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Last update: August 15, 2014.
1

Using cognitive models to guide instructional design: The case of fraction division  

Microsoft Academic Search

Cognitive modeling can be used to compare alternative instructional strategies and to guide the design of curriculum materials. We modeled two alternative strategies for fraction division, and the models led to specific empirical predictions of the benefits and drawbacks of each strategy. These insights provided concrete suggestions for developing lessons on fraction division, including a new potential strategy that combines

Bethany Rittle-Johnson; Kenneth R. Koedinger

2001-01-01

2

Measurement in the Service of Mathematics Education Research: The Case of Cognitively Guided Instruction  

ERIC Educational Resources Information Center

The purpose of this dissertation is to demonstrate one iterate of a process for developing a measurement instrument for student knowledge within educational interventions. Student mathematical knowledge is framed within Cognitively Guided Instruction (CGI) and its tenets. That is, the construct underlying the measurement instrument corresponded…

Helding, Brandon Alan

2010-01-01

3

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

4

The CLAI Model: A Cognitive Theory of Instruction To Guide ITS Development.  

ERIC Educational Resources Information Center

Describes the Cognitive Learning from Automated Instruction (CLAI) model. Discusses cognitive learning, learning from instruction, and automatic instruction; reviews instructional theories relating cognitive processes and instruction; and describes the CLAI model for developing intelligent tutoring systems (ITS). Illustrates a practical approach…

Arruarte, Ana; And Others

1996-01-01

5

Cognitive task analysis for instruction in single-injection ultrasound guided-regional anesthesia  

NASA Astrophysics Data System (ADS)

Cognitive task analysis (CTA) is methodology for eliciting knowledge from subject matter experts. CTA has been used to capture the cognitive processes, decision-making, and judgments that underlie expert behaviors. A review of the literature revealed that CTA has not yet been used to capture the knowledge required to perform ultrasound guided regional anesthesia (UGRA). The purpose of this study was to utilize CTA to extract knowledge from UGRA experts and to determine whether instruction based on CTA of UGRA will produce results superior to the results of traditional training. This study adds to the knowledge base of CTA in being the first one to effectively capture the expert knowledge of UGRA. The derived protocol was used in a randomized, double blinded experiment involving UGRA instruction to 39 novice learners. The results of this study strongly support the hypothesis that CTA-based instruction in UGRA is more effective than conventional clinical instruction, as measured by conceptual pre- and post-tests, performance of a simulated UGRA procedure, and time necessary for the task performance. This study adds to the number of studies that have proven the superiority of CTA-informed instruction. Finally, it produced several validated instruments that can be used in instructing and evaluating UGRA.

Gucev, Gligor V.

6

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.

7

Cognitive style and instructional preferences  

Microsoft Academic Search

The aim of the study was to investigate the relationship between learners' cognitive styles and their instructional preferences. The sample consisted of 240 business studies students at a UK university. Subjects' cognitive styles were assessed using theCognitive Styles Analysis (which assesses the wholist-analytical and verbaliser-imager dimensions of style) and their instructional preferences assessed using an instructional preferences inventory which consisted

Eugene Sadler-Smith; Richard Riding

1999-01-01

8

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

9

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

10

Guide to Instructional Videoconferencing.  

ERIC Educational Resources Information Center

An instructional videoconference (IVC) is an interactive delivery mechanism for long-distance communication and education, which uses 2-way audio and 1- or 2-way video to facilitate interaction between presenters and learners who are separated by significant distance. This guide, intended for the staff of federal, state, and local programs that…

Matthews, Denise; Reiss, John G.

11

Inquiry-Guided Instruction  

NSDL National Science Digital Library

Inquiry-guided instruction (IGI) has the potential to greatly enhance the learning experience for both educators and students. Although studies show the benefits of IGI, implementation presents its challenges. Issues include the balance of content material and the thought process, teaching strategies, and specific challenges of IGI in the lecture and laboratory formats.

Allen, Deedee; Oliver-Hoyo, Maria; Anderson, Misti

2004-05-01

12

Supervision: A Guide to Instructional Leadership-2nd Edition  

ERIC Educational Resources Information Center

The first edition of this book, titled "A Design for Instructional Supervision", provided a structural framework for an effective program of instructional supervision. The basic cognitive thrust of this second edition, "Supervision: A Guide to Instructional Leadership", remains the same as the first. What has changed is the attention to the…

Burke, Peter J.; Krey, Robert D.

2005-01-01

13

Bibliographic Instruction: A Guide.  

ERIC Educational Resources Information Center

Seven separate articles addressing bibliographic instruction in academic and elementary and secondary school libraries include annotated bibliographies on library instruction, nonprint materials and school library censorship, guidelines for an effective program, library instruction organizations and clearinghouses, and a description of the program…

Education Libraries, 1982

1982-01-01

14

Instructional Techniques in Cognitive Rehabilitation: A Preliminary Report  

Microsoft Academic Search

Instruction is an essential component of effective cognitive reha- bilitation, which requires teaching or reteaching a variety of skills and concepts to people with compromised learning. Currently, the field lacks a cohesive set of principles to guide clinicians' instructional behaviors. A review of the literature in related fields, in conjunction with findings in neuropsychology, reveals evidence-based principles that lead to

McKay Moore Sohlberg; Laurie Ehlhardt; Mary Kennedy

2005-01-01

15

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.

16

Interior Design: 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 interior design programs for Texas high school students. The following are among the items included: (1) introductory…

Hays, Tricia

17

Basic Instructional Technology Staff Guide.  

ERIC Educational Resources Information Center

As part of the overall goal of the Environmental Protection Agency (EPA) to help provide environmental professionals with the skills required to plan and deliver training programs, this staff guide, and its related participant reference manual have been developed for conducting a workshop in basic instructional technology. The workshop consists of…

Horton, Debbie

18

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

19

Behavioristic and Cognitive Approaches in Programmed Instruction.  

ERIC Educational Resources Information Center

Implications of the behaviorist and cognitive theories in language instruction are discussed in this article. Some contributions of Skinner, Politzer, Valette, Morton, Lane, and Mueller and Niedzielski clarify the behaviorists' view of language as a myriad of conditioned responses. In turn, the cognitive viewpoint, seen as the acquisiton and…

Chastain, Kenneth

20

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

21

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

22

The Kindergarten Guide for Instructional Planning.  

ERIC Educational Resources Information Center

This color-coded curriculum guide is designed to facilitate instructional planning and help Mississippi's kindergarten teachers develop their schools' instructional management plan. Five broad units of instruction are presented, each of which has been tested, revised, and extended by classroom teachers. The units, which encompass many unit themes…

Leigh, Cindy; And Others

23

Cognitively Guided Instruction & Systemic Reform.  

ERIC Educational Resources Information Center

This issue contains an interview with Elizabeth Fennema in which she explains that decades of research on learning has had a minor impact on what goes on in the schools. She and other researchers decided to try to integrate the study of teaching along with the study of learning. Their desire was to effect real change in the classroom and to…

The Newsletter of the Comprehensive Center-Region VI, 2000

2000-01-01

24

Buyer's Guide to Computer Based Instructional Systems.  

ERIC Educational Resources Information Center

Examines the advantages and disadvantages of shared multiterminal computer based instruction (CBI) systems, dedicated multiterminal CBI systems, and stand-alone CBI systems. A series of questions guide consumers in matching a system's capabilities with an organization's needs. (MER)

Fratini, Robert C.

1981-01-01

25

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

26

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

27

Anchored Instruction and Situated Cognition Revisited.  

ERIC Educational Resources Information Center

Reviews theories of anchored instruction and addresses issues related to learning, transfer, and assessment. Highlights include video-based macrocontexts; videodisc anchors versus computer-based simulations; cooperative learning; transfer outside the classroom; authenticity; visual anchors versus verbal anchors; situated cognition; and using…

Educational Technology, 1993

1993-01-01

28

The Cutting Edge: Workplace English. Instructional Guide.  

ERIC Educational Resources Information Center

The instructional guide for the Cutting Edge workplace literacy program, a cooperative project of El Paso Community College (Texas) and Levi Strauss and Company, is an expanded version of one appendix the project handbook. It describes and provides an instructional model for the three-part, job-specific, video-based program of English as a Second…

El Paso Community Coll., TX. Literacy Center.

29

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.

30

Vocational Instructional Program Advisory Committee Resource Guide.  

ERIC Educational Resources Information Center

This guide is intended to provide assistance in developing, organizing, and operating vocational instructional program (VIP) advisory committees. It is designed to be useful for secondary or postsecondary programs that offer training for an occupation or cluster of occupations. The guide is a compilation of suggestions, illustrations, and…

Rice, Eric; Buescher, Douglas A.

31

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.

32

Cognitive Gains for Kindergartners Instructed in Seriation and Classification.  

ERIC Educational Resources Information Center

Studied effectiveness of instruction in seriation and classification for kindergartners cognitively lagging behind their peers. Found that extensive classification and seriation instruction in a variety of formats was particularly helpful in facilitating cognitive gains for struggling kindergartners. Individualized instruction provided children…

Malabonga, Valerie; And Others

1995-01-01

33

Practical Thinking: Review of Cognitive Instruction Programs for Battle Command.  

National Technical Information Service (NTIS)

ARI developed a program of instruction on thinking reasoning and decision making at the request of the Training and Doctrine Command and the Command and General Staff School. Approaches to cognitive instruction are reviewed in the report. The findings sup...

J. J. Fallesen J. Pounds S. Breeskin T. Saxon

1995-01-01

34

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.

35

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.

36

Consumer and Family Economics: 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 consumer and family economics programs for Texas high school students. The following are among the items included: (1)…

Dennis, Bobbye

37

Mathematics, Grade 7. TEAMS Instructional Strategies Guide.  

ERIC Educational Resources Information Center

The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…

Texas Education Agency, Austin.

38

Mathematics, Grade 5. TEAMS Instructional Strategies Guide.  

ERIC Educational Resources Information Center

The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This document is one in a series of Instructional Strategies Guides

Texas Education Agency, Austin.

39

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

40

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.

41

Career Opportunities Instructional Guide. Career Investigation. Revised.  

ERIC Educational Resources Information Center

This instructional guide on career opportunities contains 17 units on the following topics: locating information about occupations; introduction to the occupational clusters; agribusiness and natural resources; business and office; communications and media; construction; consumer and homemaking; environment; fine arts and humanities; health;…

Hendrix, Mary; Cegiel, Linda

42

A Guided Approach to Instructional Design Advising.  

ERIC Educational Resources Information Center

Researchers are developing automated instructional design systems which guide subject matter experts (SMEs) through the complexities of courseware development. Enabling SMEs to perform many of the authoring activities associated with courseware development has two distinct advantages: (1) costs are contained; and (2) SMEs can make optional use of…

Spector, Michael J.; Whitehead, Larry K.

43

Reading, Grade 9. TEAMS Instructional Strategies Guide.  

ERIC Educational Resources Information Center

The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…

Texas Education Agency, Austin.

44

Reading, Grade 7. TEAMS Instructional Strategies Guide.  

ERIC Educational Resources Information Center

The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…

Texas Education Agency, Austin.

45

Reading, Grade 5. TEAMS Instructional Strategies Guide.  

ERIC Educational Resources Information Center

The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…

Texas Education Agency, Austin.

46

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.

47

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

48

Anchored Instruction and Its Relationship to Situated Cognition.  

ERIC Educational Resources Information Center

Discusses anchored instruction, a teaching technique using videodisc-based problem-solving environments, and describes two research projects involving anchored instruction. Argues that anchored instruction provides a way to recreate and improve upon some of the advantages of situated cognition. (FMW)

Educational Researcher, 1990

1990-01-01

49

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; and…

Tripp, Steven

2001-01-01

50

Cognitive and Achievement Gains for Kindergartners Instructed in Piagetian Operations.  

ERIC Educational Resources Information Center

Researchers taught unidimensional classification, unidimensional seriation, and number conversion to kindergartners lagging in cognitive development. The instruction resulted in significant gains on their achievement test scores. The gains seemed to result from mastery of key cognitive operations at a stage shift in cognitive development by…

Pasnak, Robert; And Others

1991-01-01

51

Cognitive Theory and the Design of Multimedia Instruction  

ERIC Educational Resources Information Center

A research involving cognitive theory, and the pattern of multimedia information is discussed. The research has produced eight provisional rules for the multimedia approach, and indicates how cognitive science helps in generating information, while instructional research strengthens the concepts of cognitive science.

Robinson, William R.

2004-01-01

52

Using "Instructional Routines" to Differentiate Instruction: A Guide for Teachers  

ERIC Educational Resources Information Center

Differentiated instruction means matching instruction to meet the different needs of learners. To deliver the wide range of instruction required to accommodate differing levels of learners in a classroom, teachers must use data-informed, small group instruction designed specifically to meet students' needs (Kosanovich, Ladinsky, Nelson, Torgesen,…

Kosanovich, Marcia

2012-01-01

53

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

54

ODP Instructional Materials for Occupational Areas. Volume III. Teacher Guide.  

ERIC Educational Resources Information Center

This teacher's guide provides instructional materials for students enrolled in office duplication practices (ODP) programs. It includes nine instructional units, eight of which center around occupations covering a variety of skills development. The ninth unit focuses on job success. Each unit of instruction consists of 10 basic components: overall…

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

55

Implications of cognitive theory for instructional design: Revisited  

Microsoft Academic Search

The field of cognitive science is contributing significantly to the research and theory on learning, and to the development\\u000a of intelligent tutoring systems. The instructional design literature indicates an interest in cognitive theory as well as\\u000a attempts to integrate it into our theory and research base. However, cognitive psychologists do not necessarily find this\\u000a synthesis satisfactory. The purpose of this

Jodi Bonner

1988-01-01

56

Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology.  

PubMed

Nursing students are challenged by content-laden curricula and learning environments that emphasize testing outcomes. Likewise, educators are challenged to support student-centered learning in a manner that encourages students to connect and act upon their personal motivations. This article describes the use of cognitive load theory (CLT) as an instructional design framework for an undergraduate pharmacology for nursing course. Guided by the principles of CLT, four instructional strategies were used in this course: (a) opening review activities, (b) providing students with lecture notes, (c) a "Top Five" prototype approach, and (d) deciphering "Need to Knows" from "Nice to Knows." Instructional style and strategies received positive student feedback and were found to promote a student-centered environment and active learning. On the basis of this feedback, cognitive load theory may be a successful and effective framework for undergraduate pharmacology and other nursing courses, thus assisting students and educators alike in overcoming obstacles imposed on learning environments. PMID:24444008

Kaylor, Sara K

2014-02-01

57

Instructional simulation from a cognitive psychology viewpoint  

Microsoft Academic Search

The advent of the microcomputer has resulted in an increased interest in the design and use of instructional simulations. This type of simulation has the potential to enhance the transfer of learning by teaching complex mental and procedural tasks in an environment that approximates a real-world setting (Reigeluth & Schwartz, 1989). However, the microcomputer-based instructional simulations being produced today are

Richard A. Thurman

1993-01-01

58

Instructional Design and Directed Cognitive Processing.  

National Technical Information Service (NTIS)

This paper argues that the information processing model provides a promising basis on which to build a comprehensive theory of instruction. Characteristics of the major information processing constructs are outlined including attention, encoding and rehea...

R. C. Bovy

1981-01-01

59

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.

60

The Principal's Guide to Instructional Improvement: Theory to Practice  

ERIC Educational Resources Information Center

Beginning with an abridged history of administrative and clinical supervision, "The Principal's Guide to Instructional Improvement" offers principals both background information, as well as comprehensive models and examples, to analyze and improve teacher instruction. Based on the principle of teacher growth, rather than teacher evaluation, this…

Krajewski, Robert

2012-01-01

61

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.

62

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

63

Instructional Design and Directed Cognitive Processing.  

ERIC Educational Resources Information Center

This paper argues that the information processing model provides a promising basis on which to build a comprehensive theory of instruction. Characteristics of the major information processing constructs are outlined including attention, encoding and rehearsal, working memory, long term memory, retrieval, and metacognitive processes, and a unifying…

Bovy, Ruth Colvin

64

Rethinking Strategy Instruction: Direct Reading Strategy Instruction versus Computer-Based Guided Practice  

ERIC Educational Resources Information Center

There are many established reading strategy training programmes, which explicitly teach strategic and meta-cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta-cognitive skills, the effects do not always transfer to reading comprehension. Therefore, to investigate…

Lenhard, Wolfgang; Baier, Herbert; Endlich, Darius; Schneider, Wolfgang; Hoffmann, Joachim

2013-01-01

65

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

66

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 with…

MacRae-Campbell, Linda

67

Cognitive Styles and Instructional Design in University Learning  

ERIC Educational Resources Information Center

Changes in conceptualization and measurement of the verbalizer-visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or…

Thomas, Patrick R.; McKay, Jacinta B.

2010-01-01

68

Sequencing Instruction: a Cognitive Science Perspective  

Microsoft Academic Search

In 1979 researchers in linguistics, psychology, philosophy and artificial intelligence met at the University of California at San Diego. They shared a common interest: applying the knowledge and skills of their fields of study to describing how human beings process information. The aim of the conference was to christen a new field: cognitive science. Although the work of these researchers

Robert Brien

1983-01-01

69

Electronics Worksite Training Using Interactive-Video Instruction. Adopter's Guide.  

ERIC Educational Resources Information Center

This guide is intended to provide a prospective user of interactive video instruction with a guide to the establishment and operation of an electronics worksite training program. The training program is designed to provide beginning electronics technician training equivalent to that available at most community colleges and technical schools. The…

Portland Community Coll., OR.

70

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

71

A Guide to Systematic Instructional Design.  

ERIC Educational Resources Information Center

A step-by-step exposition is presented of the manner in which the systematic application of the principles of instructional design can lead to sequential learning. Following an introduction to systematic instructional design, the second and third chapters of the book discuss a systems model of the classroom and the setting of objectives for…

Wong, Martin R.; Raulerson, John D.

72

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

73

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

74

The Instructional Effects of Diagrams and Time-Compressed Instruction on Student Achievement and Learners' Perceptions of Cognitive Load  

ERIC Educational Resources Information Center

The purpose of this study was to examine the effects of visual representations and time-compressed instruction on learning and learners' perceptions of cognitive load. Time-compressed instruction refers to instruction that has been increased in speed without sacrificing quality. It was anticipated that learners would be able to gain a conceptual…

Pastore, Raymond S.

2009-01-01

75

Vocational Instructional Program Advisory Committees. Member's Guide.  

ERIC Educational Resources Information Center

This document is intended to answer the questions most frequently asked by vocational instructional program (VIP) advisory committee members. The foreword states that VIP advisory committees are being promoted and enhanced because studies have found that one of the most common characteristics associated with high quality vocational education…

Barnhardt, Larry

76

Vocational Instructional Program Advisory Committees. Leadership Guide.  

ERIC Educational Resources Information Center

This document suggests a process that North Dakota vocational instructional program advisory committee (VIP) chairpersons and educational personnel may follow to improve the organizational structure of the committee and carry out its work. Part 1 discusses the purpose and roles of the VIP committee, the role of the chairperson, and the role of the…

Barnhardt, Larry

77

Using Student Voices to Guide Instruction  

ERIC Educational Resources Information Center

A collaborative team of five international teacher educators/researchers examine the importance of student voice for authentic discourse and instructional design in contemporary classrooms. Excerpts from their perspectives on teaching, research, and innovative programs are woven together and include suggested Actions/Reflections for the reader.…

Elliott-Johns, Susan E.; Booth, David; Rowsell, Jennifer; Puig, Enrique; Paterson, Jane

2012-01-01

78

Instructional Leadership: A Learning-Centered Guide.  

ERIC Educational Resources Information Center

This book was written with the assumption that teachers and administrators must work as colleagues to improve instruction and learning in schools. It was written to be consistent with the Interstate School Leaders Licensure Consortium (ISLLC) standards for school administrators, especially Standards 1 and 2, which emphasize a learning-centered…

Hoy, Anita Woolfolk; Hoy, Wayne Kolter

79

General Metal Trades. Book III. 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 in order to enter industry as trained workers. This…

Hohhertz, Durwin

80

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 engaged…

Roberts, Julia L.; Inman, Tracy F.

2012-01-01

81

Computer-Based Instruction Authoring Tools System (CATS): Student Guide.  

National Technical Information Service (NTIS)

This publication is one of three technical notes that supplement the CATS (Computer-Based Instruction Authoring Tools System) user's manual. This guide is intended for students who are taking the computer-based version of the Defense Systems Management Co...

A. Rybowiak B. Tarker M. R. Flaningam S. Sulzbach V. N. Hulton

1990-01-01

82

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

83

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

84

Project Basic Instructional Guide. Volume IV: World of Work.  

ERIC Educational Resources Information Center

This Project Basic instructional guide contains a series of learning activities designed to help students develop realistic expectations of the world of work and begin to identify and demonstrate those competencies which lead to salable skills and to employment upon graduation. The materials are organized according to competency. Each individual…

Maryland State Dept. of Education, Baltimore.

85

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.

86

An Instructional System in Physical Science, Teacher's Guide and Keys.  

ERIC Educational Resources Information Center

This manual is a teacher's guide to a self-instructional program in basic physical science, designed for high school students who have not had a course in chemistry or physics. There are six units in the manual relating to these areas: problem solving and experimental procedures; universal standards, metric system and conversion; mechanics; the…

Washington State Univ., Pullman.

