Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review

Directory of Open Access Journals (Sweden)

Konstantinos Kyriakoulis

2016-09-01

Full Text Available Purpose The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. Methods The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016. Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM. Results Twenty articles were included in the review. The majority of the studies sampled medical students (n=13 and only few conducted among nursing (n=2, pharmacy (n=2, physiotherapy/therapy (n=1, dentistry (n=1, or mixed disciplines (n=1 students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions, or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Conclusion Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions

Embedded Prompting May Function as Embedded Punishment: Detection of Unexpected Behavioral Processes within a Typical Preschool Teaching Strategy

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Heal, Nicole A.; Hanley, Gregory P.

2011-01-01

This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4-year-old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent-chains arrangement, respectively. The strategy that involved the most…

NICU nurse educators: what evidence supports your teaching strategies?

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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.

Optimal trading strategy for GenCo in LMP-based and bilateral ...

African Journals Online (AJOL)

cboonchu

GenCo) ... In Li and Shahidehpour (2005), a game-based bidding strategy for GenCos with ..... With the different demands, dispatched levels of GenCos vary as shown in Table 6. .... optimisation, AI applications to power systems, and power system ...

Teaching Strategies for Specialized Ensembles.

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Teaching Music, 1999

1999-01-01

Provides a strategy, from the book "Strategies for Teaching Specialized Ensembles," that addresses Standard 9A of the National Standards for Music Education. Explains that students will identify and describe the musical and historical characteristics of the classical era in music they perform and in audio examples. (CMK)

Effects of a Co-operative Learning Strategy on Ninth-Graders' Understanding of Human Nutrition.

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Soyibo, Kola; Evans, Hermel G.

2002-01-01

Looks at the effect of teaching strategies on a group's attitude toward biology and understanding human nutrition. Used an experimental group that participated in co-operative learning and a control group taught using the lecture method. Involves ninth graders (n=156) from two high schools in Jamaica. (Author/YDS)

Effect Of Constructivist-Based Teaching Strategy On Academic ...

African Journals Online (AJOL)

Research reports indicate that this negative attitude was caused, majorly, by teachers' conventional (lecture) method of teaching integrated science. Research reports on the effectiveness of constructivist-based teaching strategy revealed that the strategy enhanced students' academic performance. In view of this, this study ...

Teaching Strategies for Strengthening Environmental Values

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Marilin del Carmen González Castillo

2017-02-01

Full Text Available This study aims to apply teaching strategies for strengthening the environmental values in the teachers of School Children's House "Linda Barinas" located in the Carmen parish, municipality Barinas, Barinas state. The nature of the study was inserted into the qualitative paradigm, the kind of research in an action research based on a field study. Key informants were five (05 teachers working in the aforementioned institution. The technique for collecting information through an in-depth interview. The technique and data analysis was performed by means of categorization, triangulation and theorizing. The study led to the conclusion: teachers are unaware of employed teaching strategies, learning strategies in addressing environmental education. In addition, the institution lacks the promotion of educational activities that contribute to improving the environment. Similarly, the absence of a positive attitude towards the environment in which every member of the institution appropriates the existing environmental problems at school. In implementing the action plan training workshops conducted for teachers regarding teaching strategies, environmental values and environmental education, produced a motivation and interest of how to implement that knowledge, when planning, organizing and controlling.

Proven Strategies for Teaching and Learning

NARCIS (Netherlands)

D.G. Brown (David)

2004-01-01

textabstract50 technology-using professors at 50 of America's most-wired campuses were asked to explain how their teaching strategies have been augmented by the use of computers. From their responses emerges a pattern. Most professors are using computers in teaching in order to enable more

Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia

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Suriyanti, Sufatmi; Yaacob, Aizan

2016-01-01

Purpose: This paper is the outcome of a study which examined teacher strategies in teaching descriptive writing to junior high school students in Delitua, North Sumatra, Indonesia. The study was based on two questions: 1) What are the teaching strategies used by EFL teachers in teaching descriptive writing? 2) To what extent did the descriptive…

Integrative Strategy for Effective Teaching of Density and Pressure in ...

African Journals Online (AJOL)

Integrative Strategy for Effective Teaching of Density and Pressure in Senior Secondary Schools: A Guide to Physics teachers. U Stephen, J T Mkpanang. Abstract. The problem of many teachers throughout the world is not what to teach but how to teach what. In this paper, integrative strategy for effective teaching of density ...

A Research on Vocabulary Teaching Strategies and Students’ Mastery

OpenAIRE

Tian Yuan; Liu Bingbing

2013-01-01

By means of questionnaire and quantitative research, this article aims at investigating the effects on students’ mastery of vocabulary by studying teachers’ adoption of seven kinds of common vocabulary teaching strategies and the usage of analyzing strategies in intensive English in order to improve vocabulary teaching strategies and to help enlarge students’ vocabulary.

Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions

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Shope, Richard Edwin, III

Science instruction aims to ensure that students properly construct scientific knowledge so that each individual may play a role as a science literate citizen or as part of the science workforce (National Research Council, 1996, 2000). Students enter the classroom with a wide range of personal conceptions regarding science phenomena, often at variance with prevailing scientific views (Duschl, Hamilton, & Grandy, 1992; Hewson, 1992). The extensive misconceptions research literature emphasizes the importance of diagnosing students' initial understandings in order to gauge the accuracy and depth of what each student knows prior to instruction and then to use that information to adapt the teaching to address student needs. (Ausubel, 1968; Carey, 2000; Driver et al., 1985; Karplus & Thier, 1967; Mintzes, Wandersee, & Novak, 1998; Osborne & Freyberg, 1985; Project 2061, 1993; Strike & Posner, 1982, 1992; Vygotsky, 1934/1987). To gain such insight, teachers diagnose not only the content of the students' personal conceptions but also the thinking processes that produced them (Strike and Posner, 1992). Indeed, when teachers design opportunities for students to express their understanding, there is strong evidence that such diagnostic assessment also enhances science teaching and learning (Black & William, 1998). The functional knowledge of effective science teaching practice resides in the professional practitioners at the front lines---the science teachers in the classroom. Nevertheless, how teachers actually engage in the practice of diagnosis is not well documented. To help fill this gap, the researcher conducted a study of 16 sixth grade science classrooms in four Los Angeles area middle schools. Diagnostic teaching strategies were observed in action and then followed up by interviews with each teacher. Results showed that teachers use strategies that vary by the complexity of active student involvement, including pretests, strategic questions, interactive discussion

Evaluation of teaching and learning strategies

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SK Lechner

2001-08-01

Full Text Available With the growing awareness of the importance of teaching and learning in universities and the need to move towards evidence-based teaching, it behooves the professions to re-examine their educational research methodology. While the what, how and why of student learning have become more explicit, the professions still struggle to find valid methods of evaluating the explosion of new innovation in teaching/learning strategies. This paper discusses the problems inherent in applying traditional experimental design techniques to advances in educational practice.

Gaming: a teaching strategy to enhance adult learning.

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Henry, J M

1997-01-01

As a nurse educator, I encountered many complaints from staff nurses about mandatory inservice education programs, stating that they are repetitious, time-consuming, often too basic, and at times, downright boring. One exception was an Infection Control Week education session that was done in the form of a game. This session set attendance records and had very positive feedback from staff nurses. As a result of this feedback, the use of gaming as a teaching strategy in nursing education was explored. A review of the literature on gaming as a teaching strategy was conducted with special attention to its history, current use, and successes in nursing education. Introduced as a formal teaching strategy more than 75 years ago, gaming offers many advantages over more traditional teaching methods. Games connect theory more closely to real life situation and add innovation, diversity, and the opportunity for immediate feedback. Although gaining in popularity, gaming is not extensively used in nursing education as it is not considered a serious educational tool. However, recent literature suggests much success with its use. Gaming as a teaching strategy has proven to be an effective way of conveying information in a stimulating, appealing manner. Games facilitate both beginning and experienced nurses' learning by providing an opportunity for experience without the danger or fear of jeopardizing patient safety.

Teaching Strategies to Improve Algebra Learning

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Zbiek, Rose Mary; Larson, Matthew R.

2015-01-01

Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…

Implementation of Teaching Skills and Strategies in the Schools

DEFF Research Database (Denmark)

Choeda, Choeda; Kinley, Kinley

2013-01-01

‘Teaching Skills’ and ‘Teaching Strategies’ are two core (professional) modules offered at the two colleges of education in Bhutan to develop pedagogical knowledge and skills of student teachers. However, a tracer study (in press) done by Samtse College of Education [SCE] revealed teacher graduates...... of teaching skills and strategies in the schools. Teacher graduates, both male and female having working experience of three years and above, teaching in Middle Secondary and Higher Secondary Schools, were selected as the participants in the study. Samples were drawn from the different parts of the country...... covering seventeen Dzongkhags. The study revealed adequate understanding of the concepts of professional modules. However, teachers were found to be grappling with the extra responsibilities affecting their planning to integrate skills and strategies into their teaching. Key words: Teaching skills...

Teaching strategies applied to teaching computer networks in Engineering in Telecommunications and Electronics

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Elio Manuel Castañeda-González

2016-07-01

Full Text Available Because of the large impact that today computer networks, their study in related fields such as Telecommunications Engineering and Electronics is presented to the student with great appeal. However, by digging in content, lacking a strong practical component, you can make this interest decreases considerably. This paper proposes the use of teaching strategies and analogies, media and interactive applications that enhance the teaching of discipline networks and encourage their study. It is part of an analysis of how the teaching of the discipline process is performed and then a description of each of these strategies is done with their respective contribution to student learning.

Integrative Strategy for Effective Teaching of Alternating Circuits in ...

African Journals Online (AJOL)

One of the reasons advanced for the low enrolment and achievement of students in Physics at both secondary and post-secondary schools is poor teaching strategies used by teachers of Physics particularly in teaching Physics concepts classified by students as being difficult. In this paper, integrative strategy for effective ...

A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium

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Niaz, M.

The main objective of this study is to construct a Lakatosian teaching strategy that can facilitate conceptual change in students'' understanding of chemical equilibrium. The strategy is based on the premise that cognitive conflicts must have been engendered by the students themselves in trying to cope with different problem solving strategies. Results obtained (based on Venezuelan freshman students) show that the performance of the experimental group of students was generally better (especially on the immediate post tests) than that of the control group. It is concluded that a conceptual change teaching strategy must take into consideration the following aspects: a) core beliefs of the students in the topic (cf. ''hard core'', Lakatos 1970); b) exploration of the relationship between core beliefs and student alternative conceptions (misconceptions); c) cognitive complexity of the core belief can be broken down into a series of related and probing questions; d) students resist changes in their core beliefs by postulating ''auxiliary hypotheses'' in order to resolve their contradictions; e) students'' responses based on their alternative conceptions must be considered not as wrong, but rather as models, perhaps in the same sense as used by scientists to break the complexity of a problem; and f) students'' misconceptions be considered as alternative conceptions (theories) that compete with the present scientific theories and at times recapitulate theories scientists held in the past.

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

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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…

The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school.

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Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard

2016-12-01

In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.

A Veteran Special Education Teacher and a General Education Social Studies Teacher Model Co-Teaching: The CoPD Model

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Thomas-Brown, Karen A.; Sepetys, Peggy

2011-01-01

This research explores using participant ethnography, the theoretical and practical underpinnings of the combination pedagogical approach of co-teaching and embedded professional development within the Co-teaching Professional Development Approach (CoPD). The structure of this approach is presented and the research findings examine the outcomes of…

Empowering Students with Word-Learning Strategies: Teach a Child to Fish

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Graves, Michael F.; Schneider, Steven; Ringstaff, Cathy

2018-01-01

This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly…

The Teacher as Co-Musician: Exploring Practices in Music Teaching

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Espeland, Åsmund; Stige, Brynjulf

2017-01-01

In this paper, co-musicking in teaching is discussed on the basis of findings from a study on pop band and piano teaching. We understand co-musicking as collaboration between music-makers, including pupils. For this study, we chose to focus on the actions that teachers and student teachers take during pupils' performance of a piece of music in a…

The Effect of Teaching Search Strategies on Perceptual Performance.

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van der Gijp, Anouk; Vincken, Koen L; Boscardin, Christy; Webb, Emily M; Ten Cate, Olle Th J; Naeger, David M

2017-06-01

Radiology expertise is dependent on the use of efficient search strategies. The aim of this study is to investigate the effect of teaching search strategies on trainee's accuracy in detecting lung nodules at computed tomography. Two search strategies, "scanning" and "drilling," were tested with a randomized crossover design. Nineteen junior radiology residents were randomized into two groups. Both groups first completed a baseline lung nodule detection test allowing a free search strategy, followed by a test after scanning instruction and drilling instruction or vice versa. True positive (TP) and false positive (FP) scores and scroll behavior were registered. A mixed-design analysis of variance was applied to compare the three search conditions. Search strategy instruction had a significant effect on scroll behavior, F(1.3) = 54.2, P search (M = 15.3, SD = 4.6), t(18) = 4.44, P search. FP scores for drilling (M = 7.3, SD = 5.6) were significantly lower than for free search (M = 12.5, SD = 7.8), t(18) = 4.86, P < 0.001. Teaching a drilling strategy is preferable to teaching a scanning strategy for finding lung nodules. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Group-Sequential Strategies in Clinical Trials with Multiple Co-Primary Outcomes

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Hamasaki, Toshimitsu; Asakura, Koko; Evans, Scott R; Sugimoto, Tomoyuki; Sozu, Takashi

2015-01-01

We discuss the decision-making frameworks for clinical trials with multiple co-primary endpoints in a group-sequential setting. The decision-making frameworks can account for flexibilities such as a varying number of analyses, equally or unequally spaced increments of information and fixed or adaptive Type I error allocation among endpoints. The frameworks can provide efficiency, i.e., potentially fewer trial participants, than the fixed sample size designs. We investigate the operating characteristics of the decision-making frameworks and provide guidance on constructing efficient group-sequential strategies in clinical trials with multiple co-primary endpoints. PMID:25844122

An assessment of teaching strategies used by lecturers at a nursing college in Mpumalanga

Directory of Open Access Journals (Sweden)

T. J. Maunye

2009-09-01

Full Text Available The need for the utilization of various teaching strategies by lecturers when facilitating learning cannot be overemphasized. The aim of this study was to establish if lecturers at a Nursing College in Mpumalanga were using teaching strategies that could facilitate the personal development of nursing learners. A quantitative approach was followed for this study. The participants of the study were all lecturers at a Nursing College in Mpumalanga. Data was gathered by means of a questionnaire. Descriptive statistics were used to describe and summarize data regarding the type of teaching strategies used and the recommendations that could enhance the utilization of various teaching strategies. The data revealed that the teaching strategies mostly utilized required active participation of the learners namely: formal/informal writing of assignments; learner-led class presentation; group sessions; clinical case studies; role-playing and clinical rounds. Inclusion of certain strategies such as problem-based learning, structured accompaniment and computer literacy for learners could enhance the personal development of nursing learners. Although lecturers did use some of the teaching strategies that could enhance the personal development of nursing learners, staff development regarding the utilization of various teaching strategies was highlighted as an important factor to be considered. Other findings revealed that lack of resources have a negative influence on the utilization of various teaching strategies.

Clinical reasoning in nursing: teaching strategies and assessment tools

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Emília Campos de Carvalho

Full Text Available ABSTRACT Objective: To present the concept and development of teaching strategies and the assessment tools regarding clinical reasoning for accurate practice. Method: This is a theoretical reflection based on scientific studies. Results: Comprehension of the essential concepts of the thought process and its articulation with the different teaching strategies and the assessment tools which has allowed presenting ways to improve the process of diagnostic or therapeutic clinical reasoning. Conclusion: The use of new strategies and assessment tools should be encouraged in order to contribute to the development of skills that lead to safe and effective decision making.

Welcome to Co-Teaching 2.0

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Friend, Marilyn

2016-01-01

Co-teaching was originally conceived as a way to push student with special needs into general education so that they could access the general curriculum alongside their peers. What was often lost, however, was the meticulous attention to these students' special needs, as identified in their individualized education programs (IEPs). In this…

New Teaching Strategies for Engineering Students

DEFF Research Database (Denmark)

Reng, Lars; Kofoed, Lise

2016-01-01

This paper presents the challenges for university teachers when new teaching strategies are implemented. Blended learning, flipped classroom, gamification as well as a combination of traditional and new pedagogical approaches are on the agenda in engineering educations. One of the challenges...

Application of Metacognitive Strategy to Primary Listening Teaching

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Zheng, Jie

2017-12-01

It is of vital importance that our students should be taught to listen effectively and critically. This essay focuses the metacognitive strategy in listening and an empirical study of the application of metacognitive strategy to primary listening teaching is made.

Towards an Operational Definition of Effective Co-Teaching: Instrument Development, Validity, and Reliability

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La Monte, Michelle Evonne

2012-01-01

This study focused on developing a valid and reliable instrument that can not only identify successful co-teaching, but also the professional development needs of co-teachers and their administrators in public schools. Two general questions about the quality of co-teaching were addressed in this study: (a) How well did descriptors within each of…

Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning

Directory of Open Access Journals (Sweden)

Renee Michelle Goertzen

2010-04-01

Full Text Available As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants (TAs, we first identify their current classroom practices and why they engage in these practices. In this paper, we identify a set of teaching practices we call “focusing on indicators,” which occurs when TAs use signs such as key words or diagrams as evidence that students understand the target idea; these indicators are more superficial than a detailed explanation. Our primary finding is that although the three TAs discussed here share a common behavior, the beliefs and motivations that underlie this behavior vary. We argue that TA professional development focused on changing these TAs’ focus-on-indicator behavior is unlikely to be effective. Instead, responsive TA professional development will need to address the TAs’ beliefs that guide the observed classroom behavior.

Adult Professional Development: Can Brain-Based Teaching Strategies Increase Learning Effectiveness?

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Tilton, Wendy

2011-01-01

Brain-based teaching strategies, compared to facilitative student-centered teaching strategies, were employed with 62 real estate professionals in a quasi-mixed-methods study. Participants attended a 2-day proprietary real estate continuing education course. Both the experimental and control groups received the same facilitative instruction, as…

Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models

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Isenberg, Eric; Walsh, Elias

2015-01-01

We outline the options available to policymakers for addressing co-teaching in a value-added model. Building on earlier work, we propose an improvement to a method of accounting for co-teaching that treats co-teachers as teams, with each teacher receiving equal credit for co-taught students. Hock and Isenberg (2012) described a method known as the…

Creative classroom strategies for teaching nursing research.

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Phillips, Regina Miecznikoski

2014-01-01

Faculty are constantly challenged to find interesting classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the classroom.

Co-teaching: teachers’ conceptions and practices in a School of Education in Peru

Directory of Open Access Journals (Sweden)

Guadalupe Suárez-Diaz

2016-01-01

Full Text Available This paper presents a descriptive study of two topics: 1 the correspondence between conceptions on co-teaching and the teaching practices of teachers at the School of Education in a private university in Lima; 2 the conditions that favor and restrict co-teaching, from the teachers’ perspective. Through interviews and documentary analysis, the idea of co-teaching as “team teaching” was found to be dominant, even though in practice, autonomy was favored, and teachers are beginning to use a combination of the “station teaching” and “one teach, one drift” models. The courses praised most highly by students were one course developed as “team teaching” and two developed with different degrees of autonomy. The main facilitating factors were personal ones; the main restricting factors were students’ ability and aspects relating to management.

Promoting addiction medicine teaching through functional mentoring by co-training generalist chief residents with faculty mentors.

Science.gov (United States)

Alford, Daniel P; Carney, Brittany L; Jackson, Angela H; Brett, Belle; Bridden, Carly; Winter, Michael; Samet, Jeffrey H

2018-02-16

Generalist physicians should play a vital role in identifying and managing individuals with substance use but are inadequately trained to do so. This 5-year (2008-2012) controlled educational study assessed whether internal medicine and family medicine chief residents' (CRs) addiction medicine teaching increased by co-training with faculty mentors at a Chief Resident Immersion Training (CRIT) program in addiction medicine. All CRIT CR attendees identified a residency program faculty mentor to support addiction medicine teaching after CRIT through functional mentoring with a focus on developing and implementing an Addiction Medicine Teaching Project ("Teaching Project"). Approximately half of the CRs attended CRIT with their mentor (co-trained) and half without their mentor (solo-trained). Addiction medicine teaching outcomes were compared between groups using 6- and 11-month questionnaires and 4 bimonthly teaching logs. Of co-trained CRs, mentor characteristics that positively influenced addiction medicine teaching outcomes were identified. One hundred CRs from 74 residency programs attended CRIT from 2008 to 2012; 47 co-trained with their mentors and 53 solo-trained without their mentors. At 6-month follow-up, the co-trained CRs were more likely to meet at least monthly with their mentor (22.7% vs. 9.6%, P mentor as a facilitator for Teaching Project implementation (82.2% vs. 38.5%, P Mentors with more experience, including years of teaching, was associated with better CR Teaching Project outcomes. Co-training generalist chief residents with a faculty mentor appeared to facilitate functional mentoring-driven Teaching Project implementation but did not further increase already high levels of other addiction medicine teaching. Faculty mentors with more years of teaching experience were more effective in facilitating Teaching Project implementation.

Urban Teachers' Professed Classroom Management Strategies: Reflections of Culturally Responsive Teaching

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Brown, Dave F.

2004-01-01

Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturally responsive teaching. Participants revealed using several management strategies that reflect…

[Teaching performance assessment in Public Health employing three different strategies].

Science.gov (United States)

Martínez-González, Adrián; Moreno-Altamirano, Laura; Ponce-Rosas, Efrén Raúl; Martínez-Franco, Adrián Israel; Urrutia-Aguilar, María Esther

2011-01-01

The educational system depends upon the quality and performance of their faculty and should therefore be process of continuous improvement. To assess the teaching performance of the Public Health professors, at the Faculty of Medicine, UNAM through three strategies. Justification study. The evaluation was conducted under a mediational model through three strategies: students' opinion assessment, self-assessment and students' academic achievement. We applied descriptive statistics, Student t test, ANOVA and Pearson correlation. Twenty professors were evaluated from the Public Health department, representing 57% of all them who teach the subject. The professor's performance was highly valued self-assessment compared with assessment of student opinion, was confirmed by statistical analysis the difference was significant. The difference amongst the three evaluation strategies became more evident between self-assessment and the scores obtained by students in their academic achievement. The integration of these three strategies offers a more complete view of the teacher's performance quality. Academic achievement appears to be a more objective strategy for teaching performance assessment than students' opinion and self-assessment.

"One-Size-Does-Not-Fit-All": Teaching MBA Students Different ERP Implementation Strategies

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Venkatesh, Viswanath

2008-01-01

This teaching tip discusses an approach to educating MBA students regarding strategies to select, design, and implement enterprise resource planning (ERP) systems. The teaching approach presented here discusses how to teach students about different strategies based success stories from three different organizations, namely Cisco, Tektronix, and…

Effective teaching strategies and methods of delivery for patient education: a systematic review and practice guideline recommendations.

Science.gov (United States)

Friedman, Audrey Jusko; Cosby, Roxanne; Boyko, Susan; Hatton-Bauer, Jane; Turnbull, Gale

2011-03-01

The objective of this study was to determine effective teaching strategies and methods of delivery for patient education (PE). A systematic review was conducted and reviews with or without meta-analyses, which examined teaching strategies and methods of delivery for PE, were included. Teaching strategies identified are traditional lectures, discussions, simulated games, computer technology, written material, audiovisual sources, verbal recall, demonstration, and role playing. Methods of delivery focused on how to deliver the teaching strategies. Teaching strategies that increased knowledge, decreased anxiety, and increased satisfaction included computer technology, audio and videotapes, written materials, and demonstrations. Various teaching strategies used in combination were similarly successful. Moreover, structured-, culturally appropriate- and patient-specific teachings were found to be better than ad hoc teaching or generalized teaching. Findings provide guidance for establishing provincial standards for the delivery of PE. Recommendations concerning the efficacy of the teaching strategies and delivery methods are provided.

Effective Teaching Strategies for Predicting Reading Growth in English Language Learners

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Melgarejo, Melina

2017-01-01

The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in…

Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies

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Hinton, Leanne

2011-01-01

Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…

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…

THE VOCABULARY TEACHING AND VOCABULARY LEARNING: PERCEPTION, STRATEGIES, AND INFLUENCES ON STUDENTS' VOCABULARY MASTERY

Directory of Open Access Journals (Sweden)

Dewi Nur Asyiah

2017-11-01

Full Text Available Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students’ vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students to reveal the issues being investigated. The findings showed that both teacher and students have positive response on vocabulary teaching and learning. Concerning strategies, it was found that teacher mostly employed Fully-contextual strategy, meanwhile Determination and Metacognitive strategy were found as the most favored VLS chosen by students. The study also confirmed that there is a significant relationship between students’ vocabulary learning strategy and their vocabulary mastery (r-value Discovery = .023 and r-value Consolidating = .000, p<.05. It is recommended for EFL teachers to give a bigger portion to vocabulary in the EFL teaching and to teach vocabulary using the combination of fully-contextual and de-contextual strategy. It is also suggested to introduce students to various kinds of vocabulary learning strategies.  

CO2-strategier

DEFF Research Database (Denmark)

Jørgensen, Michael Søgaard

2008-01-01

I 2007 henvendte Lyngby-Taarbæk kommunens Agenda 21 koordinator sig til Videnskabsbutikken og spurgte om der var interesse for at samarbejde om CO2-strategier. Da Videnskabsbutikken DTU er en åben dør til DTU for borgerne og deres organisationer, foreslog Videnskabsbutikken DTU at Danmarks...

Pedagogical strategies for teaching literacy to ESL immigrant students: a meta-analysis.

Science.gov (United States)

Adesope, Olusola O; Lavin, Tracy; Thompson, Terri; Ungerleider, Charles

2011-12-01

Many countries rely on immigrants for population growth and to maintain a skilled workforce. However, many such immigrants face literacy-related barriers to success in education and in the labour force. This meta-analysis reviews experimental and quasi-experimental studies to examine strategies for teaching English literacy to immigrant students. Following an exhaustive and systematic search for studies meeting pre-determined inclusion criteria, two researchers independently extracted data from 26 English as a Second Language (ESL) studies involving 3,150 participants. These participants consisted of ESL immigrant students in kindergarten through grade 6 who were exposed to English literacy instructional interventions. Measured outcomes were reading and writing. Mean effect sizes vary from small to large, depending on instructional interventions and outcome constructs. Across several different grade levels, settings, and methodological features, pedagogical strategies used in teaching ESL to immigrant students are associated with increased competence in reading and writing. Collaborative reading interventions, in which peers engage in oral interaction and cooperatively negotiate meaning and a shared understanding of texts, produced larger effects than systematic phonics instruction and multimedia-assisted reading interventions. The results show that the pedagogical strategies examined in this meta-analysis produced statistically significant benefits for students in all grade levels. The findings also show that students from low socio-economic status (SES) background benefit from ESL literacy interventions. However, significant heterogeneity was found in each subset. Educators and policy makers are encouraged to consider specific school contexts when making decisions about optimal pedagogical strategies. It is possible that contextual factors as well as ESL learner characteristics may influence the effectiveness of these strategies. To ensure literacy acquisition

Instructional Strategies for the Inclusive Music Classroom

Science.gov (United States)

Darrow, Alice-Ann; Adamek, Mary

2018-01-01

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

CO sub 2 induced climate change in Ontario: Interdependencies and resource strategies. Changement climatique cause par le CO sub 2 en Ontario: Interdependances et strategies en matiere de ressources

Energy Technology Data Exchange (ETDEWEB)

1988-01-01

A summary is presented of a workshop held in November 1985 which was convened to extend the results of an earlier study on the effect of CO{sub 2}-induced climate change on specific components of the air-water-land biota systems and resource uses in Ontario. The workshop examined the interdependencies of those impact sectors and possible resource and socio-economic strategies to mitigate the effects of climate change. Impacts on such matters as streamflow, water quality, wetlands, snowfall, solar energy, municipal water use, hydroelectric power, tourism and recreation, food production, forest resources, and residential heating requirements were evaluated. It was found that almost all components of the climate system and resource use were affected by CO{sub 2}-induced warming, but the nature and magnitude of these impacts vary considerably across resource sectors and are intricately interdependent. Direct impacts are driven by changes in temperature, precipitation, or cloud cover and affect climate system components, and interdependencies among these sectors cause indirect impacts which affect resource use. For example, changes in temperaure and precipitation affect streamflow which indirectly impacts water use, commercial shipping, and recreation. Strategies to mitigate these effects include both preventive and adjustment strategies, some of which require significant forward planning. The timing and pattern of CO{sub 2}-induced change are important in determining the most likely and desirable strategies. A 5-point framework was developed to evaluate strategies and identify research priorities. Among resource and socioeconomic adjustment strategies, research into the forestry sector is of primary importance.

COOPERATIVE LEARNING STRATEGY TYPE STAD IN TEACHING ISLAMIC EDUCATION SUBJECT (PAI AT SMPN 3 LENGAYANG

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Zulvia Evi Trinova

2018-04-01

Full Text Available SMPN 3 Lengayang has applied STAD as a type of cooperative learning to improve students’ passiveness. The learning is initiated by forming study groups and assigning tasks to be discussed together. However, in fact the learning is not effective that the students still can not understand the materials properly. It is noticable that the tasks given have been done by one student only, meanwhile the others are less serious and rely on those who are willing to do the group work. This is a field reasearch which describes the implementation of STAD in teaching PAI qualitatively. Data collection techniques used are in the form of observation, interviews, and documentation. As the result; 1 the planning of STAD strategy in teaching PAI at SMPN 3 Lengayang does not yet fulfill the requirement such as in organizing teaching materials (systematic/systematic demands with unsuitable time allocation, and detail of learning scenario (strategy step / method at each stage not clearly illustrated. 2 the implementation of STAD type in teaching PAI at SMPN 3 Lengayang is not fully implemented from the six STAD type cooperative learning steps, namely on teamwork and quiz, and 3 the evaluation in STAD type co-operative learning at SMPN 3 Lengayang is a written test or in the form of quiz. In addition, a test through a special quiz for individual assessment while group assessment is taken from group work. Especially the group with the highest score is given an additional mark.

[Influence of learning styles of nursing students on teaching strategies choice].

Science.gov (United States)

Vacas Pérez, Juan Crisostomo; Mérida Serrano, Rosario; Molina Recio, Guillermo; Mesa Blanco, María del Pilar

2012-12-01

The objective of this research focuses on the framework of teaching strategies, by acknowledging learning styles as first determination and, in relation to the changes that these are going through, identifying the teaching strategies best rated and preferred by the students. This is a prospective open cohort study with the students of Nursing Diploma 2007/2010 of the Universidad de Córdoba. Once the population was identified in the first year (first analysis), annual measurings were undertaken every year during their training. In order to study the learning styles, the questionnaire CHAEA was administered and a scale from 1 to 10 (1 = highest, 10 = lowest) was used to determine the preferences for learning strategies. The results show the variability of the learner (up to 11 styles). However, the dominant style is the reflective, followed by the theoretical and the pragmatic. The least developed was the active style. As the years of training go by, a tendency towards a dual style (reflective-theoretical) can be observed. In relation to teaching strategies, the preferred ones were those set in professional areas, workshops and debates. Relevant changes were also seen as they advanced in their training. The results establish a specific significant relationship between learning styles and teaching strategies.

Teaching and learning strategies for pedagogical training of non-educational university students

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Mena, Alodio

2012-07-01

Full Text Available The paper describes a system of teaching and learning strategies for pedagogical training of non-educational students. The modeling of teaching and learning strategies presented is the result of a research project carried out at the University of Camagüey; its results are being employed successfully. A full description of research methods, rationale, and each of the suggested strategies is provided.

In-Service EFL Teachers' Beliefs about Teaching Reading Strategies

Science.gov (United States)

Bamanger, Ebrahim M.; Gashan, Amani K.

2014-01-01

Recent trends in teacher education have focused on exploring teachers' beliefs. Earlier studies have shown the important influence of teachers' beliefs on teaching practices. The present study was conducted to explore the beliefs of Saudi EFL teachers about the significance of teaching English reading strategies. The study aimed also to find the…

Using Case Studies to Teach Courtesy Strategies.

Science.gov (United States)

Moore, Patrick

1990-01-01

Explains some courtesy techniques that technical professionals can use to deal with interpersonal problems that arise in writing situations. Presents three case studies with sample responses to show how case studies can teach these courtesy strategies to technical writing students. (MM)

ACTIVE LEARNING STRATEGIES IN TEACHING CROSS CULTURAL UNDERSTANDING FOR ENGLISH EDUCATION STUDENTS

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Ikke Dewi Pratama

2017-02-01

Full Text Available Cross Cultural Understanding (CCU is one of required courses in English Language Teaching which aims at connecting language and culture so that language learners can use foreign language appropriately, i.e. appropriate forms of language for appropriate context of situation. However, some obstacles usually occur during the course, for examples: students’ lack of understanding that lead to opinions stating that this is a boring and useless course, and large number of students within a class where lecturer must teach more than 40 students in one class. Considering the importance of CCU course as well as the needs to overcome the problems during this course, this paper proposes some particular teaching strategies to help students in apprehending CCU materials through students’ active participations. Active learning strategies are preferred by means of raising students’ participation and critical thinking so that the class would run more effectively. Other consideration in composing the strategies is to prepare English Education students to be future English language teachers by training their ability in teaching performance as well as connecting language and culture in English Language Teaching (ELT.   Keywords: language, culture, strategies, media, ELT

Congruency between educators' teaching beliefs and an electronic health record teaching strategy.

Science.gov (United States)

Bani-issa, Wegdan; Rempusheski, Veronica F

2014-06-01

Technology has changed healthcare institutions into automated settings with the potential to greatly enhance the quality of healthcare. Implementation of electronic health records (EHRs) to replace paper charting is one example of the influence of technology on healthcare worldwide. In the past decade nursing higher education has attempted to keep pace with technological changes by integrating EHRs into learning experiences. Little is known about educators' teaching beliefs and the use of EHRs as a teaching strategy. This study explores the composition of core teaching beliefs of nurse educators and their related teaching practices within the context of teaching with EHRs in the classroom. A collective case study and qualitative research approach was used to explore and describe teaching beliefs of seven nurse educators teaching with EHRs. Data collection included open-ended, audio-taped interviews and non-participant observation. Content analysis of transcribed interviews and observational field notes focused on identification of teaching belief themes and associated practices. Two contrasting collective case studies of teaching beliefs emerged. Constructivist beliefs were dominant, focused on experiential, student-centered, contextual and collaborative learning, and associated with expanded and a futuristic view of EHRs use. Objectivist beliefs focused on educators' control of the context of learning and were associated with a constrained, limited view of EHRs. Constructivist educators embrace technological change, an essential ingredient of educational reform. We encourage nurse educators to adopt a constructivist view to using technology in teaching in order to prepare nurses for a rapidly changing, technologically sophisticated practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies.

Science.gov (United States)

Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

2013-06-01

Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. © 2013 The British Psychological Society.

Learning and adherence to baby massage after two teaching strategies.

Science.gov (United States)

Cruz, Cláudia Marchetti; Caromano, Fátima Aparecida; Gonçalves, Lia Lopes; Machado, Thais Gaiad; Voos, Mariana Callil

2014-07-01

Little is known about learning/adherence after different baby massage teaching strategies. We compared the learning/adherence after two strategies. Twenty mothers from the group manual-course (GMC) and 20 from the group manual-orientations (GMO) received a booklet. GMC participated in a course during the third trimester. GMO received verbal instructions during the postpartum hospital stay. Multiple-choice and practical tests assessed learning (GMC: performing strokes on a doll; GMO: on the baby). Adherence was measured 3 months after childbirth. No differences were found between the groups in learning/adherence. Both teaching strategies showed similar and positive results. © 2014, Wiley Periodicals, Inc.

Just in Time Teaching: A Strategy to Encourage Students’ Engagement

OpenAIRE

Lorena Andrea López Cupita

2016-01-01

This qualitative research study was carried out with two groups of students at a beginner English level; the students were in the fourth semester of psychology at a Colombian university. The overall aim of this action research study was to analyze learners’ perceptions of the strategy Just in Time Teaching in a web 2.0. The data were collected through students’ artifacts, journals, and interviews. Results of this study indicate that students perceived the strategy of Just in Time Teaching as ...

