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1

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

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

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.

4

Cognitive Task Analysis for Instruction in Single-Injection Ultrasound Guided-Regional Anesthesia  

ERIC Educational Resources Information Center

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

Gucev, Gligor V.

2012-01-01

5

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.

6

An Instructional Guide for Parents.  

ERIC Educational Resources Information Center

Presented is an instructional guide for parents of severely and profoundly retarded and multiply handicapped children. Developed by 20 graduate students during a summer institute at Duquesne University, the guide suggests activities in communication, self-help and physical development. An introduction provides a definition of the severely involved…

Carambio, Lisa; And Others

7

Career Education Instructional Guide.  

ERIC Educational Resources Information Center

The guide is designed primarily for industrial arts teachers at the middle school level who wish to integrate career education into their curricula. The lessons and activities attempt to establish a balance among career information, technical information, and hands-on experience. The guide contains six lesson plans which cover the topics: the…

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

8

Linking Cognitive Learning Theory to Instructional Prescriptions.  

ERIC Educational Resources Information Center

Presents a model of instructional design which links cognitive learning theory and instructional prescriptions. Topics discussed include knowledge types and knowledge acquisition; memory system components; learning time; learning objectives, including skills, cognitive strategies, and creative processes; instructional methods that relate to…

Tennyson, Robert D.; Rasch, Mariana

1988-01-01

9

Instruction Guide Training and Organizational Development  

E-print Network

Instruction Guide � Training and Organizational Development Office of Human Resource Services Development Office of Human Resource Services University of Florida, Gainesville, FL 32611 Updated: January 17, Committed Cost Sharing, and Over the Cap percentages. #12;Instruction Guide � Training and Organizational

Pilyugin, Sergei S.

10

Branch History Guided Instruction Prefetching  

Microsoft Academic Search

Instruction cache misses stall the fetch stage of the pro- cessor pipeline and hence affect instruction supply to the processor. Instruction prefetching has been proposed as a mechanism to reduce instruction cache (I-cache) misses. However, a prefetch is effective only if accurate and initi- ated sufficiently early to cover the miss penalty. This pa- per presents a new hardware-based instruction

Viji Srinivasan; Edward S. Davidson; Gary S. Tyson; Mark J. Charney; Thomas R. Puzak

2001-01-01

11

Curriculum Guide: ESL Instruction for Indochinese Refugees.  

ERIC Educational Resources Information Center

This guide provides a basic framework that may be implemented in any English as a second language (ESL) program comprised of the following levels: entry pre-literate, entry literate, basic, and intermediate. The program may be implemented in sessions of 5 hours or 3 hours per day of ESL instruction. The modules of instruction are: (1) oral…

DeFaveri, Romayne

12

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

13

Career Opportunities Instructional Guide. Spanish Student Materials.  

ERIC Educational Resources Information Center

This document is the Spanish language version of the student materials component designed to accompany the Career Opportunities Instructional Guide. Page numbers are consistent with numbering in that guide. Seventeen units are provided. The materials in Unit 1 concern various aspects of locating information about occupations; Unit 2 provides an…

Hendrix, Mary W.; And Others

14

Career Opportunities Instructional Guide. Student Materials.  

ERIC Educational Resources Information Center

These student materials are designed to accompany the Career Opportunities Instructional Guide. Page numbers are consistent with the numbering in that guide. Seventeen units are provided. The materials in Unit 1 concern aspects of locating information about occupations; Unit 2 provides an introduction to the 15 occupational clusters. Each of the…

Hendrix, Mary W.

15

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.

16

Instruction Guide Shopping Using the Non-Catalog Item Form  

E-print Network

to: section of links. 3. The system displays this form: #12;Instruction Guide Shopping Using the NonInstruction Guide Shopping Using the Non-Catalog Item Form Updated February 14, 2014 © Office to the instruction guide, "Shopper's Guide to myUF Market" to create a new cart before shopping. Finding your vendor

Pilyugin, Sergei S.

17

Using Your Inner Voice to Guide Instruction  

ERIC Educational Resources Information Center

This article describes a tool teachers can use to analyze student work and provides activity suggestions to guide instruction based on their findings. By integrating the voice of the child and the voice of the discipline, teachers can use their inner voice to build a model of the child's understanding. (Contains 8 figures.)

Mohr, Doris J.; Walcott, Crystal Y.; Kastberg, Signe E.

2008-01-01

18

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

19

Instruction Guide Training and Organizational Development  

E-print Network

Instruction Guide © Training and Organizational Development Office of Human Resource Services and Organizational Development Office of Human Resource Services University of Florida, Gainesville, FL 32611 January approval role request is forwarded to the Department of Cost Analysis, which will review the request

Pilyugin, Sergei S.

20

Instruction Guide Recruitment Checklist: OPS Adjunct Faculty  

E-print Network

Instruction Guide Recruitment Checklist: OPS Adjunct Faculty � Training and Organizational with OPS Adjunct Faculty recruitment that is not answered in this checklist, please contact Academic 1. Develop an outreach/advertising plan to attract a diverse applicant pool. 2. Create a job

Block, Louis

21

Instruction Guide Recruitment Checklist: Post Doctoral Associate  

E-print Network

Instruction Guide Recruitment Checklist: Post Doctoral Associate � Training and Organizational Associate positions. If you have any questions with Post Doc Associate recruitment that is not answered. 2. Create a job requisition in GatorJobs using the OPS template or previous requisition. a

Block, Louis

22

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.

23

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.

24

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.

25

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

26

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

27

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.

28

The Application of the Cognitive Learning Theory to Instructional Design.  

ERIC Educational Resources Information Center

Considers the relevance of cognitive learning theory to instructional design for effective learning. Highlights include the organization of knowledge; systems approach; cognitive process learning; schema theory; and components of a model for instructional design, including pretesting, motivational considerations, media selection, and validation.…

Blanton, Betty B.

1998-01-01

29

A Guide to Classroom Instruction for Adjunct Faculty.  

ERIC Educational Resources Information Center

This book is a self-study instructional guide designed to explain how to deliver a course. The guide includes four modules: (1) Introduction to Classroom Instruction; (2) Fundamentals of Learning; (3) Methods of Delivering Instruction; and (4) Administration, Evaluation, and Feedback. Each module includes a case that presents a problem or…

Reed, John H.

30

Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two-Way Street between Cognition and Instruction.  

ERIC Educational Resources Information Center

Examines the design of multimedia learning environments as a case example of the intertwined and reciprocal relation between cognition and instruction. Explores the contributions of cognitive theory to multimedia design issues and the contributions of multimedia design issues to cognitive theory. (EV)

Mayer, Richard E.

2002-01-01

31

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

32

Instruction Guide Approving Requisitions in myUF Market  

E-print Network

, Gainesville, FL 32611 myUF Market 12.3 5. Before approving, to open and view a requisition, clickInstruction Guide Approving Requisitions in myUF Market @ Training and Organizational Development 32611 myUF Market 12.3 Use this instruction guide to approve a purchasing requisition (PR) in my

Sheremet, Alexandru

33

Programmed Instruction Versus Guided Learning in Foreign Language Acquisition.  

ERIC Educational Resources Information Center

Criticism against the application of Skinnerian programed instruction techniques to foreign language learning is advanced, while the development of a largely self-instructional guided learning program with live teachers and other students is advocated. Major attention is directed to an explanation of the principles of programed instruction, the…

Valdman, Albert

1968-01-01

34

Cognitive Changes During Conceptually Based Instruction on Decimal Fractions  

Microsoft Academic Search

Students develop competence with written mathematical symbol systems through the sequential and cumulative acquisition of several distinct cognitive processes. The initial processes develop the quantitative meaning of the symbols and the rules for operating with them. It is hypothesized that if instruction is designed to promote these processes, students will acquire them, use them to solve the instructed tasks, and

Diana Wearne; James Hiebert

1989-01-01

35

Neuroimaging of Cognitive Load in Instructional Multimedia  

ERIC Educational Resources Information Center

This paper reviews research literature on cognitive load measurement in learning and neuroimaging, and describes a mapping between the main elements of cognitive load theory and findings in functional neuroanatomy. It is argued that these findings may lead to the improved measurement of cognitive load using neuroimaging. The paper describes how…

Whelan, Robert R.

2007-01-01

36

Applying cognitive load theory to the design of web-based instruction  

Microsoft Academic Search

Cognitive load theory can inform the design of web-based instruction. The basic premise of cognitive load theory is that the focus of an instructional module must be the instruction itself. Information that is adjunct to the instruction must be designed to minimize cognitive load and enhance working memory. Because the mental resources of working memory can be overloaded, any information

Susan Feinberg; Margaret Murphy

2000-01-01

37

Applying cognitive load theory to the design of Web-based instruction  

Microsoft Academic Search

Cognitive load theory can inform the design of Web-based instruction. The basic premise of cognitive load theory is that the focus of an instructional module must be the instruction itself. Information that is adjunct to the instruction must be designed to minimize cognitive load and enhance working memory. Because the mental resources of working memory can be overloaded, any information

Susan Feinberg; Margaret Murphy

2000-01-01

38

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

39

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

40

Intravenous Therapy Instruction for Licensed Practical Nurses. Instructor's Guide.  

ERIC Educational Resources Information Center

This Idaho instructor's guide lists tasks and enabling objectives, outlines instruction, and provides handout masters, overhead masters, and tests for intravenous therapy (IV) instruction for licensed practical nurses. Following an introduction and a list of criteria for successful completion of IV therapy courses, the document lists tasks and…

Springer, Pam; Carey, Jean

41

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

42

Can Music Instruction Affect Children's Cognitive Development?  

Microsoft Academic Search

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

Frances H. Rauscher; ERIC DIGEST

43

Guide to Materials for Reading Instruction, Supplement 1.  

ERIC Educational Resources Information Center

This "Guide" was prepared in order to inform educators of the variety of new materials available in the field of reading instruction. The supplement updates the original volume published in September 1968 and is meant to be used with the original "Guide." New publications since that date, as well as additional publishers who have joined the…

Berridge, Wayne E.; Harris, Larry A.

44

Instruction Guide Shopping Using a Form for Service  

E-print Network

forms in the system by entering a keyword such as "Service" into the Shop at the Top search fieldInstruction Guide Shopping Using a Form for Service Updated March 31, 2014 © Office of Human guide to learn how to shop using forms in myUF Market. Use the Standard Service Request Form for any

Pilyugin, Sergei S.

45

INSTRUCTIONAL GUIDE FOR ELECTRICITY, JUNIOR HIGH SCHOOL INDUSTRIAL ARTS.  

ERIC Educational Resources Information Center

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

GOLDSMITH, J. LYMAN

46

Instructional Interactions of Students with Cognitive Disabilities: Sequential Analysis  

ERIC Educational Resources Information Center

We studied instructional interactions through semi-structured observation of 13 student- teacher dyads involving elementary students with cognitive disabilities. Special educators' use of directions and responses of differing modes and types was analyzed. Student task-engagement behaviors (i.e., active engage, disruptive, passive on-task,…

Kim, Ockjean; Hupp, Susan C.

2007-01-01

47

Composition Instruction and Cognitive Performance: Results of a Pilot Study  

ERIC Educational Resources Information Center

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

Bugos, Jennifer; Jacobs, Edward

2012-01-01

48

Rethinking Online Instruction: From Content Transmission to Cognitive Immersion  

Microsoft Academic Search

As faculty make greater use of Web-based instruction, pedagogical strategy sometimes evolves from the transmission of content to the creation of interactive courses that immerse students in the cognitive style of the discipline. One technique associated with this is the \\

Betty Ladner; Donald Beagle; James R. Steele; Linda Steele

2004-01-01

49

Guide Book; Television Instruction--1974 Edition.  

ERIC Educational Resources Information Center

Descriptions of instructional television films produced by the National Instructional Television Center (NIT) are presented. Three major groups are listed, the first of which consists of 61 film series for elementary or secondary students dealing with the following subjects: art, career development, communications, early childhood, foreign…

National Instructional Television Center, Bloomington, IN.

50

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

51

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

NASA Astrophysics Data System (ADS)

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

Nourse, Stacia

52

School Bus Driver Instructional Program. Course Guide.  

ERIC Educational Resources Information Center

A standardized and comprehensive school bus driver instructional program has been developed under contract with the Federal Government. The course has been organized to provide in one package a program for developing the minimum skills and knowledge needed by the school bus driver, as well as those supplemental skills and knowledge which the…

Department of Transportation, Washington, DC. National Highway Safety Bureau.

53

Cognitive styles, subject content and the design of computer based instruction  

Microsoft Academic Search

The authors present a study on designing computer based instruction (CBI) considering the individual students' preferred cognitive styles and the effects of the subject contents on the learning outcomes. The bimodal nature of cognitive styles was examined in order to assess the full ramification of cognitive styles on learning. Students' cognitive styles were analysed using cognitive style analysis (CSA) software.

Wageeh W. Boles; Hitendra Pillay

1999-01-01

54

Social Science Instructional Guides: High School (Grades 9-12).  

ERIC Educational Resources Information Center

The guide, part of a social science learning continuum from first through twelfth grades, contains outlines for two-semester social studies courses for grades 9-12. Three components comprise each section: time allocations for units, instructional objectives, and a content outline. The Grade 9 course, Cultures of the Non-Western World, contains…

Hartman, Carl; And Others

55

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.

56

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

ERIC Educational Resources Information Center

This manual is the second part of a two-volume teacher's guide to a series of instructional units for use in health occupations education programs in Texas. Covered in the 10 units included in this volume are the following topics: special procedures (administering oxygen to patients; using elastic bandages; assisting with postural drainage; and…

Williams, Catherine

57

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.

58

Problem Solving with Guided Repeated Oral Reading Instruction  

ERIC Educational Resources Information Center

Many students with disabilities require specialized instructional interventions and frequent progress monitoring in reading. The guided repeated oral reading technique promotes oral reading fluency while providing a reliable data-based monitoring system. This article emphasizes the importance of problem-solving when using this reading approach.

Conderman, Greg; Strobel, Debra

2006-01-01

59

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.

60

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

61

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

ERIC Educational Resources Information Center

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

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

2012-01-01

62

Representing Instructional Material for Scenario-Based Guided-Discovery Courseware  

SciTech Connect

The focus of this paper is to discuss paradigms for learning that are based on sound principles of human learning and cognition, and to discuss technical challenges that must be overcome in achieving this research goal through instructional system design (ISD) approaches that are cost-effective as well as conformant with today's interactive multimedia instruction standards. Fundamental concepts are to: engage learners to solve real-world problems (progress from simple to complex); relate material to previous experience; demonstrate what is to be learned using interactive, problem-centered activities rather than passive exposure to material; require learners to use their new knowledge to solve problems that demonstrate their knowledge in a relevant applied setting; and guide the learner with feedback and coaching early, then gradually withdraw this support as learning progresses. Many of these principles have been put into practice by employing interactive learning objects as re-usable components of larger, more integrated exercises. A challenge is to make even more extensive use of interactive, scenario-based activities within a guided-discovery framework. Because the design and construction of interactive, scenario-based learning objects and more complex integrated exercises is labor-intensive, this paper explores the use of interactive learning objects and associated representation schema for instructional content to facilitate development of tools for creating scenario-based, guided-discovery courseware.

Greitzer, Frank L.; Merrill, M. DAVID.; Rice, Douglas M.; Curtis, Darren S.

2004-12-06

63

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

ERIC Educational Resources Information Center

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

Cheon, Jongpil; Grant, Michael M.

2012-01-01

64

The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction.  

ERIC Educational Resources Information Center

Describes a study of Korean elementary school students that was conducted to investigate the effects of differing types of instructional control strategies and cognitive style on achievement in arithmetic skills using computer-assisted instruction. Hypotheses tested are discussed, time on task is investigated, and future research is suggested.…

Yoon, Gwan-Sik

1994-01-01

65

The Effects of Instructional Sequence and Cognitive Style on the Achievement of High School Biology Students.  

ERIC Educational Resources Information Center

The purpose of this study was to identify a possible interaction between the cognitive style of the students and the instructional sequence of the materials and their combined effect on achievement. Findings indicate that interaction of cognitive style and instructional sequence is not significant in the ANCOVA. (Author/MA)

Douglass, Claudia B.; Kahle, Jane B.

1978-01-01

66

Cognitive\\/information processing psychology and instruction: Reviewing recent theory and practice  

Microsoft Academic Search

With increasing frequency, constructs developed within the field of cognitive\\/information processing psychology are being employed in the development of instructional theory. This article attempts to organize a broad range of developments in instructional psychology which have this common origin. Particular emphasis is placed on the applicability of constructs such as data structures and procedures. Recent developments in instructional psychology are

John P. Gallagher

1979-01-01

67

The Relationships between Cognitive Style of Field Dependence and Learner Variables in E-Learning Instruction  

ERIC Educational Resources Information Center

This study examines the relationships between cognitive styles of field dependent learners with their attitudes towards e-learning (distance education) and instructional behavior in e-learning instruction. The Group Embedded Figures Test (GEFT) and the attitude survey (for students' preferences) towards e-learning instruction as distance…

Sozcu, Omer Faruk

2014-01-01

68

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

69

Intensive English as a Second Language/Cultural Orientation Training Program. Guide for Instruction.  

ERIC Educational Resources Information Center

This instructional guide is designed to assist those teaching intensive English-as-a-second-language (ESL) courses geared toward Indochinese refugees. It offers suggestions for making culturally sensitive and responsive decisions while providing basic cultural orientation and second language instruction to refugees. The first part of the guide

International Catholic Migration Commission, Morong (Philippines).

70

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

ERIC Educational Resources Information Center

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

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

71

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

72

Individualizing Guided Oral Reading Fluency Instruction for Students with Emotional and Behavioral Disorders  

ERIC Educational Resources Information Center

Guided oral reading fluency instruction is a research-validated strategy for improving reading achievement. This article addresses ways to individualize guided oral reading fluency instruction for students with emotional and behavioral disorders using behavioral principles. In addition, the article explains how to use data to set goals and monitor…

Al Otaiba, Stephanie; Rivera, Mabel O.