87

Industrial Ecology Instructional Guide for the Industrial Arts Teacher.  

ERIC Educational Resources Information Center

The detailed guide was prepared to help industrial arts personnel direct their students in a unit on environmental education, specifically geared for the industrial arts laboratory, which employs the Maryland Plan for implementing the unit method of instruction. Guidelines for implementing the program are based on experience with pilot projects…

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

88

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

89

Writing Resource Guide for Assessment and Instruction.  

ERIC Educational Resources Information Center

Developed from a comparison of the writing performance of eighth grade students in Delaware with a representative national group, this writing resource guide provides a detailed description of the state's writing assessment procedure and offers educators guidance in evaluating student writing and improving student writing skills. After describing…

Delaware State Dept. of Public Instruction, Dover.

90

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 resources,…

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

91

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

92

Project Basic Instructional Guide. Instructional Resources. Volume IV. World of Work.  

ERIC Educational Resources Information Center

Designed to provide a listing of suggested resources to support the Project Basic instructional guide on the world of work, this bibliography consists of annotated listings of student-use materials (library books, films, filmstrips, kits, records, games, audio and videotapes, filmloops, transparencies, periodicals, and pamphlets) arranged…

Maryland State Dept. of Education, Baltimore.

93

Effectiveness of Cognitive Skills-Based Computer-Assisted Instruction for Students with Disabilities: A Synthesis  

ERIC Educational Resources Information Center

Computer-assisted instruction (CAI) for students with disabilities can be categorized into the following categories: visual, auditory, mobile, and cognitive skills-based CAI. Cognitive-skills based CAI differs from other types of CAI largely in terms of an emphasis on instructional design features. We conducted both systematic review of…

Weng, Pei-Lin; Maeda, Yukiko; Bouck, Emily C.

2014-01-01

94

Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction.  

PubMed

The author's thesis is that there is sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning--practiced under the guise of cognitive constructivism or social constructivism--as a preferred instructional method. The author reviews research on discovery of problem-solving rules culminating in the 1960s, discovery of conservation strategies culminating in the 1970s, and discovery of LOGO programming strategies culminating in the 1980s. In each case, guided discovery was more effective than pure discovery in helping students learn and transfer. Overall, the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration. PMID:14736316

Mayer, Richard E

2004-01-01

95

Two Approaches to Phonics Instruction: Comparison of Effects with Children with Significant Cognitive Disability  

ERIC Educational Resources Information Center

The effects of two systematic methods of phonics instruction for children with significant cognitive disability were compared. Fifty-two participants, aged 5-12 years were randomly assigned to one of three treatment groups: (i) a synthetic phonics instruction, (ii) an analogy phonics instruction group, and (iii) a control group. Participants in…

Finnegan, Elizabeth Grace

2012-01-01

96

Explore Elementary Teachers' Professional Knowledge of Guiding Science Fair Product by Using Different Instruction Model  

ERIC Educational Resources Information Center

This research is about using two different instruction models, "theory course combined with sample introduction" and "theory course combined with case method teaching", to instruct elementary teachers on how to guide the science fair product in two courses (16 and 12 teachers in each class) and observe their guiding tactics after the instructed

Lu, Chow-Chin

2013-01-01

97

Cognitive Strategies: A Multicomponential Conception of Strategy Use and Strategy Instruction.  

ERIC Educational Resources Information Center

It is argued that efficient use of cognitive strategies also involves domain-specific knowledge, metacognition, and motivation. Issues concerning cognitive strategy instruction are explored, and it is concluded that a hybrid model representing a compromise between the notion of cognitive strategies and current connectionism may best portray human…

Braten, Ivar

1993-01-01

98

IEEE: Reference Guide for Instructional Design and Development  

NSDL National Science Digital Library

The Institute of Electrical and Electronics Engineers provides this guide to instructional design, which educators can use to gauge their target audience and tailor their teaching methods appropriately. By applying the principles of design to the creation of a course, a better level of understanding between the instructor and students can be achieved. For each of the six design phases a concise concept outline is given, followed by a few tools to help users implement the suggested strategies. A number of external links to relevant articles and other materials are also included.

99

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

PubMed

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 in academic performance within the context of a group design . On the basis of this and other studies, a drastic revision of the cognitive self-instruction paradigm seems indicated. Not only must training become broader based, but models must be developed that take into account the requisite cognitive processes for task completion as well as the cognitive abilities of the youngsters to whom training is addressed. In general, the incorporation of information from the developmental and cognitive process literature would appear to facilitate the development of more effective training models. PMID:7320355

Eastman, B G; Rasbury, W C

1981-09-01

100

Considering perception and cognition in the design of an instructional software package  

NSDL National Science Digital Library

This article describes an instructional multimedia software package was developed for use by students taking introductory physics courses. The impact of educational psychology, cognitive science, and human factors research on software design and user interface development are also discussed.

Beichner, Robert J.

2006-05-23

101

A Cognitive Model for Conceptual Change in Science Instruction with a Focus on Educational Software Development.  

ERIC Educational Resources Information Center

Introduces the Inventive Model, a constructivist approach to conceptual change, as a theoretical base for science instruction and for software development in science education. Highlights include the hesitancy of some school systems to implement computer-assisted science instruction, student misconceptions, and cognitive approaches to conceptual…

Rezaei, Alireza; Katz, Larry

1998-01-01

102

Cognitive and Affective Outcomes of PSI Mastery Programs as Compared to Traditional Instruction.  

ERIC Educational Resources Information Center

While considerable research has been reported on cognitive outcomes of Personalized Student Instruction (PSI) courses, little information about affective outcomes of the PSI is available. In this study three methods of instruction including an introductory psychology PSI with no formal classes, an educational psychology with some formal classes,…

Breland, Nancy S.; Smith, Marshall P.

103

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

104

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

105

Cognitive Behavior Modification, Direct Instruction and Holistic Approaches to the Education of Students with Learning Disabilities.  

ERIC Educational Resources Information Center

Cognitive behavior modification (CBM), Direct Instruction (DI), and holistic approaches to the education of students with learning disabilities are compared for purposes of identifying similarities and differences in instructional practice. Comparative discussions are organized around four distinctions: specific vs. general, bottom-up vs.…

Tarver, Sara G.

1986-01-01

106

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

107

Responsive Guided Reading in Grades K-5: Simplifying Small-Group Instruction  

ERIC Educational Resources Information Center

Guided reading is a staple of elementary literacy instruction, yet planning and conducting reading groups can be time consuming and challenging. This hands-on book presents an innovative approach to guided reading that is manageable even for teachers who are new to small-group, differentiated reading instruction. Numerous classroom examples…

Berne, Jennifer; Degener, Sophie C.

2010-01-01

108

A Short Guide to Appropriate Transitional Bilingual Instructional Programs. Bilingual Education Resource Series.  

ERIC Educational Resources Information Center

This guide provides administrators and educators descriptions of ways to start, develop, and operate transitional bilingual programs in accordance with the Washington state "Transitional Bilingual Instruction Act of 1979." The three sections of the guide outline the following information: (1) selection and description of instructional program…

Luna, Rosendo, Jr.

109

Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers  

ERIC Educational Resources Information Center

This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, "Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research". Based on the findings of this report, seven effective instructional practices were identified for teaching…

Jayanthi, Madhavi; Gersten, Russell; Baker, Scott

2008-01-01

110

Archery: A Planning Guide for Group and Individual Instruction.  

ERIC Educational Resources Information Center

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

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

111

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

ERIC Educational Resources Information Center

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…

Klahr, David; Li, Junlei

2005-01-01

112

Student Cognitive Attributes and Performance in a Computer-Managed Instructional Setting. (Reannouncement with New Availability Information).  

National Technical Information Service (NTIS)

This chapter focused on four studies that addressed salient issues involving individual differences in student cognitive characteristics and performance in a computer-managed instructional environment. The first study investigated whether cognitive styles...

P. A. Federico

1991-01-01

113

Cognitive and Academic Instructional Intervention for Learning-Disabled Adolescents.  

ERIC Educational Resources Information Center

Research on learning-disabled secondary school students' academic deficits, response to classroom environment, and response to instructional interventions is integrated with research on metacognition in text learning. A metacognitive orientation is recommended for instructional intervention programs, which should address general comprehension…

Seidenberg, Pearl L.

1988-01-01

114

Interactive orbital proximity operations planning system instruction and training guide  

NASA Technical Reports Server (NTRS)

This guide instructs users in the operation of a Proximity Operations Planning System. This system uses an interactive graphical method for planning fuel-efficient rendezvous trajectories in the multi-spacecraft environment of the space station and allows the operator to compose a multi-burn transfer trajectory between orbit initial chaser and target trajectories. The available task time (window) of the mission is predetermined and the maneuver is subject to various operational constraints, such as departure, arrival, spatial, plume impingement, and en route passage constraints. The maneuvers are described in terms of the relative motion experienced in a space station centered coordinate system. Both in-orbital plane as well as out-of-orbital plane maneuvering is considered. A number of visual optimization aids are used for assisting the operator in reaching fuel-efficient solutions. These optimization aids are based on the Primer Vector theory. The visual feedback of trajectory shapes, operational constraints, and optimization functions, provided by user-transparent and continuously active background computations, allows the operator to make fast, iterative design changes that rapidly converge to fuel-efficient solutions. The planning tool is an example of operator-assisted optimization of nonlinear cost functions.

Grunwald, Arthur J.; Ellis, Stephen R.

1994-01-01

115

Interactive orbital proximity operations planning system instruction and training guide  

NASA Astrophysics Data System (ADS)

This guide instructs users in the operation of a Proximity Operations Planning System. This system uses an interactive graphical method for planning fuel-efficient rendezvous trajectories in the multi-spacecraft environment of the space station and allows the operator to compose a multi-burn transfer trajectory between orbit initial chaser and target trajectories. The available task time (window) of the mission is predetermined and the maneuver is subject to various operational constraints, such as departure, arrival, spatial, plume impingement, and en route passage constraints. The maneuvers are described in terms of the relative motion experienced in a space station centered coordinate system. Both in-orbital plane as well as out-of-orbital plane maneuvering is considered. A number of visual optimization aids are used for assisting the operator in reaching fuel-efficient solutions. These optimization aids are based on the Primer Vector theory. The visual feedback of trajectory shapes, operational constraints, and optimization functions, provided by user-transparent and continuously active background computations, allows the operator to make fast, iterative design changes that rapidly converge to fuel-efficient solutions. The planning tool is an example of operator-assisted optimization of nonlinear cost functions.

Grunwald, Arthur J.; Ellis, Stephen R.

1994-07-01

116

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 instructional

Patton, Lise

2002-01-01

117

Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction  

ERIC Educational Resources Information Center

Relations between preservice teachers' guided field observations of primary literacy instruction and knowledge about effective beginning reading practices were explored. Preservice teachers (n = 48) participated in a Directed Field Experience course including instruction on and observations of exemplary teaching practices promoting student…

Roehrig, Alysia D.; Guidry, Lisa O.; Bodur, Yasar; Guan, Qun; Guo, Ying; Pop, Margareta

2008-01-01

118

Industrial Education. Electricity/Electronics Curriculum Guide, Phase II. Instructional Modules, Level III.  

ERIC Educational Resources Information Center

Designed for students in the tenth grade, this electricity/electronics curriculum guide contains instructional modules for sixteen units of instruction: (1) orientation, (2) introduction to electricity/electronics, (3) electricity/electronics safety, (4) fundamental skills, (5) direct current circuits, (6) graphical illustrations, (7) circuit…

Lillo, Robert E.; Soffiotto, Nicholas S.

119

Entelek Programmed Instruction Guide. Volume l: Elementary/High School. 3rd Edition.  

ERIC Educational Resources Information Center

Individualized instruction has become an important objective in schools. This programmed instruction guide provides information about the ENTELEK system for elementary and high schools. The data bank covers a variety of subject areas and is catalogued according to the Dewey Decimal System: library; psychology; logic; political science; economics;…

Entelek, Inc., Newburyport, MA.

120

Cognitive Factors in Automated Instruction for Individuals and Groups.  

National Technical Information Service (NTIS)

Training protocols for complex skills were designed and tested employing video game-like representative analogues of complex skills, which are emerging as powerful tools for understanding the cognitive processes involved in acquiring complex skills. Separ...

W. Shebilske

1995-01-01

121

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, this…

Rauscher, Frances H.

122

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

123

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

124

Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement  

ERIC Educational Resources Information Center

This study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modeling showed differential cross-level relations. After…

Nie, Youyan; Lau, Shun

2010-01-01

125

Effect of Three Instructional Strategies on Students' Attitudes and Cognitive Achievement  

ERIC Educational Resources Information Center

The purpose of this study was to determine the effects of different instructional strategies upon the attitudes and cognitive achievement of nursing students. The major conclusions were: (a) fewer students were manifesting philosophies supportive of independent study strategies, and (b) significant interaction between students' attitudes,…

Schaffer, Dennis R.; Purohit, Anal

1975-01-01

126

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

127

The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction  

ERIC Educational Resources Information Center

This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can enhance understanding of how students become masters of their learning processes, we will…

Maggioni, Liliana; Parkinson, Meghan M.

2008-01-01

128

Applying Cognitive Linguistics to Instructed L2 Learning: The English Modals  

ERIC Educational Resources Information Center

This paper reports the results of a quasi-experimental effects-of-instruction study examining the efficacy of applying a Cognitive Linguistic (CL) approach to L2 learning of the semantics of English modals. In spite of their frequency in typical input, modal verbs present L2 learners with difficulties, party due to their inherent…

Tyler, Andrea; Mueller, Charles M.; Ho, Vu

2010-01-01

129

Connecting Instructional and Cognitive Aspects of an LE: A Study of the Global Seminar Project  

ERIC Educational Resources Information Center

My research problem is based on the lack of unifying conceptual cohesion between the discourses concerning cognitive and instructional aspects of learning environments (LE). I contrast that lack with practical developments of LE studies connected at the level of practical implementation and evaluation. Next, I briefly review the LE boundaries,…

Savelyeva, Tamara

2012-01-01

130

Relationships Between Cognitive Style and Instructional Treatment Among Prospective Elementary School Teachers.  

ERIC Educational Resources Information Center

The purpose was to determine if there existed an interaction of cognitive style with teaching method on achievement and retention of strategies acquired through two differential treatments. Forty-eight elementary education majors received instruction on the topics "Teaching Division of Rational Numbers in the Elementary School" in one of two ways:…

Smith, Gerald Eugene

131

The effect of instructions on cognitive strategies and performance in biofeedback  

Microsoft Academic Search

An experimental study was conducted in which 40 subjects, randomly assigned to four groups, were given differing instructions about using auditory biofeedback to lower forehead muscle tension. During each of three sessions, measures were taken of forehead electromyograph (EMG) and ability to discriminate and control muscle tension in order to measure learning during biofeedback. Cognitive strategies used by subjects were

Sharon Williams Utz

1994-01-01

132

The Relationship between Situated Cognition and Anchored Instruction: A Response to Tripp.  

ERIC Educational Resources Information Center

Discusses the relationship between situated cognition and anchored instruction in response to criticism of a previous article. Topics addressed include school versus nonschool settings; learning by observing models; "real-world" problem solving; transfer of training; and future work. (26 references) (LRW)

Moore, Joyce L.; And Others

1994-01-01

133

Does Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students?  

ERIC Educational Resources Information Center

Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of…

Kearns, Devin M.; Fuchs, Douglas

2013-01-01

134

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

135

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

136

Russia and the Other Former Soviet Republics in Transition. An Instructional Guide.  

ERIC Educational Resources Information Center

This instructional guide is intended to be used with the six-part videotape "Russia and the Other Former Soviet Republics in Transition." The guide comprises essays that provide critical background information needed to understand the issues and events under discussion, which are the new countries that have grown out of the former Soviet Union;…

Blankenship, Glen; Brown, Christopher; Johnson-White, Julia; Moffitt, Louisa; Papp, Daniel

137

Instructional Materials: School Library Resources Program. Planning Guide, ESEA IV, Part B. 1981-82.  

ERIC Educational Resources Information Center

This guide provides the necessary information and instructions for preparing applications and supplementary information forms for acquiring library resources in support of curriculum development. It is designed for use by educational agencies which are completing the IV B Application Form or the Annual Supplement III. The guide contains materials…

New York State Education Dept., Albany. Bureau of School Libraries.

138

A Guide to Computer-Assisted Instruction in the Health Sciences.  

National Technical Information Service (NTIS)

The purpose of the guide is to provide information about existing and planned programs in which the computer is used for health sciences instruction. The guide includes the first comprehensive index prepared in this dynamic field. A listing of 362 CAI cou...

C. R. Brigham M. Kamp R. J. Cross

1972-01-01

139

NCSALL and Goodling Institute Study Circle Guide: Rethinking Instruction and Participation for Adult Basic Education  

ERIC Educational Resources Information Center

This guide addresses issues around organizing learning services for students in ways that make sense for them, and what the research says about it. The focus is on the structure and organization of instruction and how practitioners can broaden the range of options that students have so that classes aren't the only option. This guide provides all…

Jones, R.

2005-01-01

140

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

141

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction  

NASA Astrophysics Data System (ADS)

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled `Cognitive Apprenticeship Web-based Argumentation' (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students' progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students' use of argumentation in the topics of daily life and the concept of `vision.' When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students' argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.

Tsai, Chun-Yen; Jack, Brady Michael; Huang, Tai-Chu; Yang, Jin-Tan

2012-08-01

142

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

143

Leading for Powerful Learning: A Guide for Instructional Leaders  

ERIC Educational Resources Information Center

Supporting teacher learning is a complicated and challenging task. This much-awaited book offers a practical, research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improving practice. The authors identify specific structures, formats, and strategies that an instructional leader can…

Breidenstein, Angela; Fahey, Kevin; Glickman, Carl; Hensley, Frances

2012-01-01

144

Cognitive Theories, Prior Knowledge, and Anchored Instruction on Mathematical Problem Solving and Transfer.  

ERIC Educational Resources Information Center

Tested the effects of prior knowledge and two instructional models--structured problem solving and guided generation (GG)--on mathematical problem solving and transfer to an analogous task. Data on students with high and low prior knowledge highlighted significant main effects for prior knowledge, significant differences on transfer to analogous…

Serafino, Kathleen; Cicchelli, Terry

2003-01-01

145

Instructional Coaches and the Instructional Leadership Team: A Guide for School-Building Improvement  

ERIC Educational Resources Information Center

For instructional coaches, no two days are ever the same. This unique companion melds theory and practice to show how coaches can seamlessly integrate themselves into the fabric of the school and help teachers improve their practice from day one. Dean Spaulding and Gail Smith address common challenges of coaches and instructional leadership teams,…

Spaulding, Dean T.; Smith, Gail

2012-01-01

146

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.

147

Study Guide for Classroom Assessment: Linking Instruction and Assessment.  

ERIC Educational Resources Information Center

This study guide is designed to help teachers understand the role assessment plays in helping students learn and to help teachers improve their own assessment capacities. The guide contains assigned readings, discussion questions, activities, checks for understanding, and reflections for learners using the "Classroom Assessment: Linking…

Joyner, Jeane; Williamson, Jan; McMunn, Nancy

148

Computer-Guided Experimentation a New System for Laboratory Instruction  

Microsoft Academic Search

This paper reports the development, operation, and initial performance evaluations of an EE laboratory station equipped for Computer-Guided Experimentation. Evaluation of two programmed lessons is also included in this paper. The laboratory station equipped for Computer-Guided Experimentation will automatically feedback information reporting a student's laboratory activities (namely, the interconnections he makes between the terminals of his experimentation equipment and his

James P. Neal; David V. Meller

1972-01-01

149

Instructions matter: a comparison of baseline conditions for cognitive emotion regulation paradigms  

PubMed Central

The choice of a meaningful baseline condition is a crucial issue for each experimental design. In the case of cognitive emotion regulation, it is common to either let participants passively view emotional stimuli without any further specific instructions or to instruct them to actively attend to and permit any arising emotions, and to contrast one of these baseline conditions with a regulation condition. While the “view” strategy can be assumed to allow for a more spontaneous emotional response, the “permit” strategy may result in a more pronounced affective and cognitive response. As these conceptual differences may be associated with differences both in subjective emotional experience and neural activation, we compared these two common control conditions within a single functional magnetic resonance imaging (fMRI) experiment, during which participants were instructed to either passively view a set of unpleasant and neutral pictures or to actively permit any emotions arising in response to the unpleasant pictures. Trial-by-trial ratings confirmed that participants perceived the unpleasant pictures as more arousing than the neutral pictures, but also indicated higher subjective arousal during the “permit negative” as compared to the “view negative” and “view neutral” conditions. While both the “permit negative” and “view negative” conditions led to increased activation of the bilateral amygdala when contrasted with the passive viewing of neutral pictures, activation in the left amygdala was increased in response to the “permit” instruction as compared to the “view” instruction for unpleasant pictures. The increase in amygdala activation in both the “permit” and “view” conditions renders both strategies as suitable baseline conditions for studies of cognitive emotion regulation. Conceptual and activation differences, however, indicate that these two variants are not exchangeable and should be chosen depending on the experimental context.