Evaluating Executive Strategies (Management Strategies and Teaching-Learning Strategies) of Graduate Curriculum: Case Study in Isfahan University

Science.gov (United States)

Rahmanpour, Muhammad; Ahmadi, Mojtaba; Hatami, Mostafa; Mirzaee, Hamzeh

2017-01-01

The present study seeks to evaluate executive strategies in graduate Curriculum of Isfahan University from the point of view of management and teaching-learning strategies. This study is an applied survey. The population comprised BA students and faculty members of the University of Isfahan. In order to do so, 141 professors and 278 students were…

A Short Take on: Teaching Strategies for Workplace Skills

Science.gov (United States)

Desai, Raj

2006-01-01

The American workplace needs a workforce competent in a trade area and proficient in communication skills, group interaction skills, computer skills, and critical thinking skills. Many may argue that it is not possible to teach a technician all these skills in just two years--hence the need for new teaching strategies. Thus, in this article, the…

Effective Poster Teaching Strategy Towards Risk in Studying Fraud

Science.gov (United States)

Aziz, Rozainun Haji Abdul; Jusoff, Kamaruzaman

2009-01-01

The aim of this paper is to present an alternative method and strategy in teaching and learning for the higher institution of learning. Poster presentation is an approach to introduce and deliver a lecture to create a different mood enticed by the visuals given. This poster presents a new approach of creativity as a method of teaching and learning…

The Lecture: A Teaching Strategy through the Looking Glass

Science.gov (United States)

Perrin, Ronald William; Laing, Gregory Kenneth

2014-01-01

This paper explores the viability of the lecture as a teaching strategy for large groups in light of the various elements that influence the choice of method for teaching large groups. The method employed in this paper draws on the Brunswick Lens Model and Foucauldian discourse to evaluate the dominant pedagogical perspective of the past to…

Structured Strategy for Implementation of the Teaching Portfolio Concept in Japan

Science.gov (United States)

Kurita, Kayoko

2013-01-01

This paper describes a strategy for successfully implementing the teaching portfolio in higher education institutions in Japan. The teaching portfolio has gained recognition in Japan in the last few years as an effective instrument for improving and showcasing teaching performance. It is well known that the implementation process is very important…

How positioning strategies affect co-branding outcomes

Directory of Open Access Journals (Sweden)

Hilary Wason

2015-12-01

Full Text Available Co-branding is a widely applied strategy, with research indicating differential benefits to the parent brands. Past studies suggest the source of these differences may be due to the partners’ relative market position, and characteristics such as brand familiarity, brand equity and proximity to the consumer have been explored. However, the role of brand positioning has received little attention in the context of co-branding. The current study attempts to address this gap, considering the positioning of a brand and the impact of a co-branding strategy on customer perceptions. Using the Blankson and Kalafatis positioning typology, we explore the impact of co-branding on the parent brand perceptions from a hedonic vs. functional (utilitarian focus. The results suggest that for hedonically oriented positioning strategies, fit between the brands is more important than fit between the product categories in driving positive brand perceptions. For a functionally oriented positioning strategy, the reverse holds, with product fit a more important factor than brand fit in driving post-alliance perceptions.

A CO2-strategy for BTC [Belgian Development Agency

Energy Technology Data Exchange (ETDEWEB)

Bailly, J. [Prospect C and S, Brussels (Belgium); Hanekamp, E. [Partners for Innovation, Amsterdam (Netherlands)

2008-09-15

The CO2 footprint is determined the CO2 strategy is developed for the Belgian Technical Cooperation (BTC). BTC is the Belgian agency for development cooperation, and finances development projects in 23 partner countries. The CO2 footprint covered BTC's activities in 2007 in all their offices worldwide. Footprint and strategy were finalised and adopted by the Executive Board at the end of 2008. Meanwhile, the BTC began with the introduction of the proposed strategy. Partners for Innovation and Prospect were asked to support the introduction of the strategy and to determine the CO2 footprint of 2008.

DEVELOPMENT AND IMPLEMENTATION OF CREATIVITY-ORIENTED TEACHING STRATEGY

Directory of Open Access Journals (Sweden)

S. N. Degtyarev

2014-01-01

Full Text Available The research investigates the principles of creativity-oriented teaching (COT, substantiates its strategy based on developing the didactic structure of creative educational environment, and looks for the invariant of pedagogical activity guaranteeing the creativity development. The methodology involves a theoretical analysis and specification of COT principles, and empirical methods of identifying the creative teaching invariant.The paper describes the content of COT principles, and provides recommendations for their implementation; the concepts of creative teaching invariant and creative potential being defined. The author supplements the theory of heuristic teaching and applies the methods of logical and graphical structuring of information to foster students’ creative activity.The research findings can be implemented in the system of school education for developing the students’ intellectual potential and creative abilities.

Professionalization of Teaching in Nigeria: Strategies, Prospects and Challenges

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Oluremi Dorcas Fareo

2015-08-01

Full Text Available The teaching profession in Nigeria has gone through many stages and even today there are disagreements as to whether it should be called a profession; and this has been an issue of concern among educators, teachers, administrators, organizations and the public at large. This paper thus looked into the issue of professionalizing teaching for the development of the education sector in the country. The concepts of teaching   and profession were viewed; traits of professionalism; the teaching profession in Nigeria; strategies, prospects and challenges facing teaching profession were identified; The study recommended  that the government should look into the problem of general dissatisfaction with the teaching profession, such as poor teacher education programme; poor salaries and allowances; poor public image of the profession; and the desire of most teachers to enter another type of work with attractive remunerations,

Teaching strategies for self-care of the intestinal stoma patients

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Janaína da Silva

2014-04-01

Full Text Available Teaching self-care must ensure the intestinal stoma patient more independence concerning the family and health professionals. The planning involves the assessment of the clinical and socio-demographic data, and the conditions for the self-care. This study aimed at identifying strategies to teach self-care for intestinal stoma patients in the scientific production. We used an integrative review on MEDLINE, PUBMED, LILACS, CINAHL and COCHRANE bases from 2005 to 2011, 7 papers were selected. In the perioperative teaching, multimedia, telephone follow-up, personal meetings, interactive material through the Internet were used, besides the continuing education of the health professionals. These different strategies profess the needs of each individual that promote self-care learning about the surgery and its consequences, skills development and the necessary adaptation of the condition of a stoma patient. The nurse needs to have technical and scientific knowledge on surgical technique, demarcation, treatment, complications, and skills for the teaching of self-care.

Teaching about Domestic Violence: Strategies for Empowerment.

Science.gov (United States)

Gardner, Saundra

1993-01-01

Offers the author's experiences in teaching a college-level domestic violence sociology course, presenting specific strategies and a description of the syllabus. The course presents a feminist analysis of domestic violence and examines how the patriarchal structure and ideology of society create and perpetuate violence. (SLD)

Student-Centred Teaching Strategies by Gender, Grade Level, and Teacher’s Self-Concept in Mexico

Directory of Open Access Journals (Sweden)

PEDRO SÁNCHEZ-ESCOBEDO

2018-05-01

Full Text Available This study examined the student-centred teaching strategies of Mexican teachers by gender, grade level, and self-concept as an instructor. A conventional sample of 573 teachers from diverse school settings in the state of Yucatan in Mexico responded to a paper and pencil questionnaire. Results indicated, in general, that teachers prioritized classroom management and independent learning activities, in contrast with teaching strategies emphasized by policies and teacher´s training programs in the country, such as cooperative learning, differentiation, or promoting critical thinking. There were some gender and grade level differences. In general, female teachers promoted more independent activities than males. As expected, primary school teachers were more concerned with using differentiation teaching strategies than secondary education teachers, considering the greatest variance in younger students. Teachers self-concept had differential effects. Whilst self-efficacy feelings had no influence in the use of specific student-centred teaching strategies, high self-esteem teachers used more student-centred teaching strategies. The importance of asking teachers what they did, and how they felt as teachers was argued in light of results. Future research avenues regarding self-concept and teaching strategies are posited.

Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios

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Ashraf M. Soliman

2017-06-01

Full Text Available The national qualification framework of a country requires a certain level of knowledge and complexity of skills for an academic degree to be recognized. For architectural programs, student workload is heavy on design courses. Therefore, each course must be carefully developed to ensure that students are not overloaded. Teaching and learning strategies have different implications for courses, which occasionally result in overloading the students. This research aims to study the three main pillars of teaching and learning strategies for each design phase in pedagogic design studios. The most appropriate model for each teaching and learning strategy, including a set of the three main pillars, is then identified for each design phase. A practical strategy for managing design studios is also determined. The aforementioned three pillars are as follows: teaching and learning methods, assigned tasks or study aspects, and design communication techniques. Two research methods, namely, a literature review and a survey among design educators, are adopted. The literature review examines aspects that contribute to the design process and its phases, teaching methods, design skills, communication methods, and studio management strategies. On the basis of the literature review, the background of developments and practices in the design education process are used as constructive tools to develop the survey for design educators. Through the survey, the pillars of teaching and learning strategies that are frequently practiced in design studios are evaluated. Results of this study are classified into three ranks using the nature break classification method for numerical values. Subsequently, three priority models that correspond to teaching and learning strategies, as well as to the required skills and capabilities, are established. A group-based strategy with an interdisciplinary approach is also determined to be the most suitable technique for managing the

Peer-crtiquing as an effective strategy for teaching writing | Bodunde ...

African Journals Online (AJOL)

Effort to solve this problem directs attention of scholars and educators to pedagogy of imparting knowledge. Collaborative emerged as one of the supplements of language teaching both in first and second language situations. This paper used peer critiquing,, an aspect of collaborative learning, as a teaching strategy and ...

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…

Effects of three different teaching strategies on academic ...

African Journals Online (AJOL)

Open Access DOWNLOAD FULL TEXT ... Ecology Achievement Test (EAT) was used as instrument for data collection. ... by Ministries of Education for biology teachers on how to make use of STS and CTS strategies when teaching ecology.

Effectiveness of using blended learning strategies for teaching and learning human anatomy.

Science.gov (United States)

Pereira, José A; Pleguezuelos, Eulogio; Merí, Alex; Molina-Ros, Antoni; Molina-Tomás, M Carmen; Masdeu, Carlos

2007-02-01

This study aimed to implement innovative teaching methods--blended learning strategies--that include the use of new information technologies in the teaching of human anatomy and to analyse both the impact of these strategies on academic performance, and the degree of user satisfaction. The study was carried out among students in Year 1 of the biology degree curriculum (human biology profile) at Pompeu Fabra University, Barcelona. Two groups of students were tested on knowledge of the anatomy of the locomotor system and results compared between groups. Blended learning strategies were employed in 1 group (BL group, n = 69); the other (TT group; n = 65) received traditional teaching aided by complementary material that could be accessed on the Internet. Both groups were evaluated using the same types of examination. The average marks presented statistically significant differences (BL 6.3 versus TT 5.0; P < 0.0001). The percentage pass rate for the subject in the first call was higher in the BL group (87.9% versus 71.4%; P = 0.02), reflecting a lower incidence of students who failed to sit the examination (BL 4.3% versus TT 13.8%; P = 0.05). There were no differences regarding overall satisfaction with the teaching received. Blended learning was more effective than traditional teaching for teaching human anatomy.

Stone Soup: Using Co-Teaching and Photovoice to Support Inclusive Education

Science.gov (United States)

Kroeger, Stephen; Embury, Dusty; Cooper, Adam; Brydon-Miller, Mary; Laine, Chester; Johnson, Holly

2012-01-01

The purpose of this action research project was to increase the local educational system's capacity to teach to greater student diversity across all grades through the use of Photovoice and co-teaching. Teacher education programs in the United States have reflected a historical legacy of separation according to student achievement and were…

Violence and the Media: Teaching Strategies and a Rationale.

Science.gov (United States)

Gathercoal, Paul

This paper suggests teaching strategies for grades 4 through 12 that examine the commercial media and their messages as agenda setters, i.e., as mechanisms for selecting social issues, establishing their importance, and defining socially acceptable attitudes and responses to those issues. The strategies also explore how the media can create biased…

A Study on Strategies for Teaching Speaking and Reading Comprehension Skills

OpenAIRE

AHMAD; Prof. Dr.I Ketut Seken,MA; Dra. Luh Putu Artini, MA., Ph.D

2013-01-01

The central intention of this study was to analyze the English teachers’ strategies in teaching speaking and reading comprehension skills in SMPN 1 Selong. It was conducted to get detailed information about the students’ responses toward their teachers’ strategies in teaching speaking and reading comprehension skills. This study employed a qualitative research design. Necessary data were gathered using open-ended question, classroom observation, interview, and questionnaire. The result ...

Competitive strategy in turbulent healthcare markets: an analysis of financially effective teaching hospitals.

Science.gov (United States)

Langabeer, J

1998-01-01

As the healthcare marketplace, characterized by declining revenues and heavy price competition, continues to evolve toward managed care, teaching hospitals are being forced to act more like traditional industrial organizations. Profit-oriented behavior, including emphases on market strategies and competitive advantage, is now a necessity if these hospitals are going to survive the transition to managed care. To help teaching hospitals evaluate strategic options that maximize financial effectiveness, this study examined the financial and operating data for 100 major U.S. teaching hospitals to determine relationships among competitive strategy, market environment, and financial return on invested capital. Results should help major hospitals formulate more effective strategies to combat environmental turbulence.

Applying Synectics Strategy in teaching Arabic Rhetoric

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Atta Abu Jabeen

2015-09-01

Full Text Available   This research aimed at knowing the ability of applying Synectics strategy in teaching rhetoric in Arabic language at secondary schools and universities   Synectics is identifying as a process of joining elements that has no obvious relationship using the rhetoric arts, especially “metaphor” in addition to logical arts especially “analogy,” within a methodology aims to reach creative solutions to problems. This definition is completely similar to Arabic rhetoric such as analogy and metaphor.   When metaphor in language contains aesthetic and rhetorical values in expression, it carries explanatory connotations in philosophy and science which is the using of a specific experience to shed the light on another one. It also helps us to comprehend, insight and clarifying and explaining the concepts. And what we mean with analogy in Arabic language is nearer to simile which is one of the rhetoric arts.   This research will review the Synectics strategy, how the western scientists applied it to develop creativity, and to what extent it is suitable to teach Arabic rhetoric subject in the university and secondary stage. In addition, It will provide application forms about applying Synectics strategy which will at the same time increase creativity of the students in all fields.

Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review.

Science.gov (United States)

Aglen, B

2016-01-01

The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories. Copyright © 2015. Published by Elsevier Ltd.

Assessment: Continuous Learning. Strategies for Teaching and Learning Professional Library.

Science.gov (United States)

Bridges, Lois

This publication is part of a series of monographs on the art of teaching. Each volume, focusing on a specific discipline, explores theory in the context of teaching strategies Three techniques for using the series: dialogues (as self-evaluation and in study groups), shop talk (review of current professional literature), and teacher-to-teacher…

From Attitudes to Practice: Utilising Inclusive Teaching Strategies in Kenyan Primary Schools

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Elder, Brent C.; Damiani, Michelle L.; Oswago, Benson O.

2016-01-01

The purpose of this paper is to provide evidence of Kenyan primary school teachers using inclusive teaching strategies in a rural setting with many known barriers to the development of a sustainable inclusive education system. This qualitative study examines teachers' uses of inclusive teaching strategies in primary schools following a series of…

Control Strategy Tool (CoST)

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U.S. Environmental Protection Agency — The EPA Control Strategy Tool (CoST) is a software tool for projecting potential future control scenarios, their effects on emissions and estimated costs. This tool...

A Strategy For Teaching Sustainability Assessment

DEFF Research Database (Denmark)

Olsen, Stig Irving

2010-01-01

of their decisions. Our strategy for the teaching address three target groups and follows two routes.  One route provides in-depth education for students aiming to specialise in quantitative sustainability assessment. A variety of courses ranging from production level through company level to society level...... will be offered.  The second route aims to present concepts of sustainability and potential impacts of the specific technology field as well as methods and tools for specific domains, i.e. nano technology. It is targeted two groups of students at the different technological domains at DTU; those specifically...... for that technology domain and introduces quantitative tools to assess sustainability. The proposed strategy embeds sustainability throughout the engineering curriculum....

Nursing students' perspectives on clinical instructors' effective teaching strategies: A descriptive study.

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Valiee, Sina; Moridi, Glorokh; Khaledi, Shahnaz; Garibi, Fardin

2016-01-01

An important factor contributing to the quality of clinical education is instructors' teaching performance. The aim of this study was to identify clinical instructors' most effective teaching strategies from nursing and midwifery students' perspectives. This was a descriptive cross-sectional study. All third- and fourth-year bachelor's nursing and midwifery students studying at the Nursing and Midwifery Faculty of Kurdistan University of Medical Sciences were recruited to the study by using the census method. The study instrument consisted of a demographic questionnaire and the self-report 30-item Clinical Instructors' Effective Teaching Strategies Inventory. The SPSS v.16.0 was used for data analysis. The most effective teaching strategies of clinical instructors from nursing and midwifery students' perspectives were respectively 'treating students, clients, and colleagues with respect' and 'being eager for guiding students and manage their problems'. Clinical instructors need to be eager for education and also be able to establish effective communication with students. Empowering clinical instructors in specialized and technical aspects of clinical education seems necessary. Copyright © 2015 Elsevier Ltd. All rights reserved.

Consumerism and consumer complexity: implications for university teaching and teaching evaluation.

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Hall, Wendy A

2013-07-01

A contemporary issue is the effects of a corporate production metaphor and consumerism on university education. Efforts by universities to attract students and teaching strategies aimed at 'adult learners' tend to treat student consumers as a homogeneous group with similar expectations. In this paper, I argue that consumer groups are not uniform. I use Dagevos' theoretical approach to categorize consumers as calculating, traditional, unique, and responsible. Based on the characteristics of consumers occupying these categories, I describe the implications of the varying consumer expectations for teaching. I also consider the implications for evaluation of teaching and call for research taking consumer types into account when evaluating teaching. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Impact of Teaching Communication Strategies on English Speaking of Engineering Undergraduates

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Kongsom, Tiwaporn

2016-01-01

This study investigates the impact of teaching communication strategies on Thai engineering undergraduate students' communication strategy use and strategic competence. Fifty-seven engineering undergraduate students were taught ten communication strategies for ten weeks and responded to a self-report communication strategy questionnaire before and…

Efficacy of ACA strategies in biography-driven science teaching: an investigation

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MacDonald, Grizelda L.; Miller, Stuart S.; Murry, Kevin; Herrera, Socorro; Spears, Jacqueline D.

2013-12-01

This study explored the biography-driven approach to teaching culturally and linguistically diverse students in science education. Biography-driven instruction (BDI) embraces student diversity by incorporating students' sociocultural, linguistic, cognitive, and academic dimensions of their biographies into the learning process (Herrera in Biography-driven culturally responsive teaching. Teachers College Press, New York, 2010). Strategies have been developed (Herrera, Kavimandan and Holmes in Crossing the vocabulary bridge: differentiated strategies for diverse secondary classrooms. Teachers College Press, New York, 2011) that provide teachers with instructional routines that facilitate BDI. Using systematic classroom observations we empirically demonstrate that these activate, connect, affirm, strategies are likely to be effective in increasing teachers' biography-driven practices. Implications for theory and practice are discussed.

Just in Time Teaching: A Strategy to Encourage Students’ Engagement

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Lorena Andrea López Cupita

2016-10-01

Full Text Available This qualitative research study was carried out with two groups of students at a beginner English level; the students were in the fourth semester of psychology at a Colombian university. The overall aim of this action research study was to analyze learners’ perceptions of the strategy Just in Time Teaching in a web 2.0. The data were collected through students’ artifacts, journals, and interviews. Results of this study indicate that students perceived the strategy of Just in Time Teaching as a means to engage them in the designed activities; it was manifested by investing time to extend knowledge and promoting participation by reducing the affective filter.

Evaluating the effect of three teaching strategies on student nurses' moral sensitivity.

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Lee, Hsiao Lu; Huang, Shu-He; Huang, Chiu-Mieh

2017-09-01

The Taiwan Nursing Accreditation Council has proposed eight core professional nursing qualities including ethical literacy. Consequently, nursing ethics education is a required course for student nurses. These courses are intended to improve the ethical literacy. Moral sensitivity is the cornerstone of ethical literacy, and learning moral sensitivity is the initial step towards developing ethical literacy. To explore the effect of nursing ethics educational interventions based on multiple teaching strategies on student nurses moral sensitivity. Based on the visual, auditory and kinaesthetic model, three strategies were developed for determining the programme components and corresponding learning styles. This was a quasi-experimental study. A total of 234 junior-college student nurses participated in this study. All participants were aged 18-19 years. Ethical considerations: The study protocol was approved by the institutional review boards of Kaohsiung Veterans General Hospital. Only the participants who signed an informed consent form took part in the study. The participants were permitted to withdraw from the study at any point if they wished to do so without affecting their academic score. The scores of Modified Moral Sensitivity Questionnaire for Student Nurses were significantly improved after the intervention of integrating multiple teaching strategies ( p = .042). Significant relationships were observed between the satisfaction scores of two teaching strategies and moral sensitivity. The results indicated that using multiple teaching strategies is effective for promoting nursing ethics learning. This strategy was consistent with the student nurses' preferred learning style and was used to correct their erroneous ethical conceptions, assisting in developing their ethical knowledge.

Team-reflection: the missing link in co-teaching teams

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Fluijt, Dian; Bakker, C.|info:eu-repo/dai/nl/120692384; Struyf, Elke

2016-01-01

In literature, co-teaching is mostly defined as an instrumental and pedagogical means delivered by collaborating special and regular teachers, from which students with and without special educational needs benefit in regular schools. The importance of a shared vision on the part of members of

Teaching Strategies for the Forearm Pass in Volleyball

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Casebolt, Kevin; Zhang, Peng; Brett, Christine

2014-01-01

This article shares teaching strategies for the forearm pass in the game of volleyball and identifies how they will help students improve their performance and development of forearm passing skills. The article also provides an assessment rubric to facilitate student understanding of the skill.

Time-varying causality between energy consumption, CO2 emissions, and economic growth: evidence from US states.

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Tzeremes, Panayiotis

2018-02-01

This study is the first attempt to investigate the relationship between CO 2 emissions, energy consumption, and economic growth at a state level, for the 50 US states, through a time-varying causality approach using annual data over the periods 1960-2010. The time-varying causality test facilitates the better understanding of the causal relationship between the covariates owing to the fact that it might identify causalities when the time-constant hypothesis is rejected. Our findings indicate the existence of a time-varying causality at the state level. Specifically, the results probe eight bidirectional time-varying causalities between energy consumption and CO 2 emission, six cases of two-way time-varying causalities between economic growth and energy consumption, and five bidirectional time-varying causalities between economic growth and CO 2 emission. Moreover, we examine the traditional environmental Kuznets curve hypothesis for the states. Notably, our results do not endorse the validity of the EKC, albeit the majority of states support an inverted N-shaped relationship. Lastly, we can identify multiple policy implications based on the empirical results.

Foreign-Born Instructors in the U.S.: Intercultural Competence, Teaching Strategies, and Job Satisfaction

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Wasilik, Oksana

2011-01-01

This study examines intercultural competence, teaching strategies, and job satisfaction of foreign-born instructors in a small U.S. higher education institution. The research questions addressed by this study are: (1) How do foreign-born instructors score on intercultural competence? (2) How do foreign-born instructors' teaching strategies differ…

Didactic strategies through authentic performances in the Mathematics teaching process

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Enrique Diaz Chong

2016-09-01

Full Text Available The main objective of this article is gather a set of Mathematic didactic strategies by improving the academic performance and acquiring skills and abilities through authentic performances during the teaching process. The investigation is going to realize with students of the first semester E and with a teacher of Commercial Studies career, applying the “learn to learn” method described in the fundaments since the application of the teaching strategy until the evaluation. Through this method, they acquire basic competence of the mentioned subject and the knowledge in order to use them as future professionals in any life circumstance. It will verify the obtained results by having a better motivation of the students and the discipline comprehension. It is important to highlight that those strategies could be applied in any other subject.

Motivational Strategies in Teaching English as Foreign Language: A Case Study in Junior High School 7 Kuningan

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Muhammad Aprianto Budie Nugroho

2015-12-01

Full Text Available This research aims to analyze motivational strategies in teaching English as foreign language at 7th grade of Junior High School 7 Kuningan and to analyze students‟ attitudes towards motivational strategies that were applied by teachers in teaching EFL. The researchers used qualitative research by using classroom observation, interview, and questionnaires. The result taken from classroom observation and interview show teacher 1 and teacher 3 applied motivational strategies completely based on the phases of motivational strategies. Thus, the students responded these strategies positively. On the other hand, teacher 2 applied motivational strategies incompletely because the teacher missed the first phases. This was responded negatively by students. Therefore, the students were actively involved in teaching and learning process conducted by teacher 1 and teacher 2, but the students were passively involved in teaching and learning process conducted by teacher 2. Furthermore, the result taken from questionnaires shows that students gave positive attitudes towards the teacher 1 (88.25%, teacher 2 (79.02%, and teacher 3 (85.71%. Based on the findings, it can be concluded that the way the teachers applied motivational strategies in teaching EFL determined students‟ attitudes towards motivational strategies applied by teachers in teaching EFL.

Teaching Chinese in heterogeneous classrooms: strategies and practices

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Rong Zhang Fernandez

2014-12-01

Full Text Available The heterogeneous nature of the Chinese classroom is a reality in the teaching of Chinese in France, both in secondary and higher education. This heterogeneity is due to several reasons: different levels of language knowledge, different origins and backgrounds of the students, different teaching/learning objectives, different cultural and family background, and social factors. Our research has been conducted in  a final-year LIE college class (langue inter-établissement; in a French secondary school. In our study, the following questions have been posed: How to best adapt the teaching of Chinese to fit the needs of all students? Would differentiated instruction be a solution? What would be the best strategies and practices, in view of the CEFR requirements related to teaching content, to tasks and to assessment? Taking into account a detailed analysis of the class in question in terms of the type of students, the differences in their knowledge of language, and their learning goals, , we adopt  the theory of differentiated instruction –  its main ideas strategies, its overall methodology and practical techniques to address the difficulties ensuing from classroom heterogeneity. The differentiation is implemented at the level of content, task selection, course structure and evaluation. Are there any limitations to differentiated instruction? Strong discrepancies in the levels of students’ knowledge is potentially a problem, and differences in their work pace as well as the teachers’ increased workload can also present difficulties. New ways of organizing language classes such as grouping students on the basis of their various language skills could help solve these issues.

Teaching strategies for improving reading and writing in English ...

African Journals Online (AJOL)

Teaching strategies for improving reading and writing in English First Additional Language for men and women. ... Reading and writing have become one serious national issue in primary schools in South ... AJOL African Journals Online.

Strategies to Address Common Challenges When Teaching in an Active Learning Classroom

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Petersen, Christina I.; Gorman, Kristen S.

2014-01-01

This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.

A Brief Coaching Intervention for Teaching Naturalistic Strategies to Parents

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Lane, Justin D.; Ledford, Jennifer R.; Shepley, Collin; Mataras, Theologia K.; Ayres, Kevin M.; Davis, Alicia B.

2016-01-01

Coaching parents to implement evidence-based strategies is one method for increasing the number of hours young children with autism spectrum disorder (ASD) access intervention services. The purpose of this study was to teach parents of young children with ASD to implement naturalistic strategies during play in a clinic setting. Results indicate a…

Study of selected phenotype switching strategies in time varying environment

Energy Technology Data Exchange (ETDEWEB)

Horvath, Denis, E-mail: horvath.denis@gmail.com [Centre of Interdisciplinary Biosciences, Institute of Physics, Faculty of Science, P.J. Šafárik University in Košice, Jesenná 5, 040 01 Košice (Slovakia); Brutovsky, Branislav, E-mail: branislav.brutovsky@upjs.sk [Department of Biophysics, Institute of Physics, P.J. Šafárik University in Košice, Jesenná 5, 040 01 Košice (Slovakia)

2016-03-22

Population heterogeneity plays an important role across many research, as well as the real-world, problems. The population heterogeneity relates to the ability of a population to cope with an environment change (or uncertainty) preventing its extinction. However, this ability is not always desirable as can be exemplified by an intratumor heterogeneity which positively correlates with the development of resistance to therapy. Causation of population heterogeneity is therefore in biology and medicine an intensively studied topic. In this paper the evolution of a specific strategy of population diversification, the phenotype switching, is studied at a conceptual level. The presented simulation model studies evolution of a large population of asexual organisms in a time-varying environment represented by a stochastic Markov process. Each organism disposes with a stochastic or nonlinear deterministic switching strategy realized by discrete-time models with evolvable parameters. We demonstrate that under rapidly varying exogenous conditions organisms operate in the vicinity of the bet-hedging strategy, while the deterministic patterns become relevant as the environmental variations are less frequent. Statistical characterization of the steady state regimes of the populations is done using the Hellinger and Kullback–Leibler functional distances and the Hamming distance. - Highlights: • Relation between phenotype switching and environment is studied. • The Markov chain Monte Carlo based model is developed. • Stochastic and deterministic strategies of phenotype switching are utilized. • Statistical measures of the dynamic heterogeneity reveal universal properties. • The results extend to higher lattice dimensions.

Study of selected phenotype switching strategies in time varying environment

International Nuclear Information System (INIS)

Horvath, Denis; Brutovsky, Branislav

2016-01-01

Population heterogeneity plays an important role across many research, as well as the real-world, problems. The population heterogeneity relates to the ability of a population to cope with an environment change (or uncertainty) preventing its extinction. However, this ability is not always desirable as can be exemplified by an intratumor heterogeneity which positively correlates with the development of resistance to therapy. Causation of population heterogeneity is therefore in biology and medicine an intensively studied topic. In this paper the evolution of a specific strategy of population diversification, the phenotype switching, is studied at a conceptual level. The presented simulation model studies evolution of a large population of asexual organisms in a time-varying environment represented by a stochastic Markov process. Each organism disposes with a stochastic or nonlinear deterministic switching strategy realized by discrete-time models with evolvable parameters. We demonstrate that under rapidly varying exogenous conditions organisms operate in the vicinity of the bet-hedging strategy, while the deterministic patterns become relevant as the environmental variations are less frequent. Statistical characterization of the steady state regimes of the populations is done using the Hellinger and Kullback–Leibler functional distances and the Hamming distance. - Highlights: • Relation between phenotype switching and environment is studied. • The Markov chain Monte Carlo based model is developed. • Stochastic and deterministic strategies of phenotype switching are utilized. • Statistical measures of the dynamic heterogeneity reveal universal properties. • The results extend to higher lattice dimensions.

Tracking time-varying cerebral autoregulation in response to changes in respiratory PaCO2

International Nuclear Information System (INIS)

Liu, Jia; Simpson, M David; Allen, Robert; Yan, Jingyu

2010-01-01

Cerebral autoregulation has been studied by linear filter systems, with arterial blood pressure (ABP) as the input and cerebral blood flow velocity (CBFV—from transcranial Doppler Ultrasound) as the output. The current work extends this by using adaptive filters to investigate the dynamics of time-varying cerebral autoregulation during step-wise changes in arterial PaCO 2 . Cerebral autoregulation was transiently impaired in 11 normal adult volunteers, by switching inspiratory air to a CO 2 /air mixture (5% CO 2 , 30% O 2 and 65% N 2 ) for approximately 2 min and then back to the ambient air, causing step-wise changes in end-tidal CO 2 (EtCO 2 ). Simultaneously, ABP and CBFV were recorded continuously. Simulated data corresponding to the same protocol were also generated using an established physiological model, in order to refine the signal analysis methods. Autoregulation was quantified by the time-varying phase lead, estimated from the adaptive filter model. The adaptive filter was able to follow rapid changes in autoregulation, as was confirmed in the simulated data. In the recorded signals, there was a slow decrease in autoregulatory function following the step-wise increase in PaCO 2 (but this did not reach a steady state within approximately 2 min of recording), with a more rapid change in autoregulation on return to normocapnia. Adaptive filter modelling was thus able to demonstrate time-varying autoregulation. It was further noted that impairment and recovery of autoregulation during transient increases in EtCO 2 occur in an asymmetric manner, which should be taken into account when designing experimental protocols for the study of autoregulation

Effects of Reciprocal Teaching Strategies on Reading Comprehension

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Choo, Tan Ooi Leng; Eng, Tan Kok; Ahmad, Norlida

2011-01-01

Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. This article discusses how "reciprocal teaching strategies" could help low-proficiency Sixth-Form…

INVESTIGATING THE RELATIONSHIPS BETWEEN TEACHING STRATEGIES AND LEARNING STYLES IN HIGHER EDUCATION

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Cristina Tulbure

2012-04-01

Full Text Available Within this paper, we are focusing on the relationships between teaching strategies, learning styles, and the students’ academic achievement in higher education. The main objective of this study is to compare three groups of pre-service teachers having different majors (i.e., Educational Sciences, Economic Sciences, and Foreign Languages in order to identify the potential differences in their academic achievement. More precisely, we attempt to highlight the categories of teaching strategies that lead to the best academic achievement for students having the same learning style, and different fields of study. A sample of 269 pre-service teachers from three faculties belonging to Transilvania University of Braşov participated in the study. The data was collected through a survey method and the one-way analysis of variance was used to determine the differences among the groups. Significant differences among the three categories of students with different majors occurred in relation with the most effective teaching strategies corresponding to each learning style category.

Game Development as Didactic Strategy for Biochemistry Teaching

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G.G. Hornink

2010-05-01

Full Text Available It is well known that students and teachers have difficulties in learning and teaching Biochemistry due to its abstract and interconnected contents. This work proposes a didactic strategy in order to facilitate teaching and learning process in Biochemistry. The strategy was implemented with biological science undergraduate students. At first, the students were divided into groups with a specific topic to develop a game. During the semester, problem based learning cases, online activities like crossword puzzle, essay questions and educational softwares were used to present the content of each topic. The groups were oriented in classroom and online, to choose and organize contents and create ways to approach them in games. At the end of the course the groups played each other games, which were evaluated by teacher and students following some criteria like: creativity, content organization, interdisciplinarity, proposal coherence, instructions clarity, specific content. The game elaboration contributed to the development of social and cognitive functions, such as teamwork and troubleshooting, providing an interesting perspective to the student about knowledge construction process. The strategy showed up students' creativity and ability to reorganize their knowledge to a different education level. In an overview, the results indicate that the proposed didactic strategy is an effective way to enhance learning and to motivate students into Biochemistry topics.

Using reading to teach a world language strategies and activities

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Spangler, Donna

2015-01-01

To help your students learn a world language, don't forget the power of reading! In this practical book from Donna Spangler and John Alex Mazzante, you'll gain a variety of strategies and activities that you can use to teach students to read in a world language, boosting their comprehension, vocabulary, and fluency. Perfect for any age or proficiency level, these classroom-ready activities can easily be adapted to suit your needs! Special features: A discussion of the challenges to teaching reading in the world language classroom A variety of adaptable pre-reading, during-reading, and post-reading strategies and activities for students across grade levels and languages Essential tips for cultivating vocabulary, fluency, and comprehension Reader's Theater - a special chapter of strategies for implementing this exciting technique A list of helpful websites and apps for world language teachers Useful appendices, including reproducible material for your classroom Busy world language teachers will love this book's...

"You Didn't Teach Me, You Showed Me": Variations in Sibling Teaching Strategies in Early and Middle Childhood

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Recchia, Holly E.; Howe, Nina; Alexander, Stephanie

2009-01-01

This study examined siblings' teaching strategies in 72 dyads (firstborn and second born, M ages = 81.64 and 56.31 months) as a function of dyad age, age gap between siblings, and teacher birth order. One child per dyad was randomly assigned to teach her or his sibling to construct a tractor toy. Interactions were coded for the topic of teachers'…

Teaching Organizational Skills through Self-Regulated Learning Strategies

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Cahill, Susan M.

2008-01-01

This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of…

Meta-Teaching: Meaning and Strategy

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Chen, Xiaoduan

2013-01-01

Meta-teaching is the knowledge and reflection on teaching based on meta-ideas. It is the teaching about teaching, a teaching process with practice consciously guided by thinking, inspiring teachers to teach more effectively. Meta-teaching is related to the knowledge, inspection and amendment of teaching activities in terms of their design,…

Teaching Strategis Designed to Change the Undergraduate Experience for College Women Learning Chemistry

Science.gov (United States)

Khan, Samia

A college for women has been cited as one of the most productive origins of female physical science doctorates in the United States. A case study was conducted to investigate teaching strategies that support the retention of women in the physical sciences, based on evidence from one of the college's most notable instructors and her teaching strategies. The strategies this teacher used included a personal "contract", confidence building techniques, and science internships. Data were collected from classroom documents, classroom observations, teacher interviews, student focus groups, student feedback sheets, Likert-response student surveys, and student final exams. Evidence from the Likert-response survey and focus groups suggested that the contract increased students' likelihood of success in the course and that confidence-building strategies improved students' confidence in their ability to succeed in science. An analysis of students' final exam scores indicated that student marks improved after the introduction of the aforementioned teaching innovations: 4% of students taking the same science course with the same teacher earned less than a C-, compared to a previous three-year average of 18% of students with below C- grades. In addition, notably fewer minority women dropped the course than they had in the past. The findings of this study suggest that this teacher's strategies may have played a part in retaining these women in the physical sciences. Based on the data, a theoretical model is proposed that suggests how switching or "fading" out of the course may have been addressed and how multiple teaching strategies can work in concert with each other to contribute to women's positive experiences in the physical sciences.

Relative effectiveness of context-based teaching strategy on senior ...

African Journals Online (AJOL)

This study adopted the quasi experimental research design to examine the relative effectiveness of context-based teaching strategy on senior secondary school students' achievements in inorganic chemistry. The sample consists of 451 SSII chemistry students (224 males and 227 females) drawn from four out of 46 ...

Contributions of Neuroscience to Develop Teaching Strategies and Learning of Mathematics

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Eddy Mogollón

2010-12-01

Full Text Available The goal of the present work is to develop some strategies based on research in neurosciences that contribute to the teaching and learning of mathematics. The interrelationship of education with the brain, as well as the relationship of cerebral structures with mathematical thinking was discussed. Strategies were developed taking into consideration levels that include cognitive, semiotic, language, affect and the overcoming of phobias to the subject. The fundamental conclusion was the imperative educational requirement in the near future of a new teacher, whose pedagogic formation must include the knowledge on the cerebral function, its structures and its implications to education, as well as a change in pedagogy and curricular structure in the teaching of mathematics.