2006-01-01

73

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

74

Cognitive Advantages of Blending with Material Anchors in Energy Instruction  

NASA Astrophysics Data System (ADS)

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

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

2012-03-01

75

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

76

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

77

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

78

An instructional design guide for web-based physics courses  

E-print Network

instructional material. The purpose of this phase is to gener- ate the lesson plans and lesson materials. During the development phase, a designer develops the instruction, all media that will be used in the instruction and any sup- plementary material... instructional material. The purpose of this phase is to gener- ate the lesson plans and lesson materials. During the development phase, a designer develops the instruction, all media that will be used in the instruction and any sup- plementary material...

Ozmetin, Ali Esad

2012-06-07

79

Indiana University Cognitive Science Program 2012 Graduate Student Orientation Guide  

E-print Network

Indiana University Cognitive Science Program 2012 Graduate Student Orientation Guide Administration Colin Allen: Director, 812-855-8916 (colallen@indiana.edu) Peter Todd: Director of Graduate Studies, 812-855-3914 (pmtodd@indiana.edu) Jonathan Crystal: Director of Undergraduate Studies, 812

Indiana University

80

Indiana University Cognitive Science Program 2014 Graduate Student Orientation Guide  

E-print Network

Indiana University Cognitive Science Program 2014 Graduate Student Orientation Guide Administration Colin Allen: Director, 812-855-8916 (colallen@indiana.edu) Peter Todd: Director of Graduate Studies, 812-855-3914 (pmtodd@indiana.edu) Joshua Brown: Director of Undergraduate Studies, 812-855-9282 (jwmbrown@indiana

Indiana University

81

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

Microsoft Academic Search

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

Glenda A. Gunter

2007-01-01

82

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

Microsoft Academic Search

This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a\\u000a conceptual framework of cognitive load theory. Design of efficient interactive learning environments should take into account\\u000a main features and limitations of our cognitive architecture. The paper provides a brief overview of this architecture and\\u000a sources of cognitive load, considers their instructional

Slava Kalyuga

2007-01-01

83

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

ERIC Educational Resources Information Center

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

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

84

Some Instructional Implications from a Mathematical Model of Cognitive Development.  

ERIC Educational Resources Information Center

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

Mierkiewicz, Diane B.

85

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

86

North Carolina Articulated Instructional Objectives Guide for Executive Secretary/Business Education (State Pilot Model).  

ERIC Educational Resources Information Center

This articulation instructional objective guide for executive secretary/business education contains summary information on sixteen blocks (courses) of instruction. They are the following: introduction to business, business mathematics, personal development, typing--beginning, records management, business machine--calculating, business…

North Carolina State Dept. of Community Colleges, Raleigh.

87

Industrial Education. Electricity/Electronics Curriculum Guide, Phase II. Instructional Modules, Level I (18 Week).  

ERIC Educational Resources Information Center

Designed for students in grades 7 and 8, this electricity/electronics curriculum guide contains instructional modules for twelve units of instruction: (1) orientation; (2) understanding electricity; (3) safety; (4) methods to generate electricity; (5) wiring tools and wire; (6) soldering; (7) magnetism and electromagnetism; (8) circuits, symbols,…

Lillo, Robert E.; Soffiotto, Nicholas S.

88

Industrial Education. Electricity/Electronics Curriculum Guide, Phase II. Instructional Modules, Level I (9 Week).  

ERIC Educational Resources Information Center

Designed for students in grades 7 and 8, this electricity/electronics curriculum guide contains instructional modules for ten units of instruction (nine-week class): (1) orientation; (2) understanding electricity; (3) safety; (4) methods to generate electricity; (5) wiring tools and wire; (6) soldering; (7) magnetism and electromagnetism; (8)…

Lillo, Robert E.; Soffiotto, Nicholas S.

89

RTI with Differentiated Instruction, Grades 6-8: A Classroom Teacher's Guide  

ERIC Educational Resources Information Center

Collecting, processing, and using assessment data to form instruction for each student can be overwhelming--especially with so much diversity in the classroom. Help is here, with this hands-on guide that brings together the two leading approaches to teaching students of varying abilities: Response to Instruction and Intervention (RTI) and…

O'Meara, Jodi

2011-01-01

90

The Principal's Guide to the First 100 Days of the School Year: Creating Instructional Momentum  

ERIC Educational Resources Information Center

For veteran principals, new principals, and aspiring principals, this book is a valuable resource for building instructional momentum during the beginning of the school year. Educational leadership expert Shawn Joseph guides administrators through five key areas: (1) Vision; (2) Instructional Leadership; (3) Politics; (4) Data; and (5) Planning.

Joseph, Shawn

2012-01-01

91

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

ERIC Educational Resources Information Center

Designed for students in the ninth grade, this electricity/electronics curriculum guide contains instructional modules for twenty-four units of instruction. Among the modules included are (1) introduction to the world of electricity, (2) electrical safety, (3) the electrical team, (4) resistance and resistors, (5) electric lamps and heating…

Lillo, Robert E.; Soffiotto, Nicholas S.

92

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.

93

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

ERIC Educational Resources Information Center

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

Iseman, Jackie S.; Naglieri, Jack A.

2011-01-01

94

Library/Study Skills Instruction in Hawaii's Schools: A Guide for Teachers and Librarians.  

ERIC Educational Resources Information Center

Intended for both librarians and teachers in grades K through 12, this guide presents a framework and some of the strategies and tools needed to build toward a systematic and meaningful library/study skills program for Hawaii's schools. The guide is organized around basic elements of an instructional development model (IDM). Chapters cover…

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

95

Articulated Instruction Objectives Guide for Drafting. Final Document for Articulation of Drafting.  

ERIC Educational Resources Information Center

Intended for use in competency-based and criterion-referenced vocational programs, this articulated, performance-based instruction objectives guide for Drafting I is designed for reference use in the articulation of drafting programs at the secondary and postsecondary levels. It consists of a description of the development of the guide, 14…

Henderson, Wm. Edward, Jr.

96

Electricity/Electronics Curriculum Guide. Instructional Modules Level I.  

ERIC Educational Resources Information Center

The 12 competency-based instructional units in Level I of the four-level Electricity/Electronics Curriculum series are designed to help the instructor in planning, organizing, and presenting introductory electricity/electronics materials. Nine-week and 18-week unit outlines are provided for grades 7 and 8. The instructional units are generally…

Merklein, Robert, Ed.; And Others

97

Applying Piaget's Theory of Cognitive Development to Mathematics Instruction  

ERIC Educational Resources Information Center

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…

Ojose, Bobby

2008-01-01

98

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

99

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.

100

Instructional Efficiency of Changing Cognitive Load in an Out-of-School Laboratory  

ERIC Educational Resources Information Center

Our research objective focused on monitoring students' mental effort and cognitive achievement to unveil potential effects of an instructional change in an out-of-school laboratory offering gene technology modules. Altogether, 231 students (12th graders) attended our day-long hands-on module. Within a quasi-experimental design, a treatment group…

Scharfenberg, Franz-Josef; Bogner, Franz X.

2010-01-01

101

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

102

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

ERIC Educational Resources Information Center

We present an approach for integrating instruction of scientific writing and reading into undergraduate science courses, inspired by the pedagogical theory of cognitive apprenticeship. We demonstrate its implementation and describe a study of students' feedback that enabled us to elicit students' difficulties and fine-tune the next application…

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

2006-01-01

103

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

NSDL National Science Digital Library

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

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

2006-11-01

104

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

105

How the Instructional and Learning Environments of Liberal Arts Colleges Enhance Cognitive Development  

ERIC Educational Resources Information Center

This study analyzes longitudinal data from 17 four-year institutions in the United States to determine how the distinctive instructional and learning environment of American liberal arts colleges accounts for the positive impact of liberal arts college attendance on four-year growth in critical thinking skills and need for cognition. We find that,…

Pascarella, Ernest T.; Wang, Jui-Sheng; Trolian, Teniell L.; Blaich, Charles

2013-01-01

106

Combining Cognitive Learning Theory and Computer Assisted Instruction for Deaf Learners.  

ERIC Educational Resources Information Center

This study evaluated the effectiveness of a computer-assisted instructional program to teach educational psychology concepts to 19 preservice deaf teachers. The computer modules were based on cognitive learning theory principles. Results indicated significant learning and positive reactions by students to lesson quality. (Author/DB)

Mertens, Donna M.; Rabiu, Jubril

1992-01-01

107

Effects of Constructivist-Oriented Instruction on Elementary School Students' Cognitive Structures  

ERIC Educational Resources Information Center

The purpose of this study was primarily to explore the effects of constructivist-oriented instruction on fifth graders' cognitive structures about biological reproduction. Furthermore, such effects on different science achievers were also investigated. The subjects of this study were 69 eleven year olds in Taiwan, who were assigned to either a…

Wu, Ying-Tien; Tsai, Chin-Chung

2005-01-01

108

Instructional Benefits of Spoken Words: A Review of Cognitive Load Factors  

ERIC Educational Resources Information Center

Spoken words have always been an important component of traditional instruction. With the development of modern educational technology tools, spoken text more often replaces or supplements written or on-screen textual representations. However, there could be a cognitive load cost involved in this trend, as spoken words can have both benefits and…

Kalyuga, Slava

2012-01-01

109

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

ERIC Educational Resources Information Center

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

Suminski, Richard R.; Petosa, Rick

2006-01-01

110

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

111

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

112

Instructional design, cognition, and technology: Applications to the teaching of scientific concepts  

Microsoft Academic Search

The effective educational use of information technologies depends crucially on good instructional design based on an adequate understanding of cognitive processes. To teach flexible intellectual performance, such design must ensure that the knowledge acquired by students be explicit, coherent, reliably interpretable, and testable. For example, the ability to use scientific or mathematical concepts requires both explicit general interpretation procedures and

F. Reif

1987-01-01

113

Applying Cognitive Theory to Statistics Instruction Marsha C. Lovett and Joel B. Greenhouse  

E-print Network

and practice, each of these principles is transformed into a practical guideline and exemplified in a real teaching context. It is argued that this approach of putting cognitive theory into practice can offer: Statistical education, Instructional technique, Pedagogy #12; 1 1. INTRODUCTION At the heart of the reform

114

Using Children's Mathematical Knowledge in Instruction  

Microsoft Academic Search

This article describes how knowledge of children's thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards (NCTM, 1989). The study is situated in the Cognitively Guided Instruction (CGI) project chain

Elizabeth Fennema; Megan L. Franke; Thomas P. Carpenter; Deborah A. Carey

1993-01-01

115

Cognitive Psychology and Instructions: New Schemes for Old Ways.  

ERIC Educational Resources Information Center

Cognitive psychology, which investigates how people learn and how people know, can aid writers, who want readers to read their material easily, understand the material, or comprehend the material--three levels of processing complexity. Because readers vary from being very knowledgeable in the subject of a document to lacking in knowledge, and…

Warren, Thomas L.

116

Cognition and Instruction: Reasoning about bias in sampling  

NASA Astrophysics Data System (ADS)

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

Watson, Jane; Kelly, Ben

2005-02-01

117

A multimedia guide to spinal cord injury: empowerment through self instruction.  

PubMed

The Spinal Cord Injury (SCI) Project is developing a series of instructional modules on SCI that will be distributed via CD-ROM for patient and family education. The modules are based on an instructional program and patient manual distributed by the Paralyzed Veterans of America. The program includes topics ranging from the anatomy and physiology of spinal cord injuries to legal rights established under the Americans With Disabilities Act. The SCI project expands on the instructional manual by combining digital multimedia techniques with motivational features such as games and personal guides. The user selects a personal guide from among a selection of individuals with spinal cord injuries to guide them through tutorials that include accounts of personal experiences. The guides appear in small video windows at various points throughout the tutorials and give personal insight into the topic at hand. The user can also query the other guides to hear their views on a topic. The user interface incorporates 'seamless access' features, which enable persons with a wide range of disabilities to use the program. Innovative features of these modules are the use of personal instructional guides, motivational games and activities, incorporation of alternative input or access strategies, and the use of high quality, low cost, multimedia production strategies. PMID:8591558

Van Biervliet, A; Gest, T R

1995-01-01

118

Pre-Calculus Instructional Guide for Elementary Functions, Analytic Geometry.  

ERIC Educational Resources Information Center

This is a guide for use in semester-long courses in Elementary Functions and Analytic Geometry. A list of entry-level skills and a list of approved textbooks is provided. Each of the 18 units consists of: (1) overview, suggestions for teachers, and suggested time; (2) list of objectives; (3) cross-references guide to approved textbooks; (4) sample…

Montgomery County Public Schools, Rockville, MD.

119

Designing a Blended Course: Using ADDIE to Guide Instructional Design  

ERIC Educational Resources Information Center

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

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

2011-01-01

120

A Planning Guide for Instructional Networks, Part II.  

ERIC Educational Resources Information Center

This second in a series of articles on planning for instructional computer networks focuses on site preparation, installation, service, and support. Highlights include an implementation schedule; classroom and computer lab layouts; electrical power needs; workstations; network cable; telephones; furniture; climate control; and security. (LRW)

Daly, Kevin F.

1994-01-01

121

School Bus Driver Instructional Program. Instructor's Guide--Advanced Unit.  

ERIC Educational Resources Information Center

Geared to behavioral objectives, the instruction is organized into programed units on emergency driving techniques, first aid, field trips, transporting exceptional students, detecting hazards, controlling the position of the bus, driving under special conditions, and preventive maintenance of the bus. Each unit is constructed around content…

Department of Transportation, Washington, DC. National Highway Safety Bureau.

122

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

ERIC Educational Resources Information Center

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

Paul, Richard; And Others

123

The effects of cognitive moral development instruction on moral development scores of parochial high school students  

Microsoft Academic Search

Purpose. The purpose of this study was to investigate the impact of cognitive moral development instruction on students' moral reasoning development test scores.Design and procedures. The study utilized the Non-Equivalent Control Group Design developed by Campbell and Stanley (1969). A sample of 201 parochial high schools students was divided into Treatment and Non-Treatment groups, each completing an informational questionnaire and

John Edward Romeo

1987-01-01

124

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

PubMed Central

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

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

2012-01-01

125

School-to-Work Career Portfolios. Instructional Guide. Family & Consumer Science.  

ERIC Educational Resources Information Center

With this instructional guide, teachers of eighth-grade family and consumer sciences courses can help their students create a school-to-work career portfolio and accomplish the following behavioral objectives during the process: demonstrate skills/attitudes essential for job interviews; describe the importance of academic and occupational skills…

Duffy, Linda

126

NKU Authorized User Payment Portal Instruction Guide Paying by E-Check  

E-print Network

, click "Process Payment". #12;Once the payment has been submitted, the balance due will reflectNKU Authorized User Payment Portal Instruction Guide Paying by E-Check You should have received payments on a student's account. Home or Login Screen: Enter in the required information: Email Address

Boyce, Richard L.

127

Articulated, Performance-Based Instruction Guide for Drafting II. 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 drafting II program. Introductory materials include a description of Drafting II,…

Henderson, William Edward, Jr.

128

Articulated, Performance-Based Instruction Objective Guide for Food Service/Food Service Management.  

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 food service and food service management program. Introductory materials include…

Henderson, William Edward, Jr.

129

Articulated, Performance-Based Instruction Objectives Guide for Building Construction/Carpentry. 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 building construction/carpentry program. Introductory materials include descriptions of…

Henderson, William Edward, Jr.

130

Articulated, Performance-Based Instruction Objectives Guide for Automotive Mechanics. 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 automotive mechanics program. Introductory materials include descriptions of Automotive…

Henderson, William Edward, Jr.

131

Lights, Camera, Action! A Guide to Using Video Production and Instruction in the Classroom.  

ERIC Educational Resources Information Center

This instructional guide offers practical ideas for incorporating video production in the classroom. Aspects of video production are presented sequentially. Strategies and suggestions are given for using video production to reinforce traditional subject content and provide interdisciplinary connections. The book is organized in two parts. After…

Limpus, Bruce

132

Vocational Curriculum Resources for Handicapped Students. A Guide to Print and Non-Print Instructional Materials.  

ERIC Educational Resources Information Center

This guide to vocational curriculum resources for handicapped 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 and maintenance, data…

Mangano, R. Michael; And Others

133

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

134

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.

135

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

136

Use of Direct Instruction to Teach Reading to Students with Significant Cognitive Impairments: Student Outcomes and Teacher Perceptions  

ERIC Educational Resources Information Center

The purpose of this study was to determine whether students with significant cognitive impairments make measurable gains in reading skills as measured by the Woodcock Reading Mastery Tests--Revised when taught using Direct Instruction reading programs. Additionally, the study explored teacher perceptions of the effectiveness of Direct Instruction

Kanfush, Philip Michael, III.

2010-01-01

137

Concept-Based Approach to Second Language Teaching and Learning: Cognitive Lingusitics-Inspired Instruction of English Phrasal Verbs  

ERIC Educational Resources Information Center

In recent years, L2 researchers from the sociocultural and cognitive linguistic perspectives have emphasized the importance of properly organized explicit and in-depth grammar instruction for second or foreign language learning. Such instruction is believed to lead learners to systematic understanding of the target features faster and more…

Lee, Hyewon

2012-01-01

138

Language Arts Curriculum Instructional Guide: Grades 4-6.  

ERIC Educational Resources Information Center

This curriculum guide, designed for teachers of language at the elementary level, outlines major language topics and suggests related learning activities for use in the classroom. The following divisions are made: General Introduction, Introduction to Oral-Aural Communication, Oral-Aural Experiences, General Introduction to Composing, The Writing…

Wilmington Public Schools, MA.

139

Cultures of the Western World. Grade Ten. Instructional Guide.  

ERIC Educational Resources Information Center

This curriculum guide presents nine units for the study of western cultures in the tenth grade. The units contain up to 13 lessons each and comprise a two-semester course. Content includes ancient Greece and Rome, the Middle Ages, the Renaissance and Reformation, Great Britain, France as a case study of revolution, Russia, and nationalism and the…

West Chester School District, PA.

140

Course of Study for Electronic Music I. An Instructional Guide.  

ERIC Educational Resources Information Center

The booklet is a guide for music teachers and administrators who wish to incorporate electronic music into the junior or senior high curriculum. It defines program objectives and suggests goals, teaching strategies, materials, and equipment. Reasons for teaching electronic music include its popularity with the younger generation, its capability to…

Montgomery County Public Schools, Rockville, MD. Dept. of Curriculum and Instruction.

141

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

ERIC Educational Resources Information Center

This teaching guide on electrical building maintenance, one in a series of six publications designed for building maintenance instructors in Texas, is designed to give students an understanding of electricity in order to know how to make basic repairs to the electrical systems in a building. Introductory material provides teachers with information…

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

142

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.

