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Last update: November 12, 2013.
1

Cognitively Guided Instruction: A Research-Based Teacher Professional Development Program for Elementary School Mathematics.  

National Technical Information Service (NTIS)

Cognitively Guided Instruction (CGI) is a professional development program based on an integrated program of research focused on (a) the development of students' mathematical thinking; (b) instruction that influences that development; (c) teachers knowled...

E. Fennema L. Levi M. L. Franke S. B. Empson T. P. Carpenter

2000-01-01

2

Cognitively Guided Instruction: An Implementation Case Study of a High Performing School District  

ERIC Educational Resources Information Center

|No Child Left Behind legislation developed goals for every student to be proficient in each academic subject by 2014. California's students are far from meeting this goal, especially in mathematics. One Southern Californian school district, renamed Green Valley Unified School District for anonymity, began using Cognitively Guided Instruction

Dowdy, William D. B.

2011-01-01

3

Instructional Guide for Cosmetology.  

ERIC Educational Resources Information Center

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

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

4

Cognitive Load Theory and Library Research Guides  

Microsoft Academic Search

Online library research guides are instructional tools that most libraries provide for their patrons. With greater flexibility in Web programming and new products like Springshare's Libguides, librarians have multiple venues for guide creation. This paper seeks to assist research guide editors in assessing their guides based on cognitive load theory. This theory is based on the idea that cognitive capacity

Jennifer J. Little

2010-01-01

5

Apparel. Teacher's Instructional Guide.  

ERIC Educational Resources Information Center

This instructional guide for a one-half credit technological laboratory course for grades 10-12 focuses on apparel from the perspectives of personal decision making related to apparel, the apparel industry, and career preparation. Introductory materials are a course description; overview of course design; facilities, equipment, and resources; and…

Rambo, Patti

6

Management. Teacher's Instructional Guide.  

ERIC Educational Resources Information Center

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

Hutnyak, Dana

7

Cognitive Approaches to Automated Instruction.  

ERIC Educational Resources Information Center

|This book contains a snapshot of state-of-the-art research on the design of automated instructional systems. Selected cognitive psychologists were asked to describe their approach to instruction and cognitive diagnosis, the theoretical basis of the approach, its utility and applicability, and the knowledge engineering or task analysis methods…

Regian, J. Wesley, Ed.; Shute, Valerie J., Ed.

8

Why Minimally Guided Instruction Does Not Work 1  

Microsoft Academic Search

Abstract Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load. While unguided or minimally-guided instructional approaches are very popular and intuitively appealing, the point is made thatthese approaches ignore both the structures that constitute human,cognitive architecture and evidence from empirical studies over the past half

Paul A. Kirschner; John Sweller; Richard E. Clark

9

Instructional Guide for Autobody Repair.  

ERIC Educational Resources Information Center

|The curriculum guide was developed to serve as a statewide model for Virginia auto body repair programs. The guide is designed to 1,080 hours of instruction in eleven blocks: orientation, introduction, welding and cutting, techniques of shaping metal, body filler and fiberglass repairs, body and frame, removing and replacing damaged parts, basic…

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

10

Secondary Dance Instructional Guide.  

ERIC Educational Resources Information Center

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

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

11

Child Development. Teacher's Instructional Guide.  

ERIC Educational Resources Information Center

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

Cheatham, Joyce

12

Linking cognitive learning theory to instructional prescriptions  

Microsoft Academic Search

This article presents an initial model of instructional design which directly links cognitive learning theory and instructional prescriptions. The major constructs of the model include components of the memory system, allocation of learning times by objectives and specific instructional methods. The model proposes that instructional time be divided so as to reach the educational goals of improvements in higher-order learning

Robert D. Tennyson; Mariana Rasch

1988-01-01

13

Effects of Individual Undergraduate Instruction on Cognition and Attitudes.  

ERIC Educational Resources Information Center

|The impact of two methods of individual instruction, guided reading and the learning center approach, on undergraduates in an educational psychology course is investigated. Objectives are (1) to determine which method is more effective in terms of cognitive gains, and (2) to compare attitudes toward the two methods. (JMD)|

Trentham, Landa; Halpin, Glennelle

1979-01-01

14

Family and Career Management. Teacher's Instructional Guide.  

ERIC Educational Resources Information Center

This instructional guide for a one-half credit course for grades 11-12 emphasizes preparation for family and career roles, effective management, and personal and career effectiveness. Introductory materials are a course description; overview of course design; facilities, equipment, and resources; and how to use the instructional guide. Texas…

Mathieson, Mary

15

Embodied Cognition: A field guide  

Microsoft Academic Search

The nature of cognition is being re-considered. Instead of emphasizing formal operations on abstract symbols, the new approach foregrounds the fact that cognition is, rather, a situated activity, and suggests that thinking beings ought therefore be considered first and foremost as acting beings. The essay reviews recent work in Embodied Cognition, provides a concise guide to its principles, attitudes and

Michael L. Anderson

2003-01-01

16

Assessment of Cognitive Requirements of Instructional Materials  

ERIC Educational Resources Information Center

|Evaluates the CHEM study topics of kinetic theory of gases, phase changes, chemical bonds, and equilibrium as to the level of cognitive development required for an understanding of each subject. Advocates an assignment of topics within the range of a student's cognitive ability in an individual study format of instruction. (CP)|

Hartford, Fred; Good, Ron

1976-01-01

17

Instructional Guide for Vocational Power Mechanics. V & TECC Curriculum Guide.  

ERIC Educational Resources Information Center

|This trade and industrial curriculum guide for power mechanics is designed for vocational power mechanics programs that provide 960 hours of instruction. The introductory section provides a statement of philosophy, block time schedule, and the objectives for power mechanics. Following the introductory section, fourteen blocks of instruction are…

Virginia Polytechnic Inst. and State Univ., Blacksburg. Div. of Vocational-Technical Education.

18

Instructional Guide for Vocational Welding. V & TECC Curriculum Guide.  

ERIC Educational Resources Information Center

|This trade and industrial curriculum guide for welding is designed for vocational welding programs that provide 960 hours of instruction. The introductory section provides a statement of welding philosophy, objectives, block time schedule, and recommended facilities and equipment. Following the introductory section, ten blocks of instruction are…

Virginia Polytechnic Inst. and State Univ., Blacksburg. Div. of Vocational-Technical Education.

19

Optimizing Cognitive Rehabilitation: Effective Instructional Methods  

ERIC Educational Resources Information Center

Rehabilitation professionals face a key challenge when working with clients with acquired cognitive impairments: how to teach new skills to individuals who have difficulty learning. Unique in its focus, this book presents evidence-based instructional methods specifically designed to help this population learn more efficiently. The expert authors…

Sohlberg, McKay Moore; Turkstra, Lyn S.

2011-01-01

20

Cognitive Load Theory and Music Instruction  

ERIC Educational Resources Information Center

|In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual-modal delivery of auditory text and musical notation, were superior to the…

Owens, Paul; Sweller, John

2008-01-01

21

Cognitive load theory and music instruction  

Microsoft Academic Search

In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual?modal delivery of auditory text and musical notation, were superior to the spatially separated placement of the same visual materials, demonstrating the split?attention

Paul Owens; John Sweller

2008-01-01

22

Cognitive Style and Subliminal Instruction.  

ERIC Educational Resources Information Center

|This study tested several hypotheses about the effects of the cognitive style of students on their ability to learn a subliminal task while viewing a non-related film. Subjects were 132 undergraduate students who were divided into three groups: field dependent, neutral, and field independent. The task to be taught subliminally was the assembly in…

Moore, David M.

23

Cognitive Architecture and Instructional Design  

Microsoft Academic Search

Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory\\/verbal material and visual\\/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding

John Sweller; Merrienboer van Jeroen J. G; Fred G. W. C. Paas

1998-01-01

24

Tic Tac Toe Math. Instructional Guide.  

ERIC Educational Resources Information Center

|This instructional guide and set of three companion workbooks are intended for use in an arithmetic course based on the Tic Tac Toe method of addition and multiplication, which is an alternative means of learning to add and multiply that was developed for students whose learning disabilities (including difficulty in distinguishing left from right…

Cooper, Richard

25

Health Concepts, Guides for Health Instruction.  

ERIC Educational Resources Information Center

|Concepts and supporting data pertaining to major health problems facing youth today as well as those anticipated in the next decade are enumerated in this resource. The material is designed as a reference for curriculum planners and classroom teachers in developing curriculum and teaching guides, units and instruction, and other curriculum…

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

26

Idaho Driver Education Instructional Guide. Revised.  

ERIC Educational Resources Information Center

|This driver education instructional safety guide is organized in three sections: Driver Education; Motorcycle Education; and Driver Education for the Handicapped. The driver education section contains 10 units dealing with the following topics: parent orientation; student orientation; basic control skills; driver performance; driving regulations;…

Idaho State Dept. of Education, Boise.

27

Individual and Family Life. Teacher's Instructional Guide.  

ERIC Educational Resources Information Center

This instructional guide for a one-half-credit technical course for grades 10-12 focuses on personal development, interpersonal relationships, effective individual and family functioning, and career preparation. Introductory materials consist of a course description; overview of course design; facilities, equipment, and resources; and a section on…

Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

28

Personal and Family Development. Teacher's Instructional Guide.  

ERIC Educational Resources Information Center

This instructional guide for a one-credit comprehensive laboratory course for grades 9-12 provides a broad range of knowledge and skills related to personal development and management, promotion of strong families, and preparation for adult roles. Introductory materials consist of a course description; overview of course design; facilities,…

Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

29

Preparation for Parenting. Teacher's Instructional Guide.  

ERIC Educational Resources Information Center

This instructional guide for a one-half-credit technical laboratory course for grades 10-12 teaches parental responsibilities; child guidance techniques; positive role modeling and parenting practices that promote child development, health, safety, and well-being. Introductory materials consist of a course description; overview of course design;…

Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

30

Industrial Education Safety Instructional Guide.  

ERIC Educational Resources Information Center

The guide was designed to provide basic information for administrators, teachers, students, and related personnel to develop new safety programs and to improve existing programs in Hawaii public schools. The loose-leaf format permits later upgrading and changes. The basic components of the program are the teacher, student, facility, and equipment.…

Hawaii State Dept. of Education, Honolulu.

31

The interaction effect between instructional methods and instructional multimedia: A cognitive load approach  

Microsoft Academic Search

The interaction effect between instructional methods (instructional drill and instructional analogy) and instructional multimedia (text and picture) was investigated in this study based on the Cognitive Load Theory. Instructional efficiency was measured as the main dependent variable. There were 165 college students divided into one control group and four experimental groups to participate in the study. Learning time, learning gain,

Wen-hao Huang

2006-01-01

32

Effects of Instructional Methods and Individual Differences on the Cognitive Processing of Instruction.  

National Technical Information Service (NTIS)

This research examined achievement treatment interaction (ATI) between individual differences and instructional methods on the cognitive processing (i.e., macroprocessing) of instruction. Individual differences in reading, prior knowledge, and anxiety wer...

S. Tobias

1990-01-01

33

Cognition and Instruction: Their Historic Meeting Within Educational Psychology  

Microsoft Academic Search

The purpose of this article is to examine the emergence of cognitive approaches to instruction, with hope that an understanding of the origins of this field will yield perspective on where it is going. First, an historical analysis of the relation between psychology and education, especially cognitive psychology and instruction, is undertaken. Then, an historical overview is provided of the

Richard E. Mayer

1992-01-01

34

Cognitive Task Analysis for Instructional Design: Applications in Distance Education.  

ERIC Educational Resources Information Center

|Provides an overview of cognitive task analysis-based instructional design (CTA-BID) and its applications in the design of instructional and testing materials for distance education. Reviews developments in education, psychology, and instructional design that complement CTA-BID. (Author/AEF)|

Redding, Richard E.

1995-01-01

35

Cost and benefit of a new instruction for the cognitive interview: the open depth instruction  

Microsoft Academic Search

The quality and the quantity of information recalled by eyewitnesses during a criminal investigation is of crucial importance. To increase the volume of details recalled during an interview, the cognitive interview recommends using various retrieval strategies to enhance recall. We tested a new retrieval instruction, the open depth (OD) instruction. The efficacy of this new instruction was assessed with the

Maïté Brunel; Jacques Py; Céline Launay

2012-01-01

36

Cognitive Navigation: Toward a Biological Basis for Instructional Design.  

ERIC Educational Resources Information Center

|Discusses cognitive navigation, cognitive maps and online learning, and the role of the hippocampus in navigation. Topics include brain research in animal and human studies; types of memory; human navigation, including land navigation and information navigation; instructional strategies; tree maps of curriculum structure; cognitive complexity;…

Tripp, Steven

2001-01-01

37

Web-Based Instruction: A Guide for Libraries, Third Edition  

ERIC Educational Resources Information Center

|Expanding on the popular, practical how-to guide for public, academic, school, and special libraries, technology expert Susan Sharpless Smith offers library instructors the confidence to take Web-based instruction into their own hands. Smith has thoroughly updated "Web-Based Instruction: A Guide for Libraries" to include new tools and trends,…

Smith, Susan Sharpless

2010-01-01

38

Detailing Reflection Instruction: The Efficacy of a Guided Instructional Procedure on Prospective Teachers' Pedagogical Reasoning  

ERIC Educational Resources Information Center

The purpose of this research was to investigate instructional conditions aimed at improving future teachers' reflective thinking, to systematically trace how features of a guided instructional procedure influenced these teachers' pedagogical reasoning. The reflective thinking protocol that formed the basis of the instructional approach was built…

Risko, Victoria J.; Vukelich, Carol; Roskos, Kathleen

2009-01-01

39

Using Cognitive Ethnography to Study Instruction  

Microsoft Academic Search

Advances in digital media support a form of inquiry called cognitive ethnography. Cognitive ethnography employs traditional ethnographic methods to build knowledge of a community of practice and then applies this knowledge to the micro-level analysis of specific episodes of activity. The principal aim of cognitive ethnography is to reveal how cognitive activities are accomplished in real-world settings. Cognitive ethnography is

Robert F. Williams

2006-01-01

40

Notes for a Modeling Theory of Science, Cognition and Instruction  

Microsoft Academic Search

Modeling Theory provides common ground for interdisciplinary research in science education and the many branches of cognitive science, with implications for scientific practice, instructional design, and connections between science, mathematics and common sense.

David Hestenes

2006-01-01

41

Reasoning in molecular genetics: From a cognitive model to instructional design  

NASA Astrophysics Data System (ADS)

Effective instruction strives to help students construct deep and meaningful understandings in a domain. A key component of designing such instruction is a good understanding of relevant aspects of student cognition in the domain. This entails understanding both the cognitive obstacles to learning and the knowledge elements that are crucial to successful reasoning in the domain. While understandings of student cognition are not a prescription for design, they can nonetheless help instructional-designers and design-researchers focus the design and suggest where and what scaffolding should be incorporated into the instructional sequence and activities. In this dissertation I first discuss my research of the cognitive aspects of reasoning in molecular genetics. By studying both high school and college level students' reasoning about genetic phenomena, I have constructed a conceptual model of reasoning in this domain. The model depicts critical types of domain-specific knowledge, the relationships between them, and their role in facilitating reasoning about genetic phenomena. I then describe the design and evaluation of a high school project-based curricular unit in genetics. The unit was developed by a collaborative team of teachers and a researcher and was enacted in a local public high school. The design process was closely guided by our understandings of student cognition in genetics and the resulting instructional intervention was aimed at scaffolding student engagement with important disciplinary strategies and concepts.

Duncan, Ravit Golan

42

Alternative Perspectives of Instruction and Cognitive Theory: Implications and Proposals.  

ERIC Educational Resources Information Center

Three perspectives of instruction that reflect applications of cognitive theory are transportation of knowledge, application of algorithms, and transfer of responsibility. To determine what kind of instructional theory is appropriate for vocational education in a rapidly changing, technological, and increasingly complex society and what…

Thomas, Ruth; And Others

43

Cognitive/Information Processing Psychology and Instruction: Reviewing Recent Theory and Practice.  

ERIC Educational Resources Information Center

Discusses recent developments in instructional psychology relative to cognitive task analysis, individual difference variables, and cognitive models of interactive instructional decision making, which use constructs developed within the field of cognitive/information processing psychology. (Author/WBC)

Gallagher, John P.

1979-01-01

44

Cognitive Strategy Instruction that Really Improves Children's Academic Performance. Cognitive Strategy Training Series. Second Edition.  

ERIC Educational Resources Information Center

This volume is the flagship volume in a series on cognitive strategy instruction. While strategies instruction is particularly appropriate for the learning disabled, it is also very useful for normal learners, especially inner city and minority children. The series focuses on conveying strategies instruction methods for use with these children.…

Pressley, Michael, Ed.; Woloshyn, Vera, Ed.

45

Integrating Cognitive Task Analysis into Instructional Systems Development.  

ERIC Educational Resources Information Center

|Discussion of instructional systems development (ISD) focuses on recent developments in cognitive task analysis and describes the Integrated Task Analysis Model, a framework for integrating cognitive and behavioral task analysis methods within the ISD model. Three components of expertise are analyzed: skills, knowledge, and mental models. (96…

Ryder, Joan M.; Redding, Richard E.

1993-01-01

46

From Cognitive Theory to Instructional Practice: Technology and the Evolution of Anchored Instruction  

Microsoft Academic Search

This chapter discusses evolution of the thinking of the Cognition and Technology Group at Vanderbilt about teaching, learning,\\u000a assessment, technology, and instructional design under the broad heading of their extended work on the principles and practices\\u000a of Anchored Instruction. It begins by stating a general set of ideas about the characteristics of powerful learning environments and the instructional\\u000a design principles

James W. Pellegrino; Sean Brophy

47

Applying Cognitive Theory to Statistics Instruction  

Microsoft Academic Search

This article presents five principles of learning, derived from cognitive theory and supported by empirical results in cognitive psychology. To bridge the gap between theory and practice, each of these principles is transformed into a practical guideline and exemplified in a real teaching context. It is argued that this approach of putting cognitive theory into practice can offer several benefits

Marsha C. Lovett; Joel B. Greenhouse

2000-01-01

48

Evaluator's Guide for Microcomputer-Based Instructional Packages. Revised.  

ERIC Educational Resources Information Center

|Two instruments have been developed to aid teachers and other educators in evaluating educational software and courseware: the "Courseware Description" form and the "Courseware Evaluation" form. Complete instructions for using both forms are provided in this guide, along with the forms themselves. Prior to the instructions is an introductory…

International Council for Computers in Education, Eugene, OR.

49

Enhancing Vocabulary Instruction for Secondary Students. Professional Development Guide.  

ERIC Educational Resources Information Center

|This guide is designed to provide an overview of vocabulary development and to focus on ways that enhance secondary vocabulary instruction. It includes strategies for teaching vocabulary and for integrating vocabulary into a lesson. It includes specific instructional strategies for teaching vocabulary skills based on the Texas Essential Knowledge…

Texas Univ., Austin. Texas Center for Reading and Language Arts.

50

The Effect of Guided Reading Instruction on Reading Achievement  

ERIC Educational Resources Information Center

Although reading achievement correlates highly with a student's ability to do well in school, not all children achieve in reading. The purpose of this mixed-method study was to investigate whether reading instruction provided in small groups at the child's own reading level, known as "guided reading instruction," would result in significant…

Underwood, Vanda Lea

2010-01-01

51

Effectiveness of guided co-construction versus direct instruction for beginning reading instruction  

Microsoft Academic Search

In a field experiment with 178 first-grade pupils, the effects of an experimental beginning reading programme were investigated. Both an experimental and a control group worked with the most frequently used Dutch beginning reading programme, Learning to Read Safely. The instructional approach implemented in the experimental group was guided co-construction (GCC); the instructional approach implemented in the control group was

M. J. Snel; J. Terwel; C. A. J. Aarnoutse; J. F. J. van Leeuwe

2012-01-01

52

AN INSTRUCTIONAL MODEL FOR INTEGRATING CONTENT?AREA INSTRUCTION WITH COGNITIVE STRATEGY INSTRUCTION  

Microsoft Academic Search

The limitations of treating learning strategy instruction and content?area subject instruction as separate rather than integrated components of the curriculum when teaching students with learning difficulties are addressed. A discussion of the challenges related to providing more integrated instructional formats follows. To address these challenges, a working instructional model that integrates two forms of scaffolded instruction is described within a

Edwin S. Ellis

1994-01-01

53

INSTRUCTIONAL GUIDE FOR ELECTRICITY, JUNIOR HIGH SCHOOL INDUSTRIAL ARTS.  

ERIC Educational Resources Information Center

|THIS GUIDE IS DESIGNED TO PROVIDE A PRACTICAL REFERENCE FOR TEACHERS PLANNING INSTRUCTION CONCERNING ELECTRICITY IN JUNIOR HIGH SCHOOL INDUSTRIAL ARTS CLASSES. THE GUIDE IS FOR A 10-WEEK COURSE DESIGNED TO PROVIDE THE STUDENT WITH EXPLORATORY EXPERIENCES INVOLVING THE BASIC PRINCIPLES AND APPLICATIONS OF ELECTRICITY AND ELECTRONICS. THE PROPER…

GOLDSMITH, J. LYMAN

54

A Short Guide to Instructional Techniques.  

ERIC Educational Resources Information Center

|Designed to provide a concise description of traditional instructional techniques, as well as more recent technology-based techniques, this 11-part guidebook includes the following sections: (1) "The Value of Planning"; (2) "Aids to Effective Instruction," reviewing the reasons for employing learning objectives, Bloom's taxonomy of objectives for…

Rubadeau, Duane O.; And Others

55

Differentiated Instruction Guide for Inclusive Teaching.  

ERIC Educational Resources Information Center

|This book explores the cortical issues related to differentiation of instruction for students with disabilities in inclusive classrooms. Included in the book is a step-by-step decision making process for developing, implementing, and assessing instruction that is differentiated for the levels of learners presented in any teaching situation. The…

Moll, Anne M.

56

Can Music Instruction Affect Children's Cognitive Development?  

Microsoft Academic Search

Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Findings from these two sets of studies have been confused, leading to claims that listening to music can improve children's academic abilities. This Digest evaluates these claims and discusses the evidence

Frances H. Rauscher; ERIC DIGEST

57

Composition Instruction and Cognitive Performance: Results of a Pilot Study  

ERIC Educational Resources Information Center

|The purpose of this study was to evaluate the effects of a composition program, Composers in Public Schools (CiPS), on cognitive skills essential for academic success. The underlying hypothesis is that composition instruction will promote creative expression and increase performance on music-specific skills such as music reading, as well as…

Bugos, Jennifer; Jacobs, Edward

2012-01-01

58

Cognitive strategies and strategic learning. The socio-instructional approach.  

PubMed

Recent developmental studies have focused on children's learning strategies and on the socio-instructional dynamics that foster strategic learning. The introduction of Vygotsky's concept of the zone of proximal development has been central to this research effort. Zone theory is discussed in the context of traditional cognitive strategies research and in terms of its practical applications. PMID:2653126

Belmont, J M

1989-02-01

59

A Cognitive Approach to Instructional Design for Multimedia Learning  

Microsoft Academic Search

Aimed at both newcomers to online learning as well as experienced multimedia developers, this paper addresses the issue of how to avoid unproductive multimedia instructional practices and employ more effective cognitive strategies. Baddeley's model of working memory and Paivio's dual coding theory suggest that humans process information through dual channels, one auditory and the other visual. This, combined with Sweller's

Stephen D. Sorden

2005-01-01

60

Classroom Activities as Settings for Cognitive Learning Opportunity and Instruction.  

ERIC Educational Resources Information Center

The nature of classroom activities, cognitive learning opportunities, and instruction in seventh and eighth grades within the academic subject areas was examined. The purpose was to describe and interpret classroom learning opportunities in terms compatible with the complexity of typical classroom events and teachers' understanding of those…

Korth, Willard; Cornbleth, Catherine

61

The Importance of Neurological and Cognitive Research for Reading Instruction.  

ERIC Educational Resources Information Center

|New views of intelligence and cognitive learning styles highlight ways to increase educational effectiveness by improving instructional methods. Research shows that both hemispheres of the brain play a role in learning, but evidence indicates that one hemisphere may be more aroused than the other in the case of a particular child. Individuals…

MacRae-Campbell, Linda

62

Subject Variables in Cognitive Self-Instructional Training.  

ERIC Educational Resources Information Center

|Cognitive self-instructional (CSI) programs have been successful in improving problem-solving skills in many, but not all, children. The importance of understanding the influence of subject characteristics in self-control studies, while often ignored in actual research, has been repeatedly advocated verbally. This paper presents a study designed…

Copeland, Anne P.; Hammel, Robert

63

Teaching multiplication to low math performers: Guided versus structured instruction  

Microsoft Academic Search

The results of an intervention program forstudents with difficulties learning mathematicsare reported. Two kinds of math intervention,guided versus structured instruction, werecompared to regular math instruction. A totalof 75 students from regular and specialeducation, aged seven to thirteen,participated. Ability and automaticitymultiplication tests were administered beforeand after the four-month training period. Theresults show that the students in both of theexperimental conditions improved

Evelyn H. Kroesbergen; Johannes E. H. van Luit

2002-01-01

64

Nutrition and Food Science. Teacher's Instructional Guide.  

ERIC Educational Resources Information Center

|This teaching, guide for a high school nutrition and food science course, includes introductory information about the course, course design, facilities and equipment, Future Homemakers of America, and use of the guide. The course addresses nutrition and food science from the perspective of food habits and wellness; menu planning; special dietary…

Hays, Tricia

65

Multimedia and Cognition: Examining the Effect of Applying Cognitive Principles to the Design of Instructional Materials  

ERIC Educational Resources Information Center

|The human cognitive system possesses a finite processing capacity, which is split into channels for various modalities, and learning can be inhibited if any of the cognitive channels is overloaded. However, although the amount of e-learning materials is increasing steadily, the design of instructional material has been largely based on intuition…

Thompson, Nik; McGill, Tanya Jane

2008-01-01

66

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

ERIC Educational Resources Information Center

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

Mevarech, Zemira R.; Amrany, Chagit

2008-01-01

67

Instructional Television Facilities: A Planning Guide.  

ERIC Educational Resources Information Center

|When planning an instructional television (ITV) system, it is suggested that educational objectives should outweigh technological considerations and that expert advice be secured before the planning process is far advanced. In line with the latter suggestion, the book offers a background of technical knowledge aimed at educational administrators…

Witherspoon, John P.; Kessler, William J.

68

Managing Cognitive Demands for Writing: Comparing the Effects of Instructional Components in Strategy Instruction  

Microsoft Academic Search

This article reviews a specific body of writing intervention research, that of component analyses of cognitive strategy instruction. One rationale for examining the effects of individual components comes from meta-analyses, which indicate powerful intervention outcomes for complex strategies, though it is frequently unclear which component has the greatest impact on students' writing. Such information can be used to streamline interventions,

2007-01-01

69

Food Science and Technology. Teacher's Instructional Guide [and] Reference Book.  

ERIC Educational Resources Information Center

|This reference book and teacher's instructional guide are intended for use in one- and two-year food science and technology programs for Texas high school students. The reference book provides information needed by employees in the food science and technology occupational area. Each chapter includes the following components: (1) a list of the…

Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences.

70

Teacher's Survival Guide: Differentiating Instruction in the Elementary Classroom  

ERIC Educational Resources Information Center

|"Teacher's Survival Guide: Differentiating Instruction in the Elementary Classroom" answers the most common questions about differentiation, including what it is, how teachers can set up a classroom that promotes differentiation, which topics should be differentiated, what strategies are most effective, and how teachers can assess students…

Roberts, Julia L.; Inman, Tracy F.

2012-01-01

71

Teaching multiplication to low math performers: Guided versus structured instruction  

Microsoft Academic Search

The results of an intervention program for students with difficulties learning mathematics are reported. Two kinds of math intervention, guided versus structured instruc- tion, were compared to regular math instruction. A total of 75 students from regular and special education, aged seven to thirteen, participated. Ability and automaticity multiplication tests were administered before and after the four-month training period. The

EVELYN H. KROESBERGEN; JOHANNES E. H. VAN LUIT

2002-01-01

72

Beginning English: An Instructional Guide for ESL Teachers.  

ERIC Educational Resources Information Center

|An instructional guide for English as a Second Language (ESL) teachers is presented in this volume. The 18-week program contains the following modules, each of which includes sections on civics and structure: human relations; general information; housing; consumer education (money, banking, and shopping modules); occupations; health (two modules…

Brower, Lynne

73

A Guide to Cooperative Appraisal: Improving Instruction Through Personnel Evaluation.  

ERIC Educational Resources Information Center

|This guide presents a cooperative appraisal plan for evaluating educators, and thereby improving instruction. The plan is based on identifying specific job targets as a way to meet the needs of the educators and their students. Educators on every level would work to describe their job responsibilities, pinpoint areas that need improvement, design…

Berg, Lyle

74

Emergency Management Instruction. Instructor's Guide for Grades 7-9.  

ERIC Educational Resources Information Center

|Emergency Management education seeks to give students basic information about natural and man-made disasters, preparedness procedures, and survival techniques. The intent of this guide is to aid teachers in presenting disaster survival instruction in the junior high school grades. The materials are designed to supplement existing curricula, where…

North Carolina State Div. of Emergency Management, Raleigh.

75

Beginning English: An Instructional Guide for ESL Teachers.  

ERIC Educational Resources Information Center

An instructional guide for English as a Second Language (ESL) teachers is presented in this volume. The 18-week program contains the following modules, each of which includes sections on civics and structure: human relations; general information; housing; consumer education (money, banking, and shopping modules); occupations; health (two modules…

Brower, Lynne

76

Masonry. Teacher's Guide. Building Maintenance Units of Instruction.  

ERIC Educational Resources Information Center

|This teaching guide on masonry building maintenance, one in a series of six publications designed for building maintenance instructors in Texas, is designed to give students an understanding of masonry construction. Introductory material provides teachers with information on use of the units of instruction and personalization and localization of…

Barnes, Bill

77

General Metal Trades. Book II. Units of Instruction. Teacher's Guide.  

ERIC Educational Resources Information Center

|This teacher's guide was developed to aid in presenting units on general metal trades to students in Texas. The units are intended to provide students with basic knowledge and skills for each area of instruction in the general metal trades, and with the basic entry-level skills they will need to have in order to enter industry as trained workers.…

Hohhertz, Durwin

78

General Metal Trades. Book II. Units of Instruction. Teacher's Guide.  

ERIC Educational Resources Information Center

This teacher's guide was developed to aid in presenting units on general metal trades to students in Texas. The units are intended to provide students with basic knowledge and skills for each area of instruction in the general metal trades, and with the basic entry-level skills they will need to have in order to enter industry as trained workers.…

Hohhertz, Durwin

79

Georgia Middle Grades Writing Assessment and Instructional Guide.  