Diers, Kersten; Weber, Fanny; Brocke, Burkhard; Strobel, Alexander; Schonfeld, Sabine

2014-01-01

150

The Paraprofessional's Guide to Assisting Classroom Instruction. Video and Workbook.  

ERIC Educational Resources Information Center

This videotape and accompanying workbook are intended to help paraprofessional school personnel learn necessary skills to assist in classroom instruction. The workbook provides supplementary information and each section includes suggested activities for putting knowledge and skills into practice and suggestions for reflection. Individual sections…

Wallace, Teri

151

Implementing Anchored Instruction: Guiding Principles for Curriculum Development.  

ERIC Educational Resources Information Center

A curriculum based on "anchored instruction" was developed to enhance students' literacy development and acquisition of knowledge. The curriculum was designed to create a rich, shared environment that generates interest and enables students to identify and define problems while they explore the content from many perspectives. Based on what is…

McLarty, Kim; And Others

152

Cognitive-Behavioral Therapies with Youth: Guiding Theory, Current Status, and Emerging Developments.  

ERIC Educational Resources Information Center

Describes guiding theory behind cognitive-behavioral interventions with youth, such as therapeutic posture, an important cognitive distinction, and specific treatment goal. On basis of review of literature, nature of cognitive functioning, treatments, and outcome of treatment studies are described and examined for aggression, anxiety, depression,…

Kendall, Philip C.

1993-01-01

153

The Effects of Time-Compressed Instruction and Redundancy on Learning and Learners' Perceptions of Cognitive Load  

ERIC Educational Resources Information Center

Can increasing the speed of audio narration in multimedia instruction decrease training time and still maintain learning? The purpose of this study was to examine the effects of time-compressed instruction and redundancy on learning and learners' perceptions of cognitive load. 154 university students were placed into conditions that consisted of…

Pastore, Ray

2012-01-01

154

The Effects of Diagrams and Time-Compressed Instruction on Learning and Learners' Perceptions of Cognitive Load  

ERIC Educational Resources Information Center

The purpose of this study was to examine the effects of diagrams and time-compressed instruction on learning and learners' perceptions of cognitive load. The following design factors, visuals (visuals and non-visuals) and time-compressed instruction (0%-normal paced, 25, and 50%) were presented to 216 university students to analyze learning in a…

Pastore, Raymond S.

2010-01-01

155

A Report of the Preliminary Research Findings on the Domain of Cognition: A Taxonomy of Instructional Outcomes.  

ERIC Educational Resources Information Center

Two instruments and instructional activities were pilot tested to determine if they could be used in a later evaluation study of a Domain of Cognition model, developed by Robert J. Stahl as an alternative to Bloom's Taxonomy. The model, intended to help educators more effectively plan for, implement, monitor, and evaluate instruction, was proposed…

Murphy, Gary T.

156

Development of elementary school students' cognitive structures and information processing strategies under long-term constructivist-oriented science instruction  

NASA Astrophysics Data System (ADS)

The main purpose of this study was to explore the effects of long-term constructivist-oriented science instruction on elementary school students' process of constructing cognitive structures. Furthermore, such effects on different science achievers were also investigated. The subjects of this study were 69 fifth graders in Taiwan, while they were assigned to either a constructivist-oriented instruction group or a traditional teaching group. The research treatment was conducted for 5 months, including six instructional units, and students' cognitive structures were probed through interviews coupled with a metalistening technique'' after the instruction of each unit. The interview narratives were transcribed into the format of flow maps. In addition, the information processing modes shown in the flow maps were also investigated through a series of content analyses. The findings showed that the students in the constructivist-oriented instruction group attained significantly better learning outcomes in terms of the extent and integration of their cognitive structures, metacognition engagement, and the usage of information processing strategies. Moreover, it was also revealed that both high achievers and low achievers benefited from the constructivist-oriented instructional activities, but in different ways. For example, both high achievers and low achievers in the constructivist-oriented instruction group attained better usage of information processing strategies than their counterparts in traditional teaching group did; but only high achievers displayed better usage of higher order information processing modes (i.e., inferring or explaining) than their counterparts in traditional teaching group did. The results in this study finally suggest a four-stage model for students' process of constructing cognitive structure under the constructivist-oriented science instruction, including cognitive structure acquisition, metacognition enrichment, cognitive structure integration, and cognitive structure refinement.

Wu, Ying-Tien; Tsai, Chin-Chung

2005-09-01

157

The effect of research-based instruction in introductory physics on a common cognitive bias  

NASA Astrophysics Data System (ADS)

Inspired by a paper at last year's PERC conference, in which Rebello [1] compared students' individual and cohort mean score estimations with their actual assessment scores, we present results of a study in which students in an introductory physics class were asked to predict their scores on two assessments, one delivered at the start of the course (pre-instruction) and one at the end of the course (post-instruction). Our results show that, pre-instruction, the academically strongest students tend to underestimate their score slightly, whereas the weakest overestimate their performance significantly, consistent with the findings of Rebello and demonstrating a well-known cognitive bias (the Dunning-Kruger effect). Post-instruction, we find that the ability of the original weakest quartile cohort to accurately predict their own assessment score has improved significantly, but a flux of students between quartiles from one assessment to the other reveals that the least able students continue to over-estimate their performance, but with a reduced mean discrepancy. We discuss the implications these results have for instruction and for development of enhanced metacognition amongst physics students.

Galloway, Ross K.; Bates, Simon P.; Parker, Jonathan; Usoskina, Evguenia

2013-01-01

158

Practical Use of the Guide to Improving Instruction in Industrial Arts  

ERIC Educational Resources Information Center

Copies of the "Guide to Improving Instruction In Industrial Arts" are available at $1.25 each from AVA Publication Sales, 1510 H Street, N.W., Washington, D.C. Ten percent discount on orders of ten or more copies. (Editor)

Kagy, Frederick D.

1970-01-01

159

INSTRUCTIONAL GUIDE FOR THE TEACHING OF HEALTH AND PHYSICAL EDUCATION. PRIMARY THROUGH SENIOR HIGH SCHOOL.  

ERIC Educational Resources Information Center

AN INSTRUCTIONAL GUIDE FOR THE TEACHING OF HEALTH AND PHYSICAL EDUCATION, EMPHASIZING EDUCATION BY EXPERIENCE IN ACTIVITY, WAS PRESENTED. THE GOALS WERE TO DEVELOP GOOD HUMAN RELATIONSHIPS, GOOD SELF-REALIZATION, CIVIC RESPONSIBILITY, AND ECONOMIC EFFICIENCY. THE PROGRAM FOR BOYS, GRADES SEVEN THROUGH NINE, INCLUDED CALISTHENICS APPARATUS (SUCH AS…

BROCKMEYER, W.

160

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

161

What On Earth? Teacher's Guide. An Instructional Television Series for Eighth-Grade Earth Science.  

ERIC Educational Resources Information Center

This publication is intended to serve as a teacher's guide for the instructional television series entitled "What On Earth?" The program, a one-year course for eighth-grade students, is composed of units on the earth as a body in space, meteorology, oceanography, and geology. Each topic is covered through a series of television programs. In the…

Beyer, Fred L.

162

Articulated, Performance-Based Instruction Objectives Guide for Welding. Final Document. Revised.  

ERIC Educational Resources Information Center

Developed during a project designed to provide continuous, performance-based vocational training at the secondary and postsecondary levels, this instructional guide is intended to help teachers implement a laterally and vertically articulated secondary level welding program. Introductory materials include descriptions of Welding I and II,…

Henderson, William Edward, Jr.

163

Study Guide--Classroom Instruction from A to Z: How to Promote Student Learning  

ERIC Educational Resources Information Center

The activities in the guide will help you connect the suggestions and strategies in "Classroom Instruction from A to Z" to your real-life teaching experiences. For each of the 26 chapters in the book, you will find a series of three activities that will help you reflect on your current practices. They ask you to ACT now and turn your classroom…

Blackburn, Barbara R.

2007-01-01

164

Degree of Implementation of Individually Prescribed Instruction. Guide for Interpretation of Results; Fall, 1968.  

ERIC Educational Resources Information Center

This guide for the interpretation of results of Individually Prescribed Instruction (IPI), designed to assess the degree of implementation of IPI for each school and teacher, is composed of inquiries to be made on the use of diagnostic instruments and the teacher resources of materials and settings. (SP)

Research for Better Schools, Inc., Philadelphia, PA.

165

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

166

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

167

Instructional Design for Advanced Learners: Establishing Connections between the Theoretical Frameworks of Cognitive Load and Deliberate Practice  

ERIC Educational Resources Information Center

Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the "expertise reversal effect" have begun to stimulate cognitive load theorists to broaden their horizon…

van Gog, Tamara; Ericsson, K. Anders; Rikers, Remy M. J. P.; Paas, Fred

2005-01-01

168

Science Cognitive and Activity Preferences and Their Relationship to Present Practices in Science Instruction in Secondary Schools in Penang, Malaysia.  

ERIC Educational Resources Information Center

Described are science cognitive and activity preferences of a sample of secondary students in Georgetown, Malaysia whose perceptions of instructional practices in science were considered. Three instruments were used to collect data. The analysis considers the mean scores and F-test results for a Science Cognitive Preference Inventory, an Activity…

Dekkers, John; Allen, Leslie R.

169

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

170

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.

171

Curriculum and Instruction: A 21st Century Skills Implementation Guide  

ERIC Educational Resources Information Center

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century…

Partnership for 21st Century Skills, 2009

2009-01-01

172

Using Guided Notes to Enhance Instruction for All Students  

ERIC Educational Resources Information Center

Taking notes from lectures or reading material can be challenging, especially for those who have learning disabilities. An alternative to traditional note-taking is a method called "guided notes," which has been found to improve the accuracy of students' notes, increase the frequency of student responses, and improve students' quiz and test…

Konrad, Moira; Joseph, Laurice M.; Itoi, Madoka

2011-01-01

173

Units of Instruction. Health Occupations Education. Volume II. [Teacher's Guide].  

ERIC Educational Resources Information Center

Ten units on health occupations are presented in this teacher's guide. The units are the following: special procedures; assisting with diagnostic procedures (e.g., collecting specimens); transporting patients; charting; medical laboratory procedures; giving standard first aid treatment; metrics for health occupations; human relations; safety; and…

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

174

Evaluator's Guide for Microcomputer-Based Instructional Packages.  

ERIC Educational Resources Information Center

This guide developed by MicroSIFT, a clearinghouse for microcomputer-based educational software and courseware, provides background information and forms to aid teachers and other educators in evaluating available microcomputer courseware. The evaluation process comprises four stages: (1) sifting, which screens out those programs that are not…

Northwest Regional Educational Lab., Portland, OR.

175

Guided Instruction: How to Develop Confident and Successful Learners  

ERIC Educational Resources Information Center

In this book, the authors explain why telling students things over and over--and perhaps more slowly and more loudly--does not result in understanding. Instead, discover how to use a combination of questions, prompts, cues, direct explanations, and modeling to guide students' learning and build their understanding. Explore an approach to…

Fisher, Douglas; Frey, Nancy

2010-01-01

176

Manufacturing Math Classes: An Instructional Program Guide for Manufacturing Workers.  

ERIC Educational Resources Information Center

This program guide documents a manufacturing job family curriculum that develops competence in generic work force education skills through three courses: Reading Rulers, Charts, and Gauges and Math for Manufacturing Workers I and II. An annotated table of contents lists a brief description of the questions answered in each section. An introduction…

McBride, Pamela G.; And Others

177

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.

178

Enhancing Writing Instruction for Secondary Students. Professional Development Guide.  

ERIC Educational Resources Information Center

Included in this guide are strategies for helping struggling secondary readers and writers so that they will develop the Texas Essential Knowledge and Skills (TEKS) necessary to write successfully and have greater access to the general curriculum. It focuses on the writing process because research supports the efficacy of the writing process as a…

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

179

Nonexperimental Quantitative Research and Its Role in Guiding Instruction  

Microsoft Academic Search

Different research designs answer different questions. Educators cannot use nonexperimental quantitative research designs, such as descriptive surveys and correlational research, to determine definitively that an intervention causes improved student outcomes and is an evidence-based practice. However, such research can (a) inform educators about a number of issues related to the education of students with disabilities and (b) guide experimental research

Bryan G. Cook; Lysandra Cook

2008-01-01

180

Business Services and Technology. Advanced Finance Instructional Guide.  

ERIC Educational Resources Information Center

This guide contains 15 lesson plans on financial topics for high school students. The lessons cover the following: (1) securities in the U.S. economy; (2) careers in finance; (3) commercial banking interest rates; (4) understanding financial statements; (5) newspaper stock tables; (6) financial institution operations; (7) foundation…

Eastern Michigan Univ., Ypsilanti.

181

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.

182

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

183

The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory  

NASA Astrophysics Data System (ADS)

The paper reports an educational experiment on the e-Learning instructional design model based on Cognitive Flexibility Theory, the experiment were made to explore the feasibility and effectiveness of the model in promoting the learning quality in ill-structured domain. The study performed the experiment on two groups of students: one group learned through the system designed by the model and the other learned by the traditional method. The results of the experiment indicate that the e-Learning designed through the model is helpful to promote the intrinsic motivation, learning quality in ill-structured domains, ability to resolve ill-structured problem and creative thinking ability of the students.

Cao, Xianzhong; Wang, Feng; Zheng, Zhongmei

184

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

185

Surfing for Substance: A Professional Development Guide to Integrating the World Wide Web into Adult Literacy Instruction.  

ERIC Educational Resources Information Center

The guide is designed to assist adult literacy and English-as-a-Second-Language staff developers, teachers, and administrators in using the World Wide Web as an instructional resource and to construct meaningful Web-based instructional activities and projects. It is divided into six sections. The first gives an overview of the varied capabilities…

Hacker, Emily; Capehart, Mary Ann

186

Cognitive-ergonomics and instructional aspects of e-learning courses.  

PubMed

This paper presents an analysis of cognitive-ergonomic aspects of e-learning courses, offered by an organism from Brazilian Public Administration. The Cognitive Ergonomic studies conductive and cognitive aspects concerning to the relation between human, physics elements and social elements of the work space. From that usability aspects were evaluated by these points: i) visualization; ii) text comprehension lecture; iii) memory; iv) interface; v) instructional design; and vi) attention and learning. That survey is characterized as having been applied using the following techniques: (1) bibliographic survey, (2) field survey and (3) analysis of the documents. It was chosen the semi-structured questionnaire as the main method of data collection. About the interacting with artifacts, the interface of the courses is classified as direct engagement, because it allows the user to get the feeling that acts directly on the objects. Although the courses are well-structured they have flaws that will be discussed below. Even with these problems, the courses have a good degree of usability. PMID:22317652

Rodrigues, Martha; Castello Branco, Iana; Shimioshi, José; Rodrigues, Evaldo; Monteiro, Simone; Quirino, Marcelo

2012-01-01

187

Technology in the Curriculum: Foreign Language Resource Guide. A Guide to the Instructional Use of Computers and Video in Foreign Languages.  

ERIC Educational Resources Information Center

The guide to the use of computers and video recordings in foreign language instruction was designed to assist California teachers in implementing and extending the foreign language component of the statewide curriculum. It contains: (1) an introduction on the use of the guide; (2) background on its development; (3) lists of high quality software…

California State Dept. of Education, Sacramento.

188

Pick-a-Path Instructional Guide:Using Pick-a-Path in Grades 3-7.  

NSDL National Science Digital Library

This instructional guide (PDF) is for the mobile app Pick-a-Path (both iOS and Android platforms). The guide provides professional development by discussing the math in each level of the game, giving suggestions for classroom use, and recommending related resources from Illuminations. The Pick-a-Path app is cataloged separately and listed as a related resource.

Willman, Lisa

2012-01-01

189

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.

190

The Effectiveness of Window Presentation Strategy and Cognitive Style of Field Dependence Status on Learning from Mediated Instructions.  

ERIC Educational Resources Information Center

The primary purpose of this article is to review the literature on research studies conducted in the last five years on the effectiveness of window presentation strategies and the cognitive dependence status of field-dependent/independent (FD/FI) learners in a computer-mediated instruction (CMI). Secondary to this purpose is to summarize research…

Ikegulu, Patricia R.; Ikegulu, T. Nelson

191

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

192

VARIATIONS IN INSTRUCTIONAL MEDIA, PROCESSES, CONTENT AND APTITUDE VARIABLES IN RELATION TO EFFICIENCY OF COGNITIVE GOAL ATTAINMENT, VOLUME 1.  

ERIC Educational Resources Information Center

A SERIES OF STUDIES WAS UNDERTAKEN, DIRECTED TOWARD EXPLORATIONS OF INTERRELATIONSHIPS AMONG MEDIA, PROCESSES (INSTRUCTIONAL PREREQUISITES), CONTENT AND APTITUDE VARIABLES, AND ACHIEVEMENTS. EMPHASIS THROUGHOUT WAS ON (1) THE COGNITIVE DOMAIN AND (2) PROBLEMS INVOLVED IN APPLICATION OF KNOWLEDGE TO A PRACTICAL TEACHING SITUATION. "THE TAXONOMY OF…

FATTU, N. A.

193

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

194

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

195

Development Principles for Intelligent Tutoring Systems: Integrating Cognitive Theory into the Development of Computer-Based Instruction.  

ERIC Educational Resources Information Center

Describes a basic development model for an intelligent tutoring system that includes the interface, the expert and learner models, and the pedagogical model. Possibilities for more extensive integration of cognitive learning theories into computer-based instruction (CBI) are illustrated, and two examples of CBI designed from this perspective are…

Orey, Michael A.; Nelson, Wayne A.

1993-01-01

196

Key Factors for College Student Achievement, Cognition, Affects, and Motivation: Student Locus of Control and Quality of Instruction.  

ERIC Educational Resources Information Center

This study investigated the effects of college students' actual, rather than manipulated, perception of control along with expressive instruction, as they relate to cognitive and emotional aspects of academic achievement. In a simulated college classroom study, 228 male and female introductory psychology students at the University of Manitoba…

Schonwetter, Dieter J.; And Others

197

Development of Elementary School Students' Cognitive Structures and Information Processing Strategies under Long-Term Constructivist-Oriented Science Instruction  

ERIC Educational Resources Information Center

The main purpose of this study was to explore the effects of long-term constructivist-oriented science instruction on elementary school students' process of constructing cognitive structures. Furthermore, such effects on different science achievers were also investigated. The subjects of this study were 69 fifth graders in Taiwan, while they were…

Wu, Ying-Tien; Tsai, Chin-Chung

2005-01-01

198

Improving Learning Results and Reducing Cognitive Load through 3D Courseware on Color Management and Inspection Instruction  

ERIC Educational Resources Information Center

This study intends to solve the problem that schools in Taiwan lack of the equipment for color management and inspection instruction and seek ways to improve learning results and reduce cognitive load. The researchers developed 3D courseware for color management and inspection through a research and development process. To further scrutinize the…

Hsiung, Liang-Yuan; Lai, Mu-Hui

2013-01-01

199

Science teachers' learning to notice from video cases of the enactment of cognitively demanding instructional tasks  

NASA Astrophysics Data System (ADS)

Members of a profession develop a professional vision that enables them to see and understand complex situations in particular ways. This study focuses on developing science teachers' professional vision by supporting their learning to attend to particular classroom interactions and make sense of them in particular ways. Specifically, this study investigated high school biology teachers' learning to notice in a professional development (PD) setting from video cases that depict classroom interactions during the enactment of high-level, cognitively demanding science tasks. A seven-session, video-based PD intervention in which teachers analyzed short video clips that illustrated students' engagement with cognitively demanding tasks was designed and implemented. The findings focused on changes in teacher noticing from pre- to post-PD as revealed through the analysis of two sets of baseline and exit interviews with each individual teacher as well as the analysis of particular PD sessions. According to the findings, there were mostly significant changes in what teachers attended to in the video cases and how they made sense of what they saw. In addition, there was a shift towards connecting the specifics of what they noticed in the video cases to the level or kind of student thinking as outlined in the Task Analysis Guide in Science framework. The findings are promising in terms of developing science teachers' professional vision of classroom interactions during the enactment of cognitively demanding tasks. The study findings provide implications for designing effective PD programs to support teachers' professional vision.

Kisa, Miray Tekkumru

200

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

ERIC Educational Resources Information Center

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 format consisted of graphics, text, and a combination of the two. The tasks consisted of…

Brent, Linda J. Buehner

201

Cognitive Load Theory: implications for medical education: AMEE Guide No. 86.  

PubMed

Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a "bottleneck" for learning. CLT identifies three types of cognitive load that impact WM: intrinsic load (associated with performing essential aspects of the task), extraneous load (associated with non-essential aspects of the task) and germane load (associated with the deliberate use of cognitive strategies that facilitate learning). When the cognitive load associated with a task exceeds the learner's WM capacity, performance and learning is impaired. To facilitate learning, CLT researchers have developed instructional techniques that decrease extraneous load (e.g. worked examples), titrate intrinsic load to the developmental stage of the learner (e.g. simplify task without decontextualizing) and ensure that unused WM capacity is dedicated to germane load, i.e. cognitive learning strategies. A number of instructional techniques have been empirically tested. As learners' progress, curricula must also attend to the expertise-reversal effect. Instructional techniques that facilitate learning among early learners may not help and may even interfere with learning among more advanced learners. CLT has particular relevance to medical education because many of the professional activities to be learned require the simultaneous integration of multiple and varied sets of knowledge, skills and behaviors at a specific time and place. These activities possess high "element interactivity" and therefore impose a cognitive load that may surpass the WM capacity of the learner. Applications to various medical education settings (classroom, workplace and self-directed learning) are explored. PMID:24593808

Young, John Q; Van Merrienboer, Jeroen; Durning, Steve; Ten Cate, Olle

2014-05-01

202

Identification and validation of cognitive design principles for automated generation of assembly instructions  

Microsoft Academic Search

Designing effective instructions for everyday products is challenging. One reason is that designers lack a set of design principles for producing visually comprehensible and accessible instructions. We describe an approach for identifying such design principles through experiments investigating the production, preference, and comprehension of assembly instructions for furniture. We instantiate these principles into an algorithm that automatically generates assembly instructions.