Teaching Marketing Strategy: Using Resource-Advantage Theory as an Integrative Theoretical Foundation

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Hunt, Shelby D.; Madhavaram, Sreedhar

2006-01-01

Knowledge of marketing strategy is essential for marketing majors. To supplement and/or replace the traditional lecture-discussion approach, several pedagogical vehicles have been recommended to teach marketing strategy, including the analytic hierarchy process; career-planning cases; computer-assisted, simulated marketing cases; experiential…

Bringing Scholarship to the Classroom: Strategies for promoting research through teaching

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Alisa Gaunder

2008-10-01

Full Text Available An issue all academics grapple with is how to strike the desired balance between research and teaching. This balance is heavily influenced by the type of institution where one seeks employment. At liberal arts colleges, excellence is expected in the classroom and a premium is put on faculty student interaction. The expectation, however, is to be teacher-scholar, not simply teacher. And indeed, the desire of most professors at liberal arts colleges is to remain active in their field. With limited time and large teaching demands, the challenge becomes one of continuously making progress on one’s research agenda. When asked to consider how to connect scholarship and teaching on the “Bringing Scholarship to the Classroom: Japan Studies” panel at the ASIANetwork conference in March 2008, I realized I had developed several strategies to link my research and teaching. What I also realized was that all these strategies were influenced by the fact that I was a junior professor vying for tenure. That is, my motivation for connecting scholarship and teaching was largely instrumental. In addition to being able to speak more passionately about topics we research and therefore engage students more fully, I would argue that finding ways to incorporate one’s research in as many classes as possible is a way to better tackle the dual role of teacher-scholar. Connecting research and teaching can accelerate one’s research agenda simply by preventing the liberal arts professor from being torn in too many different directions.

How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content

Science.gov (United States)

Wardrip, Peter; Tobey, Jennifer

2009-01-01

Many teachers fall into the pattern of "assumptive teaching" (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, "It's not my job." However, a sixth-grade team…

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

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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,…

Debate: a teaching-learning strategy for developing competence in communication and critical thinking.

Science.gov (United States)

Darby, Michele

2007-01-01

The literature highlights key benefits from debate as a teaching-learning strategy for developing critical thinking and analytical skills while fostering teamwork and communication. Authors report that this method of teaching-learning has been implemented successfully in nursing and occupational therapy programs and would benefit other academic programs in the health sciences, particularly in courses that cover controversial issues. Although there are disadvantages to using the debate as a teaching-learning strategy, the benefits far outweigh the disadvantages. In conclusion, debating is an effective pedagogical strategy because of the level of responsibility for learning and active involvement required by all student debaters. Moreover, it provides an experience by which students can develop competencies in researching current issues, preparing logical arguments, actively listening to various perspectives, differentiating between subjective and evidence-based information, asking cogent questions, integrating relevant information, and formulating their own opinions based on evidence. After the debate is over, students also report that the experience is FUN!

Advanced Simulation and Computing Co-Design Strategy

Energy Technology Data Exchange (ETDEWEB)

Ang, James A. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Hoang, Thuc T. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Kelly, Suzanne M. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); McPherson, Allen [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Neely, Rob [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

2015-11-01

This ASC Co-design Strategy lays out the full continuum and components of the co-design process, based on what we have experienced thus far and what we wish to do more in the future to meet the program’s mission of providing high performance computing (HPC) and simulation capabilities for NNSA to carry out its stockpile stewardship responsibility.

Teaching Strategies and Gender in Higher Education Instrumental Studios

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Zhukov, Katie

2012-01-01

This study investigates instrumental music teaching strategies in higher education settings, in order to identify those employed and their frequency and context of use. An instrument- and gender-balanced sample of 24 lessons from five institutions was analysed using a researcher-designed observational instrument. The results reveal the…

Strategies for enhancing the teaching and learning of technical ...

African Journals Online (AJOL)

The study evaluated strategies for enhancing the teaching and learning of technical drawing in technical colleges in ebonyi state, Nigeria. Data were collected with the aid of structured interview from twenty technical drawing teachers and 120 technical drawing students in the study area. Data were analysed using mean ...

The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

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Park, Soonhye; Steve Oliver, J.

2009-08-01

This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

CO2 reduction strategies for the Czech Republic

International Nuclear Information System (INIS)

De Kruijk, H.; Van den Broek, M.A.; Van Harmelen, T.; Van Oostvoorn, F.; Maly, M.

1994-08-01

Reduction of CO 2 emissions now has high priority on the international political agenda. The UN Convention on Climate Change provides countries the option for fulfilling the CO 2 reduction obligations individually or jointly. But before identifying opportunities, a reference path or scenario is needed to indicate how emissions will vary without joint implementation of projects or policies. This paper looks at the situation in the Czech Republic. First objective of the study concerns collecting information on CO 2 emissions in the Czech Republic, a reference scenario for CO 2 developments, and the reduction scope till the year 2015. Second objective is development of CEC energy/environmental model EFOM-ENV (Energy Flow and Optimization Model - ENVironment) for the Czech Republic. In the new orientation towards a market economy it is important to start preparing policy recommendations for energy and environmental needs based on the least cost approach. Presently the energy/environmental model EFOM-ENV is used for this type of studies by CEC, Directorate-General 12, and research institutes in almost all EC countries. It showed usefulness in EC countries for developing integrated energy /environmental strategies. Furthermore, based on its experience with this type of studies, the Netherlands Energy Research Foundation has the last years developed a GAMS PC-version of EFOM-ENV, very flexible and efficient to use. Increasing international cooperation in areas of energy and environmental policies requires a common analytical approach. Particularly for preparing harmonized emission control policies in Europe the use of the EC model EFOM-ENV for all Central European countries can provide comparable and useful insight in the relation between energy use and emissions in Central Europe. In fact similar studies have been and will be conducted for the Slovak Republic, Hungary, Bulgaria, other Central European countries. 4 figs., 5 tabs., 6 refs

Investigating the Effectiveness of Teaching Methods Based on a Four-Step Constructivist Strategy

Science.gov (United States)

Çalik, Muammer; Ayas, Alipaşa; Coll, Richard K.

2010-02-01

This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed `solution chemistry concept test', consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry.

Flute Teachers’ One-to-One Instructional Strategies at Individual Teaching Stages in Music School

Directory of Open Access Journals (Sweden)

Ana Kavčič Pucihar

2017-12-01

Full Text Available This article focuses on one-to-one studio based instrumental instruction in music schools. Some novelties in the music school woodwind curricula are presented within various contexts. Teacher – student relationship, their interactions, and knowledge transfer are essential in individual instrumental instruction. The learning process is systematically structured within six teaching stages, ranging from new content presentation to learning reviews. We examined music school flute teachers’ beliefs (N=78 about teaching stages in individual studio based instruction. We researched their new content teaching strategies, guided practice and reinforcement, feedback, homework monitoring strategies, formative review and assessment within music studio academic year.

Teaching Critical Thinking: Cultural Challenges and Strategies in Singapore

Science.gov (United States)

Tan, Charlene

2017-01-01

Among the challenges faced by educators in promoting critical thinking is that of cultural compatibility. Using Singapore as an illustrative case study, this paper explores the cultural challenges and recommended strategies for the teaching of critical thinking in schools. The research for this study is based on a theoretical framework that…

A Tale of Two Teachers: An Analytical Look at the Co-Teaching Theory Using a Case Study Model

Science.gov (United States)

Grant, Marquis

2014-01-01

Co-teaching involves a highly collaborative, mutually accountable relationship between a regular education and special education teacher in an inclusive environment. Effective co-teaching involves both teachers working together in the regular classroom setting in an effort to make learning accessible for all students regardless of ability or…

Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games

Directory of Open Access Journals (Sweden)

Aiko Sato

2016-01-01

Full Text Available The board game hobby has rapidly grown and evolved in recent years, but most of the non-digital games lack tips and tutorials and remain difficult to learn and teach effectively. In this project, we integrated a popular hobbyist approach to teaching modern strategy games with classical experiential learning elements (i.e., demonstration, observation, reflection, discussion and repeated experiences. We tested our model by teaching two modern board games to Japanese high school and university students. Questionnaires, gameplay data, self-ratings and discussions showed improved understanding and enjoyment, more strategic play and more interest in modern board games over the course of the instructional sequence. The model's repetition (the participants played each game three times was rated the most useful in terms of learning the games. Overall, the integrated model was largely successful in teaching strategy board games to new players, and we offer several recommendations for teachers, designers and researchers of board games.

The development of co-innovation strategies: stages and interaction patterns in interfirm innovation

NARCIS (Netherlands)

Bossink, B.A.G.

2002-01-01

Organizations that choose or are forced to innovate in co-operation withother organizations, go through four stages of co-innovation strategy development.The stages are successively: (1) autonomous strategy making: organizations developstrategies on their own, (2) co-operative strategy making:

Facilitation as a teaching strategy : experiences of facilitators

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E Lekalakala-Mokgele

2006-09-01

Full Text Available Changes in nursing education involve the move from traditional teaching approaches that are teacher-centred to facilitation, a student centred approach. The studentcentred approach is based on a philosophy of teaching and learning that puts the learner on centre-stage. The aim of this study was to identify the challenges of facilitators of learning using facilitation as a teaching method and recommend strategies for their (facilitators development and support. A qualitative, explorative and contextual design was used. Four (4 universities in South Africa which utilize facilitation as a teaching/ learning process were identified and the facilitators were selected to be the sample of the study. The main question posed during in-depth group interviews was: How do you experience facilitation as a teaching/learning method?. Facilitators indicated different experiences and emotions when they first had to facilitate learning. All of them indicated that it was difficult to facilitate at the beginning as they were trained to lecture and that no format for facilitation was available. They experienced frustrations and anxieties as a result. The lack of knowledge of facilitation instilled fear in them. However they indicated that facilitation had many benefits for them and for the students. Amongst the ones mentioned were personal and professional growth. Challenges mentioned were the fear that they waste time and that they do not cover the content. It is therefore important that facilitation be included in the training of nurse educators.

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

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Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

Learning outcomes of "The Oncology Patient" study among nursing students: A comparison of teaching strategies.

Science.gov (United States)

Roca, Judith; Reguant, Mercedes; Canet, Olga

2016-11-01

Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.

Least cost planning for CO2-reduction strategies

International Nuclear Information System (INIS)

Seifritz, W.

1990-01-01

A first recommendation for the determination of the minimum costs for a carbon-dioxide reduction strategy is presented. For this, the tabulation of so-called, 'CO 2 -ranking-lists', containing the relationship between the costs of a distinct measure to avoid the emission of certain amount of CO 2 (in dollar/t CO 2 ) versus its potential (in t CO 2 /yr), is indispensable. Some basic aspects of this approach are discussed and a first guess of the costs of some measures to avoid CO 2 -emissions into the atmosphere is presented. (orig.) [de

Effects of Feedback Intervention on Team-Teaching in English Language Classrooms in Nigeria

Science.gov (United States)

Anani, Oluwabunmi Ahoefa; Badaki, Jude Valentine; Kamai, Richard

2016-01-01

The typical Nigerian English language classroom has a large class size and lacks qualified language teachers. These factors reflect in the quality and quantity of teaching in the English as a Second Language classroom. Team teaching or co-teaching is an intervention strategy which language teachers can use to address these issues. Not only does…

A cost effective CO2 strategy

DEFF Research Database (Denmark)

, a scenario-part and a cost-benefit part. Air and sea modes are not analyzed. The model adopts a bottom-up approach to allow a detailed assessment of transport policy measures. Four generic areas of intervention were identified and the likely effect on CO2 emissions, socioeconomic efficiency and other...... are evaluated according to CO2 reduction potential and according to the ‘shadow price’ on a reduction of one ton CO2. The shadow price reflects the costs (and benefits) of the different measures. Comparing the measures it is possible to identify cost effective measures, but these measures are not necessarily...... by the Ministry of Transport, with the Technical University of Denmark as one of the main contributors. The CO2-strategy was to be based on the principle of cost-effectiveness. A model was set up to assist in the assessment. The model consists of a projection of CO2-emissions from road and rail modes from 2020...

Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Motivation

Science.gov (United States)

Huang, Ching-Ting; Yang, Shu Ching

2015-01-01

This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based…

What Mathematics Teachers Say about the Teaching Strategies in the Implementation of Tasks

Science.gov (United States)

Enríquez, Jakeline Amparo Villota; de Oliveira, Andréia María Pereira; Valencia, Heriberto González

2018-01-01

In this article we will discuss, through the explanations given by teachers who teach Mathematics, the importance of using teaching strategies in the implementation of tasks. Teachers who participated in it belong to the group "Observatory Mathematics Education" (OME-Bahia). This study was framed in a qualitative approach and data were…

Application of Teaching Strategies for Improving Students' Situational Motivation in Physical Education

Science.gov (United States)

Almolda-Tomas, Francisco J.; Sevil-Serrano, Javier; Julian-Clemente, Jose A.; Abarca-Sos, Alberto; Aibar-Solana, Alberto; Garcia-Gonzalez, Luis

2014-01-01

Introduction: Physical Education (PE) is a way of promoting sports in adolescents, and teachers can encourage this sport adherence by generating motivation in students through their teaching intervention. The aim of the study was to develop and implement teaching intervention strategies to generate an optimal motivational climate and assess their…

Strategies Used to Teach Mathematics to Special Education Students from the Teachers' Perspective

Science.gov (United States)

Brown, Desline A.

2016-01-01

The perspectives of special education teachers on the strategies used to teach mathematics to special education students were examined in this dissertation. Three central research questions that guided the study are: (a) What were New York special education teachers' opinions about the methods they use to teach mathematics to special education…

The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

Science.gov (United States)

Cheung, Derek

2015-02-01

For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.

PERCEPTION OF INTERN TEACHERS’ USE OF INTERACTIVE STRATEGIES IN TEACHING LARGE CLASSES IN ONLINE ENVIRONMENT

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Carol Adaku Obiefuna

2015-07-01

Full Text Available Higher education institutions experience large classes despite the National Universities’ Commission’s (NUC and other supervisory agencies emphasis on carrying capacity of the institutions in Nigeria. The overpopulation affects effective teaching and learning and quality assurance. This study focused on perception of intern teachers of the use of interactive strategies in teaching Curriculum Studies in an online environment in a College of Education. 200 computer science students (intern teachers in a Curriculum Studies class formed the study sample. Three research questions guided the study. A structured and validated questionnaire with reliability index of 0.79, made up of 25 items constructed on a four-point Likert-type scale was administered on the students for data collection. The data were analysed using simple mean and the results showed that the intern teachers supported the use of the teaching strategies in an online class as a complement to the face to face method of teaching. They are also recommended as alternative strategies to reduce the problems associated with large classes. However, the research subjects were sceptical about the implementation of online teaching as a result of power supply and access to internet facilities. The findings have a far reaching implication for the 21st Century teaching and learning. Suggestions towards effective online teaching and learning were made especially with theGovernment’s reiteration of the need for Information and Communication Technology (ICT in the schools in Nigeria.

Saudi Science Teachers' Views and Teaching Strategies of Socioscientific Issues

Science.gov (United States)

Alamri, Aziz S.

Scientific developments such as cloning and nuclear energy have generated many controversial issues pertain to many political, social, environmental, ethical and cultural values in different societies around the globe. These controversies delimited and encircled the potential of including and teaching some important aspects of science in schools and therefore caused less consideration to the influence of these issues on enhancing the scientific literacy of people in general. The purpose of this study was to investigate how Saudi science teachers in the city of Tabuk in Saudi Arabia view and teach SSI in Saudi Arabia. This study employed semi-structured interviews with Saudi science teachers. Methodologically, this study used a constructivist grounded theory as a method for analysis to generate in-depth descriptive data about Saudi science teachers' views and teaching strategies of socio-scientific issues. Some direct and indirect benefits pertain to teaching science, understanding the relationship between science, religion, and society and some other topics are discussed in this study.

MODERN OR TRADITIONAL TEACHING STRATEGY IN LEARNING ENGINEERING MATHEMATICS COURSE

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N. RAZALI

2016-11-01

Full Text Available First-year engineering students of the Faculty of Engineering and Built Environment, UKM are in the process of transition in the way they learn mathematics from pre-university level to the undergraduate level. It is essential for good engineers to have the ability to unfold mathematical problems in an efficient way. Thus, this research is done to investigate students preference in learning KKKQ1123 Engineering Mathematics I (Vector Calculus (VC course; either individually or in a team; using modern (e-learning or traditional (cooperative-learning teaching strategy. Questionnaires are given to the first year Chemical and Process Engineering students from academic year 2015/2016 and the results were analysed. Based on the finding, the students believed that the physical educators or teachers play an important role and that they have slightest preference in the traditional teaching strategy to learn engineering mathematics course.

Effective Strategies for Teaching Evolution: The Primary Evolution Project

Science.gov (United States)

Hatcher, Chris

2015-01-01

When Chris Hatcher joined the Primary Evolution Project team at the University of Reading, his goal was to find effective strategies to teach evolution in a way that keeps children engaged and enthused. Hatcher has collaborated with colleagues at the University's Institute of Education to break the evolution unit down into distinct topics and…

Use of Elements of Theatre as Teaching Strategies to Increase Preservice Teacher Self-Efficacy and Proficiency in the Art, Science, and Business of Teaching

Science.gov (United States)

Davidson, Maaike T.

2013-01-01

This sequential, mixed method, QUAN-QUAL study redefines the craft of teaching into the science ("what"), art ("how"), and the business of teaching to assess and prepare preservice teachers. It also measures the effectiveness of using theatrical elements as teaching strategies to effectively develop preservice teachers in the…

Developing geogebra-assisted reciprocal teaching strategy to improve junior high school students’ abstraction ability, lateral thinking and mathematical persistence

Science.gov (United States)

Priatna, N.; Martadiputra, B. A. P.; Wibisono, Y.

2018-05-01

The development of science and technology requires reform in the utilization of various resources for mathematics teaching and learning process. One of the efforts that can be made is the implementation of GeoGebra-assisted Reciprocal Teaching strategy in mathematics instruction as an effective strategy in improving students’ cognitive, affective, and psychomotor abilities. This research is intended to implement GeoGebra-assisted Reciprocal Teaching strategy in improving abstraction ability, lateral thinking, and mathematical persistence of junior high school students. It employed quasi-experimental method with non-random pre-test and post-test control design. More specifically, it used the 2x3 factorial design, namely the learning factors that included GeoGebra-assisted Reciprocal Teaching and conventional teaching learning, and levels of early mathematical ability (high, middle, and low). The subjects in this research were the eighth grade students of junior high school, taken with purposive sampling. The results of this research show: Abstraction and lateral abilities of students who were taught with GeoGebra-assisted Reciprocal Teaching strategy were significantly higher than those of students who received conventional learning. Mathematical persistence of students taught with GeoGebra-assisted Reciprocal Teaching strategy was also significantly higher than of those taught with conventional learning.

Environmental potential of the use of CO_2 from alcoholic fermentation processes. The CO_2-AFP strategy

International Nuclear Information System (INIS)

Alonso-Moreno, Carlos; García-Yuste, Santiago

2016-01-01

A novel Carbon Dioxide Utilization (CDU) approach from a relatively minor CO_2 emission source, i.e., alcoholic fermentation processes (AFP), is presented. The CO_2 produced as a by-product from the AFP is estimated by examining the EtOH consumed per year reported by the World Health Organization in 2014. It is proposed that the extremely pure CO_2 from the AFP is captured in NaOH solutions to produce one of the Top 10 commodities in the chemical industry, Na_2CO_3, as a good example of an atomic economy process. The novel CDU strategy could yield over 30.6 Mt of Na_2CO_3 in oversaturated aqueous solution on using ca. 12.7 Mt of captured CO_2 and this process would consume less energy than the synthetic methodology (Solvay ammonia soda process) and would not produce low-value by-products. The quantity of Na_2CO_3 obtained by this strategy could represent ca. 50% of the world Na_2CO_3 production in one year. In terms of the green economy, the viability of the strategy is discussed according to the recommendations of the CO_2Chem network, and an estimation of the CO_2negative emission achieved suggests a capture of around 280.0 Mt of CO_2 from now to 2020 or ca. 1.9 Gt from now to 2050. Finally, the results obtained for this new CDU proposal are discussed by considering different scenarios; the CO_2 production in a typical winemaking corporation, the CO_2 released in the most relevant wine-producing countries, and the use of CO_2 from AFP as an alternative for the top Na_2CO_3-producing countries. - Highlights: • A new CDU strategy to mitigate the CO_2 in the atmosphere is assessed. • An environmental action towards negligible emission sources such as AFP. • The waste CO_2 from AFP could be converted into Na_2CO_3. • Capture 12.7 Mt yr"–"1 of CO_2 to generate ca. 1.9 Gt of CO_2negative emissions by 2050.

Domain-based Teaching Strategy for Intelligent Tutoring System Based on Generic Rules

Science.gov (United States)

Kseibat, Dawod; Mansour, Ali; Adjei, Osei; Phillips, Paul

In this paper we present a framework for selecting the proper instructional strategy for a given teaching material based on its attributes. The new approach is based on a flexible design by means of generic rules. The framework was adapted in an Intelligent Tutoring System to teach Modern Standard Arabic language to adult English-speaking learners with no pre-knowledge of Arabic language is required.

Methods and Teaching Strategies Used by Teacher Education Faculty Members in one State University in the Philippines

Directory of Open Access Journals (Sweden)

Amado C. Ramos

2015-12-01

Full Text Available Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. This study aimed to determine the methods and teaching strategies used by the PSU – CTE faculty members of Bayambang Campus, Bayambang, Pangasinan during the first semester of the school year 2013-2014. The descriptivecorrelational method of research was employed in this study where it involved the collection of pertinent data in order to answer questions concerning the current status of the subject of the study. Majority of the faculty members are females, they are master’s degree holders, have a permanent position with an academic rank of instructor, and most of the faculty members are graduate of SUCs. They also have high attitude toward teaching; generally, the faculty members perceived themselves to be often in using teaching approaches and teaching methods; and sometimes in using teaching techniques/styles, instructional support activities, and non-formal activities; and no significant relationships exist between the faculty members’ profile variables and their level of pedagogical approaches in teaching approaches, teaching methods, teaching techniques/styles, non-formal activities and instructional support activities. Teachers should be encouraged to pursue/finish higher education, likewise they should be motivated to conduct research studies like action researches as part of their functions, particularly along their area of specialization. Teachers should be encouraged to explore and view other effective teaching strategies and find more ways to entice other students challenge themselves to create their own strategies to use in the field and to become more global in perspective. The use computer technology can be an effective teaching strategy, especially when students are given

Teaching/learning strategies for the essentials of baccalaureate nursing education for entry-level community/public health nursing.

Science.gov (United States)

Callen, Bonnie; Smith, Claudia M; Joyce, Barbara; Lutz, Jayne; Brown-Schott, Nancy; Block, Derryl

2013-01-01

The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing (ACHNE, 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations. © 2013 Wiley Periodicals, Inc.

Relationship between EFL In-service Teachers’ Language Learning Strategies and their Beliefs toward Teaching Methodologies

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Musa Farmanlu

2014-11-01

Full Text Available By the advent of new theories and approaches toward language teaching, a lot of attention has been paid to the role of those approaches on language learners. Superiority of psychology and linguistics in the area of language teaching urged scholars to develop new theories and techniques through a defined procedure. Most of the time the role of teacher’s experience as learner has been neglected. The present study was an attempt to investigate the relationship between EFL In-service teachers’ language learning strategies and their beliefs toward teaching methodologies. To find the relationship, a questionnaire was applied. The questionnaire in the study consists of three measures: (1 the individual background; (2 strategy inventory for language learning (Version 7.0 for ESL/EFL, Oxford, 1990; and, (3 beliefs toward English teaching methodologies (Chen, 2005. It was given to 252 in-service English teachers (136 female, 116 male majoring in TEFL. To analyze the quantitative data of the present study, descriptive as well as inferential analysis including ANOVA and Pearson’s correlations were used to investigate the relationships between language learning strategies and teaching beliefs toward EFL methodologies. Based on the teachers’ answers to the questionnaire, there was a meaningful relationship between language learning strategies and teacher’s methodology. The information provided in the present research can be helpful for teachers, policy holders of institutes and material developers. This study has also some implications for the researchers interested in teacher’s education studies.

Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games

Science.gov (United States)

Sato, Aiko; de Haan, Jonathan

2016-01-01

The board game hobby has rapidly grown and evolved in recent years, but most of the non-digital games lack tips and tutorials and remain difficult to learn and teach effectively. In this project, we integrated a popular hobbyist approach to teaching modern strategy games with classical experiential learning elements (i.e., demonstration,…

Healthcare Workers Emotions, Perceived Stressors and Coping Strategies During a MERS-CoV Outbreak.

Science.gov (United States)

Khalid, Imran; Khalid, Tabindeh J; Qabajah, Mohammed R; Barnard, Aletta G; Qushmaq, Ismael A

2016-03-01

Healthcare workers (HCWs) are at high risk of contracting Middle East respiratory syndrome coronavirus (MERS-CoV) during an epidemic. We explored the emotions, perceived stressors, and coping strategies of healthcare workers who worked during a MERS-CoV outbreak in our hospital. A cross-sectional descriptive survey design. A tertiary care hospital. HCWs (150) who worked in high risk areas during the April-May 2014 MERS-CoV outbreak that occurred in Jeddah, Saudi Arabia. We developed and administered a "MERS-CoV staff questionnaire" to study participants. The questionnaire consisted of 5 sections with 72 questions. The sections evaluated hospital staffs emotions, perceived stressors, factors that reduced their stress, coping strategies, and motivators to work during future outbreaks. Responses were scored on a scale from 0-3. The varying levels of stress or effectiveness of measures were reported as mean and standard deviation, as appropriate. Completed questionnaires were returned by 117 (78%) of the participants. The results had many unique elements. HCWs ethical obligation to their profession pushed them to continue with their jobs. The main sentiments centered upon fear of personal safety and well-being of colleagues and family. Positive attitudes in the workplace, clinical improvement of infected colleagues, and stoppage of disease transmission among HCWs after adopting strict protective measures alleviated their fear and drove them through the epidemic. They appreciated recognition of their efforts by hospital management and expected similar acknowledgment, infection control guidance, and equipment would entice them to work during future epidemics. The MERS-CoV outbreak was a distressing time for our staff. Hospitals can enhance HCWs experiences during any future MERS-CoV outbreak by focusing on the above mentioned aspects. © 2016 Marshfield Clinic.

Recontextualising Cellular Respiration in Upper Secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy

Science.gov (United States)

Wierdsma, Menno; Knippels, Marie-Christine; van Oers, Bert; Boersma, Kerst

2016-01-01

Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, i.e. to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop such a learning and teaching strategy for…

Teaching Strategies for Economics to the Hearing Impaired | Adu ...

African Journals Online (AJOL)

The study sought to look at the teaching strategies for economics to the hearing impaired. Economics is said to be a living and dynamic subject, which is a vehicle of strict intellectual discipline, that involves looking at the world in a way which is for most, if not all of us quite new. Hearing impairment in a generic term covering ...

Creative payment strategy helps ensure a future for teaching hospitals.

Science.gov (United States)

Vancil, D R; Shroyer, A L

1998-11-01

The Colorado Medicaid Program in years past relied on disproportionate share hospital (DSH) payment programs to increase access to hospital care for Colorado citizens, ensure the future financial viability of key safety-net hospitals, and partially offset the state's cost of funding the Medicaid program. The options to finance Medicaid care using DSH payments, however, recently have been severely limited by legislative and regulatory changes. Between 1991 and 1997, a creative Medicaid refinancing strategy called the major teaching hospital (MTH) payment program enabled $131 million in net payments to be distributed to the two major teaching hospitals in Colorado to provide enhanced funding related to their teaching programs and to address the ever-expanding healthcare needs of their low-income patients. This new Medicaid payment mechanism brought the state $69.5 million in Federal funding that otherwise would not have been received.

Clever strategists: Australian Magpies vary mobbing strategies, not intensity, relative to different species of predator

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A Koboroff

2013-03-01

Full Text Available Anti-predator behaviour of magpies was investigated, using five species of model predators, at times of raising offspring. We predicted differences in mobbing strategies for each predator presented and also that raising juveniles would affect intensity of the mobbing event. Fourteen permanent resident family groups were tested using 5 different types of predator (avian and reptilian known to be of varying degrees of risk to magpies and common in their habitat. In all, 210 trials were conducted (across three different stages of juvenile development. We found that the stage of juvenile development did not alter mobbing behaviour significantly, but predator type did. Aerial strategies (such as swooping were elicited by taxidermic models of raptors, whereas a taxidermic model of a monitor lizard was approached on the ground and a model snake was rarely approached. Swooping patterns also changed according to which of the three raptors was presented. Our results show that, in contrast to findings in other species, magpies vary mobbing strategy depending on the predator rather than varying mobbing intensity.

Clever strategists: Australian Magpies vary mobbing strategies, not intensity, relative to different species of predator.

Science.gov (United States)

Koboroff, A; Kaplan, G; Rogers, Lj

2013-01-01

Anti-predator behaviour of magpies was investigated, using five species of model predators, at times of raising offspring. We predicted differences in mobbing strategies for each predator presented and also that raising juveniles would affect intensity of the mobbing event. Fourteen permanent resident family groups were tested using 5 different types of predator (avian and reptilian) known to be of varying degrees of risk to magpies and common in their habitat. In all, 210 trials were conducted (across three different stages of juvenile development). We found that the stage of juvenile development did not alter mobbing behaviour significantly, but predator type did. Aerial strategies (such as swooping) were elicited by taxidermic models of raptors, whereas a taxidermic model of a monitor lizard was approached on the ground and a model snake was rarely approached. Swooping patterns also changed according to which of the three raptors was presented. Our results show that, in contrast to findings in other species, magpies vary mobbing strategy depending on the predator rather than varying mobbing intensity.

Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children's expressive language skills.

Science.gov (United States)

Roberts, Megan Y; Kaiser, Ann P; Wolfe, Cathy E; Bryant, Julie D; Spidalieri, Alexandria M

2014-10-01

In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers' use of four enhanced milieu teaching (EMT) language support strategies and on their children's use of expressive language. Four caregiver-child dyads participated in a single-subject, multiple-baseline study. Children were between 24 and 42 months of age and had language impairment. Interventionists used the Teach-Model-Coach-Review instructional approach to teach caregivers to use matched turns, expansions, time delays, and milieu teaching prompts during 24 individualized clinic sessions. Caregiver use of each EMT language support strategy and child use of communication targets were the dependent variables. The caregivers demonstrated increases in their use of each EMT language support strategy after instruction. Generalization and maintenance of strategy use to the home was limited, indicating that teaching across routines is necessary to achieve maximal outcomes. All children demonstrated gains in their use of communication targets and in their performance on norm-referenced measures of language. The results indicate that the Teach-Model-Coach-Review instructional approach resulted in increased use of EMT language support strategies by caregivers. Caregiver use of these strategies was associated with positive changes in child language skills.

How positioning strategies affect co-branding outcomes

OpenAIRE

Wason, Hilary; Charlton, Nathalie

2015-01-01

Co-branding is a widely applied strategy, with research indicating differential benefits to the parent brands. Past studies suggest the source of these differences may be due to the partners’ relative market position, and characteristics such as brand familiarity, brand equity and proximity to the consumer have been explored. However, the role of brand positioning has received little attention in the context of co-branding. The current study attempts to address this gap, considering the posit...

Defining teaching hospitals' GME strategy in response to new financial and market challenges.

Science.gov (United States)

Wray, J L; Sadowski, S M

1998-04-01

The authors present an overview of current graduate medical education (GME) issues, particularly the financial challenges to teaching hospitals resulting from the Balanced Budget and Tax Payer Relief Acts of 1997 and other recent market-driven factors. They describe in detail the nature of Medicare GME payments before and after the 1997 legislation, with specific examples, and explain the negative financial impact of the legislation and aspects of the legislation that are designed to alleviate that impact. Other factors influencing GME program size and composition are also discussed, including oversupplies or shortages of physicians, the concern that teaching hospitals are using public funds to train international medical graduates, changing training requirements, etc. The authors also describe a recent consulting assignment during which they assisted a major teaching hospital to develop a GME strategy that was responsive to the organization's mission and patients and that took into account future GME financing challenges. Detailed explanations are given of how the consultants analyzed the hospital's GME programs and finances, developed and ranked key institution-specific program criteria (strategic, organizational and operational, and financial), and, in consultation with all key stakeholders, formulated a GME strategy specific to the institution's needs. The authors conclude by cautioning that each institution's GME strategy will be different, but that it is important for institutions to develop such strategies to better face future challenges.

Science Teachers' Utilisation of Innovative Strategies for Teaching Senior School Science in Ilorin, Nigeria

Science.gov (United States)

Oyelekan, Oloyede Solomon; Igbokwe, Emoyoke Faith; Olorundare, Adekunle Solomon

2017-01-01

Efforts have been made to improve science teaching in secondary schools in Nigeria, yet, students continue to perform poorly in science subjects. Many innovative teaching strategies have been developed by educators and found to impact significantly on students' academic performance when utilised. Hence, this study was aimed at examining science…

Evidence for varying social strategies across the day in chacma baboons.

Science.gov (United States)

Sick, Claudia; Carter, Alecia J; Marshall, Harry H; Knapp, Leslie A; Dabelsteen, Torben; Cowlishaw, Guy

2014-07-01

Strong social bonds can make an important contribution to individual fitness, but we still have only a limited understanding of the temporal period relevant to the adjustment of social relationships. While there is growing recognition of the importance of strong bonds that persist for years, social relationships can also vary over weeks and months, suggesting that social strategies may be optimized over shorter timescales. Using biological market theory as a framework, we explore whether temporal variation in the benefits of social relationships might be sufficient to generate daily adjustments of social strategies in wild baboons. Data on grooming, one measure of social relationships, were collected from 60 chacma baboons (Papio ursinus) across two troops over a six month period. Our analyses suggest that social strategies can show diurnal variation, with subordinates preferentially grooming more dominant individuals earlier in the day compared with later in the day. These findings indicate that group-living animals may optimize certain elements of their social strategies over relatively short time periods. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

Science.gov (United States)

Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

2017-01-01

Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

Understanding Hong Kong Business Teachers in Action: The Case of Formulation of Teaching Strategies

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Yu, Christina Wai Mui

2009-01-01

This article examines four categories of teaching strategy used in business classes by a group of 26 secondary school business teachers in Hong Kong, using grounded theoretical coding techniques in the analysis. Each of the teaching categories is illustrated with typical extracts from interviews and is discussed in relation to its effectiveness…

TEACHING STRATEGY DEVELOPMENT IN UNDERGRADUATE COURSES IN MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS

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Jéferson Deleon Fávero

2016-05-01

Full Text Available This study aimed to analyze the teaching strategy development in undergraduate courses in HEI Management of Itajaí Valley from the perspective of students and teachers. Studies of strategy approaches have been reviewed, as well as methods and techniques of teaching strategy and the role of strategy teachers. A qualitative research has been performed based on a collective case study with students (focus groups and teachers (in depth interviews of a private and a public institution, in addition to a documentary research. Regarding the body of knowledge in strategy, it has been identified the presence of classical approaches. Both HEI use books from national and international classic authors. In relation to teaching methods, the HEI “A” uses the interaction between the theory of strategic planning and the application in a company, whereas the HEI “B” gives preference to theoretical discussions. Regarding the typification of conduct, it has been noticed a pattern of action of teachers regarding the collection of reading and on-time delivery of activities. The individuals (strategy teachers have specific actions, which are typified as forms of action, i.e. patterns collectively targeted to teach, to impart or disseminate knowledge of strategy.

Socratic dialogue as a teaching and research method for co-creativity?

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Keith Stenning

2016-07-01

Full Text Available We sketch a theory of creativity which centres on the framing of activity by repetitive thinking and action, and sees creativity as divergences from these routines which is thereby framed against them. Without a repetitive frame creativity is impossible. Mere repetition is not creative, even if new. Creativity disrupts a frame, purposefully. Socratic Dialogue is an ancient technique of engaging a student in a dialogue by asking non-leading questions, aimed at revealing to the student how much knowledge he or she already has on some topic: Socrates’ demonstration to the slave-boy (and the audience that the boy already knows geometry (without any schooling is the founding example. We aim to illustrate that internalising the Socratic kind of reflective self-questioning and co-questioning is intimately related to the view of creativity as the reframing of routine. Therefore, we have qualitatively analysed primary and secondary school pilots in Greece, Austria and the United Kingdom. The illustrations of facilitated Socratic Dialogues with children and young people have been derived from the analysis of 14 Socratic Dialogues involving a total number of 97 students. This paper outlines the Socratic Dialogue as a method of both researching and teaching creative thinking, and it reveals that the Socratic method dovetails with this conception of co-creativity. As a research method, Socratic Dialogue aims to elicit information concerning reasoning processes and shared experiences. As a teaching method, Socratic Dialogue aims to get students to internalise the public methodology of Socratic Dialogue, and to adopt it across the range of domains they meet. The students’ use of the internalised method towards enabling creative thinking is illustrated by the experiences of the teaching intervention teams in the C2Learn project, using games to provide occasions for co-creativity.