ERIC Educational Resources Information Center

|This guide to the Georgia Middle Grades Writing Assessment (MGWA) serves the purpose of improving writing and writing instruction. It includes a description of test administration conditions, a sample test booklet, and a structured overview of the writing assessment. Prewriting, drafting, revising, editing, and proofreading are explained in the…

Bass, Bill; Brigman, Donna; Brooks, Gordon, Jr.; Edgar, Laurie; Melton, Mark; Rumbaugh, Will

80

Resident Outdoor Education Program. Instructional Guide.  

ERIC Educational Resources Information Center

|An extensive list of outdoor education activities that can be integrated into the traditional curriculum is presented in this guide. Activities are arranged by grade (from kindergarten through sixth) and by subject areas taught at each grade level. Subjects covered in grades 1-6 are science, social studies, language arts, mathematics, art, music,…

Hayes, Jonathan; Deem, Robert

81

Auto Technician: An Instructional Guide for Teachers.  

ERIC Educational Resources Information Center

|This guide is designed to help teachers in automotive technician programs for grades 11 and 12 teach the critical competencies of the program. The critical competencies covered are the Priority 1 competencies in Ohio Occupational Competency Assessment Profile (OCAP) for Automotive Technician. Teacher materials include program/instructor…

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

82

Resident Outdoor Education Program. Instructional Guide.  

ERIC Educational Resources Information Center

An extensive list of outdoor education activities that can be integrated into the traditional curriculum is presented in this guide. Activities are arranged by grade (from kindergarten through sixth) and by subject areas taught at each grade level. Subjects covered in grades 1-6 are science, social studies, language arts, mathematics, art, music,…

Hayes, Jonathan; Deem, Robert

83

Instructional interactions of students with cognitive disabilities: sequential analysis.  

PubMed

We studied instructional interactions through semi-structured observation of 13 student- teacher dyads involving elementary students with cognitive disabilities. Special educators' use of directions and responses of differing modes and types was analyzed. Student task-engagement behaviors (i.e., active engage, disruptive, passive on-task, off-task) provided a context for understanding differences in teacher styles. Results indicate that teacher directions were followed by student active engagement; and teacher responses, by student passive task-orientation. This higher quality feedback from students, together with outerdirectedness of students with cognitive disabilities, is postulated as a mechanism that maintains a high level of teacher directiveness. Sequential relationship patterns changed as student engagement levels varied, suggesting a child-driven model of teacher-child instructional interactions. PMID:17295557

Kim, Ockjean; Hupp, Susan C

2007-03-01

84

Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development  

ERIC Educational Resources Information Center

This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…

McGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma

2012-01-01

85

Effectiveness of Guided Co-Construction versus Direct Instruction for Beginning Reading Instruction  

ERIC Educational Resources Information Center

|In a field experiment with 178 first-grade pupils, the effects of an experimental beginning reading programme were investigated. Both an experimental and a control group worked with the most frequently used Dutch beginning reading programme, "Learning to Read Safely." The instructional approach implemented in the experimental group was guided

Snel, M. J.; Terwel, J.; Aarnoutse, C. A. J.; van Leeuwe, J. F. J.

2012-01-01

86

Effectiveness of Guided Co-Construction versus Direct Instruction for Beginning Reading Instruction  

ERIC Educational Resources Information Center

In a field experiment with 178 first-grade pupils, the effects of an experimental beginning reading programme were investigated. Both an experimental and a control group worked with the most frequently used Dutch beginning reading programme, "Learning to Read Safely." The instructional approach implemented in the experimental group was guided

Snel, M. J.; Terwel, J.; Aarnoutse, C. A. J.; van Leeuwe, J. F. J.

2012-01-01

87

The Relationship Between Computerized Problem-Based Instruction And Students' Cognitive Level of Learning in Secondary Science  

NASA Astrophysics Data System (ADS)

Studies have identified instructional strategies for increasing student achievement but fail to assess the efficacy of these interventions across varying levels of cognitively complex instructional content. Thus, instructional strategies that promote learning for intermediate and higher order cognitive content must be identified. Guided by a conceptual framework proposed by Katzlberger, the purpose of this mixed method quasi-experimental study was to determine the efficacy of computerized problem-based instruction (CPBI) across increasingly complex instructional content. The research questions examined the impact on students' learning resulting from CPBI across low, intermediate and high levels of learning complexity among 308 purposively sampled secondary science students. Paired sample t tests were used to confirm significant pre/post learning gains across experimental conditions and levels of content complexity. The results of independent sample t-tests documented significantly greater gains for the CPBI intervention within the intermediate level of cognitive complexity; however, no statistically significant differences were observed for the student scores within the lower and higher levels of complexity. Qualitative data from a survey administered pre/post intervention were coded to assess differences in preference for, and the perceived value of CPBI. Chi square analyses of the recoded data documented significantly higher perceived preference and value for CBPI within the intervention group. This research study can positively impact social change by informing decision making related to selecting instructional strategies that promote learning at different levels of cognitive complexity within science curriculum.

Nourse, Stacia

88

Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education.  

ERIC Educational Resources Information Center

|Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an…

McFalls, Elisabeth L.; Cobb-Roberts, Deirdre

2001-01-01

89

Effects of Instructions, Biofeedback, and Cognitive Activities on Heart Rate Control  

ERIC Educational Resources Information Center

|In a factorial experiment, 90 male and 90 female subjects were given (a) either instructions to increase heart rate (HR), decrease HR, or no instructions to change their HR; (b) either true biofeedback, false biofeedback, or no biofeedback; and (c) either instructions concerning cognitions to help them change HR or no instructions concerning…

White, Thomas W.; And Others

1977-01-01

90

Conference Proceedings: Aptitude, Learning, and Instruction. Volume 2. Cognitive Process Analyses of Learning and Problem Solving.  

National Technical Information Service (NTIS)

Contents: Some Examples of Cognitive Task Analysis with Instructional Implications; An Elaborative Conception of Learner Differences; Event-Related Potentials: Approaches to Cognitive Psychology; Process Analyses of Learning and Problem Solving; A Represe...

R. E. Snow P. A. Federico W. E. Montague

1981-01-01

91

The Effects of Metaphorical Interface on Germane Cognitive Load in Web-Based Instruction  

ERIC Educational Resources Information Center

The purpose of this study was to examine the effects of a metaphorical interface on germane cognitive load in Web-based instruction. Based on cognitive load theory, germane cognitive load is a cognitive investment for schema construction and automation. A new instrument developed in a previous study was used to measure students' mental activities…

Cheon, Jongpil; Grant, Michael M.

2012-01-01

92

Cognitive Aging and Computer-Based Instructional Design: Where Do We Go from Here?  

ERIC Educational Resources Information Center

In this article, the most relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather,…

Van Gerven, Pascal W. M.; Paas, Fred; Tabbers, Huib K.

2006-01-01

93

Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought  

ERIC Educational Resources Information Center

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems…

de Jong, Ton

2010-01-01

94

Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought  

ERIC Educational Resources Information Center

|Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional

de Jong, Ton

2010-01-01

95

The Effects of Three Years of Piano Instruction on Children's Cognitive Development.  

ERIC Educational Resources Information Center

|Examines the effects of 3 years of piano instruction on children's cognitive abilities. Finds that children's general cognitive and spatial abilities improved significantly, but those improvements were only temporary. Believes that the positive effects on the children's cognitive abilities were dependent upon their dedication to learning the…

Costa-Giomi, Eugenia

1999-01-01

96

The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading  

Microsoft Academic Search

There has been a great deal of emphasis on the teaching of thinking skills. For many second language learners, however, instruction in the use of cognitive strategy is almost nonexistent. Research identifying cognitive reading strategies used by second language learners has revealed a variety of strategies that students use to comprehend text. The identification of cognitive reading strategies has contributed

Yolanda N. Padrón

1992-01-01

97

Cognition and Misrecognition: A Bourdieuian Analysis of Cognitive Strategy Instruction in a Linguistically and Culturally Diverse Classroom  

Microsoft Academic Search

This study reports data from a year-long ethnographic case study of a third-grade teacher's literacy instruction for her linguistically and culturally diverse students. Specifically, we use Bourdieu's social practice theory (1991, 1998) to examine the teacher's linguistic and literate habitus and the discourses of the field converge in her use of cognitive strategy instruction (CSI). In doing so, we spotlight

Lara J. Handsfield; Robert T. Jiménez

2009-01-01

98

Teacher-Coordinator's Guide for Related Instruction in Multi-Occupation Cooperative Programs.  

ERIC Educational Resources Information Center

|The product of two teacher-coordinator workshops, the guide represents the cooperative efforts of the teacher participants and provides supplementary instructional materials for secondary school multioccupational cooperative programs. The first section of the guide is intended for use in large group classroom instruction and deals with the goals,…

Spooner, Kendrick, Ed.; Mutter, Marylouise, Ed.

99

Cognitive Advantages of Blending with Material Anchors in Energy Instruction  

NASA Astrophysics Data System (ADS)

Conceptual blending theory [1] explains how the human imagination creates unreal situations that help us think about reality. In these imaginary blended situations, we establish new correspondences, interactions, and dynamics, and the outcomes of the dynamics lend insight to the nature of various real situations that were used to compose the blend. Blends are not just in the head, however; in some cases, a material system participates in the blend by lending its material structure as conceptual structure [2]. In the instructional activity Energy Theater [3], people represent units of energy and move around in order to solve puzzles of energy transfer and transformation. We use the ideas of blending and material anchors to understand how learners are able to use the representation to their cognitive advantage. [4pt] [1] Fauconnier, G. & Turner, M. (2002). The Way We Think: Conceptual Blending and the Mind's Hidden Complexities. New York: Basic Books.[0pt] [2] Hutchins, E. (2005) Material anchors for conceptual blends. Journal of Pragmatics 37, 1555-1577.[0pt] [3] Scherr, R. E., Close, H. G., McKagan, S. B., & Close, E. W. (2010) ``Energy Theater'': Using the body symbolically to understand energy. In C. Singh, M. Sabella, & S. Rebello (Eds.) 2010 PERC Proceedings. Melville, NY: AIP Press.

Close, Hunter; Close, Eleanor; Scherr, Rachel; McKagan, Sarah

2012-03-01

100

Cognitive self-instruction for the control of impulsive classroom behavior: Ensuring the treatment package  

Microsoft Academic Search

The practical utility of cognitive self-instruction training in facilitating the work habits and academic performance of impulsive first-graders was assessed in the context of the regular classroom. The training paradigm was modified and environmental conditions were arranged to facilitate the transfer of the cognitive self-instruction strategy to the classroom. Following training, there were no significant increases in on-task behavior or

Brenda G. Eastman; Wiley C. Rasbury

1981-01-01

101

Assessment and Instructional Guide for the Georgia Grade Five Writing Assessment.  

ERIC Educational Resources Information Center

|The purpose of this guide is to assist teachers in preparing their students to write effectively in all contexts, including the Georgia Grade Five Writing Assessment. Teachers are encouraged to make optimal instructional use of the information in this guide by creating transparencies and handouts for students. The guide includes a…

Coverson, Clenda; Rogan, Bob; Epps, Traci; Schmitt, Debra; Evans, Debbie; Suddeth, Karen; Harris-Wright, Kelli; Thomas, Melverlyn; Harmon, Deborah; Whaley, Rebecca; Parker, Cheri; Peters, Shan

102

A Determination of the Cognitive Consequences Derived from Mastery-Based Science Instruction.  

ERIC Educational Resources Information Center

Determines if grade nine students (N=98) experiencing similar instructional characteristics but participating in either mastery or traditional labs would demonstrate different concept retention levels. A matched pairs design was employed. Results indicate mastery-based instruction fosters an improvement in cognitive learning of students in this…

Dunkleberger, Gary E.; Knight, Carlton W., II

1981-01-01

103

Operationalizing Cognitive Constructs in the Design of Computer-Based Instruction.  

ERIC Educational Resources Information Center

This study of the application of cognitive style theory to the development of computer-based instruction explored two questions, i.e., whether computer-based courseware can be designed to address specific learner characteristics, and, if so, which characteristics. Several factors involved in the optimization of instruction are described: learner…

Hettinger, Gary A.

104

Cognitive Learning Styles in "Traditional" Audio-Lingual and Suggestopedic Language Instruction.  

ERIC Educational Resources Information Center

The need for cognitive style mapping and student grouping in order to enhance learning and retention in foreign language instruction is examined. The four components of classical audio-lingual language instruction, listening, speaking, reading, and writing, are discussed. Different learning modalities are considered, including visual, auditory,…

Bayuk, Milla

105

Mental Model Progression in Learning the Electron Transport Chain: Effects of Instructional Strategies and Cognitive Flexibility  

ERIC Educational Resources Information Center

This study investigated the effect of two instructional strategies, segmented and holistic, on the progression over time of learners' mental models toward that of an expert with the moderator of cognitive flexibility. Sixty-four juniors and seniors in a college metabolism course were randomly assigned to one of the two strategies for instruction

Darabi, Aubteen; Hemphill, Jennifer; Nelson, David W.; Boulware, Wilma; Liang, Xinya

2010-01-01

106

Cognitive Learning Styles in "Traditional" Audio-Lingual and Suggestopedic Language Instruction.  

ERIC Educational Resources Information Center

|The need for cognitive style mapping and student grouping in order to enhance learning and retention in foreign language instruction is examined. The four components of classical audio-lingual language instruction, listening, speaking, reading, and writing, are discussed. Different learning modalities are considered, including visual, auditory,…

Bayuk, Milla

107

Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges  

ERIC Educational Resources Information Center

Cognitive apprenticeship is a teaching approach proponed by social constructivist educators that scaffolds upon students' "zones of proximal development" in authentic situations. It is an effective approach used by teachers of instructional technology when teaching student practitioners. Nevertheless, implementation of instructional design…

Chan, Peter; Miller, Ronald; Monroe, Eula

2009-01-01

108

Mental Model Progression in Learning the Electron Transport Chain: Effects of Instructional Strategies and Cognitive Flexibility  

ERIC Educational Resources Information Center

|This study investigated the effect of two instructional strategies, segmented and holistic, on the progression over time of learners' mental models toward that of an expert with the moderator of cognitive flexibility. Sixty-four juniors and seniors in a college metabolism course were randomly assigned to one of the two strategies for instruction

Darabi, Aubteen; Hemphill, Jennifer; Nelson, David W.; Boulware, Wilma; Liang, Xinya

2010-01-01

109

Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches in Greek  

Microsoft Academic Search

This study examined whether phonological and cognitive tasks correlate with beginning reading acquisition in Hellenic populations\\u000a under two different instructional approaches: a whole language approach supplemented by implicit coding instruction through\\u000a incidental learning, as used in Cyprus, versus the syllable-splitting approach characterised by explicit decoding instruction,\\u000a as used in Greece. Planning, attention, simultaneous, and successive processing tasks together with three

Timothy C. Papadopoulos

2001-01-01

110

Cognitive Research and Elementary Science Instruction: From the Laboratory, to the Classroom, and Back  

Microsoft Academic Search

Can cognitive research generate usable knowledge for elementary science instruction? Can issues raised by classroom practice drive the agenda of laboratory cognitive research? Answering yes to both questions, we advocate building a reciprocal interface between basic and applied research. We discuss five studies of the teaching, learning, and transfer of the “Control of Variables Strategy” in elementary school science. Beginning

David Klahr; Junlei Li

2005-01-01

111

Cognitive Learning Styles and Their Impact on Curriculum Development and Instruction.  

ERIC Educational Resources Information Center

|This paper highlights extensive previous research on cognitive learning style and describes an investigation of correlated cognitive learning style testing of 107 United States Air Force cadets and officers. The investigation set out to determine whether a multidimensional construct for individuals could be identified, allowing instruction to be…

Whyte, Michael; And Others

112

The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes  

Microsoft Academic Search

Current research has explored the impact of instructional immediacy, defined as those behaviors that help build close relationships or feelings of closeness, both on cognition and motivation in the traditional classroom and online classroom; however, online courses continue to suffer from higher dropout rates. Based on Albert Bandura's Social Cognitive Theory, four primary relationships or interactions in an online course

Glenda A. Gunter

2007-01-01

113

The influence of the guided constructivist instructional model on attitudes toward secondary-level physics  

NASA Astrophysics Data System (ADS)

The effect of guided constructivism (bridging analogies) and expository instructional methods on the attitudes of students toward physics was investigated. A nonrandomize nonequivalent pretest-posttest control group quasi- experimental design was employed. The sample consisted of 127 eleventh-grade and twelfth-grade students from five selected classes from two private high schools in Beirut, Lebanon. Two intact classes were assigned to the control group and three classes to the experimental group. The experimental group was exposed to the bridging analogies instructional method, and the control group was taught using the traditional expository method. A Likert-type instrument, the Physics Attitude Index, was used to measure attitudes on four dimensions. The 40-item Physics Attitude Index (PAI) is a questionnaire using a five response scale. Performance in the assigned topics in physics, cognitive developmental levels, and gender were used as covariants and to examine interaction effects. The experimental groups had significantly higher means than the control groups on all criterion variables. A significant interaction was found between groups and performance levels in the following cases: (a) criterion variable of attitude toward physics; (b) views toward physics learning; and (c) enjoyment of physics. This result indicated that the low performing students among the experimental group had greater gain in attitude toward physics than the high performing students in same group. On the other hand, no interaction occurred between treatment groups and gender, which shows that in this study gender has no significant effect on attitude toward physics. Significant interactions between the treatment groups and cognitive levels were found on the criterion variable of beliefs about physics as a process of learning and enjoyment of physics. In both cases, the difference between the group means were widely different among students at the concrete and transitional levels, but narrowly different among students at the formal level.

Dallal, Kamel Salim

114

A Guide to the Use of Mass Instruction Techniques. Teaching and Learning in Higher Education, 3.  

ERIC Educational Resources Information Center

|This booklet is the first of three sequels to "A Guide to the Selection of Instructional Methods." Following a brief introduction, a discussion of the most common methods used in mass instructional techniques deals with the strenghts and weaknesses of lectures and similar expository techniques, film and video presentations, educational…

Ellington, Henry

115

Putting Students on the Path to Learning: The Case for Fully Guided Instruction  

ERIC Educational Resources Information Center

Disputes about the impact of instructional guidance during teaching have been ongoing for more than a half century. On one side of this argument are those who believe that all people--novices and experts alike--learn best when provided with instruction that contains unguided or partly guided segments. On the other side are those who believe that…

Clark, Richard E.; Kirschner, Paul A.; Sweller, John

2012-01-01

116

Guided Reading: A Research-Based Response to the Challenges of Early Reading Instruction  

ERIC Educational Resources Information Center

The purpose of this article was to illuminate for early childhood teacher practitioners how guided reading, as a research-based approach to reading instruction, could address the challenges of early reading instruction. The early years are the focus for the prevention of reading difficulties and research conducted over the past two decades has…

Iaquinta, Anita

2006-01-01

117

The Laboratory. Guides for the Improvement of Instruction in Higher Education, No. 9.  

ERIC Educational Resources Information Center

|This guide for the improvement of instruction in higher education is designed to aid the educator in planning and conducting laboratory instruction. The examples used refer primarily to science laboratories. Topics discussed include: deciding whether or not to use the laboratory method (with a discussion of discovery learning or the processes of…

Alexander, Lawrence T.; And Others

118

Some Instructional Implications from a Mathematical Model of Cognitive Development.  

ERIC Educational Resources Information Center

Cognitive development and various educational implications are discussed in terms of Donald Saari's model of the interaction of a learner and the enviroment and the constraints imposed by the inefficiency of the learner's cognitive system. Saari proposed a hierarchical system of cognitive structures such that the relationships between structures…

Mierkiewicz, Diane B.

119

Cognitive Style in Adults: The Effects of Different Task Instructions.  

ERIC Educational Resources Information Center

|The present study attempted to modify the latencies and errors of adult women on the Matching Familiar Figures test (MFF) by systematically altering task instructions. The results indicated that latencies of impulsive subjects could be altered with "reflective" instructions, while the latencies of reflective subjects were resistent to change;…

Friedman, Martin R.; And Others

120

Cognitive Type Theory & Learning Style, A Teacher's Guide.  

ERIC Educational Resources Information Center

This guide provides a practical explanation of cognitive type theory and learning style that will help teachers meet students' needs and discover their own strengths as teachers and colleagues. The introduction provides an overview of the book from the perspective of a high school classroom teacher. Part One introduces the theory of psychological…

Mamchur, Carolyn

121

Instruction in Library Media Skills. Supplement to A Guide to School Library Media Programs.  

ERIC Educational Resources Information Center

This guide, a supplement to the 1982 "Guide to School Library Media Programs," is intended to help library media specialists, teachers, curriculum specialists, and administrators improve instruction and school effectiveness by providing an organized approach to teaching information skills in particular content areas. It is divided into three…

Morante, Rosemary; And Others

122

Using Psychological Type as a Guide for Successful Online Instruction.  

ERIC Educational Resources Information Center

|Discusses the instructor's role in moving courses to an online environment and uses the Myers Briggs Type Indicator (MBTI) as a framework for describing instructional strategies and how to select them based on an instructor's MBTI preferences. Includes an instrument for determining your instructional type, suggestions for appropriate…

Patton, Lise

2002-01-01

123

A system of cognitive stimulation in instructional strategies  

Microsoft Academic Search

Cognitive Stimulation is a system of intrinsic motivation which draws upon neo-behavioral, cognitive, and information-processing theories and upon a body of related research. The essential features of this system are the following: (a) a discrepancy between stimulus input and the learner's expectations for that input, (b) instrumental responses by the learner to reduce the discrepancy, and (c) feedback which may

Charles B. Schultz

1972-01-01

124

A Cognitive Strategy Instruction to Improve Math Calculation for Children with ADHD and LD: A Randomized Controlled Study  

ERIC Educational Resources Information Center

|The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed…

Iseman, Jackie S.; Naglieri, Jack A.

2011-01-01

125

Developing Meta-Cognitive Awareness: An Alternative Instructional Model.  

ERIC Educational Resources Information Center

|This paper discusses two primary instructional goals of Feuerstein's instrumental enrichment approach to remedial educational interventions. The instrumental enrichment approach is a method of classroom intervention directed toward helping students acquire the logical and psychological prerequisites of independent formal thought. The first and…

Waksman, Mary

126

Applying Piaget's Theory of Cognitive Development to Mathematics Instruction  

Microsoft Academic Search

This paper is based on a presentation given at National Council of Teachers of Mathematics (NCTM) in 2005 in Anaheim, California. It explicates the developmental stages of the child as posited by Piaget. The author then ties each of the stages to developmentally appropriate mathematics instruction. The implications in terms of not imposing unfamiliar ideas on the child and importance

Bobby Ojose

2008-01-01

127

Can Music Instruction Affect Children's Cognitive Development? ERIC Digest.  

ERIC Educational Resources Information Center

|Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Noting that these two sets of findings have been confused, leading to claims that listening to music can improve children's academic abilities,…

Rauscher, Frances H.

128

Cognitive Coaching: A Critical Phase in Professional Development to Implement Sheltered Instruction  

ERIC Educational Resources Information Center

|This documentary account describes professional development for teachers in the USA serving culturally and linguistically diverse students. The purpose of the project was to monitor effectiveness of training in Sheltered Instruction Observation Protocol (SIOP) and to assess the value of cognitive coaching. Quantitative and qualitative data…

Batt, Ellen G.

2010-01-01

129

Spatial Cognition and Gender: Instructional and Stimulus Influences on Mental Image Rotation Performance.  

ERIC Educational Resources Information Center

Two experiments involving 112 college students, half male and half female, examined the spatial nature of mental-image rotation (MIR) tasks and the use of MIR in stereotypically male or female tasks. Results add to the evidence that instructional and stimulus effects may exacerbate or eliminate sex differences in spatial cognition. (SLD)

Sharps, Matthew J.; And Others

1994-01-01

130

Multimedia Instructions and Cognitive Load Theory: Effects of Modality and Cueing  

ERIC Educational Resources Information Center

|Background: Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merri?nboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect)…

Tabbers, H. K.; Martens, R. L.; van Merrienboer, J. J. G.

2005-01-01

131

Web-Assisted Instruction for Changing Social Cognitive Variables Related to Physical Activity  

ERIC Educational Resources Information Center

The authors examined the efficacy of Web-assisted instruction for promoting the use of social cognitive theory (SCT) strategies related to physical activity. They recruited college students attending health courses. The authors created 3 groups (Web-assisted, comparison, and control) based on the course structure. The Web-assisted group received…

Suminski, Richard R.; Petosa, Rick

2006-01-01

132

A Cognitive-Apprenticeship-Inspired Instructional Approach for Teaching Scientific Writing and Reading  

NSDL National Science Digital Library

This article presents an approach for integrating instruction of scientific writing and reading into undergraduate science courses, inspired by the pedagogical theory of cognitive apprenticeship. Included, is a demonstration of its implementation and a description of a study of students' feedback that enabled developers to elicit students' difficulties and fine-tune the next application accordingly.

Gatchell, David W.; Hirsch, Penny L.; Linsenmeier, Robert A.; Kolikant, Yifat B.

2006-11-01

133

The Effects of Cognitive Strategy Instruction on the Mathematical Problem Solving of Adolescents with Spina Bifida  

ERIC Educational Resources Information Center

This study investigated the effects of cognitive strategy instruction on the mathematical problem solving of three adolescents with spina bifida. Conditions of the multiple-baseline across-individuals design included baseline, two levels of treatment, posttesting, and maintenance. Treatment 1 focused on one-step math problems, and Treatment 2…

Coughlin, Judy; Montague, Marjorie

2011-01-01

134

Evaluating the Evidence Base for Cognitive Strategy Instruction and Mathematical Problem Solving  

ERIC Educational Resources Information Center

|This review considers both the content and methodologies of 5 single-subject and 2 group experimental design studies investigating the effects of cognitive strategy instruction on the mathematical problem solving of students with disabilities, using quality indicators proposed by Horner et al. (2005) and Gersten et al. (2005). Findings indicated…

Montague, Marjorie; Dietz, Samantha

2009-01-01

135

Cognitive Coaching: A Critical Phase in Professional Development to Implement Sheltered Instruction  

ERIC Educational Resources Information Center

This documentary account describes professional development for teachers in the USA serving culturally and linguistically diverse students. The purpose of the project was to monitor effectiveness of training in Sheltered Instruction Observation Protocol (SIOP) and to assess the value of cognitive coaching. Quantitative and qualitative data sources…

Batt, Ellen G.

2010-01-01

136

Towards a Revised Cognitive Psychology for New Advances in Learning and Instruction.  

ERIC Educational Resources Information Center

It is argued that cognitive psychology has contributed to advances in learning and instruction not so much because of its original epistemology and implicit theory of learning as because of its methodology. A revised epistemology conceptualizing the mind as a developing biological system will bring new advances in understanding learning. (SLD)

Vosniadou, Stella

1996-01-01

137

Mining Students' Learning Patterns and Performance in Web-Based Instruction: A Cognitive Style Approach  

ERIC Educational Resources Information Center

|Personalization has been widely used in Web-based instruction (WBI). To deliver effective personalization, there is a need to understand different preferences of each student. Cognitive style has been identified as one of the most pertinent factors that affect students' learning preferences. Therefore, it is essential to investigate how learners…

Chen, Sherry Y.; Liu, Xiaohui

2011-01-01

138

The Effects of Cognitive Strategy Instruction on Chinese Reading Comprehension among Hong Kong Low Achieving Students  

ERIC Educational Resources Information Center

|This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a…

Lau, Kit-ling; Chan, David W.

2007-01-01

139

Conference Proceedings: Aptitude, Learning, and Instruction. Volume 1. Cognitive Process Analyses of Aptitude.  

National Technical Information Service (NTIS)

This conference takes on a formidable task, that of trying to relate in a meaningful way the processes underlying human aptitude and intelligence to the cognitive aspects of learning and the real world of instructional practices. For about the last 6 year...

R. E. Snow P. A. Federico W. E. Montague

1981-01-01

140

How the Use of Cognitive Psychology Findings Can Raise the Productivity of Computer-Assisted Instruction.  

ERIC Educational Resources Information Center

|An overview is provided of the principles of cognitive psychology that can be used to enhance the effectiveness of computer-assisted instruction (CAI). First, the paper looks at the features of classical and operant conditioning that provide the foundation for important parts of mastery learning and CAI programs. Next, findings from four areas of…

Hodges, Daniel L.

141

A Guide for Developing the Instructional Program in Agricultural Mechanics.  

ERIC Educational Resources Information Center

|This bulletin contains materials suggested for use by agricultural teachers in the improvement of their agricultural mechanics programs. In its function as a guide to planning a teaching program in agricultural mechanics the document outlines the principles and procedures in course planning, 12 guiding concepts in the teaching of agricultural…

Illinois State Board of Vocational Education and Rehabilitation, Springfield. Div. of Vocational and Technical Education.

142

Cognitive Research and Elementary Science Instruction: From the Laboratory, to the Classroom, and Back  

NASA Astrophysics Data System (ADS)

Can cognitive research generate usable knowledge for elementary science instruction? Can issues raised by classroom practice drive the agenda of laboratory cognitive research? Answering yes to both questions, we advocate building a reciprocal interface between basic and applied research. We discuss five studies of the teaching, learning, and transfer of the "Control of Variables Strategy" in elementary school science. Beginning with investigations motivated by basic theoretical questions, we situate subsequent inquiries within authentic educational debates—contrasting hands-on manipulation of physical and virtual materials, evaluating direct instruction and discovery learning, replicating training methods in classroom, and narrowing science achievement gaps. We urge research programs to integrate basic research in "pure" laboratories with field work in "messy" classrooms. Finally, we suggest that those engaged in discussions about implications and applications of educational research focus on clearly defined instructional methods and procedures, rather than vague labels and outmoded "-isms."

Klahr, David; Li, Junlei

2005-06-01

143

Cognition and Instruction: Reasoning about bias in sampling  

NASA Astrophysics Data System (ADS)

Although sampling has been mentioned as part of the chance and data component of the mathematics curriculum since about 1990, little research attention has been aimed specifically at school students' understanding of this descriptive area. This study considers the initial understanding of bias in sampling by 639 students in grades 3, 5, 7, and 9. Three hundred and forty-one of these students then undertook a series of lessons on chance and data with an emphasis on chance, data handling, sampling, and variation. A post-test was administered to 285 of these students and two years later all available students from the original group (328) were again tested. This study considers the initial level of understanding of students, the nature of the lessons undertaken at each grade level, the post-instruction performance of those who undertook lessons, and the longitudinal performance after two years of all available students. Overall instruction was associated with improved performance, which was retained over two years but there was little difference between those who had or had not experienced instruction. Results for specific grades, some of which went against the overall trend are discussed, as well as educational implications for the teaching of sampling across the years of schooling based on the classroom observations and the changes observed.

Watson, Jane; Kelly, Ben

2005-02-01

144

Effects of Science Instructional Method Upon Cognitive Development.  

ERIC Educational Resources Information Center

|This study investigated the effects of certain types of science experiences ("hands-on" versus "non-hands-on") on the development of selected cognitive abilities as inferred by performance on Piagetian-type tasks. Thirty-six students from first, third, and fifth grades were randomly chosen as subjects. Eighteen of the students from each grade…

Cohen, Herbert G.

