; Skott, Jeppe

    2015-01-01

    In the framework of Cultural Historical Activity Theory (AT) contradictions are sources of change and development. Borrowing concepts from AT we attempt an interpretation of identified contradictions in a collaborative context where teachers plan and evaluate their teaching in the process...... of enacting a new mathematics curriculum. We examine the connection between contradictions and shifts in teaching activity, with a special focus on the mathematical character of these contradictions. We claim that dialectical oppositions lying in the background of these contradictions promote teachers...

  4. The Role of Films in the Teaching of Foreign Languages Ildiko ...

    African Journals Online (AJOL)

    In historical films there are many different elements which are not very much ... foreign language teaching departments in many countries. Reasons .... as body language, mimicking, distance between the ..... if the class size is small. With a ...

  5. The teacher's role in college level classes for non-science majors: A constructivist approach for teaching prospective science teachers

    Science.gov (United States)

    Abbas, Abdullah Othman

    1997-12-01

    This interpretive research set out to investigate the characteristics of an exemplary college science instructor who endeavors to improve teaching and learning in a physical science course for prospective teachers. The course was innovative in the sense that it was designed to meet the specific needs of prospective elementary teachers who needed to have models of how to teach science in a way that employed materials and small group activities. The central purpose for this study is to understand the metaphors that Mark (a pseudonym), the chemistry instructor in the course, used as referents to conceptualize his roles and frame actions and interactions in the classroom. Within the theoretical frame of constructivism, human cognitive interests, and co-participation theories, an ethnographic research design, described by Erickson (1986), Guba and Lincoln (1989), and Gallagher (1991), was employed in the study. The main sources of data for this study were field notes, transcript analysis of interviews with the instructor and students, and analyses of videotaped excerpts. Additional data sources, such as student journals and the results of students' responses to the University/Community College Student Questionnaire which was developed by a group science education researchers at Florida State University, were employed to maximize that the assertions I constructed were consistent with the variety of data. Data analyses and interpretation in the study focused on identifying the aspects which the instructor and the researcher might find useful in reflecting to understand what was happening and why that was happening in the classroom. The analysis reveals how the instructor used constructivism as a referent for his teaching and the learning of his students. To be consistent with his beliefs and goals that prospective teachers should enjoy their journey of learning chemistry, Mark, the driver in the journey, used the roles of controller, facilitator, learner, and entertainer

  6. Teaching efficacy of nurses in clinical practice education: A cross-sectional study.

    Science.gov (United States)

    Kim, Eun-Kyeung; Shin, Sujin

    2017-07-01

    Clinical nurses play a vital role in clinical practice education; thus, it is necessary to help clinical nurses have teaching efficacy through the development and application of systematic education programs. To identify nurses' teaching efficacy for clinical education and analyze the influencing factors of teaching efficacy. The study used a cross-sectional design. We used a convenience sample of 263 nurses from two hospitals. Teaching efficacy, general characteristics, and perception of clinical practice education were collected via self-reported questionnaires. Teaching efficacy was measured using Hwang's (2006) questionnaire, while perception of clinical practice education was measured using the Clinical Nurse Teacher Survey developed by Nishioka et al. (2014). Participants completed the questionnaire directly. The collected data were then analyzed using descriptive statistics, t-tests, ANOVAs, and multiple regression analysis with PASW Statistics 18.0. The mean total score of teaching efficacy was 72.5 (range 21-105). The leadership for students subscale had the highest score (3.56±0.59). The factors influencing teaching efficacy were length of clinical career (β=0.26, pteaching efficacy in nurses. Based on these results, nursing educators might need to develop greater confidence in their knowledge and enhance control of their teaching strategies. Nursing schools and hospitals might need to provide greater support and educational opportunities to nurse clinical practice instructors. Furthermore, constructing a system of cooperation between these colleges and educational hospitals, developing programs to enhance teaching efficacy, and identifying the clinical instructor's role are all necessary to promote clinical practice education. Copyright © 2017. Published by Elsevier Ltd.

  7. The Role and Use of Course Books in EFL

    Science.gov (United States)

    Charalambous, Angeliki Constantinou

    2011-01-01

    Course books continue to play a significant role in EFL teaching and learning by providing useful ready-made material to both teachers and students. However, inappropriate use of course books may de-skill teachers and tire students. This paper explores the role of course books in EFL teaching and examines how teachers can make effective use of the…

  8. A Conceptual Model for Teaching Critical Thinking in a Knowledge Economy

    Science.gov (United States)

    Chadwick, Clifton

    2011-01-01

    Critical thinking, viewed as rational and analytic thinking, is crucial for participation in a knowledge economy and society. This article provides a brief presentation of the importance of teaching critical thinking in a knowledge economy; suggests a conceptual model for teaching thinking; examines research on the historical role of teachers in…

  9. A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

    Science.gov (United States)

    Kongmee, Isara; Strachan, Rebecca; Pickard, Alison; Montgomery, Catherine

    2012-01-01

    Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their…

  10. Innovative Technologies in Science Teaching

    Science.gov (United States)

    Guerra, Cecilia; Pombo, Lucia; Moreira, Antonio

    2011-01-01

    Technology plays a crucial role in pupils' and primary teachers' lives nowadays and its use can facilitate change towards an innovative school environment. The internet, for example, can act as a platform to foster science teaching and offers a variety of opportunities for effective science learning and engaging and motivating children. But…

  11. Factors shaping how clinical educators use their educational knowledge and skills in the clinical workplace: a qualitative study.

    Science.gov (United States)

    Kumar, Koshila; Greenhill, Jennene

    2016-02-18

    In order to consolidate their educational knowledge and skills and develop their educational role, many clinicians undertake professional development in clinical education and supervision. It is well established that these educationally-focussed professional development activities have a positive impact. However, it is less clear what factors within the clinical workplace can shape how health professionals may use and apply their educational knowledge and skills and undertake their educational role. Looking through the lens of workplace affordances, this paper draws attention to the contextual, personal and interactional factors that impact on how clinical educators integrate their educational knowledge and skills into the practice setting, and undertake their educational role. Data were gathered via a survey of 387 clinical educators and semi-structured interviews with 12 clinical educators and 6 workplace managers. In this paper, we focus on analysing and reporting the qualitative data gathered in this study. This qualitative data were subject to a thematic analysis and guided by theoretical constructs related to workplace affordances. Three key themes were identified including contextual, personal and interactional factors. Contextual elements referred to organisational structures and systems that impact on participants' educational role, how participants' clinical education role was articulated and configured within the organisation, and how the organisation shaped the educational opportunities available to clinicians. Personal factors encompassed clinicians' personal motivations and goals to teach and be involved in education, develop their own educational skills and function as a role model for students. Interactional factors referred to the professional interactions and networks through which clinicians shared their educational knowledge and skills and further consolidated their profile as educational advocates in their workplace. There are a number of

  12. Improving the Scholarship of Teaching and Learning through Classroom Research

    Science.gov (United States)

    Almeida, Patrícia; Teixeira-Dias, José Joaquim; Medina, Jorge

    The scholarship of teaching emerged in the last decades as a fundamental concept to the development of good teaching practices in Higher Education and, consequently, to the enhancement of the quality of student learning. Considering that scholarship comprehends a process as well as an outcome, research on teaching and learning should be viewed as one important aspect of the scholarship of teaching. The goal of this essay is to illustrate how the scholarship of teaching and learning can be enhanced through the development of classroom research rooted on students' questioning, conceived and implemented by both university teachers and educational researchers. Valuing and stimulating students' questions offers an innovative dimension to science education as it puts students at a central role in the learning process. This way, encouraging students' questioning also strengthens teaching-research links by bringing teachers and learners together in a community of inquiry.

  13. ¿Why are women invisible in the Teaching of history? Abstract

    Directory of Open Access Journals (Sweden)

    Edda Sant Obiols

    2011-07-01

    Full Text Available In this article we wonder why women are invisible in the teaching of history and we develop some assumptions about the reasons for this invisibility. We analyze the place women occupy in the curriculum of social sciences and history of Catalonia to claim their presence in texts and in practices. We exemplify their role in a teaching unit called Gifts of the 36 -Women of the 36- dedicated to recall the role of Republican women during the Spanish Civil War, the Franquism and the transition to democracy.