143

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

144

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.

145

Strategy Instruction in Action. [Videotapes and Viewing Guide].  

ERIC Educational Resources Information Center

This series of four videotapes and a viewing guide is designed to complement the book "Strategies That Work: Teaching Comprehension to Enhance Understanding." Its author/educators invite teachers to help their students read for deeper meaning and insight, employing a group of research-based strategies that proficient readers use to understand…

Harvey, Stephanie; Goudvis, Anne

146

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.

147

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

NASA Astrophysics Data System (ADS)

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

Schwarz, Christina V.; Gwekwerere, Yovita N.

2007-01-01

148

Les contributions de la psychologie cognitive a l'enseignement strategique des langues secondes au niveau universitaire (The Contributions of Cognitive Psychology to Strategic Second Language Instruction at the University Level).  

ERIC Educational Resources Information Center

Contributions of the field of cognitive psychology to second language instruction are reviewed. It is proposed that these concepts can contribute not only to classroom language instruction, but also to methodology of language teacher education. (MSE)

Besnard, Christine

1995-01-01

149

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

150

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

151

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

Microsoft Academic Search

This study investigated the effect of non-traditional guided inquiry instruction on middle school students’ conceptual understandings\\u000a of lunar concepts. Multiple data sources were used to describe participants’ conceptions of lunar phases and their cause,\\u000a including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a constant comparative method to\\u000a produce profiles of each participant’s conceptual understandings

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

2010-01-01

152

Siena Alert System (SAS) Instruction Guide New User Sign Up Form for Siena Alert System (SAS): Go to  

E-print Network

Siena Alert System (SAS) Instruction Guide New User Sign Up Form for Siena Alert System (SAS): Go: If you are an employee and are also a Siena student, please register for the Siena Alert System one time

153

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

154

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.

155

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

ERIC Educational Resources Information Center

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

Duenk, Lester G.; And Others

156

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

ERIC Educational Resources Information Center

Computer simulations of three individualized adaptive instructional models (AIM) were undertaken to determine if these models function as prescribed in Air Force technical training programs. In addition, the project sought to develop a user's guide for effective understanding of adaptive models during field implementation. Successful simulations…

Hansen, Duncan N.; And Others

157

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

158

To appear in Technology, Instruction, Cognition and Learning (TICL) An Open Learner Model to Help Parents Help their Children  

E-print Network

To appear in Technology, Instruction, Cognition and Learning (TICL) An Open Learner Model to Help Parents Help their Children Stella J.H. Lee & Susan Bull Electronic, Electrical and Computer Engineering Fraction Helper, a learning environment with an open learner model aimed at helping children to understand

Bull, Susan

159

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

160

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

ERIC Educational Resources Information Center

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

Im, Seongah; Park, Hye Jin

2010-01-01

161

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

ERIC Educational Resources Information Center

This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed 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…

van Merrienboer, Jeroen J. G.; Sluijsmans, Dominique M. A.

2009-01-01

162

Visual Representations in Science Education: The Influence of Prior Knowledge and Cognitive Load Theory on Instructional Design Principles  

ERIC Educational Resources Information Center

Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load. Learners have a limited…

Cook, Michelle Patrick

2006-01-01

163

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

164

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

165

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

PubMed

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

Iseman, Jackie S; Naglieri, Jack A

2011-01-01

166

The Cultures of Contemporary Instructional Design Scholarship, Part One: Developments Based on Behavioral and Cognitive Science Foundations  

ERIC Educational Resources Information Center

This is the first in a series of two articles examining the current status of instructional design (ID) scholarship and theory in four different cultures or traditions. In this article, the focus is on, first, ID models based on traditional behavioral theories of learning and, second, on models based on cognitive science and the learning sciences.…

Willis, Jerry

2011-01-01

167

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

ERIC Educational Resources Information Center

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

Craney, Thomas J.

168

Evaluation of Title I ESEA Projects, 1971-1972. Volume III, Instructional Practices and Student Cognitive Performance.  

ERIC Educational Resources Information Center

In this volume, ESEA Title I projects related to instructional practices and student cognitive performance, carried out in Philadelphia during 1971-1972, are evaluated. The six projects in this cluster are: Class for Mentally Retarded/Emotionally Distrubed Children; English as a Second Language; Improvement of Reading Skills (Reading Skills…

Prusso, Kenneth W.; And Others

169

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.

170

Guided self-help versus cognitive-behavioral group therapy in the treatment of bulimia nervosa  

Microsoft Academic Search

Objective: The aim of the current study was to evaluate whether guided self-help was effective in the short and long term in the treatment of bulimia nervosa. Method: Eighty- one patients with bulimia nervosa were randomly assigned to either a self-help manual with a maximum of 18 short weekly visits (guided self-help) or to 18 weekly 1.5-h sessions of cognitive-behavioral

Ursula Bailer; Martina de Zwaan; Friedrich Leisch; Alexandra Strnad; Claudia Lennkh-Wolfsberg; Nadia El-Giamal; Kurt Hornik; Siegfried Kasper

2004-01-01

171

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

172

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

ERIC Educational Resources Information Center

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

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

2006-01-01

173

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

174

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

175

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

176

Industry Services Leadership Development Program. Guide for Using the Self-Paced Instructional Modules. Module Number I-B.  

ERIC Educational Resources Information Center

One of 33 self-paced instructional modules for an industry services leadership development (ISLD) program, this guide provides the information needed for using the ISLD modules and is primarily designed for use by instructors and supervisors who will manage the use of the modules in various training situations. (The ISLD modules are designed as…

Brooks, Kent; And Others

177

Lasting Effects of Instruction Guided by the Conflict Map: Experimental Study of Learning about the Causes of the Seasons  

ERIC Educational Resources Information Center

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…

Tsai, Chin-Chung; Chang, Chun-Yen

2005-01-01

178

Effects of Guided Inquiry versus Lecture Instruction on Final Grade Distribution in a One-Semester Organic and Biochemistry Course  

ERIC Educational Resources Information Center

A comprehensive guided-inquiry approach was used in a combined organic and biochemistry course for prenursing and predietetics students rather than lecture. To assess its effectiveness, exam grades and final course grades of students in three instructional techniques were compared. The three groups were the following: (i) lecture only, (ii)…

Conway, Colleen J.

2014-01-01

179

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

ERIC Educational Resources Information Center

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

Smith, Clifton L.

180

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

ERIC Educational Resources Information Center

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

Smith, Clifton L.

181

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

ERIC Educational Resources Information Center

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

Henderson, William Edward, Jr., Ed.

182

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

183

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

184

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

185

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

Microsoft Academic Search

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

JULIE WEBB CORBETT

1985-01-01

186

Web-Based Cognitive Apprenticeship Model for Improving Pre-Service Teachers' Performances and Attitudes towards Instructional Planning: Design and Field Experiment  

ERIC Educational Resources Information Center

Instructional planning is an essential professional activity often used by teachers. However, some characteristics of existing university-based teacher education programs may hamper pre-service teachers' learning of instructional planning. Thus, this study adopts the cognitive apprenticeship as a theoretical foundation to construct a web-based…

Liu, Tzu-Chien

2005-01-01

187

Knowledge Elaboration: A Cognitive Load Perspective  

ERIC Educational Resources Information Center

The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge…

Kalyuga, Slava

2009-01-01

188

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

189

Instructional Resources, 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 VII.  

ERIC Educational Resources Information Center

This document provides information about instructional resources which complement a two-year post high school wastewater technology instructional program. Resources are identified by source codes, volume and module in which they are used, and a numerical listing. The descriptions include title, author, source, media type, application categories,…

Taylor, Barbara; And Others

190

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

191

A PairWise Analysis of the Cognitive Demand Levels of Mathematical Tasks Used During Classroom Instruction and Those Assigned for Homework  

Microsoft Academic Search

This research compared the cognitive demand levels of mathematical tasks engaged in during classroom instruction to paired mathematical tasks assigned for homework. The research took place in an eighth-grade classroom over the course of one school year. In total, the cognitive demand levels of 66 mathematical tasks were evaluated using the IQA Academic Rigor: Mathematics Rubric for the Potential of

Donna Kotsopoulos; Joanne Lee; Duane Heide

2011-01-01

192

Effectiveness of Cognitive Apprenticeship Instructional Methods in College Automotive Technology Classrooms.  

ERIC Educational Resources Information Center

In two automotive air-conditioning classes, an experimental group (n=12) conducted laboratory activities structured by cognitive apprenticeship principles; 14 controls attended lectures. Cognitive apprenticeship was significantly more effective in increasing information acquisition, troubleshooting knowledge, and diagnostic skills. (SK)

Cash, Joseph R.; And Others

1997-01-01

193

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

ERIC Educational Resources Information Center

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

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

2012-01-01

194

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

NSDL National Science Digital Library

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

Cleveland, Jackie; Jorgenson, Olaf; Vanosdall, Rick

2004-01-01

195

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

NASA Astrophysics Data System (ADS)

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

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

2010-05-01

196

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

Microsoft Academic Search

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

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

1994-01-01

197

Screen-Capture Instructional Technology: A Cognitive Tool for Designing a Blended Multimedia Curriculum  

ERIC Educational Resources Information Center

Online instruction has been demonstrated to increase the academic achievement for post-secondary students; however, little empirical investigation has been conducted on high school students learning from online multimedia instruction in the traditional classroom. This study investigated the knowledge acquisition, transfer, and favorability of…

Smith, Jeffrey G.; Smith, Rita L.

2012-01-01

198

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.

199

State Articulated Instructional Objectives Guide for Occupational Education Programs. State Pilot Model for Automotive Mechanics (DCC V-003) and Automotive Mechanics (High School).  

ERIC Educational Resources Information Center

This articulation instructional objective guide for automotive mechanics contains summary information on fifteen blocks (courses) of instruction. They are introduction to automotive technology; lubrication and vehicle operating maintenance; cooling system maintenance and repair; automobile heater maintenance and repair; braking system maintenance…

North Carolina State Dept. of Community Colleges, Raleigh.

200

Teacher mediation of student learning in an inclusive group during guided inquiry science instruction  

NASA Astrophysics Data System (ADS)

Students with learning disabilities are increasingly educated in the general classroom. However, many students identified with LD do poorly in school as measured by statewide assessments and high school graduation rates. One possible explanation for such students' challenges in the general education setting is that many general educators do not feel prepared to teach students with LD. In the context of the movement for standards-based subject instruction in the disciplines, educators need to better understand instructional practices that support the learning of students with LD in standards-based content area classes. This is a close study of interactions among an inclusive small group of 3rd and 4th grade students and their teacher during a Guided Inquiry program of study on Motion. The group included two students identified with Learning Disabilities. The discourse analysis focuses on the pedagogical discourse moves of the teacher, an exemplary inclusive general educator. Descriptive analyses include a content analysis for broad themes of Science, Literacy, Social Dynamics and Procedures, as well as a more detailed analysis of Science Concepts and Reasoning as expressed in the talk. Findings for these analyses represent themes and science concepts as proportions of the talk. The study also identifies relationships between teacher pedagogical discourse moves and talk about science concepts about Motion and reasoning. These relationships are illustrated and further analyzed with brief examples from the transcripts. A secondary level of analysis proposes links between teacher practices and student learning as measured by pre and post assessments and student interviews. To identify these possible links, instances of student learning were located by comparing pre and post assessments for each group member. Those learning themes were then tracked to the transcripts and analyzed for instances of student take up of new ideas. Teacher moves supporting the enactment of the investigation were also analyzed, even if such moves did not directly contribute to conceptual development. Examples of such moves were found in the themes of Literacy, Social Dynamics and Science Procedures. The case of one group member traces his development of the understanding that speed is a relationship between distance and time.

Cutter, Jane Norton

201

Designing Instruction and Learning for Cognitively Gifted Pupils in Preschool and Primary School  

ERIC Educational Resources Information Center

Young gifted children perform in the top 10% in assessments of cognitive, social, expressive or other abilities. The study first considers why, and how, cognitively gifted pupils in particular may face enforced underachievement as early as in preschool. A longitudinal multilevel model is developed to represent various types of interaction between…

Mooij, Ton

2013-01-01

202

Reflections of Evolution and Culture in Children's Cognition: Implications for Mathematical Development and Instruction  

Microsoft Academic Search

An evolution-based framework for understanding biological and cultural influences on children's cognitive and academic development is presented. The utility of this framework is illustrated within the mathematical domain and serves as a foundation for examining current approaches to educational reform in the United States. Within this framework, there are two general classes of cognitive ability, biologically primary and biologically secondary.

David C. Geary

1995-01-01

203

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

204

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

Microsoft Academic Search

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

Robyn Macpherson; Keith E. Stanovich

2007-01-01

205

Evaluation of Multimedia Authoring Instruction Based in a Behaviorist-Cognitive-Constructivist Continuum.  

ERIC Educational Resources Information Center

This evaluative case study examines the learning experiences of graduate students studying effective multimedia authoring. Continuum-based instructional design, behaviorism, cognitivism, constructivism, collaboration, the role of a matrix, transfer of training, and qualitative and quantitative results are discussed. (LRW)

Sherry, Annette C.

1998-01-01

206

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

NASA Astrophysics Data System (ADS)

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

Knappenberger, Naomi

207

New Instructional Materials on Africa South of the Sahara (1969-1970). A Supplement to Africa South of the Sahara: A Resource and Curriculum Guide.  

ERIC Educational Resources Information Center

This guide cites instructional materials on Africa south of the Sahara which have become available since February 1969. Acknowledging the probability of inaccuracies in the majority of the materials cited, the guide neither evaluates nor promotes items, but simply presents annotations of readings, textbooks, fact sheets, atlases, African…

Beyer, Barry K.

208

Learning about Seasons in a Technologically Enhanced Environment: The Impact of Teacher-Guided and Student-Centered Instructional Approaches on the Process of Students' Conceptual Change  

ERIC Educational Resources Information Center

To explore the ways in which teacher-guided and student-centered instructional approaches influence students' conceptual understanding of seasonal change, we designed a technology-enhanced learning (TEL) course to compare, by means of concept maps, the learning outcome of students in two groups: a teacher-guided (TG) class (with whole-class…

Hsu, Ying-Shao

2008-01-01

209

Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?  

Microsoft Academic Search

College students (Experiment 1) and non-college adults (Experiment 2) studied a computer-based 31-frame lesson on electronics that offered help-screens containing text (text group) or illustrations (pictorial group), and then took a learning test. Participants also took a battery of 14 cognitive measures related to the verbalizer-visualizer dimension including tests of cognitive style, learning preference, spatial ability, and general achievement. In

Laura J. Massa; Richard E. Mayer

2006-01-01

210

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

ERIC Educational Resources Information Center

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

Gunning, Thomas G.

2011-01-01

211

Adolescent Literacy Walk-Through for Principals: A Guide for Instructional Leaders  

ERIC Educational Resources Information Center

The purpose of this "Adolescent Literacy Walk-Through for Principals" ("ALWP") is to help principals monitor and support adolescent literacy instruction in their schools more effectively. To meet the goals of improving adolescent literacy in grades four through twelve, principals must be familiar with what literacy instruction should include and…

Rissman, Lila M.; Miller, Debra H.; Torgesen, Joseph K.

2009-01-01

212

Understanding Instructions  

Microsoft Academic Search

The understanding of instructions was explored within the context of cognitive load theory. Instructional material may be difficult to understand if it consists of many elements that must be held in working memory simultaneously. If the number of elements that must be processed exceeds working-memory capacity, then some elements must be combined into schemas before the material can be understood.

Nadine Marcus; Martin Cooper; John Sweller

1996-01-01

213

How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition  

ERIC Educational Resources Information Center

The received view of mathematical practice is that mathematicians gain certainty in mathematical assertions by deductive evidence rather than empirical or authoritarian evidence. This assumption has influenced mathematics instruction where students are expected to justify assertions with deductive arguments rather than by checking the assertion…

Weber, Keith; Inglis, Matthew; Mejia-Ramos, Juan Pablo

2014-01-01

214

ADDIE Instruction Design and Cognitive Apprenticeship for Project-based Software Engineering Education in MIS  

Microsoft Academic Search

The completion of SWEBOK and SE2004 marks a key milestone for the software engineering education community. It not only initiates issues of what to do next in the long run, but introduces some pragmatic issues such as customization and transition issues in the short term. Meanwhile, there is a lack of theoretical foundation with respect to instruction design and learning

Shen-tzay Huang; Yi-pei Cho; Yu-jen Lin

2005-01-01

215

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

216

Compliant Cognition: The Misalliance of Management and Instructional Goals in Current School Reform  

Microsoft Academic Search

We examine the social context of current school reform efforts, focusing specifically on the interrelated areas of management and instruction. We maintain that in order to reform schools significantly, we must consider the various constructions of students in the popular culture and educational community and their implication for school management policies. We believe that the intended modern school curriculum, which

Mary Mccaslin; Thoma S L. Good

1992-01-01

217

When Language of Instruction and Language of Application Differ: Cognitive Costs of Bilingual Mathematics Learning  

ERIC Educational Resources Information Center

Bilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. This assumption, however, stands in strong contrast to research findings showing that information may be represented in a way closely tied to the specific language of instruction and learning. The present study aims to examine…

Saalbach, Henrik; Eckstein, Doris; Andri, Nicoletta; Hobi, Reto; Grabner, Roland H.

2013-01-01

218

COGNITION AND INSTRUCTION, 21(2), 149173 Copyright 2003, Lawrence Erlbaum Associates, Inc.  

E-print Network

media (e.g., Alliance for Childhood, 2000), one can find both pragmatic and theoretical arguments and Click or Grab and Heft: Comparing the Influence of Physical and Virtual Instructional Materials influence learning have only begun to be addressed. For example, Chao, Stigler, and Woodward (2000

Klahr, David

219

The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities  

ERIC Educational Resources Information Center

This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade students with LD (n…

Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia

2013-01-01

220

Content Analysis of Taiwanese 14 Year Olds' Information Processing Operations Shown in Cognitive Structures Following Physics Instruction, with Relations to Science Attainment and Scientific Epistemological Beliefs.  