145

What the Science of Cognition Tells Us about Instructional Technology  

ERIC Educational Resources Information Center

Research by cognitive psychologist Harry Bahrick and colleagues suggests that people typically forget course material at an exponential rate, with this rapid forgetting continuing for a period of several years before leveling off. Assuming that teachers want their students to leave college with not just the ability to think critically but also a…

Miller, Michelle D.

2009-01-01

146

Functional Internet Literacy: Required Cognitive Skills with Implications for Instruction  

ERIC Educational Resources Information Center

Patterns of typical Internet use provide the basis for defining "functional Internet literacy." Internet use commonly includes communication, information, recreation, and commercial activities. Technical competence with connectivity, security, and downloads is a prerequisite for using the Internet for such activities. Bloom's taxonomy of cognitive

Johnson, Genevieve Marie

2007-01-01

147

Instructional Media Center. Educational Facility Series. A Guide to Planning.  

ERIC Educational Resources Information Center

|General recommendations are set forth regarding aesthetics, acoustics, lighting, temperature control, location, and layout of the instructional media center. Consideration is given to spatial relationships, equipment and furnishings, and suggestions are included regarding basic and advance facilities for primary, middle and secondary schools.…

Esposito, Nicholas A., Ed.

148

Critical Thinking Handbook: High School. A Guide for Redesigning Instruction.  

ERIC Educational Resources Information Center

|This handbook, designed to help high school teachers remodel their lesson plans, has one basic objective: to demonstrate that it is possible and practical to integrate instruction for critical thinking into the teaching of all subjects. The handbook discusses the concept of critical thinking and the principles that underlie it and shows how…

Paul, Richard; And Others

149

Designing a Blended Course: Using ADDIE to Guide Instructional Design  

ERIC Educational Resources Information Center

|The ADDIE (analysis, design, development, implementation, and evaluation) model was applied to help redesign a General Chemistry course to improve student success in the course. A team of six professionals spent 18 months and over 1,000 man-hours in the redesign. The resultant course is a blend of online and face-to-face instruction that utilizes…

Shibley, Ike; Amaral, Katie E.; Shank, John D.; Shibley, Lisa R.

2011-01-01

150

Designing a Blended Course: Using ADDIE to Guide Instructional Design  

ERIC Educational Resources Information Center

The ADDIE (analysis, design, development, implementation, and evaluation) model was applied to help redesign a General Chemistry course to improve student success in the course. A team of six professionals spent 18 months and over 1,000 man-hours in the redesign. The resultant course is a blend of online and face-to-face instruction that utilizes…

Shibley, Ike; Amaral, Katie E.; Shank, John D.; Shibley, Lisa R.

2011-01-01

151

Resisting Technological Gravity: Using Guiding Principles for Instructional Design  

ERIC Educational Resources Information Center

|Instructional designers face tremendous pressure to abandon the essential characteristics of educational approaches, and settle instead for routine practices that do not preserve the level of quality those approaches originally expressed. Because this pressure can be strong enough to affect designers almost as gravity affects objects in the…

McDonald, Jason K.

2010-01-01

152

A Secondary SchoolAdministrator's Guide to Evaluating Reading Instruction  

Microsoft Academic Search

When evaluating reading instruction in a secondary school, the principal should focus on two questions, says this writer: how much reading is going on, and is the reading material appropriate for the reader? By answering these questions, the administrator can ensure a successful reading program.

Marcia A. Nash

1981-01-01

153

Cognitive monitoring: From learning theory to instructional applications  

Microsoft Academic Search

Learners may choose a number of techniques to monitor their cognitive operations and thereby enhance retention of information.\\u000a Monitoring strategies for information processing, whether student-initiated or teacher-initiated, affect memorability. Future\\u000a educational processes will make use of interactive media (microcomputers, videodiscs, etc.), as well as printed texts, to\\u000a support the longterm goal of information retention.

Michael J. Brezin

1980-01-01

154

Articulated, Performance-Based Instruction Objectives Guide for Machine Shop Technology.  

ERIC Educational Resources Information Center

|This articulation guide contains 21 units of instruction for two years of machine shop. The objectives of the program are to provide the student with the basic terminology and fundamental knowledge and skills in machining (year 1) and to teach him/her to set up and operate machine tools and make or repair metal parts, tools, and machines (year…

Henderson, William Edward, Jr., Ed.

155

Social Studies for Children: A Guide to Basic Instruction. Eleventh Edition.  

ERIC Educational Resources Information Center

This textbook is a guide for preparing teachers for social studies instruction in grades K-8. It promotes social studies as education for citizenship in a democracy. All chapters are structured to aid study and can be varied in order to suit the course requirements of instructors and the needs of students. Each chapter begins with an objective and…

Michaelis, John U.; Garcia, Jesus

156

The Effect of Guided Inquiry-Based Instruction on Middle School Students' Understanding of Lunar Concepts  

ERIC Educational Resources Information Center

This study investigated the effect of non-traditional guided inquiry instruction on middle school students' conceptual understandings of lunar concepts. Multiple data sources were used to describe participants' conceptions of lunar phases and their cause, including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a…

Trundle, Kathy Cabe; Atwood, Ronald K.; Christopher, John E.; Sackes, Mesut

2010-01-01

157

A Guide to Courseware Authoring Options in ESL/FL Instruction.  

ERIC Educational Resources Information Center

|A guide to courseware authoring aids for computer-assisted language instruction (CALIS) gives suggestions for the selection and use of programing options and provides an annotated listing of those options. Introductory sections discuss the use of computer-assisted language teaching, the selection of quality courseware, the types of authoring aids…

Hampson, S. L.

158

The Effect of Guided Inquiry-Based Instruction on Middle School Students' Understanding of Lunar Concepts  

ERIC Educational Resources Information Center

|This study investigated the effect of non-traditional guided inquiry instruction on middle school students' conceptual understandings of lunar concepts. Multiple data sources were used to describe participants' conceptions of lunar phases and their cause, including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a…

Trundle, Kathy Cabe; Atwood, Ronald K.; Christopher, John E.; Sackes, Mesut

2010-01-01

159

Colorado State Plan for the Developmentally Disabled: Master Planning Guide for Instructional Objectives. Second Edition.  

ERIC Educational Resources Information Center

|A product of joint effort between the Colorado Department of Institutions and the Division of Developmental Disabilities, the guide presents hierarchically arranged instructional objectives to determine goals for developmentally disabled persons. The most advanced skills are listed first with basic skills following for four major categories:…

Shibata, Paul

160

Northeastern Local School District Course of Study and Instructional Guides for Sex Education.  

ERIC Educational Resources Information Center

|This course of study was designed to be used by teachers to guide sex education instruction for the 4th through 12th grades. It provides daily lesson plans for teachers to use. The goal of the program is two-fold: (1) to develop an understanding of sexuality, establish a vocabulary of proper terminology, and build a foundation of knowledge on the…

Northeastern Local School District, Springfield, OH.

161

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

ERIC Educational Resources Information Center

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

Niemeyer, Roy K.; And Others

162

Does a Repeated Guided-Instruction Approach with Multiple Assessments Increase Student Learning of Science?  

ERIC Educational Resources Information Center

|Guided instruction is an approach that fully explains the concepts and procedures that students are required to learn. It seems intuitive that this approach should increase student learning; however, there is evidence in the literature that this may not always be the case. We wanted to assess the effectiveness of our own repeated…

Smith, Robert; Peethambaran, Bela; Pontiggia, Laura; Blumberg, Phyllis

2013-01-01

163

The Social Competence Curriculum Project: A Guide to Instructional Programming for Social and Communicative Interactions.  

ERIC Educational Resources Information Center

The curriculum guide consists of a set of assessment tools, curriculum decision guidelines, instructional recommendations, and sample activities focused on teaching basic social and communication skills to children with autism and severe developmental handicaps. Section One provides an introductory discussion of issues related to effective…

Peck, Charles A.; And Others

164

Commercial Art I and Commercial Art II: An Instructional Guide.  

ERIC Educational Resources Information Center

A teacher's guide for two sequential one-year commercial art courses for high school students is presented. Commercial Art I contains three units: visual communication, product design, and environmental design. Students study visual communication by analyzing advertising techniques, practicing fundamental drawing and layout techniques, creating…

Montgomery County Public Schools, Rockville, MD.

165

Modern Europe: An Instructional Guide, Grades 10-12.  

ERIC Educational Resources Information Center

|Emphasizing Europe's role in the growth of Western institutions and ideals, this guide stresses the development of skills necessary for active participation in democratic processes. An introductory unit on the Renaissance and the Reformation is followed by units on (1) the political events fostering the growth of the modern national state and the…

Los Angeles City Schools, CA. Div. of Instructional Planning and Services.

166

Auto Collision Technician: An Instructional Guide for Teachers.  

ERIC Educational Resources Information Center

|This guide is designed to help teachers in auto collision technician programs for grades 11 and 12 teach the critical competencies of the program. The critical competencies covered are the High Priority-Individual (HP-I) competencies in Ohio's Occupational Competency Assessment Profile (OCAP) for Auto Collision Technician. HP-I competencies are…

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

167

The Litter Problem. Environmental Education Supplementary Instructional Guide, Secondary Level.  

ERIC Educational Resources Information Center

|Presented is a guide for helping secondary school students investigate the litter problem, acquire litter control skills, and develop an anti-litter ethic. The manual contains a hierarchy of learning objectives, a pretest/posttest, background information on litter, and activities keyed to the learning objectives. Each lesson includes brief…

Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

168

The Litter Problem. Environmental Education Supplementary Instructional Guide, Elementary Level.  

ERIC Educational Resources Information Center

|Presented is a guide for helping elementary school students become aware of the litter problem, acquire litter control skills, and develop an anti-litter ethic. The manual contains a hierarchy of learning objectives, a pretest/posttest instrument, background information on litter, and 12 lessons designed to promote attainment of the learning…

Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

169

Instructional Telecommunications: A Resource and Planning Guide. Bulletin No. 95171.  

ERIC Educational Resources Information Center

|The educational uses of familiar technologies such as telephones, computers, television sets, videocassette recorders, and radios as well as more sophisticated technologies like satellites, microwave television, and fiber optic systems are discussed. This guide explains how these telecommunication technologies operate, explores the possibilities…

Hanson, Gordon P.

170

Automotive Modules. Vocational Behavioral Objectives: A Guide for Individualizing Instruction.  

ERIC Educational Resources Information Center

|The curriculum guide deals with automotive repair skills at the secondary level of vocational education and industrial arts. It addresses the subject in behavioral terms, as prominent components of the career education concept. Presenting four skill modules, auto body repair, gas engine repair, service, and diesel engine mechanics, the objectives…

Westinghouse Learning Corp., New York, NY.

171

FAST: Foundational Approaches in Science Teaching. Instructional Guide.  

ERIC Educational Resources Information Center

|Foundational Approaches in Science Teaching (FAST) is a program which is intended to facilitate student transition from the general science process programs of elementary schools to the discipline-oriented programs of high school. This guide has been developed to provide an overview of the total program as well as a description of the…

Brantley, L. Reed; And Others

172

The Effects of Instructions on Dual-Task Walking and Cognitive Task Performance in People with Parkinson's Disease  

PubMed Central

Gait impairments are prevalent among people with Parkinson's disease (PD). Instructions to focus on walking can improve walking in PD, but the use of such a cognitive strategy may be limited under dual-task walking conditions, when walking is performed simultaneously with concurrent cognitive or motor tasks. This study examined how dual-task performance of walking and a concurrent cognitive task was affected by instructions in people with PD compared to healthy young and older individuals. Dual-task walking and cognitive task performance was characterized under two sets of instructions as follows: (1) focus on walking and (2) focus on the cognitive task. People with PD and healthy adults walked faster when instructed to focus on walking. However, when focused on walking, people with PD and young adults demonstrated declines in the cognitive task. This suggests that dual-task performance is flexible and can be modified by instructions in people with PD, but walking improvements may come at a cost to cognitive task performance. The ability to modify dual-task performance in response to instructions or other task and environmental factors is critical to mobility in daily life. Future research should continue to examine factors that influence dual-task performance among people with PD.

Kelly, Valerie E.; Eusterbrock, Alexis J.; Shumway-Cook, Anne

2012-01-01

173

Training for reflective expertise: A four-component instructional design model for complex cognitive skills  

Microsoft Academic Search

This article presents a four-component instructional design model for the training of complex cognitive skills. In the analysis\\u000a phase, the skill is decomposed into a set of recurrent skills that remain consistent over problem situations and a set of\\u000a nonrecurrent skills that require variable performance over situations. In the design phase, two components relate to the design\\u000a of practice; they

Jeroen J. G. van Merriënboer; Otto Jelsma; Fred G. W. C. Paas

1992-01-01

174

The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students  

Microsoft Academic Search

This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension\\u000a of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were\\u000a randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program\\u000a in their regular Chinese language

Kit-ling Lau; David W. Chan

2007-01-01

175

Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K-8 science teaching  

NASA Astrophysics Data System (ADS)

This paper presents results from a study aimed at helping preservice elementary and middle school teachers incorporate model-centered scientific inquiry into their science teaching practices. Specifically, the authors studied the effect of using a guided inquiry and modeling instructional framework (EIMA) and accompanying science methods instruction on preservice elementary teachers' science lesson design skills, scientific model use, and teaching orientations. Analysis of preservice teachers' pre-posttests, classroom artifacts, peer interviews, and lesson plans throughout the semester indicates that the framework successfully built on preservice teachers' prior instructional ideas, and that the majority of preservice teachers learned and used the framework in their lesson plans and teaching. Additionally, analysis of pre-posttest differences indicates an increase in posttest lesson plans that focused on engaging students in scientific inquiry using several kinds of models. Most importantly, the framework and accompanying instruction enabled two thirds of the class to move their teaching orientations away from discovery or didactic approaches toward reform-based approaches such as conceptual change, inquiry, and guided inquiry. Results from this study show that using instructional frameworks such as EIMA can enable preservice teachers to socially construct, synthesize, and apply their knowledge for enacting reform-oriented science teaching approaches such as model-centered scientific inquiry.

Schwarz, Christina V.; Gwekwerere, Yovita N.

2007-01-01

176

Rapid instructed task learning: a new window into the human brain's unique capacity for flexible cognitive control.  

PubMed

The human ability to flexibly adapt to novel circumstances is extraordinary. Perhaps the most illustrative, yet underappreciated, form of this cognitive flexibility is rapid instructed task learning (RITL)--the ability to rapidly reconfigure our minds to perform new tasks from instructions. This ability is important for everyday life (e.g., learning to use new technologies) and is used to instruct participants in nearly every study of human cognition. We review the development of RITL as a circumscribed domain of cognitive neuroscience investigation, culminating in recent demonstrations that RITL is implemented via brain circuits centered on lateral prefrontal cortex. We then build on this and the recent discovery of compositional representations within lateral prefrontal cortex to develop an integrative theory of cognitive flexibility and cognitive control that identifies mechanisms that may enable RITL within the human brain. The insights gained from this new theoretical account have important implications for further developments and applications of RITL research. PMID:23065743

Cole, Michael W; Laurent, Patryk; Stocco, Andrea

2013-03-01

177

Cognitive Tutoring based on Intelligent Decision Support in the PENTHA Instructional Design Model  

NASA Astrophysics Data System (ADS)

The research finality of this paper is how to support Authors to develop rule driven-subject oriented, adaptable course content, meta-rules-representing the disciplinary epistemology, model of teaching, Learning Path structure, and assessment parameters-for intelligent Tutoring actions in a personalized, adaptive e-Learning environment. The focus is to instruct the student to be a decision manager for himself, able to recognize the elements of a problem, select the necessary information with the perspective of factual choices. In particular, our research intends to provide some fundamental guidelines for the definition of didactical rules and logical relations, that Authors should provide to a cognitive Tutoring system through the use of an Instructional Design method (PENTHA Model) which proposes an educational environment, able to: increase productivity and operability, create conditions for a cooperative dialogue, developing participatory research activities of knowledge, observations and discoveries, customizing the learning design in a complex and holistic vision of the learning / teaching processes.

Dall'Acqua, Luisa

2010-06-01

178

Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006)  

Microsoft Academic Search

Kirschner, Sweller, and Clark (2006) suggest that unguided or minimally guided instructional approaches are less effective and efficient for novices than guided instructional approaches because they ignore the structures that constitute human cognitive architecture. While we concur with the authors on this point, we do not agree to their equation of problem-based learning with minimally guided instruction. In this commentary,

HENK G. SCHMIDT; SOFIE M. M. LOYENS; TAMARA VAN GOG; FRED PAAS

2007-01-01

179

Reducing cognitive load in the chemistry laboratory by using technology-driven guided inquiry experiments  

NASA Astrophysics Data System (ADS)

The chemistry laboratory is an integral component of the learning experience for students enrolled in college-level general chemistry courses. Science education research has shown that guided inquiry investigations provide students with an optimum learning environment within the laboratory. These investigations reflect the basic tenets of constructivism by engaging students in a learning environment that allows them to experience what they learn and to then construct, in their own minds, a meaningful understanding of the ideas and concepts investigated. However, educational research also indicates that the physical plant of the laboratory environment combined with the procedural requirements of the investigation itself often produces a great demand upon a student's working memory. This demand, which is often superfluous to the chemical concept under investigation, creates a sensory overload or extraneous cognitive load within the working memory and becomes a significant obstacle to student learning. Extraneous cognitive load inhibits necessary schema formation within the learner's working memory thereby impeding the transfer of ideas to the learner's long-term memory. Cognitive Load Theory suggests that instructional material developed to reduce extraneous cognitive load leads to an improved learning environment for the student which better allows for schema formation. This study first compared the cognitive load demand, as measured by mental effort, experienced by 33 participants enrolled in a first-year general chemistry course in which the treatment group, using technology based investigations, and the non-treatment group, using traditional labware, investigated identical chemical concepts on five different exercises. Mental effort was measured via a mental effort survey, a statistical comparison of individual survey results to a procedural step count, and an analysis of fourteen post-treatment interviews. Next, a statistical analysis of achievement was completed by comparing lab grade averages, final exam averages, and final course grade averages between the two groups. Participant mental effort survey results showed significant positive effects of technology in reducing cognitive load for two laboratory investigations. One investigation revealed a significant difference in achievement measured by lab grade average comparisons. Although results of this study are inconclusive as to the usefulness of technology-driven investigations to affect learning, recommendations for further study are discussed.

Hubacz, Frank, Jr.

180

Training Cognitive Control in Older Adults with the Space Fortress Game: The Role of Training Instructions and Basic Motor Ability  

PubMed Central

This study examined if and how cognitively healthy older adults can learn to play a complex computer-based action game called the Space Fortress (SF) as a function of training instructions [Standard vs. Emphasis Change (EC); e.g., Gopher et al., 1989] and basic motor ability. A total of 35 cognitively healthy older adults completed a 3-month SF training program with three SF sessions weekly. Twelve 3-min games were played during each session. Basic motor ability was assessed with an aiming task, which required rapidly rotating a spaceship to shoot targets. Older adults showed improved performance on the SF task over time, but did not perform at the same level as younger adults. Unlike studies of younger adults, overall SF performance in older adults was greater following standard instructions than following EC instructions. However, this advantage was primarily due to collecting more bonus points and not – the primary goal of the game – shooting and destroying the fortress, which in contrast benefited from EC instructions. Basic motor ability was low and influenced many different aspects of SF game learning, often interacted with learning rate, and influenced overall SF performance. These findings show that older adults can be trained to deal with the complexity of the SF task but that overall SF performance, and the ability to capitalize on EC instructions, differs when a basic ability such as motor control is low. Hence, the development of this training program as a cognitive intervention that can potentially compensate for age-related cognitive decline should consider that basic motor ability can interact with the efficiency of training instructions that promote the use of cognitive control (e.g., EC instructions) – and the confluence between such basic abilities and higher-level cognitive control abilities should be further examined.

Blumen, Helena M.; Gopher, Daniel; Steinerman, Joshua R.; Stern, Yaakov

2010-01-01

181

The effect of guided inquiry-based instruction in secondary science for students with learning disabilities  

NASA Astrophysics Data System (ADS)

Students with learning disabilities (SWLDs) need to attain academic rigor to graduate from high school and college, as well as achieve success in life. Constructivist theories suggest that guided inquiry may provide the impetus for their success, yet little research has been done to support this premise. This study was designed to fill that gap. This quasi-experimental study compared didactic and guided inquiry-based teaching of science concepts to secondary SWLDs in SDC science classes. The study examined 38 students in four classes at two diverse, urban high schools. Participants were taught two science concepts using both teaching methods and posttested after each using paper-and-pencil tests and performance tasks. Data were compared to determine increases in conceptual understanding by teaching method, order of teaching method, and exposure one or both teaching methods. A survey examined participants' perceived self-efficacy under each method. Also, qualitative comparison of the two test formats examined appropriate use with SWLDs. Results showed significantly higher scores after the guided inquiry method on concept of volume, suggesting that guided inquiry does improve conceptual understanding over didactic instruction in some cases. Didactic teaching followed by guided inquiry resulted in higher scores than the reverse order, indicating that SWLDs may require direct instruction in basic facts and procedures related to a topic prior to engaging in guided inquiry. Also application of both teaching methods resulted in significantly higher scores than a single method on the concept of density, suggesting that SWLDs may require more in depth instruction found using both methods. No differences in perceived self-efficacy were shown. Qualitative analysis both assessments and participants' behaviors during testing support the use of performance tasks over paper-and-pencil tests with SWLDs. Implications for education include the use of guided inquiry to increase SWLDs conceptual understanding and process skills, while improving motivation and participation through hands-on learning. In addition, teachers may use performance tasks to better assess students' thought process, problem solving skills, and conceptual understanding. However, constructivist teaching methods require extra training, pedagogical skills, subject matter knowledge, physical resources, and support from all stakeholders.

Eliot, Michael H.

182

Using instructional theory to facilitate communication in Web-based courses  

Microsoft Academic Search

This articles examines the role of computer-mediated communication as well as broader interpretations of communication in Web-based instruction. Overviews of cognitive processing and cognitive constructivist paradigms are presented to illustrate their relevance for guiding development of Web-based courses. Instructional goals and communication strategies associated with these paradigms are identified. We conclude that developers should use instructional theories to guide choices

Susan M. Miller; Kenneth L. Miller

1999-01-01

183

Instructional Guide for Air Conditioning and Refrigeration. V & TECC Curriculum Guide.  

ERIC Educational Resources Information Center

This trade and industrial curriculum guide is intended for use in vocational programs that prepare students to enter the air conditioning/refrigeration field. The introductory section provides a statement of philosophy, objectives, block time schedule, and recommended facilities and equipment. Following the introductory section, eighteen blocks of…

Duenk, Lester G.; And Others

184

Instructional Guide for Air Conditioning and Refrigeration. V & TECC Curriculum Guide.  

ERIC Educational Resources Information Center

|This trade and industrial curriculum guide is intended for use in vocational programs that prepare students to enter the air conditioning/refrigeration field. The introductory section provides a statement of philosophy, objectives, block time schedule, and recommended facilities and equipment. Following the introductory section, eighteen blocks…

Duenk, Lester G.; And Others

185

Project 2061: The Science Educatorâs Guide to Selecting High-Quality Instructional Materials  

NSDL National Science Digital Library

This web site presents a method for judging the quality of K-12 teaching materials, both in print and online. It is based on research on effective science teaching and learning and national science education standards. The guide provides a step-by-step procedure for performing a critical review of instructional materials based on learning goals and learning activities. The web site includes examples from textbooks that have received high and low ratings, interactive tutorials, files that can be used as templates for recording evaluation judgments, and links to useful online resources.

2012-01-04

186

Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles  

NASA Astrophysics Data System (ADS)

Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load. Learners have a limited working memory, and instructional representations should be designed with the goal of reducing unnecessary cognitive load. However, cognitive architecture alone is not the only factor to be considered; individual differences, especially prior knowledge, are critical in determining what impact a visual representation will have on learners' cognitive structures and processes. Prior knowledge can determine the ease with which learners can perceive and interpret visual representations in working memory. Although a long tradition of research has compared experts and novices, more research is necessary to fully explore the expert-novice continuum and maximize the potential of visual representations.

Cook, Michelle Patrick

2006-11-01

187

Computer-Based Instruction: Effect of Cognitive Style, Instructional Format, and Subject-Matter Content on Learning.  

National Technical Information Service (NTIS)

This report describes an experiment investigating the effects of cognitive style, presentation format, and task content on learning. Cognitive style was described in terms of hemisphericity (i.e., left-or right-brain influence on perception). Presentation...

L. J. Brent

1990-01-01

188

Impact of Online Instructional Game Features on College Students' Perceived Motivational Support and Cognitive Investment: A Structural Equation Modeling Study  

ERIC Educational Resources Information Center

Colleges and universities have begun to understand the instructional potential of digital game-based learning (DGBL) due to digital games' immersive features. These features, however, might overload learners as excessive motivational and cognitive stimuli thus impeding intended learning. Current research, however, lacks empirical evidences to…

Huang, Wenhao David; Johnson, Tristan E.; Han, Seung-Hyun Caleb

2013-01-01

189

A Neuropsychological Consultation Model Designed To Foster Wholebrain and Cognitive Style-Responsive Instruction for "At Risk" Elementary School Students.  

ERIC Educational Resources Information Center

The practicum was designed to establish a staff development program to help teachers to systematically employ whole-brain and responsive instructional approaches with "at risk" students and to provide the theoretical/conceptual, practical, and experiential knowledge base necessary for program development incorporating cognitive styles. The actual…

Craney, Thomas J.

190

A Comparison of US and Korean Students' Mathematics Skills Using a Cognitive Diagnostic Testing Method: Linkage to Instruction  

ERIC Educational Resources Information Center

The purposes of the present study were (a) to compare US and Korean 8th graders' mastery of knowledge and skills in the mathematics test of the Trends in International Mathematics and Science Study (TIMSS) 2003 using a cognitive diagnostic testing method and (b) to find links between teachers' instruction and students' mastery of mathematics…

Im, Seongah; Park, Hye Jin

2010-01-01

191

Improving Cognitive Skills in Mentally Handicapped Pre-Schoolers through the Use of Computer-Based Instruction and Manipulatives.  

ERIC Educational Resources Information Center

This practicum project involved working with four preschool children with mental disabilities to increase their cognitive abilities through the use of computer-based instruction and use of manipulative materials. It also sought to improve the children's social-emotional development and self-esteem. The developmental levels of the four students…

Soto, Maria T.

192

A cognitive strategy instruction to improve math calculation for children with ADHD and LD: a randomized controlled study.  

PubMed

The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to encourage development and application of effective planning for mathematical computation, whereas the comparison group received-standard math instruction. Standardized tests of cognitive processes and math achievement were given at pretest. All students completed math worksheets throughout the experimental phase. Standardized achievement tests (Woodcock-Johnson Tests of Achievement, Third Edition, Math Fluency and Wechsler Individualized Achievement Test, Second Edition, Numerical Operations) were administered pre- and postintervention, and Math Fluency was also administered at 1 year follow-up. Large pre-post effect sizes were found for students in the experimental group but not the comparison group on math worksheets (0.85 and 0.26), Math Fluency (1.17 and 0.09), and Numerical Operations (0.40 and -0.14, respectively). At 1 year follow-up, the experimental group continued to outperform the comparison group. These findings suggest that students with ADHD evidenced greater improvement in math worksheets, far transfer to standardized tests of math (which measured the skill of generalizing learned strategies to other similar tasks), and continued advantage 1 year later when provided the PASS-based cognitive strategy instruction. PMID:21383109

Iseman, Jackie S; Naglieri, Jack A

193

The Effect of Instructing Cognitive and Metacognitive Strategies on the Academic Progress of Ilam Medical University Students  

ERIC Educational Resources Information Center

This study reviewed the effect of instructing cognitive and metacognitive strategies on the academic progress of Medical Sciences of Ilam University students. The research is quasi-experimental including a pre-test and a post-test. The population of the research includes the students of Medical Sciences of Ilam University. The sample includes 120…

Abdolhosseini, Amir; Keikhavani, Sattar; Hasel, Kourosh Mohammadi

2011-01-01

194

Cognitive Strategy Instruction for Improving Expository Text Comprehension of Students with Learning Disabilities: The Quality of Evidence  

ERIC Educational Resources Information Center

|Educators have widely used cognitive strategy instruction to address reading comprehension deficits evidenced by students with learning disabilities. However, no one has yet conducted a review of the quality of this literature. This review applies the quality indicators advocated by Gersten et al. (2005) and Horner et al. (2005) to evaluate the…

Jitendra, Asha K.; Burgess, Clare; Gajria, Meenakshi

2011-01-01

195

Instructional Design, Cognitive Psychology and the Development of Computer?mediated Learning Materials for Communication Impaired Children  

Microsoft Academic Search

This paper is concerned with two main themes: (a) an examination of the potential and actual influence of cognitive theory and instructional design, especially in the context of communication?impaired children; (b) a description of a research project, designed in this context, involving the development of ‘interactive’ learning materials for use with severely learning?disabled children.

D. F. Sewell

1988-01-01

196

Impact of Online Instructional Game Features on College Students' Perceived Motivational Support and Cognitive Investment: A Structural Equation Modeling Study  

ERIC Educational Resources Information Center

|Colleges and universities have begun to understand the instructional potential of digital game-based learning (DGBL) due to digital games' immersive features. These features, however, might overload learners as excessive motivational and cognitive stimuli thus impeding intended learning. Current research, however, lacks empirical evidences to…

Huang, Wenhao David; Johnson, Tristan E.; Han, Seung-Hyun Caleb

2013-01-01

197

Comparing the cognitive differences resulting from modeling instruction: Using computer microworld and physical object instruction to model real world problems  

NASA Astrophysics Data System (ADS)

This study compared the modeling achievement of students receiving mathematical modeling instruction using the computer microworld, Interactive Physics, and students receiving instruction using physical objects. Modeling instruction included activities where students applied the (a) linear model to a variety of situations, (b) linear model to two-rate situations with a constant rate, (c) quadratic model to familiar geometric figures. Both quantitative and qualitative methods were used to analyze achievement differences between students (a) receiving different methods of modeling instruction, (b) with different levels of beginning modeling ability, or (c) with different levels of computer literacy. Student achievement was analyzed quantitatively through a three-factor analysis of variance where modeling instruction, beginning modeling ability, and computer literacy were used as the three independent factors. The SOLO (Structure of the Observed Learning Outcome) assessment framework was used to design written modeling assessment instruments to measure the students' modeling achievement. The same three independent factors were used to collect and analyze the interviews and observations of student behaviors. Both methods of modeling instruction used the data analysis approach to mathematical modeling. The instructional lessons presented problem situations where students were asked to collect data, analyze the data, write a symbolic mathematical equation, and use equation to solve the problem. The researcher recommends the following practice for modeling instruction based on the conclusions of this study. A variety of activities with a common structure are needed to make explicit the modeling process of applying a standard mathematical model. The modeling process is influenced strongly by prior knowledge of the problem context and previous modeling experiences. The conclusions of this study imply that knowledge of the properties about squares improved the students' ability to model a geometric problem more than instruction in data analysis modeling. The uses of computer microworlds such as Interactive Physics in conjunction with cooperative groups are a viable method of modeling instruction.