  14. The ontology of science teaching in the neoliberal era

    Science.gov (United States)

    Sharma, Ajay

    2017-12-01

    Because of ever stricter standards of accountability, science teachers are under an increasing and unrelenting pressure to demonstrate the effects of their teaching on student learning. Econometric perspectives of teacher quality have become normative in assessment of teachers' work for accountability purposes. These perspectives seek to normalize some key ontological assumptions about teachers and teaching, and thus play an important role in shaping our understanding of the work science teachers do as teachers in their classrooms. In this conceptual paper I examine the ontology of science teaching as embedded in econometric perspectives of teacher quality. Based on Foucault's articulation of neoliberalism as a discourse of governmentality in his `The Birth of Biopolitics' lectures, I suggest that this ontology corresponds well with the strong and substantivist ontology of work under neoliberalism, and thus could potentially be seen as reflection of the influence of neoliberal ideas in education. Implications of the mainstreaming of an ontology of teaching that is compatible with neoliberalism can be seen in increasing marketization of teaching, `teaching evangelism', and impoverished notions of learning and teaching. A shift of focus from teacher quality to quality of teaching and building conceptual models of teaching based on relational ontologies deserve to be explored as important steps in preserving critical and socially just conceptions of science teaching in neoliberal times.

  15. Didactics of Teaching of Histology, Cytology and Embryology: the Role of Computer Technologies

    Directory of Open Access Journals (Sweden)

    Ye.F. Barinov

    2013-10-01

    It must be emphasized that the ability to use computer technology in teaching can be considered to be formed, if they are based on the professional competence of the teacher, knowledge of the main provisions of the cognitive psychology on the cognitive process and the factors affecting its efficiency, and correct use of methods and means of information processing of teaching material. Only in this case we can hope that the use of computer technology in the educational process will be systemic and effective.

  16. A Schematic Approach To Teaching Listening Comprehension 76

    OpenAIRE

    Bilokcuoğlu, Hasan

    2014-01-01

    With recent developments in and studies of language teaching, the listening skill – once believed to be a passive skill - is today discovered to be an ‘interactive’ process in which the concept of background knowledge plays a very significant role. This background knowledge known as ‘schematic knowledge’ is today broadly acknowledged in second or foreign language teaching and a number of studies have been conducted to reveal the importance of schemata in both reading and listening comprehensi...

  17. Evaluating learning and teaching technologies in further education

    OpenAIRE

    Jones, Ann; Barnard, Jane; Calder, Judith; Scanlon, Eileen; Thompson, Julie

    2000-01-01

    With the current emphasis on quality assessment and the role of evaluation in quality assessment, it is likely that teachers in post-compulsory education will increasingly be expected to evaluate their teaching, especially when making changes to their teaching methods. In Further Education (FE), there have been a number of developments to foster the use of Information and Learning Technologies (ILT), following the publication of the Higginson Report in 1996. However, there is some evidence th...

  18. The Ideal and the Reality: Teaching Interpersonal Communication within the Walls.

    Science.gov (United States)

    Meussling, Vonne

    Teaching interpersonal values in an "ideal" setting, such as a college classroom, differs greatly from teaching in a "real" setting, in this case a maximum security prison for males. The practice of prison indoctrination dehumanizes inmates, diminishes their self-esteem, and deprives them of positive role models. The nature of the collective…

  19. Learning through role-playing games: an approach for active learning and teaching

    Directory of Open Access Journals (Sweden)

    Marco Antonio Ferreira Randi

    Full Text Available This study evaluates the use of role-playing games (RPGs as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group or a lecture (lecture-based group on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later, the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

  20. Teaching Local Lore in EFL Class: New Approaches

    Science.gov (United States)

    Yarmakeev, Iskander E.; Pimenova, Tatiana S.; Zamaletdinova, Gulyusa R.

    2016-01-01

    This paper is dedicated to the up-to-date educational problem, that is, the role of local lore in teaching EFL to University students. Although many educators admit that local lore knowledge plays a great role in the development of a well-bred and well-educated personality and meets students' needs, the problem has not been thoroughly studied.…

  1. Teaching Chemical Engineers about Teaching

    Science.gov (United States)

    Heath, Daniel E.; Hoy, Mary; Rathman, James F.; Rohdieck, Stephanie

    2013-01-01

    The Chemical and Biomolecular Engineering Department at The Ohio State University in collaboration with the University Center for the Advancement of Teaching developed the Chemical Engineering Mentored Teaching Experience. The Mentored Teaching Experience is an elective for Ph.D. students interested in pursuing faculty careers. Participants are…

  2. A Bronfenbrenner Ecological Perspective on the Transition to Teaching for Alternative Certification

    Science.gov (United States)

    Tissington, Laura D.

    2008-01-01

    This paper presents an ecologically informed approach to conceptualizing and studying the transition to formal teaching of alternative certification candidates. This perspective acknowledges that transitions play an important role in later teaching success; theorizes that a full understanding of teacher competence must examine the influence of…

  3. Teaching with Gender. European Women’s Studiesin International and Interdisciplinary Classrooms.A book series by ATHENA : Teaching Gender in Social Work

    OpenAIRE

    2009-01-01

    How can educators (teachers, professors, trainers) address issues of gender, women, gender roles, feminism and gender equality? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘ Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilit...

  4. A National Survey of Teaching Artists Working in Schools: Background, Preparation, Efficacy and School Experiences

    Science.gov (United States)

    Snyder, Scott; Fisk, Timarie

    2016-01-01

    Several studies have described the characteristics and employment situations of teaching artists in the United States. This study adds to that literature by describing the characteristics of teaching artists working in K-12 school environments, the nature of the classroom roles of such teaching artists, the professional development and supervision…

  5. Understanding the bereavement care roles of nurses within acute care: a systematic review.

    Science.gov (United States)

    Raymond, Anita; Lee, Susan F; Bloomer, Melissa J

    2017-07-01

    To investigate nurses' roles and responsibilities in providing bereavement care during the care of dying patients within acute care hospitals. Bereavement within acute care hospitals is often sudden, unexpected and managed by nurses who may have limited access to experts. Nurses' roles and experience in the provision of bereavement care can have a significant influence on the subsequent bereavement process for families. Identifying the roles and responsibilities, nurses have in bereavement care will enhance bereavement supports within acute care environments. Mixed-methods systematic review. The review was conducted using the databases Cumulative Index Nursing and Allied Health Literature Plus, Embase, Ovid MEDLINE, PsychINFO, CareSearch and Google Scholar. Included studies published between 2006-2015, identified nurse participants, and the studies were conducted in acute care hospitals. Seven studies met the inclusion criteria, and the research results were extracted and subjected to thematic synthesis. Nurses' role in bereavement care included patient-centred care, family-centred care, advocacy and professional development. Concerns about bereavement roles included competing clinical workload demands, limitations of physical environments in acute care hospitals and the need for further education in bereavement care. Further research is needed to enable more detailed clarification of the roles nurse undertake in bereavement care in acute care hospitals. There is also a need to evaluate the effectiveness of these nursing roles and how these provisions impact on the bereavement process of patients and families. The care provided by acute care nurses to patients and families during end-of-life care is crucial to bereavement. The bereavement roles nurses undertake are not well understood with limited evidence of how these roles are measured. Further education in bereavement care is needed for acute care nurses. © 2016 John Wiley & Sons Ltd.

  6. Using peer-assisted learning to teach basic surgical skills: medical students’ experiences

    Directory of Open Access Journals (Sweden)

    Mahdi Saleh

    2013-08-01

    Full Text Available Standard medical curricula in the United Kingdom (UK typically provide basic surgical-skills teaching before medical students are introduced into the clinical environment. However, these sessions are often led by clinical teaching fellows and/or consultants. Depending on the roles undertaken (e.g., session organizers, peer tutors, a peer-assisted learning (PAL approach may afford many benefits to teaching surgical skills. At the University of Keele's School of Medicine, informal PAL is used by the Surgical Society to teach basic surgical skills to pre-clinical students. As medical students who assumed different roles within this peer-assisted model, we present our experiences and discuss the possible implications of incorporating such sessions into UK medical curricula. Our anecdotal evidence suggests that a combination of PAL sessions – used as an adjunct to faculty-led sessions – may provide optimal learning opportunities in delivering a basic surgical skills session for pre-clinical students.