Enhancing Transfer of Knowledge in Physics through Effective Teaching Strategies

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Akinbobola, Akinyemi Olufunminiyi

2015-01-01

The study assessed the enhancement of transfer of knowledge in physics through the use of effective teaching strategies in Nigerian senior secondary schools. Non-randomized pretest-posttest control group design was adopted for the study. A total of 278 physics students took part in the study. Transfer of Knowledge Test in Physics (TKTP) with the…

Literature-Based Teaching in the Content Areas: 40 Strategies for K-8 Classrooms

Science.gov (United States)

Cox, Carole

2011-01-01

Grounded in theory and best-practices research, this practical text provides teachers with 40 strategies for using fiction and non-fiction trade books to teach in five key content areas: language arts and reading, social studies, mathematics, science, and the arts. Each strategy provides everything a teacher needs to get started: a classroom…

Reusing Recycling Material as Teaching Strategy to Strengthen Environmental Values

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Yudit Zaida del Carmen Alarcón de Palma

2017-08-01

Full Text Available The study was centered interest implement recycling reuse the material as a teaching strategy to strengthen environmental students “Adolfo Moreno” National Basic School Barinitas parish, municipality Bolivar, Barinas state values. School Year 2014 - 2015. The study was based on the paradigm of qualitative research and research in action type. From this point of view, the study focuses on participatory action this mode, it is limited in so-called field layouts. The study its characteristics was fulfilled in the following phases: diagnosis, planning, implementation, evaluation and systematization. Finally, it can be noted that the implementation of teaching strategies reuse recycle material for strengthening environmental students "Adolfo Moreno" National Basic School values; They will be incorporating parents and guardians as well as various educational actors to implement the activities involved in the proposal which seeks to change attitudes to improve through practical actions management standards and conservation practices to achieve an environmental change in institution through technical, theoretical and practical knowledge to strengthen the benefit of recyclables properly handle procedures.

Just in Time Teaching: A Strategy to Encourage Students' Engagement

Science.gov (United States)

López Cupita, Lorena Andrea

2016-01-01

This qualitative research study was carried out with two groups of students at a beginner English level; the students were in the fourth semester of psychology at a Colombian university. The overall aim of this action research study was to analyze learners' perceptions of the strategy "Just in Time Teaching" in a web 2.0. The data were…

Critical Thinking in Critical Care: Five Strategies to Improve Teaching and Learning in the Intensive Care Unit.

Science.gov (United States)

Hayes, Margaret M; Chatterjee, Souvik; Schwartzstein, Richard M

2017-04-01

Critical thinking, the capacity to be deliberate about thinking, is increasingly the focus of undergraduate medical education, but is not commonly addressed in graduate medical education. Without critical thinking, physicians, and particularly residents, are prone to cognitive errors, which can lead to diagnostic errors, especially in a high-stakes environment such as the intensive care unit. Although challenging, critical thinking skills can be taught. At this time, there is a paucity of data to support an educational gold standard for teaching critical thinking, but we believe that five strategies, routed in cognitive theory and our personal teaching experiences, provide an effective framework to teach critical thinking in the intensive care unit. The five strategies are: make the thinking process explicit by helping learners understand that the brain uses two cognitive processes: type 1, an intuitive pattern-recognizing process, and type 2, an analytic process; discuss cognitive biases, such as premature closure, and teach residents to minimize biases by expressing uncertainty and keeping differentials broad; model and teach inductive reasoning by utilizing concept and mechanism maps and explicitly teach how this reasoning differs from the more commonly used hypothetico-deductive reasoning; use questions to stimulate critical thinking: "how" or "why" questions can be used to coach trainees and to uncover their thought processes; and assess and provide feedback on learner's critical thinking. We believe these five strategies provide practical approaches for teaching critical thinking in the intensive care unit.

The co-movement of monetary policy and its time-varying nature: A DCCA approach

Science.gov (United States)

Rohit, Abhishek; Mitra, Subrata Kumar

2018-02-01

Employing a novel methodology of DCCA cross-correlation coefficient (ρDCCA), this study attempts to provide fresh evidences for the co-movement of monetary policies of the advanced (AEs) as well as the emerging economies (EMEs) vis-à-vis the United States. A higher degree of monetary co-movement as measured by ρDCCA values, is identified for the AEs as compared to the EMEs. Lower co-movement of monetary policy is especially noticeable in the short run for EMEs. We further investigate the time-varying nature of such co-movements for the AEs by splitting the period (1980-2014) into four sub periods and also by performing a rolling window estimation for the entire period to reveal smoother dynamics. Significant evidence of higher monetary coordination is revealed for sub-periods with stronger trade and financial linkages.

Study on the Significance of Applying Motivational Strategies in College English Teaching

Institute of Scientific and Technical Information of China (English)

#

2017-01-01

#%Most college students are passionate and excited about attending college English as freshman. As time goes by, they become bored and poorly motivated in attending the English class. In this paper, the motivational strategies that can be applied in college English teaching will be discussed from four perspectives. These strategies may provide useful references for college English teachers who want to motivate students to get involved in English study.

Study on the Significance of Applying Motivational Strategies in College English Teaching

Institute of Scientific and Technical Information of China (English)

BAO Hong-fang

2017-01-01

Most college students are passionate and excited about attending college English as freshman. As time goes by, they become bored and poorly motivated in attending the English class. In this paper, the motivational strategies that can be applied in college English teaching will be discussed from four perspectives. These strategies may provide useful references for college English teachers who want to motivate students to get involved in English study.

Recent enlightening strategies for co2 capture: a review

Science.gov (United States)

Yuan, Peng; Qiu, Ziyang; Liu, Jia

2017-05-01

The global climate change has seriously affected the survival and prosperity of mankind, where greenhouse effect owing to atmospheric carbon dioxide (CO2) enrichment is a great cause. Accordingly, a series of down-to-earth measures need to be implemented urgently to control the output of CO2. As CO2 capture appears as a core issue in developing low-carbon economy, this review provides a comprehensive introduction of recent CO2 capture technologies used in power plants or other industries. Strategies for CO2 capture, e.g. pre-combustion, post-combustion and oxyfuel combustion, are covered in this article. Another enlightening technology for CO2 capture based on fluidized beds is intensively discussed.

Strategies to teach alternative and complementary therapies in nursing: an integrative review

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Natália Chantal Magalhães da Silva

2013-12-01

Full Text Available The lack of discussions that clarify the teaching of alternative and complementary therapies in undergraduate nursing programs shows the need for developing research on this topic. The objective of this study was to identify, in scientific literature, the strategies for teaching alternative and complementary therapies in nursing undergraduate programs. The guiding methodology used was integrative review. The search was performed on SCIENCE DIRECT, LILACS and MEDLINE databases. According to the articles included in this study, the proposals for including these therapies in the program are by: lectures, theoretical courses and discussion groups. However, studies should be conducted to confirm the efficacy of these strategies so these therapeutic methods can be included in the Pedagogical Political Project of the nursing undergraduate program, thus allowing for the consolidation of those practices. Descriptors: Education, Nursing; Education, Higher; Complementary Therapies.

Co-­Teaching Social Research Methods in a Joint Sociology/Anthropology Department

Science.gov (United States)

Manthei, Jennifer; Isler, Jonathan

2011-01-01

In the course of developing and co-­teaching Social Research Methods (SRM), an interdisciplinary, upper-­division undergraduate course at the University of Illinois at Springfield (UIS), the authors discovered that this type of partnership is ripe ground for exploring integration of anthropology and sociology on epistemological and methodological…

Study on Co-branding Strategy- Dongfeng Yueda Kia as Example

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Yu Jinrong

2017-01-01

Full Text Available Owing to the fact that the science and technology is developed increasingly, the product life cycle trend to shorten. Under this fierce competition, enterprises have to launch new product quickly in order to survive. Now, a growing number of enterprises release the new product based on existing brands, which has been successful. The status quo of joint brand strategy, combined with the co-branding of Dongfeng Yueda Kia, has been analyzed by regression analysis method. By doing empirical validation through developing the theory model, the result concluded that product compatibility and brand compatibility have a noticeable impact on co-branding evaluation. At the same time, the attribute of product has also some adjusting impact. That is, when enterprises develop a joint brand strategy, the attribute of product should be concerned. The paper put forward recommendations and solutions about how to improve a joint brand strategy from enterprises choosing partners, consumer’s perception to co-branding.

Increasing students’ skills in operations management classes: Cumbuca Method as teaching-learning strategy

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Jorge Muniz Junior

2017-12-01

Full Text Available Abstract This paper analyses the use of the Cumbuca Method as a teaching strategy to develop reading skills in engineering students. Despite their importance, reading skills are little stimulated in engineering undergraduate courses. Teamwork, communication, organization and exposure of ideas, time management are also important skills to new employees. The Cumbuca Method was created to disseminate quality concepts among company employees, by discussing text related to a given topic of interest. This analysis is based on a qualitative approach involving a sample of 200 engineering undergraduates from Operations Management discipline at a public University in the State of Sao Paulo, Brazil. The results showed that the use of this teaching strategy inducted improvements to regular reading and debate among students.

English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia

OpenAIRE

Grönblad, Johanna

2013-01-01

This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get...

Belles-Lettres Reading Strategies in the Process of Foreign Language Teaching

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Alexander S. Komarov

2015-01-01

Full Text Available The article is devoted to some of the teaching strategies based on the peculiarities of belles-lettres text. The author of the article analyses the peculiarities of the belles-lettres text which exert influence on the process of teaching reading skills and thus should be taken into account by foreign language teachers in their work with this type of text. The author argues that teaching belles-lettres reading skills should be centered on the five-level communication process between writer and reader. The teacher's aim is to create or adjust a system of reading instruction within the five levels so that he/she could improve students' reading skills. In the article, it is stated that the process of teaching reading skills should be congruent with the process of interpersonal communication between writer and reader. The author outlines the content of the teacher's approach to the work with this type of text within the process of foreign language instruction. The author describes two approaches to teaching belles-lettres reading skills as well as shows the prospects for the subjective approach. He also states high productivity and effectiveness of the subjective approach in teaching foreign languages. The article shows the importance of involving students who specialize in sciences into the process of belles-lettres reading while studying a foreign language for specific purposes.

Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts; Learners’ Attitude in Focus

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Hooshang Khoshsima

2018-04-01

Full Text Available Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS or Teaching English as a Foreign Language (TOEFL, play a crucial role in the test-takers’ lives. Because of increasing demands on the part of students to get a good score on these tests, test preparatory courses have emerged. These preparatory courses, characteristically short and limited in terms of time, equip IELTS candidates with the skills required for passing the test, called test-taking strategies. The present study explored the effect of strategy teaching- namely wash-back effect on reading section of academic IELTS on intermediate learners in Iran. Besides, learners’ attitude toward the strategy teaching was investigated as well. According to the descriptive statistics and t-test results, those learners who received strategy teaching outperformed those who had not received strategy teaching in reading section of IELTS.According to t-test results, there was a significant difference between the mean scores of the two groups since the p value was lower than .05 (p < .001.  Furthermore, the learners had positive attitudes toward receiving strategy teaching since there was a significant difference between the obtained mean score and the presupposed average because the p value was lower than .05.

Language learning strategy research and modern foreign language teaching and learning in England

OpenAIRE

Grenfell, Michael

2005-01-01

This paper addresses language learner strategy research. It arises from two sources: firstly, an individual background in research and writing about Language Learning Strategy research in the context of Modern Foreign Language Learning and Teaching in the UK over the past decades; secondly, a newly constituted British based interest group dedicated to this area of applied linguistics - UK Project on Language Learner Strategies (UKPOLLS). The aim of this SIG paper is to introduce and present t...

Near-peer teaching programme for medical students.

Science.gov (United States)

Gottlieb, Zoe; Epstein, Samantha; Richards, Jeremy

2017-06-01

Near-peer teaching (NPT) is increasingly recognised as an effective method for teaching and learning within medical education. We describe a student-as-teacher programme developed for fourth-year students (MS4s) helping to deliver the second-year Respiratory Pathophysiology course at our medical school. Twelve MS4s were paired with faculty members to co-teach one or two small group case-based sessions for second-year students (MS2s). Beforehand, MS4s attended an orientation session and workshop, reviewing skills and strategies for teaching effectively. Following each teaching session co-taught by MS4s, both MS4s and MS2s completed multiple-choice surveys evaluating the MS4's teaching skills and the experience overall. MS4s also wrote reflection essays describing their experiences. Faculty member co-teachers completed a 12-question feedback form for MS4s during the session. We received 114 post-session MS2 surveys, 13 post-session MS4 surveys and 13 post-session faculty staff evaluations. The majority of MS2s reported that MS4s enhanced their understanding of the material, and considered the quality of MS4 teaching to be 'good' or 'outstanding'. Nearly all of the MS4s enjoyed their experiences and believed that the programme improved their teaching skills. Time management was the most common challenge cited by both MS4s and faculty member co-teachers. These data demonstrate that NPT is valuable for both MS2s and MS4s: MS2s benefited from the social and cognitive congruence afforded by near-peer teachers, whereas MS4s used this experience to build and enhance their skills as educators. These results support the continued involvement of MS4s in this second-year course, as well as broadening the scope of and opportunities for student teaching at our medical school and beyond. Near-peer teaching is recognised as an effective method for teaching and learning within medical education. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Teaching Study Skills and Test-Taking Strategies to Elementary School Students.

Science.gov (United States)

Beidel, Deborah C.; Turner, Samuel M.; Taylor-Ferreira, Jill C.

1999-01-01

Presents and evaluates a pilot program to reduce test anxiety and related social-evaluative concerns. The Testbusters program teaches effective study habits, study skills, and test-taking strategies for children in grades 4 through 7. Results indicate that Testbusters decreased general levels of test anxiety and improved overall grade point…

Teaching Business Cases Online through Discussion Boards: Strategies and Best Practices

Science.gov (United States)

Rollag, Keith

2010-01-01

What are the most effective and efficient ways to teach business cases online, specifically in asynchronous electronic discussion boards? This article describes several design strategies and approaches used by instructors at Babson College to structure and facilitate online case discussions in our blended Fast Track MBA program. (Contains 3 notes,…

Near-Peer Teaching Strategy in a Large Human Anatomy Course: Perceptions of Near-Peer Instructors

Science.gov (United States)

Reyes-Hernández, Cynthia Guadalupe; Carmona Pulido, Juan Manuel; De la Garza Chapa, Roberto Isaac; Serna Vázquez, Ruth Patricia; Alcalá Briones, Ricardo Daniel; Plasencia Banda, Perla Marina; Villarreal Silva, Eliud Enrique; Jacobo Baca, Guillermo; de la Garza Castro, Oscar; Elizondo Omaña, Rodrigo Enrique; Guzmán López, Santos

2015-01-01

Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School…

Concomitant use of the matrix strategy and the mand-model procedure in teaching graphic symbol combinations.

Science.gov (United States)

Nigam, Ravi; Schlosser, Ralf W; Lloyd, Lyle L

2006-09-01

Matrix strategies employing parts of speech arranged in systematic language matrices and milieu language teaching strategies have been successfully used to teach word combining skills to children who have cognitive disabilities and some functional speech. The present study investigated the acquisition and generalized production of two-term semantic relationships in a new population using new types of symbols. Three children with cognitive disabilities and little or no functional speech were taught to combine graphic symbols. The matrix strategy and the mand-model procedure were used concomitantly as intervention procedures. A multiple probe design across sets of action-object combinations with generalization probes of untrained combinations was used to teach the production of graphic symbol combinations. Results indicated that two of the three children learned the early syntactic-semantic rule of combining action-object symbols and demonstrated generalization to untrained action-object combinations and generalization across trainers. The results and future directions for research are discussed.

Preservice Special Educators' Perceptions of Collaboration and Co-Teaching during University Fieldwork: Implications for Personnel Preparation

Science.gov (United States)

Ricci, Leila Ansari; Zetlin, Andrea; Osipova, Anna V.

2017-01-01

Special education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught…

Developing an Instrument for Teacher Feedback : Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors

NARCIS (Netherlands)

van der Lans, Rikkert; van de Grift, Wim; van Veen, Klaas

This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and

Environmental potential of the use of CO{sub 2} from alcoholic fermentation processes. The CO{sub 2}-AFP strategy

Energy Technology Data Exchange (ETDEWEB)

Alonso-Moreno, Carlos, E-mail: carlos.amoreno@uclm.es [Departamento de Química Inorgánica, Orgánica y Bioquímica, Facultad de Farmacia, Universidad de Castilla-La Mancha, Paseo de los Estudiantes, 02071 Albacete (Spain); García-Yuste, Santiago, E-mail: santiago.gyuste@uclm.es [Departamento de Química Inorgánica, Orgánica y Bioquímica, Facultad de Ciencias y Tecnologías Químicas, Universidad de Castilla-La Mancha, Campus Universitario, 13071 Ciudad Real (Spain)

2016-10-15

A novel Carbon Dioxide Utilization (CDU) approach from a relatively minor CO{sub 2} emission source, i.e., alcoholic fermentation processes (AFP), is presented. The CO{sub 2} produced as a by-product from the AFP is estimated by examining the EtOH consumed per year reported by the World Health Organization in 2014. It is proposed that the extremely pure CO{sub 2} from the AFP is captured in NaOH solutions to produce one of the Top 10 commodities in the chemical industry, Na{sub 2}CO{sub 3}, as a good example of an atomic economy process. The novel CDU strategy could yield over 30.6 Mt of Na{sub 2}CO{sub 3} in oversaturated aqueous solution on using ca. 12.7 Mt of captured CO{sub 2} and this process would consume less energy than the synthetic methodology (Solvay ammonia soda process) and would not produce low-value by-products. The quantity of Na{sub 2}CO{sub 3} obtained by this strategy could represent ca. 50% of the world Na{sub 2}CO{sub 3} production in one year. In terms of the green economy, the viability of the strategy is discussed according to the recommendations of the CO{sub 2}Chem network, and an estimation of the CO{sub 2}negative emission achieved suggests a capture of around 280.0 Mt of CO{sub 2} from now to 2020 or ca. 1.9 Gt from now to 2050. Finally, the results obtained for this new CDU proposal are discussed by considering different scenarios; the CO{sub 2} production in a typical winemaking corporation, the CO{sub 2} released in the most relevant wine-producing countries, and the use of CO{sub 2} from AFP as an alternative for the top Na{sub 2}CO{sub 3}-producing countries. - Highlights: • A new CDU strategy to mitigate the CO{sub 2} in the atmosphere is assessed. • An environmental action towards negligible emission sources such as AFP. • The waste CO{sub 2} from AFP could be converted into Na{sub 2}CO{sub 3}. • Capture 12.7 Mt yr{sup –1} of CO{sub 2} to generate ca. 1.9 Gt of CO{sub 2}negative emissions by 2050.

Marketing strategy of PepsiCo

OpenAIRE

Ploem, Matthias

2017-01-01

The comparison of PepsiCos marketing strategy in the United States of America to the one applied in the Czech Republic is being analyzed in order to provide an answer to the following question: is PepsiCo as strong in the Czech Republic as in the United States of America? In a first part, critical terms related to marketing and brand will be explained, to provide the readers with a deeper understanding related to these terms. The second part provides an analysis of PepsiCos position in the US...

Objectives, Strategies, and Ethnics in Teaching Introductory Courses in Sociology of Sport.

Science.gov (United States)

McKay, Jim; Pearson, Kent

1984-01-01

Strategies that may be useful in helping undergraduates develop a critical view of sport are presented in this article. Several ethical problems that may arise from teaching sociology of sport in a way that contradicts typical assumptions about sport are discussed. (Author/DF)

Eco-Webbing: A Teaching Strategy to Facilitate Critical Consciousness and Agency

Science.gov (United States)

Williams, Joseph M.; McMahon, H. George; Goodman, Rachael D.

2015-01-01

Eco-webbing is a teaching strategy that can be used to help counselor educators integrate a social justice focus into their courses. Preliminary data indicated increased critical consciousness and social justice agency as a result of using eco-webbing with counseling students (N = 17). The authors provide implications for counselor educators and…

Debate as a Teaching Strategy in Online Education: A Case Study

Science.gov (United States)

Park, Caroline; Kier, Cheryl; Jugdev, Kam

2011-01-01

This reflective case study was based on our independent use of the debate as an online instructional approach and our shared interest in teaching strategies. In an interdisciplinary manner, using narrative inquiry and action research, we melded our data sources and analyzed the findings, including our individual experiences with the technique. Our…

TEACHING WRITING SKILL BY USING BRAINWRITING STRATEGY

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Nina Khayatul Virdyna

2016-05-01

Full Text Available English is getting more crucial to be mastered since its important part in the world nowadays.  It is not only as a means of communication but also a means transferring knowledge, news, and technology around the world. There are four basic skills in English such as listening, speaking, reading, and writing, every students must have problem in learning and mastering those skill. But writing is the main issue to be discussed in this article.  In writing, some of the writer’s students feel difficult to determine the topic when they want to write, they are hardly to complete a writing paper because they run out of idea. In this case the students need to absorb some information to understand a word, including how to combine a word with the other words. Therefore the teacher should have a strategy to get the students understanding and overcome their problems.Teaching is about just how to encourage the learners to achieve their goals and other times it requires that we actually facilitate resources and foster experiences so students can learn, continue learning and love the process. It is an art of the teacher to know how to make the students able to create knowledge of their own. Brainstorming is one of the teaching techniques in writing that can encourage the students to think about the topic as many as possible. This technique is help the students to enrich their vocabularies then create an idea become a writing composition. By using this strategy the students will be able to improve their writing skill. Brainwriting is an alternative method to brainstorming that tries to encourage a more uniform participation within a group. Like brainstorming, it is designed to generate lots and lots of ideas in a short amount of time.

The Value of Indirect Teaching Strategies in Enhancing Student-Coaches’ Learning Engagement

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Isabel Mesquita, Patrícia Coutinho, Luciana De Martin-Silva, Bruno Parente, Mário Faria, José Afonso

2015-09-01

Full Text Available This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches’ engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality.

Developing Writing Skill of Language Students by Applying Innovative Teaching Strategy Model Based on Social and Local Wisdom Contexts

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Syarifuddin Achmad

2017-12-01

Full Text Available The aim of this study is to build up students’ writing skills through Innovation Teaching Strategy Model (ITSM. This study was conducted in Letters and Culture Faculty of Universitas Negeri Gorontalo (UNG, with the students of English and Indonesian department as the participants. The current study is based on the social culture and local wisdom context utilizing Information Computer Technology (ICT. This model supports the students to have a high level of thinking and performance in writing skills in English and Indonesian language. This study utilized Research and Development (R &D approach using Focus Group Discussion (FGD and Reflection method with the strategy of one group pre-test and post-test design. This study reaches two target achievements; firstly creating the effective innovation teaching strategy model after statistic examining through one group pre-test and post-test design, and secondly improving the students’ competencies and writing skill through learning and teaching process treatment of writing course as an effect of applying Innovation teaching strategy model application.

Self-Reported Learning from Co-Teaching Primary Science Lessons to Peers at University

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Hudson, Peter; Nykvist, Shaun; Mukherjee, Michelle

2016-01-01

Universities are challenged continuously in reviews to improve teacher education, which includes providing substantial theory-practice connections for undergraduates. This study investigated second year preservice teachers' (n = 48) self-reported learning as a result of co-teaching primary science to their peers within the university setting. From…

An Investigation of the Practice of Effective Teaching Strategies in Three Islamic Senior High Schools in South Jakarta

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Lia Aida

2016-01-01

Full Text Available Some research has argued that effective teachers significantly influence students’ performance. However, becoming effective teachers are not easy because they have to apply some strategies of effective teaching. For that reason, this paper intends to investigate whether  teachers from three Islamic Senior High Schools in South Jakarta practice effective teaching strategies. These schools have been considered good due to  the high mean score of English subject in Ujian Nasional. The framework of effective teaching follows the model developed by Creemers and Kyriakides, which relate teacher behavior in the classroom and student achievement . The framework consists of orientation, structuring, questioning, teaching modeling, applications, teacher role in making classroom a learning environment, management of time, and classroom assessment.

Perceptions of teachers on creating space for code switching as a teaching strategy in second language teaching in the Eastern Cape province, South Africa

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Sister L. Songxaba

2017-12-01

Full Text Available This research reports on the findings regarding the perceptions of teachers towards creating space for the use of code switching as a teaching strategy in Afrikaans learning and teaching in the isiXhosa-speaking environments of the Transkei region. The aim of this investigation was to establish whether or not code switching can be used as a teaching strategy. A sample of 13 teachers from 12 schools was purposefully selected. A qualitative approach was used. Interviews and semi-structured questionnaires were used for data collection. The teachers admitted that they code switch during Afrikaans classes. It also transpired that teachers perceived code switching as the best way to facilitate understanding. The recommendations postulate a gradual move from a high tolerance of code switching in the lower classes to a low tolerance thereof in higher classes.

Strategy Video Games: Some Principles for Teaching

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José Miguel Garrido Miranda

2013-04-01

Full Text Available In order to investigate the reasons that motivate students to play with strategy video games, an analysis of the observed discourse and practices of fifteen Chilean high school students during collective gaming sessions was conducted. By means of an ethno-methodological analysis, we preceded to identify and saturate emerging categories to determine the interests that impel these students to play. The findings, seen from a pedagogical perspective, suggest that the feeling of being part of a scene, solving increasingly complex situations and positively assessing the uncertainty produced by interaction with this type of environment, can become guiding elements for improving the design of teaching situations supported by the use of digital technologies in the classroom.

Adapting to Teach Climate Literacy

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Wilkening, B.; Schwartz, K. L.

2017-12-01

Adaptation is a key strategy to deal with the effects of climate change, and it can also be a key strategy in teaching climate literacy. Adapting curriculum to include utilizing new instructional practices, modifying existing lessons, evaluating evidence and engaging students in real-world projects are strategies employed in Recharge the Rain. Arizona Project WET and Watershed Management Group developed the Recharge the Rain project, through a NOAA Environmental Literacy Grant, to build community resiliency to hazards associated with increased temperatures, drought and flooding in Arizona. Sixth through twelfth grade teachers, students and the public will move through a continuum from awareness, to knowledge gain, to conceptual understanding, to action. During the first year of the project, through professional development and ongoing guidance, teachers developed a climate literacy curriculum to use in their classrooms. Using systems thinking language and structure from the Cabrera Research Labs, teachers and students gain the thinking tools necessary to increase understanding of Earth's climate system. Lessons and resources for teaching about climate change are abundant and many, such as those on the Climate Literacy Education Awareness Network (CLEAN), have gone through an extensive review process. By cataloguing online resources and sharing these with teachers through a social bookmarking tool, wakelet.com, teachers are easily able to find appropriate teaching material. Engaging students in evaluating evidence requires the data to be relevant to their everyday lives. Online data resources are readily available from NOAA and other sources at both the global and local levels. When teachers, students and the public contribute to the data collection process in citizen science projects such as CoCoRaHS, iSeeChange, and USA National Phenology Network, the data empowers them to act in ways to mitigate the climate threats in their community. Adapting to teach climate

Channels of Vision and the Poetics of Drawing: Strategies for Teaching

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Riley, Howard

2014-01-01

This article introduces a novel approach to pedagogy within an art school in the UK HE sector, based upon a synthesis of perception theory and communication theory. It is argued that art students' drawing is empowered by strategies of teaching informed by aspects of James J. Gibson's ecological approach to visual perception relevant to an…

Methods for Accounting for Co-Teaching in Value-Added Models. Working Paper

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Hock, Heinrich; Isenberg, Eric

2012-01-01

Isolating the effect of a given teacher on student achievement (value-added modeling) is complicated when the student is taught the same subject by more than one teacher. We consider three methods, which we call the Partial Credit Method, Teacher Team Method, and Full Roster Method, for estimating teacher effects in the presence of co-teaching.…

Professional Parity Between Co-Teachers in Secondary Science and Math As Influenced By Administrative Support

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Nordh, Camilla S.

2011-12-01

offer an important foundation on which to develop further research addressing administrative support for co-teaching. Further research in areas such as accountability in the co-taught classroom, the marketing and delivery of professional development initiatives targeting co-teaching, general education teachers' pre-service training in special education services and strategies, as well as administrative factors influencing co-teaching assignments is needed as a part of continued efforts to maximize professional efficacy.

The impact of constructivist teaching strategies on the acquisition of higher order cognition and learning

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Merrill, Alison Saricks

The purpose of this quasi-experimental quantitative mixed design study was to compare the effectiveness of brain-based teaching strategies versus a traditional lecture format in the acquisition of higher order cognition as determined by test scores. A second purpose was to elicit student feedback about the two teaching approaches. The design was a 2 x 2 x 2 factorial design study with repeated measures on the last factor. The independent variables were type of student, teaching method, and a within group change over time. Dependent variables were a between group comparison of pre-test, post-test gain scores and a within and between group comparison of course examination scores. A convenience sample of students enrolled in medical-surgical nursing was used. One group (n=36) was made up of traditional students and the other group (n=36) consisted of second-degree students. Four learning units were included in this study. Pre- and post-tests were given on the first two units. Course examinations scores from all four units were compared. In one cohort two of the units were taught via lecture format and two using constructivist activities. These methods were reversed for the other cohort. The conceptual basis for this study derives from neuroscience and cognitive psychology. Learning is defined as the growth of new dendrites. Cognitive psychologists view learning as a constructive activity in which new knowledge is built on an internal foundation of existing knowledge. Constructivist teaching strategies are designed to stimulate the brain's natural learning ability. There was a statistically significant difference based on type of teaching strategy (t = -2.078, df = 270, p = .039, d = .25)) with higher mean scores on the examinations covering brain-based learning units. There was no statistical significance based on type of student. Qualitative data collection was conducted in an on-line forum at the end of the semester. Students had overall positive responses about the

Teaching Reading Strategies and Resources for Grades K-6

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McCormack, Rachel L

2009-01-01

Elementary teachers of reading have one essential goal—to prepare diverse children to be independent, strategic readers in real life. This innovative text helps preservice and inservice teachers achieve this goal by providing knowledge and research-based strategies for teaching phonemic awareness, phonics, fluency, vocabulary, all aspects of comprehension, and writing in response to literature. Special features include sample lessons and photographs of literacy-rich classrooms. Uniquely interactive, the text is complete with pencil-and-paper exercises and reproducibles that facilitate learning

Implementation of Peer Tutoring Strategies in Teaching Students with ADHD: Teachers' Attitudes in Saudi Education

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Abaoud, Abdulrahman A.

2016-01-01

This study aimed to measured teachers' attitudes toward implementation of peer tutoring strategies in teaching students with ADHD in Saudi Arabia. The study moreover examined the relationship between teachers' attitudes of implementation of peer tutoring strategies and variables of demographic characteristics. Five hundred thirty eight teachers…

Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

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Rahayu, D. V.; Kusumah, Y. S.; Darhim

2018-05-01

This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.

The Use of Humor as a Teaching Strategy in Nursing Education

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Lukehart, Dennis E.

2009-01-01

The purpose of this research study was to determine the use of humor as a teaching strategy among a sample of nurse educators employed by community colleges and universities in Northern and Central California nursing programs. The study also identified the types of humor used, how humor is used in the classroom, and nurse educators' perceptions of…

An Improved Harmony Search Based on Teaching-Learning Strategy for Unconstrained Optimization Problems

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Shouheng Tuo

2013-01-01

Full Text Available Harmony search (HS algorithm is an emerging population-based metaheuristic algorithm, which is inspired by the music improvisation process. The HS method has been developed rapidly and applied widely during the past decade. In this paper, an improved global harmony search algorithm, named harmony search based on teaching-learning (HSTL, is presented for high dimension complex optimization problems. In HSTL algorithm, four strategies (harmony memory consideration, teaching-learning strategy, local pitch adjusting, and random mutation are employed to maintain the proper balance between convergence and population diversity, and dynamic strategy is adopted to change the parameters. The proposed HSTL algorithm is investigated and compared with three other state-of-the-art HS optimization algorithms. Furthermore, to demonstrate the robustness and convergence, the success rate and convergence analysis is also studied. The experimental results of 31 complex benchmark functions demonstrate that the HSTL method has strong convergence and robustness and has better balance capacity of space exploration and local exploitation on high dimension complex optimization problems.

Teaching Strategies for Significant Development of Reading of Learners Understanding in Primary Education

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María Edixa Araujo Riveros

2017-02-01

Full Text Available This article aims to propose a manual significant for the development of reading comprehension in students of Educational Unit The Batatal located in the parish Marcelino Briceño, municipality Baralt, Zulia state teaching strategies. To do this, it is based theoretically on the contributions of authors like Campos (2011 Camilloni (2012, Castedo (2011, Ortiz (2012, among others. Methodologically, it developed following the modality of feasible project, which was applied to a population of 24 teachers from the selected institution. survey the survey with a structured according Likert scale questionnaire type instrument, and twenty-four items was used as a technique. The validity was obtained through expert judgment, the reliability of =, 9216 was calculated using Cronbach's alpha coefficient. The results led to the conclusion that teachers had weaknesses related to the implementation of teaching strategies that will enable the development of reading comprehension in students by providing input for the design of the proposed manual. It is recommended to use different strategies for different levels of reading comprehension in accordance with the development achieved by their students.

Teaching Baroreflex Physiology to Medical Students: A Comparison of Quiz-Based and Conventional Teaching Strategies in a Laboratory Exercise

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Berg, Ronan M. G.; Plovsing, Ronni R.; Damgaard, Morten

2012-01-01

Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with…

Controller Strategies for Automation Tool Use under Varying Levels of Trajectory Prediction Uncertainty

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Morey, Susan; Prevot, Thomas; Mercer, Joey; Martin, Lynne; Bienert, Nancy; Cabrall, Christopher; Hunt, Sarah; Homola, Jeffrey; Kraut, Joshua

2013-01-01

A human-in-the-loop simulation was conducted to examine the effects of varying levels of trajectory prediction uncertainty on air traffic controller workload and performance, as well as how strategies and the use of decision support tools change in response. This paper focuses on the strategies employed by two controllers from separate teams who worked in parallel but independently under identical conditions (airspace, arrival traffic, tools) with the goal of ensuring schedule conformance and safe separation for a dense arrival flow in en route airspace. Despite differences in strategy and methods, both controllers achieved high levels of schedule conformance and safe separation. Overall, results show that trajectory uncertainties introduced by wind and aircraft performance prediction errors do not affect the controllers' ability to manage traffic. Controller strategies were fairly robust to changes in error, though strategies were affected by the amount of delay to absorb (scheduled time of arrival minus estimated time of arrival). Using the results and observations, this paper proposes an ability to dynamically customize the display of information including delay time based on observed error to better accommodate different strategies and objectives.

Perceptions of Co-Teaching in the Clinical Experience: How Well Is It Working?

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Kinne, Lenore J.; Ryan, Carol; Faulkner, Shawn A.

2016-01-01

This study examined the perceptions of teacher candidates, cooperating teachers, and university supervisors in the first year of state-mandated co-teaching in the clinical experience. Study results suggest the need (a) to emphasize the importance of the teacher candidate exerting leadership, (b) to develop and communicate specific criteria for…

Human Rights Education: A Pedagogical and Didactic (Teaching Strategy Focused in a Controversial Perspective

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Abraham Magendzo-Kolstrein

2015-09-01

Full Text Available The purpose of this article, which can be envision as an essay, is to present a pedagogical-didactic strategy for human rights education focusing on the controversy. Advancements and setbacks faced by human rights education in Latin America are exposed in order to support this strategy. Therefore, it indicates that education has denied the conflict and explains the need for its inclusion under the idea of ‘controversial issue’. Additionally, the existence of conflicts in the interpretation, violation and/or respect for human rights is pointed out. The principal tensions that cross human rights are displayed. Based on the above, the need to support the existence of a human rights education focusing on the conflict and central components of its teaching strategy are described, and it ends by referring to its didactic approach and the role which should be assumed by faculty when teaching human rights including the conflict.

Teaching Design in Middle-School: Instructors' Concerns and Scaffolding Strategies

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Bamberger, Yael M.; Cahill, Clara S.

2013-04-01

This study deals with engineering education in the middle-school level. Its focus is instructors' concerns in teaching design, as well as scaffolding strategies that can help teachers deal with these concerns. Through participatory action research, nine instructors engaged in a process of development and instruction of a curriculum about energy along with engineering design. A 50-h curriculum was piloted during a summer camp for 38 middle-school students. Data was collected through instructors' materials: observation field notes, daily reflections and post-camp discussions. In addition, students' artifacts and planning graphical models were collected in order to explore how instructors' concerns were aligned with students' learning. Findings indicate three main tensions that reflect instructors' main concerns: how to provide sufficient scaffolding yet encourage creativity, how to scaffold hands-on experiences that promote mindful planning, and how to scaffold students' modeling practices. Pedagogical strategies for teaching design that developed through this work are described, as well as the ways they address the National Research Council (A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press, Washington, DC, 2011) core ideas of engineering education and the International Technological Literacy standards (ITEA in Standards for technological literacy, 3rd edn. International Technology education Association, Reston, VA, 2007).