ERIC Educational Resources Information Center

Describes a study of Taiwanese 14-year-olds' (n=48) cognitive structures derived from the instruction of basic atomic physics. Finds that even academically above-average students tended to use relatively lower-level modes of knowledge construction, focusing on reciting or describing specific factual knowledge in physics. (Contains 27 references.)…

Tsai, Chin-Chung

1999-01-01

221

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

ERIC Educational Resources Information Center

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

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

2012-01-01

222

The Effect of Metacognitive Strategies Instructed Through Cognitive Coaching on The Metacognitive Skills and Retention in 6TH Grade Social Studies Lesson  

Microsoft Academic Search

The aim of this study is to investigate the effect of metacognitive strategies instructed through cognitive coaching on the metacognitive skills and retention. The study was conducted in the second semester of 2007-2008 education year with 6 th grade students of three schools chosen randomly and located in Seyhan, Adana. The data obtained from the metacognition scale and from the

Özden Demir; Ahmet Doanay

223

A Practitioner's Guide to Machete-Swinging in the Paperwork Jungle: Record Keeping and Individualized Instruction  

ERIC Educational Resources Information Center

Describes a systematic approach for determining how much energy teachers will use in record keeping tasks associated with individualized instruction systems. Evaluates the information benefits that are important enough to warrant investment of teacher record keeping time. (Author/RK)

Armstrong, David G.

1977-01-01

224

Testing the ATI Hypothesis: Should Multimedia Instruction Accommodate Verbalizer-Visualizer Cognitive Style?  

ERIC Educational Resources Information Center

College students (Experiment 1) and non-college adults (Experiment 2) studied a computer-based 31-frame lesson on electronics that offered help-screens containing text (text group) or illustrations (pictorial group), and then took a learning test. Participants also took a battery of 14 cognitive measures related to the verbalizer-visualizer…

Massa, Laura J.; Mayer, Richard E.

2006-01-01

225

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

Microsoft Academic Search

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

John Sweller

2004-01-01

226

Professional Development that Supports the Teaching of Cognitive Reading Strategy Instruction  

ERIC Educational Resources Information Center

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. To meet this goal, 44 participating teachers in grades 2-8 learned to teach their students cognitive

Sailors, Misty; Price, Larry R.

2010-01-01

227

The Influence of Visual Cognitive Style when Learning from Instructional Animations and Static Pictures  

ERIC Educational Resources Information Center

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

Hoffler, Tim N.; Prechtl, Helmut; Nerdel, Claudia

2010-01-01

228

Cognitive Strategy Instruction for Functional Mathematical Skill: Effects for Young Adults with Intellectual Disability  

ERIC Educational Resources Information Center

This study assessed the effectiveness of a three-step cognitive strategy (TIP) for calculating tip and total bill for young adults with intellectual disability. In the context of pre- and post-test nonequivalent-groups design, 10 students from a postsecondary education program for individuals with disabilities participated in the study. A teacher…

Hua, Youjia; Morgan, Benjamin S. T.; Kaldenberg, Erica R.; Goo, Minkowan

2012-01-01

229

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

Microsoft Academic Search

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

Steve Graham; Karen R. Harris

1989-01-01

230

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

231

The Effects of Teacher Training on New Instructional Behaviour in Reading Comprehension.  

ERIC Educational Resources Information Center

Dutch 7th grade teachers were trained to apply either cognitive apprenticeship or direct instruction models in reading comprehension lessons. They received teaching guides with adaptations of their current reading curriculum. Control group teachers used the same curriculum with no teaching guides or training. In both experimental conditions,…

de Jager, Bernadet; Reezigt, Gerry J.; Creemers, Bert P. M.

2002-01-01

232

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

ERIC Educational Resources Information Center

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

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

2012-01-01

233

Cultures of the Non-Western World. Grade 9. Instructional Guide.  

ERIC Educational Resources Information Center

This curriculum guide presents nine units for the study of world cultures in the ninth grade. The guide has been designed as one component of an ongoing comprehensive social studies program. Among the social sciences concepts which the units develop are cultural diffusion, prejudice, task specialization, urbanization, nationalism, and ethics.…

West Chester School District, PA.

234

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.

235

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

236

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.

237

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

ERIC Educational Resources Information Center

The purpose of this guide is to assist teachers in preparing their students to write effectively, both on the Georgia Grade Three Writing Assessment and in other contexts. Using Quality Core Curriculum (QCC) writing objectives, teachers are encouraged to use the information in this guide to create transparencies and handouts for students. The…

Anderson, Emily; Goldwire, Cheryl; Aspden, Kathy; Kendall, June; Babb, Samuel J.; Murphy, Karen; Barton, Pat; Withers, Bill

238

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.

239

Discrimination and instructional comprehension: guided discretion, racial bias, and the death penalty.  

PubMed

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 measures included a sentencing verdict (life without the possibility of parole or the death penalty), ratings of penalty phase evidence, and a test of instructional comprehension. Results indicated that instructional comprehension was poor overall and that, although Black defendants were treated only slightly more punitively than White defendants in general, discriminatory effects were concentrated among participants whose comprehension was poorest. In addition, the use of penalty phase evidence differed as a function of race of defendant and whether the participant sentenced the defendant to life or death. The study suggest that racially biased and capricious death sentencing may be in part caused or exacerbated by the inability to comprehend penalty phase instructions. PMID:10846376

Lynch, M; Haney, C

2000-06-01

240

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

ERIC Educational Resources Information Center

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

Carroll, E. Caroline

241

A Guide for the Evaluation of Instructional Materials Under Chapter 622.  

ERIC Educational Resources Information Center

Since materials used in the classroom play a vital role in the educational process, it is essential that educators develop an awareness of sex and racial stereotyping in instructional materials. Massachusetts regulations adopted in 1975 require that schools present all cultures, nationalities, sexes, and races in fair perspective. This booklet has…

Massachusetts State Dept. of Education, Boston.

242

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.

243

INSTRUCTIONAL TELEVISION FOR THE MIDDLE PRIMARY. A TEACHER GUIDE, SEMESTER II.  

ERIC Educational Resources Information Center

INSTRUCTIONAL TELEVISION PROGRAMS FOR THE MIDDLE PRIMARY GRADES WERE DIVIDED INTO THREE AREAS--ART, MUSIC, AND PHYSICAL EDUCATION. THE MAIN OBJECTIVE OF THE ART PROGRAM WAS TO ENCOURAGE INDIVIDUAL CREATIVITY. PUPIL PARTICIPATION WAS TO TAKE PLACE AS SOON AS POSSIBLE AFTER TELECAST VIEWING. ART LESSONS USED A WINTER THEME, STUFFED PAPER FORMS,…

DELIKAN, ALFRED; AND OTHERS

244

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

245

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

ERIC Educational Resources Information Center

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

PELIKAN, ALFRED; AND OTHERS

246

The Young Voter: A Guide to Instruction About Voter Behavior and Elections.  

ERIC Educational Resources Information Center

The main purpose of this volume is to provide information and ideas which might contribute to the improvement of secondary school instruction about voter behavior and elections. The focus is on the real political world and why people behave as they do. Facts and ideas are drawn from the work of social scientists, and the questions raised are those…

Patrick, John J.; Glenn, Allen D.

247

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

248

Instructional Television Facilities: A Planning Guide for Educational Administrators. Final Report.  

ERIC Educational Resources Information Center

As soon as the educational objectives of a proposed Instructional Television System (ITV) have been determined, professional technical advice should be obtained. In planning a system, there are many choices possible between various television production systems, transmission systems, reception facilities, and video recorders. The system chosen…

Witherspoon, John P.; Kessler, William J.

249

Effects of Advance Organizer and Guided-Self-Discovery Instruction on Preschool Children's Understanding of Conservation.  

ERIC Educational Resources Information Center

The effects of advance organizer instruction on the acquisition of number, mass, area, quantity, and length conservation concepts in 3- and 4-year-old children are examined. Participating in the experiment were 28 children, a total of 14 in respective experimental and control groups. All children were pretested and determined to be nonconservers.…

Lawton, J. T.; Reddy, P.

250

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. PMID:24591508

Stone, Elisa M.

2014-01-01

251

Guiding students to develop an understanding of scientific inquiry: a science skills approach to instruction and assessment.  

PubMed

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. PMID:24591508

Stone, Elisa M

2014-01-01

252

Some College-age Students are Unable to use the Food Guide Pyramid Without Instruction  

Microsoft Academic Search

LEARNING OUTCOME: To assess usability of the Food Guide Pyramid graphic by college-age students.Usability of the Food Guide Pyramid (FGP) by the consumer is essential for optimal dietary choices. The ability to use concepts as illustrated by the graphic of the FGP was studied in college-age students. A qualitative survey designed to assess the usablity of the FGP was administered

I. Cohen; V. Ghane; E. May; J. Mayes; S. E. Edgar

1996-01-01

253

The effect of student-centered and teacher-centered instruction with and without conceptual advocacy on biology students' misconceptions, achievement, attitudes toward science, and cognitive retention  

NASA Astrophysics Data System (ADS)

The purpose of this study was to investigate the effect of student-centered and teacher-centered instructional strategies with and without conceptual advocacy (CA) on ninth-grade biology students' misconceptions (MIS), biology achievement (ACH), attitudes toward science (ATT), and cognitive retention of scientific method and measurement, spontaneous generation, and characteristics of living things. Students were purposively selected using intact classes and assigned to one of four treatment groups (i.e., student-centered instruction without CA, student-centered instruction with CA, teacher-centered instruction with CA, and teacher-centered instruction without CA). A modified quasi-experimental design was used in which students were not matched in the conventional sense but instead, groups were shown to be equivalent on the dependent measure via a pretest. A 5-day treatment implementation period addressed science conceptions under investigation. The treatment period was based on the number of class periods teachers at the target school actually spend teaching the biological concepts under investigation using traditional instruction. At the end of the treatment period, students were posttested using the Concepts in Biology instrument and Science Questionnaire. Eight weeks after the posttest, these instruments were administered again as a delayed posttest to determine cognitive retention of the correct biological conceptions and attitudes toward science. MANCOVA and follow-up univariate ANCOVA results indicated that student-centered instruction without CA (i.e., Group 1) did not have a significant effect on students' MIS, ACH, and ATT (F = .029, p = .8658; F = .002, p =.9688, F = .292, p = .5897, respectively). On the other hand, student-centered instruction with CA (i.e., Group 2) had a significant effect on students' MIS and ACH (F =10.33, p = .0016 and F = 10.17, p = .0017, respectively), but did not on ATT (F = .433, p = .5117). Teacher-centered instruction with CA (i.e., Group 3) had a significant effect on students' MIS in favor of Group 4 (i.e., control group) (F = 4.11, p = .0444), and did not have a significant effect on ACH and ATT (F = 1.83, p = .1777 and F = 1.89, p = .1709, respectively). Student gender and teacher gender did not have a significant effect on students' MIS, ACH, and ATT. In the cognitive retention model, there was no significant difference among the research factors relative to the 3 dependent measures.

Gallop, Roger Graham

254

Using a Process Model as a Guide to College/Adult Reading Instruction.  

ERIC Educational Resources Information Center

The process model of reading suggests that even the effective reader makes recurring regressions to lower levels of functioning when faced with unfamiliar topics or texts. The gradual formulation of new linguistic and cognitive structures necessitated by the task of reading is similar to the acquisition of language, and the process model suggests…

Forester, Anne D.

255

Use of Cultural Styles or Repertoires of Experience to Guide Instruction: What Difference Does it Make?  

Microsoft Academic Search

Educators are seeking to meet student needs in increasingly diverse university classrooms. Two contrasting ways of responding\\u000a to cultural difference are planning instruction on the basis of cultural styles or repertoires of culturally-based experiences\\u000a (Gutiérrez & Rogoff, 2003). Use of learning styles to address individual differences in learning is relatively commonplace\\u000a (Young, 2008). More controversial is the use of cultural

Anne Maccleave; Felicia Eghan

2010-01-01

256

Competency Profile Development for the (Supervisory) Management Curriculum. Marketing Education Teacher's Resource Guide. Competency Listing, Expected Student Learning Outcomes and Cross-Referenced Instructional Materials by Competencies.  

ERIC Educational Resources Information Center

This resource guide for the marketing education teacher provides a competency listing, expected student learning outcomes, and cross-referenced instructional materials by competencies for supervisory management. The first section discusses 1991 revisions to the Missouri marketing education core curriculum for supervisory management. The processes…

Smith, Clifton L.

257

Articulated, Performance-Based Instruction Objectives Guide for Air Conditioning, Refrigeration, and Heating (Environmental Control System Installer/Servicer). Edition I.  

ERIC Educational Resources Information Center

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

Henderson, William Edward, Jr., Ed.

258

The Effects of Guided Reading Instruction on the Reading Comprehension and Reading Attitudes of Fourth-Grade At-Risk Students  

ERIC Educational Resources Information Center

America's public schools have faced challenges in educating students, particularly those identified as at risk. According to the No Child Left Behind Act, nearly 70% of 4th grade students are unable to perform on a basic level on national reading tests. The research problem in this study addressed the significance of guided reading instruction,…

Bruce, Laquanda T.

2010-01-01

259

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

260

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

261

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

262

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

263

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

264

Organizing Instruction and Study to Improve Student Learning IES Practice Guide  

E-print Network

The opinions and positions expressed in this practice guide are the authors ’ and do not necessarily represent the opinions and positions of the Institute of Education Sciences or the U.S. Department of Education. This practice guide should be reviewed and applied according to the specific needs of the educators and education agencies using it and with full realization that it represents only one approach that might be taken, based on the research that was available at the time of publication. This practice guide should be used as a tool to assist in decision-making rather than as a “cookbook.” Any references within the document to specific education products are illustrative and do not imply endorsement of these products to the exclusion of other products that are not referenced. U.S. Department of Education

Harold Pashler (chair; Patrice M. Bain; Brian A. Bottge; Arthur Graesser; Kenneth Koedinger; Mark Mcdaniel; Janet Metcalfe; Grover J. Whitehurst

2007-01-01

265

The effect of student-centered and teacher-centered instruction with and without conceptual advocacy on biology students' misconceptions, achievement, attitudes toward science, and cognitive retention  

Microsoft Academic Search

The purpose of this study was to investigate the effect of student-centered and teacher-centered instructional strategies with and without conceptual advocacy (CA) on ninth-grade biology students' misconceptions (MIS), biology achievement (ACH), attitudes toward science (ATT), and cognitive retention of scientific method and measurement, spontaneous generation, and characteristics of living things. Students were purposively selected using intact classes and assigned to

Roger Graham Gallop

2002-01-01

266

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.

267

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.

268

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

Microsoft Academic Search

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

Michael H. Eliot

2006-01-01

269

Assessment and Instructional Guide for the Georgia Middle Grades Writing Assessment.  

ERIC Educational Resources Information Center

Students should realize that writing is a process of discovery which transcends the English classroom. Writing only about literature limits their experiences. The types of writing assessed on the Georgia Middle Grades Writing Assessment (MGWA) are: Narrative Writing, Persuasive Writing, and Report Writing (Expository). This MGWA guide is divided…

Aaron, Shirley; Bullock, Georgie; Doctrie, Gladys; Lewis, Mindy; Mickish, Valerie L.; Mills, Patrice; Scamihorn, Deborah; Smith, Cassandra; Young, David

270

Assist Program 1: The Moderately/Severely Handicapped. Teacher's Guide. ASSIST: Associate Instructional Support for Teachers.  

ERIC Educational Resources Information Center

The second of two documents designed for training paraprofessionals to work with moderately and severely/profoundly handicapped students, the teacher's guide presents information on preservice and inservice education. Preservice information to be read by the paraprofessional touches on the following topics (sample subtopics in parentheses):…

Brantlinger, Ellen; And Others

271

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.

272

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

ERIC Educational Resources Information Center

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

Carroll, Melissa; Justice, Glenna; McCane, Greg

273

Adapted Physical Education Curriculum Guide. Bulletin 1717.  

ERIC Educational Resources Information Center

This curriculum guide provides usable, appropriate, and relevant materials for teachers working with mildly/moderately handicapped students. Each instructional unit contains a content outline representing the basic motor skills and cognitive areas considered appropriate for inclusion in an adapted physical education class. The number sequences in…

Louisiana State Dept. of Education, Baton Rouge.

274

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

275

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

276

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

277

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. PMID:20515207

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

2010-01-01

278

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

279

Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language.  

PubMed

In this paper the authors discuss how the concept of dynamic (cognitive) assessment and instruction might relate to the assessment and instruction of at-risk foreign/second language learners. They describe its relevance to a diagnostic/prescriptive approach to instruction for teaching a foreign language to students with identified dyslexia and other at-risk students. They explain how to assess learners' knowledge of the native/foreign/second language through questions and guided discovery. Examples in German and English illustrate its application to foreign/second language instruction. PMID:10840508

Schneider, E; Ganschow, L

2000-01-01

280

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

281

Understanding Instructions.  

ERIC Educational Resources Information Center

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

Milburn, Val

282

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. PMID:23645969

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

2013-01-01

283

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

284

Interaction between grammatical categories and cognition in bilinguals: The role of proficiency, cultural immersion, and language of instruction  

Microsoft Academic Search

Previous studies have demonstrated that there is a tight link between grammatical concepts and cognitive preferences in monolingual speakers (Lucy 1992, Lucy & Gaskins 2003, Imai & Gentner 1997, Imai & Mazuka 2003). Recent research has also shown that bilinguals with languages that differ in their concepts may shift their cognitive preferences as a function of their proficiency (Athanasopoulos, 2006)

Panos Athanasopoulos

2007-01-01

285

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

286

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

E-print Network

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 response. We believe this “Assistance Dilemma ” is one of the fundamental unsolved problems in the cognitive and learning sciences. To address this dilemma, we suggest a four step strategy for more clearly articulating the problem and tackling it with computational models that can be used to make precise, replicable, and testable predictions about when instructional assistance should be given vs. withheld. We illustrate these steps on two different dimensions of instructional assistance. On the “problem spacing ” dimension, we present a computational model that generates precise predictions of the kind we call for. On the more complex “example-problem ” dimension, we illustrate how the field is at a point where such a precise computational model may be possible.

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

287

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. PMID:19269307

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

2009-01-01

288

Simulating Working Memory Guiding Visual Attention for Capturing Target by Computational Cognitive Model  

Microsoft Academic Search

\\u000a There are two opposite views on whether working memory can guide visual attention. Some researchers have reported that the\\u000a contents of working memory guide visual attention for capturing target efficiently. However, others reported that they could\\u000a not find any evidence of attention capture by working memory. In this study, it tried to find evidence for the first view\\u000a with computer

Rifeng Wang

289

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

290

Computer-Aided Laboratory Instruction  

NSDL National Science Digital Library

This chapter introduces how computer-aided instruction may be used in the biology laboratory setting. Descriptions of programs, suggestions on how to find instructional software, and general guides and resources are included.

Catherine J. Schaap (University of Prince Edward Island;)

1989-06-06

291

Case study of the implementation of cognitive coaching by an instructional coach in a Title 1 elementary school  

E-print Network

This research is a qualitative case study involving eight participants' Ã?Â?Ã?Â?seven teachers and one instructional coach at an elementary school. The student population of this school was a Title I eligible elementary campus with students of mixed...

Reed, Linda A.

2007-09-17

292

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.

293

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

ERIC Educational Resources Information Center

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

Tasir, Zaidatun; Pin, Ong Chiek

2012-01-01

294

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

295

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.

296

Binge eating frequency and regular eating adherence: the role of eating pattern in cognitive behavioral guided self-help.  

PubMed

Cognitive behavioral guided self-help (CBTgsh) is an evidence-based, brief, and cost-effective treatment for eating disorders characterized by recurrent binge eating. However, more research is needed to improve patient outcomes and clarify treatment components most associated with symptom change. A main component of CBTgsh is establishing a regular pattern of eating to disrupt dietary restriction, which prior research has implicated in the maintenance of binge eating. The present study used session-by-session assessments of regular eating adherence and weekly binge totals to examine the association between binge frequency and regular eating in a sample of participants (n = 38) receiving 10 sessions of CBTgsh for recurrent binge eating. Analyses were conducted using Hierarchical Linear Modeling (HLM) to allow for data nesting, and a likelihood ratio test determined which out of three regression models best fit the data. Results demonstrated that higher regular eating adherence (3 meals and 2-3 planned snacks daily) was associated with lower weekly binge frequency in this sample, and both the magnitude and direction of the association were maintained after accounting for individual participant differences in binge and adherent day totals. Findings provide additional empirical support for the cognitive behavioral model informing CBTgsh. Possible clinical implications for treatment emphasis and sequencing in CBTgsh are discussed. PMID:24854811

Zendegui, Elaina A; West, Julia A; Zandberg, Laurie J

2014-04-01

297

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

ERIC Educational Resources Information Center

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

Driscoll, Marcy

2000-01-01

298

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

299

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

300

Instructional Conceptions: Analysis from an Instructional Design Perspective  

ERIC Educational Resources Information Center

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

Lowyck, Joost; Elen, Jan; Clarebout, Geraldine

2004-01-01

301

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

ERIC Educational Resources Information Center

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

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

2009-01-01

302

Vision, Instruction, and Action  

E-print Network

This thesis describes Sonja, a system which uses instructions in the course of visually-guided activity. The thesis explores an integration of research in vision, activity, and natural language pragmatics. Sonja's visual ...

Chapman, David

1990-04-01

303

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

304

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

305

Cognitive interviews guide design of a new CAM patient expectations questionnaire  

PubMed Central

Background No consistent relationship exists between pre-treatment expectations and therapeutic benefit from various complementary and alternative medicine (CAM) therapies in clinical trials. However, many different expectancy measures have been used in those studies, with no validated questionnaires clearly focused on CAM and pain. We undertook cognitive interviews as part of a process to develop and validate such a questionnaire. Methods We reviewed questions about expectations of benefits of acupuncture, chiropractic, massage, or yoga for pain. Components of the questions – verbs, nouns, response options, terms and phrases describing back pain – were identified. Using seven different cognitive interview scripts, we conducted 39 interviews to evaluate how individuals with chronic low back pain understood these individual components in the context of expectancy questions for a therapy they had not yet received. Chosen items were those with the greatest agreement and least confusion among participants, and were closest to the meanings intended by the investigators. Results The questionnaire drafted for psychometric evaluation had 18 items covering various domains of expectancy. “Back pain” was the most consistently interpreted descriptor for this condition. The most understandable response options were 0-10 scales, a structure used throughout the questionnaire, with 0 always indicating no change, and 10 anchored with an absolute descriptor such as “complete relief”. The use of words to describe midpoints was found to be confusing. The word “expect” held different and shifting meanings for participants. Thus paired items comparing “hope” and “realistically expect” were chosen to evaluate 5 different aspects of treatment expectations (back pain; back dysfunction and global effects; impact of back pain on specific areas of life; sleep, mood, and energy; coping). “Impact of back pain” on various areas of life was found to be a consistently meaningful concept, and more global than “interference”. Conclusions Cognitive interviews identified wordings with considerable agreement among both participants and investigators. Some items widely used in clinical studies had different meanings to participants than investigators, or were confusing to participants. The final 18-item questionnaire is undergoing psychometric evaluation with goals of streamlining as well as identifying best items for use when questionnaire length is constrained. PMID:24460709

2014-01-01

306

Instructional Materials Development (IMD)  

NSF Publications Database

Applied Research -- supports the research for development of the IMD program and projects; provides evidence for the effectiveness of materials and feedback for strengthening the portfolio; and identifies possible new directions in instructional materials and assessment. Full Proposal Preparation Instructions: This solicitation contains information that supplements the standard Grant Proposal Guide (GPG) proposal preparation guidelines. Project teams are expected to include experts in STEM ...

307

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

NASA Astrophysics Data System (ADS)

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

Lawson, Anton E.

308

A Planning Guide to the Preschool Curriculum: The Child, The Process, The Day. Revised Edition.  

ERIC Educational Resources Information Center

The major part of this preschool curriculum planning guide consists of 44 units focusing on six areas of skill development: fine motor, gross motor, social, self-help, language, and cognitive. Introducing the units are brief discussions of the curriculum in general and the unit approach to instruction. Most units include approximately five…

Sanford, Anne R.; And Others

309

Curriculum and Instruction. A Guide to Alternatives. Student Learning Materials, Entries 1-96; Administrative and Staff Development, Entries 97-211; Resource Allocation, Entries 212-288; Master Index, Entries 1-288.  

ERIC Educational Resources Information Center

This four-volume reference guide includes descriptions of various sources of information as well as selected products and methods used to improve curriculum and instruction. The sources are arranged according to type (bibliography, journal, or organization) and each is assigned a separate entry number. The entries are listed in numerical order in…

Tumulty, Sharon; And Others

310

Elementary Reading Guide.  

ERIC Educational Resources Information Center

This reading guide is intended to assist elementary teachers in planning, implementing, and evaluating reading programs in order to improve reading instruction. The introduction discusses such topics as the status of reading in society and school, the purpose of reading instruction, and goals of reading instruction. "Organizing for Instruction"…

Greenville County School District, Greenville, SC.

311

Self-Understanding, Empathy, Guided Discovery, and Schema Belief in Schema-Focused Cognitive Therapy of Personality Problems: A Process–Outcome Study  

Microsoft Academic Search

The aim of this study was to examine the dispositional and\\/or episodic influences of the process variables of self-understanding, empathy, guided discovery, and convictions about primary early maladaptive schema, which are central concepts in the schema-focused cognitive therapy of personality problems. The sample consisted of 35 patients with panic disorder and\\/or agoraphobia and DSM-IV Cluster C personality traits who participated

Asle Hoffart; Sivert Versland; Harold Sexton

2002-01-01

312

Cognitive-behavioural group therapy versus guided self-help for compulsive buying disorder: a preliminary study.  

PubMed

Compulsive buying (CB) is defined as extreme preoccupation with buying/shopping and frequent buying that causes substantial negative psychological, social, occupational and financial consequences. There exists preliminary evidence that group cognitive-behavioural therapy (CBT) is effective in the treatment of CB. The present pilot study made a first attempt to compare group CBT for CB with telephone-guided self-help (GSH). Fifty-six patients were allocated randomly to one of the three conditions: (1) group CBT (n?=?22); (2) GSH (n?=?20); and (3) a waiting list condition (n?=?14). The results indicate that face-to-face group CBT is superior not only to the waiting list condition but also to GSH. Patients who received GSH tended to have more success in overcoming CB compared with the waiting list controls. Given the sample size, the results must be considered as preliminary and further research is needed to address the topic whether GSH also could be a helpful intervention in reducing CB. PMID:21823199

Müller, A; Arikian, A; de Zwaan, M; Mitchell, J E

2013-01-01

313

Norwegian General Practitioners' Perspectives on Implementation of a Guided Web-Based Cognitive Behavioral Therapy for Depression: A Qualitative Study  

PubMed Central

Background Previous research suggests that Internet-based cognitive behavioral therapy (ICBT) has a positive effect on symptoms of depression. ICBT appears to be more effective with therapist support, but it is unclear what this support should comprise. General practitioners (GPs) have positive attitudes toward ICBT. However, ICBT is rarely used in regular care in general practice. More research is warranted to integrate the potential of ICBT as part of regular care. Objective The aim of this study was to explore aspects perceived by GPs to affect the implementation of guided ICBT in daily practice. Understanding their perspectives may contribute to improving the treatment of depression in the context of general practice. Methods A training package (3-day course) introducing a Norwegian translation of the ICBT program MoodGYM was developed and presented to GPs in Norway. Following training, GPs were asked to include guided ICBT in their regular care of patients with symptoms of depression by providing brief, face-to-face follow-up consultations between modules. We interviewed 11 GPs who had taken the course. Our interview guide comprised open questions that encouraged GPs to frame their responses using examples from their experiences when implementing ICBT. Thematic analysis was chosen to explore patterns across the data. Results An overall belief that ICBT would benefit both the patients’ health and the GPs’ own work satisfaction prompted the GPs to take the ICBT course. ICBT motivated them to invest time and effort in improving treatment. The most important motivating aspects in MoodGYM were that a program based on cognitive behavioral therapy could add a structured agenda to their consultations and empower depressed patients. Organizational aspects, such as a lack of time and varied practice, inhibited the use of ICBT. Inadequate knowledge, recalling the program, and changing own habits were also challenging. The GPs were ambivalent about whether ICBT had a negative impact on the doctor–patient interaction in the module follow-ups. Generally, GPs made an effort to recommend MoodGYM, but the expected module follow-ups were often not provided to patients and instead the GPs returned to standard treatment. Conclusions GPs’ feedback in the present study contribute to our understanding of the challenges of changing treatment for depression. Our findings indicated that recommending ICBT could add to the GP’s toolkit. Offering training and highlighting the following aspects may increase recommendation of ICBT by GPs: (1) ICBT is theory-based and credible, (2) ICBT increases the GPs’ work satisfaction by having a tool to offer, and (3) ICBT facilitates empowerment of patients in their own health. In addition, the present study also indicated that complex aspects must be accommodated before module follow-ups can be incorporated into GPs’ treatment of depression. PMID:25208886

H?if?dt, Ragnhild S?rensen; Kolstrup, Nils; Waterloo, Knut; Eisemann, Martin; Chenhall, Richard; Ris?r, Mette Bech

2014-01-01

314

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.

315

Articulated, Performance-Based Instruction Objectives Guide for Auto Body Repair. Development Period, July, 1983--June, 1984. Edition I.  

ERIC Educational Resources Information Center

This curriculum guide is designed to assist vocational educators in presenting an articulated, performance-based course in auto body repair. Addressed in the individual units of the course (included in 14 modules) are the following topics: safety; leadership and job communication; career preparation; shielded metal arc welding; gas metal arc…

Henderson, Wm. Edward, Jr., Ed.

316

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

ERIC Educational Resources Information Center

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

Henderson, Wm. Edward, Jr., Ed.

317

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.

318

Developing Effective Fractions Instruction for Kindergarten through 8th Grade. IES Practice Guide. NCEE 2010-4039  

ERIC Educational Resources Information Center

This practice guide presents five recommendations intended to help educators improve students' understanding of, and problem-solving success with, fractions. Recommendations progress from proposals for how to build rudimentary understanding of fractions in young children; to ideas for helping older children understand the meaning of fractions and…

Siegler, Robert; Carpenter, Thomas; Fennell, Francis; Geary, David; Lewis, James; Okamoto, Yukari; Thompson, Laurie; Wray, Jonathan

2010-01-01

319

Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory vs Traditional Instruction in Blended Courses  

ERIC Educational Resources Information Center

The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different…

Colakoglu, Ozgur M.; Akdemir, Omur

2012-01-01

320

The effects of computer game elements in physics instruction software for middle schools: A study of cognitive and affective gains  

NASA Astrophysics Data System (ADS)

Can the educational effectiveness of physics instruction software for middle schoolers be improved by employing "game elements" commonly found in recreational computer games? This study utilized a selected set of game elements to contextualize and embellish physics word problems with the aim of making such problems more engaging. Game elements used included: (1) a fantasy-story context with developed characters; and (2) high-end graphics and visual effects. The primary purpose of the study was to find out if the added production cost of using such game elements was justified by proportionate gains in physics learning. The theoretical framework for the study was a modified version of Lepper and Malone's "intrinsically-motivating game elements" model. A key design issue in this model is the concept of "endogeneity", or the degree to which the game elements used in educational software are integrated with its learning content. Two competing courseware treatments were custom-designed and produced for the study; both dealt with Newton's first law. The first treatment (T1) was a 45 minute interactive tutorial that featured cartoon characters, color animations, hypertext, audio narration, and realistic motion simulations using the Interactive PhysicsspTM software. The second treatment (T2) was similar to the first except for the addition of approximately three minutes of cinema-like sequences where characters, game objectives, and a science-fiction story premise were described and portrayed with high-end graphics and visual effects. The sample of 47 middle school students was evenly divided between eighth and ninth graders and between boys and girls. Using a pretest/posttest experimental design, the independent variables for the study were: (1) two levels of treatment; (2) gender; and (3) two schools. The dependent variables were scores on a written posttest for both: (1) physics learning, and (2) attitude toward physics learning. Findings indicated that, although substantial physics learning took place within both treatments (learning-gain effect sizes exceeded 1.5 sigma), there were no statistically significant differences between the two treatments. The primary conclusion drawn from this finding was that the ratio of "story" to physics-learning content (3 minutes/45 minutes) in T2 was too small to make an educational difference and should be experimentally increased.

Vasquez, David Alan

321

Response Devices and Cognitive Tasks.  

National Technical Information Service (NTIS)

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

D. K. Detterman

1991-01-01

322

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

Microsoft Academic Search

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

Jörg Wittwer; Alexander Renkl

2008-01-01

323

cial Mathematics Instruction Special Mathematics Instruction Special Mathematics Instruction S hematics Instruction Special Mathematics Instruction Special Mathematics Instruction Special M  

E-print Network

SMI cial Mathematics Instruction Special Mathematics Instruction Special Mathematics Instruction S hematics Instruction Special Mathematics Instruction Special Mathematics Instruction Special M ruction Special Mathematics Instruction Special Mathematics Instruction Special Mathematics In cial Mathematics

Vaswani, Namrata

324

Guided Internet-based vs. face-to-face cognitive behavior therapy for psychiatric and somatic disorders: a systematic review and meta-analysis.  

PubMed

Internet-delivered cognitive behavior therapy (ICBT) has been tested in many research trials, but to a lesser extent directly compared to face-to-face delivered cognitive behavior therapy (CBT). We conducted a systematic review and meta-analysis of trials in which guided ICBT was directly compared to face-to-face CBT. Studies on psychiatric and somatic conditions were included. Systematic searches resulted in 13 studies (total N=1053) that met all criteria and were included in the review. There were three studies on social anxiety disorder, three on panic disorder, two on depressive symptoms, two on body dissatisfaction, one on tinnitus, one on male sexual dysfunction, and one on spider phobia. Face-to-face CBT was either in the individual format (n=6) or in the group format (n=7). We also assessed quality and risk of bias. Results showed a pooled effect size (Hedges' g) at post-treatment of -0.01 (95% CI: -0.13 to 0.12), indicating that guided ICBT and face-to-face treatment produce equivalent overall effects. Study quality did not affect outcomes. While the overall results indicate equivalence, there are still few studies for each psychiatric and somatic condition and many conditions for which guided ICBT has not been compared to face-to-face treatment. Thus, more research is needed to establish equivalence of the two treatment formats. PMID:25273302

Andersson, Gerhard; Cuijpers, Pim; Carlbring, Per; Riper, Heleen; Hedman, Erik

2014-10-01

325

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

326

Exploring the Effectiveness of Phonics-Based Instruction for Children with Down Syndrome.  

E-print Network

??Practitioners are increasingly expected to provide reading instruction to students with cognitive disabilities to help them become literate. Whereas a phonics-based approach to reading instruction… (more)

Lemons, Christopher Jay

2008-01-01

327

Educational Objectives and the Learning Domains: A New Formulation [And] Summary: Pierce-Gray Classification Model for the Cognitive, Affective and Psychomotor Domains.  

ERIC Educational Resources Information Center

This paper examines and summarizes the "Pierce-Gray Classification Model for the Cognitive, Affective, and Psychomotor Domains," a model developed for the classification of educational objectives. The classification system was developed to provide a framework that teachers could use as a guide when developing specific instructional objectives for…

Gray, Charles E.; Pierce, Walter D.

328

Using A Simulated Student for Instructional Design  

Microsoft Academic Search

In this paper, I describe how a cognitive model was used as a simulated student to help design lessons for training circuit board assemblers. The model was built in the Soar cognitive architecture, and was initially endowed with only an ability to learn instructions and prerequisite knowledge for the task. Five lessons, and a total of 81 instructions for teaching

Joseph S. Mertz

1997-01-01

329

Instructional Theories: Maximizing Their Strengths for Application.  

ERIC Educational Resources Information Center

Briefly explores the philosophical underpinnings and point of view of several instructional theories/positions (behavioral, cognitive information processing, cognitive inquiry, and humanism) by examining goals, instructional procedures and strategies, and assessment and evaluation methods. A way to maximize the strengths of these theories for…

Martin, Barbara L.; Driscoll, Marcy P.

1984-01-01

330

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. PMID:20156814

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

2010-01-01

331

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.

332

Elaboration theory and cognitive psychology  

Microsoft Academic Search

Increasingly, instructional literature is pointing out the need for theories of instruction which are consistent with emerging cognitive psychology. Theory construction of this sort entails taking into account developing notions of the learner as a processor of information rather than a respondent to stimuli. The purpose of this article is to describe a recent instructional effort, referred to as the

M. David Merrill; Jeffrey C. Kelety; Brent Wilson

1981-01-01

333

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

334

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

335

Effects of instruction in creative problem solving on cognition, creativity, and satisfaction among ninth grade students in an introduction to world agricultural science and technology course  

E-print Network

The use of Creative Problem Solving (CPS) as an instructional strategy to increase the creativity levels of students across all levels of the curriculum is currently a popular topic of investigation. Curriculum content and the underlying objectives...

Alexander, Kim Darwin

2007-09-17

336

Elegant Instruction  

ERIC Educational Resources Information Center

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

Luterbach, Kenneth J.

2013-01-01

337

Delivering Instruction to Adult Learners. Revised Edition.  

ERIC Educational Resources Information Center

This one-stop guide for trainers and educators of adults in industry, business, or the professions details a results-oriented instructional strategy that is based on the following principles for instructing adults effectively: (1) act as a leader, helper, guide, change agent, coordinator, and facilitator of learning; (2) promote active…

Cantor, Jeffrey A.

338

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

Microsoft Academic Search

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

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

2008-01-01

339

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

340

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

341

Running head: COGNITIVE CONTROL AND SOCIALLY DESIRABLE BEHAVIOR Cognitive Control and Socially Desirable Behavior: The Role of Interpersonal Impact  

E-print Network

are guided by other-regarding impulses and cognitive control is not necessary to motivate socially desirable behaviors. Keywords: socially desirable behavior; cognitive control; impulses; cheating; resourceRunning head: COGNITIVE CONTROL AND SOCIALLY DESIRABLE BEHAVIOR Cognitive Control and Socially

Paris-Sud XI, Université de

342

Instructional Materials for Occupational Education.  

ERIC Educational Resources Information Center

The resource guide of instructional materials is one of two guides developed by 84 occupational education teachers in the State of New York, each experienced with the designated high school population. The assessment instrument developed to evaluate the occupational education materials is included. The occupational education materials are grouped…

State Univ. of New York, Ithaca. Cornell Inst. for Research and Development in Occupational Education.

343

BUSINESS ENGLISH, AN INSTRUCTIONAL GUIDE.  

ERIC Educational Resources Information Center

A BROAD FRAMEWORK OF MATERIALS AND IDEAS IS PROVIDED WHICH IS INTENDED TO HELP TEACHERS AND STUDENTS REACH THE MAXIMUM GOAL OF ACHIEVEMENT. BUSINESS ENGLISH ATTEMPTS TO APPLY ENGLISH TO THE VARIOUS FORMS OF COMMUNICATION USED IN THE BUSINESS WORLD. THE LISTENING, SPEAKING, AND WRITING TO BE USED IN THE BUSINESS WORLD ARE EMPHASIZED. SUGGESTIONS…

FRANKLIN, IRMA; AND OTHERS

344

Instruction Manual and Experiment Guide  

E-print Network

/96 STUDENT SPECTROMETER Copyright © January 1991 $7.50 #12;#12;012-02135E Spectrometer ® i Section Page .......................................................................4 Using the Diffraction Grating cover Table of Contents #12;Spectrometer 012-02135E ®ii Credits This manual edited by: Dave Griffith

Bayindir, Mehmet

345

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.

346

C55x v3.x CPU Algebraic Instruction Set  

E-print Network

C55x v3.x CPU Algebraic Instruction Set Reference Guide Literature Number: SWPU068E June 2009 #12 on the mnemonic instruction set, see C55x v3.x CPU Mnemonic Instruction Set Reference Guide, SWPU067. This release. This book describes the CPU architecture, low-power enhancements, and embedded emulation features of the TMS

Hero, Alfred O.

347

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.

348

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

PubMed

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

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

2013-06-01

349

Goals of Reading Instruction.  

ERIC Educational Resources Information Center

The reading teacher needs to choose students' reading goals carefully. This paper considers some of these possible goals, and states that, in the reading curriculum, the teacher needs to guide pupils to move upward on the cognitive level of objectives. The paper also states that pupils need to achieve well in the affective dimension of objectives,…

Ediger, Marlow

350

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

351

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

352

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

353

Management and Supervision Procedures 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 IV.  

ERIC Educational Resources Information Center

This document is one in a series which outlines performance objectives and instructional modules for a course of study in the management of wastewater treatment plants. The modules are arranged in an order appropriate for teaching students with no experience. The modules can also be rearranged and adapted for courses to upgrade personnel moving…

Mason, George J.; And Others

354

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

355

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

356

A Local Instruction Theory for the Development of Number Sense  

Microsoft Academic Search

Gravemeijer's (1999, 2004) construct of a local instruction theory suggests a means of offering teachers a framework of reference for designing and engaging students in a set of sequenced, exemplary instructional activities that support students' mathematical development for a focused concept. In this paper we offer a local instruction theory to guide the design of a set of instructional activities

Susan D. Nickerson; Ian Whitacre

2010-01-01

357

Instructional Instructional Programs at  

E-print Network

) Monday 4:15 - 5:15 PM $15 GF2 Meditation Sept. 26 (Guided Meditation) Friday 11:15 - 12:00 PM $10 GF3 Oct. 31 (Breath Focused) Friday 11:15 - 12:00 PM $10 GF3 Nov. 21 (Silent Meditation) Friday 11:15 - 12:00 PM $10 GF3 Massage and Meditation HFC - Hosaeus Fitness Center RSF - Rec Sports Office Romney

Maxwell, Bruce D.

358

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

359

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

360

The Relationship Between Televised Instruction and Cognitive Performance, Attitude Change, and Self-Reported Behavior Change in Sub-Groups With Varying Backgrounds and Characteristics.  

ERIC Educational Resources Information Center

Six groups of disadvantaged, unemployed adults in vocational training centers were measured for cognitive performance gain, attitude change, and self-reported behavior change after a televised course in consumer information. The course consisted of 16 half hour programs which used a non-classroom format followed by discussions. General conclusions…

Cory, Genevieve Hansen

361

Biotechnology Education: A Multiple Instructional Strategies Approach.  

ERIC Educational Resources Information Center

Provides a rationale for inclusion of biotechnology in technology education. Describes an instructional strategy that uses behaviorist, cognitive, and constructivist learning theories in two activities involving photobioreactors and bovine somatotropin (growth hormone). (Contains 39 references.) (SK)

Dunham, Trey; Wells, John; White, Karissa

2002-01-01

362

Special Education Instructional Skills Guide for Identifiable Perceptual or Communicative Disorders (IPCD) and Significant Identifiable Emotional or Behavioral Disorders (SIEBD) K-12.  

ERIC Educational Resources Information Center

The guide is intended to provide information on appropriate programing for elementary and secondary pupils with either perceptual/communicative or emotional/behavioral disorders. The guide, which is patterned after regular education objectives, offers comprehensive task analysis in four content areas (subtopics in parentheses): (1) readiness…

George-Nichols, Nancy; And Others

363

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

364

Reading Comprehension: Cognitive Training Contributions.  

ERIC Educational Resources Information Center

A rationale for using cognitive-behavior modification (CBM) procedures in reading instruction, particularly with students who have reading difficulties, is presented. Specific interventions are described. (Author/GK)

Lloyd, John Wills, And Others

1982-01-01

365

Fashion Merchandising Guide.  

ERIC Educational Resources Information Center

Developed to address the needs of the apparel industry, this fashion merchandising curriculum guide is designed to assist marketing educators in effective instructional delivery. Introductory materials include the following: a course blueprint that illustrates units of instruction, core competencies in each unit, and specific objectives for each…

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education Services.

366

Rapid Prototyping in the Instructional Design Process.  

ERIC Educational Resources Information Center

Discusses instructional design models and examines rapid prototyping, a model that combines computer design strategies, constructivist learning theory, and cognitive psychology. Highlights include limitations of linear models; instructional problems appropriate and those not appropriate for rapid prototyping; and rapid prototyping as a paradigm…

Nixon, Elizabeth Krick; Lee, Doris

2001-01-01

367

Instructional Technology Research in Latin America.  

ERIC Educational Resources Information Center

Description of research activities in the field of instructional technology in Latin America highlights distance education, microcomputers, educational radio, learning strategies and study habits, and instructional development models and design of textbooks. Problem areas discussed include students' role, cognitive styles, and effectiveness, and…

Chadwick, Clifton B.

1986-01-01

368

Modeling Instruction Program: Curriculum Resources  

NSDL National Science Digital Library

This collection of curriculum materials contains teacher notes, worksheets, and readings dealing with first-year physics concepts. Topic areas include mechanics, sound and waves, and electricity and magnetism. The materials were specifically aligned with teaching methodologies guided by Modeling Theory of Physics Instruction. This item is part of a larger collection of resources and pedagogic materials developed by the Modeling Instruction project at Arizona State University.

Dukerich, Larry; Jackson, Jane

2008-11-16

369

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.

370

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.

371

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

372

Transfer Course Petition Instructions We use the criteria described in the Transfer Course Petition Guide when reviewing all coursework for transfer  

E-print Network

Transfer Course Petition Instructions We use the criteria described in the Transfer Course Petition Intensive requirements. If you have reviewed your TRAC (Transfer Record of Articulated Courses) or APAS (Academic Progress Audit System) report and believe there are courses that have been incorrectly evaluated

Amin, S. Massoud

373

Therapist-guided, Internet-based cognitive-behavioural therapy for body dysmorphic disorder (BDD-NET): a feasibility study  

PubMed Central

Objectives Cognitive–behavioural therapy (CBT) is an effective treatment for body dysmorphic disorder (BDD). However, most sufferers do not have access to this treatment. One way to increase access to CBT is to administer treatment remotely via the Internet. This study piloted a novel therapist-supported, Internet-based CBT program for BDD (BDD-NET). Design Uncontrolled clinical trial. Participants Patients (N=23) were recruited through self-referral and assessed face to face at a clinic specialising in obsessive–compulsive and related disorders. Suitable patients were offered secure access to BDD-NET. Intervention BDD-NET is a 12-week treatment program based on current psychological models of BDD that includes psychoeducation, functional analysis, cognitive restructuring, exposure and response prevention, and relapse prevention modules. A dedicated therapist provides active guidance and feedback throughout the entire process. Main outcome measure The clinician-administered Yale-Brown Obsessive Compulsive Scale for BDD (BDD-YBOCS). Symptom severity was assessed pretreatment, post-treatment and at the 3-month follow-up. Results BDD-NET was deemed highly acceptable by patients and led to significant improvements on the BDD-YBOCS (p=<0.001) with a large within-group effect size (Cohen's d=2.01, 95% CI 1.05 to 2.97). At post-treatment, 82% of the patients were classified as responders (defined as?30% improvement on the BDD-YBOCS). These gains were maintained at the 3-month follow-up. Secondary outcome measures of depression, global functioning and quality of life also showed significant improvements with moderate to large effect sizes. On average, therapists spent 10?min per patient per week providing support. Conclusions The results suggest that BDD-NET has the potential to greatly increase access to CBT, at least for low-risk individuals with moderately severe BDD symptoms and reasonably good insight. A randomised controlled trial of BDD-NET is warranted. Trial registration number Clinicaltrials.gov registration ID NCT01850433. PMID:25256187

Enander, Jesper; Ivanov, Volen Z; Andersson, Erik; Mataix-Cols, David; Ljotsson, Brjann; Ruck, Christian

2014-01-01

374

Culturally adapted cognitive behavioral guided self-help for binge eating: a feasibility study with Mexican Americans.  

PubMed

Objective was to test feasibility and preliminary efficacy of a culturally adapted cognitive-behavioral self-help program to treat binge eating and related problems in Mexican Americans. Participants were 31 women recruited from the Los Angeles area and diagnosed with binge eating disorder, recurrent binge eating, or bulimia nervosa. Participants completed a culturally adapted version of a CBT-based self-help program with 8 guidance sessions over a 3-month period. Treatment efficacy was evaluated in terms of binge eating, psychological functioning, and weight loss. Intent-to-treat analyses revealed 35.5% abstinence from binge eating at posttreatment and 38.7% diagnostic remission. Results indicated significant pretreatment to posttreatment improvement on distress level, BMI, eating disorder psychopathology, and self-esteem. Satisfaction with the program was high. Findings demonstrate that the program is acceptable, feasible, and efficacious in reducing binge eating and associated symptoms for Mexican American women. Study provides "proof of concept" for implementation of culturally adapted forms of evidence-based programs. PMID:25045955

Cachelin, Fary M; Shea, Munyi; Phimphasone, Phoutdavone; Wilson, G Terence; Thompson, Douglas R; Striegel, Ruth H

2014-07-01

375

Manual-guided cognitive-behavioural therapy for insomnia delivered by ordinary primary care personnel in general medical practice: a randomized controlled effectiveness trial.  

PubMed

Chronic insomnia is a prevalent problem in primary health care and tends to be more serious than insomnia in the general population. These patients often obtain little benefit from hypnotics, and are frequently open to exploring various options for medical treatment. However, most general practitioners (GPs) are unable to provide such options. Several meta-analyses have shown that cognitive-behavioural therapy (CBT) for insomnia results in solid improvements on sleep parameters, and a few studies have demonstrated promising results for nurse-administered CBT in primary care. The aim of this randomized controlled study was to investigate the clinical effectiveness of manual-guided CBT for insomnia delivered by ordinary primary care personnel in general medical practice with unselected patients. Sixty-six primary care patients with insomnia were randomized to CBT or a waiting-list control group. The CBT group improved significantly more than the control group using the Insomnia Severity Index as the outcome. The effect size was high. Sleep diaries showed a significant, medium-sized treatment effect for sleep onset latency and wake time after sleep onset. However, for all measures there is a marked deterioration at follow-up assessments. Almost half of the treated subjects (47%) reported a clinically relevant treatment effect directly after treatment. It is concluded that this way of delivering treatment may be cost-effective. PMID:23859625

Bothelius, Kristoffer; Kyhle, Kicki; Espie, Colin A; Broman, Jan-Erik

2013-12-01

376

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

377

Assessing Intent and Practice in Instruction.  

ERIC Educational Resources Information Center

An evaluation procedure, Cognitive Congruence Procedure (CCP), is described which systematically looks at the cognitive dimension of instruction and provides information on: (1) Congruence of intent and practice, (2) Emphasis given to each kind of thinking operation, (3) The degree to which a program has been implemented, (4) Judging equivalence…

Steele, Joe Milan

378

A Model for Designing Library Instruction for Distance Learning  

ERIC Educational Resources Information Center

Providing library instruction in distance learning environments presents a unique set of challenges for instructional librarians. Innovations in computer-mediated communication and advances in cognitive science research provide the opportunity for designing library instruction that meets a variety of student information seeking needs. Using a…

Rand, Angela Doucet

2013-01-01

379

Instruction Manual ETX-90AT Astro Telescope  

E-print Network

Instruction Manual ETX-90AT Astro Telescope ETX-105AT Astro Telescope ETX-125AT Astro Telescope #12;#12;Quick-Start Guide .......................................................... 4 Telescope Features Your Telescope & Tripod..............12 Attaching and Using the Viewfinder..........................13

Natelson, Douglas

380

Instructional Designer's Intentions and Learners' Perceptions of the Instructional Functions of Visuals in an e-Learning Context  

ERIC Educational Resources Information Center

The purpose of this study is to compare an instructional designer's intentions with the learners' perceptions of the instructional functions of visuals in one specific e-learning lesson. An instructional designer created each visual with more than two purposes related to the psychological, cognitive, and affective aspects of learning. Contrary to…

Jin, Sung-Hee; Boling, Elizabeth

2010-01-01

381

ACC Study Guide Series.  

ERIC Educational Resources Information Center

Ten one-page instructional guides designed to assist Austin Community College (ACC) students in using the library and in writing research papers are presented in this series. The titles of the guides are: (1) "The Media Collection (We have more than books in the LRC)"; (2) "Encyclopedias"; (3) "Finding Books"; (4) "Finding a Dictionary or…

Austin Community Coll., TX. Rio Grande Campus.

382

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.

383

Welding. Student Learning Guides.  

ERIC Educational Resources Information Center

These 23 learning guides are self-instructional packets for 23 tasks identified as essential for performance on an entry-level job in welding. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline of student…

Ridge Vocational-Technical Center, Winter Haven, FL.

384

BONES, TEACHER'S GUIDE.  

ERIC Educational Resources Information Center

THIS GUIDE WAS DEVELOPED FOR USE WITH THE ELEMENTARY SCIENCE STUDY UNIT ON "BONES.""BONES" HAS BEEN TAUGHT IN THE FOURTH GRADE AND REQUIRES FROM 10 TO 25 LESSONS, DEPENDING ON THE NUMBER OF ACTIVITIES USED. THE GUIDE DOES NOT PROVIDE DETAILED INSTRUCTION FOR CONDUCTING CLASSES, BUT RATHER SOME POSSIBLE ACTIVITIES, AND LEAVES THE DAY-TO-DAY…

Elementary Science Study, Newton, MA.

385

Marketing Education Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide is intended to provide a common core of competencies from which to design an effective secondary marketing education program. Introductory materials include a definition of marketing education, objectives, outline of instructional content, and questions and answers regarding the curriculum guide. These practical materials are…

Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

386

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

387

Perceptual Learning, Cognition, and Expertise  

ERIC Educational Resources Information Center

Recent research indicates that perceptual learning (PL)--experience-induced changes in the way perceivers extract information--plays a larger role in complex cognitive tasks, including abstract and symbolic domains, than has been understood in theory or implemented in instruction. Here, we describe the involvement of PL in complex cognitive tasks…

Kellman, Philip J.; Massey, Christine M.

2013-01-01

388

BISHOP'S UNIVERSITY ASTRONOMICAL OBERVATORY SAFETY INSTRUCTIONS  

E-print Network

BISHOP'S UNIVERSITY ASTRONOMICAL OBERVATORY SAFETY INSTRUCTIONS It is the Observatory Guide's responsibility to ensure the safety of all of the guests in the group visiting the Observatory. Do NOT assume that the individuals who act as chaperones for children will ensure their safety or follow all of your instructions

389

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

390

Vocabulary Instruction: Research to Practice. Second Edition  

ERIC Educational Resources Information Center

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

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

2012-01-01

391

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

392

Instructional Strategies: How Teachers Teach Matters.  

ERIC Educational Resources Information Center

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

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

393

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.

394

Articulated Instruction Objectives Guide for Shorthand (Module 3.0--Shorthand I) (Module 4.0--Shorthand II). Project Period, March 1981-February 1982 (Pilot Model). Edition I.  

ERIC Educational Resources Information Center

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

Reid, Gwen; Talbert, Willisteen

395

Articulated Instruction Objectives Guide for Typewriting (Module 1.0--Typewriting I) (Module 2.0--Typewriting II). Project Period, March 1981-February 1982 (Pilot Model). Edition I.  

ERIC Educational Resources Information Center

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

Reid, Barbara; And Others

396

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

ERIC Educational Resources Information Center

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

Chandler, Wylda; And Others

397

Articulated Instruction Objectives Guide for Office Procedures (Module 7.0). Project Period, March 1981-February 1982 (Pilot Model). Edition I.  

ERIC Educational Resources Information Center

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

Perrin, Gladys; Campbell, Creola

398

The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes toward Science  

ERIC Educational Resources Information Center

The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design…

Koksal, Ela Ayse; Berberoglu, Giray

2014-01-01

399

Math 447 -February 8, 2013 -Test 1 Solutions Read these instructions carefully: The points assigned are not meant to be a guide to the  

E-print Network

assigned are not meant to be a guide to the difficulty of the problems. If the question is multiple choice is possible on multiple-choice and other no-work-required questions. 1. (25 points) Of the travelers arriving at a small airport, 60% fly on major airlines, 30% fly on privately owned planes, and the remainder fly

Karagueuzian, Dikran

400

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.

401

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

402

Cement Mason's Curriculum. Instructional Units.  

ERIC Educational Resources Information Center

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

Hendirx, Laborn J.; Patton, Bob

403

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

404

Controlling split attention and redundancy in physical therapy instruction  

Microsoft Academic Search

In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention\\u000a in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students.\\u000a The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control\\u000a group received a traditionally designed unit of instruction. Four

Fredrick D. Pociask; Gary R. Morrison

2008-01-01

405

Staff Manual for Instructional Material Centers. Fourth Revised Edition.  

ERIC Educational Resources Information Center

For media center volunteers or inexperienced technicians, a workshop training guide provides reference and assistance in everyday problems and situations that arise in an instructional material center (IMC). Two five-hour days of instruction and participation, using the guide, are suggested for workshops. Step-by-step processing of book materials,…

Petrucci, Martha

406

Cognitive Mapping as a Means of Improving Social Studies Comprehension.  

ERIC Educational Resources Information Center

States that cognitive mapping is an instructional strategy that encourages active participation, helps young children see relationships, promotes the organization of information, and allows the teacher flexibility. Outlines a five-step process using cognitive mapping in lesson development. (BSR)

Christen, William; Gomez, Reynaldo

1988-01-01

407

Thematic Teaching: Integrating Cognitive and Affective Outcomes in Elementary Classrooms.  

ERIC Educational Resources Information Center

Defines thematic teaching, also known as interdisciplinary or authentic instruction, as representing cross-disciplinary programs which integrate cognitive, affective, and psychomotor outcomes. Highlights include integrating thematic teaching into elementary school classrooms, cognitive and social learning theories, motivation, cooperative…

Brodeur, Doris R.

1998-01-01

408

Automotive Electricity: Automotive Mechanics Instructional Program. Block 3.  

ERIC Educational Resources Information Center

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

O'Brien, Ralph D.

409

Engine Fundamentals: Automotive Mechanics Instructional Program. Block 2.  

ERIC Educational Resources Information Center

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

O'Brien, Ralph D.

410

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. PMID:21218123

Kannass, Kathleen N.; Colombo, John; Wyss, Nancy

2010-01-01

411

Feasibility of Explicit Instruction in Adult Basic Education: Instructor-Learner Interaction Patterns  

E-print Network

A strategic instruction model introduced into adult basic education classrooms yields insight into the feasibility of using direct and explicit instruction with adults with learning disabilities or other cognitive barriers to learning. Ecobehavioral...

Mellard, Daryl; Scanlon, David

2006-01-01

412

Functional MR Imaging Using a Visually Guided Saccade Paradigm for Comparing Activation Patterns in Patients with Probable Alzheimer's Disease and in Cognitively Able Elderly Volunteers  

Microsoft Academic Search

BACKGROUND AND PURPOSE: Alzheimer's disease is associated with progressive visuo- spatial dysfunction. This study used functional MR (fMR) imaging with an eye movement paradigm to investigate differences in visuospatial cognition between patients with probable Alzheimer's disease (pAD) and cognitively able elderly volunteers. METHODS: Using established, although imperfect, clinical criteria, patients with pAD (n 5 18) and cognitively able elderly volunteers

Keith R. Thulborn; Claudine Martin; James T. Voyvodic

413

C55x v3.x CPU Mnemonic Instruction Set  

E-print Network

C55x v3.x CPU Mnemonic Instruction Set Reference Guide Literature Number: SWPU067E June 2009 #12;iii Preface Read This First About This Manual The C55xTM CPU is a fixed-point digital signal processor on the algebraic instruction set, see C55x v3.1 CPU Algebraic Instruction Set Reference Guide, SWPU068. Notational

Hero, Alfred O.

414

ANIMAL COGNITION Animal cognition  

E-print Network

·Social learning #12;Social learning ·Possibly associative at least in some aspects. ·ObservingCHAPTER 9 ANIMAL COGNITION #12;Animal cognition ·Basic concepts ·Case study: incentive learning ·Rule learning ·Social learning #12;Rule learning ·A cognitive form of learning. ·Initial learning based

Cooper, Brenton G.

415

Managing Cognitive Load--Recent Trends in Cognitive Load Theory. Commentary.  

ERIC Educational Resources Information Center

Comments on recent trends in cognitive load theory discussed in the papers in this special issue. Considers the external management of cognitive load through means of optimal instruction and the internal management of cognitive load by learners' metacognitive and self-regulative competence. (SLD)

Bannert, Maria

2002-01-01

416

Cognitive-behavioral treatments  

Microsoft Academic Search

The present paper provides an overview of the guiding theory and descriptive features of the cognitive-behavioral approach to psychosocial interventions for youths. Cognitive-behavioral treatment has been applied to various disorders including anxiety, aggression, depression, attention deficit-hyperactivity disorder, pain, and learning disabilities. Research on the nature of these disorders, a description of related treatment strategies, and an illustrative review of treatment

Philip C. Kendall; Susan M. Panichelli-Mindel

1995-01-01

417

Instruction Introduction  

E-print Network

1 Instruction Introduction Effective July 1, 2013, the College of Agriculture will take on the new, a dietetics student may wind up working in a school making sure that students are provided with high quality be monitoring the health of a population of fresh water mussels in a stream in an agricultural area. Besides

Hayes, Jane E.

418

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.

419

Rethinking biology instruction: The application of DNR-based instruction to the learning and teaching of biology  

NASA Astrophysics Data System (ADS)

Educational studies report that secondary and college level students have developed only limited understandings of the most basic biological processes and their interrelationships from typical classroom experiences. Furthermore, students have developed undesirable reasoning schemes and beliefs that directly affect how they make sense of and account for biological phenomena. For these reasons, there exists a need to rethink instructional practices in biology. This dissertation discusses how the principles of Harel's (1998, 2001) DNR-based instruction in mathematics could be applied to the teaching and learning of biology. DNR is an acronym for the three foundational principles of the system: Duality, Necessity, and Repeated-reasoning. This study examines the application of these three principles to ecology instruction. Through clinical and teaching interviews, I developed models of students' existing ways of understanding in ecology and inferred their ways of thinking. From these models a hypothetical learning trajectory was developed for 16 college level freshmen enrolled in a 10-week ecology teaching experiment. Through cyclical, interpretive analysis I documented and analyzed the evolution of the participants' progress. The results provide empirical evidence to support the claim that the DNR principles are applicable to ecology instruction. With respect to the Duality Principle, helping students develop specific ways of understanding led to the development of model-based reasoning---a way of thinking and the cognitive objective guiding instruction. Through carefully structured problem solving tasks, the students developed a biological understanding of the relationship between matter cycling, energy flow, and cellular processes such as photosynthesis and respiration, and used this understanding to account for observable phenomena in nature. In the case of intellectual necessity, the results illuminate how problem situations can be developed for biology learners that create cognitive disequilibrium-equilibrium phases and thus lead to modification or refinement of existing schemes. Elements that contributed to creating intellectual need include (a) problem tasks that built on students' existing knowledge; (b) problem tasks that challenged students; (c) a routine in which students presented their group's solution to the class; and (d) the didactical contract (Brousseau, 1997) established in the classroom.

Maskiewicz, April Lee

420

A web exercise in evidence-based medicine using cognitive theory  

Microsoft Academic Search

Our aim was to improve clinical reasoning skills by applying an established theory of memory, cognition, and decision making\\u000a (fuzzy-trace theory) to instruction in evidence-based medicine. Decision-making tasks concerning chest pain evaluation in\\u000a women were developed for medical students and internal medicine residents. The fuzzy-trace theory guided the selection of\\u000a online sources (e.g., target articles) and decision-making tasks. Twelve students

Farrell J. Lloyd; Valerie F. Reyna

2001-01-01

421

Raising Cognitive Load with Linear Multimedia to Promote Conceptual Change  

ERIC Educational Resources Information Center

Two disparate research programs have addressed the challenge of instructional multimedia design. One, based on cognitive load theory, has focused on ways of reducing unnecessary cognitive load during instruction to free up resources for learning. The other, based on constructivism, has centered on interactive multimedia, allowing students to build…

Muller, Derek A.; Sharma, Manjula D.; Reimann, Peter

2008-01-01

422

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

423

Theories of Learning and Computer-Mediated Instructional Technologies.  

ERIC Educational Resources Information Center

Describes four major models of learning: behaviorism, cognitivism, constructivism, and social constructivism. Discusses situated cognition; differences between learning theories and instructional approaches; and how computer-mediated technologies can be integrated with learning theories. (LRW)

Hung, David

2001-01-01

424

Cognitive Systems Cognitive Modeling  

E-print Network

in cognitive modeling ­Readings ­Team work / interaction ­Student presentations ­Hands-on lab exercises #12;2 Cognitive Systems: Topics · Introduction · Perception · Memory and Reasoning · Learning · Maximum is 28 points #12;8 On Grading · Exercises ­Exercise 1 is worth 5 points each ­Exercises 2 ­ 6

Bremen, Universität

425

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

426

Principles of Refrigeration. Automotive Mechanics. Air Conditioning. Instructor's Guide [and] Student Guide.  

ERIC Educational Resources Information Center

This instructional package, one in a series of individualized instructional units on automobile air conditioning, consists of a student guide and an instructor guide dealing with the principles of refrigeration. Covered in the module are defining the term heat, defining the term British Thermal Unit (BTU), defining the term latent heat, listing…

Spignesi, B.

427

A Framework for Robust Literacy Instruction for English Learners  

ERIC Educational Resources Information Center

This column from the English Learners department outlines a framework for robust literacy instruction for English learners--instruction that addresses the cognitive challenges of acquiring literacy, accounts for English learners' special language needs and abilities, and includes their unique cultural experiences. The framework consists of four…

Manyak, Patrick C.

2007-01-01

428

Effective Reading and Writing Instruction: A Focus on Modeling  

ERIC Educational Resources Information Center

When providing effective reading and writing instruction, teachers need to provide explicit modeling. Modeling is particularly important when teaching students to use cognitive learning strategies. Examples of how teachers can provide specific, explicit, and flexible instructional modeling is presented in the context of two evidence-based…

Regan, Kelley; Berkeley, Sheri

2012-01-01

429

Suggested Curriculum Guide for Entrepreneurship.  

ERIC Educational Resources Information Center

This curriculum guide for entrepreneurship is one of four guides developed to aid in setting up either Code 30 or adult vocational programs in the home furnishings service area. Introductory materials include information on the project that developed the curriculum (purpose and procedure) and survey materials from the project (letter, instruction

Schmolesky, Mary

430

Clothing Production. Student Learning Guides.  

ERIC Educational Resources Information Center

These 59 learning guides are self-instructional packets for 59 tasks identified as essential for performance on an entry-level job in clothing production. Each guide is based on a terminal performance objective (task) and 2-5 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline…

Ridge Vocational-Technical Center, Winter Haven, FL.

431

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.

432

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

433

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

434

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

435

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

436

Machine Trades Lab Management Guide.  

ERIC Educational Resources Information Center

This manual was developed to guide machine trades 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.

437

Automotive Mechanics. Student Learning Guides.  

ERIC Educational Resources Information Center

These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

Ridge Vocational-Technical Center, Winter Haven, FL.

438

Exploring the Effectiveness of Phonics-Based Instruction for Children with down Syndrome  

ERIC Educational Resources Information Center

Practitioners are increasingly expected to provide reading instruction to students with cognitive disabilities to help them become literate. Whereas a phonics-based approach to reading instruction is regarded as a "best practice" for most young children, its effectiveness for children with cognitive disabilities is unclear. The purpose of this…

Lemons, Christopher J.

2008-01-01

439

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

440

Steroids. A Resource Guide.  

ERIC Educational Resources Information Center

This guide provides information on steroid use as well as prevention and intervention strategies. It is intended to serve as a supplement to drug abuse education and prevention programs in elementary and secondary schools and as the basis for local curriculum development and instructional activities. The following topics are covered: (1) history…

New York State Education Dept., Albany. Bureau of School Health Education and Services.

441

Horticultural Practices. Activity Guides.  

ERIC Educational Resources Information Center

The 88 activity guides in this document are intended to supplement the initial or organized instruction of the agricultural teacher at the secondary educational level. Some of the activities require one student to complete, others may need two or more students working in a team. Some activities also require followup checking within a few days to…

Bania, Kent; Cummings, John, Ed.

442

LATIN--COURSE GUIDE.  

ERIC Educational Resources Information Center

SECONDARY SCHOOL LATIN TEACHERS IN PRINCE GEORGE'S COUNTY, MARYLAND, COLLABORATED WITH THE FOREIGN LANGUAGE SUPERVISOR IN DEVELOPING THIS LATIN COURSE GUIDE DESIGNED TO ESTABLISH CLEARER PROGRAM OBJECTIVES, TO PRESENT BASIC CURRICULUM GUIDELINES FOR THREE LEVELS OF INSTRUCTION, AND TO ACT AS A SOURCE BOOK OF MATERIALS AND ACTIVITIES FOR PROGRAM…

KENNEDY, DORA F.; AND OTHERS

443

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.

444

Driver Education Curriculum Guide.  

ERIC Educational Resources Information Center

Incorporating the use of simulators, multimedia systems, and range setups, this driver education curriculum guide provides basic guidelines for the instructor and suggestions for supplemental student activities under these three instructional phases. An introductory section outlines the standards for driver education programs established by the…

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

445

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.

446

Personal Finance Education Guide.  

ERIC Educational Resources Information Center

This guide is intended to assist curriculum planners and classroom teachers in designing and implementing personal finance instruction to meet a variety of student needs, interests, and abilities. It is organized under five concept areas: employment and income, money management, credit, purchase of goods and services, and rights and…

Oregon State Dept. of Education, Salem.

447

Incorporating Cognitive Apprenticeship in Multi-Media.  

ERIC Educational Resources Information Center

Examines the use of cognitive apprenticeships as a framework for instructional design to help address the needs of a distributed learning environment. Describes the applications of a multimedia training course that helps weather forecasters interpret radar. Findings indicate that cognitive apprenticeships can be implemented in multimedia to meet…

Casey, Carl

1996-01-01

448

Strategies for Personalizing Instruction, Part Two.  

ERIC Educational Resources Information Center

Two types of personalized instruction, interaction and thoughtfulness, transcend the behavioral paradigm to include experiences building on individual student differences. Teachers can facilitate learners' progress from cognitive skill development to mastery and real-life problem solving by stressing experiential and inquiry learning, independent…

Jenkins, John M.

1999-01-01

449

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

450

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

451

Instructional Design in Education: New Model  

ERIC Educational Resources Information Center

The main goal of the new instructional design model is to organize long term and full learning activities. The new model is based on the theoretical foundation of behaviorism, cognitivism and constructivism. During teaching and learning activities, learners are active and use cognitive, constructivist, or behaviorist learning to construct new…

Isman, Aytekin

2011-01-01

452

The Feature Film as an Instructional Medium.  

ERIC Educational Resources Information Center

Current cognitive learning theory stresses the importance of observational learning and interactions with other people. Motion pictures have value for instruction for two reasons: film is a popular medium due to its visual format and its resulting sensory impact; and film is a form of vicarious interaction with other people. (Author/AEF)

Bailey, Debra H.; Ledford, Bruce R.

1994-01-01

453

Curriculum Reformulation: Incorporating Technology into Science Instruction.  

ERIC Educational Resources Information Center

To increase the connection between educational research and educational practice, a process called "curriculum reformulation" was used to incorporate recent advances in research on learning and instruction into science classroom experiences. The cognitive demands of a thermodynamics curriculum were successively refined while maintaining the same…

Linn, Marcia C.; Songer, Nancy Butler

454

Biotechnology Education: A Multiple Instructional Strategies Approach  

E-print Network

This paper will provide a brief rationale for the inclusion of biotechnology in technology education, a definition of biotechnology, a structure of the content area, and an overview of pertinent learning theory. Most of the discussion focuses on an approach to biotechnology instruction that employs elements of the teaching and learning principles found in behavioral, cognitive, and constructivist theories

unknown authors

455

A Comparison of Cognitive Teaching Stimuli in a First Grade Classroom.  

ERIC Educational Resources Information Center

A study assessed the effectiveness of three cognitive levels of instruction with first graders--three-dimensional (3-D) instruction using real objects, two-dimensional (2-D) instruction using picture representations, and verbal instruction. The study population included 18 first-grade students between the ages of 6 and 8 at a small elementary city…

Sigrest, Christine E.