Oursland, Mark David

198

ITV and Radio Resources in the Defined Minimum Program. 1982-83 Curriculum Guide. A Guide for Use of Instructional Television and Radio Programs Presented over the South Carolina Educational Television and Radio Networks, in Meeting Curriculum Needs in Elementary, Junior High and Senior High Levels of Instruction.  

ERIC Educational Resources Information Center

|This guide lists 143 instructional television (ITV) series and 56 instructional radio series approved by the South Carolina State Board of Education as instructional resources. It is designed for use by South Carolina superintendents, district directors of instruction, curriculum writers, principals, and teachers in identifying ITV and radio…

South Carolina State Dept. of Education, Columbia.

199

Bonneville Purchasing Instructions. Appendix 14A, Contracting Officer`s Technical Representatives` Guide for Services Contracts.  

SciTech Connect

This guide outlines the duties of BPA personnel designated as Contracting Officers Technical Representatives (COTRs). The BPA Administrator gives contracting officers (COs) in BPA responsibility and authority for awarding and administering contracts. COs are authorized to designate other BPA employees to act as their representatives for purposes of contract administration, from the time of contract award until final receipt and acceptance of the contracted services. COTRs are the individuals primarily relied upon to perform technical contract administration functions. Similar functions for supply and construction contracts are performed by engineering representatives, construction inspectors, and inspectors. Although this Guide is written primarily with the COTR in mind, the concept and operation of teamwork is essential throughout the entire process of contract administration. The CO administers the contract during performance, but rarely has expertise in all of the relevant technical areas. Therefore, CO decisions rely on input from a team. The COTR is an indispensable member of that team. The instructions in this Guide are designed to facilitate this essential CO-COTR cooperation. COTR duties are usually additional to those required of the COTR in his or her assigned line organization. The COTR is still accountable to the line supervisor for performance of regularly-assigned duties. These duties are to be reflected appropriately in performance appraisals and job descriptions. For contract administration duties, however, the COTR reports directly to, and is accountable only to, the CO. The COTR`s supervisor must allow sufficient time to ensure that the COTR can adequately monitor the contract for technical compliance. This Guide is designed for COTRs who are performing service contract (including intergovernmental contract) administration functions as an adjunct to their normal technical duties.

United States. Bonneville Power Administration.

1993-07-01

200

Advanced Marketing. Marketing Education Teacher's Resource Guide. Expected Student Learning Outcomes and Cross-Referenced Instructional Materials by Competencies.  

ERIC Educational Resources Information Center

|This guide, developed by a project to revise the minimum core competencies for the advanced marketing course in secondary marketing education in Missouri, contains four sections. The first section explains competency-based marketing education, including its mission, nature, curriculum, and the fundamentals of competency-based instruction. The…

Smith, Clifton L.

201

Articulated, Performance-Based Instruction Objectives Guide for Air Conditioning, Refrigeration, and Heating. Volume II (Second Year).  

ERIC Educational Resources Information Center

This articulation guide contains 17 units of instruction for the second year of a two-year vocational program designed to prepare the high school graduate to install, maintain, and repair various types of residential and commercial heating, air conditioning, and refrigeration equipment. The units are designed to help the student to expand and…

Henderson, William Edward, Jr., Ed.

202

Manual for Developing a Systems Approach to Individualized Instruction. Part I, A Guide for Conducting Workshops in Teaching Reading.  

ERIC Educational Resources Information Center

|This booklet is Part I of a two-part manual for teaching reading through the Systems Approach to Individualized Instruction (SAII) program developed at Manzanita Elementary School in Josephine County, Oregon. Part I is a guide for use by teacher trainers in conducting workshops on SAII methods and materials for elementary teachers. Because Part I…

Fairbanks, Dwight W.

203

The Digestive System [and] Instructor's Guide. Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.  

ERIC Educational Resources Information Center

|This instructional modular unit wlth instructor's guide provides materials on important aspects of one of the major systems of the human body--the digestive system. Its purpose is to introduce the student to the structures and functions of the human digestive system--and the interrelationships of the two--and to familiarize the student with some…

National Evaluation Systems, Inc., Amherst, MA.

204

Genetic Conditions: A Resource Book and Instructional Guide to Human Heredity and Birth Defects for Kindergarten Through Adult Education.  

ERIC Educational Resources Information Center

Designed for administrators, teachers, school nurses, and others involved in health education for kindergarten through adult education, the resource guide provides curriculum ideas for instruction in genetic conditions, heredity, and birth defects. Student learning objectives, content information, learning activities, and evaluation methods are…

California State Dept. of Education, Sacramento.

205

Development of Instructional Resource Guides for Competency-Based Education in Selected Industrial Arts Areas. Final Report.  

ERIC Educational Resources Information Center

A project was conducted in Virginia to develop a coordinated, articulated, competency-based curriculum for selected industrial arts areas from an identified common core of competencies. The competencies would include a set of performance objectives, a set of criterion-referenced measures, and a set of instructional resource guides in the…

Thomas Nelson Community Coll., Hampton, VA.

206

South Carolina Guide for Introduction to Marketing.  

ERIC Educational Resources Information Center

|This introduction to marketing guide addresses the three domains of learning: psychomotor, cognitive, and affective. The guide contains suggestions for specific classroom activities for each domain. Each unit or task in this guide contains a competency statement followed by performance objectives, job-relevant instructional activities,…

Vaughan, Ellen C.; Elliott, Ronald T.

207

ADULT LEARNING AND INSTRUCTIONAL TELEVISION: THE EFFECTS OF COGNITIVE ABILITY AND TELEVISION VIEWING HABITS ON ACHIEVEMENT FOLLOWING MEDIATED INSTRUCTION  

Microsoft Academic Search

This study was designed to determine the relationship between attention to instructional television and learning in adults. The procedure consisted of gathering demographic information, examining general reading ability by determining one's ability to gather meaning from paragraph reading, testing listening ability, presenting video displayed material, audio material, and written material, and testing the effects of these presentations. Subjects were also

JULIE WEBB CORBETT

1985-01-01

208

Effects of Part-Task and Whole-Task Instructional Approaches and Learner Levels of Expertise on Learner Performance of a Complex Cognitive Task  

Microsoft Academic Search

The study investigated the effects of two instructional approaches (part-task vs. whole-task) and levels of learner expertise (novice vs. advanced) on learner acquisition and transfer of a complex cognitive skill (e.g., preparing a grade book in Excel). In addition, the study examined the effects of these variables on learners’ cognitive load, instructional efficiencies, time on task and their attitudes towards

Jung Hyun Lim

2006-01-01

209

Cognitive Load of Navigating without Vision when Guided by Virtual Sound versus Spatial Language  

ERIC Educational Resources Information Center

A vibrotactile N-back task was used to generate cognitive load while participants were guided along virtual paths without vision. As participants stepped in place, they moved along a virtual path of linear segments. Information was provided en route about the direction of the next turning point, by spatial language ("left," "right," or "straight")…

Klatzky, Roberta L.; Marston, James R.; Giudice, Nicholas A.; Golledge, Reginald G.; Loomis, Jack M.

2006-01-01

210

Cognitive Behavioral Guided Self-Help for the Treatment of Recurrent Binge Eating  

ERIC Educational Resources Information Center

Objective: Despite proven efficacy of cognitive behavioral therapy (CBT) for treating eating disorders with binge eating as the core symptom, few patients receive CBT in clinical practice. Our blended efficacy-effectiveness study sought to evaluate whether a manual-based guided self-help form of CBT (CBT-GSH), delivered in 8 sessions in a health…

Striegel-Moore, Ruth H.; Wilson, G. Terence; DeBar, Lynn; Perrin, Nancy; Lynch, Frances; Rosselli, Francine; Kraemer, Helena C.

2010-01-01

211

Acculturation of Greek Americans: Change and continuity in cognitive schemas guiding intimate relationships  

Microsoft Academic Search

The study compares Greek Americans to Greeks and to third?generation white Americans in their endorsement of two cognitive schemas guiding intimate relationships. Greek Americans were more rejecting of low self?disclosure in intimate relationships than were Greeks but did not differ from them on how strongly they advocated sacrificing the self for one's partner. By contrast, Greek Americans did not differ

James Koutrelakos

2004-01-01

212

Cognitive Behavioral Guided Self-Help for the Treatment of Recurrent Binge Eating  

ERIC Educational Resources Information Center

|Objective: Despite proven efficacy of cognitive behavioral therapy (CBT) for treating eating disorders with binge eating as the core symptom, few patients receive CBT in clinical practice. Our blended efficacy-effectiveness study sought to evaluate whether a manual-based guided self-help form of CBT (CBT-GSH), delivered in 8 sessions in a health…

Striegel-Moore, Ruth H.; Wilson, G. Terence; DeBar, Lynn; Perrin, Nancy; Lynch, Frances; Rosselli, Francine; Kraemer, Helena C.

2010-01-01

213

Framework for Analytic Cognition (FAC): A Guide for Doing All-Source Intelligence Analysis.  

National Technical Information Service (NTIS)

The Framework for Analytic Cognition (FAC) is designed to provide an end-to-end guide for doing intelligence analysis that is systematic, yet flexible enough to accommodate the unstructured and highly iterative nature of the work. FAC focuses on aiding th...

B. J. Wilkinson C. A. Mangio C. M. Kampman T. L. Parry

2011-01-01

214

ITV and Radio Resources in the Defined Minimum Program. 1985-86 Curriculum Guide. A Guide for Use of Instructional Television and Radio Programs Presented over the South Carolina Educational Television and Radio Networks, in Meeting Curriculum Needs in Elementary, Junior High and Senior High Levels of Instruction.  

ERIC Educational Resources Information Center

|This guide is intended for use by superintendents, district directors of instruction, curriculum writers, principals, and teachers in identifying and selecting instructional television (ITV) and radio resources that will aid their schools in meeting specific instructional requirements of the Defined Minimum Program and continuing objectives of…

Phillips, A. Wayne, Ed.

215

Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching  

Microsoft Academic Search

Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided\\u000aor minimally guided instructional approaches are very popular and intuitively appealing,\\u000athe point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the

Paul A. Kirschner; John Sweller; Richard E. Clark

2006-01-01

216

The Effect of Guided Inquiry-Based Instruction on Middle School Students' Understanding of Lunar Concepts  

NASA Astrophysics Data System (ADS)

This study investigated the effect of non-traditional guided inquiry instruction on middle school students’ conceptual understandings of lunar concepts. Multiple data sources were used to describe participants’ conceptions of lunar phases and their cause, including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a constant comparative method to produce profiles of each participant’s conceptual understandings and nonparametric tests also were used. Results revealed very positive performance for observable moon phases and patterns of change, as well as the cause of moon phases. Results indicated that significantly more participants shifted from drawing nonscientific shapes on the pretest to drawing scientific shapes on the post-test. Results for the drawings of moon phase sequences were similar in that significantly more participants shifted from drawing alternative waxing and waning sequences on the pretest to drawing scientific sequences on the post-test. Also, significantly more participants shifted from alternative understanding of the cause of the moon phases on the pretest to scientific understanding on the post-test. Implications of these findings and recommendations for further research are provided.

Cabe Trundle, Kathy; Atwood, Ronald K.; Christopher, John E.; Sackes, Mesut

2010-05-01

217

Doing Good Science in Middle School: A Practical Guide to Inquiry-Based Instruction  

NSDL National Science Digital Library

Just as middle schoolers are "wired" to learn in active, hands-on ways, this book is wired to help you spark a vital connection to these students to keep them tuned-in to science. Doing Good Science in Middle School combines practical insights about adolescent learners with what master teachers know about how to shift from passive, textbook-centered instruction to inquiry-based investigations. Chapters cover the psychology of the middle school learner; why inquiry and collaboration are the cornerstones of good science; integrating science, literacy, math, and technology; classroom management and safety; plus additional resources and sample forms. But at the book's core are 10 must-do activities. All are developmentally appropriate, inquiry- and Standards-based lessons of use to teachers at all experience levels (including preservice). Doing Good Science is a truly comprehensive practitioner's guide. It brings you ideas for presenting curriculum, strategies for reaching all students, and a research basis for justifying your practices in the classroom--all through a combination of humor and true stories from experienced educators who make a solid case for inquiry in real-world middle school.

Cleveland, Jackie; Jorgenson, Olaf; Vanosdall, Rick

2004-01-01

218

Differentiation and Integration: Guiding Principles for Analyzing Cognitive Change  

ERIC Educational Resources Information Center

Differentiation and integration played large roles within classic developmental theories but have been relegated to obscurity within contemporary theories. However, they may have a useful role to play in modern theories as well, if conceptualized as guiding principles for analyzing change rather than as real-time mechanisms. In the present study,…

Siegler, Robert S.; Chen, Zhe

2008-01-01

219

The Grounding of a Discipline: Cognition and Instruction in Technology Education  

Microsoft Academic Search

Technology education has long struggled to establish itself as an equal partner in general education and often struggled to gain recognition for the value of its instruction. Frequently technology educators tout the effectiveness of their programs based on anecdotal evidence gathered from their classroom experiences on how their instructional methods empower students to learn. Although technology education originated without any

Michael A. De Miranda

2004-01-01

220

The Grounding of a Discipline: Cognition and Instruction in Technology Education  

ERIC Educational Resources Information Center

Technology education has long struggled to establish itself as an equal partner in general education and often struggled to gain recognition for the value of its instruction. Frequently technology educators tout the effectiveness of their programs based on anecdotal evidence gathered from their classroom experiences on how their instructional

De Miranda, Michael A.

2004-01-01

221

Effects of Implementing Classroom Instructional Models on English Language Learners' Cognitive and Affective Outcomes  

Microsoft Academic Search

The purpose of the present study was to examine alternative instructional strategies for improving the education of English language learners (ELLs). More specifically, the present study provides descriptive and comparative information on the use of different instructional approaches that were implemented by 17 bilingual teachers and their 325 Hispanic ELLs from five elementary schools located in a medium-sized metropolitan school

Hersholt C. Waxman; Judith Walker de Felix; Alicia Martínez; Stephanie L. Knight; Yolanda Padrón

1994-01-01

222

Self-Paced Instruction in a Cognitively Oriented Skills Course: Supplyman, MOS 76Y10.  

National Technical Information Service (NTIS)

As part of the Army's adoption of performance-oriented instruction in Army Training Centers, a study was conducted to determine the feasibility of using self-paced instruction without programed texts in a clerical and computational skills course. Course o...

J. E. Hungerland J. E. Taylor

1975-01-01

223

Guided-inquiry based laboratory instruction: Investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry  

NASA Astrophysics Data System (ADS)

Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with peers and in facilitation by the instructor. A student-centered active learning approach may be an effective way to enhance student understanding of concepts in the laboratory. The dissertation research work explores the impact of laboratory instruction and its relevance for college-level chemistry. Each chapter is different from the preceding chapter in terms of the purpose of the study and the research questions asked. However, the overarching idea is to address the importance of guided-inquiry based laboratory instruction in chemistry and its relevance in helping students to make connections with the chemistry content and in imparting skills to students. Such skills include problem solving, collaborative group work and critical thinking. The first research study (Chapter 2) concerns the impact of first year co-requisite general chemistry laboratory instruction on the problem-solving skills of students. The second research study (Chapter 3) examines the impact of implementing student roles also known as Student-Led Instructor Facilitated Guided-Inquiry based Laboratories, SLIFGIL) by modifying the Science Writing Heuristic approach of laboratory instruction. In the third research study (Chapter 4), critical thinking skills of first semester general chemistry laboratory students were compared to advanced (third or fourth year) chemistry laboratory students based on the analysis of their laboratory reports.

Gupta, Tanya

224

Instructional Strategies: Multivariable Studies of Psychological Processes Related to Instruction. Part I. Instructional Strategies: A Model and Its Application.  

National Technical Information Service (NTIS)

Contents: A theory of instructional strategy; Cognitive stimulation in instructional strategies; Strategies for orienting students to educational objectives; Instructional strategies and learner transformations; Student instrumental activities and instruc...

F. J. Di Vesta C. B. Schultz N. M. Sanders P. D. Weener

1971-01-01

225

Cognition and Misrecognition: A Bourdieuian Analysis of Cognitive Strategy Instruction in a Linguistically and Culturally Diverse Classroom  

ERIC Educational Resources Information Center

|This study reports data from a year-long ethnographic case study of a third-grade teacher's literacy instruction for her linguistically and culturally diverse students. Specifically, we use Bourdieu's social practice theory (1991, 1998) to examine the teacher's linguistic and literate habitus and the discourses of the field converge in her use of…

Handsfield, Lara J.; Jimenez, Robert T.

2009-01-01

226

An Occupational Guide for the Development of Center-Based Instructional Programs in Adult Education for Local School Systems. Bulletin No. 1254.  

ERIC Educational Resources Information Center

The mini-center concept described in the guide is an attempt to consolidate adult education services into a more effective instructional program by extending adult class meetings to four straight nights a week at a centrally located facility especially designed for adult education purposes. The guide discusses advantages and disadvantages of…

Boyet, Robert W., Comp.; Schilling, Ted, Comp.

227

Questions, Instructions, and Modes of Listening in the Joint Production of Guided Action: A Study of Student-Teacher Collaboration in Handicraft Education  

ERIC Educational Resources Information Center

|This article concerns a central issue in education as an institutional activity: instructions and their role in guiding student activities and understanding. In the study, we investigate the tensions between specifics and generalities in the joint production of guided action. This issue is explored in the context of handicraft education--or more…

Ekstrom, Anna; Lindwall, Oskar; Saljo, Roger

2009-01-01

228

Guided Internet-Delivered Cognitive Behavior Therapy for Generalized Anxiety Disorder: A Randomized Controlled Trial  

Microsoft Academic Search

Generalized anxiety disorder (GAD) has been effectively treated with cognitive behavioural therapy (CBT) in face-to face settings. Internet-delivered CBT could be a way to increase the accessibility and affordability of CBT for people suffering from GAD. The aim of this study was to evaluate the efficacy of guided Internet-delivered CBT for GAD in a controlled trial with a wait-list control

Björn Paxling; Jonas Almlöv; Mats Dahlin; Per Carlbring; Elisabeth Breitholtz; Thomas Eriksson; Gerhard Andersson

2011-01-01

229

Treatment of Severe Social Phobia: Effects of Guided Exposure With and Without Cognitive Restructuring  

Microsoft Academic Search

Fifty-one social phobics with severe scrutiny fears were randomly assigned to treatment in an experiment designed to assess the effectiveness of therapist-guided exposure and to determine the extent to which cognitive restructuring alone increases the effects of this exposure. Additionally, the ability of treatment-induced changes in locus of control, of irrational attitudes, and of within-session habituation to predict level of

Richard P. Mattick; Lorna Peters

1988-01-01

230

Reading Success for All Students: Using Formative Assessment to Guide Instruction and Intervention  

ERIC Educational Resources Information Center

|This vital resource offers classroom teachers and literacy coaches practical assessments that can be used to evaluate key areas in students' reading performance. These assessments will provide information that can be directly used for planning instruction. Specific instructional techniques and activities are linked to each of the assessments so…

Gunning, Thomas G.

2011-01-01

231

Cognitive Ability, Thinking Dispositions, and Instructional Set as Predictors of Critical Thinking  

ERIC Educational Resources Information Center

|This study examined the predictors of belief bias in a formal reasoning paradigm (a syllogistic reasoning task) and myside bias in two informal reasoning paradigms (an argument generation task and an experiment evaluation task). Neither cognitive ability nor thinking dispositions predicted myside bias, but both cognitive ability and thinking…

Macpherson, Robyn; Stanovich, Keith E.

2007-01-01

232

Cognitive ability, thinking dispositions, and instructional set as predictors of critical thinking  

Microsoft Academic Search

This study examined the predictors of belief bias in a formal reasoning paradigm (a syllogistic reasoning task) and myside bias in two informal reasoning paradigms (an argument generation task and an experiment evaluation task). Neither cognitive ability nor thinking dispositions predicted myside bias, but both cognitive ability and thinking dispositions were significant predictors of the ability to overcome belief bias

Robyn Macpherson; Keith E. Stanovich

2007-01-01

233

The Impact of Cognitive Strategy Instruction on Deaf Learners: An International Comparative Study  

Microsoft Academic Search

Teacher cohorts in England and China received special training in techniques for teaching higher-level critical and creative cognitive strategies to deaf learners. Both cohorts implemented the strategies in the classroom at least twice weekly for 6 months. Measures included Raven's Standard Progressive Matrices (1959), a systematic observation checklist for cognitive behaviors (Martin & Craft, 1998), and critical and creative problem

David S. Martin; Anna Craft; Zhang Ning Sheng

2001-01-01

234

Guided Cognitive Reframing of Adolescent-Father Conflict: Who Mexican American and European American Adolescents Seek and Why  

ERIC Educational Resources Information Center

Adolescents may seek to understand family conflict by seeking out confidants. However, little is known about whom adolescents seek, whether and how such support helps youth, and the factors that predict which sources are sought. This chapter offers a conceptual model of guided cognitive reframing that emphasizes the behavioral, cognitive, and…

Cookston, Jeffrey T.; Olide, Andres F.; Adams, Michele A.; Fabricius, William V.; Parke, Ross D.

2012-01-01

235

The effects of the interaction between cognitive style and instructional strategy on the educational outcomes for a science exhibit  

NASA Astrophysics Data System (ADS)

This dissertation examines factors which may affect the educational effectiveness of science exhibits. Exhibit effectiveness is the result of a complex interaction among exhibit features, cognitive characteristics of the museum visitor, and educational outcomes. The purpose of this study was to determine the relative proportions of field-dependent and field-independent visitors in the museum audience, and to ascertain if the cognitive style of visitors interacted with instructional strategies to affect the educational outcomes for a computer-based science exhibit. Cognitive style refers to the self-consistent modes of selecting and processing information that an individual employs throughout his or her perceptual and intellectual activities. It has a broad influence on many aspects of personality and behavior, including perception, memory, problem solving, interest, and even social behaviors and self-concept. As such, it constitutes essential dimensions of individual differences among museum visitors and has important implications for instructional design in the museum. The study was conducted in the spring of 1998 at the Adler Planetarium and Astronomy Museum in Chicago. Two experimental treatments of a computer-based exhibit were tested in the study. The first experimental treatment utilized strategies designed for field-dependent visitors that limited the text and provided more structure and cueing than the baseline treatment of the computer program. The other experimental treatment utilized strategies designed for field-independent visitors that provided hypothesis-testing and more contextual information. Approximately two-thirds of the visitors were field-independent. The results of a multiple regression analysis indicated that there was a significant interaction between cognitive style and instructional strategy that affected visitors' posttest scores on a multiple-choice test of the content. Field-independent visitors out- performed the field-dependent visitors in the control, baseline, and both experimental treatments. Both field-dependent and field-independent visitor posttest scores increased in the field-dependent experimental treatment and in the field-independent treatment. The most effective treatment for all visitors was the field-independent treatment. Criteria for designing a computer-based exhibit to meet the needs of all visitors were recommended. These included organized, concise text; a structured, rather than exploratory design; and cueing in the form of questions, bold fonts, underlining of important words and concepts, and captioned images.

Knappenberger, Naomi

236

Using Fluid Inclusions to Bring Phase Diagrams to Life in a Guided Inquiry Instructional Setting  

NASA Astrophysics Data System (ADS)

A fundamental concept in mineralogy, petrology, and geochemistry is the generation and interpretation of phase diagrams for various systems. We have developed an exercise to strengthen student's familiarity with and confidence in employing phase diagrams by using fluid inclusions. The activity follows the 5Es (Engagement, Exploration, Explanation, Extension, Evaluation) guided inquiry instructional model in order to best facilitate student learning. The exercise follows an activity adapted from Brady (1992) wherein students collect data to generate the phase diagram for the Ice-Water-NaCl system. The engagement activity involves using a USGS-type fluid inclusion heating-cooling stage with a camera and projection system. We typically employ either a doubly-polished quartz sample or a cleaved section of fluorite and select a typical two phase (L + V) aqueous inclusion. Students first observe the inclusion at room temperature and pressure and are asked to predict what would happen if the sample is heated. Students then watch as the sample is heated to its homogenization temperature (Th) and are asked to explain what they see. The sample is then cooled until completely frozen and then slowly warmed until the first ice melting (at the eutectic, Te) and then until all ice melts (Tm). Again, students are asked to explain what they see and, if necessary, they are guided to remember the earlier phase diagram activity. The process is then repeated while students follow along the appropriate phase diagrams. In this fashion, students literally see the changes in phases present and their relative abundances as they move through the phase diagram. The engagement activity generates student interest in the exercise to insure minds-on as well as hands-on exploration. The exploration activities involve students observing and describing a wide range of fluid inclusion types (e.g., CO2, daughter crystals, multiple inclusion trails, etc) and hands-on collection of Th and Tm data for a selected sample. Using a fluorite sample (Denton Mine) yields excellent results and a meaningful extension activity. Each student collects Th and Tm data that are then combined and class histograms are generated and interpreted. At this point, a general explanation of fluid inclusions is provided to bring together the student's observations and to assess their understanding. The extension activity involves using the Th, Te, and Tm data obtained for primary inclusions to constrain the true trapping temperature (Tt). The isochore is calculated and plotted on a P-T plot. Using the geothermal gradient for the sample locale, students calculate the hydrostatic and lithostatic gradients for the region and plot these on the P-T diagram in order to constrain the possible range in Tt. Finally, based upon the salinity and Tt range, students determine what ore fluid type is represented (MVT). The evaluation includes observation of participation, answers to questions posed during the engagement activity, and a written report that includes answers to refining and open-ended questions as well as a reflection on their learning. This activity strengthens student's understanding of phase diagrams while introducing them to the importance of fluids in the crust.

Farver, J. R.; Onasch, C.

2011-12-01

237

Strategy Instruction for Students with Learning Disabilities. What Works for Special Needs Learners  

ERIC Educational Resources Information Center

Practical and accessible, this book provides the first step-by-step guide to cognitive strategy instruction, which has been shown to be one of the most effective instructional techniques for students with learning problems. Presented are proven strategies that students can use to improve their self-regulated learning, study skills, and performance…

Reid, Robert; Lienemann, Torri Ortiz

2006-01-01

238

Virtual Manipulatives Used by K-8 Teachers for Mathematics Instruction: Considering Mathematical, Cognitive, and Pedagogical Fidelity  

Microsoft Academic Search

This study examined teachers' uses of virtual manipulatives across grades K-8 after participating in a professional development institute in which manipulatives and technology were the major resources used throughout all of the activities. Researchers analyzed 95 lesson summaries in which classroom teachers described their uses of virtual manipulatives during school mathematics instruction. The findings indicated that the content in a

Patricia S. Moyer-Packenham; Gwenanne Salkind; Johnna J. Bolyard

2008-01-01

239

Re-thinking Instructional Immediacy for Web Courses: A Social Cognitive Exploration.  

ERIC Educational Resources Information Center

|Suggests that Web courses have the potential to be more immediate than conventional classroom instruction by introducing a new "agency" into the learning environment, the computer. Presents an exploratory qualitative ethnographic content analysis of three Web courses that identified potential indicators of immediacy in Web classrooms and framed…

LaRose, Robert; Whitten, Pam

2000-01-01

240

Interactive multimedia for instruction: A cognitive analysis of the role of audition and vision  

Microsoft Academic Search

Interactive multimedia provide a platform for delivering instructional material in different modalities and styles. Experimental work on learning and memory is extensive, particularly for verbal learning. However, little attention has been paid to the relative effectiveness of auditory and visual presentation. We warn against simply transferring techniques developed in more traditional audiovisual systems, arguing instead for an approach based on

Kevin Hapeshi; Dylan M. Jones

1992-01-01

241

Learner's Guide: Water Quality Monitoring. An Instructional Guide for the Two-Year Water Quality Monitoring Curriculum.  

ERIC Educational Resources Information Center

|This learner's guide is designed to meet the training needs for technicians involved in monitoring activities related to the Federal Water Pollution Act and the Safe Drinking Water Act. In addition it will assist technicians in learning how to perform process control laboratory procedures for drinking water and wastewater treatment plant…

Glazer, Richard B.; And Others

242

Cognitive Conceptions of Learning  

NSDL National Science Digital Library

Although cognitive psychology currently represents the mainstream of psychological and educational thinking, it is only recently that much concern has been shown for learning as such - that is, concern for the factors and/or variables that influence changes in human performance, knowledge structures, and/or conceptions. This article examines current thinking about learning within the framework of cognitive psychology and how a new, cognitive conception of learning can guide future research on both learning and instruction. Similarities and difference between behavioral and cognitive conceptions of learning are discussed, along with issues such as the active (rather than passive) nature of learning, the concern for understanding (i.e., comprehension), the role of prior knowledge, the cumulative nature of most forms of human learning, and the role played by cognitve analyses of performance. Several cognitive theories of learning are presented as examples of how cognitive psychology has influenced research on learning.

Shuell, Thomas J.

2006-12-07

243

A Comprehensive, Informational, Instructional Guide for the Implementation of Manufacturing in the Public School.  

ERIC Educational Resources Information Center

The effects of industry and technology are important in our society, and industrial arts in public schools is undergoing evaluation and curriculum revision in order to guide youth toward choosing and preparing for an occupation. The "manufacturing" approach used in the guide is suggested as one way toward the integration of students with their…

State Univ. of New York, Oswego. Coll. at Oswego. Dept. of Industrial Arts and Technology.

244

Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-Based Earthquakes Instruction  

ERIC Educational Resources Information Center

|The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits…

Yeh, Ting-Kuang; Tseng, Kuan-Yun; Cho, Chung-Wen; Barufaldi, James P.; Lin, Mei-Shin; Chang, Chun-Yen

2012-01-01

245

Components Analysis of Cognitive Strategy Instruction: Effects on Learning Disabled Students' Compositions and Self-Efficacy  

Microsoft Academic Search

The viability of self-instructional strategy training among learning disabled (LD) students exhibiting composition deficiencies was investigated. Furthermore, the theoretically proposed incremental effects of explicit self-regulation procedures were examined in terms of writing performance measures at posttest, maintenance, and generalization, and in terms of Ss self-efficacy. Ss were 22 LD and 11 normally achieving students in the 5th and 6th grades.

Steve Graham; Karen R. Harris

1989-01-01

246

Does a cognitive map guide choices in the radial-arm maze?  

PubMed

Fifteen rats performed in a standard radial-arm maze task (Experiment 1) and in a modified task with a set of forced choices and a 15-min retention interval prior to completion of the maze (Experiment 2). In addition to the standard measure of choice in the radial-arm maze, orientation toward arms was measured and considered to constitute go-no-go "microchoice" decisions. Rats investigated but rejected many arms. A model of choice was developed in which it was assumed that choice decisions about arms were made independently and that microchoices were not selectively guided toward baited arms. The model performed nearly as well as the rats. These results place important limitations on the theory that choice behavior in the radial-arm maze is guided by a cognitive map. PMID:1578200

Brown, M F

1992-01-01

247

Learning Strategies in English as a Second Language Instruction: A Teacher's Guide.  

ERIC Educational Resources Information Center

|Learning strategy applications are provided for beginning, intermediate, and advanced levels of English-as-a-Second-Language (ESL) instruction. Although designed primarily for high school students, most of the sample lessons can be used equally successfully with older learners, and some lessons are also suitable for younger learners. Chapter 1 of…

Stewner-Manzanares, Gloria; And Others

248

Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices  

ERIC Educational Resources Information Center

|This comprehensive resource arms classroom teachers and administrators with information to meet today's adolescent literacy challenges. In Part I, the authors highlight research on what works with adolescent learners and discuss how to implement instructional programs to fit the unique needs of specific schools or districts. Part II presents a…

Deshler, Donald D.; Palincsar, Annemarie Sullivan; Biancarosa, Gina; Nair, Marnie

2007-01-01

249

Discrimination and Instructional Comprehension: Guided Discretion, Racial Bias, and the Death Penalty  

Microsoft Academic Search

This study links two previously unrelated lines of research: the lack of comprehension of capital penalty-phase jury instructions and discriminatory death sentencing. Jury-eligible subjects were randomly assigned to view one of four versions of a simulated capital penalty trial in which the race of defendant (Black or White) and the race of victim (Black or White) were varied orthogonally. Dependent

Mona Lynch; Craig Haney

2000-01-01

250

Differentiated Instruction Using Technology: A Guide for Middle and High School Teachers  

ERIC Educational Resources Information Center

|Like Amy Benjamin's other books, this one is easy to read and simple to implement. It demonstrates that you can manage the complexities of differentiated instruction n and save time--by using technology as you teach. It showcases classroom-tested activities and strategies which are easy to apply in your own classroom.|

Benjamin, Amy

2005-01-01

251

The Theory and Practice of Programmed Instruction; A Guide for Teachers.  

ERIC Educational Resources Information Center

|A historical sketch which traces behavioral theory from Pavlov to Skinner and explains the application of Skinner's theory to teaching begins this introduction to programed instruction. Next, three models of programed courses, Skinner's, Crowder's, and skip-branching, are described. The third section, techniques for elaborating programed courses,…

Pocztar, Jerry

252

Explicitly Teaching Social Skills Schoolwide: Using a Matrix to Guide Instruction  

ERIC Educational Resources Information Center

|Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide as part of a comprehensive intervention approach. This article presents a seven-step action…

Simonsen, Brandi; Myers, Diane; Everett, Susannah; Sugai, George; Spencer, Rebecca; LaBreck, Chris

2012-01-01

253

Laboratory Manual (For Concrete Instruction Course); Instructor's Guide, Pilot Program Edition.  

ERIC Educational Resources Information Center

|This laboratory manual, prepared for a 2-year program in junior colleges and technical institutes, is designed to accompany the instructional materials to train persons for employment as technicians in the cement and concrete industries. Included are 16 laboratory assignments for each of the following: (1) Principles of Concrete, (2) Concrete in…

Portland Cement Association, Cleveland, OH.

254

Teacher Skill Guide for Combatting Sexism. Module 2: Sex Bias in Language and Instructional Materials.  

ERIC Educational Resources Information Center

|The objectives of this workshop module are to increase teachers' awareness of the sex role stereotyping that exists in language and instructional materials and to provide instructors with strategies for increasing student awareness of sex bias and for countering the effects of stereotyping in their classroom materials. Workshop handouts for use…

Mulvihill, Allie Mooney; And Others

255

Validation Guide for Field Testing Texas Child Development Associate (CDA) Instructional Mateirals.  

ERIC Educational Resources Information Center

|This manual outlines the process for evaluating a series of instructional materials for college-based training of the Child Development Associate (CDA) in Texas. Chapter I offers a discussion of the need for child care worker training in Texas and provides background information on the development of both the national and the Texas CDA pilot…

Carroll, E. Caroline

256

Guide to Alternative Mortgage Instruments. Teachers Instructional Packet, TIP No. 4, Spring 1985.  

ERIC Educational Resources Information Center

Part of a series of classroom aids designed for real estate instructors, this instructional packet was developed to help real estate students understand the various alternative mortgage instruments, including their major advantages and disadvantages. First, an evaluation form for the packet is presented. Next, a summary presentation on four basic…

Texas A and M Univ., College Station. Texas Real Estate Research Center.

257

INSTRUCTIONAL TELEVISION FOR THE FIFTH GRADE. A TEACHER GUIDE, SEMESTER II.  

ERIC Educational Resources Information Center

|INSTRUCTIONAL TELEVISION FOR FIFTH GRADE HAS BEEN DIVIDED INTO FIVE AREAS--ART, FOREIGN LANGUAGE, MUSIC, PHYSICAL EDUCATION, AND SCIENCE. A CALENDAR IS GIVEN TO CORRELATE DATES AND SUBJECT MATTER. A PREVIEW OF THE CONTENT OF EACH LESSON IS MADE AVAILABLE, AND FOLLOWUP ACTIVITIES ARE SUGGESTED TO REINFORCE THE LEARNING. THE STRUCTURE OF THE ART…

PELIKAN, ALFRED; AND OTHERS

258

Environmental Design: Instructional Guide and Resource for Elementary and Secondary School Use.  

ERIC Educational Resources Information Center

|Instructional units with suggested resources and appropriate activities for teaching environmental design to students in grades 6-12 are presented. An overview of program goals and suggested environmental awareness exercises and projects is followed by six illustrative units. The first unit (grade 6) focuses on environmental awareness and…

Montgomery County Public Schools, Rockville, MD.

259

INSTRUCTIONAL TELEVISION FOR THE FIFTH GRADE. A TEACHER GUIDE, SEMESTER II.  

ERIC Educational Resources Information Center

INSTRUCTIONAL TELEVISION FOR FIFTH GRADE HAS BEEN DIVIDED INTO FIVE AREAS--ART, FOREIGN LANGUAGE, MUSIC, PHYSICAL EDUCATION, AND SCIENCE. A CALENDAR IS GIVEN TO CORRELATE DATES AND SUBJECT MATTER. A PREVIEW OF THE CONTENT OF EACH LESSON IS MADE AVAILABLE, AND FOLLOWUP ACTIVITIES ARE SUGGESTED TO REINFORCE THE LEARNING. THE STRUCTURE OF THE ART…

PELIKAN, ALFRED; AND OTHERS

260

Up from Basic Stories: A Thematic Unit for Cognitive and Affective Instruction in College Reading.  

ERIC Educational Resources Information Center

Describes a thematic interdisciplinary reading course aimed at affective and cognitive development. Includes a rationale for literature in a reading curriculum and suggests an approach for presenting the short story in the context of a thematic interdisciplinary college reading course. (DMM)

Pacheco, Beth

1982-01-01

261

Cognitive feedback and metaphors in emotional communication instruction of musical performance  

Microsoft Academic Search

The use of metaphorical language is a common strategy in music teaching. Nevertheless, there is a lack of scientific knowledge about this subject. Inspired by earlier studies on cognitive feedback, emotion, and performance, an experiment was designed in order to test the metaphorical impact in the improvement of musical emotional communication. Two kinds of language were set: (1) technical, used

Nuno Arrais; Helena Rodrigues

2007-01-01

262

Effects of Music Instruction on Developing Cognitive Systems at the Foundations of Mathematics and Science  

Microsoft Academic Search

Summary Our research examined the relationship between cognitive systems that underlie music and mathematical abilities. Specifically, we undertook studies to determine whether, when children or adolescents produce music—comparing and operating on melodies, harmonies, and rhythms—they activate brain systems that also enable them to compare and operate on representations of number and geometry. Prior research has established three core systems at

Elizabeth Spelke

263

Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture  

Microsoft Academic Search

Evolution by natural selection may becharacterized as a system in which a largestore of genetic information will persistindefinitely while it remains coordinated withits environment but will continuously producesmall random variations that are tested forenvironmental effectiveness. In anyenvironment, effective variations will persistwhile ineffective variations will disappear.Similarly, human cognitive architectureincludes a large store of information held inlong-term memory that coordinates our cognitiveactivities.

John Sweller

2004-01-01

264

Comparison of Classroom Instruction versus Use of Homework Assignments on Cognitive Knowledge Acquisition in Physical Education  

ERIC Educational Resources Information Center

Fitness for Life classes, in which a primary goal is for students to acquire health-related fitness knowledge, consist of a lecture session and an activity session. Unfortunately, devoting class time to a lecture reduces the time students are engaged in physical activity (PA). A potential solution to helping students develop cognitive skills…

Williams, Skip M.; McGladrey, Brian W.; Silva, Andrea; Hannon, James C.

2013-01-01

265

Striving for Disciplinary Literacy Instruction: Cognitive Tools in a World History Course  

ERIC Educational Resources Information Center

|The authors present a case study of a world history teacher's mediation of her students' world historical thinking and writing through unit-level cognitive tools. They analyze both scaffolding and disciplinary tools that the teacher constructed for her students in order to improve their world historical thinking, and the degree to which the…

Girard, Brian; Harris, Lauren McArthur

2012-01-01

266

How an Understanding of Cognition and Metacognition Translates into More Effective Writing Instruction  

ERIC Educational Resources Information Center

This discussion paper investigates the pedagogical implications of the cognitive process writing model proposed by Flower and Hayes (1981). The research of Flower and Hayes (1981) provides insights into how writers go about planning, generating, and revising during the process of writing. Flower and Hayes (1981) believed that this shift in focus,…

O'Brien-Moran, Michael; Soiferman, L. Karen

2010-01-01

267

Development of a Guide for Educational Design in the Instruction of Respiratory Therapy.  

National Technical Information Service (NTIS)

The eight page letter report outlines the process employed in developing a guide for respiratory therapy curriculum design entitled 'Delineation of Roles and Functions of Respiratory Therapy Personnel'. Activities for each of the 10 months of work are des...

W. W. Johnson

1974-01-01

268

The influence of visual cognitive style when learning from instructional animations and static pictures  

Microsoft Academic Search

In a 2×2 design, we examined the role of visual cognitive style in two multimedia-based learning environments (text plus static pictures\\/animations). A statistically significant interaction was obtained for deeper comprehension: Highly developed visualizers (HDV) who learned with static pictures performed better than HDV who learned with animations, and less developed visualizers (LDV) performed the same with static pictures or animations.For

Tim N. Höffler; Helmut Prechtl; Claudia Nerdel

2010-01-01

269

Does instructional format really matter? Cognitive load theory, multimedia and teaching English Literature  

Microsoft Academic Search

This article reports a quasi-experimental study on the effects of multimedia teaching and learning in English Literature – a subject which places high cognitive load on students. A large-scale study was conducted in 4 high-achieving secondary schools to examine the differences made to students' learning and performance by the use of multimedia and to relate this to different kinds of

Stewart Martin

2012-01-01

270

Library Instruction: Principles, Theories, Connections, and Challenges.  

ERIC Educational Resources Information Center

|Discusses principles of learning and instructional theories and relates them to instruction in academic library user education. Highlights include a conceptual approach, Gagne's hierarchical knowledge and instructional design, Merrill's instructional theory, Reigeluth's elaboration theory, Kolb's experiential learning, Perry's cognitive

Piette, Mary I.

1995-01-01

271

Cognitive load of navigating without vision when guided by virtual sound versus spatial language.  

PubMed

A vibrotactile N-back task was used to generate cognitive load while participants were guided along virtual paths without vision. As participants stepped in place, they moved along a virtual path of linear segments. Information was provided en route about the direction of the next turning point, by spatial language ("left," "right," or "straight") or virtual sound (i.e., the perceived azimuth of the sound indicated the target direction). The authors hypothesized that virtual sound, being processed at direct perceptual levels, would have lower load than even simple language commands, which require cognitive mediation. As predicted, whereas the guidance modes did not differ significantly in the no-load condition, participants showed shorter distance traveled and less time to complete a path when performing the N-back task while navigating with virtual sound as guidance. Virtual sound also produced better N-back performance than spatial language. By indicating the superiority of virtual sound for guidance when cognitive load is present, as is characteristic of everyday navigation, these results have implications for guidance systems for the visually impaired and others. PMID:17154771

Klatzky, Roberta L; Marston, James R; Giudice, Nicholas A; Golledge, Reginald G; Loomis, Jack M

2006-12-01

272

Improving Fifth Grade Students' Participation in and Attitudes toward the Science Fair through Guided Instruction.  

ERIC Educational Resources Information Center

This practicum addressed the problem of decreased participation of fifth-grade students in the science fair. At this grade level, the science fair guidelines mandate that students enter a research-type project. For many fifth-grade students the desire to tackle this monumental task does not match their developing cognitive skills. The literature…

Daab, Marcia J.

273

An Instructional Guide for Teachers of Gifted Children with Emphasis on the Teaching of S.P.A.N.I.S.H. K-6.  

ERIC Educational Resources Information Center

|The practicum was designed to train 45 elemenary teachers of gifted children to teach basic Spanish through provision of an instructional guide and consultation. An introductory section reviews the literature and cites benefits of foreign language learning. Data on student performance and teacher perceptions are detailed. Among findings are that…

Satterwhite, Dierdre

274

Plant Operations for Wastewater Facilities, Vol. II, Part A. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs.  

ERIC Educational Resources Information Center

|This instructor's guide, designed for use with the curriculum, Plant Operations for Wastewater Facilities, represents a two-year wastewater technology instructional program based on performance objectives designed to prepare undergraduate students to enter occupations in water and wastewater treatment plant operations and maintenance. This…

Stoakes, K. C.; And Others

275

An Instructional Guide Concerning the Highly Successful Teaching & Motivating Practices of Jaime Escalante for the Escalante Math Project at East Los Angeles College.  

ERIC Educational Resources Information Center

This instructional guide, one product of a large-scale research project on Jaime Escalante and his Mathematics and Science Program, describes the teaching and motivating strategies that he uses to bring about high academic achievement among poor minority urban youth in Los Angeles (California). The first part of five describes a pilot test in…

Kester, Donald

276

Plant Operations for Wastewater Facilities, Vol. II, Part C. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs.  

ERIC Educational Resources Information Center

|This instructor's guide, designed for use with the curriculum, Plant Operations for Wastewater Facilities, represents a two-year wastewater technology instructional program based on performance objectives designed to prepare undergraduate students to enter occupations in water and wastewater treatment plant operations and maintenance. This…

Stoakes, K. C.; And Others

277

A randomized controlled comparison of guided self-help cognitive behavioral therapy and behavioral weight loss for binge eating disorder  

Microsoft Academic Search

We performed a randomized controlled study to test the relative efficacy of guided self-help (gsh) cognitive-behavioral therapy (CBTgsh) and behavioral weight loss treatment (BWLgsh) treatments for binge eating disorder (BED). To provide an additional partial control for non-specific influences of attention, a third control (CON) treatment condition was included. We tested the treatments using a guided self-help approach given the

Carlos M. Grilo; Robin M. Masheb

2005-01-01

278

A Guide to Library Sources in Political Science: American Government. Instructional Resource Monograph No. 1.  

ERIC Educational Resources Information Center

Written for librarians and teachers, this monograph is a guide to documentary and reference sources in political science. The book is divided into three topic areas which help facilitate the location and retrieval of hundreds of source books. Part one focuses on the American federal govenment and explains what sources are available from or about…

Vose, Clement E.

279

K-12 Resources on the Internet: An Instructional Guide. Internet Workshop Series, Number 5.  

ERIC Educational Resources Information Center

|This guide is written for the K-12 teacher or librarian who cannot afford the time or expenses to attend workshops or does not have the patience to read through densely worded treatises about the Internet. Organized into three modules, "Learning the Internet,""Teaching the Internet," and "Acquiring the Internet," this book makes a complex subject…

Junion-Metz, Gail

280

Office Systems. Curriculum Guide for BEOS 621, Improvement of Instruction in Business Subjects.  

ERIC Educational Resources Information Center

|This curriculum guide contains the information required to present a postsecondary-level 10-week office systems course for students who have already completed 3 quarters of course work toward an office assistant diploma. The document begins with a course rationale, list of 10 suggested teaching strategies, and list of 9 course objected that are…

Carroll, Melissa; Justice, Glenna; McCane, Greg

281

Cold Climate Gardening and Root Cellaring in Alaska: An Instructional Guide. Agricultural Education Publication No. 3.  

ERIC Educational Resources Information Center

This instructor's guide contains three units for teaching gardening and root cellaring in Alaska. The units are intended to be used in long-term gardening projects so students can learn fundamental principles and techniques and apply them to a gardening situation. Each unit contains an overview that provides a basic framework for understanding the…

Weston, Shann C.; Kirts, Carla A.

282

Indian River County Environmental Education Instructional Guide: Language Arts, Ninth Grade. Pilot Edition.  

ERIC Educational Resources Information Center

As part of a language arts series for kindergarten through grade nine, this ninth grade guide examines environmental values, concepts, and problems according to a common conceptual scheme: all living things, including humans, are interrelated and interdependent; heredity and environment interact to determine the characteristics of an organism and…

Green, Norva; And Others

283

Indian River County Environmental Education Instructional Guide: Language Arts, Seventh Grade. Pilot Edition.  

ERIC Educational Resources Information Center

As part of a language arts series for kindergarten through grade nine, this seventh grade guide examines environmental values, concepts, and problems according to a common conceptual scheme: all living things, including humans, are interrelated and interdependent; heredity and environment interact to determine the characteristics of an organism…

Palmer, Cynthia

284

Indian River County Environmental Education Instructional Guide: Language Arts, Eighth Grade. Pilot Edition.  

ERIC Educational Resources Information Center

As part of a language arts series for kindergarten through grade nine, this eighth grade guide examines environmental values, concepts, and problems according to a common conceptual scheme: all living things, including humans, are interrelated and interdependent; heredity and environment interact to determine the characteristics of an organism and…

Green, Norva; And Others

285

WAVAI Curriculum Guide for Instruction in Wisconsin High Schools. 1975 Revision. Bulletin No. 5011.  

ERIC Educational Resources Information Center

|This guide is designed to aid the development of vocational education programs in agriculture in local school districts. Major program objectives, good learning conditions, program evaluation, suggested teaching methods, and Wisconsin's philosophy and procedures in developing occupational experience programs in vocational agriculture/agribusiness…

Wisconsin State Dept. of Public Instruction, Madison. Bureau for Career and Manpower Development.

286

Indian River County Environmental Education Instructional Guide. Social Studies, Grade Nine.  

ERIC Educational Resources Information Center

|The teaching guide presents social studies activities to help ninth graders learn about environmental concepts, problems, and responsibilities. Based on the Indian River County environment in Florida, it is part of a series for teachers, students, and community members. The introduction describes the county's geography, natural resources,…

Florida State Dept. of Education, Tallahassee.

287

The effect of matching and mismatching cognitive style and science instruction  

NASA Astrophysics Data System (ADS)

This study examined the effect of matching learners' cognitive styles with science learning activities on science knowledge and attitudes. Fifty-six elementary education majors who were identified as Sensing Feeling types on the Myers-Briggs Type Indicator participated in this study. The Sensing Feeling type is predominant among elementary school educators. The subjects participated in either nine science activities matched to the learning preferences of Sensing Feelers or nine science activities mismatched to their learning preferences. These mismatched activities were geared toward the learning preferences of Intuitive Thinkers, the dominant type among scientists. Results revealed no significant differences between matched and mismatched groups in knowledge of the material presented or overall attitude toward science and toward science teaching. Comparisons made subsequent to the hypothesized analyses did suggest that cognitive style may affect reactions to certain specific learning activities. The immediate reactions of forty non-Sensing Feeling types who also experienced the treatments were compared to those of the 56 Sensing Feeling subjects. Certain activities which were rated by judges prior to the onset of treatment as being particularly well-matched to the Sensing Feeling style did receive significantly more favorable ratings by the Sensing Feeling subjects than by other types. Conversely, the Sensing Feelers gave significantly lower ratings than other types to certain activities which, according to independent judges, were strongly mismatched to the Sensing Feeling style.

Conwell, Catherine R.; Helgeson, Stanley L.; Wachowiak, Dale G.

288

Cultural Adaptation of a Cognitive Behavior Therapy Guided Self-Help Program for Mexican American Women with Binge Eating Disorders  

ERIC Educational Resources Information Center

|Data on the compatibility of evidence-based treatment in ethnic minority groups are limited. This study utilized focus group interviews to elicit Mexican American women's (N = 12) feedback on a cognitive behavior therapy guided self-help program for binge eating disorders. Findings revealed 6 themes to be considered during the cultural adaptation…

Shea, Munyi; Cachelin, Fary; Uribe, Luz; Striegel, Ruth H.; Thompson, Douglas; Wilson, G. Terence

2012-01-01

289

Optimizing the orchestration of resemiotization with teacher "talk moves": A model of guided-inquiry instruction in middle school science  

NASA Astrophysics Data System (ADS)

The current conceptualization of science set forth by the National Research Council (2008) is one of science as a social activity, rather than a view of science as a fixed body of knowledge. This requires teachers to consider how communication, processing, and meaning-making contribute to science learning. It also requires teachers to think deeply about what constitutes knowledge and understanding in science, and what types of instruction are most conducive to preparing students to participate meaningfully in the society of tomorrow. Because argumentation is the prominent form of productive talk leading to the building of new scientific knowledge, one indicator of successful inquiry lies in students' abilities to communicate their scientific understandings in scientific argumentation structures. The overarching goal of this study is to identify factors that promote effective inquiry-based instruction in middle school science classrooms, as evidenced in students' abilities to engage in quality argumentation with their peers. Three specific research questions were investigated: (1) What factors do teachers identify in their practice as significant to the teaching and learning of science? (2) What factors do students identify as significant to their learning of science? and (3) What factors affect students' opportunities and abilities to achieve sophisticated levels of argumentation in the classroom? Two teachers and forty students participated in this study. Four principle sources of data were collected over a three-month period of time. These included individual teacher interviews, student focus group interviews, fieldnotes, and approximately 85 hours of classroom videotape. From this sample, four pathways for guided-inquiry instruction are identified. Opportunities for student talk were influenced by a combination of factors located in the domains of "teacher practice," "classroom systems," and "physical structures." Combinations of elements from these three dimensions also affected the quality of student argumentation, as measured on a five-point rubric developed for analysis. Of the four pathways, one in particular is identified as a model of "best practice," leading to the highest levels of argumentation resulting from opportunities for student resemiotization mediated by teacher "talk moves."

Millstone, Rachel Diana

290

Comprehension with Instructional Media for Middle School Science: Holistic Performative Design Strategy and Cognitive Load  

NASA Astrophysics Data System (ADS)

This study identifies three distinct levels of text-image integration in page design in a linear relationship of lesser to greater integration: prose primary, prose subsumed, and fully integrated strategies. Science textbook pages were redesigned according to these holistic design strategies for 158 7th-grade students. There were three separate treatment tests, as well as a pre-test and post-test, and pilot tests with both undergraduate students and the subjects themselves. Subjects found the fully integrated strategy to produce the most visually interesting designs and the prose primary strategy to produce the least interesting, with prose subsumed definitively in between (according to 95% confidence intervals). The strategy employed significantly altered interest in science subject matter in one of three treatments (ANOVA, P=0.0446), where a Student's t-test revealed that the prose subsumed strategy produced higher interest in subject matter than prose primary. The strategy employed significantly altered comprehension of abstract relationships in one of three treatments (ANOVA, P=0.0202), where a Student's t-test revealed that the fully integrated strategy resulted in greater comprehension than prose primary. For the same treatment condition significant differences were found through ANOVA for factual-level knowledge (P=0.0289) but not conceptual-level knowledge ( P=0.0586). For factual-level knowledge prose primary resulted in lesser comprehension than both prose subsumed and fully integrated. Comprehension is defined according to cognitive load theory. No strategy impact on perception of task difficulty was found. This study was approved by North Carolina State University's Institutional Review Board and Wake County Public School System's Research Review Committee.

Peterson, Matthew Owen

291

Teacher Guide for Self-Appraisal, Video Inservice Program (ESEA, Title III).  

ERIC Educational Resources Information Center

|Part 1 of this document is a guide for writing instructional objectives based on Bloom's taxonomy. Included are examples and exercises designed to familiarize the teacher with the three behavior categories--cognitive, affective, and psychomotor domains--and to provide practice in identification of institutional, instructional, and behavioral…

Shibata, Kenneth E.; Roberson, E. Wayne

292

A Planning Guide for Gifted Preschoolers.  

ERIC Educational Resources Information Center

|Contained in the curriculum planning guide developed by the Chapel Hill Gifted-Handicapped Project are a model, a training sequence, and 17 instructional units for use with preschool gifted children. The model is explained to be based on the hierarchy of cognitive tasks developed by B. Bloom. A worksheet for teachers suggests activities to help…

Malley-Crist, Justine; And Others

293

Understanding Instructions.  

ERIC Educational Resources Information Center

|This guide is intended to help adult basic education (ABE) teachers teach their students to understand instructions in their daily lives. The 25 learning activities included all develop students' skills in the area of following directions by using basic situations drawn from everyday life. The following activities are included: sequencing…

Milburn, Val

294

Self-guides, autobiographical memory, and anxiety and dysphoria: toward a cognitive model of vulnerability to emotional distress.  

PubMed

Several aspects of a cognitive model of vulnerability to emotional disorders based on self-discrepancy theory were tested. Anxious, dysphoric, anxious/dysphoric, and control subjects participated in 3 studies over a 4-month period: screening, assessment of self-guides and self-discrepancies, and an autobiographical memory task in which different types of retrieval cues (including self-guides) were presented and subjects reported childhood memories as they came to mind. Actual:ideal discrepancy was associated with persistent dysphoria, whereas actual:ought discrepancy was associated with persistent anxiety. Self-guide cues resulted in more efficient retrieval and greater unintended negative emotional content than comparable cue types. The groups were differentiated only by negative affect content in response to self-guide cues. PMID:1537978

Strauman, T J

1992-02-01

295

The Selection of Appropriate Communication Media for Instruction: A Guide for Designers of Air Force Technical Training Programs.  

ERIC Educational Resources Information Center

Communication media are defined as systems that transmit messages for larger user systems which serve such purposes as instruction, information, entertainment, or propaganda dissemination. The report describes and discusses the uses of all types of communication media in instruction. Eleven uses for communication in instruction are described…

Bretz, Rudy

296

Guided cognitive reframing of adolescent-father conflict: who Mexican American and European American adolescents seek and why.  

PubMed

Adolescents may seek to understand family conflict by seeking out confidants. However, little is known about whom adolescents seek, whether and how such support helps youth, and the factors that predict which sources are sought. This chapter offers a conceptual model of guided cognitive reframing that emphasizes the behavioral, cognitive, and affective implications of confidant support as well as individual, family, and cultural factors linked to support seeking. The authors present empirical data from 392 families of seventh graders of Mexican and European ancestry to predict whether adolescents seek mothers, coresident fathers, and other sources and provide directions for subsequent research. PMID:22407883

Cookston, Jeffrey T; Olide, Andres F; Adams, Michele A; Fabricius, William V; Parke, Ross D

2012-01-01

297

Instructional Rounds in Action  

ERIC Educational Resources Information Center

|"Instructional Rounds in Action" is an invaluable guide for those involved in implementing instructional rounds as the foundation and framework for systemic improvement in schools. Over the past few years, districts across the United States, Canada, and Australia have begun implementing "instructional rounds," a set of ideas and practices for…

Roberts, John E.

2012-01-01

298

Situated and Socially Shared Cognition in Practice. Designing a Collaborative Network Learning Experience for Adult Learners.  

ERIC Educational Resources Information Center

|The main purpose of this paper is to draw attention to assumptions that guide the instructional design process when implementing and organizing network-based learning environments in practice. In this case, the situated and socially shared cognition model and participation metaphor create the guiding paradigm for collaborative learning action,…

Korhonen, Vesa

299

Teaching meta-cognitive skills: implementation and evaluation of a tutoring system to guide self- explanation while learning from examples  

Microsoft Academic Search

The SE-Coach is a tutoring module designed to help students learn effectively from examples through guiding self-explanation, a meta-cognitive-skill that involves clarifying and explaining to oneself the worked out solution for a problem. The SE-Coach provides this guidance through (a) an interface that allows the student to interactively build self-explanations based on the domain- theory (b) a student model that

Cristina Conati; Kurt VanLehn

300

The effects of using screencasting as a multimedia pre-training tool to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students  

NASA Astrophysics Data System (ADS)

Chemistry is a complex knowledge domain. Specifically, research notes that Chemical Equilibrium presents greater cognitive challenges than other topics in chemistry. Cognitive Load Theory describes the impact a subject, and the learning environment, have on working memory. Intrinsic load is the facet of Cognitive Load Theory that explains the complexity innate to complex subjects. The purpose of this study was to build on the limited research into intrinsic cognitive load, by examining the effects of using multimedia screencasts as a pre-training technique to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students. A convenience sample of 62 fourth-year high school students enrolled in an advanced chemistry course from a co-ed high school in urban San Francisco were given a chemical equilibrium concept pre-test. Upon conclusion of the pre-test, students were randomly assigned to two groups: pre-training and no pre-training. The pre-training group received a 10 minute and 52 second pre-training screencast that provided definitions, concepts and an overview of chemical equilibrium. After pre-training both group received the same 50-minute instructional lecture. After instruction, all students were given a chemical equilibrium concept post-test. Independent sample t-tests were conducted to examine differences in performance and intrinsic load. No significant differences in performance or intrinsic load, as measured by ratings of mental effort, were observed on the pre-test. Significant differences in performance, t(60)=3.70, p=.0005, and intrinsic load, t(60)=5.34, p=.0001, were observed on the post-test. A significant correlation between total performance scores and total mental effort ratings was also observed, r(60)=-0.44, p=.0003. Because no significant differences in prior knowledge were observed, it can be concluded that pre-training was successful at reducing intrinsic load. Moreover, a significant correlation between performance and mental effort strengthens the argument that performance measures can be used to approximate intrinsic cognitive load.

Musallam, Ramsey

301

Examining the Relationships of Different Cognitive Load Types Related to User Interface in Web-Based Instruction  

ERIC Educational Resources Information Center

This study proposes a new instrument to measure cognitive load types related to user interface and demonstrates theoretical assumptions about different load types. In reconsidering established cognitive load theory, the inadequacies of the theory are criticized in terms of the adaption of learning efficiency score and distinction of cognitive load…

Cheon, Jongpil; Grant, Michael

2012-01-01

302

Examining the Relationships of Different Cognitive Load Types Related to User Interface in Web-Based Instruction  

ERIC Educational Resources Information Center

|This study proposes a new instrument to measure cognitive load types related to user interface and demonstrates theoretical assumptions about different load types. In reconsidering established cognitive load theory, the inadequacies of the theory are criticized in terms of the adaption of learning efficiency score and distinction of cognitive

Cheon, Jongpil; Grant, Michael

2012-01-01

303

Learner Involvement in Instruction on a Complex Cognitive Task: Application of a Composite Measure of Performance and Mental Effort  

ERIC Educational Resources Information Center

|This study presents an application of a measure of learner involvement developed by Paas, Tuovinen, van Merrienboer, and Darabi (2005). These authors combined learners' performance scores with their perceived mental effort invested in instruction and used it to assess learner involvement in instructional conditions. The present study examines the…

Darabi, A. Aubteen; Nelson, David W.; Paas, Fred

2007-01-01

304

Effects of Explicit Instruction in Cognitive and Metacognitive Reading Strategies on Iranian EFL Students' Reading Performance and Strategy Transfer  

ERIC Educational Resources Information Center

This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted from Chamot and O'Malley's (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and…

Aghaie, Reza; Zhang, Lawrence Jun

2012-01-01

305

Trainee Teachers' Mental Effort in Learning Spreadsheet through Self-Instructional Module Based on Cognitive Load Theory  

ERIC Educational Resources Information Center

|A printed module should consist of media elements, namely text and pictures, which are self-instructional and could cater to the needs of the user. However, the typical platform of such visualization frequently overloads the limited working memory causing split attention and redundancy effects. The purpose of this study is to design and develop a…

Tasir, Zaidatun; Pin, Ong Chiek

2012-01-01

306

VARIATIONS IN INSTRUCTIONAL MEDIA, PROCESSES, CONTENT AND APTITUDE VARIABLES IN RELATION TO EFFICIENCY OF COGNITIVE GOAL ATTAINMENT, VOLUME 2.  

ERIC Educational Resources Information Center

|THE REPORT, THE SECOND OF A SERIES (ACCESSION NUMBERS ED 003 239 THROUGH ED 003 241), INCLUDES SEVEN APPENDIXES TO AN EARLIER STUDY. THE APPENDIXES ARE TITLED, (1) PROBLEMS OF MEANING AND REFERENCE IN BLOOM'S TAXONOMY, (2) SCALE FOR APPRAISING A MODEL, (3) EXPLORATION OF INTERACTIONS AMONG INSTRUCTIONAL CONTENT AND APTITUDE VARIABLES, (4) AN…

FATTU, N.A.

307

Switching Cognitive Gears: Problem-Based Learning and Success-Based Learning as Instructional Frameworks in Leadership Education  

ERIC Educational Resources Information Center

|Purpose: This article aims to reinterpret principal preparatory programs to also include the collective learning-from-success process (success-based learning), thus providing a complementary instructional framework on how to prepare principals for today's public school reality. Design/methodology/approach: The discussion reviews the core…

Schechter, Chen

2011-01-01

308

Interactive Instructional Video-Tapes, Scholastic Aptitude, Cognitive Development and Locus of Control as Variables Influencing Science Achievement.  

ERIC Educational Resources Information Center

Results are reported of a study that: (1) examined the relationships between university students' entry characteristics and achievement in biological science; and (2) assessed the effectiveness of interactive instructional video-tapes in improving science achievement. Among the variables examined as likely to predict achievement were scholastic…

Yeany, Russell H.; And Others

309

Trainee Teachers' Mental Effort in Learning Spreadsheet through Self-Instructional Module Based on Cognitive Load Theory  

ERIC Educational Resources Information Center

A printed module should consist of media elements, namely text and pictures, which are self-instructional and could cater to the needs of the user. However, the typical platform of such visualization frequently overloads the limited working memory causing split attention and redundancy effects. The purpose of this study is to design and develop a…

Tasir, Zaidatun; Pin, Ong Chiek

2012-01-01

310

Instructional Conceptions: Analysis from an Instructional Design Perspective  

ERIC Educational Resources Information Center

|Learners are active actors in learning environments and not mere consumers of instructional designers' products. In line with mediating paradigm instructional conceptions of students are analysed. These conceptions act as cognitive filters that affect students' use of both instructional interventions and support in learning environments. To gain…

Lowyck, Joost; Elen, Jan; Clarebout, Geraldine

2004-01-01

311

Instructional Conceptions: Analysis from an Instructional Design Perspective  

ERIC Educational Resources Information Center

Learners are active actors in learning environments and not mere consumers of instructional designers' products. In line with mediating paradigm instructional conceptions of students are analysed. These conceptions act as cognitive filters that affect students' use of both instructional interventions and support in learning environments. To gain…

Lowyck, Joost; Elen, Jan; Clarebout, Geraldine

2004-01-01

312

Non-instructional Spending Improves Non-cognitive Outcomes:Discontinuity Evidence from a Unique Elementary School Counselor Financing System  

Microsoft Academic Search

Children’s non-cognitive skills, mental health, and behavior are important predictors of future earnings and educational attainment. Their behavior in the classroom also affects their peers’ behavior and achievement. There is limited prior evidence, however, concerning the impact of school resources on student behavior. Some elementary schools employ counselors whose primary purpose is to help improve students’ behavior, mental health, and

Randall Reback

2009-01-01

313

Fuzzy Cognitive Maps, Web-based Instruction, and Technology Integration. A Report on AECT 2000 Summer Leadership Institute.  

ERIC Educational Resources Information Center

Reports on the Association for Educational Technology (AECT) Summer Leadership Institute (Montreal, Canada, July 2000). The Institute opened with icebreaker activities. Then the results of last year's summer institute were reviewed. Participants re-acted to the fuzzy cognitive map that was generated last year. AECT and its future, Web-based…

Driscoll, Marcy

2000-01-01

314

Effects of Cognitive Styles on an MSN Virtual Learning Companion System as an Adjunct to Classroom Instructions  

ERIC Educational Resources Information Center

This study designed a chatbot system, Confucius, as a MSN virtual learning companion to examine how specific application design variables within educational software affect the learning process of subjects as defined by the cognitive continuum of field-dependent and field-independent learners. 104 college students participated in a 12 week…

Hsieh, Sheng-Wen

2011-01-01

315

Learners Cognitive Style and Levels of Learning in Television and Print Instruction for Use in Open Learning: An Exploratory Study.  

ERIC Educational Resources Information Center

|The purpose of this study was to determine the relationships between academic achievement, rote learning, learning for understanding, cognitive style, and the medium of presentation (print versus television) for adult students in lifelong learning situations. A content learning package was prepared for presentation in the two media and…

Danielson, J. E.; Seiler, William J.

316

Cognitive, Perceptual, Sensory and Verbal Abilities as Predictors of PDA Text Entry Error and Instructions Across the Lifespan  

Microsoft Academic Search

Sixty-three participants (range from 18 to 85 years of age) completed 4 data entry tasks on an HP iPAQ 5450 via a touch-screen\\u000a QWERTY keyboard, as well as a battery of neuro-cognitive tests. Entry errors and assistance required by participants were\\u000a coded into categories. Multiple regression analyses revealed that episodic memory was the strongest predictor for stand-still\\u000a errors and commission

Hiroe Li; Peter Graf

2007-01-01

317

Lease Approval and Building Aid for Leased School Buildings and Facilities Located Off School Property (Pursuant to CR 155.8). Instruction Guide for Public School Districts Outside of New York City.  

ERIC Educational Resources Information Center

State regulations allow public school districts outside of New York City to apply for Building Aid on leasing costs involving instructional facilities for grades Pre-K through 12 located off school district property. This guide explains how the districts should proceed when applying for Building Aid on leased facilities. Attached is the…

New York State Education Dept., Albany. Office of Facilities Planning.

318

Anorexia Nervosa and Autism Spectrum Disorders: Guided Investigation of Social Cognitive Endophenotypes  

Microsoft Academic Search

Death by suicide occurs in a disproportionate percentage of individuals with anorexia nervosa (AN), with a standardized mortality ratio indicating a 57-fold greater risk of death from suicide relative to an age-matched cohort. Longitudinal studies indicate impaired social functioning increases risk for fatal outcomes, while social impairment persists following recovery. Study of social cognition in AN may elucidate impaired processes

Nancy L. Zucker; Molly Losh; Cynthia M. Bulik; Kevin S. LaBar; Joseph Piven; Kevin A. Pelphrey

2007-01-01

319

Cognition-Enhancing Drugs in Dementia: A Guide to the Near Future  

Microsoft Academic Search

Objectives: To facilitate access to the available literature and to assist clinicians with the decision to recommend the use of medications for the enhancement of cognition in dementia. Method: A qualitative review of published research. Methodological issues confronting research in this area are described. An organizational scheme for the medication types, based on pathophysiologic processes relevant to Alzheimer's disease (AD),

Robert van Reekum; Sandra E Black; David Conn; Diana Clarke

1997-01-01

320

Acculturation of Greek Americans: Change and continuity in cognitive schemas guiding intimate relationships.  

PubMed

The study compares Greek Americans to Greeks and to third-generation white Americans in their endorsement of two cognitive schemas guiding intimate relationships. Greek Americans were more rejecting of low self-disclosure in intimate relationships than were Greeks but did not differ from them on how strongly they advocated sacrificing the self for one's partner. By contrast, Greek Americans did not differ from Americans in their rejection of low self-disclosure and more strongly endorsed self-sacrifice in intimate relationships than did Americans. These findings were interpreted as indicating that Greek Americans have acculturated to a more individualistic orientation in terms of self-disclosure while maintaining a collectivistic orientation regarding self-sacrifice in intimate relationships. Respondents' age, cultural group, and whether they were college students or professionals interacted with how strongly individuals rejected low self-disclosure and showed that age and status differences were more pronounced between rather than within the three cultural groups. It revealed that the initial finding, showing that Greeks and Americans differed, was based on the scores of students; professionals, with one exception, did not differ in their disagreement with low self-disclosure, regardless of their age and cultural group. The exception was the older Greek American professional subgroup, whose stronger disagreement with low self-disclosure may be an overreaction to the acculturation process. Age and status differences were not significant in the American group, while there was a pattern in Greece for professionals to reject low self-disclosure more strongly than did students. Women were more rejecting of both low self-disclosure and self-sacrifice in intimate relationships than were men. Older women most strongly disagreed with the self-sacrifice principle and older men adhered to it more strongly with increasing age. Cette étude compare des Américains grecs à des Grecs et à des Américains blancs de troisième génération relativement à leur adhésion à deux schémas cognitifs guidant les relations intimes. Les résultats indiquent que les Américains grecs se montrent plus rejetants d'une faible ouverture de soi dans les relations intimes comparativement aux Grecs, mais ils ne se différencient pas de ceux-ci quant à la force avec laquelle ils se disent prêts à se sacrifier pour leur partenaire. En contrepartie, Américain grecs ne se différencient pas des Américains sur le plan du rejet de la faible ouverture de soi, tout en se montrant davantage en accord avec le sacrifice de soi dans les relations intimes que ne le font les Américains. Ces résultats sont interprétés comme des indicateurs que les Américains grecs auraient adopté la culture américaine d'orientation plus individualiste en ce qui a trait à l'ouverture de soi, tandis qu'ils semblent avoir maintenu une orientation collectiviste en regard du sacrifice de soi dans les relations intimes. L'âge des répondants, leur groupe culturel et leur statut de collégien ou de professionnel montrent une interaction avec le degré de rejet de la faible ouverture de soi. Aussi, il appert que les différences d'âge et de statut sont plus prononcées entre les trois groupes culturels qu'à l'intérieur-même de ces groupes. Les résultats indiquent que les données initiales, montrant que les Grecs et les Américains sont différents, sont basées sur les scores des étudiants; de façon générale, en regard des professionnels uniquement, aucune différence n'est soulevée pour le degré d'accord face à la faible ouverture de soi, peu importe leur âge ou groupe culturel. Une exception apparaît toutefois pour le sous-groupe d'Américains grecs professionnels et plus âgés pour lequel le fort désaccord avec la faible ouverture de soi peut refléter une sur-réaction face au processus d'acculturation. Les différences d'âge et de statut n'apparaissent pas significatives pour le groupe d'Américains, tandis qu'il semble y avoir un patron chez les prof

Koutrelakos, James

2004-04-01

321

Articulated, Performance-Based Instruction Objectives Guide for Electricity/Industrial Electricity. Development Period, July, 1983--June, 1984. Edition I.  

ERIC Educational Resources Information Center

This curriculum guide is designed to assist vocational educators in presenting an articulated, performance-based course in electricity and industrial electricity. Addressed in the individual units of the course (included in 11 modules) are the following topics: safety, leadership, communication skills, career preparation, good work habits and…

Henderson, Wm. Edward, Jr., Ed.

322

Dynamic Instructional Leadership to Support Student Learning and Development: The Field Guide to Comer Schools in Action  

ERIC Educational Resources Information Center

|Schools are the only universally accessible institutions where there are enough adults to provide continuous support for children's growth, development, and success in life. Using the process pioneered by renowned child psychiatrist Dr. James P. Comer and his colleagues at the Yale School Development Program (SDP), this unique field guide offers…

Joyner, Edward T., Ed.; Ben-Avie, Michael, Ed.; Comer, James P., Ed.

2004-01-01

323

Foreign Language for You: A Teacher Guide for Spanish. Semesters I and II, Instructional Television for the 5th Grade.  

ERIC Educational Resources Information Center

Designed to relate to the ongoing curriculum of the Milwaukee Public Schools, these first- and second-semester teacher guides for Spanish school telecasts at the fifth grade level comprise only one part of a series developed for the use of FLES teachers in many subject areas. A brief description of course purposes, methods, classroom teacher role,…

Milwaukee Public Schools, WI. Div. of Curriculum and Instruction.

324

Energy Use and the Environment. Concepts & Activities for the Classroom: Mathematics Module. Environmental Education Supplementary Instructional Guide.  

ERIC Educational Resources Information Center

|As part of a comprehensive, interdisciplinary environmental education program for elementary and secondary education in Hawaii, this teaching guide provides a variety of energy education activities for secondary school mathematics. An extensive introduction outlines the total program and how it fits into the general education program and explains…

Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

325

Articulated, Performance-Based Instruction Objectives Guide for Masonry (Bricklaying). Developing Period, July, 1983--June, 1984. Edition I.  

ERIC Educational Resources Information Center

|This curriculum guide is designed to assist vocational educators in presenting an articulated, performance-based course in masonry and bricklaying. Addressed in the individual units of the course are the following topics: safety, leadership, job communications, career preparation, desirable learning and work habits and attitudes, basic math…

Henderson, Wm. Edward, Jr., Ed.

326

A neurological model of sensory-motor problem solving with possible implications for higher-order cognition and instruction  

NASA Astrophysics Data System (ADS)

Grossberg's neural modeling principles of learning, perception, cognition, and motor control are presented as the basis for construction of a neurological model of sensory-motor problem solving. The pattern of problem solving is assumed to be universal, thus is sought in the higher-order shift from the child's use of an additive strategy to the adolescent's use of a proportions strategy to solve the Pouring Water Task (Suarez and Rhonheimer, 1974). Possible neurological principles involved in this shift and in the process of psychological equilibration are discussed as are possible educational implications.

Lawson, Anton E.

327

Comparison of Six- and Eight-Session Cognitive Guided Self-Help for Bulimia Nervosa  

ERIC Educational Resources Information Center

|A previous case-series evaluation of a six-session guided self-help (GSH) approach with 15 people with bulimia nervosa (BN) showed significant reductions across all measures, including binge eating, self-induced vomiting, weight concern, shape concern and dietary restraint. However, the reduction of binge eating and self-induced vomiting was…

Furber, Gareth; Steele, Anna; Wade, Tracey D.

2004-01-01

328

Perceptions of Cognitive Behavioural Guided Self-Help Treatment for Bulimia Nervosa in Primary Care  

Microsoft Academic Search

This study examined perceptions of 36 women who participated in Guided Self-Help (GSH) treatment for bulimia nervosa delivered by general practitioners (GPs) in primary care. Qualitative responses revealed factors perceived to contribute toward treatment effectiveness including: improved eating behaviours, body image and emotional and general well-being; the empathic and practical style of the manual; specific behavioural strategies; GP facilitated positive

Susan J. Banasiak; Susan J. Paxton; Phillipa J. Hay

2007-01-01

329

Instructional Regulation and Control: Cybernetics, Algorithmization and Heuristics in Education.  

ERIC Educational Resources Information Center

|This book on the aspects of instructional processes focuses on control of student cognitive activity during instruction. Chapter 1 introduces the cybernetic approach to the theory of instruction. It is followed by a chapter on instructional effectiveness and efficiency. The third chapter discusses cognitive processes and thinking. Chapter 4…

Landa, L. N.; And Others

330

Anorexia nervosa and autism spectrum disorders: guided investigation of social cognitive endophenotypes.  

PubMed

Death by suicide occurs in a disproportionate percentage of individuals with anorexia nervosa (AN), with a standardized mortality ratio indicating a 57-fold greater risk of death from suicide relative to an age-matched cohort. Longitudinal studies indicate impaired social functioning increases risk for fatal outcomes, while social impairment persists following recovery. Study of social cognition in AN may elucidate impaired processes that may influence therapeutic efficacy. Symptoms of autism spectrum disorders (ASD) are overrepresented in those who evidence a chronic course. Relative to that in AN, social information processing in ASD is well characterized and may inform systematic study in AN. This article (a) reviews impaired interpersonal processes in AN, (b) compares the phenotype of AN with that of ASD, (c) highlights deficits of social cognitive disturbance in ASD relative to AN, and (d) proposes a new framework to understand the interaction of individuals with AN with their social context. PMID:17967091

Zucker, Nancy L; Losh, Molly; Bulik, Cynthia M; LaBar, Kevin S; Piven, Joseph; Pelphrey, Kevin A

2007-11-01

331

Effects of cognitive-behavioral interventions on quality of life in persons with HIV  

Microsoft Academic Search

This study explored the effects of cognitive-behavioral interventions on quality of life in persons with HIV. In a randomized, 3×3 block design, 69 participants were assigned to a guided imagery, progressive muscle relaxation or control group. Following brief instruction, subjects practiced their respective intervention over six weeks. Post intervention, perceived health status, but not quality of life, was significantly different

Lucille Sanzero Eller

1999-01-01

332

Measuring Preschool Cognitive Growth while It's Still Happening: The Learning Express  

ERIC Educational Resources Information Center

Educators need accurate assessments of preschool cognitive growth to guide curriculum design, evaluation, and timely modification of their instructional programs. But available tests do not provide content breadth or growth sensitivity over brief intervals. This article details evidence for a multiform, multiscale test criterion-referenced to…

McDermott, Paul A.; Fantuzzo, John W.; Waterman, Clare; Angelo, Lauren E.; Warley, Heather P.; Gadsden, Vivian L.; Zhang, Xiuyuan

2009-01-01

333

CAI Administrative Guide.  

National Technical Information Service (NTIS)

This guide provides information for those administrators considering the installation of terminals for computer assisted instruction in their schools or districts. Some specific information relating to computer assisted instructional programs provided for...

1977-01-01

334

Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations  

Microsoft Academic Search

Although explanations are a common means of instruction, research shows that they often do not contribute to learning. To unravel the factors giving rise to the ineffectiveness of instructional explanations, we propose a framework that brings together empirical work on instructional explanations from a variety of research fields, including classroom instruction, tutoring, cooperative learning, cognitive skill acquisition, learning from texts,

Jörg Wittwer; Alexander Renkl

2008-01-01

335

Using Technology with Classroom Instruction that Works. Second Edition  

ERIC Educational Resources Information Center

If you've upgraded to the second edition of the landmark book "Classroom Instruction That Works," you need this companion guide to help you use technology to support research-based instruction. The authors follow the revised Instructional Planning Guide that makes it easier for you to know when to emphasize each of the instructional strategies,…

Kuhn, Matt; Hubbell, Elizabeth R.; Pitler, Howard

2012-01-01

336

Affective Consequences of Mathematics Instruction for Students with Special Needs  

ERIC Educational Resources Information Center

|Affective consequences of two types of mathematics instruction, guiding instruction and directing instruction, were studied for two types of students with special needs: mildly mentally retarded students and students with specific learning disabilities. Seventy students were instructed in small groups in either a guiding or a directing…

Milo, Bauke F.; Seegers, Gerard; Ruijssenaars, Wied A. J. J. M.; Vermeer, Harriet J.

2004-01-01

337

Experiences of guided Internet-based cognitive-behavioural treatment for depression: A qualitative study  

PubMed Central

Background Internet-based self-help treatment with minimal therapist contact has been shown to have an effect in treating various conditions. The objective of this study was to explore participants' views of Internet administrated guided self-help treatment for depression. Methods In-depth interviews were conducted with 12 strategically selected participants and qualitative methods with components of both thematic analysis and grounded theory were used in the analyses. Results Three distinct change processes relating to how participants worked with the treatment material emerged which were categorized as (a) Readers, (b) Strivers, and (c) Doers. These processes dealt with attitudes towards treatment, views on motivational aspects of the treatment, and perceptions of consequences of the treatment. Conclusions We conclude that the findings correspond with existing theoretical models of face-to-face psychotherapy within qualitative process research. Persons who take responsibility for the treatment and also attribute success to themselves appear to benefit more. Motivation is a crucial aspect of guided self-help in the treatment of depression.

2011-01-01

338

A Comparison of CAI and Class Instruction Approaches on Study Skills.  

National Technical Information Service (NTIS)

A study was conducted to compare the effects of study skills instructions on students' study behaviors and attitudes when such instructions were offered through study guides, class instructions, and discussions, or via computer assisted instruction (CAI)....

B. M. Gadzella

1980-01-01

339

Perceptions of cognitive behavioural guided self-help treatment for bulimia nervosa in primary care.  

PubMed

This study examined perceptions of 36 women who participated in Guided Self-Help (GSH) treatment for bulimia nervosa delivered by general practitioners (GPs) in primary care. Qualitative responses revealed factors perceived to contribute toward treatment effectiveness including: improved eating behaviours, body image and emotional and general well-being; the empathic and practical style of the manual; specific behavioural strategies; GP facilitated positive therapeutic alliance and interventions with program implementation; and accessible treatment. Factors perceived as contributing to treatment ineffectiveness concerned: lack of changes to eating and body image; inadequacies of treatment program and approach; inadequate treatment dose; poor service delivery; and perceptions of low GP competence/professionalism and poor therapeutic alliance. PMID:17162639

Banasiak, Susan J; Paxton, Susan J; Hay, Phillipa J

340

A Study of Problem-based Instructional Strategies for Technological Literacy  

Microsoft Academic Search

The purpose of this 1-year study was to investigate the improvements in problem-solving ability and cognitive learning achievement or technological literacy, with regard to the issue of waste disposal, using a problem-solving approach guided by classroom and web-based instruction. The important technological and social issues for different educational levels were identified in a previous study. Waste disposal was chosen as

TA-WEI LEE

341

The Advanced Instructional Design Advisor.  

ERIC Educational Resources Information Center

|Describes the Advanced Instructional Design Advisor, an Air Force project which involves the development and testing of automated instructional design guidance for use by Air Force technical training specialists in the development of computer-based training software. System architecture is explained, and a cognitive continuum approach to the…

Muraida, Daniel J.; Spector, J. Michael

1993-01-01

342

Intelligent Frameworks for Instructional Design.  

ERIC Educational Resources Information Center

|Many researchers are attempting to develop automated instructional development systems to guide subject matter experts through the lengthy and difficult process of courseware development. Because the targeted users often lack instructional design expertise, a great deal of emphasis has been placed on the use of artificial intelligence (AI) to…

Spector, J. Michael; And Others

343

GERONTOLOGY INSTRUCTION: DIFFERENT MODELS FOR DIFFERENT RESULTS  

Microsoft Academic Search

The development of gerontology instruction is discussed with specific emphasis on developing rational program models. The treatment is in three parts. The first emphasizes that gerontology instruction can have several orientations or outcomes. The second discusses the expansion of the gerontology knowledge base and suggests varying emphases for various orientations of instruction and student outcomes. The third applies a cognitive

David A. Peterson; Pamela F. Wendt

1990-01-01

344

Elegant Instruction  

ERIC Educational Resources Information Center

This article describes a new form of instruction called elegant instruction. Generally speaking, educational technologists assert that instruction ought to be effective and efficient. Some educational technologists might add that instruction should also satisfy learners. Incorporating the standard requirements and going beyond satisfaction,…

Luterbach, Kenneth J.

2013-01-01

345

Cognitive and Behavioral Distribution of Rewards: Developmental and Instructional Tests of Young Children's Understanding and Application of Some Principles of Equity. Final Report.  

ERIC Educational Resources Information Center

|Two studies attempted to determine: (1) at what age children understand and apply the principle of equity; and (2) whether theory based instruction is effective in helping young children understand the principle of equity. Further, do children exposed to such instruction perform better on a behavioral test than children not exposed to such…

Vance, Barbara

346

Response Devices and Cognitive Tasks.  

National Technical Information Service (NTIS)

The aims of the research are to study the effects of response mode, response complexity, instructions and practice on basic cognitive tasks, and to use the information obtained to develop more elaborate models of cognitive functioning which take these fac...

D. K. Detterman

1991-01-01

347

Volleyball: Special Olympics Sports Skills Instructional Program.  

ERIC Educational Resources Information Center

|One of seven booklets on Special Olympics Sports Skills Instructional Programs, this guide presents an instructional program for volleyball coaches working with mentally retarded persons. The instructional program presents information on the following topics: long term goals; short term objectives; modifications and adaptations of equipment,…

Special Olympics, Inc., Washington, DC.

348

Instructional Environments for Learners Having Severe Handicaps.  

ERIC Educational Resources Information Center

This collection of papers examines instructional environments for students with severe disabilities. It points out that two principles should guide the selection of all instructional environments for all types of learners at all stages of instruction: the environment should be the least restrictive environment possible and it should be the most…

Baine, David, Ed.

349

READING INSTRUCTION AND COGNITIVE PROCESSES.  

ERIC Educational Resources Information Center

READING AND THINKING ARE NOT ALWAYS DISTINCT FROM EACH OTHER, ALTHOUGH EACH REPRESENTS DIFFERENT FUNCTIONS AND USES. THE PROBLEM IS NOT WHETHER THE TWO ARE SYNONYMOUS, BUT HOW MUCH TEACHERS SHOULD TELL STUDENTS AND HOW MUCH STUDENTS SHOULD DISCOVER FOR THEMSELVES. RECENT STUDIES SHOW THAT CHILDREN ARE CAPABLE OF APPLYING ELEMENTARY SKILLS OF…

STAUFFER, RUSSELL G.

350

Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions  

Microsoft Academic Search

Research on Cognitive Load Theory has shownthat measures of cognitive load can revealimportant information about the cognitiveconsequences of instructional conditions thatis not necessarily reflected by traditionalperformance-based measures. Although, theindividual measures of cognitive load can beconsidered important to determine the power ofdifferent instructional conditions, ameaningful interpretation of a certain level ofcognitive load can only be given in the contextof its associated

Juhani E. Tuovinen; Fred Paas

2004-01-01

351

Teaching Meta-Cognitive Skills: Implementation and Evaluation of a Tutoring System to Guide Selfexplanation While Learning From Examples  

Microsoft Academic Search

IntroductionComputer-based tutors generally focus on teaching domain specific cognitive skills, such asperforming subtractions in algebra or finding the forces on a body in Newtonian physics.However, a key factor that influences the quality of learning is what cognitive processes aretriggered when the student learns. Tutoring is more effective when it encourages cognitiveprocesses that stimulate learning and discourages counterproductive cognitive processes.We have

Cristina Conati; Kurt Vanlehn

1999-01-01

352

Teachers' Guide For Aviation Education.  

ERIC Educational Resources Information Center

|This teacher's guide outlines the objectives, instructional procedures, student activities, and expected outcomes of an instructional unit on careers in aviation, designed for fifth and sixth grade students. It emphasizes aerospace activities and job opportunities in aviation. (GA)|

Aviation/Space, 1979

1979-01-01

353

Parents Guide to "Kindergarten" Instruction  

ERIC Educational Resources Information Center

|The Department of Defense Education Activity (DoDEA) is committed to providing the highest quality of education to its students. One way to provide a quality education is with an effective curriculum that reflects high standards and expectations. Thus, DoDEA has developed rigorous content standards aligned with national guidelines and standards.…

Department of Defense Education Activity, 2012

2012-01-01

354

Parents Guide to "Prekindergarten" Instruction  

ERIC Educational Resources Information Center

|The Department of Defense Education Activity (DoDEA) is committed to providing the highest quality of education to its students. One way to provide a quality education is with an effective curriculum that reflects high standards and expectations. Thus, DoDEA has developed rigorous content standards aligned with national guidelines and standards.…

Department of Defense Education Activity, 2012

2012-01-01

355

Assessment Strategies to Guide Instruction  

Microsoft Academic Search

The current emphasis on assessment in education may have you lamenting that you are being required to ``teach to the test.'' In many schools, the demands of No Child Left Behind and state-mandated testing leave teachers and their students with the impression that testing is a punitive activity designed to reveal inadequate performance by schools and students. Add the fact

Patricia Blanton

2007-01-01

356

Instructing jurors  

Microsoft Academic Search

This field experiment examines the advantages and disadvantages of two jury instruction procedures: instructing the jury prior to the evidence portion of the trial and providing the jury with a written copy of the judge's instructions to take with them to their deliberations. The presence or absence of both procedures was randomly assigned to 34 civil and 33 criminal trials

Larry Heuer; Steven D. Penrodt

1989-01-01

357

Normative-Based Guides for Subtest Profile Interpretation of the Woodcock-Johnson Tests of Cognitive Ability  

Microsoft Academic Search

The Woodcock-Johnson Tests of Cognitive Ability (WJTCA) are a relatively new collection of cognitive subtests employed in psychoeducational assessment. To allow a sounder foundation for individual subtest interpretation, the current research investigated certain critical psychometric properties of these subtests. Subtest g factor loadings and specificity (based on the WJTCA standardization data) are presented, as well as a procedure for systematic

Kevin S. McGrew

1984-01-01

358

Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes  

Microsoft Academic Search

The engagement model of reading development suggests that instruction improves students' read- ing comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and moti- vational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth-grade classrooms differentially influenced students' reading comprehension,

Allan Wigfield; John T. Guthrie; Kathleen C. Perencevich; Ana Taboada; Susan Lutz Klauda; Angela McRae; Pedro Barbosa

2008-01-01

359

A Competency-Based Instructional Program for Plant Process Operations.  

ERIC Educational Resources Information Center

|This program guide provides materials to prepare learners for employment as Process Plant Operators through classroom instruction and practical shop experience. Contents include instructional goal and subgoals, an instructional analysis that describes development of the materials and instructional equipment and supplies and facilities…

McDaniel, Joy; Mills, Steven

360

A Competency-Based Instructional Program for Plant Process Operations.  

ERIC Educational Resources Information Center

This program guide provides materials to prepare learners for employment as Process Plant Operators through classroom instruction and practical shop experience. Contents include instructional goal and subgoals, an instructional analysis that describes development of the materials and instructional equipment and supplies and facilities…

McDaniel, Joy; Mills, Steven

361

Using ecology to guide the study of cognitive and neural mechanisms of different aspects of spatial memory in food-hoarding animals  

PubMed Central

Understanding the survival value of behaviour does not tell us how the mechanisms that control this behaviour work. Nevertheless, understanding survival value can guide the study of these mechanisms. In this paper, we apply this principle to understanding the cognitive mechanisms that support cache retrieval in scatter-hoarding animals. We believe it is too simplistic to predict that all scatter-hoarding animals will outperform non-hoarding animals on all tests of spatial memory. Instead, we argue that we should look at the detailed ecology and natural history of each species. This understanding of natural history then allows us to make predictions about which aspects of spatial memory should be better in which species. We use the natural hoarding behaviour of the three best-studied groups of scatter-hoarding animals to make predictions about three aspects of their spatial memory: duration, capacity and spatial resolution, and we test these predictions against the existing literature. Having laid out how ecology and natural history can be used to predict detailed cognitive abilities, we then suggest using this approach to guide the study of the neural basis of these abilities. We believe that this complementary approach will reveal aspects of memory processing that would otherwise be difficult to discover.

Smulders, Tom V.; Gould, Kristy L.; Leaver, Lisa A.

2010-01-01

362

Using ecology to guide the study of cognitive and neural mechanisms of different aspects of spatial memory in food-hoarding animals.  

PubMed

Understanding the survival value of behaviour does not tell us how the mechanisms that control this behaviour work. Nevertheless, understanding survival value can guide the study of these mechanisms. In this paper, we apply this principle to understanding the cognitive mechanisms that support cache retrieval in scatter-hoarding animals. We believe it is too simplistic to predict that all scatter-hoarding animals will outperform non-hoarding animals on all tests of spatial memory. Instead, we argue that we should look at the detailed ecology and natural history of each species. This understanding of natural history then allows us to make predictions about which aspects of spatial memory should be better in which species. We use the natural hoarding behaviour of the three best-studied groups of scatter-hoarding animals to make predictions about three aspects of their spatial memory: duration, capacity and spatial resolution, and we test these predictions against the existing literature. Having laid out how ecology and natural history can be used to predict detailed cognitive abilities, we then suggest using this approach to guide the study of the neural basis of these abilities. We believe that this complementary approach will reveal aspects of memory processing that would otherwise be difficult to discover. PMID:20156814

Smulders, Tom V; Gould, Kristy L; Leaver, Lisa A

2010-03-27

363

Persuasion Guide.  

ERIC Educational Resources Information Center

In this teacher's guide to the textbook called "Persuasion" the emphasis is on assisting the teacher to develop in his students the skills of critical and creative thinking. Each instructional unit moves from the experience of persuasive techniques, through critical analysis, to the creative practice of the technique in question. Essays on…

1971

364

Construction Technology. Curriculum Guide.  

ERIC Educational Resources Information Center

One of a set of six guides for an industrial arts curriculum at the junior high school level, this guide provides the basic foundation to develop a one-semester course based on the cluster concept, construction technology. The guide suggests activity-oriented classroom and laboratory instruction focusing on the technical, environmental, safety,…

North Dakota State Board for Vocational Education, Bismarck.

365

Peer Instruction for Astronomy  

NASA Astrophysics Data System (ADS)

Peer Instruction for Astronomy is an instructor's guide to an exciting and easily-implemented enhancement for lecture classes in introductory astronomy. Application of this powerful and efficient teaching technique requires that the instructor have on hand a large number of thought-provoking, conceptual short answer questions aimed at a variety of levels. While significant numbers of such questions have been published for use in Physics, Peer Instruction for Astronomy provides the first such compilation for Astronomy, and includes hints on use of the technique and applications of the method. KEY TOPICS: Covers peer instruction, incentives, a large database of conceptual questions for use in class, and a list of readings and resources. MARKET: Ideal for introductory astronomy instructors at the undergraduate or advanced high school level.

Green, Paul

366

An impoverished machine: challenges to human learning and instructional technology.  

PubMed

Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing. PMID:18697659

Taraban, Roman

2008-08-01

367

A Comparison of CAI and Class Instruction Approaches on Study Skills.  

ERIC Educational Resources Information Center

A study was conducted to compare the effects of study skills instructions on students' study behaviors and attitudes when such instructions were offered through study guides, class instructions, and discussions, or via computer assisted instruction (CAI). Undergraduate students were separated into three groups which (1) read study skills guides

Gadzella, Bernadette M.

368

Differentiation in Data Analysis & Probability, PreK-Grade 2: A Content Companion for Ongoing Assessment, Grouping Students, Targeting Instruction, and Adjusting Levels of Cognitive Demand  

ERIC Educational Resources Information Center

This book applies the author's easy but effective differentiation strategies to the data analysis and probability content standard. Taking the foundational elements of differentiation in this book, it helps you: (1) assess students' math abilities quickly and efficiently; (2) group children by need; (3) target instruction to meet every student's…

Taylor-Cox, Jennifer

2008-01-01

369

The Impact of the Pre-Instructional Cognitive Profile on Learning Gain and Final Exam of Physics Courses: A Case Study  

ERIC Educational Resources Information Center

The case study described in this paper investigates the relationship among some pre-instructional knowledge, the learning gain and the final physics performance of computing engineering students in the introductory physics course. The results of the entrance engineering test (EET) have been used as a measurement of reading comprehension, logic and…

Capizzo, Maria Concetta; Nuzzo, Silvana; Zarcone, Michelangelo

2006-01-01

370

A web exercise in evidence-based medicine using cognitive theory.  

PubMed

Our aim was to improve clinical reasoning skills by applying an established theory of memory, cognition, and decision making (fuzzy-trace theory) to instruction in evidence-based medicine. Decision-making tasks concerning chest pain evaluation in women were developed for medical students and internal medicine residents. The fuzzy-trace theory guided the selection of online sources (e.g., target articles) and decision-making tasks. Twelve students and 22 internal medicine residents attended didactic conferences emphasizing search, evaluation, and clinical application of relevant evidence. A 17-item Likert scale questionnaire assessed participants' evaluation of the instruction. Ratings for each of the 17 items differed significantly from chance in favor of this alternative approach to instruction. We concluded that fuzzy-trace theory may be a useful guide for developing learning exercises in evidence-based medicine. PMID:11251760

Lloyd, F J; Reyna, V F

2001-02-01

371

Adolescent Parent Resource Guide. An Instructional Resource for the Graduation Reality and Dual-Role Skills Program and Other Programs Serving Pregnant and Parenting Teens.  

ERIC Educational Resources Information Center

|This resource guide is designed to help teachers assist pregnant and parenting teens, such as those enrolled in Graduation, Reality, and Dual-Role Skills (GRADS) programs, in achieving the competencies outlined in the GRADS Ohio Competency Analysis Profile. Introductory materials include information on use of the guide and resource material on…

Enright, Sharon; Boggs, Heather

372

Creativity and Cognition: Producing Effective Novelty.  

ERIC Educational Resources Information Center

|Reviews cognitive processes, control mechanisms, and structures in creative thinking, and examines the way these aspects of cognition develop from childhood to adulthood. The cognitive definition of creativity, cognitive approaches to novelty production, creativity and cognitive development, and mechanisms guiding cognitive processes are…

Cropley, Arthur J.

1999-01-01

373

Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions  

ERIC Educational Resources Information Center

|Research on Cognitive Load Theory has shown that measures of cognitive load can reveal important information about the cognitive consequences of instructional conditions that is not necessarily reflected by traditional performance-based measures. Although, the individual measures of cognitive load can be considered important to determine the…

Tuovinen, Juhani E.; Paas, Fred

2004-01-01

374

Cognitive and Pedagogical Benefits of Argument Mapping: L.A.M.P. Guides the Way to Better Thinking  

NASA Astrophysics Data System (ADS)

Experimental evidence shows that in dedicated Critical Thinking courses “Lots of Argument Mapping Practice” (LAMP) using a software tool like Rationale considerably improves students’ critical thinking skills. We believe that teaching with LAMP has additional cognitive and pedagogical benefits, even outside dedicated Critical Thinking subjects. Students learn to better understand and critique arguments, improve in their reading and writing, become clearer in their thinking and, perhaps, even gain meta-cognitive skills that ultimately make them better learners. We discuss some of the evidence for these claims, explain how, as we believe, LAMP confers these benefits, and call for proper experimental and educational research.

Rider, Yanna; Thomason, Neil

375

Literacy Instruction.  

ERIC Educational Resources Information Center

|To examine literacy instruction in light of recent research and practice, this journal issue presents five articles focusing on the creation of a literate society where people appreciate literature and can use reading and writing to enrich their lives. The first article, "Literacy Instruction: An Alternative" (A. S. Bayer), presents an…

Pickens, Alex L., Ed.; Kali, Alex P., Ed.

1986-01-01

376

The Musculoskeletal System [and] Instructor's Guide: The Musculoskeletal System. Health Occupations Education Module: Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.  

ERIC Educational Resources Information Center

|This module on the musculoskeletal system is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. It is part of an eight-unit miniseries on anatomy and physiology within the series of 17 modules. Following a preface which explains to the student how to…

National Evaluation Systems, Inc., Amherst, MA.

377

Career Education. A Counselor's Guide; An Individualized Instructional Unit Designed for Use in In-Service or Preservice Education of Counselors.  

ERIC Educational Resources Information Center

|The individualized instructional unit is intended for use in inservice or preservice education of counselors and was designed to provide a clear, concise overview of career education and to help counselors understand precisely what their support duties are. The unit is divided into five sections, each based on performance objectives. At the…

Robinson, Mary L.

378

TV EQUIPMENT, SYSTEMS, FACILITIES, AND PERSONNEL--A GUIDE FOR SCHOOL ADMINISTRATORS, A STUDY PREPARED FOR THE CALIFORNIA PUBLIC SCHOOLS INSTRUCTIONAL TV COMMITTEE.  

ERIC Educational Resources Information Center

TELEVISED INSTRUCTION IS WIDESPREAD, YET THERE EXISTS LITTLE QUALIFIED, IMPARTIAL INFORMATION EXPRESSED IN NONTECHNICAL TERMS (AS IN THIS REPORT), CONCERNING EQUIPMENT AND PERSONNEL STANDARDS, REQUIREMENT, AND COSTS, FOR SCHOOL ADMINISTRATORS TO CONSULT. EVALUATION OF THE MEDIUM'S POTENTIAL MUST BE BASED ON INFORMATION CONCERNING TELEVISION'S…

WADE, WARREN L.

379

The Genitourinary System [and] Instructor's Guide: The Genitourinary System. Health Occupations Education Module: Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.  

ERIC Educational Resources Information Center

|This module on the genitourinary system is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. It is part of an eight-unit miniseries on anatomy and physiology within the series of 17 modules. Following a preface which explains to the student how to use…

National Evaluation Systems, Inc., Amherst, MA.

380

Opening the Black Box: Instructional Strategies Examined.  

ERIC Educational Resources Information Center

|A conditions-based approach to the development of microlevel organizational strategies for instruction is explored. The conditions model reflects the idea that differences in learning tasks, primarily qualitative differences in the cognitive processing required of different learning tasks, can suggest different ways by which instruction can…

Ragan, Tillman J.; Smith, Patricia L.

381

A Model of Cognitive Speed.  

ERIC Educational Resources Information Center

Introduces a model of cognitive speed and considers its relevance to research and practice. Topics include information processing; semantic cognitive flow; compressed speech; speed-reading; cognitive speed and interaction; and implications for distance education, video multimedia, computer-assisted instruction, hypermedia, interactive multimedia,…

Fulford, Catherine P.

2001-01-01

382

Task instructions influence the cognitive strategies involved in line bisection judgements: evidence from modulated neural mechanisms revealed by fMRI  

Microsoft Academic Search

Manual line bisection and a perceptual variant thereof (the Landmark test) are widely used to assess visuospatial neglect in neurological patients, but little is known about the cognitive strategies involved. In the Landmark test, one could explicitly compare the lengths of the left and right line segments; alternatively, one could compute the centre of mass of the display. We here

Gereon R. Fink; John C. Marshall; Peter H. Weiss; Ivan Toni; Karl Zilles

2002-01-01

383

Self-Regulated Learning in Web-Based Environments: Instructional Tools Designed to Facilitate Cognitive Strategy Use, Metacognitive Processing, and Motivational Beliefs  

ERIC Educational Resources Information Center

|This study investigated strategies teachers can use to improve students' use of self-regulated learning strategies in a Web-based setting. SRL is defined as a learner's intentional efforts to manage and direct complex learning activities and is composed of three primary components including cognitive strategy use, metacognitive processing, and…

Kauffman, Douglas F.

2004-01-01

384

Absence of Widespread Psychosocial and Cognitive Effects of School-Based Music Instruction in 10-13-Year-Old Students  

ERIC Educational Resources Information Center

|Previous studies demonstrate that private music training has benefits which may transfer to other domains, including verbal memory, intelligence and self-esteem. The current paper reports on the impact of an increase in school-based music training on a range of cognitive and psychosocial measures for 10-13-year-olds in two independent studies. In…

Rickard, Nikki S.; Bambrick, Caroline J.; Gill, Anneliese

2012-01-01

385

‘Learning Styles’ and Instructional Design  

Microsoft Academic Search

The purpose of this article is to suggest ways in which the experiential learning model (Kolb, 1984; Honey and Mumford, 1986, 1992) and individual differences between learners in terms of their cognitive styles (Riding, 1991) may be accommodated when designing self?instructional learning materials. The learning cycle, and the associated learning styles (Kolb, 1984; Honey and Mumford, 1986, 1992) and the

1996-01-01

386

Do government brochures affect physical activity cognition? A pilot study of Canada's physical activity guide to healthy active living  

Microsoft Academic Search

Health Canada has published national physical activity (PA) guidelines, which are included in their 26-page Physical Activity Guide to Healthy Active Living (CPAG). To date, the use of CPAG as a motivational instrument for PA promotion has not been evaluated. The purpose of this study was to determine whether reading CPAG 1) increased motivational antecedents to engage in regular PA,

Aviva M. Kliman; Ryan Rhodes

2008-01-01

387

Driver Education Curriculum Guide.  

ERIC Educational Resources Information Center

Developed for use in high school driver education programs in Frederick County, Maryland, this curriculum guide contains five units for classroom instruction, along with a unit for range driving instruction and one for road driving experience. The five classroom units cover the following topics: preparing to drive, driving skills, the effects of…

Frederick County Board of Education, MD.

388

The Pain Course: a randomised controlled trial of a clinician-guided Internet-delivered cognitive behaviour therapy program for managing chronic pain and emotional well-being.  

PubMed

The present study evaluated the efficacy of a clinician-guided Internet-delivered cognitive behaviour therapy (iCBT) program, the Pain Course, to reduce disability, anxiety, and depression associated with chronic pain. Sixty-three adults with chronic pain were randomised to either a Treatment Group or waitlist Control Group. Treatment consisted of 5 iCBT-based lessons, homework tasks, additional resources, weekly e-mail or telephone contact from a Clinical Psychologist, and automated e-mails. Twenty-nine of 31 Treatment Group participants completed the 5 lessons during the 8-week program, and posttreatment and 3-month follow-up data were collected from 30/31 and 29/31 participants, respectively. Treatment Group participants obtained significantly greater improvements than Control Group participants in levels of disability, anxiety, depression, and average pain levels at posttreatment. These improvements corresponded to small to large between-groups effect sizes (Cohen's d) at posttreatment for disability (d = .88), anxiety (d = .38), depression (d = .66), and average pain (d = .64), respectively. These outcomes were sustained at follow-up and participants rated the program as highly acceptable. Overall, the clinician spent a total mean time of 81.54 minutes (SD 30.91 minutes) contacting participants during the program. The results appear better than those reported in iCBT studies to date and provide support for the potential of clinician-guided iCBT in the treatment of disability, anxiety, and depression for people with chronic pain. PMID:23688830

Dear, Blake F; Titov, Nick; Perry, Kathryn Nicholson; Johnston, Luke; Wootton, Bethany M; Terides, Matthew D; Rapee, Ron M; Hudson, Jennifer L

2013-06-01

389

Dowelled Kerto-LVL Truss. Design Instruction.  

National Technical Information Service (NTIS)

This design instruction aims to guide the preliminary design of Kerto-LVL truss with multiple glued LVL members. In this instruction for preliminary design, the optimal shapes, types and dimensions of Kerto-LVL trusses can be determined. These trusses inc...

J. Virta A. Kevarinmaeki S. Koponen I. Saavalainen T. Nokelainen

1999-01-01

390

Vocabulary Instruction: Research to Practice. Second Edition  

ERIC Educational Resources Information Center

|This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games…

Kame'enui, Edward J., Ed.; Baumann, James F., Ed.

2012-01-01

391

Criticizing Instructional Materials Evaluation: Adding Meaningful Dimension.  

ERIC Educational Resources Information Center

Critical evaluation of instructional materials is an important but often neglected aspect of instructional preparation. This study proposes evaluation that is more theoretically grounded in sociocultural and context-sensitive bases than are many evaluation guides. A new instrument was developed and applied to materials for teacher education as…

Nichols, Randall G.; And Others

392

Sonoma Developmental Curriculum: Instructional Programs. Volume II.  

ERIC Educational Resources Information Center

The guide presents instructional materials for teaching developmentally delayed children from birth to 6 years old. The following five instructional areas are covered (with sample activities in parentheses): gross motor (demonstrates a tonic-neck reflex, demonstrates ability to bear almost full weight, and crawls backward down three steps); fine…

Adams, Patrick, Ed.; And Others

393

Instructional Strategies: How Teachers Teach Matters.  

ERIC Educational Resources Information Center

|This guide is designed to help teachers use various teacher-directed and student-centered strategies to increase students' involvement in and responsibility for their own learning, focusing on: "Introduction"; "Planning for Instruction" (e.g,. good instructional planning is aligned to course standards, students are actively engaged, teachers plan…

Tanner, Brenda M.; Bottoms, Gene; Feagin, Caro; Bearman, Amy

394

Controlling Split Attention and Redundancy in Physical Therapy Instruction  

ERIC Educational Resources Information Center

|In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive

Pociask, Fredrick D.; Morrison, Gary R.

2008-01-01

395

Instructional Diversity  

NSDL National Science Digital Library

Teachers who successfully use diverse learning modes in their instructional approaches accomplish several remarkable things. First, they create a climate where the ways of knowing central to the different modalities are all seen as legitimate, acceptable,

Samples, Bob

2000-01-01

396

Instructional Diversity.  

ERIC Educational Resources Information Center

Explains how learning occurs in the brain, specifically in the limbic system. Compares traditional teaching methods and diverse learning modes. Describes the characteristics of diverse instructional approaches. First published in 1994. (YDS)

Samples, Bob

2000-01-01

397

Instructional Diversity.  

ERIC Educational Resources Information Center

|Explains how learning occurs in the brain, specifically in the limbic system. Compares traditional teaching methods and diverse learning modes. Describes the characteristics of diverse instructional approaches. First published in 1994. (YDS)|

Samples, Bob

2000-01-01

398

Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions  

Microsoft Academic Search

Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biological evolution. The article discusses recent developments in CLT related to the current view in instructional design

Jeroen J. G. van Merriënboer; John Sweller

2005-01-01

399

Cement Mason's Curriculum. Instructional Units.  

ERIC Educational Resources Information Center

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

Hendirx, Laborn J.; Patton, Bob

400

International Relations: Library Instruction Unit.  

ERIC Educational Resources Information Center

In support of the United States Naval Academy's program in international relations, library reference staff developed an instruction unit featuring appropriate research guides and a videotape produced at the Naval Academy Educational Resource Center. The videotape illustrates a sample search strategy and then highlights the use of four basic…

Hall, Cathie

401

Articulated Instruction Objectives Guide for Accounting (Module 5.0--Accounting I) (Module 6.0--Accounting II). Project Period, March 1981-February 1982 (Pilot Model). Edition I.  

ERIC Educational Resources Information Center

|Developed during a project designed to provide a continuous, competency-based line of vocational training in business and office education programs at the secondary and postsecondary levels, this package consists of an instructor's guide and learning modules for use in Accounting I and II. Various aspects of implementing and articulating…

Chandler, Wylda; And Others

402

How To Gather and Develop Job Specific Literacy Materials for Basic Skills Instruction. A Practitioner's Guide. The Work-Education Bridge.  

ERIC Educational Resources Information Center

|This practitioner's guide was developed for instructors in schools and business and industry who need to gather materials and design, develop, and implement job-specific basic skills programs. It provides a practical model for establishing cost-effective basic skills and literacy programs. It also provides practical advice about how to use the…

Drew, Rad A.; And Others

403

Psychological foundations of instructional design for emerging computer-based instructional technologies: Part I  

Microsoft Academic Search

Computer-based instruction (CBI) has strong historical roots in behavioral psychology. In many cases, behavioral CBI is very effective in meeting instructional needs. Criticisms of CBI, centering around inadequate attention to higher-level learning, underline some of the shortcomings of rigid adherence to behavioral design paradigms. Recent advances in cognitive psychology have revealed alternatives rarely applied outside of experimental settings. Whereas both

Michael J. Hannafin; Lloyd P. Rieber

1989-01-01

404

Computer Assisted Instructional Design for Computer-Based Instruction. Final Report. Working Papers.  

ERIC Educational Resources Information Center

|Recent advances in artificial intelligence and the cognitive sciences have made it possible to develop successful intelligent computer-aided instructional systems for technical and scientific training. In addition, computer-aided design (CAD) environments that support the rapid development of such computer-based instruction have also been…

Russell, Daniel M.; Pirolli, Peter

405

A History of Instructional Design and Technology: Part II: A History of Instructional Design.  

ERIC Educational Resources Information Center

|This second of a two-part article focuses on the history of instructional design in the United States. Starting with its origins during World War II, major events in the development of instructional design are described. Factors affecting the field over the last two decades, including increasing interest in cognitive psychology, microcomputers,…

Reiser, Robert A.

2001-01-01

406

Fundamentals of Concrete and Cement Masonry. Instructional Materials.  

ERIC Educational Resources Information Center

|This curriculum guide provides materials for a course of instruction designed for training concrete masons who will make their careers in construction. It contains 4 sections and 18 instructional units in a standard format. Eight basic components that form a unit of instruction are performance objectives, suggested activities for the teacher,…

Hendrix, Laborn J.

407

Computer-Assisted Instruction: Decision Handbook. Final Report.  

ERIC Educational Resources Information Center

|This document is designed for use as a resource and reference guide for Air Force instructional managers who are considering the adoption or expansion of computer-assisted instruction (CAI) at some future time, and also as a decision aid for an instructional manager currently involved in the CAI decision process. The contents are intended to be…

Kemner-Richardson, Sue; And Others

408

Fundamentals of Concrete and Cement Masonry. Instructional Materials.  

ERIC Educational Resources Information Center

This curriculum guide provides materials for a course of instruction designed for training concrete masons who will make their careers in construction. It contains 4 sections and 18 instructional units in a standard format. Eight basic components that form a unit of instruction are performance objectives, suggested activities for the teacher,…

Hendrix, Laborn J.

409

Curriculum for Whole Language Instruction in Office Technology.  

ERIC Educational Resources Information Center

This curriculum guide contains material to supplement the language instruction in business English. It is a complete instructional package designed to improve the editing, reading, listening, and speaking skills of the office technology student. It includes a description of the rationale for the whole language approach to language instruction, a…

Hinds, Joyce; And Others

410

Practically Speaking: A Sourcebook for Instructional Consultants in Higher Education.  

ERIC Educational Resources Information Center

|The selections in this sourcebook offer a blend of research-based principles and practical advice to the instructional consultant. The first section, Skills and Techniques of Instructional Consultation, contains: (1) The Interactions of Teaching Improvement (Kathleen T. Brink); (2) Instructional Consulting: A Guide for Developing Professional…

Brinko, Kathleen T., Ed.; Menges, Robert J., Ed.

411

Automotive Electricity: Automotive Mechanics Instructional Program. Block 3.  

ERIC Educational Resources Information Center

The third of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in automotive electricity at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each…

O'Brien, Ralph D.

412

Developing Career Education; 7-12 Instructional Units.  

ERIC Educational Resources Information Center

The guide presents instructional units aimed at developing career education for grades 7-12. Each unit provides detailed objectives, activities, resources, and evaluation methods; several units also include related activities, instructional materials, and worksheets. Topics (arranged by grade in the guide) include: plot development; art; building…

Nebraska State Dept. of Education, Lincoln. Div. of Vocational Education.

413

Staff Manual for Instructional Material Centers. Fourth Revised Edition.  

ERIC Educational Resources Information Center

|For media center volunteers or inexperienced technicians, a workshop training guide provides reference and assistance in everyday problems and situations that arise in an instructional material center (IMC). Two five-hour days of instruction and participation, using the guide, are suggested for workshops. Step-by-step processing of book…

Petrucci, Martha

414

CNC Turning Technician. A Competency-Based Instructional System.  

ERIC Educational Resources Information Center

This competency-based curriculum guide for instructing students in using computer numerically controlled (CNC) turning machines is one of a series of instructional guides for the machinist field developed in Oklahoma. Although developed jointly with Baxter Technologies Corporation and oriented toward the Baxter Vo-Tec 2000 Future Builder CNC…

Sloan, Kelly; Hilley, Robert

415

CNC Turning Technician. A Competency-Based Instructional System.  

ERIC Educational Resources Information Center

|This competency-based curriculum guide for instructing students in using computer numerically controlled (CNC) turning machines is one of a series of instructional guides for the machinist field developed in Oklahoma. Although developed jointly with Baxter Technologies Corporation and oriented toward the Baxter Vo-Tec 2000 Future Builder CNC…

Sloan, Kelly; Hilley, Robert

416

Developing Career Education; 7-12 Instructional Units.  

ERIC Educational Resources Information Center

|The guide presents instructional units aimed at developing career education for grades 7-12. Each unit provides detailed objectives, activities, resources, and evaluation methods; several units also include related activities, instructional materials, and worksheets. Topics (arranged by grade in the guide) include: plot development; art; building…

Nebraska State Dept. of Education, Lincoln. Div. of Vocational Education.

417

Implementing strategy instruction in Chinese language classes: a school-based Chinese reading strategy instruction programme  

Microsoft Academic Search

Background This was a small-scale study conducted in Hong Kong Chinese language classes, based on the research in cognitive strategy instruction.Purpose This study aimed to explore whether Chinese language teachers were able to develop their own school-based strategy instruction programme through collaborating with the researcher.Programme description The school-based programme was mainly adapted from a Chinese reading strategy instruction programme that

Kit-ling Lau

2006-01-01

418

Drafting Lab Management Guide.  

ERIC Educational Resources Information Center

|This manual was developed to guide drafting instructors and vocational supervisors in sequencing laboratory instruction and controlling the flow of work for a 2-year machine trades training program. The first part of the guide provides information on program management (program description, safety concerns, academic issues, implementation…

Ohio State Univ., Columbus. Instructional Materials Lab.

419

Marketing Education Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide is intended to provide a common core of competencies from which to design an effective secondary marketing education program. Introductory materials include a definition of marketing education, objectives, outline of instructional content, and questions and answers regarding the curriculum guide. These practical materials are…

Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

420

Livestock. Student Learning Guides.  

ERIC Educational Resources Information Center

|These 25 learning guides are self-instructional packets for 25 tasks identified as essential for performance on an entry-level job in livestock production. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps…

Ridge Vocational-Technical Center, Winter Haven, FL.

421

Welding. Student Learning Guides.  

ERIC Educational Resources Information Center

|These 23 learning guides are self-instructional packets for 23 tasks identified as essential for performance on an entry-level job in welding. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline of student…

Ridge Vocational-Technical Center, Winter Haven, FL.

422

Vocational Carpentry Curriculum Guide.  

ERIC Educational Resources Information Center

|The carpentry curriculum guide was developed as a basic guide to be used by instructors in formulating their own courses of study. The material is designed for use in vocational carpentry classes at grade levels 10, 11, and 12. Planned as a two-year sequence, it incorporates 1080 class hours of instruction and emphasizes light or residential type…

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

423

Now, Pay Attention! The Effects of Instruction on Children's Attention  

Microsoft Academic Search

We investigated the effects of instructions to “stay on task” on preschoolers' attention and cognitive performance in the face of either incomprehensible or comprehensible distraction. Three- and 4-year-olds completed problem-solving tasks while a distracting event played continuously in the background under conditions of a) no instruction, b) moderate instruction, or c) frequent instruction to “stay on task.” Under conditions where

Kathleen N. Kannass; John Colombo; Nancy Wyss

2010-01-01

424

Controlling split attention and redundancy in physical therapy instruction  

Microsoft Academic Search

In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention\\u000a in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students.\\u000a The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control\\u000a group received a traditionally designed unit of instruction. Four

Fredrick D. Pociask; Gary R. Morrison

2008-01-01

425

[Teacher's Guides for Grade 7-Biosphere and Grade 8-Geoscope.  

ERIC Educational Resources Information Center

|Provided are two teacher's guides for coordinating classroom instruction with two instructional television series, each consisting of thirty 15-minute lessons. One guide entitled "Biosphere" is for use with seventh grade life science while the other guide entitled "Geoscope" is for use with eighth grade earth science. Each guide provides…

Gueringer, June

426

Now, Pay Attention! The Effects of Instruction on Children's Attention  

PubMed Central

We investigated the effects of instructions to “stay on task” on preschoolers' attention and cognitive performance in the face of either incomprehensible or comprehensible distraction. Three- and 4-year-olds completed problem-solving tasks while a distracting event played continuously in the background, under conditions of (a) no instruction, (b) moderate instruction, or (c) frequent instruction to “stay on task.” Under conditions where an incomprehensible distractor was present, any amount of instruction reduced looking to the distracting event. Under conditions where a comprehensible distractor was present, however, frequent instruction was the most effective in increasing looking to the task and decreasing looking to the distracting event.

Kannass, Kathleen N.; Colombo, John; Wyss, Nancy

2010-01-01

427

SAGE 2.1: SOLVENT ALTERNATIVES GUIDE: USER'S GUIDE  

EPA Science Inventory

The guide provides instruction for using the SAGE (Solvent Alternatives GuidE) software system, version 2.1. SAGE recommends solvent replacements in cleaning and degreasing operations. It leads the user through a question-and-answer session. The user's responses allow the system ...

428

SAGE 2.1 - SOLVENT ALTERNATIVES GUIDE - USER'S GUIDE  

EPA Science Inventory

The guide provides instruction for using the SAGE (Solvent Alternatives GuidE) software system, version 2.1. AGE recommends solvent replacements in cleaning and degreasing operations. t leads the user through a question- and- answer session. he user's responses allow the system t...

429

GLOBE Teacher's Guide  

NSDL National Science Digital Library

The Global Learning and Observations to Benefit the Environment (GLOBE) collection is an environmental science collection supporting an authentic scientifically rigorous program of Earth observations and measurements taken by students in partnership with scientists. Currently, the collection is composed mainly of teachers' guides, field guides and classroom activities that engage teachers and students in measuring protocols of different environmental variables like temperature, optical thickness, cloud cover, ozone, precipitation and water vapor. Field guides provide step-by-step instructions for data collection. Teacher materials provide instructional strategies and assessments for evaluating student progress. Activities are hands-on learning opportunities. Student resources in the collection support the National Science Education Standards.