Teacher Training and Student Learning Outcomes in Family and Consumer Sciences: A Mentoring and Co-teaching Case Study

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Melodie Davis-Bundrage

2016-02-01

Full Text Available This qualitative study is a mentoring and co-teaching case study of a fashion merchandising course. It seeks to understand the impact of cross-disciplinary coteaching on student learning and instructor training by utilizing the Collaborative Responsive Educational Mentoring Model (CREMM. The course documented in the study was taught as a cross-disciplinary effort to incorporate career, business, technical, cultural, and theoretical information. It was found that a formalized mentoring program, coupled with a co-teaching experience involving a professor and a graduate student in Family and Consumer Sciences (FACS can effectively enhance educational learning outcomes. The study exemplifies how educators in FACS may benefit from utilizing CREMM to structure cross-disciplinary courses, manage time, and apply different teaching methods to best serve student needs.

NEW CO-EVOLUTION STRATEGIES OF THIRD MILLENNIUM; METHODOLOGICAL ASPECT

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E. K. Bulygo

2006-01-01

Full Text Available The paper is devoted to an application of the co-evolution methodology to the social space. Principles of instability and non-linearity that are typical for contemporary natural science are used as a theoretical background of a new social methodology. Authors try to prove that the co-evolution strategy has a long pre-history in the ancient oriental philosophy and manifests itself in forms of modem culture

Design, implementation and evaluation of innovative science teaching strategies for non-formal learning in a natural history museum

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Çil, Emine; Maccario, Nihal; Yanmaz, Durmuş

2016-09-01

Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning.

An Examination of Teachers' Perceptions and Practice when Teaching Large and Reduced-Size Classes: Do Teachers Really Teach Them in the Same Way?

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Harfitt, Gary James

2012-01-01

Class size research suggests that teachers do not vary their teaching strategies when moving from large to smaller classes. This study draws on interviews and classroom observations of three experienced English language teachers working with large and reduced-size classes in Hong Kong secondary schools. Findings from the study point to subtle…

[Approaches to medical training among physicians who teach; analysis of two different educational strategies].

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Loría-Castellanos, Jorge; Rivera-lbarra, Doris Beatriz; Márquez-Avila, Guadalupe

2009-01-01

Compare the outreach of a promotional educational strategy that focuses on active participation and compare it with a more traditional approach to medical training. A quasi-experimental design was approved by the research committee. We compared the outreach of two different approaches to medical training. We administered a validated instrument that included 72 items that analyze statements used to measure educational tasks in the form of duplets through 3 indicators. A group that included seven physicians that were actively participating in teaching activities was stratified according to teaching approaches. One of the approaches was a traditional one and the other included a promotional strategy aimed at increasing participation. All participants signed informed consent before answering the research instruments. Statistical analysis was done using non-parametric tests. Mann-Whitney results did not show differences among the group in the preliminary analysis. A second analysis with the same test after the interventions found significant differences (p d" 0.018) in favor of those subjects that had participated in the promotional approach mainly in the indicator measuring "consequence". The Wilcoxon test showed that all participants in the promotional approach increased significantly (pd" 0.018) in 3 main indicators as compared with the control group. A promotional strategy aimed at increasing physician participation constitutes a more profitable approach when compared with traditional teaching methods.

Collaborative work as a didactic strategy for teaching/learning programming: a systematic literature review

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Oscar Revelo-Sanchez

2018-01-01

Full Text Available The incorporation of Collaborative Work into programming courses has been identified as a potential strategy that could maximize student participation and have a positive impact on learning. In the consulted sources, no study has been found to collect and analyze the results of research on this subject using a systematic method. To try to fill this gap, a systematic literature review was conducted with the aim of summarizing the studies on the use of Collaborative Work as a didactic strategy for teaching/learning programming. Initially, through a search in four (4 databases of scientific publications, 95 studies published in the last five (5 years were obtained. After careful analysis of each one of them, only 40 were found to meet the review requirements. This analysis resulted in the synthesis of eleven (11 Collaborative Learning Techniques (CLT that implement such strategy. Subsequently, they were grouped into 19 common names of strategies found in the documents, i.e. the collaborative strategies or techniques associated with each study. The review also showed a significant amount of contributions from the research community that constitute an important basis for future work. This demonstrates that Collaborative Work is increasingly consolidated as a valid and relevant didactic strategy, not only in programming teaching/learning, but also in other areas of knowledge including computer science.

The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

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Alshalaan, Nasser A.

Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

Pedagogical Strategies for Teaching Literacy to ESL Immigrant Students: A Meta-Analysis

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Adesope, Olusola O.; Lavin, Tracy; Thompson, Terri; Ungerleider, Charles

2011-01-01

Background: Many countries rely on immigrants for population growth and to maintain a skilled workforce. However, many such immigrants face literacy-related barriers to success in education and in the labour force. Aims: This meta-analysis reviews experimental and quasi-experimental studies to examine strategies for teaching English literacy to…

Effective teaching and feedback strategies in the or and beyond.

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Champagne, Bradley J

2013-12-01

Maintaining a standard of excellence for graduating surgical residents requires a comprehensive and consistent approach to surgical education. The omnipresent and increasing barriers to education must also be recognized and addressed. The implementation of effective teaching strategies is largely dependent on the resources available at each institution and the vision of education. Unfortunately, allocating time for surgeons to teach both inside and outside the operating room has become a foreign concept to administration. Furthermore, the reduction in case numbers performed by trainees now demands "quality over quantity" to ensure success. Quality teaching moments will only be realized when emphasis is placed on preparation, useful instruction during the procedure, and postoperative feedback. Ideal preparation entails a detailed discussion between the trainee and surgeon about the specific learning goals for the case. During the procedure, the faculty surgeon must strive to maximize the experience through effective communication while performing an efficient and safe operation. Numerous validated objective assessment tools exist for postprocedure evaluation but are grossly underutilized. Surgical education must thoughtfully be approached with the same fervor and detail as patient care. As faculty, it is our responsibility to train the next generation of surgeons and therefore "every case must count."

Re-evaluation of 60Co treatment facility of Korle-Bu Teaching Hospital

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Adu, S.

2008-06-01

The radiological protection assessment based on the shielding of the Co-60 Radiotherapy facility at the Korle Bu Teaching Hospital after the source replacement has been carried out. The results indicate that the concrete biological shield is adequate to attenuate the gamma photons from the new 222 TBq Co-60 source in use. The dose rates at critical locations of the public access area are within the recommended dose rate limit of O.5J..1Sv/h and 7.5J..1Sv/h for public and staff respectively. Thus the shielding has not deteriorated and still provides adequate protection for members of the public and the operating staff (au).

Teaching Co-Design Games in Five Weeks

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Brandt, Eva; Kjærgård, Sarasiff; Risak Schou, Gudrun

2011-01-01

This paper is about educating designers as codesigners and reflective practitioners. It is argued that an important goal in design pedagogy is learning the students’ strategies and tools for how to involve various stakeholders in designing, and how to deal with uncertainty and open design agendas....... It is important in order to prepare students for a career as designers. The paper reports from an intense five weeks course about developing and using design games as a frame for design-oriented collaborations with people outside the core design team. Co-design is about making room for people with diverse...... interests, roles and responsibilities in rehearsing the future. Using the game metaphor to stage and engage everyone is a valuable format for collaborative inquiry and co-creating future visions – in other words exploring diversity and creating unity about values and goals. The professional designer...

Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors

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van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, K.

2018-01-01

This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may…

Strategies for Integrating Peace Education into Social Studies ...

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The findings also identified co-curricular and instructional strategies for use in teaching the identified peace education concepts. It was recommended that the identified peace education concepts could be added to the Social Studies curriculum and the thematic approach should be used in restructuring the Social Studies ...

The Impact of Teaching Communication Strategies on EFL Learners' Willingness to Communicate

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Mesgarshahr, Abulfazl; Abdollahzadeh, Esmaeel

2014-01-01

One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners' WTC. To this end, 8 intact classes were…

Strategies for satellite-based monitoring of CO2 from distributed area and point sources

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Schwandner, Florian M.; Miller, Charles E.; Duren, Riley M.; Natraj, Vijay; Eldering, Annmarie; Gunson, Michael R.; Crisp, David

2014-05-01

Atmospheric CO2 budgets are controlled by the strengths, as well as the spatial and temporal variabilities of CO2 sources and sinks. Natural CO2 sources and sinks are dominated by the vast areas of the oceans and the terrestrial biosphere. In contrast, anthropogenic and geogenic CO2 sources are dominated by distributed area and point sources, which may constitute as much as 70% of anthropogenic (e.g., Duren & Miller, 2012), and over 80% of geogenic emissions (Burton et al., 2013). Comprehensive assessments of CO2 budgets necessitate robust and highly accurate satellite remote sensing strategies that address the competing and often conflicting requirements for sampling over disparate space and time scales. Spatial variability: The spatial distribution of anthropogenic sources is dominated by patterns of production, storage, transport and use. In contrast, geogenic variability is almost entirely controlled by endogenic geological processes, except where surface gas permeability is modulated by soil moisture. Satellite remote sensing solutions will thus have to vary greatly in spatial coverage and resolution to address distributed area sources and point sources alike. Temporal variability: While biogenic sources are dominated by diurnal and seasonal patterns, anthropogenic sources fluctuate over a greater variety of time scales from diurnal, weekly and seasonal cycles, driven by both economic and climatic factors. Geogenic sources typically vary in time scales of days to months (geogenic sources sensu stricto are not fossil fuels but volcanoes, hydrothermal and metamorphic sources). Current ground-based monitoring networks for anthropogenic and geogenic sources record data on minute- to weekly temporal scales. Satellite remote sensing solutions would have to capture temporal variability through revisit frequency or point-and-stare strategies. Space-based remote sensing offers the potential of global coverage by a single sensor. However, no single combination of orbit

Ethical implications of co-benefits rationale within climate change mitigation strategy

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Rita Vasconcellos Oliveira

2016-10-01

Full Text Available Climate change mitigation effort is being translated into several actions and discourses that make collateral benefits and their rationale increasingly relevant for sustainability, in such a way that they are now a constant part of the political agenda. Taking a border and consensual perspective, co-benefits are considered here to be emerging advantages of the implementation of measures regarding the lowering of greenhouse gases.Departing from the analysis of policy documents referring to two European urban transportation strategies, the emergent co-benefits are problematized and discussed to better understand their moral aspect. Further ethical reflection is conducted after an analysis of some unintended consequences of co-benefits rationale coming from the mentioned examples. The focus is primarily on the challenges of an integrative moral justification for co-benefits and also for their role in the climate change mitigation effort. We also discuss the limitations of the current normative models that frame co-benefits rationale, from a moral viewpoint and in relation to the overall climate change mitigation strategy.In this article, we propose the concepts of well-being and freedom, as portrayed by Capabilities Approach, as possible guiding notions for the moral and social evaluation of goodness of these emergent benefits and their rationale too. Additionally, some preliminary conclusions are drawn regarding the potential of the presented concepts to favour the climate change mitigation action. Finally, a scenario is drawn where Capabilities Approach is the moral guideline for co-benefits rationale showing this way its potential in terms of enhancing climate change mitigation strategy.

Agricultural Extension Agents' Perceptions of Effective Teaching Strategies for Adult Learners in the Master Beef Producer Program

Science.gov (United States)

Strong, Robert; Harder, Amy; Carter, Hannah

2010-01-01

The purpose of the study reported here was to explore and describe how Extension agents selected teaching strategies for adult audiences. Andragogy is hypotheses concerning the attributes of adult learners (Knowles, Swanson, & Holton III, 2005). Extension agents responsible for teaching the Master Beef Producer (MBP) program were purposively…

Application of optimal control strategies to HIV-malaria co-infection dynamics

Science.gov (United States)

Fatmawati; Windarto; Hanif, Lathifah

2018-03-01

This paper presents a mathematical model of HIV and malaria co-infection transmission dynamics. Optimal control strategies such as malaria preventive, anti-malaria and antiretroviral (ARV) treatments are considered into the model to reduce the co-infection. First, we studied the existence and stability of equilibria of the presented model without control variables. The model has four equilibria, namely the disease-free equilibrium, the HIV endemic equilibrium, the malaria endemic equilibrium, and the co-infection equilibrium. We also obtain two basic reproduction ratios corresponding to the diseases. It was found that the disease-free equilibrium is locally asymptotically stable whenever their respective basic reproduction numbers are less than one. We also conducted a sensitivity analysis to determine the dominant factor controlling the transmission. sic reproduction numbers are less than one. We also conducted a sensitivity analysis to determine the dominant factor controlling the transmission. Then, the optimal control theory for the model was derived analytically by using Pontryagin Maximum Principle. Numerical simulations of the optimal control strategies are also performed to illustrate the results. From the numerical results, we conclude that the best strategy is to combine the malaria prevention and ARV treatments in order to reduce malaria and HIV co-infection populations.

Applying the CREAM Strategy for Coaching Teaching Practices

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Marine Milad

2017-03-01

Full Text Available Monitoring and evaluating staff tutors necessitates constant follow-up to ensure that they are in line with the University’s mission and vision. This has raised a fundamental educational question: how to coach rather than monitor the tutors. To answer this question, Cottrell’s (2008 CREAM (Creative, Reflective, Effective, Active, Motivated strategy was applied to coach these tutors following the GROW Model (Goal, Reality, Options, Will way forward as a framework for structuring both team and individual coaching sessions. Cottrell’s strategy was initially developed for enhancing the learner’s self-directed/autonomous learning. For the purpose of this implementation, the researchers applied the CREAM strategy as a self-assessment and observation tool. Being pragmatic leaders, they conducted three team coaching sessions and one-to-one individual sessions throughout the academic semester following the GROW Model to: establish SMART Goals, examine the current Reality, explore possible Options/Obstacles, and establish the Will. A checklist was developed to measure the staff tutors’ self-assessment of their Creative, Reflective, Effective, Active, and Motivated teaching practices and the same checklist was used by the head of the program as an observation checklist to evaluate these practices. The two tools were statistically analysed and a correlation was found.

Information Specialist and ICT Lecturer Co-Teach an Online Course: A New Way and What Students Think About It

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Kaisa Puttonen

2014-07-01

Full Text Available The purpose of this paper is to share a multidisciplinary approach to teaching information literacy (IL in Laurea University of Applied Sciences in Finland. The paper describes a practical case about the execution of a course ‘Information management and communication’. It focuses on how the information specialist and ICT lecturer collaborate from the planning stage of the course to the evaluation phase, and how the implementation is evaluated. The course combines asynchronous learning in an online learning environment and synchronous online real time co-teaching in a virtual classroom. The described course is the first one the distance learning students attend as they complete their Bachelor’s degree online. The overall objective of the implementation of the presented course was to ensure that students achieve basic computer and IL skills for further studies. Other important objectives were enhancing online socialization, creating a sense of belonging together as a group, building confidence in studying online and using the library’s web services. The objectives were reached with co-teaching and interactive tools during online lessons. Laurea Library has experience from co-teaching with lecturers, and this practical case shows how multidisciplinary collaboration, which benefits all involved, can also be carried out in online learning environments.

Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program

Science.gov (United States)

DiGiacomo, Pat

2017-01-01

A recurring theme in the literature is that simulation is a positive teaching strategy when compared to other methods of instruction and produces positive student outcomes (Jefferies, 2016). Simulation provides educators a way to reproduce a clinical teaching experience in a safe, supportive learning environment. The purpose of this quantitative…

The Practice of Information Processing Model in the Teaching of Cognitive Strategies

Science.gov (United States)

Ozel, Ali

2009-01-01

In this research, the differentiation condition of teaching the learning strategies depending on the time which the first grade of primary school teachers carried out to form an information-process skeleton on student is tried to be found out. This process including the efforts of 260 teachers in this direction consists of whether the adequate…

Teaching and Learning Simplification Strategies in a Philippine Classroom: A Pilot Study.

Science.gov (United States)

Sibayan, Bonifacio P.; And Others

This paper discusses the use of English as the main language of instruction in higher education in many developing nations, and reports on a pilot study of learning and teaching strategies used in Filipino- and English-language classrooms at De La Salle University in Manila, The Philippines. The study examined the "teacher talk" and…

Dominant supply chain co-ordination strategies in the Dutch aerospace industry

NARCIS (Netherlands)

Voordijk, Johannes T.; Meijboom, Bert

2005-01-01

Purpose – Firms in the aerospace industry face considerable pressure to improve co-ordination in their supply chains. The major question of the present study is what supply chain co-ordination strategies are dominant in the Dutch aerospace industry given the market environment of this industry?

Economic Difficulty and Coping Strategies of Low Income Faculty Members as Related to their Teaching Performance

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Ronaldo F. Frufonga

2015-11-01

Full Text Available This study ascertained the relationship between difficulties and coping strategies as related to teaching performance of West Visayas State University-Janiuay Campus (WVSU-JC faculty for the School Year 2014-2015. The survey-correlational method was used with teaching performance as dependent variables, experienced economic difficulties as the independent variable, and coping strategy as moderator variable. The participants in the study were the 52 faculty who were selected through purposive sampling. Data were gathered through a researcher-made questionnaire-checklist and Faculty Performance Evaluation System. The statistical tools used were frequency count, rank, mean, standard deviation, and Pearson's Product-Moment Coefficient of Correlation. All statistical computations were availed of through the Statistical Package for the Social Sciences (SPSS software. Results revealed that the top economic difficulty experienced by faculty was limited cash. The topmost coping strategy employed by faculty was buying only basic foods or things for household. The faculty also experienced economic difficulty to a “moderate extent.” Nevertheless, the performance of the faculty was found to be “outstanding.” Teachers were affected by such financial crisis. However, despite their experienced economic difficulties, as major agents for change, they performed their best for the improvement of quality education. No significant relationships existed between coping strategies and teaching performance of faculty.

The Teaching of English Idioms in Kenyan Secondary Schools: Difficulties and Effective Strategies

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Moses Gatambuki Gathigia

2016-04-01

Full Text Available The acquisition of idiomatic expressions is one of the primary challenges to learners of English as a Second Language (ESL in multilingual contexts such as Kenya; yet, the learners are expected to use these expressions in their writing. The study on which this paper is based sought to assess the teaching of English idiomatic expressions in Kenyan secondary schools with a view to establishing the challenges teachers face in teaching the expressions and, thereafter, proposing effective strategies that can be applied for effective teaching of English idioms to ESL speakers.  Ten teachers of English from both rural and urban secondary schools in Kenya were interviewed to find out the actual practices in their classrooms, the difficulties they face, and the effective strategies they employ for successful teaching of English idioms. The data collected were qualitatively analyzed. First, the study notes that it is possible to infer semantic relations between the literal sense of individual parts of an idiom and its meaning when interpreting compositional idioms. Second, there is incongruity between form and meaning when dealing with non compositional idioms since their semantic interpretation cannot be retrieved by means of their constituent parts. The study concludes that an understanding of the etymology of idioms can improve the comprehension and retention of idioms. The study recommends that idioms should be taught effectively in schools because the acquisition of idioms by learners will be an important indicator of their mastery of the English language. Keywords: Idiomatic expressions, semantic relations, compositional idioms, non compositional idioms

Using Media Articles about Company Strategies to Teach Economics to MBA Students

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Ghosh, Indranil K.

2012-01-01

In this paper, the author expands on the idea of using up-to-date examples to teach applications of economic concepts. In the MBA Managerial Economics class, the author use profiles of two companies' decision-making strategies and their successes to show the applications of economic concepts used by the companies. This provides an even clearer…

Effects of a Cooperative Learning Strategy on the Effectiveness of Physical Fitness Teaching and Constraining Factors

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Tsui-Er Lee

2014-01-01

Full Text Available The effects of cooperative learning and traditional learning on the effectiveness and constraining factors of physical fitness teaching under various teaching conditions were studied. Sixty female students in Grades 7–8 were sampled to evaluate their learning of health and physical education (PE according to the curriculum for Grades 1–9 in Taiwan. The data were quantitatively and qualitatively collected and analyzed. The overall physical fitness of the cooperative learning group exhibited substantial progress between the pretest and posttest, in which the differences in the sit-and-reach and bent-knee sit-up exercises achieved statistical significance. The performance of the cooperative learning group in the bent-knee sit-up and 800 m running exercises far exceeded that of the traditional learning group. Our qualitative data indicated that the number of people grouped before a cooperative learning session, effective administrative support, comprehensive teaching preparation, media reinforcement, constant feedback and introspection regarding cooperative learning strategies, and heterogeneous grouping are constraining factors for teaching PE by using cooperative learning strategies. Cooperative learning is considered an effective route for attaining physical fitness among students. PE teachers should consider providing extrinsic motivation for developing learning effectiveness.

Effective Teaching Strategies: Case Studies from the Alphabetic Braille and Contracted Braille Study

Science.gov (United States)

Barclay, Lizbeth; Herlich, Stephanie A.; Sacks, Sharon Zell

2010-01-01

This article discusses some of the qualitative data that were documented during the Alphabetic Braille and Contracted Braille Study. Two case studies of students are described, highlighting many effective teaching strategies used by their teachers of students with visual impairments that resulted in the students' successful academic progress.…

Design, Implementation and Evaluation of Innovative Science Teaching Strategies for Non-Formal Learning in a Natural History Museum

Science.gov (United States)

Çil, Emine; Maccario, Nihal; Yanmaz, Durmus

2016-01-01

Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning. Purpose: This study aimed to design and implement innovative teaching…

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

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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.

Gas Exchange Characteristics in Tectona grandis L. Clones under Varying Concentrations of CO2 Levels

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S. Saravanan

2014-08-01

Full Text Available The Institute of Forest Genetics and Tree Breeding, Coimbatore, India functioning under the Indian Council of Forestry Research and Education, Dehara Dun, has a long term systematic tree improvement program for Tectona grandis aimed to enhancing productivity and screening of clones for site specific. In the process, twenty clones of T. grandis L. were studied for the physiological parameters and water use efficiency with reference to the elevated CO2 levels. CO2 enrichment studies in special chambers help in understanding the changes at individual level, and also at physiological, biochemical and genetic level. It also provides valuable information for establishing plantations at different geographic locations. Considerable variations were observed when the selected 20 clones of T. grandis were subjected to physiological studies under elevated CO2 conditions (600 and 900 mol mol-1. Eight clones exhibited superior growth coupled with favorable physiological characteristics including high photosynthetic rate, carboxylation and water use efficiency under elevated CO2 levels. Clones with minimal variation in physiological characteristics under elevated levels of CO2 suggest their ability to overcome physiological stresses and adapt to varying climatic conditions.

LEARNING TO ‘CUT THE BREAD EVENLY’– TEACHING CONFLICT MANAGEMENT AND NEGOTIATION STRATEGIES

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Yolanda-Mirela CATELLY

2013-11-01

Full Text Available The paper focuses on an approach to the teaching of a soft skills category, viz. conflict management and negotiation strategies, covering a range of bridge-building abilities, by means of a CLIL instructional pattern, meant to help technical university graduates to successfully perform as engineers in the sphere of business/industry in the ever changing world context of our century. A presentation of the proposed module is provided, together with the pedagogic rationale underlying designing/teaching it. The piloting stage main conclusions are included, with a view to initiating further optimization.

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students’ Ability to Read Research Articles

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Lacum, Edwin B. Van; Goedhart, Martin J.

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. PMID:26086657

Near-peer teaching strategy in a large human anatomy course: perceptions of near-peer instructors.

Science.gov (United States)

Reyes-Hernández, Cynthia Guadalupe; Carmona Pulido, Juan Manuel; De la Garza Chapa, Roberto Isaac; Serna Vázquez, Ruth Patricia; Alcalá Briones, Ricardo Daniel; Plasencia Banda, Perla Marina; Villarreal Silva, Eliud Enrique; Jacobo Baca, Guillermo; de la Garza Castro, Oscar; Elizondo Omaña, Rodrigo Enrique; Guzmán López, Santos

2015-01-01

Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School of Medicine, Autonomous University of Nuevo Leon in Monterrey, Mexico. Modules included: Theory, Clinical Hour, Imaging Anatomy, and Laboratory. The aim of this study was to assess instructor participants' perceptions on the benefits of the NPT strategy in the anatomy classroom. A survey was administered to anatomy course instructors who utilized NPT strategies during winter, fall, and spring semesters of the 2012-2013 school year. A total of 120 instructors were enrolled in the study. There were different perceptions of instructors' roles. Theory and Imaging Anatomy instructors considered themselves to be information providers and resource developers, whereas Clinical Hour and Laboratory instructors saw themselves more as facilitators, role models, and planners. All instructors' opinions on the benefits of NPT were positive. Thus, in this article, the authors find NPT to be a strategy that promotes self-learning, a vital skill. © 2014 American Association of Anatomists.

CO2 emission from China's energy sector and strategy for its control

International Nuclear Information System (INIS)

He, Jiankun; Deng, Jing; Su, Mingshan

2010-01-01

This paper identifies the main features of CO 2 emission from fossil energy combustion in China. Then it estimates China's future energy requirements and projects its CO 2 emission from 2010 to 2020 based on the scenario analysis approach. China's rate of carbon productivity growth is estimated to be 5.4% in the period 2005-2020, while the CO 2 intensity of GDP will reduce by about 50% but CO 2 emission in 2020 will still be about 40% higher than prevailing in 2005 because of rapid growth of GDP. This estimation is based on the assumption that China will implement a sustainable development strategy in consideration of climate change issues. The main objectives of the strategy are to implement an 'energy conservation first' strategy, to develop renewable energy and advanced nuclear technology actively, to readjust the country's economic structure, and to formulate and legislate laws and regulations, and to build institutions for energy conservation and development of renewable energy. It concludes that international measures to mitigate CO 2 emission will limit world fossil fuel consumption. China is not placed to replicate the modernization model adopted by developed countries and has to coordinate economic development and carbon dioxide emission control while still in the process of industrialization and modernization. China has to evolve a low carbon industrialization model. This is the key to the success of sustainable development initiatives in China.

A dynamic leaf gas-exchange strategy is conserved in woody plants under changing ambient CO2: evidence from carbon isotope discrimination in paleo and CO2 enrichment studies

Science.gov (United States)

Voelker, Steven L.; Brooks, J. Renée; Meinzer, Frederick C.; Anderson, Rebecca D.; Bader, Martin K.-F.; Battipaglia, Giovanna; Becklin, Katie M.; Beerling, David; Bert, Didier; Betancourt, Julio L.; Dawson, Todd E.; Domec, Jean-Christophe; Guyette, Richard P.; Körner, Christian; Leavitt, Steven W.; Linder, Sune; Marshall, John D.; Mildner, Manuel; Ogée, Jérôme; Panyushkina, Irina P.; Plumpton, Heather J.; Pregitzer, Kurt S.; Saurer, Matthias; Smith, Andrew R.; Siegwolf, Rolf T.W.; Stambaugh, Michael C.; Talhelm, Alan F.; Tardif, Jacques C.; Van De Water, Peter K.; Ward, Joy K.; Wingate, Lisa

2016-01-01

Rising atmospheric [CO2], ca, is expected to affect stomatal regulation of leaf gas-exchange of woody plants, thus influencing energy fluxes as well as carbon (C), water, and nutrient cycling of forests. Researchers have proposed various strategies for stomatal regulation of leaf gas-exchange that include maintaining a constant leaf internal [CO2], ci, a constant drawdown in CO2(ca − ci), and a constant ci/ca. These strategies can result in drastically different consequences for leaf gas-exchange. The accuracy of Earth systems models depends in part on assumptions about generalizable patterns in leaf gas-exchange responses to varying ca. The concept of optimal stomatal behavior, exemplified by woody plants shifting along a continuum of these strategies, provides a unifying framework for understanding leaf gas-exchange responses to ca. To assess leaf gas-exchange regulation strategies, we analyzed patterns in ci inferred from studies reporting C stable isotope ratios (δ13C) or photosynthetic discrimination (∆) in woody angiosperms and gymnosperms that grew across a range of ca spanning at least 100 ppm. Our results suggest that much of the ca-induced changes in ci/ca occurred across ca spanning 200 to 400 ppm. These patterns imply that ca − ci will eventually approach a constant level at high ca because assimilation rates will reach a maximum and stomatal conductance of each species should be constrained to some minimum level. These analyses are not consistent with canalization toward any single strategy, particularly maintaining a constant ci. Rather, the results are consistent with the existence of a broadly conserved pattern of stomatal optimization in woody angiosperms and gymnosperms. This results in trees being profligate water users at low ca, when additional water loss is small for each unit of C gain, and increasingly water-conservative at high ca, when photosystems are saturated and water loss is large for each unit C gain.

The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language

Science.gov (United States)

Varisoglu, Mehmet Celal

2016-01-01

In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative…

Optimal trading strategy for GenCo in LMP-based and bilateral ...

African Journals Online (AJOL)

GenCo) in multi-market environment including day-ahead spot and long term bilateral contract markets using self-organising hierarchical particle swarm optimisation with time-varying acceleration coefficients (SPSO-TVAC). The proposed trading ...

Active teaching methods, studying responses and learning

DEFF Research Database (Denmark)

Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching....

[Teaching coping strategies to parents of children suffering from cancer using a short film].

Science.gov (United States)

Espada, M C; Barón, Ma Carmen Espada; Grau, C; Rubio, Claudia Grau; Fortes, M C; Fortes del Valle, Ma Carmen

2010-01-01

This paper studies the usefulness of a short film in teaching strategies for parents of children with cancer to cope with the situation. The short film is based on an analysis of the transcripts from eight sessions of a self-help group. The short film has been evaluated by psychologists working for each of the parent groups belonging to the Federation of parents of children with cancer. Furthermore, the film has been exhibited in group sessions that took place in the Valencia and Alicante branches of ASPANION (Association of Parents with Oncologic Children in the Valencia Region). About 70% of the experts have declared that the film is a valuable resource for teaching useful strategies to parents. The film also improves the group sessions since it addresses a number of issues that had not been addressed before, and it stimulates the participation of, and communication between, parents during the session.

Analyses of Teaching Strategies and Learning of Concepts of Astronomy in Elementary Education II

Science.gov (United States)

Voelzke, Marcos Rincon; Poffo, M. Roberta

2012-07-01

The proposed curricular of the State of Sao Paulo suggests for the discipline of Physical and Biological Sciences contents related to Astronomy for the Elementary Education. In 2010, a study was realised in a public school in Santo Andr to examine the pupils' previous knowledge. Only 19% of them reached a satisfactory note. In this year the contents were presented with three different teaching strategies. In the first class an expositive lesson with audiovisual aids was held, in the second one an expositive lesson in dialogue form was used, and in the third class a textbook research. After the approach a clear improvement of the performance was observe, and the class where the contents had been presented in an expositive lesson with dialogue showed the best effectsciency. This study facilitates analyses of the learning procedure and teaching strategies to improve the Astronomy education in the discipline of Science.

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

Science.gov (United States)

Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. PMID:26033870

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

Science.gov (United States)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related

Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic-constructivist perspective

Science.gov (United States)

Niaz, Mansoor

The main objective of this study was to evaluate the effect of teaching experiments within a dialectic-constructivist framework based on the following considerations: (a) Cognitive conflicts used in the teaching experiments must be based on problem-solving strategies that students find relatively convincing: (b) after having generated a cognitive conflict, it is essential that the students be provided with an experience that could facilitate the resolution of the conflict; and (c) the teaching strategy developed is used by an interactive constructivist approach within an intact classroom. The study was based on two sections of freshman students who had registered for Chemistry I at the Universidad de Oriente, Venezuela. One of the sections was randomly designated as the control group and the other as the experimental group. To introduce cognitive conflict, the experimental group was exposed to two teaching experiments dealing with stoichiometry problems based on the concept of limiting reagent. Students in the control group were exposed to the same problems - however, without the cognitive conflict teaching experiments format. To evaluate the effect of the teaching experiments, both groups were evaluated on five different problems at different intervals during the semester, referred to as posttests. All posttests formed part of the regular evaluation of the students. Results obtained show the advantage of the experimental group on four of the posttests. It is concluded that the experimental treatment was effective in improving performance on the immediate posttests. It was observed that some students protect their core belief [see Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91-196). Cambridge: Cambridge University Press] in stoichiometry (establishing equivalent relations between different elements or compounds) by ignoring the conflicting

Sustainable urban transportation: impact of CO{sub 2} mitigation strategies on local pollutants

Energy Technology Data Exchange (ETDEWEB)

Sudhakar Yedla; Jyoti K Parikh [Indira Ghandi Institute of Development Research, Mumbai (India); Ram M Shrestha [Asian Institute of Technology, Pathumthani (Thailand). School of Environment Resource and Development

2003-07-01

This paper assesses CO{sub 2} mitigation strategies in Delhi and Mumbai against the dynamics of local pollutants. After testing against techno-economic feasibility, compressed natural gas (CNG) technology, four-stroke two-wheelers and battery-operated vehicles (BOV) were selected as candidate options for Mumbai and Delhi. Multiple constrained optimization for finding out the optimal mix of vehicles to meet the travel demand under the business-as-usual scenario for the period of 1998-2020 revealed the dominance of CNG vehicles. CO{sub 2} mitigation targets of 5, 10, 15, 20, 25% resulted in reduced stock of diesel and petrol vehicles, with the reduction spanning over different points of the above time period. In the case of Mumbai, battery-operated three-wheelers dominated the vehicular mix, with the share of CNG vehicles remaining at a standard level. CO{sub 2} reduction targets did not influence the CNG option significantly. CO{sub 2} mitigation influenced the dynamics of local pollutants considerably in both Delhi and Mumbai. In Delhi, TSP and SO{sub x} reduction levels against the CO{sub 2} mitigation target were found to be significant. In Mumbai, the percentage reduction in local pollution (TSP in particular) was higher than the target CO{sub 2} reduction. Local pollutants other than TSP and SO{sub x} showed an increasing trend against the CO{sub 2} mitigation strategies in Delhi. In the case of Mumbai, all non-target pollutants showed a falling trend against the CO{sub 2} mitigation strategies, though insignificantly for pollutants other than TSP and SO{sub x}. (author)

Economical analysis of an alternative strategy for CO2 mitigation based on nuclear power

International Nuclear Information System (INIS)

Alonso, Gustavo; Valle, Edmundo del

2013-01-01

Many countries are pursuing greenhouse gas (GHG) mitigation policies resulting in the increase of use of renewable sources in the electricity sector to mitigate CO 2 emissions. Nuclear energy is a non-emitting CO 2 source that could be used as part of that policy. However, its main drawback is the high investment required for its deployment. On the other hand, wind power is the clean source preferred option to mitigate CO 2 emissions. However, due to its intermittence backup power is needed, in most of the cases it must be provided with combined cycle thermal plants using natural gas. This study performs an economical comparison of a hypothetical implementation of a nuclear strategy to meet the same CO 2 emissions reduction goal that has been obtained by the actual Spaniard strategy (2005–2010) based on wind power. The investment required in both strategies is assessed under different investment scenarios and electricity production conditions for nuclear power. Also, the cost of electricity generation is compared for both strategies. - Highlights: ► Wind power electricity cost including its backup in Spain is assessed. ► Nuclear power is proposed as an alternative to produce the same CO 2 reduction. ► Nuclear power requires less installed capacity deployment. ► Investment to produce the same CO 2 reduction is smaller using nuclear power. ► Electricity generating cost is less expensive using the nuclear option

[Psychodrama as a pedagogical teaching strategy about worker's health].

Science.gov (United States)

Martins, Júlia Trevisan; Opitz, Simone Perufo; Robazzi, Maria Lúcia do Carmo

2004-04-01

This study had the objective to report the experience of using pedagogic psychodrama as a teaching and learning strategy about the worker's health. It was developed with 18 students from the Master Program from the School of Nursing of the University of São Paulo at Ribeirão Preto, during the second semester of 2002. Interactive, dynamic and interpersonal activities, and role playing were initially conducted looking for students and educator's spontaneity. Moreno's psychodramatic theory was the theoretical framework used. Creativity, logical reasoning, involvement with learning, and organization of concepts using their own living experience were observed, contributing to the experience as a whole. Therefore, the experiment was considered successful.

Effective teaching strategies in Australian multicultural classroom

Institute of Scientific and Technical Information of China (English)

高芳卉

2011-01-01

@@ 1 Introduction@@ Australia's population is increasingly culturally diverse.The diverse composition of the Australian population is reflected in the ACT.The 1991 census showed 65,739 people counted in the ACT were bern overseas,representing 23.5％ of the population.Almost 10％ of the respondents to the census came from non-English - speaking countries.(1) The results from the 2001 census showed that of the 4,645,000 people in Victoria,almost one quarter (23.4％) were born overseas,represented 208 countries and spoke 151 languages.English was spoken at home by 75.3％ of Victorians.(2) These numbers are reflected in our schools because students come from many cultural,educational and language backgrounds.The increasingly muhieultural populations in our schools present many challenges for schools and teachers,with regards to inclusive teaching strategies,language differences,muhieuhural curricular practices,racism issues and numerous other factors.

A New Comparison of Active Learning Strategies to Traditional Lectures for Teaching College Astronomy

Science.gov (United States)

LoPresto, Michael C.; Slater, Timothy F.