  7. Inertial forces and physics teaching

    International Nuclear Information System (INIS)

    Oliva Martinez, J.M.; Pontes Pedrajas, A.

    1996-01-01

    An epistemological and didactic analysis about inertial forces and the role of validity of Newton's Laws seen from several reference systems is performed. On the basis of considerations fulfilled, a discussion about the necessity of introducing these topics in the curriculum of physics teaching at different levels is also carried out. (Author) 21 refs

  8. The Role of the e-Tutor in Synchronous Online Problem-Based Learning: A Study in a Master Public Health Programme

    Science.gov (United States)

    de Jong, Nynke; Verstegen, Daniëlle M. L.; Könings, Karen D.

    2018-01-01

    The aim of this study is to compare the role of the tutor in an online and a face-to-face problem-based learning (PBL) session to shed light on potential differences of the tutor role in both settings. In this practice-based study we compared the two groups with the same tutor undertaking the same module. Students completed questionnaires about…

  9. Teaching Styles, Learning Styles and the ESP Classroom

    Directory of Open Access Journals (Sweden)

    Mei Ph’ng Lee

    2018-01-01

    Full Text Available Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.

  10. The Role of Informal Support Networks in Teaching the Nature of Science

    Science.gov (United States)

    Herman, Benjamin C.; Olson, Joanne K.; Clough, Michael P.

    2017-06-01

    This study reports the participation of 13 secondary science teachers in informal support networks and how that participation was associated with their nature of science (NOS) teaching practices 2 to 5 years after having graduated from the same science teacher education program. The nine teachers who participated in informal support networks taught the NOS at high/medium levels, while the four non-participating teachers taught the NOS at low levels. The nine high/medium NOS implementation teachers credited the informal support networks for maintaining/heightening their sense of responsibility for teaching NOS and for helping them navigate institutional constraints that impede effective NOS instruction. Several high/medium NOS instruction implementers initially struggled to autonomously frame and resolve the complexities experienced in schools and thus drew from the support networks to engage in more sophisticated forms of teacher decision-making. In contrast, the NOS pedagogical decisions of the four teachers not participating in support networks were governed primarily by the expectations and constraints experienced in their schools. Implications of this study include the need for reconsidering the structure of teacher mentorship programs to ensure they do not promote archaic science teaching practices that are at odds with reform efforts in science education.

  11. On Teaching Morality to Law Students.

    Science.gov (United States)

    Modjeska, Lee

    1991-01-01

    Within the limits of law and process, the lawyer's concern must be the client's cause, not his own agenda. Effective legal representation requires objectivity. The lawyer's role is to counsel legality, not morality, and the law school's responsibility is to teach law, not moral obligation. (MSE)

  12. Teaching Moral Education: Principles of Instruction.

    Science.gov (United States)

    Doris, Dennis A.

    1978-01-01

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

  13. Teaching Function at University

    Directory of Open Access Journals (Sweden)

    Alma Elena Figueroa Rubalcava

    2008-08-01

    Full Text Available A peremptory change in education and the higher education at universities is occurriyng. Since 60´s to date theoretical issues on the role of education are continuously on modification more rapidly than the teaching and learning practices that need more time to be realized. In this paper is presented a broad scope of main national and international organizations that propose, promote and systematize those educational changes since a half century ago and specially, those that impact the formation tendency based on competences. On other side, and not pretending be exhaustive, in this paper is highlighted a list of educational competences that teachers need to develop if they pretend to realize their teaching functions with high quality standards, mainly those related with velocity involvement as curriculum constructor.

  14. RESPONDING AND ANALYSING: STAGES OF TEACHING FUNCTIONAL GRAMMAR IN INDONESIAN CONTEXT

    Directory of Open Access Journals (Sweden)

    Lala Bumela

    2014-07-01

    Full Text Available Abstract: This paper offers an alternative to the teaching of a functional grammar course in Indonesian TEFL tertiary level context. An issue raised here is whether the course should directly require students to undertake textual analysis or provide them first with subjective reading experiences.  This issue is inspired by Jones and Lock¹s approach to teaching grammar in context (2011. This paper reports on a study that focused on two related phases of dealing with texts: responding and analyzing.  In the first phase, students were encouraged to take a personalised approach in responding to written English texts.  They had the freedom to decide whether the texts were meaningful for them in certain ways. Mckee (2003 and Lehtonen (2000 posit that as the sole decision maker in meaning negotiation, readers perceive the meaningfulness of texts in very diverse ways. In the second phase of the study, the students undertook an individual analysis of different text types.  This study reveals that a successful textual analysis is determined by how students make sense of the texts. The analysis of context of situation, for example, becomes meaningful to students after they demonstrate a proper position as a reader.  This, in turn, helps them in gaining insights into the structure and grammar of those texts.   Keywords: systemic functional linguistics, genre-based approach, textual analysis

  15. Constructing and Role-Playing Student Avatars in a Simulation of Teaching Algebra for Diverse Learners

    Science.gov (United States)

    Ma, Tingting; Brown, Irving A.; Kulm, Gerald; Davis, Trina J.; Lewis, Chance W.; Allen, G. Donald

    2016-01-01

    From the perspectives of Graduate Research Assistants (GRAs), this study examines the design and implementation of a simulated teaching environment in "Second Life" (SL) for prospective teachers to teach algebra for diverse learners. Drawing upon the Learning-for-Use framework, the analyses provide evidence on the development of student…

  16. An argument for peer teaching role play in home language reading ...

    African Journals Online (AJOL)

    The Foundation Phase Curriculum and Assessment Policy Statement (2010) recommends Paired Reading for teaching reading literacy in both Home Language and Additional Language classrooms. This article describes research on the reading histories of teachers enrolled in an in-service Bachelor in Education (B.Ed.) ...

  17. Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies.

    Science.gov (United States)

    Bowles, David; Radford, Julie; Bakopoulou, Ioanna

    2017-11-19

    Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' interactions with pupils and the strategies they use which are helpful for children's learning, TAs' perspectives on their own classroom practice have yet to be explored. To explore TAs' perceptions about their use of inclusive pedagogical strategies. The study involved eleven TAs in two mainstream primary schools. The TAs were interviewed face to face to explore their views about inclusive pedagogical strategies. The data were analysed using thematic analysis. TAs were clear about the strategies they use to offer emotional and relational support to children. There were some gaps, however, in their knowledge about how children learn, specifically in terms of transferring responsibility for learning onto children. The study advances understanding of scaffolding from a TA perspective and highlights the importance of training TAs in scaffolding theory. © 2017 The British Psychological Society.

  18. Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

    Directory of Open Access Journals (Sweden)

    Christine Frazer

    2017-01-01

    Full Text Available Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills necessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however, there may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups were formed to uncover how nursing faculty in an online program define and describe teaching effectiveness and quality indicators in an asynchronous online environment. A semistructured interview format guided group discussion. Participants (n=11 included nurse educators from an online university with an average of 15 years of experience teaching in nursing academia and 6 years in an online environment. Teaching effectiveness, indicators of quality, and student success were three categories that emerged from the analysis of data. What materialized from the analysis was an overarching concept of a “dance” that occurs in the online environment. Effective online teachers facilitate, connect, lead, and work in synchrony with students to obtain indicators of quality such as student success, student improvement over time, and student application of knowledge to the professional role.

  19. Teaching Morally and Teaching Morality

    Science.gov (United States)

    Fenstermacher, Gary D.; Osguthorpe, Richard D.; Sanger, Matthew N.

    2009-01-01

    In this article, the authors introduce what they believe is an important distinction between teaching morality and teaching morally. In P-12 schools, the moral education debate often focuses on character education programs or other moral curricula. Such programs and curricula are championed as a means of teaching morality and transmitting moral…

  20. [Hortus simplicum: the first attempt of practical teaching].

    Science.gov (United States)

    Serarcangeli, Carla

    2004-01-01

    Teaching the correct use of the plants for therapeutic purposes was basic for medicine studies. Since the XVI century Universities created professorship roles for the lectura simplicium. An hortus simplicium was very important for the teaching methodology as a training place for the student. It could give the chance to recognize "in vivo" the simplices and their medicinal properties. A specific attention of the physician in taking care of his own patients also protected them from the mistakes and fraudes of the spetiali.

  1. The Matters in Teaching Reading Comprehension to EFL Students

    Directory of Open Access Journals (Sweden)

    Yuliana Natsir

    2016-03-01

    Full Text Available The purpose of this study was to find out the efforts that were being made by certified English teachers in teaching reading since reading is considered as one of the determiners of academic success. Descriptive qualitative research was used in this study; the subjects were two English teachers in Banda Aceh and the instrument was an interview guide. The interview questions were adapted from Fletcher, et al. (2012 that focused on curriculum, teacher preparation, teaching methodology, teaching instructions, authentic teaching materials, teachers’ perceptions toward reading attitudes of learners, barriers in teaching reading, and teaching strategies for helping ineffective readers. The interviews revealed that the efforts made by the teachers played a pivotal role at assisting students to achieve reading competency. The attitude of students toward reading was also important in the teaching-learning process. The strategies of the teachers towards the students who were not reading effectively were not in line with the strategies as suggested by some experts:  that the teacher should teach the students the strategies of how to read with interest, how to predict meanings, how to develop knowledge about the topic and so forth .These strategies were not implemented due to the situation and condition of the teaching environment. In brief, proper efforts by teachers to improve the learning environment could assist students to achieve better reading competency.

  2. The role of simulation in teaching pediatric resuscitation: current perspectives

    Directory of Open Access Journals (Sweden)

    Lin Y

    2015-03-01

    Full Text Available Yiqun Lin,1 Adam Cheng2 1KidSIM-ASPIRE Simulation Research Program, Alberta Children's Hospital, University of Calgary, Calgary, AB, Canada; 2KidSIM-ASPIRE Research Program, Department of Pediatrics, Division of Emergency Medicine, University of Calgary, Alberta Children's Hospital, Calgary, AB, Canada Abstract: The use of simulation for teaching the knowledge, skills, and behaviors necessary for effective pediatric resuscitation has seen widespread growth and adoption across pediatric institutions. In this paper, we describe the application of simulation in pediatric resuscitation training and review the evidence for the use of simulation in neonatal resuscitation, pediatric advanced life support, procedural skills training, and crisis resource management training. We also highlight studies supporting several key instructional design elements that enhance learning, including the use of high-fidelity simulation, distributed practice, deliberate practice, feedback, and debriefing. Simulation-based training is an effective modality for teaching pediatric resuscitation concepts. Current literature has revealed some research gaps in simulation-based education, which could indicate the direction for the future of pediatric resuscitation research. Keywords: simulation, pediatric resuscitation, medical education, instructional design, crisis resource management, health care

  3. English Language Teaching Profile: Sweden.

    Science.gov (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile in outline form of the English language teaching situation in Sweden discusses the role of English within Swedish society and within the Swedish educational system. The status of English as the principal foreign language since 1945 for use in business, the media and tourism is pointed out. The system of English instruction in the…

  4. Role of economics in endangered species act activities related to Snake River salmon

    International Nuclear Information System (INIS)

    Woodruff, E.J.; Huppert, D.D.

    1993-01-01

    The development of recovery actions for the species of Snake River Salmon listed under the Endangered Species Act (ESA) must consider a wide range of actions covering the different life-cycles of the species. This paper examines the possible role of economic analysis in assisting in selection of actions to undertake and draws heavily on similar opinions presented by others in the region

  5. Teaching medical ethics and law.

    Science.gov (United States)

    Parker, Malcolm

    2012-03-01

    The teaching of medical ethics is not yet characterised by recognised, standard requirements for formal qualifications, training and experience; this is not surprising as the field is still relatively young and maturing. Under the broad issue of the requirements for teaching medical ethics are numerous more specific questions, one of which concerns whether medical ethics can be taught in isolation from considerations of the law, and vice versa. Ethics and law are cognate, though distinguishable, disciplines. In a practical, professional enterprise such as medicine, they cannot and should not be taught as separate subjects. One way of introducing students to the links and tensions between medical ethics and law is to consider the history of law via its natural and positive traditions. This encourages understanding of how medical practice is placed within the contexts of ethics and law in the pluralist societies in which most students will practise. Four examples of topics from medical ethics teaching are described to support this claim. Australasian medical ethics teachers have paid less attention to the role of law in their curricula than their United Kingdom counterparts. Questions like the one addressed here will help inform future deliberations concerning minimal requirements for teaching medical ethics.

  6. Teaching & Learning Tips 1: Teaching perspectives - an introduction.

    Science.gov (United States)

    Rana, Jasmine; Burgin, Susan

    2017-11-01

    Challenge: Clinical and research responsibilities often leave little or no time to plan thoughtful teaching encounters with trainees. This "Teaching & Learning Tips" series is designed to be an accessible guide for dermatologists who want to improve their teaching skills. It is comprised of 12 articles about how to enhance teaching in various settings informed by research about how people learn and expert-derived or data-driven best practices for teaching. The series begins with a review of principles to optimize learning in any setting, including cognitive load theory, active learning strategies, and the impact of motivation and emotion on learning. It transitions into a practical "how to" guide format for common teaching scenarios in dermatology, such as lecturing, case-based teaching, and teaching procedures, among others. Herein, we kickoff the series by unpacking assumptions about teaching and learning. What does it mean to teach and learn? © 2017 The International Society of Dermatology.

  7. Analysis of the Portuguese legal framework concerning the safeguarding of employees' rights in the event of the transfer of an undertaking or an establishment compliance with the directive 2001/23/CE of 12 march 2001

    Directory of Open Access Journals (Sweden)

    Sónia de Carvalho

    2015-12-01

    Full Text Available The undertaking, business, or part of an undertaking or business can be transferred to another person or corporation as a result of a merger or a legal transfer, transitory or definitive. As a consequence of the transfer, there is subrogation ex lege of the transferee in the rights and obligations arising from the employment relationship existing on the date of a transfer. This issue is of the utmost importance to accomplish the freedom of the employer negotiate the undertaking and the protection of employees' rights as well. The Portuguese legal framework has been shaped by Directive 77/187/ CEE and subsequently by Directive 2001/23/CE. In this paper, in order to assess the compliance of the legal framework concerning the enshrined in Labor Code with the Directive 2001/23/CE, it will be performed a comparative analysis between both regulations, which will be coordinated with the case law from the Court of Justice and Portuguese Courts. We will conclude that, apart from some issues, the Portuguese labour law regarding the safeguarding of employees' rights in the event of the transfer of an undertaking complies with the Directive 2001/23 /CE and the case law from the Court of Justice.

  8. Using Greetings To Teach Cultural Understanding.

    Science.gov (United States)

    Schleicher, Antonia Folarin

    1997-01-01

    Examines the role that Yoruba greetings play in understanding the culture of the speakers. Illustrates that these greetings not only establish an atmosphere of sociability, but also communicate cultural information and serve as value reinforcement for participants and observers. Also emphasizes that teaching greetings in Yoruba involves teaching…

  9. Strategies for Teaching Advertising: A Summary.

    Science.gov (United States)

    Flory, Joyce

    This paper offers techniques and strategies which high school and college teachers of speech communication can use for teaching units and/or courses in advertising. One such technique is role playing, which can involve the corporate chairperson, the executive coordinator, and chairpersons for magazine advertising, outdoor advertising, broadcast…

  10. Preparing Teachers to Teach Digital Citizenship

    NARCIS (Netherlands)

    Searson, Michael; Voogt, Joke; Whittier, David; Plants, Robert; Gibson, David; Sutton, Bonnie; Ochoa, Marilyn; Sutton, Vic; McBride, Ron; Searson, Michael

    2013-01-01

    A team of SITE leaders was awarded a highly competitive “Digital Citizenship Award” from Facebook to explore the role of digital citizenship in teacher education. The focus of the SITE “Preparing Teachers to Teach Digital Citizenship” project is the development of a college based course, available

  11. Cultivating Collective Reflection on Experiences of Teaching with ICT

    OpenAIRE

    Beck, Eevi Elisabeth; Jamissen, Grete

    2011-01-01

    The question of how to teach digital literacy attracts the attention of researchers, government agencies, parents, mass media, etc. This paper proposes that the teacher’s role is crucial: to teach digital literacies, teachers must have developed their own digital literacies. When defining digital literacies broadly, skills-based approaches to teacher training are not enough. Inspiration from ‘critical’ approaches to reflection adds to our understanding of how to develop digital literacies in ...

  12. Peer-Assisted Analysis of Resident Feedback Improves Clinical Teaching: A Case Report.

    Science.gov (United States)

    Mai, Christine L; Baker, Keith

    2017-07-01

    Anesthesiologists play an important role in educating future clinicians. Yet few residency programs incorporate teaching skills into faculty development. Consequently, many anesthesiologists have limited training to supervise and educate residents. In turn, these attendings may receive negative feedback and poor evaluations from residents without a means to effectively improve. Peer-assisted teaching between faculty members may serve as a strategy to improve teaching skills. We report a case of peer-assisted analysis of resident feedback to identify specific areas of concern that were targeted for improvement. This approach resulted in improved teaching scores and feedback for the faculty member.

  13. Peer-assisted teaching: An interventional study.

    Science.gov (United States)

    Williams, Brett; Olaussen, Alexander; Peterson, Evan L

    2015-07-01

    Peer-assisted learning (PAL) as an educational philosophy benefits both the peer-teacher and peer-learner. The changing role of paramedicine towards autonomous and professional practice demands future paramedics to be effective educators. Yet PAL is not formally integrated in undergraduate paramedic programs. We aimed to examine the effects of an educational intervention on students' PAL experiences as peer-teachers. Two one-hour workshops were provided prior to PAL teaching sessions including small group activities, individual reflections, role-plays and material notes. Peer-teachers completed the Teaching Style Survey, which uses a five-point Likert scale to measure participants' perceptions and confidence before and after PAL involvement. Thirty-eight students were involved in an average of 3.7 PAL sessions. The cohort was predominated by males (68.4%) aged ≤ 25 (73.7%). Following PAL, students reported feeling more confident in facilitating tutorial groups (p = 0.02). After the PAL project peer-teachers were also more likely to set high standards for their learners (p = 0.009). This PAL project yielded important information for the continual development of paramedic education. Although PAL increases students' confidence, the full role of PAL in education remains unexplored. The role of the university in this must also be clearly clarified. Copyright © 2015 Elsevier Ltd. All rights reserved.

  14. Role Playing in Online Education: A Teaching Tool to Enhance Student Engagement and Sustained Learning

    Science.gov (United States)

    Bender, Tisha

    2005-01-01

    As online education escalates, it is important for instructors to explore teaching techniques that engage students and enhance learning at a profound level. To achieve this goal, instructors must look at the primarily text-based environment of the online class not as a limitation, but as an opportunity. Attentive and highly personal teaching that…

  15. "Teaching is like nightshifts …": a focus group study on the teaching motivations of clinicians.

    Science.gov (United States)

    Dybowski, Christoph; Harendza, Sigrid

    2014-01-01

    To ensure the highest quality of education, medical schools have to be aware of factors that influence the motivation of teachers to perform their educational tasks. Although several studies have investigated motivations for teaching among community-based practitioners, there is little data available for hospital-based physicians. This study aimed to identify factors influencing hospital-based physicians' motivations to teach. We conducted 3 focus group discussions with 15 clinical teachers from the Medical Faculty at Hamburg University. Using a qualitative inductive approach, we extracted motivation-related factors from the transcripts of the audio-recorded discussions. Three main multifaceted categories influencing the motivation of teachers were identified: the teachers themselves, the students, and the medical faculty as an organization. Participants showed individual sets of values and beliefs about their roles as teachers as well as personal notions of what comprises a "good" medical education. Their personal motives to teach comprised a range of factors from intrinsic, such as the joy of teaching itself, to more extrinsic motives, such as the perception of teaching as an occupational duty. Teachers were also influenced by the perceived values and beliefs of their students, as well as their perceived discipline and motivation. The curriculum organization and aspects of leadership, human resource development, and the evaluation system proved to be relevant factors as well, whereas extrinsic incentives had no reported impact. Individual values, beliefs, and personal motives constitute the mental framework upon which teachers perceive and assess motivational aspects for their teaching. The interaction between these personal dispositions and faculty-specific organizational structures can significantly impair or enhance the motivation of teachers and should therefore be accounted for in program and faculty development.

  16. CONTEMPORARY TEACHING AIDS IN TEACHING MATHEMATICS

    OpenAIRE

    Sead Rešić; Eldina Atić

    2014-01-01

    In this research, the application of contemporary teaching aids in Mathematics teaching in elementary school was analyzed from the aspect of teachers, students and parents. The application of contemporary teaching aids in Mathematics teaching was analyzed through a sample of 100 students, and attitudes about the aids were examined from the points of view of students, teachers and parents. In this research, descriptive method, questionnaire and test were used. Results of the resear...

  17. Investigating the role of sliding friction in rolling motion: a teaching sequence based on experiments and simulations

    Science.gov (United States)

    De Ambrosis, Anna; Malgieri, Massimiliano; Mascheretti, Paolo; Onorato, Pasquale

    2015-05-01

    We designed a teaching-learning sequence on rolling motion, rooted in previous research about student conceptions, and proposing an educational reconstruction strongly centred on the role of friction in different cases of rolling. A series of experiments based on video analysis is used to highlight selected key concepts and to motivate students in their exploration of the topic; and interactive simulations, which can be modified on the fly by students to model different physical situations, are used to stimulate autonomous investigation in enquiry activities. The activity sequence was designed for students on introductory physics courses and was tested with a group of student teachers. Comparisons between pre- and post-tests, and between our results and those reported in the literature, indicate that students’ understanding of rolling motion improved markedly and some typical difficulties were overcome.

  18. Psychiatric Residents as Teachers: Development and Evaluation of a Teaching Manual

    Science.gov (United States)

    Swainson, Jennifer; Marsh, Melanie; Tibbo, Philip G.

    2010-01-01

    Objective: Psychiatric residents spend much time as teachers and mentors to medical students. Recently, the Canadian Medical Education Directions for Specialists (CanMEDS) roles identified the importance of this role as a scholar. Residents are now expected to develop skills to fulfill this role, one of which involves the ability to teach.…

  19. Computer Multimedia Assisted English Vocabulary Teaching Courseware

    Directory of Open Access Journals (Sweden)

    Nan Yue

    2017-12-01

    Full Text Available English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in more and more fields. The application of multimedia technology in the field of teaching is no longer strange. This paper mainly studied the design of computer multimedia assisted English vocabulary teaching courseware. First of all, this paper gave an overview of computer multimedia technology from the aspects of concept, characteristics, development and application situation, which cited and analyzed the cognitive learning theory and memory law. Under the guidance of scientific laws and in combination with the requirement analysis and pattern construction of English vocabulary teaching, this paper realized the module design, style design and database design of English vocabulary courseware. Finally, the content of English vocabulary teaching courseware was demonstrated, and its application effect was verified through the combination of subjective evaluation and objective evaluation. This article has an important guiding significance for stimulating students’ interest in English vocabulary learning and enhancing the quality of vocabulary teaching.

  20. Quality, the Enhancement of a University's Teaching and Learning and the Role of Quality Officers

    Science.gov (United States)

    Hodgson, Kath; Whalley, Gordon

    2006-01-01

    There has been, and remains, much criticism of the external monitoring of the quality of universities' learning and teaching by bodies such as the QAA largely on the grounds that it is essentially a bureaucratic collection of data that does little, if anything, to help in improving or enhancing the learning and teaching. In this article, while…

  1. The Campaign: a case study in identity construction through performance

    Directory of Open Access Journals (Sweden)

    Matthew D. Riddle

    2009-12-01

    Full Text Available This article undertakes a detailed case study of The Campaign, a teaching and learning innovation in media and communications that uses an online educational role-play. The case study draws on the qualitative analysis of classroom observations, online communications and semi-structured interviews, employing an interpretive approach informed by models drawn from social theory and sociotechnical theory. Educational authors argue that online educational role-plays engage students in authentic learning, and represent an improvement over didactic teaching strategies. According to this literature, online role-play systems afford students the opportunity of acting and doing instead of only reading and listening. Literature in social theory and social studies of technology takes a different view of certain concepts such as performance, identity and reality. Models such as performative self constitution and actor network theory ask us to consider the constructed nature of identity and the roles of all of the actors, including the system itself. This article examines these concepts by addressing a series of research questions relating to identity formation and mediation, and suggests certain limitations of the situationist perspective in explaining the educational value of role-play systems.

  2. The Impact of Quantum Teaching Strategy on Student Academic Achievements and Self-Esteem in Inclusive Schools

    Science.gov (United States)

    Gunarhadi; Kassim, Mustapa; Shaari, Abdull Sukor

    2014-01-01

    Purpose: This research was aimed at showing the impact of a teaching strategy called the Quantum Teaching Strategy on students' academic achievements in two school subjects, namely in Bahasa Indonesia and Science, in comparison to that experienced through classes using a conventional teaching strategy. This research also examined the role of…

  3. Teaching Skill Acquisition and Development in Dental Education.

    Science.gov (United States)

    Lyon, Lucinda J; Hoover, Terry E; Giusti, Lola; Booth, Mark T; Mahdavi, Elham

    2016-08-01

    Development of dental faculty members is paramount to providing outstanding education and role modeling for students. With the large number of second career educators in dental schools, an efficient method of acquiring teaching skills is important for new faculty members. Knowing the skill progression and learning experiences identified by dental educators of varying rank may lead to more efficient, effective faculty development. The aims of this study were to identify the perceptions of a group of faculty members about the knowledge, skills, attitudes, and learning experiences that contribute to developing teaching expertise and to compare and contrast the perceptions of new and more senior faculty members on these subjects. The Dreyfus skill acquisition continuum of novice to expert performance was used as a construct reference. The study used a mixed-methods approach in which qualitative and quantitative data were collected concurrently in an electronic survey of faculty members at one U.S. dental school. Of the 492 total faculty members, 80 survey responses were received, for a 16% response rate. Open coding and analysis of responses revealed some common themes. Building rich content knowledge and learning varied methodologies for teaching and assessment, supported by an awareness of peer role models, were perceived to be features of early growth. Content prioritization, clarity, and customization appropriate for the learner characterized mid growth. As theorized in the Dreyfus model, more experienced faculty members described a fluid, less structured teaching process, increased reflection, and appreciation of the strength of the educational community. The results of this study may help increase dental educators' understanding of teaching skill acquisition and inform faculty development and support.

  4. Relationships between teaching faculty and teaching librarians

    CERN Document Server

    Katz, Linda S

    2014-01-01

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

  5. Teaching Practices, School Support and Bullying

    Science.gov (United States)

    Rodríguez, Ana Carolina Reyes; Noriega, José Angel Vera; Cuervo, Angel Alberto Valdés

    2017-01-01

    Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study's aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and…

  6. Show and Sell: Teaching Sales through Hands-On Selling

    Science.gov (United States)

    Rippé, Cindy B.

    2015-01-01

    There is a shortage of qualified salespeople, which creates a challenge for educators to prepare more students for a sales career. One of the most common teaching techniques used in preparing students is role playing, which mirrors real-world selling. However, role plays are not necessarily authentic because the players and conditions are not a…

  7. Physics Teachers' Challenges in Using History and Philosophy of Science in Teaching

    Science.gov (United States)

    Henke, Andreas; Höttecke, Dietmar

    2015-01-01

    The inclusion of the history and philosophy of science (HPS) in science teaching is widely accepted, but the actual state of implementation in schools is still poor. This article investigates possible reasons for this discrepancy. The demands science teachers associate with HPS-based teaching play an important role, since these determine teachers'…

  8. Toward More Joyful Learning: Integrating Play into Frameworks of Middle Grades Teaching

    Science.gov (United States)

    Conklin, Hilary G.

    2014-01-01

    Recent efforts to define qualities of effective teaching practice have done little to capture the role of play, imagination, and creativity in classroom teaching. Drawing on theories of play and data from a two-year case study that included classroom observations, interviews, artifact collection, and surveys, the author examines the ways in which…

  9. Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum: A reflection.

    Science.gov (United States)

    Higgins, R; Hogg, P; Robinson, L

    2017-09-01

    To evaluate the learning experience of a level 5 (year 2) student cohort within a research-informed teaching (RiT) activity and to map findings against learning outcomes and level descriptors using constructive alignment. An online questionnaire was used to explore the level 5 student experience of a Research-informed Teaching (RiT) activity. Responses were retrospectively mapped against Framework for Higher Education Qualifications (FHEQ) level descriptors for level 5 using constructive alignment. Thirty one out of 46 level 5 students completed the questionnaire (67% response rate). Analysis of the questionnaire supported the integration of this RiT activity within the curriculum in terms of learning and research skill development by students. However, it was identified that this activity could be revised further to better align with level 5 descriptors and incorporate additional higher level cognitive processes. Learning outcomes for this RiT activity were constructively aligned with FHEQ level 5 descriptors. Recommendations are provided on how these could be further refined to ensure students undertake a more critical approach to the application of theory into practice. Discussion also considers how this process could be used to develop a similar RiT activity at level 6 (year 3). Copyright © 2016 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.

  10. Jordanian Prospective and Experienced Chemistry Teachers' Beliefs about Teaching and Learning and Their Potential Role for Educational Reform

    Science.gov (United States)

    Al-Amoush, Siham A.; Markic, Silvija; Abu-Hola, Imfadi; Eilks, Ingo

    2011-01-01

    This paper presents an exploratory study of Jordanian chemistry student teachers' and experienced teachers' beliefs about teaching and learning. Different instruments were used, focusing on different aspects of teaching and learning. The first instrument is based on teachers' and students' drawings of teaching situations. It includes open…

  11. Changing Instructor's Roles in Virtual Worlds

    Science.gov (United States)

    Berge, Zane L.

    2008-01-01

    Berge's Instructor's Roles Model categorized the instructor's roles as pedagogical, social, managerial, and technical. Developed more than a decade ago, this model described changing roles for instructors as they transitioned from in-person classrooms to teaching online. Today, as virtual worlds emerge and are being used as educational platforms,…

  12. The Predictive Role of Teaching Styles on Omani Students' Mathematics Motivation

    Science.gov (United States)

    Aldhafri, Said; Alrajhi, Marwa

    2014-01-01

    The current study explored the effects of two teaching styles, authoritative and authoritarian, on students' mathematics motivation. The two motivational constructs examined were intrinsic and extrinsic motivation. Data were collected from 425 Omani 8th grade students (males = 202/females = 223, mean age = 13.44, SD = 0.79). Through two…

  13. Interactive Education in Public Administration (1): The Role of Teaching "Objects"

    Science.gov (United States)

    Alford, John; Brock, Jonathan

    2014-01-01

    Schools of public policy and administration are increasingly adopting interactive case teaching (long used in business schools) as one of their primary pedagogical methods -- not least because of its usefulness in both stimulating engagement by students and helping them turn that engagement into learning. This article and its companion piece…

  14. A Python Engine for Teaching Artificial Intelligence in Games

    OpenAIRE

    Riedl, Mark O.

    2015-01-01

    Computer games play an important role in our society and motivate people to learn computer science. Since artificial intelligence is integral to most games, they can also be used to teach artificial intelligence. We introduce the Game AI Game Engine (GAIGE), a Python game engine specifically designed to teach about how AI is used in computer games. A progression of seven assignments builds toward a complete, working Multi-User Battle Arena (MOBA) game. We describe the engine, the assignments,...

  15. From Cultural Knowledge to Intercultural Communicative Competence: Changing Perspectives on the Role of Culture in Foreign Language Teaching

    Science.gov (United States)

    Piatkowska, Katarzyna

    2015-01-01

    Approaches to the concept of culture and teaching cultural competence in a foreign language classroom have been changing over the last decades. The paper summarises, compares, contrasts and evaluates four major approaches to teaching cultural competence in foreign language teaching, that is, knowledge-based approach, contrastive approach,…

  16. How personality traits affect clinician-supervisors' work engagement and subsequently their teaching performance in residency training.

    Science.gov (United States)

    Scheepers, Renée A; Arah, Onyebuchi A; Heineman, Maas Jan; Lombarts, Kiki M J M H

    2016-11-01

    Clinician-supervisors often work simultaneously as doctors and teachers. Supervisors who are more engaged for their teacher work are evaluated as better supervisors. Work engagement is affected by the work environment, yet the role of supervisors' personality traits is unclear. This study examined (i) the impact of supervisors' personality traits on work engagement in their doctors' and teachers' roles and (ii) how work engagement in both roles affects their teaching performance. Residents evaluated supervisors' teaching performance, using the validated System for Evaluation of Teaching Qualities. Supervisors' reported work engagement in doctor and teacher roles separately using the validated Utrecht Work Engagement Scale. Supervisors' personality traits were measured using the Big Five Inventory's five factor model covering conscientiousness, agreeableness, extraversion, emotional stability and openness. Overall, 549 (68%) residents and 636 (78%) supervisors participated. Conscientiousness, extraversion and agreeableness were positively associated with supervisors' engagement in their teacher work, which was subsequently positively associated with teaching performance. Conscientious, extraverted, and agreeable supervisors showed more engagement with their teacher work, which made them more likely to deliver adequate residency training. In addition to optimizing the work environment, faculty development and career planning could be tailor-made to fit supervisors' personality traits.

  17. Studying Gender Bias in Physics Grading: The role of teaching experience and country

    Science.gov (United States)

    Hofer, Sarah I.

    2015-11-01

    The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers' gender bias in grading and the influence of teaching experience in Switzerland, Austria, and Germany. In a 2 × 2 between-subjects design, with years of teaching experience included as moderating variable, physics teachers (N = 780) from Switzerland, Austria, and Germany graded a fictive student's answer to a physics test question. While the answer was exactly the same for each teacher, only the student's gender and specialization in languages vs. science were manipulated. Specialization was included to gauge the relative strength of potential gender bias effects. Multiple group regression analyses, with the grade that was awarded as the dependent variable, revealed only partial cross-border generalizability of the effect pattern. While the overall results in fact indicated the existence of a consistent and clear gender bias against girls in the first part of physics teachers' careers that disappeared with increasing teaching experience for Swiss teachers, Austrian teachers, and German female teachers, German male teachers showed no gender bias effects at all. The results are discussed regarding their relevance for educational practice and research.

  18. A review of teaching skills development programmes for medical students.

    Science.gov (United States)

    Marton, Gregory E; McCullough, Brendan; Ramnanan, Christopher J

    2015-02-01

    The CanMEDS role of Scholar requires that medical trainees develop their skills as medical educators. The development of teaching skills in undergraduate medical students is therefore desirable, especially in view of the teaching obligations in residency programmes. The goal of this review was to identify the characteristics and outcomes of programmes designed to develop the teaching skills of undergraduate medical students. The authors searched medical literature databases using combinations of the search terms 'medical student', 'teacher', 'teaching skills', 'peer teaching', 'near-peer teaching' and 'student as teacher'. Twenty papers fit the predetermined search criteria, which included original characterisations of specific programmes involving undergraduate medical students. Three types of initiative were identified in the reviewed articles: peer teaching programmes; teaching workshops, and community outreach programmes. The majority of study participants were students in Years 3 and 4. Subjective self-evaluation by participants using Likert scale-based surveys was by far the most commonly used method of measuring project outcomes. Objective, quantitative teaching-related outcomes were rarely noted in the reports reviewed. Self-perceived improvements in teaching skills were noted by participants in most of the reports. Other perceived benefits included increases in organisational skills, knowledge and confidence in giving feedback. Although several types of programmes have been shown to subjectively improve the teaching skills of undergraduate medical students, characterisation of the objective outcomes of these initiatives is lacking and requires further study. © 2015 John Wiley & Sons Ltd.

  19. Teaching Abroad: Why Teachers Prefer Teaching Overseas

    Directory of Open Access Journals (Sweden)

    Mustafa Serbes

    2017-12-01

    Full Text Available Teaching overseas has always been a great opprotunity for academic and social development. Teachers who have international experiences stand a better chance of not only developing their teaching skills, communication skills and classroom management but also learning new languages and about other cultures. Teaching abroad can help teachers promote their skills for efficiency and effectiveness. It is important to stress that teachers with international experience can teach effectively and can contribute to the achievement of their students more. This paper focuses on five reasons why teachers prefer teaching overseas.

  20. Restaurant Role-Play in Psychology

    Science.gov (United States)

    Borya, Anthony

    2013-01-01

    Research methods is perceived as a technical and difficult topic by some students. Using role-play to teach it can make it more accessible, meaningful and engaging. Role-playing the familiar roles of customer and waiting staff at a restaurant and discussing the variables that may affect the size of tips can help students to learn some of the key…

  1. Pros and Cons of Using IICT in Teaching ESL Reading and Writing

    Science.gov (United States)

    Yunus, Melor Md; Nordin, Norazah; Salehi, Hadi; Sun, Choo Hui; Embi, Mohamed Amin

    2013-01-01

    Information and Communication Technologies (ICTs) play a major role in creating a new and improved model of teaching and learning. A great number of studies have been conducted to examine the advantages of integrating ICT in language education in general and English as a Second Language (ESL) teaching and learning in particular. However, there is…

  2. What it means to teach online

    Science.gov (United States)

    Hubbard, Abigail

    1998-08-01

    Teaching online has emerged as a growth area in higher education. Before rushing into this market, it is important to understand some of the implications for faculty, students, administrators, and the educational institutions themselves. New roles and responsibilities emerge for each stakeholder, and important institutional policy issues must be addressed and resolved.

  3. Governance of Higher Education--The Role of Proximity in Teaching Quality

    Science.gov (United States)

    Macheridis, Nikos; Paulsson, Alexander

    2016-01-01

    The starting point of this article is the relation between teaching quality and expectations by different governance actors in higher education. Managing a department in a public university is, to a large extent, about the coordination of governance actors, involving government authorities as well as the university and the faculty. Internally, the…

  4. Science teaching in science education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-06-01

    Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

  5. Carbohydrate metabolism teaching strategy for the Pharmacy course, applying active teaching methodology

    Directory of Open Access Journals (Sweden)

    Uderlei Donizete Silveira Covizzi

    2012-12-01

    Full Text Available The traditional teaching method has been widely questioned on the development of skills and abilities in training healthcare professionals. In the traditional methodology the main transmitter of knowledge is the teacher while students assume passive spectator role. Some Brazilian institutions broke with this model, structuring the curriculum to student-centered learning. Some medical schools have adopted the Problem Based Learning (PBL, a methodology that presents problem questions, to be encountered by future physicians, for resolution in small tutorial groups. Our work proposes to apply an active teaching-learning methodology addressing carbohydrate metabolism during the discipline of biochemistry for under graduation students from pharmacy course. Thus, the academic content was presented through brief and objective talks. Later, learners were split into tutorial groups for the resolution of issues in context. During the activities, the teacher drove the discussion to the issues elucidation. At the end of the module learners evaluated the teaching methodology by means of an applied questionnaire and the developed content was evaluated by an usual individual test. The questionnaire analysis indicates that students believe they have actively participated in the teaching-learning process, being encouraged to discuss and understand the theme. The answers highlight closer ties between students and tutor. According to the professor, there is a greater student engagement with learning. It is concluded that an innovative methodology, where the primary responsibility for learning is centered in the student himself, besides to increase the interest in learning, facilitates learning by cases discussion in groups. The issues contextualization establishes a narrowing between theory and practice.

  6. Approaching integrated urban-rural development in China: The changing institutional roles

    OpenAIRE

    Li, Yuheng; Hu, Zhichao; Liu, Yansui

    2014-01-01

    Ever since the twenty-first century, the Chinese government has been undertaking a series of rural-favored policies and measures to promote comprehensive development in rural China. The fundamental purpose is to accomplish integrated urban-rural development (IURD) given the ever enlarging urban-rural inequalities during the post-reform era. Considering the long time biased policies against the countryside, the paper aims to examine the institutional roles in approaching the IURD. IURD at prov...

  7. the roles of games in teaching and learning of mathematics in junior ...

    African Journals Online (AJOL)

    users

    The research seeks to enhance the status of games in teaching mathematics in ... that the use of games and activities can make the mathematics enjoyable. ... motivation, understanding and suppression of anxiety are some of the reasons ...

  8. The Teaching Methods of Cultural Factors in The Classroom

    Institute of Scientific and Technical Information of China (English)

    Jia Mengyang

    2014-01-01

    Culture knowledge plays an important role in linguistic proficiency and currently most teaching activities are stil happened inthe traditionalclassroom. So this paper introducedsome ofthe practicalteachingmethods ofChinese culture inthe Chinese language classroom.

  9. A Preliminary Study of the Effectiveness of Different Recitation Teaching Methods

    Science.gov (United States)

    Endorf, Robert J.; Koenig, Kathleen M.; Braun, Gregory A.

    2006-02-01

    We present preliminary results from a comparative study of student understanding for students who attended recitation classes which used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, "Changes in energy and momentum," from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests given at the recitation class. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. These results provide guidance and evidence for the teaching methods which should be emphasized in training future teachers and faculty members.

  10. On Reflective Teaching of EFL Teachers in Local Universities of China--A Case Study of Leshan Normal University, Sichuan

    Science.gov (United States)

    Li, Zou; Ye, Zhou

    2016-01-01

    Presently, China plays a vital role in the world. Therefore, Chinese passion for English has reached an unprecedented level. Nevertheless, various problems occur in EFL teaching. Thus, EFL teachers must make the teaching qualities better by reflective teaching, an effective way to improving EFL teaching. The paper is to study the definitions,…

  11. The Cultural Dimensions of Language Teaching and Learning

    DEFF Research Database (Denmark)

    Risager, Karen

    2011-01-01

    Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks...... and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world....

  12. [Improving the teaching quality by multiple tools and technology in oral histopathology experimental course].

    Science.gov (United States)

    Tian, Zhen; Wang, Li-Zhen; Hu, Yu-Hua; Zhang, Chun-Ye; Li, Jiang

    2017-04-01

    Oral histopathology is a course which needs to be combined with theory and practice closely. Experimental course plays an important role in teaching oral histopathology. Here, we aim to explore a series of effective measures to improve the teaching quality of experimental course and tried to train observation, thinking, analysis and problem solving skills of dental students. We re-edited and updated the experimental textbook "guidelines of experimental course of oral histopathology", and published the reference book for experimental course--"color pocket atlas of oral histopathology: experiment and diadactic teaching". The number of clinicopathological cases for presentation and class discussion was increased, and high-quality teaching slides were added and replaced the poor-quality or worn out slides. We established a variety of teaching methods based on the internet, which provided an environment of self-directed learning for dental students. Instead of simple slice-reading examination, a new evaluation system based on computer was established. The questionnaire survey showed that the students spoke positively on the teaching reform for experimental course. They thought that the reform played a significant role in enriching the teaching content, motivating learning interest and promoting self-study. Compared with traditional examination, computer-based examination showed a great advantage on mastering professional knowledge systematically and comprehensively. The measures adopted in our teaching reform not only effectively improve the teaching quality of experimental course of oral histopathology, but also help the students to have a clear, logical thinking when facing complicated diseases and have the ability to apply theoretical knowledge into clinical practice.

  13. [Science of Meridians, Collaterals and Acupoints--Exploration on teaching method of meridian syndromes].

    Science.gov (United States)

    Wang, Yinping; Zhang, Zongquan; Wang, Wenlin; Yuan, Limin

    2015-04-01

    Meridian syndromes are the required basic knowledge for mastering Science of Meridians, Collaterals and Acupoints but have not brought the adequate attention on the teaching program. The writers discovered' that the content of this section occupied a decisive role for developing the students' clinical thinking ability and, stimulating their interests to learn classical TCM theories. It's necessary to enhance the importance on meridian syndromes during teaching program. The teaching program was discussed in three aspects, named workshop pattern, competitive pattern and multimedia pattern. This teaching method may improve students' interests in the study on classical TCM theories, deepen the understanding on knowledge and motivate students' learning autonomy so that the teaching quality can be improved.

  14. Constructivism in Teaching English for Special Purposes at Tertiary School

    Directory of Open Access Journals (Sweden)

    Anna Y. Polenova

    2017-09-01

    Full Text Available The article looks at some principles of constructivism philosophy and the ways they are realized in ESP teaching at tertiary school. The purpose of this article is to describe constructivist teaching approach in enhancing students’ use of appropriate ESP learning strategies. Constructivism is a theory that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner-centered where students are actively involved in knowledge construction rather than passive listeners. Students construct knowledge by transforming, organizing, reorganizing previous knowledge through social interaction in construction of knowledge and understanding. The paper is an attempt to examine the principles of constructivist teaching and learning by providing analysis of features of constructivist theory and the organization of a constructivist classroom.

  15. Humanizing the Teaching of Physics through Storytelling: The Case of Current Electricity

    Science.gov (United States)

    Hadzigeorgiou, Yannis

    2006-01-01

    The main purpose of this article is to discuss the potential role of storytelling in the teaching and learning of physics. I first present the main historical events concerning the discovery of current electricity by focusing on the Galvani-Volta controversy and the work of Michael Faraday. Then I outline a planning framework for teaching through…

  16. Teaching Pragmatics in the Foreign Language Classroom: Grammar as a Communicative Resource

    Science.gov (United States)

    Felix-Brasdefer, J. Cesar; Cohen, Andrew D.

    2012-01-01

    This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of…

  17. Up in the Air: An Examination of the Work-Life Balance of Fly-in-Fly-out Academics

    Science.gov (United States)

    Jais, Juraifa; Smyrnios, Kosmas X.; Hoare, Lynnel A.

    2015-01-01

    There is a dearth of research on the work-life balance experiences of academics who undertake short-term international teaching assignments. Academics who teach offshore are also accountable for onshore activities including lecturing, research, supervision of higher degree students, mentoring, publishing and administrative obligations "inter…

  18. Teaching creativity in a technological design context

    NARCIS (Netherlands)

    van Overveld, Kees; Ahn, René; Reymen, Isabelle; Ivashkov, Maxim

    2003-01-01

    We want to teach creativity techniques to prospective technological designers in a domainindependent way. To facilitate this, we adopt a format and nomenclature that is close to the terminology used by engineers. Central notions are concepts, attributes and values. A crucial role is played by, what

  19. Techniques of Teaching Arabic as a Foreign Language through Constructivist Paradigm: Malaysian Perspective

    Science.gov (United States)

    Faryadi, Qais

    2007-01-01

    This analysis discusses the constructivist paradigm of teaching Arabic as a foreign language in Malaysian settings. This review examines the role of interactive multimedia in enhancing the chalk and talk methods of teaching Arabic in Malaysian schools. This paper also investigates the importance of Arabic Language in Malaysia. Furthermore, the…

  20. An Analysis of Internally Funded Learning and Teaching Project Evaluation in Higher Education

    Science.gov (United States)

    Huber, Elaine; Harvey, Marina

    2016-01-01

    Purpose: In the higher education sector, the evaluation of learning and teaching projects is assuming a role as a quality and accountability indicator. The purpose of this paper is to investigate how learning and teaching project evaluation is approached and critiques alignment between evaluation theory and practice. Design/Methodology/Approach:…