2004-08-20

430

Cognitive structures, cognitive processes, and cognitive-behavior modification: I. client issues  

Microsoft Academic Search

Experimental research on cognitive structures and cognitive processes has important implications for the practice of cognitive-behavior modification. The concept of schemata, knowledge structures that guide cognitive processing, is introduced. Self-schemata, particularly important in the maintenance of maladaptive behavior patterns, are described and related to the construct of self-efficacy. Following this discussion, various cognitive processes, particularly shortcomings in human judgment arising

Dennis C. Turk; Peter Salovey

1985-01-01

431

Understanding and execution of discharge instructions.  

PubMed

Discharge from the acute care hospital is increasingly recognized as a time of heightened vulnerability for lapses in safety and quality. The capacity of patients to understand and execute discharge instructions is critical to promote effective self-care. This study explores factors that predict understanding and execution of discharge instructions in a sample of 237 recently discharged older adults. A study nurse conducted a postdischarge home visit to ascertain patient understanding and assess execution of instructions. Health literacy, cognition, and self-efficacy were important predictors of successful understanding and execution of instructions. Neither discharge diagnosis nor complexity of discharge instructions was found to be a significant predictor of these outcomes. Results indicate a need to implement reliable protocols that identify patients at risk for poor understanding and execution of hospital discharge instructions and provide customized approaches to meet them at their respective levels. PMID:23354870

Coleman, Eric A; Chugh, Amita; Williams, Mark V; Grigsby, Jim; Glasheen, Jeffrey J; McKenzie, Marlene; Min, Sung-Joon

2013-01-25

432

Bibliographic Instruction  

Microsoft Academic Search

In April, 1994 Mercy College completed an extended self-study in preparation for a team visit from The Commission on Higher Education, Middle States Association of Colleges and Schools. This article examines the impact of institutional evaluation on the library's bibliographic instruction program, and its evolution into an information literacy program responsive to changes in student demographics, curriculum content, assessment methods,

Ann M. Klavano; Eleanor R. Kulleseid

1995-01-01

433

Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition  

Microsoft Academic Search

This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and comprehension questions. This systematic metacognitive inquiry treatment was based on findings in cognition, metacomprehension, and effective reading instruction. The research was conducted

Kathleen D. Allen; Thomas E. Hancock

2008-01-01

434

The Guide to the Assessment of Test Session Behavior: validity in relation to cognitive testing and parent-reported behavior problems in a clinical sample.  

PubMed

Examined the validity of the Guide to the Assessment of Test Session behavior (GATSB) in a clinical sample. The GATSB is a structured and standardized measure that was normed on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) standardization sample. The purpose of this study was to extend validity research on the GATSB to cognitive measures other than the WISC-III and to parent-reported child behavior problems. Test observations were taken for 122 children ages 6 to 16 years who were referred to an outpatient psychology clinic for psychoeducational evaluations. GATSB scores demonstrated a moderate relation with general indexes from the WISC-III, the Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R), and the Wide Range Assessment of Memory and Learning (WRAML), but displayed low magnitude correlations with the Child Behavior Checklist (CBCL). These results expand existing data supporting the validity of the GATSB and suggest that it may be fruitfully adopted into a clinic setting. PMID:12056109

Daleiden, Eric; Drabman, Ronald S; Benton, Jennifer

2002-06-01

435

A systematic approach to instruction in research ethics.  

PubMed

This article describes a systematic approach for developing instructional programs that emphasizes defining learning needs, planning the learning environment, and evaluating learning to ensure continuous course improvement. This review outlines the nature of these interrelated components of instructional development and draws attention to issues specific to instruction in research ethics. Guiding questions summarize key, practical considerations, and the discussion suggests future steps in the pursuit of effective instruction in research ethics. Overall, the variety of approaches to instruction and mixed findings regarding its effectiveness underscore the need to apply a systematic framework to instruction in research ethics. PMID:24073607

Antes, Alison L

2014-01-01

436

Systematic instruction for individuals with acquired brain injury: Results of a randomised controlled trial  

Microsoft Academic Search

The goal of this study was to evaluate experimentally systematic instruction compared with trial-and-error learning (conventional instruction) applied to assistive technology for cognition (ATC), in a double-blind, pre-test–post-test, randomised controlled trial. Twenty-nine persons with moderate–severe cognitive impairments due to acquired brain injury (15 in systematic instruction group; 14 in conventional instruction) completed the study. Both groups received 12, 45-minute individual

Laurie Ehlhardt Powell; Ann Glang; Deborah Ettel; Bonnie Todis; McKay Moore Sohlberg; Richard Albin

2012-01-01

437

Writing Technical Instructions  

NSDL National Science Digital Library

In this lesson, students walk through the process of creating technical instructions by first analyzing existing instructions. They then select an item and an audience for which they will write technical instructions. After writing their own instructions, students conduct usability tests of each otherâs instructions, providing user feedback. Finally, students use this user feedback to revise their instructions before publishing them.

Seible, Marcea K.

2012-01-01

438

Instructional technology: The research field  

Microsoft Academic Search

Two aspects of the context for research in instructional technology are described—innovations in media technology, and educational\\u000a requirements. A good deal of education, the survival part, appears to be acquired byincidental learning, and a number of prospects are discussed for research in that area, while more traditional learning research onintentional learning is currently conducted in the framework of cognitive information

Robert M. Gagne’

1986-01-01

439

Learning Mathematics: A Cognitive Perspective  

Microsoft Academic Search

Issues in mathematics education figure prominently in efforts to improve American education. During the past decade, rather than studying the outcomes of mathematics learning in experimentation with specific teaching strategies, cognitive psychology has been advancing understanding of the fundamental nature of mathematics learning. Nesher demonstrates the promise of cognitive theories for instruction via several illustrative studies on elementary mathematics. This

Pearla Nesher

1986-01-01

440

Learning to Pull the Thread: Application of Guided Discovery Principles to the Inquiry Process  

SciTech Connect

Investigation of direct causes is a fundamental component of inquiry and analysis tasks that require skilled observations, logical thinking, and a persistent search for a complete understanding of the events. The need to cultivate such skills and persistence is a major challenge for diverse disciplines from accident investigation to forensics to intelligence analysis. In this context, persistence means to keep pulling the threads of evidence until a sufficient understanding of cause-effect relationships has emerged. The training challenge is rooted in fundamental questions about performance measurement and instruction: Can we effectively instill the required skills and persistence by merely informing learners through traditional classroom instruction? Or would such cognitive skills and persistence be better developed and refined through carefully crafted experience-based training? In instructional systems design terminology, this question may be phrased as a choice between receptive/directive instructional architectures that focus on ASK and TELL approaches versus approaches that emphasize SHOW and DO. The latter, more interactive instructional approaches emphasize active learning and performance assessment. We suggest that active, performance-based paradigms such as scenario-based and guided-discovery learning approaches may provide more effective solutions. By immersing the learner in appropriate interactive scenarios, we can ascertain through actual performance the extent to which the learner demonstrates the objective knowledge or skills. We have previously reported on an application of guided-discovery principles to develop Web-based awareness training for security inquiry officials. The purpose of this paper is to report on subsequent research that employs guided-discovery scenarios to enhance the learner's evidential reasoning process through practice in following threads to identify direct causes. Implications for inquiry/analysis and cognitive skills training are discussed.

Greitzer, Frank L.; Rice, Douglas M.; Eaton, Sharon L.; Perkins, Michael C.

2005-11-28

441

SCORM Best Practices Guide for Content Developers  

NSDL National Science Digital Library

This is a best practices guide created specifically for content developers and instructional designers tasked with creating new instructional materials that comply with the Sharable Content Object Reference Model (SCORM) or converting existing materials into SCORM-compliant materials. The guide provides a systematic process for using SCORM and tips to make SCORM implementation easier.

2010-05-28

442

Guided Reading in Inclusive Middle Years Classrooms  

ERIC Educational Resources Information Center

|Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

Lyons, Wanda; Thompson, Scott Anthony

2012-01-01

443

Cognitive Linguistics and the Second Language Classroom  

ERIC Educational Resources Information Center

Cognitive Linguistics (CL) makes the functional assumption that form is motivated by meaning. CL also analyses form-meaning pairings as products of how cognition structures perception. CL thus helps teachers to fit language to the nature of the cognition that learns whilst devising modes of instruction that are better attuned to the nature of the…

Holme, Randal

2012-01-01

444

Implication of Cognitive Research to Teaching  

NSDL National Science Digital Library

In the past few decades, cognitive reseach has made significant progress in understanding how people learn. The understanding of cognition that has emerged from this research can be particularly useful for physics instruction. We will discuss and explore, in a language accessible to everybody, how the main findings of cognitive research can be applied to physics teaching and assessment.

Singh, Chandralekha

2009-03-20

445

Cognitive Linguistics and the Second Language Classroom  

ERIC Educational Resources Information Center

|Cognitive Linguistics (CL) makes the functional assumption that form is motivated by meaning. CL also analyses form-meaning pairings as products of how cognition structures perception. CL thus helps teachers to fit language to the nature of the cognition that learns whilst devising modes of instruction that are better attuned to the nature of the…

Holme, Randal

2012-01-01

446

Cognitive Enrichment Network Overview.  

ERIC Educational Resources Information Center

|This article discusses the Cognitive Enrichment Network Model (COGNET) of elementary school instruction developed at the University of Tennessee at Knoxville. This model is largely based on the theory of mediated learning experience (MLE) developed by Israeli psychologist Reuven Feuerstein, which posits that learning is closely connected to…

Greenberg, Katherine H.

447

Intelligent Computer Assisted Instruction (ICAI): Formative Evaluation of Two Systems.  

National Technical Information Service (NTIS)

This report reviews major components of an 18 month evaluation of Intelligent Computer Assisted Instruction (ICAI), and emerging field of Artificial Intelligence that draws on computer technologies and cognitive science in an attempt to build more powerfu...

1986-01-01

448

The Effects of The Integration of Social Annotation Technology, First Principles of Instruction, and Team-based Learning on Students' Reading Comprehension, Critical Thinking, and Meta-cognitive Skills  

Microsoft Academic Search

Many freshmen students enter colleges and universities without the essential academic skills needed to be successful. Colleges and universities are seeking instructional interventions to address these needs. This study explored the effect of the Social Annotation Modeling- Learning System (SAM-LS) (three instructional interventions including social annotation technology, Merrill’s (2002) First Principles of Instruction, and team-based learning) on students’ acquisition of

Thomas Nielsen Archibald

2010-01-01

449

Intensive Developmental Instruction in a Pre-College Summer Program.  

ERIC Educational Resources Information Center

Modifies the concept of Supplemental Instruction to explore cognitive and developmental factors of high school students. Intensive Developmental Instruction (IDI) was used in a pre-college summer program. Preliminary results indicate that high schools students perform as well as college students and demonstrate a correlation between the grade…

Timmermans, Steve R.; Heerspink, Janice B.

1996-01-01

450

Instructional Efficiency of Tutoring in an Outreach Gene Technology Laboratory  

ERIC Educational Resources Information Center

|Our research objective focused on examining the instructional efficiency of tutoring as a form of instructional change as opposed to a non-tutoring approach in an outreach laboratory. We designed our laboratory based on cognitive load (CL) theory. Altogether, 269 twelfth-graders participated in our day-long module "Genetic Fingerprinting." In a…

Scharfenberg, Franz-Josef; Bogner, Franz X.

2013-01-01

451

Designing Emotionally Sound Instruction: The FEASP-Approach  

Microsoft Academic Search

This article presents an aspect of systematicinstructional design which has received relativelylittle attention so far: strategies for makinginstruction more emotionally sound. The roles ofemotions in cognitive instructional design, inmotivational design of instruction, in affectiveeducation, and in emotional education are brieflyoutlined. All these approaches do not consider how anyinstruction should be designed to become emotionallypositive for students. Within the presented frameworkof

Hermann Astleitner

2000-01-01

452

Reciprocal Relations Between Cognitive Neuroscience and Cognitive Models: Opposites Attract?  

PubMed Central

Cognitive neuroscientists study how the brain implements particular cognitive processes such as perception, learning, and decision-making. Traditional approaches in which experiments are designed to target a specific cognitive process have been supplemented by two recent innovations. First, formal models of cognition can decompose observed behavioral data into multiple latent cognitive processes, allowing brain measurements to be associated with a particular cognitive process more precisely and more confidently. Second, cognitive neuroscience can provide additional data to inform the development of cognitive models, providing greater constraint than behavioral data alone. We argue that these fields are mutually dependent: not only can models guide neuroscientific endeavors, but understanding neural mechanisms can provide critical insights into formal models of cognition.

Forstmann, Birte U.; Wagenmakers, Eric-Jan; Eichele, Tom; Brown, Scott; Serences, John T.

2012-01-01

453

Model-Centered Learning and Instruction  

Microsoft Academic Search

This article focuses on the paradigm of model-centered learning and instruction, which is based on the theory of mental models. According to this paradigm, cognition and learning are the result of mental represen- tations. Individuals form mental representations by organizing symbols of their experience or thought in such a way that they effect a systemat- ic representation of this experience

NORBERT M. SEEL

2003-01-01

454

Increased Knowledge in Geometry and Instructional Practice.  

ERIC Educational Resources Information Center

|Examines the effects on instruction of an intervention program designed to enhance teachers' knowledge of geometry and their knowledge of research on student cognition in geometry. Findings indicate significant gains in content knowledge and in van Hiele level, and marked changes in what was taught, how it was taught, and the characteristics…

Swafford, Jane O.; And Others

1997-01-01

455

Adult Learner Characteristics and Instructional Objectives.  

ERIC Educational Resources Information Center

|Using 40 male and 40 female part time learners with an average age of 36.6, this program planning study explored relationships between selected learner characteristics and behaviorally stated cognitive instructional objectives (IOs). Variables included age, sex, socioeconomic status, verbal ability, and a measure of learners' goals or learning…

Etter, David Campbell George

456

CMS: The Midwife of Instruction and Learning.  

ERIC Educational Resources Information Center

Gifted students may exhibit a deficit in ability to follow a sequence of verbal instructions, termed Cognition of SeMantic Systems (CMS). Three types of low-CMS students are described, and counseling strategies are outlined. Achievement of academic success and emotional health calls for teachers to build students' self-esteem and be patient. (JDD)

Maxwell, Valerie

1989-01-01

457

About Instruction: Powerful New Strategies Worth Knowing.  

ERIC Educational Resources Information Center

Findings of cognitive research about teaching and learning can be applied in instruction in a number of ways: focus on core concepts, use advance organizers, teach learning strategies, allow time for practice, use interactive lecturing, be aware of learning styles, and practice such strategies as problem-based learning and case method. (SK)

Feden, Preston D.

1994-01-01

458

Hypermedia: Instructional Innovation in Historic Costume  

Microsoft Academic Search

Using key principles of perceptual theory, the researchers examined new instructional methods for presenting visual images of historic costume (in three 5-year increments) to students for analysis and categorization. In addition, principles of cognitive theory provided the basis for examining the effectiveness of the stimuli for each learner. Visual images consisted of different compositions: fashion plates with five figures, single

Diane K. Frey; Jane Farrell-Beck

1995-01-01

459

The Expertise Reversal Effect Concerning Instructional Explanations  

ERIC Educational Resources Information Center

|The expertise reversal effect occurs when learner's expertise moderates design principles derived from cognitive load theory. Although this effect is supported by numerous empirical studies, indicating an overall large effect size, the effect was never tested by inducing expertise experimentally and using instructional explanations in a…

Rey, Gunter Daniel; Fischer, Andreas

2013-01-01

460

Principles of Refrigeration. Automotive Mechanics. Air Conditioning. Instructor's Guide [and] Student Guide.  

ERIC Educational Resources Information Center

This instructional package, one in a series of individualized instructional units on automobile air conditioning, consists of a student guide and an instructor guide dealing with the principles of refrigeration. Covered in the module are defining the term heat, defining the term British Thermal Unit (BTU), defining the term latent heat, listing…

Spignesi, B.

461

Air Conditioner Charging. Automotive Mechanics. Air Conditioning. Instructor's Guide [and] Student Guide.  

ERIC Educational Resources Information Center

This instructional package, one in a series of individualized instructional units on automobile air conditioning, consists of a student guide and an instructor guide dealing with air conditioning charging. Covered in the module are checking the air conditioning system for leaks, checking and adding refrigerant oil as needed, evacuating the system,…

Spignesi, B.

462

SAGE 2.0 - SOLVENT ALTERNATIVES GUIDES - USER'S GUIDE  

EPA Science Inventory

The guide provides instruction for using the SAGE (Solvent Alternatives Guide) software system, version 2.O. It assumes that the user is familiar with the fundamentals of operating a personal computer under the Microsoft disk operating system (MS-DOS). AGE recommends solvent repl...

463

SAGE 2.0 SOLVENT ALTERNATIVES GUIDE - USER'S GUIDE  

EPA Science Inventory

The guide provides instruction for using the SAGE (Solvent Alternatives Guide) software system, version 2.O. It assumes that the user is familiar with the fundamentals of operating a personal computer under the Microsoft disk operating system (MS-DOS). AGE recommends solvent repl...

464

Enhancing Mechanics Learning through Cognitively Appropriate Instruction  

ERIC Educational Resources Information Center

The unquestionably central role of physics in the development of scientific literacy is undermined by its perceived difficulty. An investigation of high school students' use of the concepts of momentum and force suggests that, in the case of mechanics, the reason for physics' unpopularity and image as a "hard" subject is largely due to an…

Espinoza, Fernando

2004-01-01

465

Machine Accounting. An Instructor's Guide.  

ERIC Educational Resources Information Center

|Designed to prepare students to operate the types of accounting machines used in many medium-sized businesses, this instructor's guide presents a full-year high school course in machine accounting covering 120 hours of instruction. An introduction for the instructor suggests how to adapt the guide to present a 60-hour module which would be…

Gould, E. Noah, Ed.

466

Accounting Occupations Cluster Assessment Guide.  

ERIC Educational Resources Information Center

|This assessment guide, developed by the Model Accounting Project at Aloha High School in the Beaverton, Oregon, school district, contains criteria statements that reflect factors deemed essential for quality instruction and overall effectiveness of the accounting program. The guide can be used by an instructor as a self-assessment instrument or…

Beaverton School District 48, OR.

467

Mechanical Drafting. Student Learning Guides.  

ERIC Educational Resources Information Center

These four learning guides are self-instructional packets for four tasks identified as essential for performance on an entry-level job in mechanical drafting. Each guide is based on a terminal performance objective (task) and 2-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps…

Ridge Vocational-Technical Center, Winter Haven, FL.

468

Automotive Mechanics. Student Learning Guides.  

ERIC Educational Resources Information Center

These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

Ridge Vocational-Technical Center, Winter Haven, FL.

469

Taoscore Teacher's Guides: Phase 4.  

ERIC Educational Resources Information Center

A teacher's guide to six career education units--one for each of the elementary grades--has been compiled from a series of complete guides for each grade. Each of the six representative units includes step-by-step instructions for teacher activities in preparing and carrying out a simulated career experience; related curriculum concepts in math,…

Taos Municipal Schools, NM.

470

Teacher's Guide, Health. Grade 1.  

ERIC Educational Resources Information Center

|This is the teaching guide accompanying the elementary health instructional program designed for children at the first grade level in Vietnam. The goal is to integrate the school program with the realities of the health conditions in the community. The teaching method outlined in the guide is based on three principals: (1) preparation at home,…

Bui huy Bao; And Others

471

Commercial Art. Secondary Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide provides a model for organizing vocational instructional content from which secondary level instructors can abstract a commercial art curriculum that meets local program needs. Primarily oriented towards classroom use, the guide may also assist administrators, counselors, and lay people involved in local school systems.…

Sappe, J. Hoyt; And Others

472

Construction Cluster. Secondary Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide provides a model for organizing vocational instructional content from which secondary level instructors can extract a construction cluster curriculum that meets local needs. Primarily oriented towards classroom use, this guide may also assist administrators, counselors, and lay people involved in local school systems.…

Moye, Michael D., Ed.; And Others

473

Business Education. Student Learning Guides.  

ERIC Educational Resources Information Center

These 38 learning guides are self-instructional packets for 38 tasks identified as essential for performance on entry-level jobs in business education. Each guide is based on a terminal performance objective (task) and 1-7 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline of…

Ridge Vocational-Technical Center, Winter Haven, FL.

474

Introduction to Hydraulics. Instructor's Guide.  

ERIC Educational Resources Information Center

|This instructor's guide on hydraulics is part of a series of individualized instructional materials. The guide is provided to help the instructor make certain that each student gets the most benefit possible from both the student's manual and what he/she does on the job. Notes for the instructor contain suggestions on how the student should use…

Texas Univ., Austin. Extension Instruction and Materials Center.

475

Clothing Production. Student Learning Guides.  

ERIC Educational Resources Information Center

|These 59 learning guides are self-instructional packets for 59 tasks identified as essential for performance on an entry-level job in clothing production. Each guide is based on a terminal performance objective (task) and 2-5 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline…

Ridge Vocational-Technical Center, Winter Haven, FL.

476

Automotive Mechanics. Student Learning Guides.  

ERIC Educational Resources Information Center

|These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

Ridge Vocational-Technical Center, Winter Haven, FL.

477

Student Teachers' Use of Instructional Choice in Physical Education  

ERIC Educational Resources Information Center

Guided by self-determination theory and research on teacher beliefs, we examined student teachers' (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices…

Xiang, Ping; Gao, Zan; McBride, Ron E.

2011-01-01

478

Fluency Instruction: Research-Based Best Practices. Second Edition  

ERIC Educational Resources Information Center

|This accessible guide brings together well-known authorities to examine what reading fluency is and how it can best be taught. Teachers get a clear, practical roadmap for navigating the often confusing terrain of this crucial aspect of balanced literacy instruction. Innovative approaches to instruction and assessment are described and illustrated…

Rasinski, Timothy, Ed.; Blachowicz, Camille, Ed.; Lems, Kristin, Ed.

2012-01-01

479

Student Teachers' Use of Instructional Choice in Physical Education  

ERIC Educational Resources Information Center

|Guided by self-determination theory and research on teacher beliefs, we examined student teachers' (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices…

Xiang, Ping; Gao, Zan; McBride, Ron E.

2011-01-01

480

Applying the Science of Learning to Multimedia Instruction  

Microsoft Academic Search

Multimedia instruction refers to learning environments that contain both words and pictures with the intention to promote learning, such as illustrated textbooks, narrated slideshow presentations, online narrated animations, and educational computer games. The design of effective multimedia instruction should be guided by the science of learning (i.e., the scientific study of how people learn), the science of assessment (i.e., the

Richard E. Mayer

2011-01-01

481

A Handbook for Classroom Instruction That Works, 2nd Edition  

ERIC Educational Resources Information Center

|Perfect for self-help and professional learning communities, this handbook makes it much easier to apply the teaching practices from the ASCD-McREL best-seller "Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, 2nd Edition." The authors take you through the refined Instructional Planning Guide, so you…

Association for Supervision and Curriculum Development, 2012

2012-01-01

482

Mining Learning Preferences in Web-Based Instruction: Holists vs. Serialists  

ERIC Educational Resources Information Center

Web-based instruction programs are used by learners with diverse knowledge, skills and needs. These differences determine their preferences for the design of Web-based instruction programs and ultimately influence learners' success in using them. Cognitive style has been found to significantly affect learners' preferences of web-based instruction

Clewley, Natalie; Chen, Sherry Y.; Liu, Xiaohui

2011-01-01

483

A Personal Application of Learning Theory to the Design of Computer Assisted Instruction in Higher Education.  

ERIC Educational Resources Information Center

|The application of behavioral and cognitive learning theories to the design of computer-assisted instruction (CAI) at the college level is discussed. A model of instructional design and the unique qualities of computers are also briefly reviewed. The general model of instruction, which is used for designing a curriculum, has five major…

Dixon, Terry

484

Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading  

Microsoft Academic Search

We present a theoretical and empirical explication of the intervention of Concept-Oriented Reading Instruction (CORI) that is designed to increase students' reading comprehension and motivation for reading. The framework specifies a set of five motivational constructs that represent goals for the instructional intervention. Necessary cognitive goals in reading are also presented. For this intervention, the five instructional practices of relevance,

JOHN T. GUTHRIE; ANGELA MCRAE; SUSAN LUTZ KLAUDA

2007-01-01

485

Steroids. A Resource Guide.  

ERIC Educational Resources Information Center

This guide provides information on steroid use as well as prevention and intervention strategies. It is intended to serve as a supplement to drug abuse education and prevention programs in elementary and secondary schools and as the basis for local curriculum development and instructional activities. The following topics are covered: (1) history…

New York State Education Dept., Albany. Bureau of School Health Education and Services.

486

Autobody Technology Curriculum Guide.  

ERIC Educational Resources Information Center

|This Idaho state curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction in auto body technology. Following a curriculum framework that explains major content, laboratory activities, and intended outcomes, the document lists all tasks covered in the curriculum. The bulk of the document consists of…

Idaho State Dept. of Education, Boise. Div. of Vocational Education.

487

Steroids. A Resource Guide.  

ERIC Educational Resources Information Center

|This guide provides information on steroid use as well as prevention and intervention strategies. It is intended to serve as a supplement to drug abuse education and prevention programs in elementary and secondary schools and as the basis for local curriculum development and instructional activities. The following topics are covered: (1) history…

New York State Education Dept., Albany. Bureau of School Health Education and Services.

488

Plant Study Guide.  

ERIC Educational Resources Information Center

|Appropriate for secondary school botany instruction, this study guide focuses on the important roles of plants in human lives. Following a rationale for learning the basic skills of a botanist, separate sections discuss the process sunlight undergoes during photosynthesis, the flow of energy in the food chain, alternative plant lifestyles, plant…

Brynildson, Inga

489

Industrial Education Safety Guide.  

ERIC Educational Resources Information Center

California is one of the few states in which school districts have a legal responsibility for accidents involving students while they are participating in assigned school activities. This guide was prepared to help school administrators and teachers evaluate their safety instruction programs and industrial education facilities in accordance with…

California State Dept. of Education, Sacramento.

490

A methodology for studying design cognition in the real world  

Microsoft Academic Search

The in vivo research methodology holds promise to improve some of the limitations of typical design cognition methodologies. Whereas typical design cognition methodology use protocol analysis (utilizing special 'think-aloud' instructions and\\/or artificial settings) or retrospective analyses, in vivo research attempts to study design thinking and reasoning 'live' or 'online' as it takes place in the real world. No special instructions

Bo T. Christensen

491

Knowledge engineering for the instructional developer  

SciTech Connect

This paper explores the cognitive approach to instruction and provides several strategies for using knowledge engineering information in the instructional development process to strengthen the systems approach to training. When students learn using the behavioral approach to instruction, drawbacks have been noted because gaps are apparent between the students' high performance levels on objective tests and their inadequate problem solving performance levels. Augmentation of the behaviorist process with applications of knowledge engineering can result in obtaining detailed information about student misconceptions relative to expert knowledge. This information is then applied to individualized learning prescriptions. Normally, instructional developers are working under significant resource and time constraints, and this modified systems approach is an efficient solution to this problem. 13 refs., 1 fig., 1 tab.

Trainor, M.S.

1989-01-01

492

Luganda Self-Instructing Learner's Manual.  

ERIC Educational Resources Information Center

This guide is designed for Luganda (Ganda) language training of Peace Corps workers in Uganda, and reflects daily communication needs in that context. It consists of an introduction on use of the materials and a series of topical instructional units addressing specific language competencies. Each unit includes the targeted competency and a…

Matovu, Kasalina; And Others

493

Best Practices in Literacy Instruction. Second Edition.  

ERIC Educational Resources Information Center

|Now revised and updated, this book's second edition aims to guide teachers in providing effective, engaging literacy instruction that meets the challenges of today's legislative mandates. Identified in the book are principles of best practice that reflect cutting-edge scientific research as well as decades of hands-on classroom experience.…

Morrow, Lesley Mandel, Ed.; Gambrell, Linda B., Ed.; Pressley, Michael, Ed.

494

Best Practices in Literacy Instruction. Third Edition  

ERIC Educational Resources Information Center

|Now in a thoroughly revised and expanded third edition, this evidence-based book distills the latest knowledge about literacy teaching and learning into clear strategies for helping all children succeed. Within a comprehensive conceptual framework, the field's leading authorities provide eminently practical recommendations to guide instructional

Gambrell, Linda B., Ed.; Morrow, Lesley Mandel, Ed.; Pressley, Michael, Ed.; Guthrie, John T., Ed.

2006-01-01

495

Gymnastics: Special Olympics Sports Skills Instructional Program.  

ERIC Educational Resources Information Center

Gymnastics coaching and teaching suggestions for mentally retarded persons are presented in this guide, one of seven booklets about Special Olympics Sports Skills Instructional Programs. An overview introduces the sport and makes broad suggestions for teaching. A list of goals, objectives, and benefits is followed by information on necessary…

Special Olympics, Inc., Washington, DC.

496

Top 10 Instructional Strategies for Struggling Students  

ERIC Educational Resources Information Center

|Given new, more rigorous content standards and expanding student diversity, how can school leaders leverage limited resources to guide teachers to effectively teach standards-aligned lessons to all learners? The authors propose that leaders leverage familiar instructional strategies but in a new way to support all students--English learners,…

Carr, John; Bertrando, Sharen

2012-01-01

497

Soccer: Special Olympics Sports Skills Instructional Program.  

ERIC Educational Resources Information Center

One of five guides in the Sports Skills Instructional Program of the Special Olympics, the booklet describes an approach to teaching soccer skills to mentally retarded persons. An introductory section lists the goals, objectives, and benefits of the program and provides criterion referenced instruments to assess the individual's current…

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

498

Best Practices in Literacy Instruction. Third Edition  

ERIC Educational Resources Information Center

Now in a thoroughly revised and expanded third edition, this evidence-based book distills the latest knowledge about literacy teaching and learning into clear strategies for helping all children succeed. Within a comprehensive conceptual framework, the field's leading authorities provide eminently practical recommendations to guide instructional

Gambrell, Linda B., Ed.; Morrow, Lesley Mandel, Ed.; Pressley, Michael, Ed.; Guthrie, John T., Ed.

2006-01-01

499

Variables in Social Cognitive Development: Moral Judgment, Role-taking, Cognitive Processes, and Self-concept in Delinquents and Nondelinquents  

Microsoft Academic Search

The purpose of the present project was to replicate past research showing delinquents lagging behind nondelinquents on moral judgment, role-taking, and logical cognitive tasks, and to provide instructions on moral judgment and role-taking tasks to stimulate delinquents' performance. The instructions were intended to investigate whether delinquents' inferior social cognitive performances may be due to a structural deficit, or whether they

Anthony A. Hains

1984-01-01

500

New Jersey Industrial Arts Education Safety Guide.  

ERIC Educational Resources Information Center

|This guide was developed to assist the teacher in planning, implementing, revising, or improving safety instruction in industrial arts classes in New Jersey, and has as its theme, "Safety Is Everyone's Responsibility." The guide is organized in seven major sections. The first section explains the purpose of the guide, outlines the contents of a…

Kobylarz, Joseph D.; Olender, Francis B.