2016-01-01

Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning…

The U.S. Gas Flooding Experience: CO2 Injection Strategies and Impact on Ultimate Recovery

Energy Technology Data Exchange (ETDEWEB)

Nunez-Lopez, Vanessa [The University of Texas at Austin; Hosseini, Seyyed; Gil-Egui, Ramon

2017-09-29

The Permian Basin in West Texas and southwestern New Mexico has seen 45 years of oil reserve growth through CO2 enhanced oil recovery (CO2 EOR). More than 60 CO2 EOR projects are currently active in the region’s limestone, sandstone and dolomite reservoirs. Water alternating gas (WAG) has been the development strategy of choice in the Permian for several technical and economic reasons. More recently, the technology started to get implemented in the much more porous and permeable clastic depositional systems of the onshore U.S. Gulf Coast. Continued CO2 injection (CGI), as opposed to WAG, was selected as the injection strategy to develop Gulf Coast oil fields, where CO2 injection volumes are significantly larger (up to 6 times larger) than those of the Permian. We conducted a compositional simulation based study with the objective of comparing the CO2 utilization ratios (volume of CO2 injected to produce a barrel of oil) of 4 conventional and novel CO2 injection strategies: (1) continuous gas injection (CGI), (2) water alternating gas (WAG), (3) water curtain injection (WCI), and (4) WAG and WCI combination. These injection scenarios were simulated using the GEM module from the Computer Modeling Group (CMG). GEM is an advanced general equation-of-state compositional simulator, which includes equation of state, CO2 miscible flood, CO2/brine interactions, and complex phase behavior. The simulator is set up to model three fluid phases including water, oil, and gas. Our study demonstrates how the selected field development strategy has a significant impact on the ultimate recovery of CO2-EOR projects, with GCI injection providing maximum oil recovery in absolute volume terms, but with WAG offering a more balanced technical-economical approach.

PEDAGOGICAL STRATEGIES AND CONTENT KNOWLEDGE IN 92 ENGLISH FOR MATHS LECTURE IN CONTENT-BASED INSTRUCTION TEACHING

Directory of Open Access Journals (Sweden)

Ayu Fitrianingsih

2017-12-01

Full Text Available This study was intended to find the pedagogical strategies applied by the teacher in the teaching learning process and to know teacher‘s content knowledge, how teacher need to understand the subject matter taught. This study was carried out in English for Math lecture of Mathematics education study program IKIP PGRI Bojonegoro which involved the teacher and the students as the respondent. This study is under qualitative case study. In collecting the data, questionnaire, observation and interview were conducted to get detail information of the issues. The result reveals: 1 the teacher combines some methods such as cooperative learning, problem-based learning and task-based learning to get the students enthusiasm; 2 based on teacher‘s educational background, although the teacher graduated from Bachelor Degree of Mathematics Education but she was able to combine English teaching through mathematics content very well. It can be concluded that Teacher‘s pedagogical strategy and content knowledge is very important in the application of content-based instruction teaching and learning.

Active teaching methods, studying responses and learning

DEFF Research Database (Denmark)

Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

2010-01-01

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....

Creative teaching method as a learning strategy for student midwives: A qualitative study.

Science.gov (United States)

Rankin, Jean; Brown, Val

2016-03-01

Traditional ways of teaching in Higher Education are enhanced with adult-based approaches to learning within the curriculum. Adult-based learning enables students to take ownership of their own learning, working in independence using a holistic approach. Introducing creative activities promotes students to think in alternative ways to the traditional learning models. The study aimed to explore student midwives perceptions of a creative teaching method as a learning strategy. A qualitative design was used adopting a phenomenological approach to gain the lived experience of students within this learning culture. Purposive sampling was used to recruit student midwives (n=30). Individual interviews were conducted using semi-structured interviews with open-ended questions to gain subjective information. Data were transcribed and analyzed into useful and meaningful themes and emerging themes using Colaizzi's framework for analyzing qualitative data in a logical and systematic way. Over 500 meaningful statements were identified from the transcripts. Three key themes strongly emerged from the transcriptions. These included'meaningful learning','inspired to learn and achieve', and 'being connected'. A deep meaningful learning experience was found to be authentic in the context of theory and practice. Students were inspired to learn and achieve and positively highlighted the safe learning environment. The abilities of the facilitators were viewed positively in supporting student learning. This approach strengthened the relationships and social engagement with others in the peer group and the facilitators. On a less positive note, tensions and conflict were noted in group work and indirect negative comments about the approach from the teaching team. Incorporating creative teaching activities is a positive addition to the healthcare curriculum. Creativity is clearly an asset to the range of contemporary learning strategies. In doing so, higher education will continue to keep

Using modern teaching strategies to teach upper abdominal sonography to medical students.

Science.gov (United States)

Cheng, Wei-Chun; Lin, Xi-Zhang; Chen, Chiung-Yu

2013-07-01

Upper abdominal sonography can help physicians to confirm the diagnosis of various hepatobiliary diseases. Teaching sonography skills to medical students is important because it may enhance their level of knowledge and overall development during their gastroenterology section rotation. Sonographic imaging is abstract and students can be easily confused when scanning the abdominal structures from different sites and directions. We used several modern teaching strategies to facilitate the learning of sonography skills. The year five medical students beginning a gastroenterology section rotation for their first-year clerkship were taught abdominal sonography skills. Abstract sonographic images were related to concrete objects and the surrounding structures were further indicated. Each of the images was given a specific name and was sorted according to the scanning site. A mnemonics system was designed to help students to memorize the names of these images. A badge was created to recognize the achievement of being able to complete a basic upper abdominal sonography. Students were free (i.e., not obligated) to request a demonstration opportunity to show their skills within 2 weeks after receiving tutelage. We recorded the number of students who received training and were able to successfully complete the task; these individuals then received a badge to be pinned onto their white coats. Sixty-three of 68 students (92.6%) requested evaluation and all of them passed. We have greatly simplified the process of learning about upper abdominal sonography by using andragogy to enhance learning, mnemonics to help memory, and a pin-badge reward system to stimulate incentives. Copyright © 2013. Published by Elsevier B.V.

Teaching Strategies and Practices that Promote a Culturally Sensitive Nursing Education: A Delphi Study

Science.gov (United States)

Dewald, Robin J.

2010-01-01

The purpose of this study was to explore teaching strategies that promote a culturally sensitive nursing education and culturally sensitive nursing. The diversity of Americans has increased. Thus, the nursing student population and patient population have both become more diverse. Nursing education programs, therefore, need to know the best…

Effects of Teaching Strategies on Student Motivation to Learn in High School Mathematics Classes

Science.gov (United States)

Toles, Ann

2010-01-01

To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…

Alternative Teaching Strategies; Helping Behaviorally Troubled Children Achieve. A Guide for Teachers and Psychologists.

Science.gov (United States)

Swift, Marshall S.; Spivack, George

This book provides (1) specific information about overt classroom behaviors that affect or reflect academic success or failure, and (2) information and suggestions about alternative teaching strategies that may be used to increase behavioral effectiveness and subsequent academic achievement. The focus of the book is on specific behaviors, behavior…

A Top Down Strategy To Enhance Information Technologies into Israeli Higher Education.

Science.gov (United States)

Guri-Rosenblit, Sara

2002-01-01

The integration of information technologies (IT) into Israeli higher education through a top-down strategy has created systemic change. The use of IT in Israeli universities varies in terms of access-outreach, teaching-learning processes, study materials production, data and information retrieval, administrative functions, the creation of…

Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

Directory of Open Access Journals (Sweden)

Larissa Bertacchini de Oliveira

2016-04-01

Full Text Available Abstract OBJECTIVE To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT in undergraduate nursing students. METHOD Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute . Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. RESULTS Twelve randomized clinical trials were included in the study. In the meta-analysis of the four studies included that evaluated the strategy of problem-based learning (PBL, compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434 for the development of CT in undergraduate nursing students, and the studies were homogeneous (chi-square = 6.10, p = 0.106. CONCLUSION The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning.

Understanding the residence of Co in ore minerals - towards the development of novel Co extraction strategies for laterite deposits

Science.gov (United States)

Dybowska, Agnieszka; Norman, Rachel; Schofield, Paul; Herrington, Richard

2017-04-01

Cobalt has unique properties highly valued for many applications essential to the green economy. It has been classified as a critical raw material due to the particularly high risk of supply shortage and its importance for the value chain. Despite low crustal abundance (25ppm), Co is concentrated by various geological processes to concentrations suitable for mining, however the majority of Co is recovered as a by-product of Cu and Ni processing in three principal geological settings: hydrothermal, magmatic and lateritic. Cobalt-rich laterites, which provide 20% of the world's Co, are mainly processed using energy-inefficient pyrometallurgical techniques or high-pressure acid leaching technologies often optimised for extraction of other elements, which can leave between 50 and 80% of the Co unrecovered. In order to develop more efficient Co extraction strategies, understanding the residence of Co in ore minerals is essential. To this end, we are undertaking a detailed mineralogical, chemical and atomistic-scale characterization of Co in samples from a range of laterite deposits. Bulk samples representative of the average ore material were sourced from a variety of undeveloped laterite deposits: Shevchenko (Kazakhstan), Acoje (Philippines), Nkamouna (Cameroon) and Piauí (Brazil). Bulk chemical and mineralogical characterisation was undertaken with ICP-OES/MS and XRD, followed by spatially resolved chemical and mineralogical imaging at the micron scale using µXRD, EPMA, SEM and synchrotron-based µXRF. The chemical state and local environment of Co were determined using X ray spectroscopy (μXANES and μEXAFS). The total concentrations of Co ranged from 630 to 2780 mg/kg. The ore mineral assemblage in the various samples includes goethite, maghemite, hematite, quartz, talc, serpentines, chlorites, smectites, kaolinite and chromites. Manganese oxide minerals are present but, due to their poor crystallinity and low concentration, are not routinely detectable with bulk

Gender, ethnicity and teaching evaluations : Evidence from mixed teaching teams

NARCIS (Netherlands)

N. Wagner (Natascha); M. Rieger (Matthias); K.J. Voorvelt (Katherine)

2016-01-01

textabstractThis paper studies the effect of teacher gender and ethnicity on student evaluations of teaching quality at university. We analyze a unique data-set featuring mixed teaching teams and a diverse, multicultural, multi-ethnic group of students and teachers. Co-teaching allows us to study

Time-varying analysis of CO_2 emissions, energy consumption, and economic growth nexus: Statistical experience in next 11 countries

International Nuclear Information System (INIS)

Shahbaz, Muhammad; Mahalik, Mantu Kumar; Shah, Syed Hasanat; Sato, João Ricardo

2016-01-01

This paper detects the direction of causality among carbon dioxide (CO_2) emissions, energy consumption, and economic growth in Next 11 countries for the period 1972–2013. Changes in economic, energy, and environmental policies as well as regulatory and technological advancement over time, cause changes in the relationship among the variables. We use a novel approach i.e. time-varying Granger causality and find that economic growth is the cause of CO_2 emissions in Bangladesh and Egypt. Economic growth causes energy consumption in the Philippines, Turkey, and Vietnam but the feedback effect exists between energy consumption and economic growth in South Korea. In the cases of Indonesia and Turkey, we find the unidirectional time-varying Granger causality running from economic growth to CO_2 emissions thus validates the existence of the Environmental Kuznets Curve hypothesis, which indicates that economic growth is achievable at the minimal cost of environment. The paper gives new insights for policy makers to attain sustainable economic growth while maintaining long-run environmental quality.

SOC Strategies and Organizational Citizenship Behaviors toward the Benefits of Co-workers: A Multi-Source Study

Science.gov (United States)

Müller, Andreas; Weigl, Matthias

2017-01-01

Background: Individuals’ behavioral strategies like selection, optimization, and compensation (SOC) contribute to efficient use of available resources. In the work context, previous studies revealed positive associations between employees’ SOC use and favorable individual outcomes, like engagement and job performance. However, the social implications of self-directed behaviors like SOC that are favorable for the employee but may imply consequences for coworkers have not been investigated yet in an interpersonal work context. Objective: This study aimed to assess associations between employees’ use of SOC behaviors at work and their organizational citizenship behaviors (OCB) toward the benefits of co-workers rated by their peers at work. We further sought to identify age-specific associations between SOC use and OCB. Design and Method: A cross-sectional design combining multi-source data was applied in primary school teachers (age range: 23–58 years) who frequently teach in dyads. N = 114 dyads were finally included. Teachers reported on their SOC strategies at work. Their peer colleagues evaluated teachers’ OCB. Control variables were gender, workload, working hours, and perceived proximity of relationship between the dyads. Results: We observed a positive effect of loss-based selection behaviors on peer-rated OCB. Moreover, there was a significant two-way interaction effect between the use of compensation strategies and age on OCB, such that there was a positive association for older employees and a negative association for younger employees. There were no significant main and age-related interaction effects of elective selection, optimization, and of overall SOC strategies on OCB. Conclusion: Our study suggests that high use of loss-based selection and high use of compensation strategies in older employees is positively related with OCB as perceived by their colleagues. However, high use of compensation strategies in younger employees is perceived

SOC Strategies and Organizational Citizenship Behaviors toward the Benefits of Co-workers: A Multi-Source Study

Directory of Open Access Journals (Sweden)

Andreas Müller

2017-10-01

Full Text Available Background: Individuals’ behavioral strategies like selection, optimization, and compensation (SOC contribute to efficient use of available resources. In the work context, previous studies revealed positive associations between employees’ SOC use and favorable individual outcomes, like engagement and job performance. However, the social implications of self-directed behaviors like SOC that are favorable for the employee but may imply consequences for coworkers have not been investigated yet in an interpersonal work context.Objective: This study aimed to assess associations between employees’ use of SOC behaviors at work and their organizational citizenship behaviors (OCB toward the benefits of co-workers rated by their peers at work. We further sought to identify age-specific associations between SOC use and OCB.Design and Method: A cross-sectional design combining multi-source data was applied in primary school teachers (age range: 23–58 years who frequently teach in dyads. N = 114 dyads were finally included. Teachers reported on their SOC strategies at work. Their peer colleagues evaluated teachers’ OCB. Control variables were gender, workload, working hours, and perceived proximity of relationship between the dyads.Results: We observed a positive effect of loss-based selection behaviors on peer-rated OCB. Moreover, there was a significant two-way interaction effect between the use of compensation strategies and age on OCB, such that there was a positive association for older employees and a negative association for younger employees. There were no significant main and age-related interaction effects of elective selection, optimization, and of overall SOC strategies on OCB.Conclusion: Our study suggests that high use of loss-based selection and high use of compensation strategies in older employees is positively related with OCB as perceived by their colleagues. However, high use of compensation strategies in younger employees is

SOC Strategies and Organizational Citizenship Behaviors toward the Benefits of Co-workers: A Multi-Source Study.

Science.gov (United States)

Müller, Andreas; Weigl, Matthias

2017-01-01

Background: Individuals' behavioral strategies like selection, optimization, and compensation (SOC) contribute to efficient use of available resources. In the work context, previous studies revealed positive associations between employees' SOC use and favorable individual outcomes, like engagement and job performance. However, the social implications of self-directed behaviors like SOC that are favorable for the employee but may imply consequences for coworkers have not been investigated yet in an interpersonal work context. Objective: This study aimed to assess associations between employees' use of SOC behaviors at work and their organizational citizenship behaviors (OCB) toward the benefits of co-workers rated by their peers at work. We further sought to identify age-specific associations between SOC use and OCB. Design and Method: A cross-sectional design combining multi-source data was applied in primary school teachers (age range: 23-58 years) who frequently teach in dyads. N = 114 dyads were finally included. Teachers reported on their SOC strategies at work. Their peer colleagues evaluated teachers' OCB. Control variables were gender, workload, working hours, and perceived proximity of relationship between the dyads. Results: We observed a positive effect of loss-based selection behaviors on peer-rated OCB. Moreover, there was a significant two-way interaction effect between the use of compensation strategies and age on OCB, such that there was a positive association for older employees and a negative association for younger employees. There were no significant main and age-related interaction effects of elective selection, optimization, and of overall SOC strategies on OCB. Conclusion: Our study suggests that high use of loss-based selection and high use of compensation strategies in older employees is positively related with OCB as perceived by their colleagues. However, high use of compensation strategies in younger employees is perceived negatively

Prevalence of Mind Mapping as a Teaching and Learning Strategy in Physical Therapy Curricula

Science.gov (United States)

Zipp, Genevieve; Maher, Catherine

2013-01-01

Background and Purpose: Regardless of our discipline educators seek to create environments that actively engage students in their learning journey. One teaching and learning strategy that has emerged in higher education is mind mapping (MM). The purpose of this exploratory study was to determine the prevalence of MM usage in a health science…

Games as an innovative teaching strategy for overactive bladder and BPH.

Science.gov (United States)

LeCroy, Cheryl

2006-10-01

A challenge for urologic nurses and nurse educators is how to present information to staff, students, and patients in a way that will capture their interest and engage them in the learning process. The use of adult-learning principles and innovative teaching strategies can make the learning experience dynamic, and encourage learners to take a more active role in their own learning. Games are a creative, fun, and interactive way to assist in the emphasis, review, reinforcement, and retention of information for urology nurses.

Effectiveness of Integrating Simulation with Art-Based Teaching Strategies on Oncology Fellows' Performance Regarding Breaking Bad News.

Science.gov (United States)

Yakhforoshha, Afsaneh; Emami, Seyed Amir Hossein; Shahi, Farhad; Shahsavari, Saeed; Cheraghi, Mohammadali; Mojtahedzadeh, Rita; Mahmoodi-Bakhtiari, Behrooz; Shirazi, Mandana

2018-02-21

The task of breaking bad news (BBN) may be improved by incorporating simulation with art-based teaching methods. The aim of the present study was to assess the effect of an integrating simulation with art-based teaching strategies, on fellows' performance regarding BBN, in Iran. The study was carried out using quasi-experimental methods, interrupted time series. The participants were selected from medical oncology fellows at two teaching hospitals of Tehran University of Medical Sciences (TUMS), Iran. Participants were trained through workshop, followed by engaging participants with different types of art-based teaching methods. In order to assess the effectiveness of the integrating model, fellows' performance was rated by two independent raters (standardized patients (SPs) and faculty members) using the BBN assessment checklist. This assessment tool measured seven different domains of BBN skill. Segmented regression was used to analyze the results of study. Performance of all oncology fellows (n = 19) was assessed for 228 time points during the study, by rating three time points before and three time points after the intervention by two raters. Based on SP ratings, fellows' performance scores in post-training showed significant level changes in three domains of BBN checklist (B = 1.126, F = 3.221, G = 2.241; p art-based teaching strategies may help oncology fellows to improve their communication skills in different facets of BBN performance. Iranian Registry of Clinical Trials ID: IRCT2016011626039N1.

KNOW NUKES: a model for teaching controversial issues

International Nuclear Information System (INIS)

Thomashow, M.S.

1986-01-01

This dissertation articulates elements of an educational strategy derived from the experience of the KNOW NUKES program, a teacher training project designed to introduce the nuclear power controversy in the high school classroom. This strategy can be used as means of furthering the effectiveness of controversial issues education, not only in the area of nuclear power, but in teaching about any environmental issue. This is specifically achieved by (2) placing the KNOW NUKES institute in the broader context of controversial issues education; (2) describing in detail KNOW NUKES project planning; (3) reviewing the structure and content of the various teaching techniques and materials that have been developed for the KNOW NUKES institute; (4) utilizing a particular technique developed by the institute that reveals varying perspectives on controversial issues, in this case, an instrumental for decoding the controversial issues that are explicit and implicit in corporate image advertisements; and (5) qualitatively evaluating the practical implementation of the KNOW NUKES model

Strategies for Teaching English Abroad: The Immersion Classroom

Directory of Open Access Journals (Sweden)

Ishrat Suri

2016-06-01

Full Text Available English language development is best laid on the foundation of natural and social interactions which requires a great deal of sacrifice from educators who teach abroad (Snow, 1997. Learning to speak a new language grants learners a passport and highly coveted citizenship to a culturally interconnected world (Met & Lorenz, 1993; however, educators often face a daunting challenge. They must come up with comprehensive strategies which ensure that learners obtain requisite skills faster than might otherwise be deemed necessary. They must also employ non-verbal communication in place of the native language and secure a total commitment from students (Fortune, 2000. Finally, educators must leverage the brain’s information processing and retention ability against a very formidable threat: forgetting. The paper focuses on language immersion classroom strategies currently being used around the world, along with a discussion on how technology has been used to increase language and cultural competencies. This research has implications for educators and administrators who are interested in the impact that technology access has on learning when paired with a total immersion approach. This paper will present recommendations for international English language immersion programs, whose goals are to develop a total cultural competency for students aged 5-25 in environments where there are limited resources to aid in language immersion.

Reinventing medical teaching and learning for the 21st century: Blended and flipped strategies

Directory of Open Access Journals (Sweden)

Carol A Miles

2017-01-01

Full Text Available There has been a recent rapid increase in the integration of flipped and blended modes of learning into Australian university classrooms. In the move to realize the benefits of these modes of delivery, universities are spending a great deal of time focusing on course redesign and upskilling teachers to assist in the adoption of these new methods of instruction. Large-scale blended learning projects have been completed at The University of Newcastle, Australia. One such project has been the integration of flipped and blended learning strategies into the redesign of the 1st year medical science course as part of a total undergraduate medical curriculum redesign. This course involves a large number of lecturers from a wide variety of disciplines. This involved not only the redesign of this course but also the introduction of new teaching materials and learning objects. To ensure success, this work required input from three groups: the academics teaching the course, the students taking the course, and the instructional designers who create the learning objects. The University of Newcastle, Australia, was instrumental in introducing problem-based learning (PBL to medical schools in Australian universities with its initial intake of medical students in 1978 and continues the use of this methodology as its primary teaching approach. As the current project develops, it has become apparent the pioneering work previously undertaken to implement PBL, in fact, had incorporated many of the pedagogical principles and strategies of what is now considered blended learning in the flipped classroom (albeit without the technology components. This paper argues that our teachers and students will more easily adapt to the requirements inherent in blended or flipped learning due to previous familiarity with PBL strategies.

Utilizing Multimedia Database Access: Teaching Strategies Using the iPad in the Dance Classroom

Science.gov (United States)

Ostashewski, Nathaniel; Reid, Doug; Ostashewski, Marcia

2016-01-01

This article presents action research that identified iPad tablet technology-supported teaching strategies in a dance classroom context. Dance classrooms use instructor-accessed music as a regular element of lessons, but video is both challenging and time-consuming to produce or display. The results of this study highlight how the Apple iPad…

Shufflegolf: Teaching Golf Strategies and Etiquette to Young Children and Learners with Intellectual Disabilities

Science.gov (United States)

Kozub, Francis M.

2010-01-01

The purpose of this article is to share a unique curricular idea with physical educators interested about adding golf concepts to their curriculum. The focus is on a modified golf game that helps teach tactics, strategies, rules, and etiquette to young learners and those with intellectual disabilities. The specific content for this unit focuses on…

Effective pedagogies for teaching math to nursing students: a literature review.

Science.gov (United States)

Hunter Revell, Susan M; McCurry, Mary K

2013-11-01

Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction. Copyright © 2012 Elsevier Ltd. All rights reserved.

The importance of health co-benefits in macroeconomic assessments of UK Greenhouse Gas emission reduction strategies

DEFF Research Database (Denmark)

Jensen, Henning Tarp; Keogh-Brown, Marcus R.; Smith, Richard D.

2013-01-01

. In contrast to previous assessment studies, our main focus is on health co-benefits additional to those from reduced local air pollution. We employ a conservative cost-effectiveness methodology with a zero net cost threshold. Our urban transport strategy (with cleaner vehicles and increased active travel......) brings important health co-benefits and is likely to be strongly cost-effective; our food and agriculture strategy (based on abatement technologies and reduction in livestock production) brings worthwhile health co-benefits, but is unlikely to eliminate net costs unless new technological measures...... to achieve future emission targets and longer-term benefits from GHG reduction. Cost-effectiveness of GHG strategies is likely to require technological mitigation interventions and/or demand-constraining interventions with important health co-benefits and other efficiency-enhancing policies that promote...

A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom

Science.gov (United States)

van Hover, Stephanie; Hicks, David; Sayeski, Kristin

2012-01-01

In order to provide increasing support for students with disabilities in inclusive classrooms in high-stakes testing contexts, some schools have implemented co-teaching models. This qualitative case study explores how 1 special education teacher (Anna) and 1 general education history teacher (John) make sense of working together in an inclusive…

The design and analysis of a teaching and learning strategy in Biophysics Course

Directory of Open Access Journals (Sweden)

Beatriz Aiziczon

2010-01-01

Full Text Available This work presents the design and analysis of a teaching and learning strategy of Biophysics in the Medical career, in the mark of the Ausubelian Significant Learning Model, to overtake the Model of Transmission-Reception of knowledge. It is an integrative Module constructed from our previous theoretical Model and based on the authors' previous works (AIZICZON; CUDMANI, 2004, 2005, 2007. We analyze applications of conceptual maps strategy and the previous organizing in Medical Education (AUSUBEL, 1981; MOREIRA, 1983, 1999 promoting the integration of concepts allowing the progressive differentiation and the integrative reorganization as well as the formative evaluation. In this work we analyze the experience with teachers.

THE EFFECTIVENESS OF TEACHING STRATEGY WITH GAMES IN THE DEVELOPMENT OF SOME PHYSICAL CAPACITIES AMONG PRIMARY SCHOOL STUDENTS (6-8 YEARS)

OpenAIRE

Harbach Brahim; Ouadeh Ahmed El Amine; Djourdem Bendehiba; Mokrani Djamel; Benzidane Hocine; Benchenni Habib

2016-01-01

This study aims to determine the effectiveness of teaching strategy with games in the improvement of some physical and motor capacities and among students at the primary level (6-8 years), where we used the experimental method with two groups experimental and control. Because the teaching strategy with games is one of the best methods to stimulate students’ activity and to increase the motives to exercise the session of physical education and sports, because it depends on the dynamics of team...

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.

Clinical teaching with emotional intelligence: A teaching toolbox

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Athar Omid

2016-01-01

Full Text Available Background: Emotional intelligence (EI helps humans to perceive their own and others′ emotions. It helps to make better interpersonal communication that consequently leads to an increase in everyday performance and professional career. Teaching, particularly teaching in the clinical environment, is among the professions that need a high level of EI due to its relevance to human interactions. Materials and Methods: We adopted EI competencies with characteristics of a good clinical teacher. As a result, we extracted 12 strategies and then reviewed the literatures relevant to these strategies. Results: In the present article, 12 strategies that a clinical teacher should follow to use EI in her/his teaching were described. Conclusion: To apply EI in clinical settings, a teacher should consider all the factors that can bring about a more positive emotional environment and social interactions. These factors will increase students′ learning, improve patients′ care, and maintain her/his well-being. In addition, he/she will be able to evaluate her/his teaching to improve its effectiveness.

CD-ROM: towards a strategy for teaching and learning.

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Aarvold, J; Walton, G

1992-12-01

Compact Disc Read Only Memory (CD-ROM) represents an exciting innovation in nurse education yet paradoxically has a potential to induce disillusionment and frustration. Purchasers of systems may well find that their investment does not bring the benefits they had been lead to expect. CD-ROM systems have the capacity to generate huge quantities of data on an equally large number of nursing topics. Arguably this very capability ensures certain 'built-in' problems. The purpose of this articles is to provide nurse teachers with information about CD-ROM, to highlight the resource implications of CD-ROM use and to consider the relative merits of various teaching and learning methods. To be worthwhile, strategies developed must be part of an information retrieval skills programme.

Investigating Pre-Service Chemistry Teachers' Problem Solving Strategies: Towards Developing a Framework in Teaching Stoichiometry

Science.gov (United States)

Espinosa, Allen A.; Nueva España, Rebecca C.; Marasigan, Arlyne C.

2016-01-01

The present study investigated pre-service chemistry teachers' problem solving strategies and alternative conceptions in solving stoichiometric problems and later on formulate a teaching framework based from the result of the study. The pre-service chemistry teachers were given four stoichiometric problems with increasing complexity and they need…

Nonspecific Organelle-Targeting Strategy with Core-Shell Nanoparticles of Varied Lipid Components/Ratios.

Science.gov (United States)

Zhang, Lu; Sun, Jiashu; Wang, Yilian; Wang, Jiancheng; Shi, Xinghua; Hu, Guoqing

2016-07-19

We report a nonspecific organelle-targeting strategy through one-step microfluidic fabrication and screening of a library of surface charge- and lipid components/ratios-varied lipid shell-polymer core nanoparticles. Different from the common strategy relying on the use of organelle-targeted moieties conjugated onto the surface of nanoparticles, here, we program the distribution of hybrid nanoparticles in lysosomes or mitochondria by tuning the lipid components/ratios in shell. Hybrid nanoparticles with 60% 1,2-dioleoyl-3-trimethylammonium-propane (DOTAP) and 20% 1,2-dioleoyl-sn-glycero-3-phosphoethanolamine (DOPE) can intracellularly target mitochondria in both in vitro and in vivo models. While replacing DOPE with the same amount of 1,2-dipalmitoyl-sn-glycero-3-phosphocholine (DPPC), the nanoparticles do not show mitochondrial targeting, indicating an incremental effect of cationic and fusogenic lipids on lysosomal escape which is further studied by molecular dynamics simulations. This work unveils the lipid-regulated subcellular distribution of hybrid nanoparticles in which target moieties and complex synthetic steps are avoided.

Co-feeding strategy to enhance phytase production in Pichia pastoris

African Journals Online (AJOL)

The experimental designs, the methanol/L-alanine co-feeding strategy and optimization of phytase production by P. pastoris supported by the optimum levels of variables and lower temperature expression produced high level of phytase activity which could be scaled up to produce phytase for food additives at industrial ...

An Investigation of Experienced and Inexperienced Primary School Teachers' Teaching Process in Science and Technology Classes in Terms of Metacognitive Strategies

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Doganay, Ahmet; Ozturk, Ayse

2011-01-01

This comparative case study aimed to investigate whether experienced elementary school teachers' science and technology teaching processes differed from inexperienced teachers' teaching processes in terms of using metacognitive strategies. 14 elementary school teachers, including 7 experienced and 7 inexperienced, participated in the study. The…

Research on University Network Teaching Platform (Blackboard in Teaching Management

Directory of Open Access Journals (Sweden)

Gou Zhao Xia

2016-01-01

Full Text Available With rapid development of online education; teaching platform based on the network, as a new instructional mode has become a hot topic in online teaching. In this paper, the he teaching situation and existing problems on online was analyzed by comparing the difference between network teaching platform and traditional classroom teaching. Then the strategies of network teaching management and the case, which is focusing on the characteristics of Blackboard with the application of network teaching management was presents.

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles.

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Van Lacum, Edwin B; Ossevoort, Miriam A; Goedhart, Martin J

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach-based on the work done in the field of genre analysis and argumentation theory-means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors' arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students' ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students' evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. © 2014 E. B. Van Lacum et al. CBE—Life Sciences Education © 2014 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).

Gamification: An Innovative Teaching-Learning Strategy for the Digital Nursing Students in a Community Health Nursing Course.

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Day-Black, Crystal; Merrill, Earline B; Konzelman, Lois; Williams, Tammie T; Hart, Natalie

2015-01-01

Serious games have "re-emerged" as innovative teaching-learning strategies that researchers have shown to be effective in improving student learning outcomes. "Serious games" refer to games that are driven by educational goals, not entertainment. The use of serious games as part of the teaching-learning experience in nursing education fits into the philosophy and strategies of active learning. The "digital" nursing student needs engagement, stimulation, realism, and entertainment not more readings and Powerpoint supplements in the classroom to support learning. Nursing faculty at a mid-Atlantic Historical Black College and University introduced "serious gaming" technology into a Community Health Nursing course by using two web-based gamed simulations, Outbreak at WatersEdge: A Public Health Discovery Game, and EnviroRisk. This innovation proved to be effective in reinforcing learning and improving student learning outcomes.

Development and Psychometric Examination of the Inclusive Teaching Strategies in Nursing Education Instrument.

Science.gov (United States)

Levey, Janet A

2017-08-01

Nurse educators might be unknowingly excluding learners secondary to teaching practices. Universal design for instruction (UDI) prepares and delivers accessible content and learning environments for diverse learners; however, it is not well known in nursing education. The aim of the study was to examine the psychometric properties of the Inclusive Teaching Strategies in Nursing Education (ITSinNE) 55-item instrument. Confirmatory factor analysis was performed on a sample of 311 educators in prelicensure programs. The ITSinNE scales had good to adequate estimates of reliability. The exogenous model fit the sample and model-implied covariance matrix; however, the endogenous model was not a good fit. Further instrument development is required. Measuring factors influencing nurse educators' willingness to adopt UDI will enable intervention research to enhance professional development fostering content and environmental access for all learners.

African Art Teaching Strategies.

Science.gov (United States)

Chanda, Jacqueline

Three different models for the teaching of African art are presented in this paper. A comparison of the differences between the approaches of Western art historians and African art historians informs the articulation of the three models--an approach for determining style, another for dealing with analysis, and a third for synthetic interpretation.…

Control system options and strategies for supercritical CO2 cycles.

Energy Technology Data Exchange (ETDEWEB)

Moisseytsev, A.; Kulesza, K. P.; Sienicki, J. J.; Nuclear Engineering Division; Oregon State Univ.

2009-06-18

The Supercritical Carbon Dioxide (S-CO{sub 2}) Brayton Cycle is a promising alternative to Rankine steam cycle and recuperated gas Brayton cycle energy converters for use with Sodium-Cooled Fast Reactors (SFRs), Lead-Cooled Fast Reactors (LFRs), as well as other advanced reactor concepts. The S-CO{sub 2} Brayton Cycle offers higher plant efficiencies than Rankine or recuperated gas Brayton cycles operating at the same liquid metal reactor core outlet temperatures as well as reduced costs or size of key components especially the turbomachinery. A new Plant Dynamics Computer Code has been developed at Argonne National Laboratory for simulation of a S-CO{sub 2} Brayton Cycle energy converter coupled to an autonomous load following liquid metal-cooled fast reactor. The Plant Dynamics code has been applied to investigate the effectiveness of a control strategy for the S-CO{sub 2} Brayton Cycle for the STAR-LM 181 MWe (400 MWt) Lead-Cooled Fast Reactor. The strategy, which involves a combination of control mechanisms, is found to be effective for controlling the S-CO{sub 2} Brayton Cycle over the complete operating range from 0 to 100 % load for a representative set of transient load changes. While the system dynamic analysis of control strategy performance for STARLM is carried out for a S-CO{sub 2} Brayton Cycle energy converter incorporating an axial flow turbine and compressors, investigations of the S-CO{sub 2} Brayton Cycle have identified benefits from the use of centrifugal compressors which offer a wider operating range, greater stability near the critical point, and potentially further cost reductions due to fewer stages than axial flow compressors. Models have been developed at Argonne for the conceptual design and performance analysis of centrifugal compressors for use in the SCO{sub 2} Brayton Cycle. Steady state calculations demonstrate the wider operating range of centrifugal compressors versus axial compressors installed in a S-CO{sub 2} Brayton Cycle as

Control system options and strategies for supercritical CO2 cycles

International Nuclear Information System (INIS)

Moisseytsev, A.; Kulesza, K.P.; Sienicki, J.J.

2009-01-01

The Supercritical Carbon Dioxide (S-CO 2 ) Brayton Cycle is a promising alternative to Rankine steam cycle and recuperated gas Brayton cycle energy converters for use with Sodium-Cooled Fast Reactors (SFRs), Lead-Cooled Fast Reactors (LFRs), as well as other advanced reactor concepts. The S-CO 2 Brayton Cycle offers higher plant efficiencies than Rankine or recuperated gas Brayton cycles operating at the same liquid metal reactor core outlet temperatures as well as reduced costs or size of key components especially the turbomachinery. A new Plant Dynamics Computer Code has been developed at Argonne National Laboratory for simulation of a S-CO 2 Brayton Cycle energy converter coupled to an autonomous load following liquid metal-cooled fast reactor. The Plant Dynamics code has been applied to investigate the effectiveness of a control strategy for the S-CO 2 Brayton Cycle for the STAR-LM 181 MWe (400 MWt) Lead-Cooled Fast Reactor. The strategy, which involves a combination of control mechanisms, is found to be effective for controlling the S-CO 2 Brayton Cycle over the complete operating range from 0 to 100 % load for a representative set of transient load changes. While the system dynamic analysis of control strategy performance for STARLM is carried out for a S-CO 2 Brayton Cycle energy converter incorporating an axial flow turbine and compressors, investigations of the S-CO 2 Brayton Cycle have identified benefits from the use of centrifugal compressors which offer a wider operating range, greater stability near the critical point, and potentially further cost reductions due to fewer stages than axial flow compressors. Models have been developed at Argonne for the conceptual design and performance analysis of centrifugal compressors for use in the SCO 2 Brayton Cycle. Steady state calculations demonstrate the wider operating range of centrifugal compressors versus axial compressors installed in a S-CO 2 Brayton Cycle as well as the benefits in expanding the range

The importance of health co-benefits in macroeconomic assessments of UK Greenhouse Gas emission reduction strategies.