456

Advancing Lie Detection by Inducing Cognitive Load on Liars: A Review of Relevant Theories and Techniques Guided by Lessons from Polygraph-Based Approaches  

PubMed Central

This article critically reviews techniques and theories relevant to the emerging field of “lie detection by inducing cognitive load selectively on liars.” To help these techniques benefit from past mistakes, we start with a summary of the polygraph-based Controlled Question Technique (CQT) and the major criticisms of it made by the National Research Council (2003), including that it not based on a validated theory and administration procedures have not been standardized. Lessons from the more successful Guilty Knowledge Test are also considered. The critical review that follows starts with the presentation of models and theories offering insights for cognitive lie detection that can undergird theoretically load-inducing approaches. This is followed by evaluation of specific research-based, load-inducing proposals, especially for their susceptibility to rehearsal and other countermeasures. To help organize these proposals and suggest new direction for innovation and refinement, a theoretical taxonomy is presented based on the type of cognitive load induced in examinees (intrinsic or extraneous) and how open-ended the responses to test items are. Finally, four recommendations are proffered that can help researchers and practitioners to avert the corresponding mistakes with the CQT and yield new, valid cognitive lie detection technologies. PMID:23378840

Walczyk, Jeffrey J.; Igou, Frank P.; Dixon, Alexa P.; Tcholakian, Talar

2013-01-01

457

Personalizing Foreign Language Instruction: Learning Styles and Teaching Options.  

ERIC Educational Resources Information Center

This volume consists of the following papers selected from those presented at the 1977 Central States Conference on the Teaching of Foreign Languages: (1) "Educational Cognitive Style: A Basis for Personalizing Foreign Language Instruction," by Derek N. Nunney; (2) "Discovering Student Learning Styles through Cognitive Style Mapping," by Helen S.…

Schulz, Renate A., Ed.

458

Structuring Peer Interaction To Promote High-Level Cognitive Processing.  

ERIC Educational Resources Information Center

Examines the kind of peer learning that demands high-level cognitive processing, discussing how peer interaction influences cognitive processes (structuring peer interaction and using guided reciprocal peer questioning); how to promote cognitive processing (knowledge construction and integration and socio- cognitive conflict); metacognition; and…

King, Alison

2002-01-01

459

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.

460

Mining Learning Preferences in Web-Based Instruction: Holists vs. Serialists  

ERIC Educational Resources Information Center

Web-based instruction programs are used by learners with diverse knowledge, skills and needs. These differences determine their preferences for the design of Web-based instruction programs and ultimately influence learners' success in using them. Cognitive style has been found to significantly affect learners' preferences of web-based instruction

Clewley, Natalie; Chen, Sherry Y.; Liu, Xiaohui

2011-01-01

461

Paradigm Shifts in Designed Instruction: From Behaviorism to Cognitivism to Constructivism.  

ERIC Educational Resources Information Center

Examines the history, characteristics, and value of designed instruction that is grounded in behaviorist, cognitive science, and constructivist theory. Changes that have allowed developmental phases of instructional design are considered, including instructional design methodology, physical technology, and programing mechanisms used to develop…

Cooper, Peter A.

1993-01-01

462

Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading  

Microsoft Academic Search

We present a theoretical and empirical explication of the intervention of Concept-Oriented Reading Instruction (CORI) that is designed to increase students' reading comprehension and motivation for reading. The framework specifies a set of five motivational constructs that represent goals for the instructional intervention. Necessary cognitive goals in reading are also presented. For this intervention, the five instructional practices of relevance,

JOHN T. GUTHRIE; ANGELA MCRAE; SUSAN LUTZ KLAUDA

2007-01-01

463

Applications and Misapplications of Cognitive Psychology to Mathematics  

E-print Network

Applications and Misapplications of Cognitive Psychology to Mathematics Education John R. Anderson-processing approach in cognitive psychology would recommend careful analysis of the goals of instruction and thorough research problems. There is every reason to believe that as research in cognitive psychology progresses

Reder, Lynne

464

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

465

17 CFR 229.801 - Securities Act industry guides.  

Code of Federal Regulations, 2010 CFR

...STANDARD INSTRUCTIONS FOR FILING FORMS UNDER SECURITIES ACT OF 1933, SECURITIES EXCHANGE ACT OF 1934 AND ENERGY POLICY AND CONSERVATION ACT OF 1975-REGULATION...List of Industry Guides § 229.801 Securities Act industry guides....

2010-04-01

466

17 CFR 229.801 - Securities Act industry guides.  

Code of Federal Regulations, 2012 CFR

...STANDARD INSTRUCTIONS FOR FILING FORMS UNDER SECURITIES ACT OF 1933, SECURITIES EXCHANGE ACT OF 1934 AND ENERGY POLICY AND CONSERVATION ACT OF 1975-REGULATION...List of Industry Guides § 229.801 Securities Act industry guides....

2012-04-01

467

17 CFR 229.801 - Securities Act industry guides.  

...STANDARD INSTRUCTIONS FOR FILING FORMS UNDER SECURITIES ACT OF 1933, SECURITIES EXCHANGE ACT OF 1934 AND ENERGY POLICY AND CONSERVATION ACT OF 1975-REGULATION...List of Industry Guides § 229.801 Securities Act industry guides....

2014-04-01

468

17 CFR 229.801 - Securities Act industry guides.  

Code of Federal Regulations, 2013 CFR

...STANDARD INSTRUCTIONS FOR FILING FORMS UNDER SECURITIES ACT OF 1933, SECURITIES EXCHANGE ACT OF 1934 AND ENERGY POLICY AND CONSERVATION ACT OF 1975-REGULATION...List of Industry Guides § 229.801 Securities Act industry guides....

2013-04-01

469

17 CFR 229.801 - Securities Act industry guides.  

Code of Federal Regulations, 2011 CFR

...STANDARD INSTRUCTIONS FOR FILING FORMS UNDER SECURITIES ACT OF 1933, SECURITIES EXCHANGE ACT OF 1934 AND ENERGY POLICY AND CONSERVATION ACT OF 1975-REGULATION...List of Industry Guides § 229.801 Securities Act industry guides....

2011-04-01

470

Instructional Arrangement  

E-print Network

The Foundation School Program (FSP) has a system of weighting that delivers additional funding for services to students with certain characteristics. The regular program has a weight of 1.00 and this entitlement provides the bulk of non-categorical costs for general operations. Career and technology education and special education have full-time equivalent (FTE) replacement weights. These weights apply only to the hours students are enrolled in the program, and the FTE attendance is subtracted before the regular program allocation is calculated. The special education mainstream weight is an exception (not an FTE replacement, but an add-on to the regular program cost for the student). Add-on weights * that are not adjusted for daily instructional time are bilingual education, gifted and talented education, and compensatory education.

unknown authors

471

The Relationship between a Silent Reading Fluency Instructional Protocol on Students' Reading Comprehension and Achievement in an Urban School Setting  

ERIC Educational Resources Information Center

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective…

Rasinski, Timothy; Samuels, S. Jay; Hiebert, Elfrieda; Petscher, Yaacov; Feller, Karen

2011-01-01

472

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

473

Fluency Instruction: Research-Based Best Practices. Second Edition  

ERIC Educational Resources Information Center

This accessible guide brings together well-known authorities to examine what reading fluency is and how it can best be taught. Teachers get a clear, practical roadmap for navigating the often confusing terrain of this crucial aspect of balanced literacy instruction. Innovative approaches to instruction and assessment are described and illustrated…

Rasinski, Timothy, Ed.; Blachowicz, Camille, Ed.; Lems, Kristin, Ed.

2012-01-01

474

Pentagon. Civil Defense and Fire Instructions. Part 2: Shelter Management.  

ERIC Educational Resources Information Center

This instructional guide to civil defense shelter management is given as an aid to shelter survival techniques rather than to shelter comfort. The basis, purposes, and organization of shelter administration are outlined, with instructions on--(1) shelter management, (2) shelter teams and functions, (3) supplies and locations, and (4) daily shelter…

Office of the Army Headquarters Commandant, Washington, DC.

475

TMS320C55x DSP Mnemonic Instruction Set  

E-print Network

TMS320C55x DSP Mnemonic Instruction Set Reference Guide Literature Number: SPRU374E April 2001 Incorporated #12;iii Preface Read This First About This Manual The TMS320C55xTM DSP is a fixed-point digital signal processor (DSP) in the TMS320TM family, and it can use either of two forms of the instruction set

Reisslein, Martin

476

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

477

Self-Instruction, Individual Differences, and Mental Retardation.  

ERIC Educational Resources Information Center

A general theoretical framework to guide research on self-instructional training was presented which suggests that the approach is particularly useful to young nonretarded children and mentally retarded persons. Retarded children taught to self-instruct show better attention, memory, and motivation and manifest less impulsive behavior, maladaptive…

Whitman, Thomas L.

1987-01-01

478

Instruction Guide Fixing a Rejected Requisition  

E-print Network

Procurement > Click myUF Market. Access your requisitions: 1. Click the Shopping Cart icon on the left side in a requisition and approve the other lines. c. Add a note to the Requestor in the system. d. Return a requisition. Note: A returned requisition will not display in the Requisitions page but in the View Draft Shopping

Pilyugin, Sergei S.

479

General Science Instructional Strategies: Leadership Guide.  

ERIC Educational Resources Information Center

This monograph presents six auto-tutorial units designed to be used by instructors who wish to improve their science teacher strategies. Emphasis is placed on the development and application of simplified objective classroom data gathering techniques. The population that could be served by their use includes: (1) Regular Elementary Teachers, (2)…

Knight, Carlton W., II

480

Parents Guide to "Fourth Grade" Instruction  

ERIC Educational Resources Information Center

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

Department of Defense Education Activity, 2012

2012-01-01

481

Instruction Guide Searching for Commodity Codes  

E-print Network

"fuel" ­ think in general terms. a. For this term, only two Commodity Codes are displayed. b under 41100000 Laboratory and Scientific Equipment and Accessories. 4. To open the search fields again and Seals 31180000 43 43000000 Information Technology Broadcasting and Telecommunications Examples: Analytic

Pilyugin, Sergei S.

482

Cognitive development in introductory physics: A research-based approach to curriculum reform  

NASA Astrophysics Data System (ADS)

This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish connections between everyday phenomena and underlying physics concepts. We organize traditional and research-based physics problems such that students experience a gradual increase in complexity related to problem context, problem features and cognitive processes needed to solve the problem. The instructional environment that we designed allows for explicit monitoring, control and measurement of the cognitive processes exercised during the instruction period. It is easily adaptable to any kind of curriculum and can be readily adjusted throughout the semester. To assess the development of students' problem-solving abilities, we created rubrics that measure specific aspects of the thinking involved in physics problem solving. The Colorado Learning Attitudes about Science Survey (CLASS) was administered pre- and post-instruction to determine students' shift in dispositions towards learning physics. The Force Concept Inventory (FCI) was administered pre- and post-instruction to determine students' level of conceptual understanding. The results feature improvements in students' problem-solving abilities and in their attitudes towards learning physics.

Teodorescu, Raluca Elena

483

Cognitive Load Theory: Implications of Cognitive Load Theory on the Design of Learning.  

ERIC Educational Resources Information Center

Introduces six articles on the instructional implications of cognitive load theory (CLT). CLT is based on a cognitive architecture that consists of a limited working memory, with partly independent processing units for visual and audio information, which interacts with an unlimited long-term memory. (SLD)

Kirschner, Paul A.

2002-01-01

484

Developing Career Education; K-2 Instructional Units.  

ERIC Educational Resources Information Center

The guide presents instructional units aimed at developing career education for grades K-2. Each unit provides detailed objectives, activities, resources, and evaluations, and in some units the objectives are further detailed in relationship to the following subjects: mathematics, language arts, social studies, guidance, music, physical education,…

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

485

Top 10 Instructional Strategies for Struggling Students  

ERIC Educational Resources Information Center

Given new, more rigorous content standards and expanding student diversity, how can school leaders leverage limited resources to guide teachers to effectively teach standards-aligned lessons to all learners? The authors propose that leaders leverage familiar instructional strategies but in a new way to support all students--English learners,…

Carr, John; Bertrando, Sharen

2012-01-01

486

Instructional Program Planning for Outdoor Education.  

ERIC Educational Resources Information Center

A guide on instructional program planning for outdoor education, prepared for Oakland County (Michigan) teachers, contains suggestions for program planning and lists information sources on suitable outdoor activities. The purpose of outdoor education is defined as being: "to enrich, vitalize and complement content areas of the school curriculum by…

Garbutt, Barbara; And Others

487

Best Practices in Literacy Instruction. Second Edition.  

ERIC Educational Resources Information Center

Now revised and updated, this book's second edition aims to guide teachers in providing effective, engaging literacy instruction that meets the challenges of today's legislative mandates. Identified in the book are principles of best practice that reflect cutting-edge scientific research as well as decades of hands-on classroom experience.…

Morrow, Lesley Mandel, Ed.; Gambrell, Linda B., Ed.; Pressley, Michael, Ed.

488

Auto Body Repair and Repainting: Instructional Units.  

ERIC Educational Resources Information Center

The guide contains 11 sections, each consisting of one or more units of instruction designed to provide students with entry-level skills in auto body repair. The sections deal with: introductory and related information; body and frame construction; tools; welding; basic metal repair; hardware, glass, and trim; major metal repair; refinishing;…

Manuel, Edward F.; Penner, Wayman R.

489

The information literacy instruction assessment cycle  

E-print Network

The information literacy instruction assessment cycle A guide for increasing student learning, Syracuse, New York, USA Abstract Purpose ­ The aim of this paper is to present the Information Literacy information literacy skills. Design/methodology/approach ­ Employing survey design methodology, the researcher

Oakleaf, Megan

490

Cognitive Science 1 Cognitive Science  

E-print Network

), David Rand (Psychology), Gregory Samanez-Larkin (Psychology) Lecturer Kathryn Davidson Cognitive scienceCognitive Science 1 Cognitive Science Director of undergraduate studies: Joshua Knobe, 102 C, 432-1699, joshua.knobe@yale.edu; www.yale.edu/cogsci FACULTY ASSOCIATED WITH THE PROGRAM IN COGNITIVE SCIENCE

491

131Cognitive Science COGNITIVE SCIENCE  

E-print Network

courses: Cognitive Science 110, 395, 403, 473; Computer Science 111, 211; Philosophy 106, 313; Psychology of Cognitive Sci- ence: Philosophy 205, 255, 305 (Psychology 305), 312; Sociology 222 (Classics 222) c. Experimental Cognitive Science: Psychology 207, 251, 252, 254, 255 d. CognitiveNeuropsychology:Neuroscience120

Marsh, David

492

COATING ALTERNATIVES GUIDE (CAGE) USER'S GUIDE (EPA/600/R-01/030)  

EPA Science Inventory

The guide provides instructions for using the Coating Alternatives GuidE (CAGE) software program, version 1.0. It assumes that the user is familiar with the fundamentals of operating an IBM-compatible personal computer (PC) under the Microsoft disk operating system (MS-DOS). CAGE...

493

Designing the Instructional Interface.  

ERIC Educational Resources Information Center

Designing the instructional interface is a challenging endeavor requiring knowledge and skills in instructional and visual design, psychology, human-factors, ergonomic research, computer science, and editorial design. This paper describes the instructional interface, the challenges of its development, and an instructional systems approach to its…

Lohr, L. L.

2000-01-01

494

INSTRUCTIONAL TELEVISION IN GERMANY.  

ERIC Educational Resources Information Center

DISCUSSIONS HELD AT THE BERLIN CONGRESS ON INSTRUCTIONAL AND EDUCATIONAL TELEVISION (SEPTEMBER 27-29, 1966) ARE BRIEFLY SUMMARIZED. THIS DOCUMENT ALSO LISTS RESEARCH PROJECTS IN INSTRUCTIONAL TELEVISION IN GERMANY, DESCRIBES THE BAVARIAN RADIO INSTRUCTIONAL TELEVISION PROGRAM, SUMMARIZES THE OPINIONS OF THE GERMAN PRESS ON INSTRUCTIONAL

International Central Inst. for Youth and Educational Television, Munich (West Germany).

495

Bibliographic Instruction in Indiana.  

ERIC Educational Resources Information Center

This issue contains nine articles written by Indiana librarians involved in bibliographic instruction: (1) "Information Management Education--Beyond BI (Bibliographic Instruction)" (Gillian S. Gremmels); (2) "Dealing with the New Technology: An Instructional Primer" (Patrick Max); (3) "Librarian/Teacher Partnerships for Better Library Instruction:…

Davis, H. Scott, Ed.

1988-01-01

496

Strategies for Personalizing Instruction: A Typology for Improving Teaching and Learning.  

ERIC Educational Resources Information Center

Discusses and classifies nine strategies for personalizing instruction based on levels of interaction and thoughtfulness: Individualized instruction, accelerated learning, style-based instruction, technology-assisted learning, contract learning, authentic pedagogy, guided practice, cooperative learning, and topic study. (Conatains 11 references.)…

Jenkins, John M.; Keefe, James W.

2001-01-01

497

Mathematics education for low-achieving students : Effects of different instructional principles on multiplication learning  

Microsoft Academic Search

This dissertation contains a number of articles reporting on research on instruction for students who have difficulties learning mathematics. The focus lies on the kind of instruction that these students need to adequately master the mathematics skills required by the elementary school curriculum. Recent developments in mathematics education ask for guided instruction. In the study reported on here, the effectiveness

Evertje Helena Kroesbergen

2002-01-01

498

A comparison of cognitive restructuring and cognitive defusion as strategies for resisting a craved food  

Microsoft Academic Search

The present study investigated the effectiveness of two cognitive strategies for resisting a craved food. One-hundred-and-ten self-identified chocolate cravers were randomised to a waiting list control condition or to receive a 60-minute standardised group intervention on cognitive restructuring (CR) or cognitive defusion (CD). All participants were provided with a bag of chocolates which they were instructed to carry with them

Robyn Moffitt; Grant Brinkworth; Manny Noakes; Philip Mohr

2012-01-01

499

FOREST HEALTH MONITORING FIELD METHODS GUIDE  

EPA Science Inventory

This EMAP-FHM methods Guide is intended to instruct forest Health Monitors when collecting data on forest health indicators; site condition, growth and regeneration, crown condition, tree damage and mortality assessment, photosynthetically active radiation, vegetation structure, ...

500

Computer-assisted instruction  

NASA Technical Reports Server (NTRS)

The results are presented of a project of research and development on strategies for optimizing the instructional process, and dissemination of information about the applications of such research to the instructional medium of computer-assisted instruction. Accomplishments reported include construction of the author language INSTRUCT, construction of a practical CAI course in the area of computer science, and a number of investigations into the individualization of instruction, using the course as a vehicle.

Atkinson, R. C.

1974-01-01