Julie Heiser; Doantam Phan; Maneesh Agrawala; Barbara Tversky; Pat Hanrahan

2004-01-01

203

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.

204

Designing simulator-based training: an approach integrating cognitive task analysis and four-component instructional design.  

PubMed

Most studies of simulator-based surgical skills training have focused on the acquisition of psychomotor skills, but surgical procedures are complex tasks requiring both psychomotor and cognitive skills. As skills training is modelled on expert performance consisting partly of unconscious automatic processes that experts are not always able to explicate, simulator developers should collaborate with educational experts and physicians in developing efficient and effective training programmes. This article presents an approach to designing simulator-based skill training comprising cognitive task analysis integrated with instructional design according to the four-component/instructional design model. This theory-driven approach is illustrated by a description of how it was used in the development of simulator-based training for the nephrostomy procedure. PMID:23088360

Tjiam, Irene M; Schout, Barbara M A; Hendrikx, Ad J M; Scherpbier, Albert J J M; Witjes, J Alfred; van Merriënboer, Jeroen J G

2012-01-01

205

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

206

Measurement of Instructional Background Indicators: Cognitive Laboratory Investigations of the Responses of Fourth and Eighth Grade Students and Teachers to Questionnaire Items.  

National Technical Information Service (NTIS)

Cognitive interviews were conducted with teachers and their students to learn how to improve National Assessment of Education Progress (NAEP) questionnaire items asking about instructional practices and teacher professional development experiences. Items ...

K. Buckner M. Huberman R. Levine

2002-01-01

207

Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning  

Microsoft Academic Search

This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed\\u000a learning. Learning tasks are defined as containing three elements: learners must (a) perform the tasks, (b) assess their task performance, and (c) select future tasks for improving their performance. Principles to manage intrinsic and extraneous load for performing learning\\u000a tasks, such as simple-to-complex ordering

Jeroen J. G. van Merriënboer; Dominique M. A. Sluijsmans

2009-01-01

208

Effect of four instructional strategies on integrated science process skill achievement of preservice elementary teachers having different cognitive development levels  

Microsoft Academic Search

Two instructors with 7 classes and 165 students were in this study. The purpose of the study was to examine the effect of\\u000a cooperative learning techniques and instruction with microcomputer-based laboratories on the achievement of preservice elementary\\u000a teachers (with different operational levels of cognitive development) in acquiring integrated science process skills and enhancing\\u000a formal thinking abilities. Cooperative learning is an

George O’Brien; Joseph Peters

1994-01-01

209

The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom  

ERIC Educational Resources Information Center

This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in college French classrooms. Forty-seven second-semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasi-experimental…

Haight, Carrie; Herron, Carol; Cole, Steven P.

2007-01-01

210

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

211

Vocational Curriculum Resources for Disdvantaged Students. A Guide to Print and Non-Print Instructional Materials. Volume III.  

ERIC Educational Resources Information Center

Volume 3 of a three-volume guide to vocational curriculum resources for disadvantaged students consists of instructional checklists for resources identified in the following areas: agriculture, auto body repair, automobile mechanics, basic math skills, basic reading skills, business education, career education, carpentry, cosmetology, custodial…

Mangano, R. Michael; And Others

212

Vocational Curriculum Resources for Disadvantaged Students. A Guide to Print and Non-Print Instructional Materials. Volume I.  

ERIC Educational Resources Information Center

Volume 1 of a three-volume guide to vocational curriculum resources for disadvantaged students consists of instructional checklists for resources identified in the following areas: agriculture, auto body repair, automobile mechanics, basic math skills, basic reading skills, business education, carpentry, cosmetology, custodial and maintenance,…

Mangano, R. Michael; And Others

213

Vocational Curriculum Resources for Disadvantaged Students. A Guide to Print and Non-Print Instructional Materials. Volume II.  

ERIC Educational Resources Information Center

Volume 2 of a three-volume guide to vocational curriculum resources for disadvantaged students consists of instructional checklists for resources identified in the following areas: agriculture, auto body repair, automobile mechanics, basic math skills, basic reading skills, business education, career education, carpentry, cosmetology, custodial…

Mangano, R. Michael; And Others

214

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.

215

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.

216

Lasting effects of instruction guided by the conflict map: Experimental study of learning about the causes of the seasons  

NSDL National Science Digital Library

This study was based on the framework of the conflict map to facilitate student conceptual learning about causes of the seasons. Instruction guided by the conflict map emphasizes not only the use of discrepant events, but also the resolution of conflict between students' alternative conceptions and scientific conceptions, using critical events or explanations and relevant perceptions and conceptions that explicate the scientific conceptions. Two ninth grade science classes in Taiwan participated in this quasi-experimental study in which one class was assigned to a traditional teaching group and the other class was assigned to a conflict map instruction treatment. Students' ideas were gathered through three interviews: the first was conducted 1 week after the instruction; the second 2 months afterward; and the third at 8 months after the treatment. Through an analysis of students' interview responses, it was revealed that many students, even after instruction, had a common alternative conception that seasons were determined by the earth's distance to the sun. However, the instruction guided by the framework of the conflict map was shown to be a potential way of changing the alternative conception and acquiring scientific understandings, especially in light of long-term observations. A detailed analysis of students' ideas across the interviews also strongly suggests that researchers as well as practicing teachers need to pay particular attention to those students who can simply recall the scientific fact without deep thinking, as these students may learn science through rote memorization and soon regress to alternative conceptions after science instruction.

Tsai, Chin-Chung; Chang, Chun-Yen

2006-06-08

217

Six Teachers' Dialogue during Cognitive Process Instruction. Technical Report No. 595.  

ERIC Educational Resources Information Center

The instruction of six teachers in a private school (Benchmark) for bright underachievers that is characterized by a strategic teaching initiative, strong instructional leadership, and collegiality was examined to characterize the nature of instructional dialogue. Lesson transcripts were coded for the presence and organization of eight…

Gaskins, Irene W.; And Others

218

WWC Review of the Report "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability." What Works Clearinghouse Single Study Review  

ERIC Educational Resources Information Center

A recent study, "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability," examined the effectiveness of "Solve It!," a program intended to improve the problem-solving skills of seventh-grade math students. During the program, students are taught cognitive strategies of…

What Works Clearinghouse, 2014

2014-01-01

219

Cognitive-Academic Language Proficiency and Language Acquisition in Bilingual Instruction--with an Outlook on a University Project in Albania.  

ERIC Educational Resources Information Center

Explores the contribution of cognitive-academic language proficiency to second language acquisition in instructional contexts, using Cummins' concepts of bilingual education. Discusses Albania's educational practices and reviews a joint project by Austrian and Albanian universities that shows how cognitive academic proficiency, along with…

Portmann-Tselikas Paul R.

2001-01-01

220

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

221

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

222

Guide to Computer Simulations of Three Adaptive Instructional Models for the Advanced Instructional System Phases II and III.  

National Technical Information Service (NTIS)

The report concludes Phases 2 and 3 of Air Force research on the application of adaptive instructional models (AIM) to individualized technical training. Phase 1 research concluded with a recommendation to employ five state-of-the-art AIMs: (1) Drill and ...

D. N. Hansen H. D. Kribs R. Tennyson S. Taylor T. James

1973-01-01

223

The Effect of Goal Instructions and Need for Cognition on Interactive Argumentation  

ERIC Educational Resources Information Center

This study examines the effect of goal instructions on students' reasoning and argumentation in an interactive context (discussing a topic on-line). Goal instructions specify the goal of a discussion. General goals (to persuade or explore) were crossed with specific goals (to generate reasons or counterarguments/rebuttals) in a 3x3 randomized…

Nussbaum, E.M.

2005-01-01

224

Cognition and Instruction: Recent Theories of Human Competence and How It Is Acquired.  

ERIC Educational Resources Information Center

This paper outlines the current state of knowledge about how intellectual competence is acquired. Implications resulting from recent changes in the psychology of learning and development are beginning to revitalize the science of learning and instruction. Four broad topics illustrate the links between instructional experiments, fundamental…

Resnick, Lauren B.

225

Research as a Guide for Improving Instruction: An Example from Light and Shadow^1  

NASA Astrophysics Data System (ADS)

The Physics Education Group at the University of Washington has been investigating student understanding of optics. Findings indicate that many students who have studied physics at the introductory level and beyond cannot apply basic concepts from geometrical optics to account for the pattern produced when an aperture is placed between a light source and a screen. Identification and analysis of student difficulties have guided the design of two curricula: one to supplement instruction in lecture-based university courses and one for the preparation of pre-college teachers.^2,3 Evidence is presented that these materials are effective when used with the target populations and that with appropriate preparation teachers can effectively adapt the materials for use in their classrooms. ^1 This work has been supported in part by the National Science Foundation. ^2 Tutorials in Introductory Physics, L.C. McDermott, P.S. Shaffer and the Physics Education Group at the University of Washington, Prentice Hall (2002). ^3 Physics by Inquiry, L.C. McDermott and the Physics Education Group at the University of Washington, Wiley (1996).

Wosilait, Karen

2003-05-01

226

Simulating naturalistic instruction: the case for a voice mediated interface for assistive technology for cognition  

Microsoft Academic Search

A variety of brain pathologies can result in difficulties performing complex behavioural sequences. Assistive technology for cognition (ATC) attempts support of complex sequences with the aim of reducing disability. Traditional ATCs are cognitively demanding to use and thus have had poor uptake. A more intuitive interface may allow ATCs to reach their potential. Insights from psychological science may be useful

Brian ONeill; Alex Gillespie

2008-01-01

227

Towards a revised cognitive psychology for new advances in learning and instruction  

Microsoft Academic Search

Cognitive psychological research has produced rich descriptions of the mental representations and processes that underlie performance in many school-related subject matter areas, making it possible to be much more precise than before in our descriptions of the outcomes of learning. Nevertheless, the epistemology of cognitive psychology has not been helpful in providing fruitful hypotheses about the environmental variables that facilitate

Stella Vosniadou

1996-01-01

228

Enhancing Instructional Efficiency of Interactive E-Learning Environments: A Cognitive Load Perspective  

ERIC Educational Resources Information Center

This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a conceptual framework of cognitive load theory. Design of efficient interactive learning environments should take into account main features and limitations of our cognitive architecture. The paper provides a brief overview of…

Kalyuga, Slava

2007-01-01

229

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

230

Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students with Learning Disabilities  

ERIC Educational Resources Information Center

The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and…

Montague, Marjorie; Enders, Craig; Dietz, Samantha

2011-01-01

231

Self-Efficacy, Self-Regulation, and Cognitive Style as Predictors of Achievement with Podcast Instruction  

ERIC Educational Resources Information Center

The purpose of this study was to investigate possible factors that may affect academic achievement when instruction is delivered via podcast. Seventeen female Communication Sciences and Disorders students participated in this exploratory study conducted in the fall of 2006. Measurements of participants' individual differences on four variables…

Hodges, Charles B.; Stackpole-Hodges, Christene L.; Cox, Kenneth M.

2008-01-01

232

Changes in the Cognitive Complexity of English Instruction: The Moderating Effects of School and Classroom Characteristics  

ERIC Educational Resources Information Center

Background/Context: A central aim of standards-based reform is to close achievement gaps by raising academic standards for all students. Rigorous standards coupled with aligned assessments will purportedly improve student opportunity to learn through high-quality, aligned instruction. After 10 years of No Child Left Behind (NCLB), the impact of…

Polikoff, Morgan S.; Struthers, Kathryn

2013-01-01

233

Interaction Effects Between Selected Cognitive Abilities and Instructional Treatment in Algebra: An ATI Study.  

ERIC Educational Resources Information Center

The purpose of this study was to confirm or deny Carry's findings in an earlier Aptitude Treatment Interaction (ATI) study by implementing his suggestions to: (1) revise instructional treatments, (2) improve the criterion measures, (3) use four predictor tests, (4) add time to criterion measure, and (5) use a theoretical model to identify relevant…

Webb, Leland F.

234

Guide to the Development and Evaluation of Community-Based Instruction.  

ERIC Educational Resources Information Center

This book chapter provides a checklist of various considerations related to the development and evaluation of community-based instruction for children with disabilities. The checklist is designed to serve as an organizational framework for persons wishing to make systematic decisions regarding the establishment of a community-based instructional

Baine, David

235

Microcomputers in Bilingual and Foreign Language Instruction: A Guide and Bibliography.  

ERIC Educational Resources Information Center

Designed to help educators use computers comfortably, effectively, and economically as classroom instructional tools, this document focuses on the use of computers for teaching English, English as a Second Language (ESL), and foreign languages. The educational implications of introducing computers into language instruction are discussed with…

Hertz, Robert

236

The Measurement of Instructional Background Indicators: Cognitive Laboratory Investigations of the Responses of Fourth and Eighth Grade Students and Teachers to Questionnaire Items. Working Paper Series.  

ERIC Educational Resources Information Center

Cognitive interviews were conducted with 12 teachers and 66 of their students to learn how to improve National Assessment of Educational Progress (NAEP) questionnaire items asking about instructional practices and teacher development experiences. Items were purposively selected from those used in the 1996 and 1998 NAEP student and teacher…

Levine, Roger; Huberman, Mette; Buckner, Kathryn

237

Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report.  

ERIC Educational Resources Information Center

Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in…

Lynch, Joanne

238

Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004  

ERIC Educational Resources Information Center

This Practice Guide is the third in a series of Institute of Education Sciences (IES) guides in education. Much of teaching is about helping students master new knowledge and skills and then helping students not to forget what they have learned. The recommendations in this practice guide are intended to provide teachers with specific strategies…

Pashler, Harold; Bain, Patrice M.; Bottge, Brian A.; Graesser, Arthur; Koedinger, Kenneth; McDaniel, Mark; Metcalfe, Janet

2007-01-01

239

Cognitive Style and Reading: Implications from Field Dependence Research for Reading Instruction.  

ERIC Educational Resources Information Center

Of all cognitive styles, field dependence/independence (FD/I) is by far the most researched and has the greatest application potential to educational problems. Briefly stated, the FD/I dimension refers to people's ability to experience and interpret their environment in terms of a global versus analytic continuum. Field dependents are likely to…

Rasinski, Timothy

240

Assessment of Higher Order Thinking Skills. Current Perspectives on Cognition, Learning and Instruction  

ERIC Educational Resources Information Center

This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and self-regulation. Fourteen…

Schraw, Gregory, Ed.; Robinson, Daniel H., Ed.

2011-01-01

241

Does Instructional Format Really Matter? Cognitive Load Theory, Multimedia and Teaching English Literature  

ERIC Educational Resources Information Center

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…

Martin, Stewart

2012-01-01

242

Cognitive Improvement of Hearing-Impaired High School Students through Instruction in Instrumental Enrichment.  

ERIC Educational Resources Information Center

Based on a set of theoretical assumptions relating to the cognitive modificability of low functioning adolescents, a program of Instrumental Enrichment was developed and implemented with 41 hearing impaired secondary students. The primary goals of Instrumental Enrichment included: (1) improving performance in spatial relations, (2) improving…

Jonas, Bruce; Martin, David S.

243

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

244

A Cognitive Perspective on Mathematics: Issues of Perception, Instruction, and Assessment  

Microsoft Academic Search

\\u000a In this paper, concerns systemic to educational theory and practice are discussed in relation to the current state of mathematics\\u000a education research and mathematics instruction. These concerns are synthesized into three general issues addressing the perception\\u000a of the discipline, the nature of schooling, and measurement models and assessment practices. Potential solutions to these\\u000a issues are offered.

Patricia A. Alexander

245

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

Microsoft Academic Search

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

Luisa Dall'Acqua

2010-01-01

246

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

247

Indian River County Environmental Education Instructional Guide. Language Arts and Social Studies, Sixth Grade.  

ERIC Educational Resources Information Center

The guide is one in a series for teachers, students, and community members to help them utilize community resources in developing and teaching environmental concepts, responsibility, and problem solving. This particular guide focuses on social studies and language arts aspects of environmental education for sixth graders. Background information…

Florida State Dept. of Education, Tallahassee.

248

From Incarceration to Productive Lifestyle. Making the Transition: An Instructional Guide for Incarcerated Youth Education.  

ERIC Educational Resources Information Center

This guide, which is intended for instructors of incarcerated youth, contains materials for use in helping incarcerated youth make the transition from incarceration to a productive life. Presented first are an overview of the project during which the guide was developed and a brief history of educational programming for incarcerated youth in New…

Hudson River Center for Program Development, Glenmont, NY.

249

Vocational Education Curriculum Specialist (VECS). Module 9: Testing Instructional Objectives. Study Guide. (Teaching/Learning Module).  

ERIC Educational Resources Information Center

One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

250

The mysterious atmosphere of the Earth. ATLAS: Instruction guide with activities  

NASA Astrophysics Data System (ADS)

This teacher's guide presents lesson plans addressing various aspects of atmospheric physics and chemistry; the interactions between land, air, and sea; air pollution; and the mechanisms of climate change. The science concepts in this guide have been designed to complement the middle school curriculum. However, many activities can be used with younger or older students.

251

The mysterious atmosphere of the Earth. ATLAS: Instruction guide with activities  

NASA Technical Reports Server (NTRS)

This teacher's guide presents lesson plans addressing various aspects of atmospheric physics and chemistry; the interactions between land, air, and sea; air pollution; and the mechanisms of climate change. The science concepts in this guide have been designed to complement the middle school curriculum. However, many activities can be used with younger or older students.

1993-01-01

252

The Guided Reading Kidstation Model: Making Instruction Meaningful for the Whole Class  

ERIC Educational Resources Information Center

This book will help teachers address how to manage guided reading groups with the Guided Reading Kidstation Model, a model that focuses on meeting students' diverse needs and ensuring student accountability. Activities within the model are based on the Standards for the English Language Arts and are appropriate for use with the variety of students…

Guastello, E. Francine; Lenz, Claire R.

2007-01-01

253

Cognitive-behavioral guided self-help for eating disorders: effectiveness and scalability.  

PubMed

Given the well-documented shortage of cognitive-behavioral therapy (CBT) for eating disorders, there is a compelling need for advances in dissemination. Guided self-help based on cognitive-behavioral principles (CBTgsh) provides a robust means of improving implementation and scalability of evidence-based treatment for eating disorders. It is a brief, cost-effective treatment that can be implemented by a wide range of mental health providers, including non-specialists, via face-to-face contact and internet-based technology. Controlled studies have shown that CBTgsh can be an effective treatment for binge eating disorder and bulimia nervosa, although it is contraindicated for anorexia nervosa. Several studies have shown that CBTgsh can be as effective as more complex specialty therapies and that it is not necessarily contraindicated for patients with comorbid conditions. Mental health providers with relatively minimal professional credentials have in some studies obtained results comparable to specialized clinicians. Establishing the nature of optimal "guidance" in CBTgsh and the level of expertise and training required for effective implementation is a research priority. Existing manuals used in CBTgsh are outdated and can be improved by incorporating the principles of enhanced transdiagnostic CBT. Obstacles to wider adoption of CBTgsh are identified. PMID:22504491

Wilson, G Terence; Zandberg, Laurie J

2012-06-01

254

Basic River Canoeing: Complete Instructional Guide to Whitewater Canoeing. The New Edition.  

ERIC Educational Resources Information Center

From its beginnings, river canoeing in the United States has grown enormously. New equipment, materials, and techniques have advanced the capabilities of boaters. This handbook explains the techniques of whitewater canoeing, with concise instructions and clear illustrations, for a safe introduction to the sport. Oriented to the open two-person…

McNair, Robert E.; And Others

255

Using Standardized Test Data To Guide Instruction and Intervention. ERIC Digest.  

ERIC Educational Resources Information Center

This Digest addresses two ways that classroom teachers can use the results of standardized tests: (1) to revise instruction for entire classes or courses; and (2) to develop specific intervention strategies for individual students. Test publishing companies typically provide classroom-level reports to enable teachers to see how a group of students…

Mertler, Craig A.

256

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.

257

EQUIPping Teachers: A Protocol to Guide and Improve Inquiry-Based Instruction  

ERIC Educational Resources Information Center

For many years, publications such as the "National Science Education Standards" (NRC 1996) and "The Science Teacher" (TST) have encouraged teachers to focus science classes more heavily on inquiry-based instructional practice. One way to improve our teaching practice is to use a benchmark assessment to obtain a solid point of reference that…

Marshall, Jeff; Horton, Robert; White, Chris

2009-01-01

258

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 in…

Mulvihill, Allie Mooney; And Others

259

Integrating Language and Content Instruction: A Framework to Guide Cross-Disciplinary Team Teaching.  

ERIC Educational Resources Information Center

An approach to integrating classroom instruction of subject area content and a second language is outlined. In the integrated classroom, teams of language and content specialists bring their expertise to course planning, teaching, and assessment, and work together in the same classroom for each session. The approach was constructed by drawing on…

Stewart, Timothy

260

Web-Based Instruction in Higher Education: An Annotated Bibliography and Resource Guide.  

ERIC Educational Resources Information Center

This bibliography is a selection of recent documents and journal articles, most of which are in the Educational Resources Information Center (ERIC) database, that address major issues and summarize current research on Web-based instruction in higher education. These resources were selected from materials published between 1999 and 2002, with an…

Wood, Patricia, Comp.

261

A GUIDE FOR PREPARING COURSES OF INSTRUCTION IN VOCATIONAL AGRICULTURE IN MICHIGAN.  

ERIC Educational Resources Information Center

THE MAJOR OBJECTIVES OF THIS DOCUMENT ARE TO ASSIST VOCATIONAL AGRICULTURE TEACHERS IN DEVELOPING COURSES OF INSTRUCTION DESIGNED TO MEET THE NEEDS OF PERSONS PREPARING FOR GAINFUL EMPLOYMENT IN AGRICULTURE, AND TO HELP THOSE CURRENTLY EMPLOYED IN AGRICULTURE WHO WISH TO IMPROVE AND ADVANCE IN THEIR OCCUPATION. A CHART SHOWING A FLEXIBLE 4-YEAR…

Michigan State Dept. of Public Instruction, Lansing. Div. of Vocational Education.

262

An Instructional Guide for Reducing the Stress of Hearing Parents of Hearing-Impaired Children.  

ERIC Educational Resources Information Center

Twenty-four parents of hearing-impaired children (aged 2-12) participated in a self-instructional program to reduce stress. Participating parents reported no significant decreases in stress levels relative to control subjects (n=26). Parents' perceptions of child misbehavior revealed that the incidence of child misbehavior decreased for…

Adams, John W.; Tidwell, Romeria

1989-01-01

263

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

264

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

265

A Survey of Reading Instruction: Right to Read, ICG (Individually Guided Education), and Traditionally Organized Schools.  

ERIC Educational Resources Information Center

The purpose of this survey was to determine the effect of the Right to Read program on classroom practice during reading instruction and on elementary school teachers' expressed needs for graduate work in reading. A questionnaire was sent to teachers in the twenty-two Phase I Right to Read schools in Minnesota; it was also sent to teachers in…

Askov, Eunice N.; Mergens, James

266

Dueling Models of Dual Language Instruction: A Critical Review of the Literature and Program Implementation Guide.  

ERIC Educational Resources Information Center

Describes dual language instruction models, and presents a paradigm for examining congruence among theoretical models, teacher beliefs, and actual classroom practices to determine program effectiveness. Examples illustrate implementation pitfalls. Analysis of Proposition 227 finds it to be a decontextualized procedural model; it has an incoherent…

Mora, Jill Kerper; Wink, Joan; Wink, Dawn

2001-01-01

267

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

ERIC Educational Resources Information Center

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

Domenech-Betoret, Fernando

2013-01-01

268

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

269

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.

270

A Guide to Bilingual Instructional Materials for Speakers of Asian and Pacific Island Languages  

ERIC Educational Resources Information Center

The lack of bilingual instructional materials is acute for speakers of Asian and Pacific Island languages. Mathematics and science materials are virtually nonexistent. Social studies materials must be expanded from their present supplementary forms. Language materials must be revised to provide students a practical, working fluency in the non…

Hayashibara, Phyllis J. Kimura

1978-01-01

271

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment  

PubMed Central

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.

Stone, Elisa M.

2014-01-01

272

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

273

Using Informal Resources in Child Protective Services: A Self-Instructional Guide.  

National Technical Information Service (NTIS)

The training guide provides practice skills for serving Child Protective Services (CPS) families effectively through intervention and the use of resources in the community especially informal resources. Units cover the following topics: understanding info...

J. W. Bertsche F. W. Clark M. J. Iversen

1982-01-01

274

Teaching Company Research: Step-by-Step Instructions for Guiding Students through a Library Assignment.  

ERIC Educational Resources Information Center

Provides a step-by-step guide for teaching business communication students how to research public and private companies. Presents a sample assignment that provides a context for practicing these research skills. (SR)

Kaiser, Paula R.; Levinson, Catherine K.

1994-01-01

275

Can we use the processes of physics to guide physics instruction?  

Microsoft Academic Search

Abstract Educational studies indicate that students accept all knowledge as “facts,” without understanding how it was constructed. This paper describes one of the ways in which physics knowledge is constructed and organized by physicists, and suggests how toreplicate these construction processes and this organization in physics,instruction. It offers a way,to help students learn physics through answering,the question “what is it

E. Etkina

276

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

PubMed Central

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. We present empirical data from 392 families of 7th graders of Mexican and European ancestry to predict whether adolescents seek mothers, co-resident fathers, and other sources and provide directions for subsequent research.

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

2013-01-01

277

Plant Operations for Wastewater Facilities, Vol. II, Part E. 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

278

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

279

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

280

Plant Operations for Wastewater Facilities, Vol. II, Part B. 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

281

Plant Operations for Wastewater Facilities, Vol. II, Part D. 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

282

Impact of Cognitive-Based Instructional Intervention on Learning Motivation: The Implementation of Student-Made Glossary in a Programming-Oriented Engineering Problem-Solving Course and Its Impact on Learning Motivation  

ERIC Educational Resources Information Center

This article describes the purpose, development, and implementation of a cognitive-based instructional intervention and its impact on learning motivation. The study was conducted in a programming-based problemsolving course for first-year engineering students. The results suggest that the instructional intervention developed based on the…

Huang, David Wenhao; Aagard, Hans; Diefes-Dux, Heidi

2004-01-01

283

Metal Trades Modules. Vocational Behavioral Objectives: A Guide for Individualizing Instruction.  

ERIC Educational Resources Information Center

The curriculum guide focuses on the metal trades area 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 two skill modules, sheetmetal working and welding, the objectives presented are designed to be compatible with…

Westinghouse Learning Corp., New York, NY.

284

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.

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

Comparison of Meaning and Graphophonemic Feedback Strategies for Guided Reading Instruction of Children with Language Delays  

ERIC Educational Resources Information Center

Purpose: Guided reading is a common practice recommended for children in the early stages of literacy development. While experts agree that oral reading facilitates literacy skills, controversy exists concerning which corrective feedback strategies are most effective. The purpose of this study was to compare feedback procedures stemming from 2…

Kouri, Theresa A.; Selle, Carrie A.; Riley, Sarah A.

2006-01-01

287

A Model Curriculum and Teaching Guide for the Instruction of the Homemaker-Home Health Aide.  

ERIC Educational Resources Information Center

The purpose of this model curriculum and teaching guide is to assist agencies, educational institutions, and other groups to plan, organize, and provide the initial training needed by homemaker-home health aides. Persons aged 35-60 are considered most desirable as trainees, but indication of maturity is more appropriate as a criterion. Based on…

National Council for Homemaker-Home Health Aide Services, New York, NY.

288

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.

289

Units of Instruction for Office Duplication Practices. Volume II. [Teacher's Guide]. Second Edition.  

ERIC Educational Resources Information Center

Fifteen units on office duplication practices are presented in this teacher's guide. The unit topics include the following: consumer mathematics, stock record control, paper characteristics and classification, immovable carriage typewriter, using the manual typewriter, written communications, clerical recordkeeping, petty cash, supplementary…

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

290

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

291

LIM-G: Learner-Initiating Instruction Model Based on Cognitive Knowledge for Geometry Word Problem Comprehension  

ERIC Educational Resources Information Center

Computer-assisted instruction systems have been broadly applied to help students solve math word problem. The majority of such systems, which are based on an instructor-initiating instruction strategy, provide pre-designed problems for the learners. When learners are asked to solve a word problem, the system will instruct the learners what to do.…

Wong, Wing-Kwong; Hsu, Sheng-Cheng; Wu, Shih-Hung; Lee, Cheng-Wei; Hsu, Wen-Lian

2007-01-01

292

Modeling Instruction Program  

NSDL National Science Digital Library

Arizona State University's modeling instruction and software development research. This approach to reform of curriculum design and teaching methodology has been guided by a Modeling Theory of Physics Instruction.

Hestenes, David

2003-10-10

293

A User's Guide to AMR1D: An Instructional Adaptive Mesh Refinement Code for Unstructured Grids  

NASA Technical Reports Server (NTRS)

This report documents the code AMR1D, which is currently posted on the World Wide Web (http://sdcd.gsfc.nasa.gov/ESS/exchange/contrib/de-fainchtein/adaptive _mesh_refinement.html). AMR1D is a one-dimensional finite element fluid-dynamics solver, capable of adaptive mesh refinement (AMR). It was written as an instructional tool for AMR on unstructured mesh codes. It is meant to illustrate the minimum requirements for AMR on more than one dimension. For that purpose, it uses the same type of data structure that would be necessary on a two-dimensional AMR code (loosely following the algorithm described by Lohner).

deFainchtein, Rosalinda

1996-01-01

294

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

PubMed Central

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 process and highlighted the importance of balancing the fidelity and cultural relevance of evidence-based treatment when disseminating it across diverse racial/ethnic groups.

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

2013-01-01

295

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

296

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

297

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

298

Coming to see objects of knowledge: Guiding student conceptualization through teacher embodied instruction in a robotics programming class  

NASA Astrophysics Data System (ADS)

This thesis explores the questions of how a teacher guides students to see concepts, and the role of gesture and gesture viewpoints in mediating the process of guidance. To examine these questions, two sociocultural theoretical frameworks--Radford's cultural-semiotic theory of knowledge objectification (e.g., 2003), and Goldman's Points of Viewing theory (e.g., 2007)--were applied to conduct a microanalytic, explanatory case study of the instructional activity of an exemplary teacher and his students in a middle school robotics programming class. According to Radford, students acquire concepts as they draw upon semiotic resources such as language and gesture to generalize and objectify initially concrete perceptions and actions. I applied Radford's framework to explain the mediations that a teacher might enact in guiding students to objectify and see concepts. Furthermore, I focused on gesture as semiotic means because of emergent research on gesture's role in communicating the visuospatial imagery that underlies math/ scientific concepts. I extended the view of gestures to the viewpoints constructed in gesture, and applied Goldman's theory to explain how perspectives might be actively constructed and shared in the process of guiding student conceptualization. Data was collected over a semester through participant observation, field notes, teacher and student interviews, and reviews of artifacts. Multimodal microanalyses were conducted on video data from eight class sessions. The findings provide confirmations and some disconfirmations about the applicability of Radford's and Goldman's theories for explaining a teacher's process of guiding student conceptualization. Notably, some of Radford's notions about de-contextualization and symbolic generalizations were not confirmed. Overall, the findings are summarized through three themes including, grounding, and perceptual organizers as two ways that gesture and other means served to both index and identify action-perception schemes for bridging to the symbolic level of programming concepts and conceptual structures. A third theme of iteration, shifting, and layering described the quality of the teacher's process, and the importance of constructing shifting and multiple viewpoints in gesture and speech, as Goldman's theory proposed. Finally, implications for designing educational applications that draw upon gesture as mediational means are discussed.

Kwah, Helen

299

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

300

Guided Self-Help Cognitive Behavioural Therapy for Depression in Primary Care: A Randomised Controlled Trial  

PubMed Central

Background Access to Cognitive behavioural therapy (CBT) for depression is limited. One solution is CBT self-help books. Trial Objectives: To assess the impact of a guided self-help CBT book (GSH-CBT) on mood, compared to treatment as usual (TAU). Hypotheses:GSH-CBT will have improved mood and knowledge of the causes and treatment of depression compared to the control receiving TAUGuided self-help will be acceptable to patients and staff. Methods and Findings Participants: Adults attending seven general practices in Glasgow, UK with a BDI-II score of ?14. 141 randomised to GSH-CBT and 140 to TAU. Interventions: RCT comparing ‘Overcoming Depression: A Five Areas Approach’ book plus 3–4 short face to face support appointments totalling up to 2 hours of guided support, compared with general practitioner TAU. Primary outcome: The BDI (II) score at 4 months. Numbers analysed: 281 at baseline, 203 at 4 months (primary outcome), 117 at 12 months. Outcome: Mean BDI-II scores were lower in the GSH-CBT group at 4 months by 5.3 points (2.6 to 7.9, p<0.001). At 4 and 12 months there were also significantly higher proportions of participants achieving a 50% reduction in BDI-II in the GSH-CBT arm. The mean support was 2 sessions with 42.7 minutes for session 1, 41.4 minutes for session 2 and 40.2 minutes of support for session 3. Adverse effects/Harms: Significantly less deterioration in mood in GSH-CBT (2.0% compared to 9.8% in the TAU group for BDI—II category change). Limitations Weaknesses: Our follow-up rate of 72.2% at 4 months is better than predicted but is poorer at 12 months (41.6%). In the GSH-CBT arm, around 50% of people attended 2 or fewer sessions. 22% failed to take up treatment. Conclusions GSH-CBT is substantially more effective than TAU. Trial Registration Controlled-Trials.com ISRCTN13475030

Williams, Christopher; Wilson, Philip; Morrison, Jill; McMahon, Alex; Andrew, Walker; Allan, Lesley; McConnachie, Alex; McNeill, Yvonne; Tansey, Louise

2013-01-01

301

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

PubMed Central

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 Maintenance Organization setting over a 12-week period by masters level interventionists, is more effective than treatment as usual (TAU). Method In all, 123 individuals (mean age = 37.2, 91.9% female, 96.7% non-Hispanic White) were randomized, including 10.6% with bulimia nervosa (BN), 48% with Binge Eating Disorder (BED), and 41.4% with recurrent binge eating in the absence of BN or BED. Baseline, post-treatment, and 6- and 12 month follow-up data were used in intent-to-treat analyses. At 12-month follow-up, CBT-GSH resulted in greater abstinence from binge eating (64.2%) than TAU (44.6%, Number Needed to Treat = 5), as measured by the Eating Disorder Examination (EDE, Fairburn & Cooper, 1993). Secondary outcomes reflected greater improvements in the CBT-GSH group in dietary restraint (d = .30), eating-, shape-, and weight concern (d’s = .54, 1.01, .49) (measured by the EDE-Questionnaire, respectively, Fairburn & Beglin, 2008), depression (d = .56) (Beck Depression Inventory, Beck, Steer, & Garbin, 1988), and social adjustment (d = .58) (Work and Social Adjustment Scale, Mundt, Marks, Shear, & Greist, 2002), but not weight change. Conclusions CBT-GSH is a viable first-line treatment option for the majority of patients with recurrent binge eating who do not meet diagnostic criteria for BN or anorexia nervosa.

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

2010-01-01

302

Effects of tactual and kinesthetic instructional resources on simple recall and higher-level cognitive science achievement and attitudes toward science of third-grade suburban students  

NASA Astrophysics Data System (ADS)

This researcher investigated the effects of tactual and kinesthetic instructional resources on the simple recall and higher-level cognitive science achievement and attitudes toward science of third-grade suburban students in a northern New Jersey school district. The Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1996) was administered to ascertain the identity of the learning-style perceptual preferences of all 59 third-graders who completed the three science units. Each of the three classes was presented two science units using learning-style instructional resources; one science unit was taught using traditional methods. All three science units were completed in a six-week period. Students were administered a pretest and posttest for each science unit and the Semantic Differential Scale (Pizzo, 1981) at the conclusion of each science unit. Analysis of variance (ANOVA) assessed the effects of treatments and attitudes toward science. The statistical analysis of this study revealed a significant difference (p < 0.0001) between students' simple recall science achievement posttest scores when taught tactually and/or kinesthetically compared to when they were taught science traditionally. Furthermore, the Contingency Table analysis, using Fisher's Exact Test indicated a significant difference (p = 0.00008) between the higher-level cognitive science achievement posttest scores when students are taught science tactually and/or kinesthetically compared to when they are taught science traditionally. The findings of this study supported the view when tactual and/or kinesthetic methods were employed, higher achievement gains were realized for simple recall and higher-level cognitive science achievement. Further recommendations called for a reexamination of science instructional methods employed in our elementary classroom.

Searson, Robert Francis

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

Intelligent Educational Systems for Anchored Instruction?  

ERIC Educational Resources Information Center

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

Kumar, David D.

1995-01-01

305

Questions in Instructional Materials.  

ERIC Educational Resources Information Center

This guide for the instructional development team provides an understanding of the educational value of using questions in instructional training materials. It also shows examples and illustrations for incorporating questions into instructional materials (print and video) produced by the Shipyard Training Modernization Program. Background…

Usova, George M.; Casteen, Dennis

306

Distributed Cognition Minicourse: An Instructional Intervention to Improve the Effectiveness of One-Day Environmental Education Camps  

ERIC Educational Resources Information Center

This study evaluated the effectiveness of a distributed cognition hybrid minicourse in increasing a 1-day camp's ability to effect long-term knowledge retention and pro-environment attitudes and behaviors in sixth graders. The preevent-postevent minicourse was designed to reduce cognitive overload generated by an intense immersion into the…

Broyles, Iris A.

2011-01-01

307

Scaffolding for Online Learning Environments: Instructional Design Strategies that Provide Online Learner Support.  

ERIC Educational Resources Information Center

Discusses strategies that can guide the design of online instructional environments that embed scaffolding elements, based on the fields of educational technology and cognitive psychology. Includes organization and presentation of information that facilitate perpetual attention and information processing; articulating tacit knowledge of experts;…

Schutt, Maria

2003-01-01

308

Using the MATRICS to guide development of a preclinical cognitive test battery for research in schizophrenia  

PubMed Central

Cognitive deficits in schizophrenia are among the core symptoms of the disease, correlate with functional outcome, and are not well treated with current antipsychotic therapies. In order to bring together academic, industrial, and governmental bodies to address this great ‘unmet therapeutic need’, the NIMH sponsored the Measurement and Treatment Research to Improve Cognition in Schizophrenia (MATRICS) initiative. Through careful factor analysis and consensus of expert opinion, MATRICS identified seven domains of cognition that are deficient in schizophrenia (attention/vigilance, working memory, reasoning and problem solving, processing speed, visual learning and memory, verbal learning and memory, and social cognition) and recommended a specific neuropsychological test battery to probe these domains. In order to move the field forward and outline an approach for translational research, there is a need for a “preclinical MATRICS” to develop a rodent test battery that is appropriate for drug development. In this review, we outline such an approach and review current rodent tasks that target these seven domains of cognition. The rodent tasks are discussed in terms of their validity for probing each cognitive domain as well as a brief overview of the pharmacology and manipulations relevant to schizophrenia for each task.

YOUNG, Jared W; POWELL, Susan; RISBROUGH, Victoria; MARSTON, Hugh M; GEYER, Mark A

2009-01-01

309

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.

310

The Effects of Spatial Visualization Ability and Graphical Navigational Aids on Cognitive Load and Learning from Web-Based Instruction  

ERIC Educational Resources Information Center

This study contributes to research investigating the effects of individual differences and online instructional design on learning. Learning performance was compared across three hypertext formats incorporating different navigational aids. The hierarchical map represented the physical structure of the hypertext in one condition, while the network…

Morozov, Andrew

2009-01-01

311

An Analysis of Instructional Design Conditions Using E-Books for E-Learning: Community College Students' Cognitive Load Perspectives  

ERIC Educational Resources Information Center

Universities are trending towards displacing traditional printed textbooks (p-books) with electronic textbooks (e-books), even though an incomplete body of knowledge exists about the learning value of using e-books as instructional materials. As a result, this dissertation study was conducted to determine if digital textbooks are as…

Taylor, Sharon A.

2011-01-01

312

Semantics in Philosophy and Cognitive Neuroscience: The Open Instruction Theory of Attitude Report Sentences, Descriptions, and the Necker Cube  

ERIC Educational Resources Information Center

The dissertation presents a theory of semantics and pragmatics for both language and vision. I focus on sentences including proper names, descriptions, and attitude report verbs, and on the Necker cube. I propose the Open Instruction Theory (OIT), according to which the linguistic meaning of a sentence and the semantic contribution of visual…

Koralus, Philipp Elias

2010-01-01

313

VARIATIONS IN INSTRUCTIONAL MEDIA, PROCESSES, CONTENT AND APTITUDE VARIABLES IN RELATION TO EFFICIENCY OF COGNITIVE GOAL ATTAINMENT, VOLUME 3.  

ERIC Educational Resources Information Center

THE REPORTS UNDER ACCESSION NUMBERS ED 003 239 AND ED 003 240 ARE SUPPLEMENTED BY THIS DOCUMENT. THREE APPENDIXES ARE INCLUDED. THE FIRST SHOWS INTERCORRELATIONS AND FACTOR LOADINGS FOR 27 MEASURES USED IN A STUDY OF SYMBOLIC LOGIC. THE SECOND PROVIDES THREE PROGRAMED INSTRUCTIONAL BOOKLETS IN THE FIELD OF STATISTICS FOR GRADUATE COLLEGE STUDENTS…

FATTU, N.A.

314

DESIGN CRAFT, INSTRUCTIONAL GUIDE.  

ERIC Educational Resources Information Center

DESIGN AND CRAFTMANSHIP ARE INSEPARABLE, AND IN AN ART PROGRAM, AREAS OF CRAFT SHOULD BE TAUGHT WITH SERIOUS ATTENTION TO HIGH STANDARDS OF DESIGN. DESIGN CRAFT IS A COURSE DEMANDING TEACHER VERSATILITY. PLANNING SHOULD BE GEARED TO HELP TEACHERS SUPPLEMENT THEIR SPECIALIZED KNOWLEDGE AND TO ASSURE THE WIDEST POSSIBLE APPLICATION OF DESIGN CRAFT…

Los Angeles City Schools, CA.

315

Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011  

ERIC Educational Resources Information Center

This Practice Guide is the first in a series of the Institute of Education Sciences (IES) guides in education that are developed by a panel of experts. The guides are intended to bring the best available evidence and expertise to bear on the types of systemic challenges that cannot currently be addressed by single intervention or programs. This…

Gersten, Russell; Baker, Scott K.; Shanahan, Timothy; Linan-Thompson, Sylvia; Collins, Penny; Scarcella, Robin

2007-01-01

316

The Teacher's Guide to Diversity: Building a Knowledge Base. Volume I: Human Development, Culture, and Cognition  

ERIC Educational Resources Information Center

What are the reigning theories of human development and cognition? How are human development and culture related? How does identity development intersect with achievement motivation? What is intelligence? How can our knowledge of human development inform our work as educators working with an increasingly diverse student population? What is known…

Trumbull, Elise; Pacheco, Maria

2005-01-01

317

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

318

THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN. MANUAL OF INSTRUCTIONS FOR ADMINISTERING AND SCORING EDUCATIONAL ATTITUDE SURVEY.  

ERIC Educational Resources Information Center

THIS MANUAL DESCRIBES MEASURES USED IN "THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN" PROJECT AT THE UNIVERSITY OF CHICAGO. THE SAMPLE FOR THE STUDY CONSISTED OF 163 NEGRO MOTHER-CHILD PAIRS SELECTED FROM 3 SOCIOECONOMIC CLASSES BASED ON THE FATHER'S OCCUPATION AND THE PARENTS' EDUCATION. A FOURTH GROUP INCLUDED FATHER-ABSENT FAMILIES.…

HESS, ROBERT D.; AND OTHERS

319

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

320

How does high stakes testing influence teachers' classroom instruction?: Institutional pressures and classroom instruction  

NASA Astrophysics Data System (ADS)

This study examined how a total of eight math and science elementary school teachers changed their classroom instruction in response to high stakes and low stakes testing in one school district. The district introduced new assessment in the school year of 2005--06 to meet the requirement set forth by the No Child Left Behind Act (NCLB)---that the assessment should be aligned with the state academic standards. I conducted interviews with teachers and school administrators at two elementary schools, district officials, and a representative of a non-profit organization during the school year 2007--08 to examine how the new assessment introduced in 2005--06 had shaped classroom instruction. Concepts from New Institutional Theory and cognitive approaches to policy implementation guided the design of this study. This study focused on how materials and activities associated with high stakes testing promoted ideas about good instruction, and how these ideas were carried to teachers. The study examined how teachers received messages about instruction and how they responded to the messages. The study found that high stakes testing influenced teachers' classroom instruction more than low stakes testing; however, the instructional changes teachers made in response to state testing was at the content level. The teachers' instructional strategies did not change. The teachers' instructional changes varied with the degree of implementation of existing math curriculum and with the degree of support they received in understanding the meaning of assessment results. The study concluded that, among the six teachers I studied, high stakes testing was not a sufficient intervention for changing teachers' instructional strategies. The study also addressed the challenges of aligning instructional messages across assessment, standards, and curriculum.

Yamashita, Mika Yoder

321

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

322

Feasibility of guided cognitive behaviour therapy (CBT) self-help for childhood anxiety disorders in primary care  

PubMed Central

Anxiety disorders in childhood are common, disabling and run a chronic course. Cognitive behaviour therapy (CBT) is effective but expensive and trained therapists are scarce. Guided self?help treatments may be a means of widening access to treatment. This study aimed to examine the feasibility of guided CBT self?help in primary care for childhood anxiety disorders, specifically in terms of therapist adherence, patient and therapist satisfaction and clinical gain. Participants were children aged between five and 12 years referred to two primary child and adolescent mental health services (PCAMHSs) in Oxfordshire, UK, who met diagnostic criteria for a primary anxiety disorder. Of the 52 eligible children, 41 anxious children were assessed for anxiety severity and interference before and after receiving CBT self?help delivered via a parent (total therapy time = five hours) by primary mental health workers (PMHWs). Therapy sessions were rated for treatment adherence and parents and PMHWs completed satisfaction questionnaires after treatment completion. Over 80% of therapy sessions were rated at a high level of treatment adherence. Parents and PMHWs reported high satisfaction with the treatment. Sixty?one percent of the children assessed no longer met the criteria for their primary anxiety disorder diagnosis following treatment, and 76% were rated as ‘much’/‘very much’ improved on the Clinical Global Impression–Improvement (CGI–I) scale. There were significant reductions on parent and child report measures of anxiety symptoms, interference and depression. Preliminary exploration indicated that parental anxiety was associated with child treatment outcome. The findings suggest that guided CBT self?help represents a promising treatment for childhood anxiety in primary care.

2010-01-01

323

Feasibility of guided cognitive behaviour therapy (CBT) self-help for childhood anxiety disorders in primary care.  

PubMed

Anxiety disorders in childhood are common, disabling and run a chronic course. Cognitive behaviour therapy (CBT) is effective but expensive and trained therapists are scarce. Guided self-help treatments may be a means of widening access to treatment. This study aimed to examine the feasibility of guided CBT self-help in primary care for childhood anxiety disorders, specifically in terms of therapist adherence, patient and therapist satisfaction and clinical gain.Participants were children aged between five and 12 years referred to two primary child and adolescent mental health services (PCAMHSs) in Oxfordshire, UK, who met diagnostic criteria for a primary anxiety disorder. Of the 52 eligible children, 41 anxious children were assessed for anxiety severity and interference before and after receiving CBT self-help delivered via a parent (total therapy time = five hours) by primary mental health workers (PMHWs). Therapy sessions were rated for treatment adherence and parents and PMHWs completed satisfaction questionnaires after treatment completion. Over 80% of therapy sessions were rated at a high level of treatment adherence. Parents and PMHWs reported high satisfaction with the treatment. Sixty-one percent of the children assessed no longer met the criteria for their primary anxiety disorder diagnosis following treatment, and 76% were rated as 'much'/'very much' improved on the Clinical Global Impression-Improvement (CGI-I) scale. There were significant reductions on parent and child report measures of anxiety symptoms, interference and depression. Preliminary exploration indicated that parental anxiety was associated with child treatment outcome. The findings suggest that guided CBT self-help represents a promising treatment for childhood anxiety in primary care. PMID:22477922

Creswell, Cathy; Hentges, Francoise; Parkinson, Monika; Sheffield, Paul; Willetts, Lucy; Cooper, Peter

2010-03-01

324

Vocational Education Curriculum Specialist (VECS). Module 6: Selecting Instructional Strategies for Vocational Education. Study Guide. (Teaching/Learning Module).  

ERIC Educational Resources Information Center

One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

325

Vocational Education Curriculum Specialist (VECS). Module 7: Derivation and Specification of Instructional Objectives. Study Guide. (Teaching/Learning Module).  

ERIC Educational Resources Information Center

One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

326

Vocational Education Curriculum Specialist (VECS). Module 8: Development of Instructional Materials. Study Guide. (Teaching/Learning Module).  

ERIC Educational Resources Information Center

One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classrooom settings. The guide

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

327

Units of Instruction for Vocational Office Education. Volume 1. Filing, Office Machines, and General Office Clerical Occupations. Teacher's Guide.  

ERIC Educational Resources Information Center

Nineteen units on filing, office machines, and general office clerical occupations are presented in this teacher's guide. The unit topics include indexing, alphabetizing, and filing (e.g., business names); labeling and positioning file folders and guides; establishing a correspondence filing system; utilizing charge-out and follow-up file systems;…

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

328

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment  

ERIC Educational Resources Information Center

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific…

Stone, Elisa M.

2014-01-01

329

Modeling Instruction Program  

NSDL National Science Digital Library

Created by David Hestenes of Arizona State University's modeling instruction and software development research, this site is an approach to reform of curriculum design and teaching methodology has been guided by a Modeling Theory of Physics Instruction. In addition, the site also provides modeling instructions for biology, chemistry and physical science. External links are provided under the heading "Opportunities for Professional Growth." These allow teachers the opportunity for explore workshops and other programs which can help enhance their teaching/curriculum.

Hestenes, David; Jackson, Jane

2009-04-20

330

Proceedings Instructions for Authors  

Microsoft Academic Search

Instructions for preparing papers for the 5th SEACOMP are presented. They are intended to guide the authors in preparing the electronic version of their paper. Only papers prepared according to these instructions will be published in the Proceedings. Provide an abstract of your paper no longer than 400 words.

A. B. Authorsurname; C. Coauthorsurname

331

Diagnostic Assessment in Instruction.  

ERIC Educational Resources Information Center

Describes an experimental program of interactive assessment and instruction called GUIDES to Learning and Instruction, which is designed for use in college level remedial and developmental programs in writing, reading, and study skills. Highlights include microcomputer administration of measurement; response formats; feedback; validity for…

Forehand, Garlie A.; Rice, Myrtle W.

1988-01-01

332

Differentiating in Number & Operations: A Guide for Ongoing Assessment, Grouping Students, Targeting Instruction, and Adjusting Levels of Cognitive Demand  

ERIC Educational Resources Information Center

Differentiating is good teaching. As a math intervention tool, it's power packed. And as a math acceleration instrument it's unbeatable. And differentiation doesn't have to be difficult. Not with "Differentiation in Number & Operations and the Other Math Content Standards, PreK-Grade 2". The author's five-volume series shows you easy and effective…

Taylor-Cox, Jennifer

2008-01-01

333

A Case Study of Principal Leadership in Guiding School and Classroom Instructional Practices in an Urban School of Diversity  

ERIC Educational Resources Information Center

This study seeks to explore the leadership practices of the principal in a high performing urban school of diversity. Generally speaking, instructional leader effectiveness is often dependent upon the school leader's ability to create an environment where strong professional collaboration, frequent dialogue, and shared norms exist for improving…

Flamini, Richard V.

2010-01-01

334

Converging Reform "Theories" in Urban Middle Schools: District-Guided Instructional Improvement in Small Schools of Choice  

ERIC Educational Resources Information Center

Purpose/Objective/Research Question/Focus of Study: The purpose of the paper is to explore an instructive case in which two potentially opposed reform theories converge on schools, in order to understand how productively or unproductively the two theories coexist. We attempt to answer the following questions: Can these two reform theories coexist,…

Gallucci, Chrysan; Knapp, Michael S.; Markholt, Anneke; Ort, Suzanne

2007-01-01

335

Effect of audio instruction on tracking errors using a four-dimensional image-guided radiotherapy system.  

PubMed

The Vero4DRT (MHI-TM2000) is capable of performing X-ray image-based tracking (X-ray Tracking) that directly tracks the target or fiducial markers under continuous kV X-ray imaging. Previously, we have shown that irregular respiratory patterns increased X-ray Tracking errors. Thus, we assumed that audio instruction, which generally improves the periodicity of respiration, should reduce tracking errors. The purpose of this study was to assess the effect of audio instruction on X-ray Tracking errors. Anterior-posterior abdominal skin-surface displacements obtained from ten lung cancer patients under free breathing and simple audio instruction were used as an alternative to tumor motion in the superior-inferior direction. First, a sequential predictive model based on the Levinson-Durbin algorithm was created to estimate the future three-dimensional (3D) target position under continuous kV X-ray imaging while moving a steel ball target of 9.5 mm in diameter. After creating the predictive model, the future 3D target position was sequentially calculated from the current and past 3D target positions based on the predictive model every 70 ms under continuous kV X-ray imaging. Simultaneously, the system controller of the Vero4DRT calculated the corresponding pan and tilt rotational angles of the gimbaled X-ray head, which then adjusted its orientation to the target. The calculated and current rotational angles of the gimbaled X-ray head were recorded every 5 ms. The target position measured by the laser displacement gauge was synchronously recorded every 10 msec. Total tracking system errors (ET) were compared between free breathing and audio instruction. Audio instruction significantly improved breathing regularity (p < 0.01). The mean ± standard deviation of the 95th percentile of ET (E95T ) was 1.7 ± 0.5 mm (range: 1.1-2.6mm) under free breathing (E95T,FB) and 1.9 ± 0.5 mm (range: 1.2-2.7 mm) under audio instruction (E95T,AI). E95T,AI was larger than E95T,FB for five patients; no significant difference was found between E95T,FB and E95T,AI (p = 0.21). Correlation analysis revealed that the rapid respiratory velocity significantly increased E95T. Although audio instruction improved breathing regularity, it also increased the respiratory velocity, which did not necessarily reduce tracking errors. PMID:24036880

Nakamura, Mitsuhiro; Sawada, Akira; Mukumoto, Nobutaka; Takahashi, Kunio; Mizowaki, Takashi; Kokubo, Masaki; Hiraoka, Masahiro

2013-01-01

336

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.

337

The relative effectiveness of various instructional approaches in developing anticipation skill.  

PubMed

The relative effectiveness of explicit instruction, guided discovery, and discovery learning techniques in enhancing anticipation skill in young, intermediate-level tennis players was examined. Performance was assessed pre- and postintervention, during acquisition, and under transfer conditions designed to elicit anxiety through the use of laboratory and on-court measures. The 3 intervention groups improved from pre- to posttest compared with a control group (n = 8), highlighting the benefits of perceptual-cognitive training. Participants in the explicit (n = 8) and guided discovery (n = 10) groups improved their performance during acquisition at a faster rate than did the discovery learning (n = 7) group. However, the explicit group showed a significant decrement in performance when tested under anxiety provoking conditions compared with the guided discovery and discovery learning groups. Although training facilitated anticipation skill, irrespective of the type of instruction used in this experiment, guided discovery methods are recommended for expediency in learning and resilience under pressure. PMID:15998182

Smeeton, Nicholas J; Williams, A Mark; Hodges, Nicola J; Ward, Paul

2005-06-01

338

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.

339

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

340

The Teachers' Guide to Urban Tennis Instruction. The New York City Schoolyard Tennis Program. Pilot Program, Spring 1984.  

ERIC Educational Resources Information Center

This guide is designed for New York City school teachers who will conduct tennis classes for about 50 students while using limited tennis facilities. The insides of school buildings and school playgrounds will constitute the "courts" for these lessons. This type of introduction to the sport is intended to give students a sense of the game and its…

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

341

Creating interactive on-line instruction  

Microsoft Academic Search

The Apple Guide interactive instructional system was designed and developed by the Instructional Products group at Apple Computer. This effort consisted of simultaneous creation of three separate components: a system extension, or “engine,” that provides the interface and features of the system; a set of Guides, or databases, that contain the instructions; and a set of tools for authoring and

J. Hewes; M. Hills; J. Miyake; M. Sleeter

1994-01-01

342

Key Words in Instruction: Illustrations.  

ERIC Educational Resources Information Center

Defines illustrations and discusses their effective use. Topics include information literacy; statistical graphics; visual literacy; illustrating student term papers; understanding the visual display of information; illustrations that instruct; cognitive processes; and criteria for effective explanatory illustrations. (LRW)

Callison, Daniel

2000-01-01

343

Hypermedia Environments and Adaptive Instruction.  

ERIC Educational Resources Information Center

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

Federico, Pat-Anthony

1999-01-01

344

Marketing and Society. Study Guide.  

ERIC Educational Resources Information Center

This self-instructional study guide is part of the materials for a college-level programmed course entitled "Marketing and Society." The study guide is intended for use by students in conjunction with a related textbook, a workbook, a review guide, and a series of instructional tape casettes. The study guide contains a brief introductory section…

Welsh, Robert S.; Blake, Rowland S.

345

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

346

Cognitive epidemiology  

PubMed Central

This glossary provides a guide to some concepts, findings and issues of discussion in the new field of research in which intelligence test scores are associated with mortality and morbidity. Intelligence tests are devised and studied by differential psychologists. Some of the major concepts in differential psychology are explained, especially those regarding cognitive ability testing. Some aspects of IQ (intelligence) tests are described and some of the major tests are outlined. A short guide is given to the main statistical techniques used by differential psychologists in the study of human mental abilities. There is a discussion of common epidemiological concepts in the context of cognitive epidemiology.

Deary, Ian J; Batty, G David

2007-01-01

347

Translating Expertise into Effective Instruction: The Impacts of Cognitive Task Analysis (CTA) on Lab Report Quality and Student Retention in the Biological Sciences  

ERIC Educational Resources Information Center

Poor instruction has been cited as a primary cause of attrition from STEM majors and a major obstacle to learning for those who stay [Seymour and Hewitt [1997]. Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview]. Using a double-blind design, this study tests the hypothesis that the lack of explicit instructions in…

Feldon, David F.; Timmerman, Briana Crotwell; Stowe, Kirk A.; Showman, Richard

2010-01-01

348

Military Obligation and the Invididual, With a Focus on Conscription in the U.S. Teacher's Guide and Student Workbook. Third Draft.  

ERIC Educational Resources Information Center

Designed for high school seniors, this unit, consisting of a teaching guide and instructional materials for students, focuses on the nature and meaning of the obligation of an American to his country and himself in regard to military service. Cognitive objectives are to provide students with an understanding of conscription, of the Selective…

Bischoff, Steve; And Others

349

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

350

Making Bio-Diesel Instructions  

NSDL National Science Digital Library

These lab instructions provide teachers with the information needed to set up a lab session to make a diesel fuel alternative from a biologically-based oil. Extensive instructions are provided. The guide may be downloaded in PDF file format. Users must create a free login to access the presentation.

Brown, Matthew

2013-07-09

351

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

352

COGNITIVE INNOVATIVENESS AS A PREDICTOR OF STUDENT ATTITUDES AND INTENT: AN APPLICATION OF THE THEORY OF PLANNED BEHAVIOR TO TECHNOLOGY DELIVERED INSTRUCTION  

Microsoft Academic Search

This study, using the Theory of Planned Behavior as a framework, investigated the effect of internal and external cognitive innovativeness on attitudes, beliefs and behavioral intentions related to intent to experience an online technology delivered course. Results indicated that respondents who scored high in levels of cognitive innovativeness had more positive attitudes toward taking an online course than did those

Tracy Irani

353

Managerial Finance. Unit Study Guides.  

ERIC Educational Resources Information Center

This self-instructional study guide is part of the materials for a college-level programmed course in managerial finance. The study guide is intended for use by students in conjunction with a separate student manual and a series of instructional tape casettes. The study guide contains seven major units that focus in turn on the goal of financial…

Billingham, Carol J.

354

Designing Practice: A Review of Prescriptions and Recommendations from Instructional Design Theories.  

ERIC Educational Resources Information Center

Summarizes strategies and recommendations included in various prominent instructional theories (behaviorism, Gagne and Briggs' events of instruction, component display theory, cognitive research, and Keller's motivational-design) to provide guidelines for designing the practice component of instruction. (MBR)

Salisbury, David F.; And Others

1985-01-01

355

Instructional Design and Creativity: A Response to the Critics.  

ERIC Educational Resources Information Center

Discusses creativity and instructional system design (ISD) in light of situated cognition, constructivism, and anchored instruction. Topics include historical background; ISD resulting in boring instruction, ISD evaluation criteria, the creativity criterion, quality, conditions for producing creative instruction, the linearity of the design…

Dick, Walter

1995-01-01

356

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.

357

Planning Instruction for Adult Learners. Second Edition.  

ERIC Educational Resources Information Center

This book integrates what is known about how adults learn and the principles of instructional design into a practical, yet theoretically based guide for planning instruction. The following are among the specific topics discussed: (1) the theoretical framework of instructional design in adult education (lifelong and experiential learning;…

Cranton, Patricia

358

Cognitive Architectures for Multimedia Learning  

ERIC Educational Resources Information Center

This article provides a tutorial overview of cognitive architectures that can form a theoretical foundation for designing multimedia instruction. Cognitive architectures include a description of memory stores, memory codes, and cognitive operations. Architectures that are relevant to multimedia learning include Paivio's dual coding theory,…

Reed, Stephen K.

2006-01-01

359

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

360

Benefits and Constraints of Distributed Cognition in Foreign Language Learning: Creating a Web-Based Tourist Guide for London  

ERIC Educational Resources Information Center

This paper uses the framework of distributed cognition to discuss benefits and constraints of technology adoption and use in social-constructive language learning scenarios. The purposes of this paper are (a) to describe how the open-ended knowledge construction and communication tools TEE (The Electronic Exercise) and EF-editor (Exercise Format…

Narciss, Susanne; Koerndle, Hermann

2008-01-01

361

Field-Dependence/Field Independence and Instructional Development.  

National Technical Information Service (NTIS)

A three-faceted investigation was conducted to critically analyze Witkin's conceptualization of cognitive style gleaned from his field dependence/field independence continuum, to identify cognitive style components within the instructional development lit...

D. E. Sheriff J. A. Williams

1980-01-01

362

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

363

A Comparison of the Instructional Backgrounds and Cognitive Profiles of Poor, Average, and Good Readers Who Were Initially Identified as At Risk for Reading Failure.  

ERIC Educational Resources Information Center

Compares kindergarten instructional programs of three groups of at-risk children. Partitions groups based on their first-grade reading performance. Finds that children in the most successful reader group came from kindergarten classrooms in which more time was spent in phoneme awareness, spelling, and writing activities, and that the average and…

Scanlon, Donna M.; Vellutino, Frank R.

1997-01-01

364

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

365

Is it Better to Give than to Receive? The Assistance Dilemma as a Fundamental Unsolved Problem in the Cognitive Science of Learning and Instruction  

Microsoft Academic Search

To foster more robust student learning, when should instruction provide information and assistance to students and when should it request students to generate information, ideas, and solutions? In different forms, this dilemma for instructors has been a part of debates on education since Plato. However, it is fair to say that we remain far from a precise and sound scientific

Kenneth R. Koedinger; Phillip Pavlik; Bruce M. McLaren; Vincent Aleven

2008-01-01

366

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

367

Instructable Connectionist/Control Architecture: Using Rule-Based Instructions to Accomplish Connectionist Learning in a Human Time Scale.  

National Technical Information Service (NTIS)

We describe a hybrid cognitive architecture that combines connectionist and controlled processing. The connectionist/control architecture (CAP2) uses instructions to decompose cognitive tasks into subtasks that can be learned in a human time scale. A CAP2...

W. Schneider W. L. Oliver

1989-01-01

368

Managerial Accounting. Study Guide.  

ERIC Educational Resources Information Center

This self-instructional study guide is part of the materials for a college-level programmed course in managerial accounting. The study guide is intended for use by students in conjuction with a separate textbook, Horngren's "Accounting for Management Control: An Introduction," and a workbook, Curry's "Student Guide to Accounting for Management…

Plachta, Leonard E.

369

Learning Directory 1970-71. A Comprehensive Guide to Instructional Materials in All Media. Volume I, Users Guide, Source Index, Instructional Materials Index A-Boun; Volume II, Bourq-Dros; Volume III, Drou-Gree; Volume IV, Greg-Mari; Volume V, Mark-Pisc; Volume VI, Pise-Smel; Volume VII, Smer-Z, 0-9.  

ERIC Educational Resources Information Center

Over 200,000 distinct items of instructional material are indexed in this seven volume annual directory. They are presented in 600,000 entries under more than 225,000 different topics. Information in the directory is divided into two sections: the instructional materials index and the source index. The instructional materials index is organized…

Westinghouse Learning Corp., New York, NY.

370

Effective Instruction.  

ERIC Educational Resources Information Center

The purpose of this book is to share successful instructional and learning processes with educators. The focus is on three types of variables in classroom learning and instruction: (1) active learning time; (2) feedback and corrective procedures; and (3) instructional cues. The literature on the nature of each variable is discussed, and the…

Levin, Tamar; Long, Ruth

371

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

372

Advanced Waste Treatment, Wastewater Technology: A Two-Year Post High School Instructional Program. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs. Volume VI.  

ERIC Educational Resources Information Center

This document is one in a series which outlines performance objectives and instructional modules for a course of study which explains the relationship and functions of the process units in a wastewater treatment plant. The modules are arranged in order appropriate for teaching students with no experience. The modules can also be rearranged and…

Gearheart, Robert A.; And Others

373

Process Interaction for Wastewater Facilities, Wastewater Technology: A Two-Year Post High School Instructional Program. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs. Volume V.  

ERIC Educational Resources Information Center

This document is one in a series which outlines performance objectives and instructional modules for a course of study which explains the relationships and functions of the process units in a wastewater treatment plant. The modules are arranged in an order appropriate for teaching students with no experience. The modules can also be rearranged and…

Gearheart, Robert A.; And Others

374

The Effect of Accents on Cognitive Load and Achievement: The Relationship between Students' Accent Perception and Accented Voice Instructions in Students' Achievement  

ERIC Educational Resources Information Center

The purpose of this study was to investigate how an instructor's accent influences students' learning achievement. Furthermore, this study also explored how students' accent preference may affect their learning. Unlike native voices, accented voices were not natural to the native speakers; therefore, it required more cognitive resources for…

Ahn, Jeahyeon

2010-01-01

375

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

376

Practical Thinking: Innovation in Battle Command Instruction.  

National Technical Information Service (NTIS)

Instruction on practical thinking skills was developed and implemented in a Command and General Staff Officers Course on Battle Command. A cognitive skills approach was emphasized as opposed to the traditional procedural models used in other Army educatio...

J. J. Fallesen R. R. Michel J. W. Lussier J. Pounds

1996-01-01

377

Self-Instructional Training: A Case Study.  

ERIC Educational Resources Information Center

Discusses self-instructional training used as a cognitive restructuring strategy which has been a successful intervention strategy with elementary school-aged children. Provides case illustration of the strategy used with a withdrawn 14-year-old-girl. (ABL)

Groenewold, G. Frank; Der, Du-Fay

1987-01-01

378

A Glimpse at Reading Instruction in China.  

ERIC Educational Resources Information Center

Reports that by combining a phonetic writing system with instruction in carefully selected clusters of related Chinese characters, Chinese schools can start children on productive reading at an early age with texts closer to their developed cognitive levels. (FL)

Jiang, Shanye; Li, Bo

1985-01-01

379

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

380

Seven practical principles for improving patient education: Evidence-based ideas from cognition science.  

PubMed

An important role of the paediatrician is that of a teacher - every clinician is an educator to patients and their families. This education, however, often occurs under difficult or time-pressured learning conditions. The authors present principles derived from three basic theories of human cognition that may help to guide clinicians' instruction of parents and patients. Cognitive load theory holds that an individual's capacity to process information is finite. By controlling information flow rate, decreasing reliance on working memory and removing extraneous cognitive load, learning is improved. Dual code theory suggests that humans have separate cognitive 'channels' for text/audio information versus visual information. By constructing educational messages that take advantage of both channels simultaneously, information uptake may be improved. Multimedia theory is based on the notion that there is an optimal blend of media to accomplish a given learning objective. The authors suggest seven practical strategies that clinicians may use to improve patient education. PMID:24665218

Pusic, Martin V; Ching, Kevin; Yin, Hsiang Shonna; Kessler, David

2014-03-01

381

Vocational Education Curriculum Specialist (VECS). Module 3: Applying Knowledge of Learning Processes and Outcomes to Instruction. Study Guide. (Teaching/Learning Module).  

ERIC Educational Resources Information Center

One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

382

Instructional design strategies for health behavior change  

Microsoft Academic Search

To help health educators build upon the best of different health behavior change theories, this paper offers a unified set of instructional design strategies for health education interventions. This set draws upon the recommendations of Rosenstock (Health Belief Model), Bandura (Social Cognitive Theory), and Dearing (Diffusion Theory), and uses a modified Events of Instruction framework (adapted from Robert Gagne): gain

Mable B. Kinzie

2005-01-01

383

Russian. Resource Guides for Teachers.  

ERIC Educational Resources Information Center

This resource guide for teachers of Russian in the United Kingdom contains 11 chapters designed to encourage and support secondary school Russian language instruction. The first chapter discusses the status and potential of Russian instruction in the United Kingdom. The second chapter addresses topics in instructional management, including…

Macrae, Joan; Rix, David

384

Doing as We Do: Guiding Student Development in Family-Focused Early Intervention Using Family Stories and Parent Co-Instruction.  

ERIC Educational Resources Information Center

This article describes the use of family stories and parent professional co-instruction in a graduate early intervention program at West Virginia University. Ethnographic methods were used to capture student responses that demonstrated the diversity of student beliefs about families. Implications for use of family stories in preservice early…

Butera, Gretchen; Matuga, Kim; Riley, Sally

1999-01-01

385

The Endocrine System [and] Instructor's Guide: The Endocrine 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 endocrine 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 the…

National Evaluation Systems, Inc., Amherst, MA.

386

Programs, '63: A Guide to Programed Instructional Materials Available to Educators by September 1963. Bulletin, 1964, No. 3. OE-34015-63. [Part II  

ERIC Educational Resources Information Center

This bulletin lists materials available in the fall of 1963 to assist educators in their selections of programmed instruction materials, and updates the inaugural issue, "Programs '62." Since the 1962 edition provided a number of first analyses of programmed material available, some of the present statistical data have been related to last year's…

Hanson, Lincoln F.

1963-01-01

387

Programs, '63: A Guide to Programed Instructional Materials Available to Educators by September 1963. Bulletin, 1964, No. 3. OE-34015-63. [Part I  

ERIC Educational Resources Information Center

This bulletin lists materials available in the fall of 1963 to assist educators in their selections of programmed instruction materials, and updates the inaugural issue, "Programs '62." Since the 1962 edition provided a number of first analyses of programmed material available, some of the present statistical data have been related to last year's…

Hanson, Lincoln F., Ed.

1963-01-01

388

The Circulatory System [and] Instructor's Guide: The Circulatory 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 circulatory 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 subset on anatomy and physiology within the set of 17 modules. Following a preface which explains to the student how to use the…

National Evaluation Systems, Inc., Amherst, MA.

389

Lake County Area Vocational Center Computer-Managed Instructional System for Competency-Based Vocational Education. Version 1.1. Instructor Guide.  

ERIC Educational Resources Information Center

This instructor's manual is designed to familiarize vocational education teachers with the use of computer-managed instruction (CMI) in competency-based vocational education programs. Discussed in the introductory section of the manual are the basic functions of CMI, tips for getting started, daily recordkeeping procedures, weekly timecard…

Parker, Robert; Sands, James

390

Individualizing Accounting Instruction  

ERIC Educational Resources Information Center

Several ways of individualizing instruction in accounting are presented including job instruction sheets, self-paced instruction, programmed instruction, multi-media approach, and the modular concept. (TA)

Garrison, Lloyd L.

1976-01-01

391

Research Support for the Instructional Strategy Diagnostic Profile. Technical Report No. 3  

ERIC Educational Resources Information Center

By using a taxonomy of instructional strategy variables, an Instructional Strategy Diagnostic Profile (ISDP) was developed which can be used either to determine a judged index of instructional effectiveness for a previously designed instructional product or to guide the design and development of a new instructional product. Existing experimental…

Merrill, M. David; And Others

392

Aging and the Social Cognitive Determinants of Physical Activity Behavior and Behavior Change: Evidence from the Guide to Health Trial  

PubMed Central

Part one of this study investigated the effect of aging on social-cognitive characteristics related to physical activity (PA) among adults in the baseline phase of a health promotion intervention. Participants' questionnaire responses and activity logs indicated PA levels and self-efficacy declined with age, while social support and the use of self-regulatory behaviors (e.g., goal setting, planning, and keeping track) increased. With age participants were also less likely to expect PA to interfere with their daily routines and social obligations. Part two of the study was among overweight/obese, inactive participants completing the intervention; it examined whether improvements in psychosocial variables might counteract declining PA associated with age. After treatment, participants were more active and decreased body weight regardless of age, and improved self-efficacy, outcome expectations, and self-regulatory behaviors. In a causal model, increases in self-efficacy at 7-months lead to increased PA levels and, albeit marginally, weight loss at 16 months; increased PA was associated with greater weight loss. Aging adults who were more confident exercised more and as a result lost more weight. This longitudinal study suggests interventions that offset the effect of aging on self-efficacy may be more successful in helping older participants become more active and avoid weight gain.

Anderson-Bill, Eileen Smith; Winett, Richard A.; Wojcik, Janet R.; Williams, David M.

2011-01-01

393

Assessment as an Instrument to Evaluate Quality of Instruction  

Microsoft Academic Search

We propose that the assessment of instruction include cognitive competence levels, based on Bloom's taxonomy. Quality control must include the entire instructional process, including assessment. We briefly describe how we organize our instructional process around a student-centered, problem-based learning approach, which allows students to reach the application- oriented competence levels asked for in the exams. The results of exams are

Lukas Faessler; Hans Hinterberger; Laura Bosia; Markus Dahinden

2005-01-01

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

Thematic Instruction.  

ERIC Educational Resources Information Center

The 12 articles presented in this issue of a journal on giftedness in school-age children focus on interdisciplinary thematic instruction for gifted students. "Untangling the Web of Interdisciplinary Instruction" (Susan L. Beibelman and Sandy Hall-Chiles) explains the use of a curriculum webbing model to provide structure. "Interdisciplinary…

Swartz, Eileen, Ed.

1991-01-01

396

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 alternative…

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

1986-01-01

397

Instructional Practices of Teachers in General Education Classrooms & Gifted Resource Rooms: Development and Validation of the Instructional Practice Questionnaire  

ERIC Educational Resources Information Center

An instrument to measure teachers' instructional practices, the Instructional Practice Questionnaire, was developed and validated in three phases. The questionnaires focused on three domains of instructional practices: cognitive, interpersonal, and interpersonal. First, an initial questionnaire was developed for a pilot study, and data were…

Hong, Eunsook; Greene, Mary T.; Higgins, Kyle

2006-01-01

398

The Effect of Guided Self-Reflection on Teachers' Technology Use  

ERIC Educational Resources Information Center

The purpose of this study was to pilot an instructional planning tool grounded in guided self-reflection on the instructional planning practices and instructional behaviors of a small sample of teachers. I designed the instructional planning tool, which was named the Informed Technology Integration Guide (ITIG). Participants used the instructional

Farber, Susan

2010-01-01

399

Cognitive Load: Updating the Theory?  

ERIC Educational Resources Information Center

Comments on this special issue on cognitive load theory and suggests three new basic directions for research: (1) the potential of cognitive load theory (CLT) to ground approaches to learning and instruction; (2) monitoring activities that occur in the learning process; and (3) the study of the notion of prior knowledge in the context of CLT. (SLD)

Valcke, Martin

2002-01-01

400

On the neural basis of rule-guided behavior.  

PubMed

Human behavior emerges from a complex dynamic interaction between graded and context-sensitive neural processes, the biomechanics of our bodies, and the vicissitudes of our environments. These coupled processes bear little resemblance to the iterated application of simple symbolic rules. Still, there are circumstances under which our behavior appears to be guided by explicit mental rules. A prototypical case is when succinct verbal instructions are communicated and are promptly followed by another. How does the brain support such rule-guided behavior? How are explicit rules represented in the brain? How are rule representations shaped by experience? What neural processes form the foundation of our ability to systematically represent and apply rules from the vast range of possible rules? This article reviews a line of research that has sought a computational cognitive neuroscience account of rule-guided behavior in terms of the functioning of the prefrontal cortex, the basal ganglia, and related brain systems. PMID:23351052

Noelle, David C

2012-12-01

401

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

402

Effective Reading Instruction for Mildly Handicapped Adolescents.  

ERIC Educational Resources Information Center

A psycholinguistic approach to reading instruction for mildly handicapped adolescents, emphasizing meaning rather than discrete reading skills, may include such assessment techniques as modified miscue analysis and informal reading inventories and such instructional alternatives as guided reading, previewing, and study strategies. (CL)

Saski, Jim, Carter, Jade

1984-01-01

403

Explicit Instruction in Core Reading Programs  

ERIC Educational Resources Information Center

The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently…

Reutzel, D. Ray; Child, Angela; Jones, Cindy D.; Clark, Sarah K.

2014-01-01

404

Softball: Special Olympics Sports Skills Instructional Program.  

ERIC Educational Resources Information Center

One of seven instructional units on Special Olympics Sports Skills Instructional Programs, this guide presents suggestions for coaching softball for mentally retarded persons. An overview section provides information on teaching suggestions, followed by a list of program goals, objectives, and benefits. Sports skill assessments measure athletes'…

Special Olympics, Inc., Washington, DC.

405

Guidelines for Evaluating Computerized Instructional Materials.  

ERIC Educational Resources Information Center

This guide, prepared under the direction of the Instructional Affairs Committee of the National Council of Teachers of Mathematics (NCTM), is designed to serve all educators interested in the instructional applications of computers. Its development has been marked by a continuous, conscious effort to address the needs of all educators irrespective…

Heck, William P.; And Others

406

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

407

Instructional Program for Library/Media Centers.  

ERIC Educational Resources Information Center

The Cheltenham Township school district (Elkins Park, Pennsylvania) has compiled a guide for library instruction. Suggested learning objectives and activities are listed for each grade level K-9, while an elective mini-course is proposed for grades 10-12. Integration of library instruction with curriculum and classroom activities is emphasized at…

Schwarz, Edith; And Others

408

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

409

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

410

Cognition in Counseling: Integrating Two Theoretical Approaches.  

ERIC Educational Resources Information Center

Learning and attitude change are two cognitive processes essential to therapeutic change in counseling. Recently two cognitive models that reflect current research and theory, one focusing on learning and the other on attitude change, have each been applied to counseling with promising results. Martin's cognitive instructional counseling (CIC) is…

Harris, Jeff E.; Heesacker, Martin

411

Implementing Strategy Instruction in Chinese Language Classes: A School-Based Chinese Reading Strategy Instruction Programme  

ERIC Educational Resources Information Center

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…

Lau, Kit-ling

2006-01-01

412

Anatomy of learning: instructional design principles for the anatomical sciences.  

PubMed

Teaching anatomy is becoming increasingly challenging due to the progressive evolution of university teaching missions, student populations, medical and undergraduate curricula, coupled with a paucity of empirically tested evidence-based instructional practices in the anatomical and medical education literature. As a mechanism to confront these pedagogical challenges, recent advances in educational psychology are analyzed for developing a framework to guide educational reform efforts. Extensive research in educational psychology over the last 100 years has resulted in four major theories on human learning that have facilitated a paradigm shift from teacher-centered to learner-centered classrooms and are described here in temporal order of development: behavioral theory, information processing theory, metacognitive theory, and social constructivist theory. Each theory is analyzed in detail and is used to construct instructional design principles for enhancing anatomical education research and practice. An example of a cognitively based learning environment for an undergraduate anatomy course is presented. Preliminary results suggest that intentionally drawing on different theories of learning when making instructional decisions gave students the learning support they needed to be successful and nearly doubled the course's student retention rate over a 3-year period. PMID:17109426

Terrell, Mark

2006-11-01

413

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.

414

Understanding Math - Teachers Guide.  

ERIC Educational Resources Information Center

The teacher's guide for the remedial text-workbook "Understanding Math" discusses instruction of the deaf student. An answer key for workbooks 1 and 2, a section with masters for transparencies to be used for games and activities and for teaching fractions, and two patterns for making geometric solids are included in the guide. For workbooks 1 and…

Wyks, Hollis W.; Austin, Robert J.

415

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 (outline…

Ridge Vocational-Technical Center, Winter Haven, FL.

416

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.

417

Elementary Map and Compass Instruction.  

ERIC Educational Resources Information Center

The purpose of this booklet is to help teachers, scoutmasters, and other group leaders give elementary map and compass instructions in a manner that is both simple and fun. It is intended to be a guide for a training course on this subject. Much of the text is taken directly from an actual training course and is written in the manner of a teacher…

Larson, Elston F.

418

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

419

Library Instruction: Two Teaching Methods.  

National Technical Information Service (NTIS)

In a study conducted to compare the results of two methods of instruction for the use of periodical, book, and newspaper indexes, the traditional lecture approach and self-study guide were investigated. Two library science classes were divided into two gr...

S. H. Duvall

1975-01-01

420

Evaluator's Guide for Microcomputer-Based Instructional Packages. Developed by MicroSIFT, a Project of the Computer Technology Program. Sixth Revision.  

ERIC Educational Resources Information Center

This guide developed by MicroSIFT, a clearinghouse for microcomputer-based educational software and courseware, provides background information and forms to aid teachers and other educators in evaluating available microcomputer courseware. The evaluation process comprises six stages: (1) sifting, which screens out those programs that are not…

Northwest Regional Educational Lab., Portland, OR.

421

Personalized Instruction.  

ERIC Educational Resources Information Center

Describes the six basic elements of personalized instruction: The dual teacher role (coach and advisor), diagnosing student learning characteristics, a culture of collegiality, interactive learning environments, flexible scheduling and pacing, and authentic assessment. (Contains 23 references.) (PKP)

Keefe, James W.; Jenkins, John M.

2002-01-01

422

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

423

Comparing Worked Examples to Problem Solving in a Mathematics Anchored Instruction Context with African-American Fifth Grade Students  

ERIC Educational Resources Information Center

Kirschner, Sweller and Clark (2006) suggest that minimally guided instructional methods are not as successful or efficient as guided instructional approaches. The goal of the current study was to address both the issue of learner performance and knowledge transfer when problem solving in anchored instruction was used for mathematical instruction

Miller, Tiffany Leigh

2010-01-01

424

Water Resource Management. [Student Guide] and Teacher's Guide.  

ERIC Educational Resources Information Center

This student guide and accompanying teacher's guide are a product of the Foundational Approaches in Science Teaching (FAST) curriculum development project at the University of Hawaii. In the teaching guide, the introduction gives a description of the underlying theory and practice in FAST and includes the FAST instructional model, descriptions of…

Young, Donald B.; Pottenger, Francis M.

425

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

426

SPELT (Strategies Program for Effective Learning/Thinking): A Description and Analysis of Instructional Procedures.  

ERIC Educational Resources Information Center

Describes an instructional model, Strategies Program for Effective Learning/Thinking (SPELT), that was developed to translate cognitive psychological theory and research into a practical instructional program. The extent to which SPELT conforms to current instructional design principles is examined, and macro versus micro instructional sequencing…

Peat, D.; And Others

1989-01-01

427

Changes in Instructional Development: The Aftermath of an Information Processing Takeover in Psychology.  

ERIC Educational Resources Information Center

Examines the implications of cognitive psychology for some of the fundamental components of instructional development. Behaviorism and information processing are compared in their relationships to instructional design, and potential changes for such ideas as objectives, evaluation, instructional taxonomies, content analysis, and instructional

Low, William C.

1980-01-01

428

Computer-Assisted Instruction of Early Academic Skills.  

ERIC Educational Resources Information Center

Five preschool students with disabilities received direct instruction on matching shapes, colors, and numbers or letters, followed by guided practice using constant time delay under two conditions: computer-assisted instruction (CAI) with interactive software and teacher-assisted instruction (TAI). CAI was either equal or superior to TAI across…

Hitchcock, Caryl H.; Noonan, Mary Jo

2000-01-01

429

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.

430

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

431

Software Buyer's Guide. 1993 Edition.  

ERIC Educational Resources Information Center

This guide is intended to assist basic skills and/or literacy instructors, administrators, and tutors in selecting appropriate educational software, hardware, and instructional systems. Discussed first are the software evaluation process on which the guide is based, the evaluation form used, and the guide's organization. Section 2 lists the more…

Wright, Barbara A. W., Ed.; Cantrell, Catherine, Ed.

432

Guide to preparing SAND reports. Revision.  

National Technical Information Service (NTIS)

This guide contains basic information needed to produce a SAND report; its guidelines reflect DOE regulations and Sandia policy. The guide includes basic writing instructions in an annotated sample report; guidance for organization, format, and layout of ...

1995-01-01

433

Guide to preparing SAND reports. Revised.  

National Technical Information Service (NTIS)

This guide contains basic information needed to produce a SAND report. Its guidelines reflect DOE regulation and Sandia policy. The guide includes basic writing instructions in an annotated sample report; guidance for organization, format, and layout of r...

T. K. Locke

1996-01-01

434

Cognitive Neuroscience  

NSF Publications Database

Cognitive Neuroscience Program AnnouncementNSF 02-031 DIVISION OF BEHAVIORAL AND COGNITIVE SCIENCES ... Cognitive Neuroscience, Program Director, Social, Behavioral, and Economic Sciences, Behavioral and ...

435

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

436

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

437

Instructional Discussion.  

ERIC Educational Resources Information Center

Instructional discussion is a classroom teaching method by which students move through material to a predetermined, new understanding by building on each other's contributions and by utilizing the more experienced learner's (the teacher's) past experiences with the material. This article describes both the characteristics and the planning of…

Nyquist, Jody

438

Instructional Design.  

ERIC Educational Resources Information Center

C. M. Lindvall's introduction to the IPI project is based--as is the project itself--on Robert Glaser's National Society for the Study of Education (NSSE) Yearbook chapter entitled 'The Design of Instruction'. The project concerns itself with identifying the proposed student terminal behaviors and structuring them into some meaningful total…

Lindvall, C. M.

439

Vocabulary Instruction  

NSDL National Science Digital Library

Part of the web site Doing What Works, this section describes research-based practices to promote vocabulary development in middle and high school. It includes a multimedia overview of the importance of providing explicit vocabulary instruction, video clips, links to research, and other resources. Content area teachers and strategies for use in content areas like science are specifically addressed in the recommendations.

2008-01-01

440

Instructional Media  

ERIC Educational Resources Information Center

Presents six social studies teaching materials comprised of filmstrips with accompanying cassettes and teacher's guides. Content and activities focus on life in the universe, ocean rights, the environment, foreign cultures, social problems, and listening and research skills. (AV)

Pulliam, William E., Ed.; Rich, Lynne O'Brien, Ed.

1978-01-01

441

Functional Examination of Intermediate Cognitive Processes.  

National Technical Information Service (NTIS)

This thesis contains a functional examination of the cognitive processing which occurs between the acquisition of representations and the execution of responses. Three separate types of processing are proposed: explicit self-instruction, general non-verba...

D. B. Porter

1986-01-01

442

Cognitive and Meditative Aspects of Reading.  

ERIC Educational Resources Information Center

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Le, Thao

1984-01-01

443

Missouri Introduction to Industrial Technology Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide is a primary resource to help teachers organize, instruct, and evaluate an introductory level course in industrial technology education at the middle school/junior high school level in Missouri. The guide consists of an introductory section, five units of instruction, and a section of appendixes. The introductory section…

Missouri State Dept. of Elementary and Secondary Education, Jefferson City. Div. of Vocational and Adult Education.

444

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

ERIC Educational Resources Information Center

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…

van Merrienboer, Jeroen J. G.; Sweller, John

2005-01-01

445

Electrical Mechanical Maintenance. Instructor's Guide.  

ERIC Educational Resources Information Center

This instructor's guide describes the development of a sixteen-week postsecondary course in electrical mechanical maintenance. Following introductory sections that provide background information and a course summary, the third section describes the instructional model used in the course. Section 4 presents an overview of instructional media used…

Santa Clara County Superintendent of Schools, San Jose, CA.

446

A Comparison of Embedded Total Task Instruction in Teaching Behavioral Chains to Massed One-on-One Instruction for Students with Intellectual Disabilities: Accessing General Education Settings and Core Academic Content  

ERIC Educational Resources Information Center

This study is a comparison of the embedded instruction of behavioral chains with more traditional (one-on-one massed trials in special education setting) instructional procedures for teaching behavioral chains to students with significant cognitive disabilities. Although embedded instruction has emerged as a promising potential instructional

Jameson, J. Matt; Walker, Ryan; Utley, Kristen; Maughan, Ryan

2012-01-01

447

Cognition in Scientific and Everyday Domains: Comparison and Learning Implications  

NSDL National Science Digital Library

Scientific and everyday knowledge domains are compared so as to reveal the distinctive differences between their goals and the cognitive processes used to attain them. The main goals, working goals, learning difficulties, knowledge structure, concept specification, knowledge organization, role of school science, program-solving instruction, formal and nonformal instruction, quality control, efficiency, suggested investigations, and instructional implications are discussed.

Reif, Frederick; Larkin, Jill H.

2006-10-09

448

Specifying representations of machine instructions  

Microsoft Academic Search

We present SLED, a specification language for Encoding and Decoding, which describes, abstract, binary, and assembly-language representations of machine instructions. Guided by a SLED specification, the New Jersey Machine-Code Toolkit generates bit-manipulating code for use in applications that process machine code. Programmers can write such applications at an assembly language level of abstraction, and the toolkit enables the applications to

Norman Ramsey; Mary F. Fernández

1997-01-01

449

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

450

An Integrated Instructional Design Approach to Fostering Lasting Behavioral Change.  

ERIC Educational Resources Information Center

Describes an integrated instructional design approach that addresses cognitive, attitudinal, and behavioral aspects of learning and is based on three theoretical frameworks: instructional systems design, social learning theory, and the stages of change framework provided in the Transtheoretical Model of Change. (LRW)

Moisey, Susan D.

2001-01-01

451

A Comparison of Demonstration and Tutorials in Photo Editing Instruction  

ERIC Educational Resources Information Center

Throughout this study, tutorial and demonstration methods in photo editing instruction were compared. The instruction method was the independent variable of the study while cognitive load, state anxiety level, student performance, student achievement, and task duration were dependent variables. The research was conducted with 62 undergraduate…

Akbiyik, Cenk

2012-01-01

452

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

453

Effects of Knowledge Abstraction with Anchored Instruction on Learning Transfer.  

ERIC Educational Resources Information Center

Transfer of learning is one of the major purposes of education. Theories and research have tried hard to answer questions such as: how does transfer occur? and how is transfer enhanced? Situated cognitive theory and research about anchored instruction together bring some positive findings. Anchored instruction provides the learner with a situated,…

Shih, Yu-Fen; And Others

454

Principles of Instruction: Research-Based Strategies that All Teachers Should Know  

ERIC Educational Resources Information Center

This article presents 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. The instructional principles are: (1) Begin a lesson with a short review of previous learning to…

Rosenshine, Barak

2012-01-01

455

Effects of Anchored Instruction on Enhancing Chinese Students' Problem-Solving Skills.  

ERIC Educational Resources Information Center

This study investigates the effects of computer-aided videodisc-based anchored instruction on promoting elementary school students' problem-solving skills in Taiwan. Anchored instruction combines theories such as situated cognition, cognitive apprenticeship, cooperative learning, and constructivist theories. With the help of interactive videodisc…

Shyu, Hsin-Yih

456

Peer Instruction  

NSDL National Science Digital Library

Peer instruction may offer some of the richest opportunities for metacognitive teaching. Reciprocal (peer) teaching forces the instructor to use a whole series of metacognitive processes such as determining what the learner already knows, deciding what is to be taught/learned and how; monitoring comprehension and evaluating the outcome in terms of increased comprehension, which in turn encourages the instructor to reflect upon his or her own thinking processes. By asking the students to defend their answer to a question to another student you are, in effect, moving the role of "teacher" to the students.

Samson, Perry

457

Cognitive and social comparison processes in brainstorming  

Microsoft Academic Search

This brainstorming experiment assessed the extent to which idea exposure produced cognitive stimulation and social comparison effects. One hundred and sixty participants were exposed to either a high or low number of common or unique ideas. The participants’ likelihood of engaging in social comparison processes (high or low) was also manipulated through instructional sets. The results indicated both cognitive stimulation

Karen Leggett Dugosh; Paul B. Paulus

2005-01-01

458

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

459

Fractions Instruction: Linking Concepts and Procedures  

ERIC Educational Resources Information Center

It is not surprising, as research has shown, that fractions are one of the most difficult of the elementary school math topics to teach and learn in ways that are meaningful. The authors reference a work by James Hiebert, "Mathematical, Cognitive, and Instructional Analyses of Decimal Fractions" (1992), that mathematical concepts should…

Pitsolantis, Nicole; Osana, Helena P.

2013-01-01

460

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

461

Contextualized Mathematics Instruction: Moving beyond Recent Proposals.  

ERIC Educational Resources Information Center

Discusses situated cognition and anchored instruction and makes recommendations for effecting change in mathematics curricula in the early school years based on the experience of the Educational and Community Change (ECC) Project, which is involved with reinventing education in a low-income, multilanguage area. (Contains 26 references.) (MKR)

Heckman, Paul E.; Weissglass, Julian

1994-01-01

462

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...

463

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...

464

Alignment Adjustment Procedures. Automotive Mechanics. Steering & Suspension. Instructor's Guide [and] Student Guide.  

ERIC Educational Resources Information Center

This instructional package, one in a series of individualized instructional units on automotive steering and suspension, consists of a student guide and an instructor guide dealing with automobile alignment and adjustment procedures. Covered in the module are identifying positive and negative cambers, positive and negative casters, and toe-ins;…

Spignesi, B.

465

Front-End Types. Automotive Mechanics. Steering & Suspension. Instructor's Guide [and] Student Guide.  

ERIC Educational Resources Information Center

This instructional package, one in a series of individualized instructional units on automotive steering and suspension, consists of a student guide and an instructor guide dealing with automobile front-end types. Covered in the module are three common types of passenger car front suspension systems and their major components as well as two types…

Spignesi, B.

466

Learning Experience as Transaction: A Framework for Instructional Design  

ERIC Educational Resources Information Center

This article presents a framework for understanding learning experience as an object for instructional design--as an object for design as well as research and understanding. Compared to traditional behavioral objectives or discrete cognitive skills, the object of experience is more holistic, requiring simultaneous attention to cognition, behavior,…

Parrish, Patrick E.; Wilson, Brent G.; Dunlap, Joanna C.

2011-01-01

467

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.

468

Graphic Arts. 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 graphic arts 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. Following a…

Sappe, J. Hoyt; And Others

469

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

470

Electronics 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 an electronics cluster 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.…

Smith, Pamela E.; And Others

471

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

472

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.

473

The Effect of Instruction on Learners' Pragmatic Awareness: A Focus on Refusals  

ERIC Educational Resources Information Center

The benefits of instruction on learners' production and awareness of speech acts is well documented (see Alcon and Martinez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Felix-Brasdefer, 2008). In…

Soler, Eva Alcon; Pitarch, Josep Guzman

2010-01-01

474

Increasing Reading Comprehension and Engagement through Concept-Oriented Reading Instruction  

ERIC Educational Resources Information Center

Based on an engagement perspective of reading development, we investigated the extent to which an instructional framework of combining motivation support and strategy instruction (Concept-Oriented Reading Instruction--CORI) influenced reading outcomes for third-grade children. In CORI, five motivational practices were integrated with six cognitive

Guthrie, John T.; Wigfield, Allan; Barbosa, Pedro; Perencevich, Kathleen C.; Taboada, Ana; Davis, Marcia H.; Scafiddi, Nicole T.; Tonks, Stephen

2004-01-01

475

Role of Reading Engagement in Mediating Effects of Reading Comprehension Instruction on Reading Outcomes  

ERIC Educational Resources Information Center

The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for…

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

2008-01-01

476

Evaluation of a Pre-service Training Programme Based on Direct Instruction.  

ERIC Educational Resources Information Center

A quasi-experimental, treatment-control group investigation was designed to test the effects of a preservice training course on effective instruction. Research findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: one model for explicit or well-structured skills and one…

Veenman, Simon; And Others

477

Effective Instruction: Effects of a Pre-Service Teacher Preparation Program for Secondary Schools.  

ERIC Educational Resources Information Center

A quasi-experimental, treatment-control group investigation was designed to test the effects of a preservice training course in direct instruction methodology for secondary education teachers. Previous findings from teacher-effects research and cognitive strategy instruction were translated into two direct instructional models: a model of…

Veenman, Simon; And Others

478

Recent Advances in Instructional Research for Students with Learning Disabilities: An Overview.  

ERIC Educational Resources Information Center

Reviews recent applied instructional research for students with learning disabilities for the purpose of providing educators and counselors with the background and logic behind the development of current instructional practices. Topics include procedural prompts, scaffolds, cognitive strategies, story grammar, think sheets, anchored instruction,…

Gersten, Russell

1998-01-01

479

Incorporating Cognitive Developmental Concepts into Student Evaluation of College Teaching.  

ERIC Educational Resources Information Center

Although student evaluation of instruction forms are used by colleges to provide information to instructors and administrators, personality and cognitive style variables of the student raters are rarely considered. A cognitive developmental measure, the Paragraph Completion Test (PCT), two cognitive style measures, Bieri's Modified Rep Test and…

Trabin, Tom E.; Doyle, Kenneth

480

Exploring the Assistance Dilemma in Experiments with Cognitive Tutors  

ERIC Educational Resources Information Center

Intelligent tutoring systems are highly interactive learning environments that have been shown to improve upon typical classroom instruction. Cognitive Tutors are a type of intelligent tutor based on cognitive psychology theory of problem solving and learning. Cognitive Tutors provide a rich problem-solving environment with tutorial guidance in…

Koedinger, Kenneth R.; Aleven, Vincent

2007-01-01

481

Cognitive Load Theory and the Use of Educational Technology  

ERIC Educational Resources Information Center

Human cognitive architecture is a constant in a continually advancing educational technology environment. That architecture should be central in determining which technologies should be adopted and how they should be used. In this article, cognitive load theory is used to indicate aspects of human cognition relevant to instructional design, with…

Sweller, John

2008-01-01

482

The Answer Is in the Question: A Guide for Describing and Investigating the Conceptual Foundations and Statistical Properties of Cognitive Psychometric Models  

ERIC Educational Resources Information Center

One of the most revolutionary advances in psychometric research during the last decades has been the systematic development of statistical models that allow for cognitive psychometric research (CPR) to be conducted. Many of the models currently available for such purposes are extensions of basic latent variable models in item response theory…

Rupp, Andre A.

2007-01-01

483

Probabilistic Safety Analysis Pocedures Guide.  

National Technical Information Service (NTIS)

This guide addresses the determination of the probability (per year) of core damage resulting from accident initiators internal to the plant, and from loss of offsite electric power. The scope includes analyses of problem-solving (cognitive) human errors,...

A. J. Buslik D. Ilberg I. A. Papazoglou R. A. Bari R. E. Hall

1984-01-01

484

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

485

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.

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

Automotive 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 automotive technology. The document begins with a list of all tasks covered by the curriculum, a short course outline, and a curriculum framework that explains major content, laboratory activities, and intended outcomes.…

Idaho State Dept. of Education, Boise. Div. of Vocational Education.

488

Foodservice Occupations Cluster Guide.  

ERIC Educational Resources Information Center

Intended to assist vocational teachers in developing and implementing a cluster program in food service occupations, this guide contains sections on cluster organization and implementation and instructional emphasis areas. The cluster organization and implementation section covers goal-based planning and includes a proposed cluster curriculum, a…

Oregon State Dept. of Education, Salem.

489

Media: A Pocket Guide.  

ERIC Educational Resources Information Center

An attempt has been made to provide a concise but comprehensive guide to instructional media for instructors, students, and teachers. Topics covered include audio learning systems, overhead projection, opaque projection, slide and filmstrip projection, projection surfaces, chalkboards and markboards, graphics, models, duplicating, motion pictures,…

Arrasjid, Harun; Arrasjid, Dorine Audrey

490

HAPPIER: Health Resource Guide.  

ERIC Educational Resources Information Center

Based on findings of Project HAPPIER surveys and intended as a resource for health care providers and educators who serve the migrant community, this guide describes over 375 instructional materials in the areas of dental health, disease control, fitness, health promotion, human growth and development, hypertension, maternal and child care, mental…

Pennsylvania State Dept. of Education, Harrisburg.

491

Individually Prescribed Instruction Mathematics Program. Audio-Visual Sources.  

ERIC Educational Resources Information Center

Audiovisual materials for use with the Individually Prescribed Instruction (IPI) Mathematics Program are listed. The guide gives the type of aid, title, content, and source. The aids are listed by the IPI objective which they are to illustrate. (JY)

Wine, William; Fisher, Jack R.

492

Instructional Software Design Principles.  

ERIC Educational Resources Information Center

Discusses learner/computer interaction, learner control, sequencing of instructional events, and graphic screen design as effective principles for the design of instructional software, including tutorials. (MBR)

Hazen, Margret

1985-01-01

493

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.

494

Trends in Instructional Technology: An Instructional Module.  

ERIC Educational Resources Information Center

Learner objectives, text, practice exercises and answer sheets are provided on the history of educational technology, which includes three major periods: Audiovisual Instruction (1920-1945), Audiovisual Communications (1945-date), and Instructional Systems Analysis and Design (1950-date). The terms "educational technology" and "instructional

Wiley, Ann L.

495

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

496

Creating Shared Instructional Products: An Alternative Approach to Improving Teaching  

ERIC Educational Resources Information Center

To solve two enduring problems in education--unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction--the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching. By examining systems outside…

Morris, Anne K.; Hiebert, James

2011-01-01

497

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

498

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

499

Critical Issues in the Instruction of the Learning Disabled.  

ERIC Educational Resources Information Center

Addresses issues and trends relevant to the instruction of the learning disabled (LD). In this review, attempts to remediate LD are examined according to the adequacy of the theoretical context that guides the instruction and the efficacy and validity of the remediation procedures. Reviews selected studies representative of medical,…

Lyon, G. Reid; Moats, Louisa Cook

1988-01-01

500

Assessing therapist adherence to recovery-focused cognitive behavioural therapy for psychosis delivered by telephone with support from a self-help guide: psychometric evaluations of a new fidelity scale.  

PubMed

Background: Recent research has highlighted the importance of psychological interventions such as cognitive behavioural therapy (CBT) in improving outcomes and promoting recovery for people with experience of psychosis, although a lack of trained therapists means that availability of face-to-face CBT is low. Alternative modes of delivering CBT are being explored, such as telephone and self-help methods, although research to date on whether they can be implemented effectively is limited. Aims: The aims of the present study were to describe and evaluate a new therapy fidelity scale (ROSTA; Recovery Oriented Self-help and Telephone therapy Adherence). This scale was developed to assess fidelity to cognitive behaviour therapy for psychosis (CBTp) focused on improving recovery, with optional subscales for delivery over the telephone and alongside a self-help guide. Method: Experienced CBT therapists rated recorded therapy sessions using the ROSTA scale. The scores were used to assess internal consistency and inter-rater reliability, before being compared to scores from an independent expert rater using an alternative fidelity scale for cognitive therapy in psychosis (the CTS-Psy), to investigate concurrent validity. Results: The ROSTA scale demonstrated excellent internal consistency, inter-rater reliability and validity when evaluated as a whole, although findings were mixed in terms of the individual subscales and items. Conclusions: The ROSTA scale is, on the whole, a reliable and valid tool, which may be useful in training and supervision, a utility that would be further emphasized if the therapeutic intervention it assesses is deemed to be efficacious based on future work. PMID:23611066

Hartley, Samantha; Scarratt, Phillippa; Bucci, Sandra; Kelly, James; Mulligan, John; Neil, Sandra T; Rivers, Zoe; Taylor, Christopher D J; Welford, Mary; Haddock, Gillian

2014-07-01