Science.gov (United States)

Jensen, Henning Tarp; Keogh-Brown, Marcus R; Smith, Richard D; Chalabi, Zaid; Dangour, Alan D; Davies, Mike; Edwards, Phil; Garnett, Tara; Givoni, Moshe; Griffiths, Ulla; Hamilton, Ian; Jarrett, James; Roberts, Ian; Wilkinson, Paul; Woodcock, James; Haines, Andy

We employ a single-country dynamically-recursive Computable General Equilibrium model to make health-focussed macroeconomic assessments of three contingent UK Greenhouse Gas (GHG) mitigation strategies, designed to achieve 2030 emission targets as suggested by the UK Committee on Climate Change. In contrast to previous assessment studies, our main focus is on health co-benefits additional to those from reduced local air pollution. We employ a conservative cost-effectiveness methodology with a zero net cost threshold. Our urban transport strategy (with cleaner vehicles and increased active travel) brings important health co-benefits and is likely to be strongly cost-effective; our food and agriculture strategy (based on abatement technologies and reduction in livestock production) brings worthwhile health co-benefits, but is unlikely to eliminate net costs unless new technological measures are included; our household energy efficiency strategy is likely to breakeven only over the long term after the investment programme has ceased (beyond our 20 year time horizon). We conclude that UK policy makers will, most likely, have to adopt elements which involve initial net societal costs in order to achieve future emission targets and longer-term benefits from GHG reduction. Cost-effectiveness of GHG strategies is likely to require technological mitigation interventions and/or demand-constraining interventions with important health co-benefits and other efficiency-enhancing policies that promote internalization of externalities. Health co-benefits can play a crucial role in bringing down net costs, but our results also suggest the need for adopting holistic assessment methodologies which give proper consideration to welfare-improving health co-benefits with potentially negative economic repercussions (such as increased longevity).

Coevolution of teaching activity promotes cooperation

International Nuclear Information System (INIS)

Szolnoki, Attila; Perc, Matjaz

2008-01-01

Evolutionary games are studied where the teaching activity of players can evolve in time. Initially all players following either the cooperative or defecting strategy are distributed on a square lattice. The rate of strategy adoption is determined by the payoff difference and a teaching activity characterizing the donor's capability to enforce its strategy on the opponent. Each successful strategy adoption process is accompanied by an increase in the donor's teaching activity. By applying an optimum value of the increment, this simple mechanism spontaneously creates relevant inhomogeneities in the teaching activities that support the maintenance of cooperation for both the prisoner's dilemma and the snowdrift game

Teaching Practices and Strategies to Involve Inner-City Parents at Home and in the School

Science.gov (United States)

Lewis, Leontye; Kim, Yanghee A.; Bey, Juanita Ashby

2011-01-01

Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children's education. Over the school year, the various teaching practices and strategies of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through…

Building the Foundation the WRITE WAY: Mini-Lessons with Practical Strategies for Teaching the Personal Narrative, Feature Article, "How-to..." Article, and Persuasive Letter.

Science.gov (United States)

Miller, Susan A.; Vincent, Donna

This book presents strategies for teaching the personal narrative, feature article, how-to article, and persuasive letter, and for teaching fiction and reflective thinking and writing. It includes definitions, lesson plans, originals for transparencies and photocopies, and sample student writing. The first four sections are: Teaching the Personal…

Teaching to Tinker

DEFF Research Database (Denmark)

Cermak-Sassenrath, Daniel; Mollenbach, Emilie

2015-01-01

Daniel Cermak-Sassenrath, Emilie Mølllenbach. Teaching to Tinker - Making as an Educational Strategy. Workshop description. In: Proceedings of NordiCHI 2014: Fun, Fast, Foundational. New York: ACM, forthcoming.......Daniel Cermak-Sassenrath, Emilie Mølllenbach. Teaching to Tinker - Making as an Educational Strategy. Workshop description. In: Proceedings of NordiCHI 2014: Fun, Fast, Foundational. New York: ACM, forthcoming....

Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.

Science.gov (United States)

Ebert-May, Diane; Derting, Terry L; Henkel, Timothy P; Middlemis Maher, Jessica; Momsen, Jennifer L; Arnold, Bryan; Passmore, Heather A

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. © 2015 D. Ebert-May 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).

Teaching Strategies Employed by ACSE English Teachers in Implementing CBLT in Tanzania

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Wakati MALIVA

2017-12-01

Full Text Available English in Tanzania is taught as one of the major subjects at Advanced Certificate of Secondary School Education (ACSE. This paper explores the strategies employed by teachers in implementing the ACSE curriculum. The curriculum requires that the subject be taught using the competence based approach where learner-centred strategies are emphasized. The study employed mixed methods and descriptive design. Purposive sampling was used to get schools and teachers because it was only schools that had English as a major subject in the municipality that were selected. The findings reveal that the teacher-centerd strategies dominate the curriculum implementation as opposed to learner-centerd ones as required by the curriculum. The paper therefore recommends that teachers in Iringa municipality be oriented on the learner-centred strategies in the implementation of English at ACSE. It is further recommended that since oral language skills form a large part of the curriculum, these skills be assessed at both school and national based assessments if they are to be taught and learnt. This is because no teacher can waste time teaching what is not assessed and no student can take trouble to learn what is not assessed.

INNOVATION IN ORGANIC CHEMISTRY PRACTICAL WORKS, USING PROBLEM-BASED LEARNING AS TEACHING STRATEGY

OpenAIRE

Miriam G. Acuña; Nora M. Sosa; Eusebia C. Valdez

2011-01-01

This paper presents the teaching strategy known as problem-based learning as an innovation implemented in the practical experiences of the Organic Chemistry course (Bachelor of Genetics), Faculty of Exact, Chemical and Natural Sciences (Universidad Nacional de Misiones, Argentina). It reviews the results of the experience implemented with students, in groups of 7 selected according to their preferences. A problem that required skills in planning, decision making process, thinking, using of ap...

Recycling as a Teaching Strategy for Environmental Conservation (Project execution

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Deisy Yaneth Bonilla García

2016-08-01

Full Text Available This research study will aim to implement recycling as a teaching strategy for Environmental conservation aimed at students of the state Concentrared Sabaneta School of core Rural School No. 001 pedraza Municipality, Barinas State. It will focus on the qualitative paradigm and design will use action-research participant. The techniques of collecting information to be used will be the semi-structured interview and participant observation, taking as informants 3 students 2 teachers of the institution under study, analysis of information developed through qualitative techniques that will break down the data in their respective categories and sub categories with the final purpose responding to the questions raised in the context of study. This process will seek to integrate into a coherent and logical research results with the contributions of the authors outlined the theoretical framework after work crosscheck everything. The validity and reliability will be established through an exhaustive process of triangulation, in order to establish concrete actions to address the weaknesses detected in relation to the need to implement educational strategies supported in recycling to assist in environmental conservation.

A Rapid Assessment of Instructional Strategies to Teach Auditory-Visual Conditional Discriminations to Children with Autism

Science.gov (United States)

Kodak, Tiffany; Clements, Andrea; LeBlanc, Brittany

2013-01-01

The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, & Kuhn, 2004) by evaluating the effects…

Gender, ethnicity and teaching evaluations : Evidence from mixed teaching teams

OpenAIRE

Wagner, Natascha; Rieger, Matthias; Voorvelt, Katherine

2016-01-01

textabstractThis paper studies the effect of teacher gender and ethnicity on student evaluations of teaching quality at university. We analyze a unique data-set featuring mixed teaching teams and a diverse, multicultural, multi-ethnic group of students and teachers. Co-teaching allows us to study the impact of teacher gender and ethnicity on students’ evaluations of teaching exploiting within course variation in an empirical model with course-year fixed effects. We document a negative effect ...

Experiencing aging or demystifying myths? - impact of different "geriatrics and gerontology" teaching strategies in first year medical students.

Science.gov (United States)

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

2017-02-08

With the aging of the population comes a greater need for geriatric and gerontology teaching. However, there is currently a dearth of investigations on the impact of different educational methodologies for teaching in this area early in medical courses. The present study aims to determine the impact of two educational strategies on the topic "Geriatrics and Gerontology" ("experiencing aging" and "myths of aging") as compared to a control group (no intervention) on the attitudes, empathy and knowledge of first year medical students. An intervention-based study in education was conducted at the beginning of the first year of a medical course. Students submitted to educational strategies were compared against students with no intervention. The two strategies were: "Experiencing Aging" - also known as the "aging game" (simulation of the disabilities and physiological changes of aging), and "Myths of Aging" - a knowledge discussion based on a "quiz show", questioning common myths about aging. All students were assessed on their attitudes towards older persons (Maxwell-Sullivan, UCLA attitudes), empathy (Maxwell-Sullivan), knowledge on facts and positive view about aging (Palmore), and cognitive knowledge. Data were analysed using Student's t, Chi-squared or ANOVA tests. A total of 230 students were assessed. The "experiencing aging" intervention was associated with improvement in empathy but worsening of attitude. The "myths of aging" intervention was associated with an improved attitude overall and positive view about aging but with no change in empathy towards older persons. Educational strategies can influence the attitudes and empathy of students, leading to different outcomes. These data highlight the importance of assessing the outcomes of educational strategies in medical teaching to ascertain in what manner (how), situations (when) and settings (where) these activities should be introduced.

Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia

Directory of Open Access Journals (Sweden)

Ni Nyoman Padmadewi

2017-07-01

Full Text Available The recognition of students with special needs has been increasing significantly in Indonesia recently and the better understanding as well as supportive school programs is urgently needed. It was found out that schools and teachers in Indonesia had very limited preparedness either in teaching skills or material development to meet the actual needs of the students. This study then aimed at investigating appropriate strategies of teaching English to a student with Autistic Spectrum Disorder (ASD included in a regular classroom. This research was in the form of a case study conducted in North Bali Bilingual School. The data were collected through observations and interviews. The findings show that the Individual Education Plan (IEP provided with visual media through co-teaching, differentiated instruction and also through a “buddy program” are found appropriate to help the student learn English as a foreign language. These strategies are effective to be implemented in an inclusive classroom program.

Comparison of Teaching Strategies for Cultural Humility in Physical Therapy.

Science.gov (United States)

Paparella-Pitzel, Susan; Eubanks, Robin; Kaplan, Sandra L

2016-01-01

Cultural competence and cultural humility are ongoing processes that healthcare professionals should continually strive for in order to provide effective and comprehensive plans of care for patients. This 2-year, longitudinal, educational pilot study describes the levels of competency in second-year entry-level physical therapy students and compares the outcomes of three teaching strategies for cultural competence and cultural humility. All students received a standard 2-hour lecture; study volunteers were randomly assigned to one of two enriched educational groups, involving a standardized patient or a paper case enrichment. Students shifted from initial levels of "culturally incompetent" and/or "culturally aware" to "culturally competent" as measured by the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised. This shift was maintained after 1.5 yrs following the exposure. Because the enriched educational groups were underpowered, preliminary quantitative data are inconclusive, but qualitative feedback from students is strongly positive. A minimal dose of a structured 2-hr lecture with a skilled instructor, who creates a safe environment for cultural learning, produced positive shifts toward greater cultural competence. Five processes emerged for teaching cultural humility that may assist in designing comprehensive educational experiences on this topic. A framework for organizing course content is presented.

Teaching baroreflex physiology to medical students: a comparison of quiz-based and conventional teaching strategies in a laboratory exercise.

Science.gov (United States)

Berg, Ronan M G; Plovsing, Ronni R; Damgaard, Morten

2012-06-01

Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with conventional teaching on the immediate learning during a laboratory exercise. We implemented two quizzes in a mandatory 4-h laboratory exercise on baroreflex physiology. A total of 155 second-year medical students were randomized to solve quizzes individually (intervention group I, n = 57), in groups of three to four students (intervention group II, n = 56), or not to perform any quizzes (control; intervention group III, n = 42). After the laboratory exercise, all students completed an individual test, which encompassed two recall questions, two intermediate questions, and two integrated questions. The integrated questions were of moderate and advanced difficulty, respectively. Finally, students completed an evaluation form. Intervention group I reached the highest total test scores and proved best at answering the integrated question of advanced difficulty. Moreover, there was an overall difference between groups for student evaluations of the quality of the teaching, which was highest for intervention group II. In conclusion, solving quizzes individually during a laboratory exercise may enhance learning, whereas solving quizzes in groups is associated with higher student satisfaction.

Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

Science.gov (United States)

Ryker, Katherine; McConnell, David

2014-01-01

This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

Muscle Co-activation: Definitions, Mechanisms, and Functions.

Science.gov (United States)

Latash, Mark L

2018-03-28

The phenomenon of agonist-antagonist muscle co-activation is discussed with respect to its consequences for movement mechanics (such as increasing joint apparent stiffness, facilitating faster movements, and effects on action stability), implication for movement optimization, and involvement of different neurophysiological structures. Effects of co-activation on movement stability are ambiguous and depend on the effector representing a kinematic chain with a fixed origin or free origin. Further, co-activation is discussed within the framework of the equilibrium-point hypothesis and the idea of hierarchical control with spatial referent coordinates. Relations of muscle co-activation to changes in one of the basic commands, the c-command, are discussed and illustrated. A hypothesis is suggested that agonist-antagonist co-activation reflects a deliberate neural control strategy to preserve effector-level control and avoid making it degenerate and facing the necessity to control at the level of signals to individual muscles. This strategy, in particular, allows stabilizing motor actions by co-varied adjustments in spaces of control variables. This hypothesis is able to account for higher levels of co-activation in young healthy persons performing challenging tasks and across various populations with movement impairments.

The Intersection between Intercultural Competence and Teaching Behaviors: A Case of International Teaching Assistants

Science.gov (United States)

LeGros, N.; Faez, F.

2012-01-01

What is considered effective teaching varies across cultures, institutions, and disciplines. Concepts of effective teaching reflect the values and expectations of the educational culture and language in which it occurs. This study examines how participation in a course on intercultural communication affects the observable teaching behaviors of…

Coming Home to School: Challenges and Strategies for Effective Teaching with Military Veterans

Directory of Open Access Journals (Sweden)

Michel A. Sportsman, PhD

2015-08-01

Full Text Available This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL strategies and characteristics.

Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school

Directory of Open Access Journals (Sweden)

Deirdré Krüger

2010-01-01

Full Text Available Inclusion of learners with diverse needs implies a shift from a medical deficit model of disability to a social systems model. The latter does not view these learners as a problem; instead the environment or society's response to these individuals is viewed as a barrier to learning. I focus on collaborative coteaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data were collected from a small group of participants by interviews, observations and documents and inductively analysed. The study shows that if the learning support teacher responds to learners' behaviour within the framework of inclusive practices, the positive effects of the teacher's work and interactions may be far-reaching. Learning support teachers have an important role to play in accommodating and ensuring the integration of learners with diverse needs.

Teaching basic medical sciences at a distance: strategies for effective teaching and learning in internet-based courses.

Science.gov (United States)

Ertmer, Peggy A; Nour, Abdelfattah Y M

2007-01-01

In recent years, the Internet has become an effective and accessible delivery mechanism for distance education. In 2003, 81% of all institutions of higher education offered at least one fully online or hybrid course. By 2005, the proportion of institutions that listed online education as important to their long-term goals had increased by 8%. This growth in available online courses and their increased convenience and flexibility have stimulated dramatic increases in enrollment in online programs, including the Veterinary Technology Distance Learning Program (VT-DLP) at Purdue University. Regardless of the obvious benefits, distance learning (DL) can be frustrating for the learners if course developers are unable to merge their knowledge about the learners, the process of instructional design, and the appropriate uses of technology and interactivity options into effective course designs. This article describes strategies that we have used to increase students' learning of physiology content in an online environment. While some of these are similar, if not identical, to strategies that might be used in a face-to-face (f2f) environment (e.g., case studies, videos, concept maps), additional strategies (e.g., animations, virtual microscopy) are needed to replace or supplement what might normally occur in a f2f course. We describe how we have addressed students' need for instructional interaction, specifically in the context of two foundational physiology courses that occur early in the VT-DLP. Although the teaching and learning strategies we have used have led to increasingly high levels of interaction, there is an ongoing need to evaluate these strategies to determine their impact on students' learning of physiology content, their development of problem-solving skills, and their retention of information.

Innovative strategies to help Consumer Operated and Oriented Plans (CO-OPs) compete in new insurance marketplaces.

Science.gov (United States)

Gardiner, Terry; Neece, Roger; Mendelevitz, Michael

2012-04-01

The Affordable Care Act paves the way for groups to develop innovative, affordable health insurance and care options known as Consumer Operated and Oriented Plans (CO-OPs). These CO-OPs will be nonprofit, consumer-controlled entities that are designed to serve individuals and small businesses, especially in noncompetitive markets. The CO-OP provision was included in the Affordable Care Act to address the lack of affordable health plan alternatives in many state and regional markets and to counter a trend toward market concentration. Despite their promise, CO-OPs face a number of business challenges that go beyond typical start-up hurdles. This issue brief lays out a number of innovative strategies CO-OP organizers are developing to increase the odds of long-term sustainability and economic success. These strategies--aimed at building market share, creating integrated provider networks, and achieving cost savings through payment reform--could establish CO-OPs as a viable new entrant in the health care field.

Sensitivity of CO2 storage performance to varying rates and dynamic injectivity in the Bunter Sandstone, UK

Science.gov (United States)

Kolster, C.; Mac Dowell, N.; Krevor, S. C.; Agada, S.

2016-12-01

Carbon capture and storage (CCS) is needed for meeting legally binding greenhouse gas emissions targets in the UK (ECCC 2016). Energy systems models have been key to identifying the importance of CCS but they tend to impose few constraints on the availability and use of geologic CO2 storage reservoirs. Our aim is to develop simple models that use dynamic representations of limits on CO2 storage resources. This will allow for a first order representation of the storage reservoir for use in systems models with CCS. We use the ECLIPSE reservoir simulator and a model of the Southern North Sea Bunter Sandstone saline aquifer. We analyse reservoir performance sensitivities to scenarios of varying CO2 injection demand for a future UK low carbon energy market. With 12 injection sites, we compare the impact of injecting at a constant 2MtCO2/year per site and varying this rate by a factor of 1.8 and 0.2 cyclically every 5 and 2.5 years over 50 years of injection. The results show a maximum difference in average reservoir pressure of 3% amongst each case and a similar variation in plume migration extent. This suggests that simplified models can maintain accuracy by using average rates of injection over similar time periods. Meanwhile, by initiating injection at rates limited by pressurization at the wellhead we find that injectivity steadily increases. As a result, dynamic capacity increases. We find that instead of injecting into sites on a need basis, we can strategically inject the CO2 into 6 of the deepest sites increasing injectivity for the first 15 years by 13%. Our results show injectivity as highly dependent on reservoir heterogeneity near the injection site. Injecting 1MTCO2/year into a shallow, low permeability and porosity site instead of into a deep injection site with high permeability and porosity reduces injectivity in the first 5 years by 52%. ECCC. 2016. Future of Carbon Capture and Storage in the UK. UK Parliament House of Commons, Energy and Climate Change

Systematic investigation of the synthesis of core-shell poly(styrene-co-acrylic acid) colloids with varying shell thickness and core diameter

DEFF Research Database (Denmark)

Hinge, Mogens; Keiding, Kristian

2006-01-01

the morphology of the material for an specific application is going on. It is known from SFEP of styrene that the final colloidal size can be controlled by adjusting the ionic strength of the synthesis feed [1] and it is suggested that adding acrylic acid to the synthesis will result in a change...... in polymerization locus from the core to the surface [2]. There is at present not performed a systematically investigation in controlling the core size and shell thickness of poly(styrene-co-acrylic acid) core-shell colloids  (poly(ST-co-AA)).   Poly(ST-co-AA) colloids were synthesized by free-radical surfactant......-free emulsion co-polymerization (SFECP) at 70°C, using styrene as monomer and acrylic acid as co-monomer. Different batches of poly(ST-co-AA) colloids were synthesized with varying ionic strength and acrylic acid concentrations in the synthesis feed. The produced poly(ST-co-AA) colloids were analysed...

Effective training strategies for teaching communication skills to physicians: an overview of systematic reviews.

Science.gov (United States)

Berkhof, Marianne; van Rijssen, H Jolanda; Schellart, Antonius J M; Anema, Johannes R; van der Beek, Allard J

2011-08-01

Physicians need good communication skills to communicate effectively with patients. The objective of this review was to identify effective training strategies for teaching communication skills to qualified physicians. PubMED, PsycINFO, CINAHL, and COCHRANE were searched in October 2008 and in March 2009. Two authors independently selected relevant reviews and assessed their methodological quality with AMSTAR. Summary tables were constructed for data-synthesis, and results were linked to outcome measures. As a result, conclusions about the effectiveness of communication skills training strategies for physicians could be drawn. Twelve systematic reviews on communication skills training programmes for physicians were identified. Some focused on specific training strategies, whereas others emphasized a more general approach with mixed strategies. Training programmes were effective if they lasted for at least one day, were learner-centred, and focused on practising skills. The best training strategies within the programmes included role-play, feedback, and small group discussions. Training programmes should include active, practice-oriented strategies. Oral presentations on communication skills, modelling, and written information should only be used as supportive strategies. To be able to compare the effectiveness of training programmes more easily in the future, general agreement on outcome measures has to be established. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Teaching English to Engineers: Between English Language Teaching and Psychology

OpenAIRE

Irina-Ana Drobot

2016-01-01

Teaching English to Engineers is part of English for Specific Purposes, a domain which is under the attention of English students especially under the current conditions of finding jobs and establishing partnerships outside Romania. The paper will analyse the existing textbooks together with the teaching strategies they adopt. Teaching English to Engineering students can intersect with domains such as psychology and cultural studies in order to teach them efficiently. Textbooks for students o...

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.

Integrating Multiple Teaching Methods into a General Chemistry Classroom

Science.gov (United States)

Francisco, Joseph S.; Nicoll, Gayle; Trautmann, Marcella

1998-02-01

In addition to the traditional lecture format, three other teaching strategies (class discussions, concept maps, and cooperative learning) were incorporated into a freshman level general chemistry course. Student perceptions of their involvement in each of the teaching methods, as well as their perceptions of the utility of each method were used to assess the effectiveness of the integration of the teaching strategies as received by the students. Results suggest that each strategy serves a unique purpose for the students and increased student involvement in the course. These results indicate that the multiple teaching strategies were well received by the students and that all teaching strategies are necessary for students to get the most out of the course.

Recontextualising Cellular Respiration in Upper Secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy

NARCIS (Netherlands)

Wierdsma, Menno; Knippels, Marie Christine; van Oers, Bert; Boersma, Kerst Th

2016-01-01

Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, i.e. to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop

Recontextualising cellular respiration in upper secondary biology education: characteristics and practicability of a learning and teaching strategy

NARCIS (Netherlands)

Wierdsma, Menno; Knippels, Marie-Christine; Oers, Bert; Boersma, Kerst

2016-01-01

Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, i.e. to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop

DLESE Teaching Boxes: Earth System Science Resources And Strategies For Using Data In The Classroom

Science.gov (United States)

Olds, S. E.; Weingroff, M.

2005-12-01

The DLESE Teaching Box project is both a professional development opportunity and an educational resource development project providing a pedagogic context that support teachers' use of data in the classroom. As a professional development opportunity, it is designed to augment teachers' science content knowledge, enhance their use of inquiry teaching strategies, and increase their confidence and facility with using digital libraries and online learning resources. Teams of educators, scientists, and instructional designers work together during a three part Teaching Box Development Workshop series to create Teaching Boxes on Earth system science topics. The resulting Teaching Boxes use Earth system science conceptual frameworks as their core and contain inquiry-based lessons which model scientific inquiry and process by focusing on the gathering and analysis of evidence. These lines of evidence employ an Earth systems approach to show how processes across multiple spheres, for example, how the biosphere, atmosphere, and geosphere interact in a complex Earth process. Each Teaching Box has interconnected lessons that provide 3-6 weeks of instruction, incorporate National and California science standards, and offer guidance on teaching pathways through the materials. They contain up-to-date digital materials including archived and real-time data sets, simulations, images, lesson plans, and other resources available through DLESE, NSDL, and the participating scientific institutions. Background information provided within the Box supports teacher learning and guides them to facilitate student access to the tools and techniques of authentic, modern science. In developing Teaching Boxes, DLESE adds value to existing educational resources by helping teachers more effectively interpret their use in a variety of standards-based classroom settings. In the past twelve months we have had over 100 requests for Teaching Box products from teachers and curriculum developers from

Teaching Moments: Opening the Pipeline to Teaching Innovations

Science.gov (United States)

Tanner, John F.; Whalen, D. Joel

2013-01-01

This paper demonstrates a strategy to speed teaching innovation transfer between marketing educators. Nine teaching innovations presented at the Society for Marketing Advances 2012 Annual Conference are offered in a brief catalog form. The reader can also download support materials at www.salesleadershipcenter.com/research.html#mer-tm13/.…

Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education

Science.gov (United States)

Kordts-Freudinger, Robert

2017-01-01

The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their…

Student as producer: research-engaged teaching, an institutional strategy

OpenAIRE

Neary, Mike; Saunders, Gary; Hagyard, Andy; Derricott, Dan

2014-01-01

Student as Producer is a curriculum development project that has been ongoing at the University of Lincoln since 2007. The aim of the project has been to promote research-engaged teaching as the organising principle for teaching and learning across all subjects and all levels of taught provision at Lincoln. While there are many examples of research-engaged teaching in higher education what makes the curriculum distinctive at Lincoln is that research-engaged teaching is the default...

The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

Science.gov (United States)

Abdi, Ali; Laei, Susan; Ahmadyan, Hamze

2013-01-01

The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected…

The Logic, Affectivity and Ethics of Electronic Conferencing Teaching Strategies in Post-Secondary Mixed-Mode Courses

Science.gov (United States)

Campos, Milton

2004-01-01

This paper aims to identify and to understand the role of the logical, the affective and the ethical dimensions of knowledge in the online interactions of post-secondary teachers and students. By understanding how these dimensions are interwoven, I intend to demonstrate that the instructor?s course design and teaching strategies must take them…

Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy

Science.gov (United States)

An, Song A.; Tillman, Daniel A.; Paez, Carlos R.

2015-01-01

This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…

Adaptive co-evolution of strategies and network leading to optimal cooperation level in spatial prisoner's dilemma game

International Nuclear Information System (INIS)

Han-Shuang, Chen; Zhong-Huai, Hou; Hou-Wen, Xin; Ji-Qian, Zhang

2010-01-01

We study evolutionary prisoner's dilemma game on adaptive networks where a population of players co-evolves with their interaction networks. During the co-evolution process, interacted players with opposite strategies either rewire the link between them with probability p or update their strategies with probability 1 – p depending on their payoffs. Numerical simulation shows that the final network is either split into some disconnected communities whose players share the same strategy within each community or forms a single connected network in which all nodes are in the same strategy. Interestingly, the density of cooperators in the final state can be maximised in an intermediate range of p via the competition between time scale of the network dynamics and that of the node dynamics. Finally, the mean-field analysis helps to understand the results of numerical simulation. Our results may provide some insight into understanding the emergence of cooperation in the real situation where the individuals' behaviour and their relationship adaptively co-evolve. (general)

A fed-batch strategy to produce high poly(3-hydroxybutyrate-co-3-hydroxyvalerate-co-4-hydroxybutyrate) terpolymer yield with enhanced mechanical properties in bioreactor.

Science.gov (United States)

Aziz, Nursolehah Abd; Huong, Kai-Hee; Sipaut, Coswald Stephen; Amirul, A A

2017-11-01

This study reports an efficient fed-batch strategy to improve poly(3-hydroxybutyrate-co-3-hydroxyvalerate-co-4-hydroxybutyrate) [P(3HB-co-3HV-co-4HB)] terpolymer production by Cupriavidus sp. USMAA2-4 with enhanced mechanical properties in bioreactor. The cultivations have been performed by combining oleic acid with γ-butyrolactone at different concentration ratios with 1-pentanol at a fixed concentration. The batch and fed-batch fermentations have resulted in P(3HB-co-3HV-co-4HB) with compositions of 9-35 mol% 3HV and 4-24 mol% 4HB monomers. The DO-stat fed-batch fermentation strategies have significantly improved the production with a maximum 4.4-fold increment of cell dry weight (CDW). Besides, appropriate feeding of the substrates has resulted in an increment of terpolymer productivity from 0.086-0.347 g/L/h, with a significantly shortened cultivation time. The bacterial growth and terpolymer formation have been found to be affected by the concentration of carbon sources supplied. Characterization of P(3HB-co-3HV-co-4HB) has demonstrated that incorporation of 3HV and 4HB monomer has significantly improved the physical and thermodynamic properties of the polymers, by reducing the polymer's crystallinity. The tensile strength, Young's modulus of the terpolymer has been discovered to increase with the increase of M w . The fed-batch fermentation strategies employed in this study have resulted in terpolymers with a range of flexible materials having improved tensile strength and Young's modulus as compared to the terpolymer produced from batch fermentation. Possession of lower melting temperature indicates an enhanced thermal stability which broadens the polymer processing window.

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.

Non-anthocyanin polyphenolic transformation by native yeast and bacteria co-inoculation strategy during vinification.

Science.gov (United States)

Devi, Apramita; Archana, Kodira Muthanna; Bhavya, Panikuttria Kuttappa; Anu-Appaiah, Konerira Aiyappaa

2018-02-01

Co-inoculation has been adapted by many wine-producing countries because it enhances the success of malolactic fermentation and reduces the fermentation cost, as well as time. However, wine phenolics have been sparsely highlighted during co-inoculation, even though polyphenols are an important parameter affecting wine colour, astringency and aroma. In the present study, we investigated the impact of co-inoculation on non-anthocyanin polyphenol profile for two different grape varieties. Co-inoculation of native yeast strain (AAV2) along with Oenococcus oeni was adapted for Cabernet Sauvignon and Shiraz wine. It was observed that the co-inoculation had minimal yet significant impact on the phenolic composition of wines for both the grape varieties. Color loss, as well as fruity aroma development, was observed in co-inoculated wines. The wines were on a par with the commercial wine, as well as wines without malolactic fermentation, in terms of phenolic compounds and overall organoleptic acceptance. Principal component analysis and hierarchical cluster analysis further suggested that the varietal influence on phenolic composition was dominating compared to inoculation strategies. Among the varieties, the inoculation strategies have significantly influenced the Cabernet wines compared to Shiraz wines. The results of the present study demonstrate that the phenolic compounds are not drastically affected by metabolic activities of malolactic bacteria during co-inoculation and, hence, are equally suitable for wine fermentation. © 2017 Society of Chemical Industry. © 2017 Society of Chemical Industry.

TEACHING BIOCHEMISTRY USING EDUCATIONAL GAMES AND GAMIFICATION STRATEGIES

Directory of Open Access Journals (Sweden)

Yuri Rafael de Oliveira Silva

2016-11-01

Full Text Available INTRODUCTION: Biotechnology is a new bachelor degree in UFPA, and has been stablished with excellency in the state of Pará. However, there is the need to promote comprehension and learning in Biochemistry, as well as interdisciplinarity, that is an essential part of biotechnology. OBJECTIVES:  To increase learning and interdisciplinarity, educational games were used as tools. The students were instigated to develop educational games in different topics of energy metabolism. MATERIALS AND METHODS: The games were developed to be used in any teaching environment, since they were made with low-cost and accessible materials. This strategy was applied in three semesters in different Biochemistry classes, between 2012 and 2014. The best games in each class were used in following semesters. DISCUSSION AND RESULTS: Since the first semester, the failing rates dropped 15% compared to the previous semester, in which educational games were not used. An increase in learning (by observation could be noticed, including comprehension of metabolic pathways and their conections. Twenty games were developed in three semesters, and four of them are still being improved and used in other classes. The participant students answered a questionnaire, in which 47% defined the games as “Relaxing and Instigating”, 33% said the games “Accomplished their didactic and educational role” and 54% said they would recommend the use of these games as a reviewing activity. At the moment, another approach is being used to teach Biochemistry – Gamification, which uses elements found in games, as conflict, cooperation, rules and fun, to improve students’ motivation and engagement. CONCLUSION: As a partial result, there was greater in-class interest and engagement, better comprehension of the course content and the activities gave the students the opportunity to work in groups, to think critically about the themes and to develop opinions based on interdisciplinar and formal

Effective strategy making: Co-designing scenarios as a tool for effective strategic planning

Directory of Open Access Journals (Sweden)

Jan Vogelij

2015-08-01

Full Text Available Subject of this study For establishing main lines of their future development, governments on several levels of government prepare spatial development visions, for assessing individual plans and initiatives against the background of a desired direction of development. Such strategic visions help to avoid the necessity to start considering again and again the question which direction long-term development should take. The European Commission promotes making such development strategies, hoping this leads to innovation in the regions and increased competitiveness of Europe. More particularly, the Commission expects a substantial contribution to prosperity of the rich diversity of local characteristics as assets for the development and innovation of the European territory. This study aims to explore the factors for success of strategic spatial planning. Strategy making happens in the different circumstances in European countries, legally regulated or informally, using terms like: Structure plans, structural visions, master plans, development visions and spatial development strategies. Here the term (spatial development vision is used. The central question is: Which aspects of planning processes and place-related conditions support the effectiveness of strategy making? The processes of strategy making and the place related circumstances are intensively interrelated. The diversity of circumstances in the European countries is expressed in the different national and regional planning cultures. That includes the set of procedures, competencies, education of planners and other experts and their resulting attitudes towards strategy making. In a development strategy all interests of society come together. Therefore the constructive working together of representatives of different sectors and interest is key to the success. Because of this crucial issue, we distinguished between co-operation, as just contributing to someone else’s activity, co

A Paper-and-Pencil Strategy for Teaching Mitosis and Meiosis, Diagnosing Learning Problems and Predicting Examination Performance.

Science.gov (United States)

Mertens, Thomas R.; Walker, Julie O.

1992-01-01

Describes the Bajema strategy for teaching meiosis and how it is used in the general genetics course at Ball State University and can be used to identify students who have misconceptions of meiosis that can interfere with their learning the basics of Mendelian inheritance. (Contains 11 references.) (MDH)

Teaching Reading

Science.gov (United States)

Day, Richard R.

2013-01-01

"Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…

Student-Opinion Questionnaires on Teacher Performance. An Institutional Strategy for the Evaluation of Teaching Medicine

Directory of Open Access Journals (Sweden)

Adrián Martínez González

2010-05-01

Full Text Available As a way of showing the usefulness of employing questionnaires for evaluating teaching performance by means of students’ opinion of various aspects of institutional assessment, this article presents the results of applying the Student-Opinion Questionnaire on Teacher Performance (COED for the Spanish initials in first and second-year subjects taught during Semester 2007-2008 II, in the Medical School of the National Autonomous University of Mexico (UNAM. Analyzed were a total of 20,136 questionnaires, of which were evaluated 919 teachers/groups. Teaching activities are systematically evaluated as better in the second-year courses. In general, “Attitude toward students”, “Punctuality”, and “Compliance with the administrative aspects of the courses” (management are assessed as best, while “Teaching methods” and “Use of other support materials and activities” need improvement. The results show that this type of questionnaire, as well as offering feedback on the performance of teachers as individuals, permits the comparison of their performance by materials and levels, as well as basing proposals for research and improvement. In this sense, the questionnaires should form part of the instruments used for every program of institutional evaluation.

Varied growth response of cogongrass ecotypes to elevated CO2

Directory of Open Access Journals (Sweden)

G. Brett Runion

2016-01-01

Full Text Available Cogongrass [Imperata cylindrica (L. P. Beauv] is an invasive C4 perennial grass which is listed as one of the top ten worst weeds in the world and is a major problem in the Southeast US. Five cogongrass ecotypes (Florida, Hybrid, Louisiana, Mobile, and North Alabama collected across the Southeast and a red-tip ornamental variety were container grown for six months in open top chambers under ambient and elevated (ambient plus 200 ppm atmospheric CO2. Elevated CO2 increased average dry weight (13% which is typical for grasses. Elevated CO2 increased height growth and both nitrogen and water use efficiencies, but lowered tissue nitrogen concentration; again, these are typical plant responses to elevated CO2. The hybrid ecotype tended to exhibit the greatest growth (followed by Louisiana, North Alabama, and Florida ecotypes while the red-tip and Mobile ecotypes were smallest. Interactions of CO2 with ecotype generally showed that the hybrid, Louisiana, Florida, and/or North Alabama ecotypes showed a positive response to CO2 while the Mobile and red-tip ecotypes did not. Cogongrass is a problematic invasive weed in the southeastern U.S. and some ecotypes may become more so as atmospheric CO2 continues to rise.

Using multiple metaphors and multimodalities as a semiotic resource when teaching year 2 students computational strategies

Science.gov (United States)

Mildenhall, Paula; Sherriff, Barbara

2017-06-01

Recent research indicates that using multimodal learning experiences can be effective in teaching mathematics. Using a social semiotic lens within a participationist framework, this paper reports on a professional learning collaboration with a primary school teacher designed to explore the use of metaphors and modalities in mathematics instruction. This video case study was conducted in a year 2 classroom over two terms, with the focus on building children's understanding of computational strategies. The findings revealed that the teacher was able to successfully plan both multimodal and multiple metaphor learning experiences that acted as semiotic resources to support the children's understanding of abstract mathematics. The study also led to implications for teaching when using multiple metaphors and multimodalities.

Strategies for development and CO2 abatement in China`s power industry

Energy Technology Data Exchange (ETDEWEB)

Ying, R.

1996-12-31

Chinese Government has set a series sustainable energy development policies and strategies to alleviate atmospheric pollution and to mitigate the CO2 emission. Some major policies and measures that will be emphasized in China`s power industrial development will be addressed in this paper.

Effective Teaching Practices in Handling Non Readers

Directory of Open Access Journals (Sweden)

Jacklyn S. Dacalos

2016-08-01

Full Text Available The study determined the effective teaching practices in handling nonreaders. This seeks to answer the following objectives: describe the adjustments, effective strategies, and scaffolds utilized by teachers in handling nonreaders; differentiate the teachers’ reading adjustments, strategies and scaffolds in teaching nonreaders; analyze the teaching reading efficiency of nonreaders using effective teaching reading strategies; and find significant correlation of nonreaders’ grades and reading teachers’ reading adjustments, strategies and scaffolds. This study utilized mixed methods of research. Case studies of five public schools teachers were selected as primary subjects, who were interviewed in handling nonreaders in the areas of adjustments, strategies, and reading scaffolds. Actual teaching observation was conducted according to the five subjects’ most convenient time. In ascertaining the nonreaders’ academic performance, the students’ grades in English subject was analyzed using T-Test within subject design. Handling nonreaders in order to read and understand better in the lesson is an arduous act, yet; once done with effectiveness and passion, it yielded a great amount of learning success. Effective teaching practices in handling nonreaders comprised the use of teachers’ adjustments, strategies, and scaffolds to establish reading mastery, exposing them to letter sounds, short stories, and the use of follow-up. WH questions enhanced their reading performance significantly. Variations of reading teachers’ nature as: an enabler, a facilitator, a humanist, a behaviorist, and an expert, as regards to their teaching practices, were proven significant to students’ reading effectiveness.

An Investigation of Strategies for Integrated Learning Experiences and Instruction in the Teaching of Creative Art Subjects

Science.gov (United States)

Nompula, Yolisa

2012-01-01

This study investigated the integrating possibilities within each creative arts subject. The objective was to optimize the limited teaching time, generally allocated to each art subject in schools, by developing a pedagogical strategy for its successful implementation. While the study was limited to South African schools, the results have global…

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

OpenAIRE

Valéria Brumato Regina Fornazari; Ana Tiyomi Obara

2017-01-01

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 ac...

Teaching Shakespeare Today: Practical Approaches and Productive Strategies.

Science.gov (United States)

Davis, James E., Ed.; Salomone, Ronald, E., Ed.

This teaching guide for high school college instructors begins with an introduction on "Shakespeare and the American Landscape," by Samuel Crowl, and includes the following 32 essays: "Some 'Basics' in Shakespearean Study" (Gladys V. Veidemanis); "Teaching Shakespeare's Dramatic Dialogue" (Sharon A. Beehler);…

The didactic configuration of teaching strategies with Information and communication technology in pedagogical practices of the engineering made in two Mexican higher education institutions

Directory of Open Access Journals (Sweden)

Martha Patricia ASTUDILLO TORRES

2016-07-01

Full Text Available In this article explains the didactic configuration of teaching strategies with information and communications technology (ICT that designs and implements the higher education teachers in their educational practice, with the objective of facilitating the curricula of three subjects belonging to the careers of civil Engineering and environmental Engineering of the two most important institutions of higher education of the state of Chiapas, Mexico. Similarly, it exposed a categorization of teaching strategies with ICT emerged from the ethnographic study carried out in these Mexican universities.

Activating teaching methods, studying responses and learning

OpenAIRE

Christensen, Hans Peter; Vigild, Martin E.; Thomsen, Erik; Szabo, Peter; Horsewell, Andy

2009-01-01

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed. Peer Reviewed

Results from a Faculty Development Program in Teaching Economics

Science.gov (United States)

Walstad, William B.; Salemi, Michael K.

2011-01-01

The Teaching Innovations Program (TIP) was a six-year project funded by the National Science Foundation that gave economics instructors the opportunity to learn interactive teaching strategies for use in undergraduate economics courses. TIP participants first attended a teaching workshop that presented various teaching strategies. They then could…

Water in everyday life and in science classrooms: analysis of discursive interactions and teaching strategies in primary education

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Andreza Fortini da Silva

2012-02-01

Full Text Available This article examines how a primary teacher establishes links between students' initial contributions on the theme ‘water’ and the elements that will make up the teaching approach of this subject in the science classroom. For this purpose, we examine discursive interactions in the first lessons of a teaching sequence, looking for links between events that are being elicited and developed by the teacher with intense participation of the students. We shall also examine the teaching strategies conducted by the teacher, emphasizing the presence of visual resources in text production activities, understanding them as literacy practices in the context of science lessons. To examine the effectiveness of these strategies and mediational resources, we shall analyze some exemplars of the students' productions (texts and drawings. We will use as criteria of analysis: speech marks of the opening activity and of the preliminary discussions in the texts produced by the pupils; evidence of changes in the pupils’ initial repertoires about the theme; evidence of connections between the “water in our lives” and “water as a science subject”. The context of the research is a third year grade classroom in a public elementary school in Contagem / MG - Brazil.

Teaching with research: a strategy for students of postgraduation in medicine.

Science.gov (United States)

Rodrigues, Maria das Graças Villela; Gonçalves, Manuel Domingos da Cruz

2013-01-01

Promoting a scientific activity of research to students of a graduation program as a reflexive tool of teacher and formative practice of necessary activities to construction of a research in medical education. Graduation students of surgery at UFRJ did a research, randomly interviewing a population of medical teachers who acts at Medicine Universities of Rio de Janeiro. The study was structured in three steps: definition of the investigative content; realization of 150 interviews before field research and discussion about the results. The majority of interviewees (85%) assert to know the recent trends of education, but when they express their thoughts they leave doubts about the real knowledge of the subject. The expositive classes were used by 90% of the interviewees; only 10% of them utilized strategies of teaching to transmit the contents. Just 52% of the doctors said that they had already heard about the Resolution CNE/CES N° 4/2001. The teaching with research challenged the students as investigators preparing them to the research and construction of the necessary scientific attitudes in the graduation and assisting them in solving the investigated problem. The results highlighted that the found peaces of information in the research were not accurate to feature a real dimension of the update, showing that it is recommended new studies.

Selection of nursing teaching strategies in mainland China: A questionnaire survey.

Science.gov (United States)

Zhou, HouXiu; Liu, MengJie; Zeng, Jing; Zhu, JingCi

2016-04-01

In nursing education, the traditional lecture and direct demonstration teaching method cannot cultivate the various skills that nursing students need. How to choose a more scientific and rational teaching method is a common concern for nursing educators worldwide. To investigate the basis for selecting teaching methods among nursing teachers in mainland China, the factors affecting the selection of different teaching methods, and the application of different teaching methods in theoretical and skill-based nursing courses. Questionnaire survey. Seventy one nursing colleges from 28 provincial-level administrative regions in mainland China. Following the principle of voluntary informed consent, 262 nursing teachers were randomly selected through a nursing education network platform and a conference platform. The questionnaire contents included the basis for and the factors influencing the selection of nursing teaching methods, the participants' common teaching methods, and the teaching experience of the surveyed nursing teachers. The questionnaires were distributed through the network or conference platform, and the data were analyzed by SPSS 17.0 software. The surveyed nursing teachers selected teaching methods mainly based on the characteristics of the teaching content, the characteristics of the students, and their previous teaching experiences. The factors affecting the selection of teaching methods mainly included large class sizes, limited class time, and limited examination formats. The surveyed nursing teachers primarily used lectures to teach theory courses and the direct demonstration method to teach skills courses, and the application frequencies of these two teaching methods were significantly higher than those of other teaching methods (P=0.000). More attention should be paid to the selection of nursing teaching methods. Every teacher should strategically choose teaching methods before each lesson, and nursing education training focused on selecting

A Flow Chart of Behavior Management Strategies for Families of Children with Co-Occurring Attention-Deficit Hyperactivity Disorder and Conduct Problem Behavior.

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Danforth, Jeffrey S

2016-03-01

Behavioral parent training is an evidence-based treatment for problem behavior described as attention-deficit hyperactivity disorder (ADHD), oppositional defiant disorder, and conduct disorder. However, adherence to treatment fidelity and parent performance of the management skills remains an obstacle to optimum outcome. One variable that may limit the effectiveness of the parent training is that demanding behavior management procedures can be deceptively complicated and difficult to perform. Based on outcome research for families of children with co-occurring ADHD and conduct problem behavior, an example of a visual behavior management flow chart is presented. The flow chart may be used to help teach specific behavior management skills to parents. The flow chart depicts a chain of behavior management strategies taught with explanation, modeling, and role-play with parents. The chained steps in the flow chart are elements common to well-known evidence-based behavior management strategies, and perhaps, this depiction well serve as a setting event for other behavior analysts to create flow charts for their own parent training, Details of the flow chart steps, as well as examples of specific applications and program modifications conclude.

Assertive classroom management strategies and students’ performance: The case of EFL classroom

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Mohammad Aliakbari

2015-12-01

Full Text Available Ample research findings support the effective role that classroom management strategies play in enhancing students’ learning. Drawing upon Iranian high school teachers’ classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students’ performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management strategies of organization, teaching management, teacher–student relationship, and teacher punishment–rewards (consequences with varying degrees. In the results section, Pearson correlation is applied between students’ achievement and each part of teacher management strategies. Finally, a positive relationship between teachers’ assertiveness and students’ performance was approved. The findings led to implications for in-service training programs for EFL teachers.

Stress in Teaching.

Science.gov (United States)

Dunham, Jack

Through the extensive use of teachers' reports, the many and varied stresses endured by teaching staff and their reactions to them are identified. In focusing on the dual problem of reducing pressures on teaching staff and strengthening their coping resources, this book calls attention to a series of issues within education. Chapters are devoted…

Control strategies of CO

NARCIS (Netherlands)

Shi, Liang; Infante Ferreira, C.A.; Gerritsen, Jan; Kalkman, Hendrine

2017-01-01

CO2 is a promising refrigerant compared to traditional HFCs due to its insignificant global warming potential and nonthreatening to the ozone layer. It has been used as refrigerant in industrial and commercial refrigeration in recent years. With high compactness and the ability to recover heat, CO2

Elments constintute teachers’ teaching skills

OpenAIRE

Hoa, H.; Lам, P.

2014-01-01

Teachers’ pedagogical activities are constituted by many skills such as teaching skills, education skills, and skills of performing varied pedagogical ac- tivities. Each skill is formed from a variety of specifi c skills. Approaching teachers’ teaching skills based on pedagogical operation base can help us establish methods and develop skills for teachers. By doing so, we can assist teachers to enhance their teaching competence contributing to teaching quality improvement in schools

Evaluation of co-benefits from combined climate change and air pollution reduction strategies

Science.gov (United States)

Leitao, Joana; Van Dingenen, Rita; Dentener, Frank; Rao, Shilpa

2014-05-01

The connection of climate change and air pollution is becoming more relevant in the process of policy making and implementation of emission control strategies because of resulting co-benefits and trade-offs. Some sectors, such as fossil fuel combustion, are sources of both pollutants (NOx and PM) as well as greenhouse gas (CO2). Additionally, the use of wood burning as biofuel to reduce climate impact may in fact deteriorate air quality. Furthermore, several air pollutants are important radiative forcers and regulating their emissions impacts on climate. It is evident that both problems need to be undertaken with a common strategy and the existence of cross-policy with co-benefits may encourage their implementation. The LIMITS FP7 project (http://www.feem-project.net/limits/index.html) was designed with the main goal of assessing strategies for reduction of GHG emissions so that the 2°C target can be achieved. The work developed focus on the evaluation of the implementation of strategies analysing several aspects of different scenarios, namely: the feasibility of low carbon scenarios in terms of available technologies and infrastructure, the required financial mechanisms, and also the co-benefits regarding energy security, economic development and air pollution. For the latter, five integrated assessment models (IAMs) provided greenhouse gases and pollutant emission values for several scenarios. These were based on air pollution scenarios defined according to stringency and implementation of future global legislation. They which were also combined with 2 climate policy scenarios (no climate policy and 2.8 W/m2 target). The former are mostly focused on non-climate policies and technical control measures for emissions of air pollutants, such as PM2.5, NOx and SO2, with their emission factors harmonized between the IAMs. With the global air quality source-receptor model TM5-FASST the impact of the resulting emissions was analysed and the co-benefits of combined

Strategy-Based Development of Teacher Educators' ICT Competence through a Co-operative Staff Development Project

Science.gov (United States)

Lavonen, Jari; Lattu, Matti; Juuti, Kalle; Meisalo, Veijo

2006-01-01

An ICT strategy and an implementation plan for teacher education were created in a co-operative process. Visions and expectations of staff members and students were registered by questionnaires and by making notes during sessions in which the strategy was created. Thereafter, an implementation document, where the staff development programme and…

Linking Strategy-As-Practice Knowledge and Multi-Stakeholder Brand Meaning Co-Creation

DEFF Research Database (Denmark)

Vallaster, Christine; von Wallpach, Sylvia

2014-01-01

In this paper, we adopt a strategy-as-practice perspective and establish a link to the practices of brand meaning cocreation. We contribute empirical insights gained in the context of a small, non-commercial institution. The results show that brand meaning co-creation is a fluid, social phenomenon...

Evaluation of smart grid control strategies in co-simulation - integration of IPSYS and mosaik

DEFF Research Database (Denmark)

Kosek, Anna Magdalena; Lünsdorf, Ontje; Scherfke, Stefan

2014-01-01

This paper presents two different aspects consid- ering a co-simulation of smart grid scenarios. First considers representing the control strategy in a separate discrete event simulation developed in a multi-agent platform. This study investigates the design and implementation of such a simulator....... Special attention is given to timing issues presenting time variant and time invariant models. The second aspect presented in this paper is the co-simulation composition, investigating how to integrate a control simulation with other simulators in a co- simulation ecosystem. In this study the attention...

Teaching strategies in web technologies for virtual learning environments

Directory of Open Access Journals (Sweden)

Ilber Dario Saza-Garzón

2016-12-01

Full Text Available The virtual learning environments (AVAs have been a subject of discussion and questions mainly on finding the best teaching practices, which tools you can use them and how to achieve optimum utilization have better results in virtual education, for Therefore in this paper some elements about the characteristics, history, teaching, studies have virtual environments and web applications as tools to support teaching and learning, are set for a virtual tutor note the when planning, designing, creating and implementing online courses. Thus the reader will find concepts, explanations and different evolutionary processes that wins ICT and how are you have been involved in the educational context, spotting potential applications from mediation of teaching, plus some suggestions of how to carry out exposed use thereof in virtual learning environments to strengthen the different processes of teaching and learning.

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

Structural and electrical properties of co-evaporated Cu(In,Ga)Se{sub 2} thin films with varied Cu contents

Energy Technology Data Exchange (ETDEWEB)

Kim, Min Young; Kim, Girim; Kim, Jongwan; Park, Jae Hwan; Lim, Donggun, E-mail: dglim@ut.ac.kr

2013-11-01

Cu(In,Ga)Se{sub 2} (CIGS) thin films were fabricated with varying Cu contents. Cu/(Ga + In) ratios were varied between 0.4 and 1.02. Solar cells were then fabricated by co-evaporation using the CIGS layers as absorbers. The influences of Cu content on the cells' structural, optical and electrical properties were studied. The CIGS thin films were characterized by X-ray diffractometer, scanning electron microscopy, energy-dispersive spectroscopy, four-point probe measurement and Hall measurement. Grain size in the films increased with increasing Cu content. At a Cu/(Ga + In) ratio of 0.86, the (220/204) peak was stronger than the (112) peak and carrier concentration was 1.49 × 10{sup 16} cm{sup −3}. Optimizing the Cu content resulted in a CIGS solar cell with an efficiency of 16.5%. - Highlights: • Improvement of technique to form Cu(In,Ga)Se{sub 2} (CIGS) film by co-evaporation method • Cu/(In + Ga) ratio to improve the efficiency for CIGS thin film solar cell • Cu content effects have been analyzed. • Optimum condition of CIGS layer as an absorber of thin film solar cells.

Dynamics of soil CO2 efflux under varying atmospheric CO2 concentrations reveal dominance of slow processes.

Science.gov (United States)

Kim, Dohyoung; Oren, Ram; Clark, James S; Palmroth, Sari; Oishi, A Christopher; McCarthy, Heather R; Maier, Chris A; Johnsen, Kurt

2017-09-01

We evaluated the effect on soil CO 2 efflux (F CO 2 ) of sudden changes in photosynthetic rates by altering CO 2 concentration in plots subjected to +200 ppmv for 15 years. Five-day intervals of exposure to elevated CO 2 (eCO 2 ) ranging 1.0-1.8 times ambient did not affect F CO 2 . F CO 2 did not decrease until 4 months after termination of the long-term eCO 2 treatment, longer than the 10 days observed for decrease of F CO 2 after experimental blocking of C flow to belowground, but shorter than the ~13 months it took for increase of F CO 2 following the initiation of eCO 2 . The reduction of F CO 2 upon termination of enrichment (~35%) cannot be explained by the reduction of leaf area (~15%) and associated carbohydrate production and allocation, suggesting a disproportionate contraction of the belowground ecosystem components; this was consistent with the reductions in base respiration and F CO 2 -temperature sensitivity. These asymmetric responses pose a tractable challenge to process-based models attempting to isolate the effect of individual processes on F CO2 . © 2017 John Wiley & Sons Ltd.

Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

Directory of Open Access Journals (Sweden)

Julia Sevy

2016-09-01

Full Text Available Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.

The Matters in Teaching Reading Comprehension to EFL Students

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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.

Statistics Graduate Students' Professional Development for Teaching: A Communities of Practice Model

Science.gov (United States)

Justice, Nicola

Graduate teaching assistants (GTAs) are responsible for instructing approximately 25% of introductory statistics courses in the United States (Blair, Kirkman, & Maxwell, 2013). Most research on GTA professional development focuses on structured activities (e.g., courses, workshops) that have been developed to improve GTAs' pedagogy and content knowledge. Few studies take into account the social contexts of GTAs' professional development. However, GTAs perceive their social interactions with other GTAs to be a vital part of their preparation and support for teaching (e.g., Staton & Darling, 1989). Communities of practice (CoPs) are one way to bring together the study of the social contexts and structured activities of GTA professional development. CoPs are defined as groups of practitioners who deepen their knowledge and expertise by interacting with each other on an ongoing basis (e.g., Lave & Wenger, 1991). Graduate students may participate in CoPs related to teaching in many ways, including attending courses or workshops, participating in weekly meetings, engaging in informal discussions about teaching, or participating in e-mail conversations related to teaching tasks. This study explored the relationship between statistics graduate students' experiences in CoPs and the extent to which they hold student-centered teaching beliefs. A framework for characterizing GTAs' experiences in CoPs was described and a theoretical model relating these characteristics to GTAs' beliefs was developed. To gather data to test the model, the Graduate Students' Experiences Teaching Statistics (GETS) Inventory was created. Items were written to collect information about GTAs' current teaching beliefs, teaching beliefs before entering their degree programs, characteristics of GTAs' experiences in CoPs, and demographic information. Using an online program, the GETS Inventory was administered to N =218 statistics graduate students representing 37 institutions in 24 different U.S. states

Teaching about Narrative.

Science.gov (United States)

Davies, Gill

1978-01-01

Raises issues involved in the study and teaching of narrative, with reference to both literature and film. Considers the function of realism in narrative fiction and the teaching of theory and practice of those writers and filmmakers who have challenged the realist text by alternative strategies. (JMF)

Appropriate Interventions on the Problems Encountered on Effective Teaching Practices in a State University External Campus in the Philippines

Directory of Open Access Journals (Sweden)

Nilo L. Masbaño

2015-12-01

Full Text Available Descriptive studies on the perception of teachers regarding effective teaching practices, problems encountered and appropriate interventions have generally supported the beliefs that the problems of education did not lie only outside the school but inside the school itself. Yet such studies neglect the primary reason through which students learn, the effective teaching practices. The current study explores the link on the perception of teachers regarding effective teaching practices, problems encountered and appropriate interventions. Data were obtained using the questionnaire that were collected from 80 respondents whom faculty members of WVSU-JC. Mean and rank were used as statistical tools. A high level of agreement among teachers on the propositions regarding effective teaching was hypothesized. However, they preferred some teaching practices to the other. Teachers' perception on effective teaching practices were, showing of mastery on the subject matter, updating of knowledge about the subject matter, utilizing an appropriate strategies and methods and observing an ethical and moral principles in teaching. Generally, the top problems perceived by teachers that hinder their effective teaching includes inadequacy of laboratory facilities and equipment, insufficient library references and classrooms which are not conducive for teaching-learning process. However, it varies according to the classification as to different categories of variables. The appropriate interventions were the upgrading of laboratory facilities and equipment, the purchasing of additional books, the giving of trainings to the teachers on the recent development on the subject that they are teaching, providing more hands on activities for students, enhancing the teaching strategies and methods, and strengthening the commitment among teachers.

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.

Cultures of Teaching in Childhood: Formal Schooling and Maya Sibling Teaching at Home

Science.gov (United States)

Maynard, Ashley E.

2004-01-01

Culture can be thought of a set of shared practices, beliefs, and values that are transmitted across generations through language [Bruner, J. (1990). "Acts of meaning". Cambridge, MA: Harvard University Press]. Teaching is one way that culture is transmitted, but forms of teaching vary across cultures and across activity settings within…

Measuring CO ₂ and N ₂ O Mass Transfer into GAP-1 CO ₂ –Capture Solvents at Varied Water Loadings

Energy Technology Data Exchange (ETDEWEB)

Whyatt, Greg A.; Zwoster, Andy; Zheng, Feng; Perry, Robert J.; Wood, Benjamin R.; Spiry, Irina; Freeman, Charles J.; Heldebrant, David J.

2017-04-12

This paper investigates the CO₂ and N₂ O absorption behavior in the water-lean gamma amino propyl (GAP)-1/TEG solvent system using a wetted-wall contactor. Testing was performed on a blend of GAP-1 aminosilicone in triethylene glycol at varied water loadings in the solvent. Measurements were made with CO₂ and N₂ O at representative lean (0.04 mol CO₂/mol alkalinity), middle (0.13 mol CO₂ /mol alkalinity) and rich (0.46 mol CO₂ /mol alkalinity) solvent loadings at 0, 5, 10 and 15 wt% water loadings at 40, 60 and 80C° and N₂ O at (0.08-0.09 mol CO₂ /mol alkalinity) at 5 wt% water at 40, 60 and 80C°. CO₂ flux was found to be non-linear with respect to log mean pressure driving force (LMPD). Liquid-film mass transfer coefficients (k'g) were calculated by subtracting the gas film resistance (determined from a correlation from literature) from the overall mass transfer measurement. The resulting k'g values for CO₂ and N₂ O in GAP-1/TEG mixtures were found to be higher than that of 5M aqueous monoethanolamine under comparable driving force albeit at higher solvent viscosities. The k'g values for CO₂ were also found to decrease with increasing solvent water content and increase with a decrease in temperature. These observations indicate that mass transfer of CO₂ in GAP-1/TEG is linked to the physical solubility of CO₂ , which is higher in organic solvents compared to water. This paper expands on the understanding of the unique mass transfer behavior and kinetics of CO₂ capture in water-lean solvents.

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.

Teaching Listening.

Science.gov (United States)

Mendelsohn, David J.

1998-01-01

Review of research on trends in teaching second-language listening focuses primarily on strategy instruction and a strategy-based approach but also refers to developments in terms of listening and "high-tech contexts," interactive listening, and academic listening. Classroom listening textbooks are discussed, with attention to the mismatch between…

Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education

Science.gov (United States)

Tremblay, Philippe

2013-01-01

We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1,…

Collaborative Teaching Strategies Lead to Retention of Skills in Acid-Base Physiology: A 2-Yr Follow-Up Study

Science.gov (United States)

Hartmann, Jacob P.; Toksvang, Linea Natalie; Berg, Ronan M. G.

2015-01-01

A basic understanding of acid-base physiology is critical for the correct assessment of arterial blood gases in the clinical setting. In this context, collaborative teaching strategies in the undergraduate classroom setting may be useful, since it has been reported to enhance both transfer and retention of learned material in a time-efficient…

Integrated Arts-Based Teaching (IAT) Model for Brain-Based Learning

Science.gov (United States)

Inocian, Reynaldo B.

2015-01-01

This study analyzes teaching strategies among the eight books in Principles and Methods of Teaching recommended for use in the College of Teacher Education in the Philippines. It seeks to answer the following objectives: (1) identify the most commonly used teaching strategies congruent with the integrated arts-based teaching (IAT) and (2) design…

Intensifying the intrinsic motivation by differentiating the teaching strategies in higher education

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Tulbure, C.

2011-01-01

Full Text Available Learning motivation represents one of the most importantpredictors of academic achievement in higher education. In this empirical study, we have implemented a formative program to improve the university students’ academic achievement and their intrinsic learning motivation. To fully use their intellectual potential, students were treated according to their learning style, throughout one academic year. When we considered the within subject design, both intrinsic motivation and academic achievement significantly increased at the end of the study. Only intrinsic motivation proved to be significantly higher for the between subject comparison. Because our formative program proved to have a significant impact on students’ learning motivation, we recommend the differentiated teaching strategies to improve the academic achievement in higher education.

Different habitus: different strategies in teaching physics? Relationships between teachers' social, economic and cultural capital and strategies in teaching physics in upper secondary school

Science.gov (United States)

Engström, Susanne; Carlhed, Carina

2014-09-01

With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu's sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n = 268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed

The Effects of Varying Crustal Carbonate Composition on Assimilation and CO2 Degassing at Arc Volcanoes

Science.gov (United States)

Carter, L. B.; Holmes, A. K.; Dasgupta, R.; Tumiati, S.

2015-12-01

Magma-crustal carbonate interaction and subsequent decarbonation can provide an additional source of CO2 release to the exogenic system superimposed on mantle-derived CO2. Carbonate assimilation at present day volcanoes is often modeled by limestone consumption experiments [1-4]. Eruptive products, however, do not clearly display the characteristic ultracalcic melt compositions produced during limestone-magma interaction [4]. Yet estimated CO2outflux [5] and composition of volcanics in many volcanic systems may allow ~3-17% limestone- or dolostone-assimilated melt contribution. Crystallization may retain ultracalcic melts in pyroxenite cumulates. To extend our completed study on limestone assimilation, here we explore the effect of varying composition from calcite to dolomite on chemical and thermal decarbonation efficiency of crustal carbonates. Piston cylinder experiments at 0.5 GPa and 900-1200 °C demonstrate that residual mineralogy during interaction with magma shifts from CaTs cpx and anorthite/scapolite in the presence of calcite to Di cpx and Fo-rich olivine with dolomite. Silica-undersaturated melts double in magnesium content, while maintaining high (>30 wt.%) CaO values. At high-T, partial thermal breakdown of dolomite into periclase and CO2 is minimal (<5%) suggesting that in the presence of magma, CO2 is primarily released due to assimilation. Assimilated melts at identical P-T conditions depict similarly high volatile contents (10-20 wt.% by EMPA deficit at 0.5 GPa, 1150 °C with hydrous basalt) with calcite or dolomite. Analysis of the coexisting fluid phase indicates the majority of water is dissolved in the melt, while CO2 released from the carbonate is preferentially partitioned into the vapor. This suggests that although assimilated melts have a higher CO2 solubility, most of the CO2can easily degas from the vapor phase at arc volcanoes, possibly more so at volcanic plumbing systems traversing dolomite [8]. [1]Conte et al 2009 EuJMin (21) 763

Developing strategies for the regeneration of polyethylenimine based CO{sub 2} adsorbents

Energy Technology Data Exchange (ETDEWEB)

Trevor C. Drage; Karl M. Smith; Ana Arenillas; Colin E. Snape [University of Nottingham, Nottingham (United Kingdom). Nottingham Fuel and Energy Centre, School of Chemical, Environmental and Mining Engineering

2007-07-01

Adsorption is considered to be one of the more promising technologies for capturing CO{sub 2} from flue gases. The efficient adsorption of CO{sub 2} at low partial pressures, associated with post-combustion capture, require chemical type adsorbents containing basic amine functional groups. It has been demonstrated that amine polymers, for example polyethylenimine (PEI), immobilised on various porous substrates, silica, zeolites and fly ash, are effective adsorbents for CO{sub 2}. When considering the use of adsorption for large scale CO{sub 2} capture, the ease of regeneration and the lifetime of the adsorbents are critical factors in determining their efficiency, cost and therefore feasibility for use. In this paper two approaches, thermal swing adsorption (TSA) cycles over a range of temperatures and time in an atmosphere of CO{sub 2} and thermally assisted pressure swing desorption, are explored for the regeneration of the PEI based adsorbents. The reactions occurring during the TSA regeneration of PEI based adsorbents in an atmosphere of CO{sub 2}, especially the formation of a thermostable complex between PEI and CO{sub 2} above 130{sup o}C are described. Identification of the complex by FTIR, XPS and 13C NMR and its attempted regeneration will be described. Overall, the results from this research have implications for the selection of regeneration strategies of all amine based CO{sub 2} adsorbents. 5 refs., 1 figs., 1 tab.

Planning and Implementing Shared Teaching: An MBA Team-Teaching Case Study

Science.gov (United States)

Helms, Marilyn M.; Alvis, John M.; Willis, Marilyn

2005-01-01

Team teaching is a popular trend in business education. In an attempt to integrate seemingly disparate functional disciplines, a number of business programs have combined courses. Regardless of the courses combined (marketing and finance, management and accounting, economics and strategy, or production and cost accounting), the teaching pedagogy…

Swedish biomass strategies to reduce CO2 emission and oil use in an EU context

International Nuclear Information System (INIS)

Joelsson, Jonas; Gustavsson, Leif

2012-01-01

Swedish energy strategies for transportation, space heating and pulp industries were evaluated with a focus on bioenergy use. The aims were to 1) study trade-offs between reductions in CO 2 emission and oil use and between Swedish reductions and EU reductions, 2) compare the potential contributions of individual reduction measures, 3) quantify the total CO 2 emission and oil use reduction potentials. Swedish energy efficiency measures reduced EU CO 2 emission by 45–59 Mt CO 2 /a, at current biomass use and constant oil use. Doubling Swedish bioenergy use yielded an additional 40 Mt CO 2 /a reduction. Oil use could be reduced, but 36–81 kt of reductions in CO 2 emission would be lost per PJ of oil use reduction. Swedish fossil fuel use within the studied sectors could be nearly eliminated. The expansion of district heating and cogeneration of heat with a high electricity yield were important measures. Plug-in hybrid electric cars reduced CO 2 emission compared with conventional cars, and the difference was larger with increasing oil scarcity. The introduction of black liquor gasification in pulp mills also gave large CO 2 emission reduction. Motor fuel from biomass was found to be a feasible option when coal is the marginal fuel for fossil motor fuel production. -- Highlights: ► Bioenergy is compared to optimized fossil fuel use under different oil availability constraints. ► Swedish strategies are evaluated with respect to CO 2 emission and oil use reduction within Sweden and the EU. ► Efficiency measures give the largest reductions but increased bioenergy use is also important. ► District heating expansion, high electricity yield CHP, increased vehicle efficiency and PHEVs are important options. ► The studied sectors in Sweden could become nearly fossil-fuel free and yield an energy surplus.

Inter-Firm Co-Operative Strategies In The Context Of Discontinuous Technological Change. The Case Of The Uk Optical Communications Systems Industry

NARCIS (Netherlands)

S. Spedale-Latimer (Simona)

2002-01-01

textabstractAt times of discontinuous technological change co-operation represents a viable strategy for both incumbents and new-entrants, provided that the choice of co-operation is consistent with the firm's business strategy (market-pull vs. technology-push) and with its degree of organizational

Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions.

Science.gov (United States)

Nelson, Craig E

2008-08-01

The strength of the evidence supporting evolution has increased markedly since the discovery of DNA but, paradoxically, public resistance to accepting evolution seems to have become stronger. A key dilemma is that science faculty have often continued to teach evolution ineffectively, even as the evidence that traditional ways of teaching are inferior has become stronger and stronger. Three pedagogical strategies that together can make a large difference in students' understanding and acceptance of evolution are extensive use of interactive engagement, a focus on critical thinking in science (especially on comparisons and explicit criteria) and using both of these in helping the students actively compare their initial conceptions (and publicly popular misconceptions) with more fully scientific conceptions. The conclusion that students' misconceptions must be dealt with systematically can be difficult for faculty who are teaching evolution since much of the students' resistance is framed in religious terms and one might be reluctant to address religious ideas in class. Applications to teaching evolution are illustrated with examples that address criteria and critical thinking, standard geology versus flood geology, evolutionary developmental biology versus organs of extreme perfection, and the importance of using humans as a central example. It is also helpful to bridge the false dichotomy, seen by many students, between atheistic evolution versus religious creationism. These applications are developed in detail and are intended to be sufficient to allow others to use these approaches in their teaching. Students and other faculty were quite supportive of these approaches as implemented in my classes.

Enhancing the smoothness of joint motion induced by functional electrical stimulation using co-activation strategies

Directory of Open Access Journals (Sweden)

Ruppel Mirjana

2017-09-01

Full Text Available The motor precision of today’s neuroprosthetic devices that use artificial generation of limb motion using Functional Electrical Stimulation (FES is generally low. We investigate the adoption of natural co-activation strategies as present in antagonistic muscle pairs aiming to improve motor precision produced by FES. In a test in which artificial knee-joint movements were generated, we could improve the smoothness of FES-induced motion by 513% when applying co-activation during the phases in which torque production is switched between muscles – compared to no co-activation. We further demonstrated how the co-activation level influences the joint stiffness in a pendulum test.

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…

Benefits from increased cooperation and energy trade under CO2 commitments - The Nordic case

International Nuclear Information System (INIS)

Unger, Thomas; Ekvall, Tomas

2001-01-01

In this paper, benefits from increasing cross-border cooperation under future CO 2 commitments in the Nordic countries are examined and evaluated. Cooperative strategies including border-free electricity trade, emission-permits trade and extending the natural gas transmission capacity considerably are valued separately and together under varying CO 2 commitments and three different scenarios for future energy demand. In conducting this analysis, the energy-systems engineering model MARKAL was used to model the Nordic energy system. It is shown that all cooperative strategies do lower the abatement costs considerably, especially if all three strategies mentioned are used simultaneously. Additional costs from meeting CO 2 commitments may be at least halved provided that all cooperative strategies are utilized at the same time. Benefits from cooperation are generally larger for scenarios including relatively high future energy demand, while they are lower for scenarios with relatively lower energy demand. In the model used, no specific trend connecting the size of the benefits from cooperation to the size of the CO 2 commitments could be observed

Research on Team-teaching in Mathematics Education

OpenAIRE

重松, 敬一; 井戸野, 佐知子; 勝美, 芳雄

1995-01-01

Recently, there are many classes in which at least two teachers teach mathematics in elementary and lower secondary schools. We call that kind of teaching team-teaching. In some countries, it is called co-operative teaching. In this paper, we investigate the concept of team-teaching in mathematics education implementing a questionnaire, interviews or observing classroom lessons. Today, team-teaching has been administratively systematized. For example, additive teachers are sent to local schoo...

Dynamics of soil CO 2 efflux under varying atmospheric CO 2 concentrations reveal dominance of slow processes

Science.gov (United States)

Dohyoung Kim; Ram Oren; James S. Clark; Sari Palmroth; A. Christopher Oishi; Heather R. McCarthy; Chris A. Maier; Kurt Johnsen

2017-01-01

We evaluated the effect on soil CO2 efflux (FCO2) of sudden changes in photosynthetic rates by altering CO2 concentration in plots subjected to +200 ppmv for 15 years. Five-day intervals of exposure to elevated CO2 (eCO2) ranging 1.0–1.8 times ambient did not affect FCO2. FCO2 did not decrease until 4 months after termination of the long-term eCO2 treatment, longer...

HIV prevalence by race co-varies closely with concurrency and number of sex partners in South Africa.

Directory of Open Access Journals (Sweden)

Chris Kenyon

Full Text Available BACKGROUND: HIV prevalence differs by more than an order of magnitude between South Africa's racial groups. Comparing the sexual behaviors and other risk factors for HIV transmission between the different races may shed light on the determinants of South Africa's generalized HIV epidemic. METHODS: Five nationally representative and one city-representative population-based surveys of sexual behavior were used to assess the extent to which various risk factors co-varied with HIV prevalence by race in South Africa. RESULTS: In 2004, the prevalence of HIV was 0.5%, 1%, 3.2% and 19.9% in 15-49 year old whites, Indians, coloureds and blacks respectively. The risk factors which co-varied with HIV prevalence by race in the six surveys were age of sexual debut (in five out of five surveys for men and three out of six surveys for women, age gap (zero surveys in men and three in women, mean number of sex partners in the previous year (five surveys in men and three in women and concurrent partnerships (five surveys in men and one in women. Condom usage and circumcision were both more prevalent in the high HIV prevalence groups. The reported prevalence of concurrency was 6 to 17 times higher in the black as opposed to the white men in the five surveys. CONCLUSIONS: The differences in sexual behavior in general, and the prevalence of concurrency and the number of sexual partners in particular, offer a plausible and parsimonious cause to explain a part of the differing prevalences of HIV between South Africa's racial groups.

Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature.