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1

Teaching object technology  

Microsoft Academic Search

Since 1986 I have hardly spent a month without teaching at least one object technology class, to groups large and small. I draw from this experience to suggest a few rules for effective object training in industrial environments. A mOOzak effect is caused by the omnipresence of OO this and OO that in the computer press. The words flow so

B. Meyer

1996-01-01

2

A laboratory for teaching object oriented thinking  

Microsoft Academic Search

It is difficult to introduce both novice and experienced procedural programmers to the anthropomorphic perspective necessary for object-oriented design. We introduce CRC cards, which characterize objects by class name, responsibilities, and collaborators, as a way of giving learners a direct experience of objects. We have found this approach successful in teaching novice programmers the concepts of objects, and in introducing

Kent Beck; Ward Cunningham

1989-01-01

3

A Primer for Objective Structured Teaching Exercises  

PubMed Central

The objective structured teaching exercise (OSTE) is a high-fidelity training method for advancing the teaching and interpersonal communication skills of faculty members and preceptors. This paper is a primer for implementation of OSTEs as part of a comprehensive faculty development program. This primer addresses teaching and precepting skills that can be most effectively enhanced and assessed by the OSTE method. Development of case scenarios, recruitment and training of standardized students, OSTE session implementation processes, and OSTE evaluation methods are discussed. The experience of the authors as well as recommendations from a review of the literature and discussions with educators with OSTE experience are included. PMID:24954944

Schaivone, Kathryn A.

2014-01-01

4

Objective Examinations and the Teaching of English  

ERIC Educational Resources Information Center

Analyzes briefly the results of a questionnaire distributed to secondary English teachers in Ghana, Nigeria, and Ethiopia, concerning the use of objective tests, their effects on teaching, and teacher attitudes toward them. School leaving certificate examinations in these countries are closely linked to employment opportunities. (MSE)

Forrest, Ronald

1975-01-01

5

Development of Teaching Objectives in Professional Ethics  

ERIC Educational Resources Information Center

Described is the process involved in the development of teaching objectives for a university graduate course in professional ethics, limited to the human service professions of education, business administration, social work, and the ministry. A model of the five-step process is presented, and a bibliography is provided. (JMD)

Klimes, Rudolf E.

1978-01-01

6

Tools for Teaching Content Literacy. [Flipchart  

ERIC Educational Resources Information Center

Reading and writing across content areas is emphasized in the standards and on high-stakes tests at the state and national level. As educators seek to incorporate content-area literacy into their teaching, they confront a maze of theories, instructional strategies, and acronyms like REAP and RAFT. Teachers who do work their way through the myriad…

Allen, Janet

2004-01-01

7

Teaching Writing in the Content Areas  

ERIC Educational Resources Information Center

Most educators intuitively understand the critical relationship between thinking and writing: writing allows us to express what we think, but the very act of writing spurs a process of exploration that changes our thinking and helps us learn. "Teaching Writing in the Content Areas" examines nearly 30 years of research to identify how teachers can…

Urquhart, Vicki

2005-01-01

8

The Rationale for Teaching Reading in the Content Fields.  

ERIC Educational Resources Information Center

Four considerations in the teaching of reading in the content areas were discussed: (1) the state of teaching itself, of reading, and of the content areas; (2) the characteristics of today's student; (3) some basic assumptions and arguments for content-area reading; and (4) steps toward implementing a content-area reading program. The author makes…

Courtney, Brother Leonard

9

Developing Mathematical Content Knowledge for Teaching Elementary School Mathematics  

ERIC Educational Resources Information Center

In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other…

Thanheiser, Eva; Browning, Christine A.; Moss, Meg; Watanabe, Tad; Garza-Kling, Gina

2010-01-01

10

Leisure Studies as a Teaching Object  

Microsoft Academic Search

This paper explores the constraints on leisure stud ies curricula, initially prompted by discussion of tourism in earlier articles in the Journal of Hospi tality, Leisure, Sport and Tourism Education (JoHLSTE). Institutional constraints are explored, as well as theoretical developments. These are illustrated by discussion of the different levels a t which decisions are made about what to teach and

David Harris; St John

2005-01-01

11

Learning Object Metadata for Learning Content Accessibility  

Microsoft Academic Search

Accessibility metadata for learning content is identified as an interesting topic in educational metadata authoring. In this paper, we address learning content accessibility proposing an accessibility application profile of the IEEE LOM based on IMS Accessibility for LIP recommendations. The result is a metadata model that allows learning content selection according to accessibility requirements of learners, providing the necessary learning

Pythagoras Karampiperis; Demetrios Sampson

12

Teaching Quality Assurance TQA Manual -Introduction and Contents  

E-print Network

Teaching Quality Assurance TQA Manual - Introduction and Contents Guidelines for constructing a Code of Practice in teaching and learning 1. Introduction 1.1. A member of academic staff be respected. Teaching is an important aspect of academic life, and it is the input from the personal

Mumby, Peter J.

13

Procedural Content Generation Using Patterns as Objectives  

E-print Network

previously analysed the classic game Super Mario Bros. (SMB) [3] and suggested a collection of patterns a significant amount of variation. In the prototype the representation is relying on existing content in SMB-patterns are extracted from the original SMB levels. A level is simply a sequence (or string) of micro

Togelius, Julian

14

Inquiry Objectives in the Teaching of Biology.  

ERIC Educational Resources Information Center

Five perspectives are identified for viewing inquiry: "Guiding Principles: (for example the antecedent-consequent principle), Inquiry Factors or logical steps in inquiry, Behavioral Objectives, Affective or Attitudinal Qualities, and Inquiry into Inquiry. Many components of these perspectives are enumerated, together with related student behaviors…

Bingman, Richard M., Ed.

15

Dynamic Learning Objects to Teach Java Programming Language  

ERIC Educational Resources Information Center

This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

Narasimhamurthy, Uma; Al Shawkani, Khuloud

2010-01-01

16

08123 -Introductory Lecture Content, web site & teaching  

E-print Network

and will underpin your entire degree course in Computer Science These skills include: Number systems including://www.nzedsoft.com/audiographplugin.html #12;3 Teaching and learning methods Teaching methods will include: Formal lectures (3 slots per week coursework Laboratories - assessed coursework (ACW) Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7-10 Week

Jesshope, Chris

17

08123 -Introductory Lecture Content, web site & teaching  

E-print Network

entire degree course in Computer Science These skills include: Number systems including binary numbers://www.nzedsoft.com/audiographplugin.html Teaching and learning methods Teaching methods will include: Formal lectures (3 slots per week - see your Laboratories - assessed coursework (ACW) Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7-10 Week 11 Week 11

Jesshope, Chris

18

Cognitive Content Engagement in Content-Based Language Teaching  

ERIC Educational Resources Information Center

This article reports a study of aspects of pedagogy that can bring about students' cognitive engagement with academic content and, thus, use of the academic language in content-based language lessons in three middle schools in Xi'an, China. Two criteria--academic content level and depth of processing--were used to determine cognitive content

Kong, Stella; Hoare, Philip

2011-01-01

19

Learning Objects Update: Review and Critical Approach to Content Aggregation  

ERIC Educational Resources Information Center

The structure and composite nature of a learning object is still open to interpretation. Although several theoretical studies advocate integrated approaches to the structure and aggregation level of learning objects, in practice, many content specifications, such as SCORM, IMS Content Packaging, and course authoring tools, do not explicitly state…

Balatsoukas, Panos; Morris, Anne; O'Brien, Ann

2008-01-01

20

Strategies for Teaching Object-Oriented Concepts with Java  

ERIC Educational Resources Information Center

A considerable amount of experiences in teaching object-oriented concepts using the Java language have been reported to date, some of which describe language pitfalls and concrete learning difficulties. In this paper, a number of additional issues that have been experienced as difficult for students to master, along with approaches intended to…

Sicilia, Miguel-Angel

2006-01-01

21

Using Objects To Teach Vocabulary Words with Multiple Meanings. Research.  

ERIC Educational Resources Information Center

Compared outcomes of traditional direct instruction and pictorial worksheets with that of a hands-on approach using objects, word cards, and definition cards to teach vocabulary words with multiple meanings to public school third graders. Found that the hands-on students made significantly greater vocabulary progress than direct instruction…

Rule, Audrey C.; Barrera, Manuel T., III

2003-01-01

22

Traffic Simulation: A Case Study for Teaching Object Oriented Design  

E-print Network

natural to look at simulations for a source of project ideas. Simulation of traffic on a roadway University College of Computer Science Boston, MA 02115, USA vkp@ccs.neu.edu 0. Abstract In teaching object oriented design, it is important for students to work on projects that use a variety of design patterns

Proulx, Viera K.

23

Content-Based Object Movie Retrieval and Relevance Feedbacks  

Microsoft Academic Search

Object movie refers to a set of images captured from different perspectives around a 3D object. Object movie provides a good representation of a physical object because it can provide 3D interactive viewing effect, but does not require 3D model reconstruction. In this paper, we propose an efficient approach for content-based object movie retrieval. In order to retrieve the desired

Cheng-Chieh Chiang; Li-Wei Chan; Yi-Ping Hung; Greg C. Lee

2007-01-01

24

The Teaching of African Languages: Content, Context, and Methodology.  

ERIC Educational Resources Information Center

Three interdependent components--content, context, and methodology--are discussed as they relate to the teaching of African languages to non-native speakers. Content depends on type and availability of instructional materials, which may be quite limited. If textbooks are not available, the teacher must select from varied authentic materials and…

Moshi, Lioba

1994-01-01

25

Learning Content Selection Rules for Generating Object Descriptions in Dialogue  

Microsoft Academic Search

A fundamental requirement of any task-oriented dialogue system is the ability to gen- erate object descriptions that refer to objects in the task domain. The subproblem of content selection for object descriptions in task-oriented dialogue has been the focus of much previous work and a large number of models have been proposed. In this paper, we use the annotated coconut

Pamela W. Jordan; Marilyn A. Walker

2005-01-01

26

Pedagogical content knowledge needed to teach physics  

NSDL National Science Digital Library

In this workshop the participants will learn about the concept of pedagogical content knowledge (PCK) and how this concept relates to the preparation of physics teachers. PCK is what distinguishes a content expert from an expert teacher of that content. Some aspects of physics PCK include knowledge of student ideas in different areas of physics, knowledge of effective instructional methods that help students master fundamental physics ideas and ways of reasoning, and knowledge of assessment of student learning. The participants will also learn how to design a course/a sequence of courses for future physics teachers where they start building their physics PCK.

Etkina, Eugenia

2009-03-23

27

Traditional Teaching versus Team-Based Learning (TBL) Learning Objectives and Instructional Strategies  

E-print Network

Traditional Teaching versus Team-Based Learning (TBL) Learning Objectives and Instructional Strategies Learning How Objectives Accomplished with: Objectives Traditional Teaching Team-Based Learning (Exposes students to multiple learning strategies; learners become confident & resourceful.) Enjoy course

Bieber, Michael

28

Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching  

ERIC Educational Resources Information Center

This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

Burton, Megan; Daane, C. J.; Giesen, Judy

2008-01-01

29

Content-Aware Video Retargeting Using Object-preserving Warping.  

PubMed

A novel content-aware warping approach is introduced for video retargeting. The key to this technique is adapting videos to fit displays with various aspect ratios and sizes while preserving both visually salient content and temporal coherence. Most previous studies solve this spatiotemporal problem by consistently resizing content in frames. This strategy significantly improves the retargeting results, but does not fully consider object preservation, sometimes causing apparent distortions on visually salient objects. We propose an object-preserving warping scheme with object-based significance estimation to reduce this unpleasant distortion. In the proposed scheme, visually salient objects in 3D space-time space are forced to undergo as-rigid-as-possible warping, while low-significance objects are warped as close as possible to linear rescaling. These strategies enable our method to consistently preserve both the spatial shapes and temporal motions of visually salient objects, and avoid over-deformations on low-significance objects, yielding a pleasing motion-aware video retargeting. Qualitative analyses, including a user study with chi-squared test, and experiments on complex videos containing diverse cameras and dynamic motions, show a clear superiority of our method over state-of-the-art video retargeting methods. PMID:23609060

Lin, Shih-Syun; Lin, Chao-Hung; Yeh, I-Cheng; Chang, Shu-Huai; Yeh, Chih-Kuo; Lee, Tong-Yee

2013-04-19

30

Instructional Strategies for Teaching Content Vocabulary, Grades 4-12  

ERIC Educational Resources Information Center

This practical resource offers more than 40 strategies that teachers in all content areas can use to help students--including English learners and struggling readers--understand new words, phrases, and concepts. Far more than best means of teaching specific words, these strategies will tap students' curiosity, engage and empower them, develop…

Harmon, Janis M.; Wood, Karen D.; Hedrick, Wanda B.

2006-01-01

31

Transforming Content Knowledge: Learning to Teach about Isotopes.  

ERIC Educational Resources Information Center

Presents a vignette about Karen, a student teacher in her first attempt at teaching chemical isotopes. Karen focuses on transmitting what she knows. An overview of Schulman's conceptions of pedagogical content knowledge is then provided. Shulman's ideas are employed to frame the experiences of Alan, a student teacher, as he and his cooperating…

Geddis, Arthur N.; And Others

1993-01-01

32

Teaching About Substance Abuse with Objective Structured Clinical Exams  

PubMed Central

BACKGROUND Although residents commonly manage substance abuse disorders, optimal approaches to teaching these specialized interviewing and intervention skills are unknown. OBJECTIVE We developed a Substance Abuse Objective Structured Clinical Exam (OSCE) to teach addiction medicine competencies using immediate feedback. In this study we evaluated OSCE performance, examined associations between performance and self-assessed interest and competence in substance abuse, and assessed learning during the OSCE. DESIGN Five-station OSCE, including different substance abuse disorders and readiness to change stages, administered during postgraduate year-3 ambulatory rotations for 2 years. PARTICIPANTS One hundred and thirty-one internal and family medicine residents. MEASUREMENTS Faculty and standardized patients (SPs) assessed residents' general communication, assessment, management, and global skills using 4-point scales. Residents completed a pre-OSCE survey of experience, interest and competence in substance abuse, and a post-OSCE survey evaluating its educational value. Learning during the OSCE was also assessed by measuring performance improvement from the first to the final OSCE station. RESULTS Residents performed better (P<.001) in general communication (mean ± SD across stations = 3.12 ± 0.35) than assessment (2.65 ± 0.32) or management (2.58 ± 0.44), and overall ratings were lowest in the contemplative alcohol abuse station (2.50 ± 0.83). Performance was not associated with residents' self-assessed interest or competence. Perceived educational value of the OSCE was high, and feedback improved subsequent performance. CONCLUSIONS Although internal and family medicine residents require additional training in specialized substance abuse skills, immediate feedback provided during an OSCE helped teach needed skills for assessing and managing substance abuse disorders. PMID:16704387

Parish, Sharon J; Ramaswamy, Megha; Stein, Melissa R; Kachur, Elizabeth K; Arnsten, Julia H

2006-01-01

33

Teaching Science as a Language: A "Content-First" Approach to Science Teaching  

ERIC Educational Resources Information Center

Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web-based software to teach students using a "content-first" approach that allowed students to transition from everyday…

Brown, Bryan A.; Ryoo, Kihyun

2008-01-01

34

Content and Conflict: The Use of Current Events to Teach Content in a Biochemistry Course  

ERIC Educational Resources Information Center

Case study exercises, based on newsworthy current events, have been written for a biochemical audience that include elements of both "content" and "conflict." The cases have been written in such a way as to teach students basic biochemical principles. At the same time, a dilemma is posed to the students, who must use what they have learned about…

Cornely, Kathleen

2003-01-01

35

Psychology Teaching Resources in the MERLOT Digital Learning Objects Catalog  

ERIC Educational Resources Information Center

MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a free multidisciplinary catalog of digital learning materials, peer reviews, learning assignments, and member comments designed to facilitate faculty instruction. The catalog's goal is to expand the quantity and quality of peer-reviewed online teaching materials. We…

Brinthaupt, Thomas M.; Pilati, Michelle L.; King, Beverly R.

2008-01-01

36

Teaching Content and Improving Reading: You CAN Do Both!  

ERIC Educational Resources Information Center

In the face of declining student reading abilities, content area instructors at community colleges can no longer ignore the gap that exists between student reading levels and the higher levels at which college texts are written. Indeed, these instructors have a responsibility to include reading improvement in course objectives, because: (1) the…

Griffin, Beverly Norris

37

Attitudes of Rhode Island Secondary School English Teachers Toward Certain Objectives in the Teaching of English.  

ERIC Educational Resources Information Center

The purpose of this study was to (1) compile a list of English teaching objectives based upon a study of the literature, (2) discover teachers' attitudes toward these objectives, and (3) compare the attitudes of the teachers grouped according to age, sex, community composition, level of teaching, academic training, college major, longevity, and…

Turley, James David

38

The Challenges of Teaching Qualitative Coding: Can a Learning Object Help?  

ERIC Educational Resources Information Center

Challenged by some of the inherent difficulties in teaching qualitative data analysis, three instructors created an interactive digital learning object entitled "Sleuthing the Layered Text: Investigating Coding." In this paper we assess the effectiveness of that learning object as a tool for teaching qualitative coding. On the face of it, learning…

Raddon, Mary-Beth; Raby, Rebecca; Sharpe, Erin

2009-01-01

39

Improving Students' Conceptual Understanding of a Specific Content Learning: A Designed Teaching Sequence  

ERIC Educational Resources Information Center

The efficacy of a teaching sequence designed for a specific content of learning of electrochemistry is described in this paper. The design of the teaching draws upon theoretical insights into perspectives on learning and empirical studies to improve the teaching of this topic. A case study involving two classes, the experimental and baseline…

Ahmad, N. J.; Lah, Y. Che

2012-01-01

40

Changes needed in style and content of teaching statistics to medical undergraduates  

Microsoft Academic Search

The negative attitude of medical undergraduates towards statistics could be ascribed to adherance to traditional statistical topics, foreign to the medical sciences. The need is to teach in a medical language. This communication describes the change needed in style and content of teaching to implement this strategy. The medical topics are identified and the details of teaching specified. A discussion

A. Indrayan

1986-01-01

41

Evaluation of the use of team teaching for delivering sensitive content – a pilot study  

Microsoft Academic Search

Many programmes in further and higher education contain sensitive areas of content, such as diversity, racism, power and privilege, breaking bad news, counselling, sex education and ethical decision making. Team teaching may be a useful method for delivering sensitive areas of course content. This article presents a pilot study that was undertaken on the use of team teaching to deliver

Joanna Kerridge; Gaye Kyle

2009-01-01

42

Teaching Object-Picture Matching to Improve Concordance between Object and Picture Preferences for Individuals with Developmental Disabilities: Pilot Study  

PubMed Central

We evaluated teaching object-picture matching to improve concordance between preference assessments using objects and pictures of the same objects. Three participants with developmental disabilities who showed high and low preferences during assessments with objects but not with pictures were taught object-picture matching tasks unrelated to the items used during preference assessments. Training was evaluated in a modified multiple-baseline design and preference assessments with objects and pictures were repeated after training each object-picture matching task. Two participants showed improved concordance after mastering two and three training tasks, respectively. The third participant did not show concordance between object and picture preference assessments after mastering two tasks and after additional training. Our findings suggested that object-picture matching might be a prerequisite for picture preference assessments. PMID:23538383

Nguyen, Duong Minh; Yu, C.T.; Martin, Toby L.; Fregeau, Pamela; Pogorzelec, Cheryl; Martin, Garry L.

2013-01-01

43

Finding the Right Mix: Teaching Methods as Predictors for Student Progress on Learning Objectives  

ERIC Educational Resources Information Center

This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning…

Glover, Jacob I.

2012-01-01

44

Objective and Subjective Assessment of Reciprocal Peer Teaching in Medical Gross Anatomy Laboratory  

NSDL National Science Digital Library

This articles describes the use of reciprocal peer teaching (RPT) used in an anatomy dissection laboratory course. Outcomes used to measure learning included objective and subjective variables; course grades and study surveys.

2009-07-27

45

An analysis of the relationship between teachers' acquisition of physics content knowledge and their level of science teaching efficacy  

NASA Astrophysics Data System (ADS)

The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and efficacy gains. A series of interactions between significant content areas and the covariates was also run. Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy showed different relationships with the predictor variables. Though gains in specific content areas were related to gains in Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy, gains in Personal Science Teaching Efficacy were further modified by the covariates. These results may reflect not only a more complex relationship between content knowledge gain and Personal Science Teaching Efficacy but also the complex nature of the construct. Evaluation of the physics content knowledge tests revealed that the tests were not valid for evaluating 35 of the 37 identified learning objectives. Although the data did not render valid results, it does give insights into possible relationships that may exist given a more stringent investigation with a valid instrument to measure content knowledge gains. In addition, this study demonstrated the importance of considering the likelihood of interactions among a given set of variables and the covariates. The findings also suggest the possible value of considering the psychological factors associated with the change process when planning professional development programs.

Marion, Virginia Frances

46

Using Educational Tools for Teaching Object Oriented Design and Programming  

Microsoft Academic Search

The development of software systems is a complex process which requires a diverse set of skills and expertise. The Object Oriented programming paradigm has been proven to better organize the inherent complexity of software systems, than the traditional procedural paradigm. Hence, Object Oriented (OO) is becoming the dominant paradigm in the recent years. The software industry is placing increasing emphasis

Stavroula Georgantaki; Symeon Retalis

47

Replication based on Objects Load under a Content Distribution Network  

E-print Network

-hungry" applications (which involve content such as video, audio on-demand and distributed data) and at the same time retrieving Web pages from remote sites. For instance, in networked online games a game player's gaming experience is negatively affected by large propagation delays. Hence, an obvious solution in order to improve

Pallis, George

48

Terminal Behavioral Objectives for Teaching Clinical Toxicology to Clinical Pharmacists  

ERIC Educational Resources Information Center

As a first step in the development of a competency-based clinical toxicology clerkship, a set of terminal behavioral objectives were developed that reflect the anticipated role that clinical pharmacists should play as part of the clinical toxicology team. The evaluation approaches used at the University of Utah are presented. (LBH)

Veltri, Joseph C.; And Others

1976-01-01

49

Teaching object structures: Setting priorities and choosing the medium  

SciTech Connect

This Paper addresses issues encountered while transitioning a CS2-level course in Data Structures into one in Object Structures. A prioritization of concepts is suggested, followed by a discussion of the degrees to which various commonly available programming languages support them. These are illustrated with decisions the author made in his own course and text.

Gore, J. [Eastern New Mexico Univ., Portales, NM (United States); [ToolCASE Computing, Inc., Denver, CO (United States)

1995-12-31

50

Teaching the Cataloging of Three-Dimensional Objects.  

ERIC Educational Resources Information Center

Describes the results of a survey of library schools that examined the prevalence and extent of instruction in cataloging three dimensional objects and faculty perceptions of such instruction. The discussion covers the effects of a possible print bias on library school graduates. (12 references) (Author/CLB)

Bierbaum, Ester Green

1988-01-01

51

Object Lessons: Teaching Math through the Visual Arts, K-5  

ERIC Educational Resources Information Center

When Caren Holtzman and Lynn Susholtz look around a classroom, they see "a veritable goldmine of mathematical investigations" involving number, measurement, size, shape, symmetry, ratio, and proportion. They also think of the ways great artists have employed these concepts in their depictions of objects and space--for example, Picasso's use of…

Holtzman, Caren; Susholtz, Lynn

2011-01-01

52

Middle School Mathematics Teachers' Pedagogical Content Knowledge Regarding Teaching Strategies on Quadrilaterals  

ERIC Educational Resources Information Center

Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…

Akkas, Elif Nur; Türnüklü, Elif

2014-01-01

53

Connecting Content, Teaching, and Learning: The Creative Curriculum for Preschool. Revised Edition.  

ERIC Educational Resources Information Center

The Creative Curriculum for early childhood education is a teaching framework that addresses children's emotional, cognitive, and physical development. This supplement to the Creative Curriculum is designed to enhance teachers' effectiveness in understanding how content is linked to teaching and learning in a developmentally appropriate curriculum…

Dodge, Diane Trister; Colker, Laura J.; Heroman, Cate

54

Pre-Service Chemistry Teachers' Beliefs about Teaching and Their Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

In this study the relationship between pre-service chemistry teachers' beliefs about teaching and their pedagogical content knowledge were investigated. The sample of the study consists of 99 pre-service chemistry teachers attending Hacettepe University, Faculty of Education. As data collection tools the adapted form of "Beliefs About Teaching

Oskay, Ozge Ozyalcin; Erdem, Emine; Yilmaz, Ayhan

2009-01-01

55

Graphic Design: A Sustainable Solution to Manage the Contents of Teaching Materials  

ERIC Educational Resources Information Center

There is a concern that the teaching of subjects is applied not only with support from a set of technological devices, but largely in the proper use of teaching and new technologies. Taking this idea, the authors develop a research and sustainable design that result in educational materials in solid content and technological innovation, also to…

Victor, Garcia Izaguirre; Luisa, Pier Castello Maria; Eduardo, Arvizu Sanchez

2010-01-01

56

Oral Reading as a Content Area Teaching Method.  

ERIC Educational Resources Information Center

Concludes that round robin reading is an accepted and widely used method of teaching science and social studies in the fifth grade in South Dakota, in spite of the fact that administrators and teachers doubt its value. (FL)

Hill, Charles H.

1983-01-01

57

Curricula for teaching the content of clinical practice guidelines to family medicine and internal medicine residents in the US: a survey study  

PubMed Central

Background Teaching the content of clinical practice guidelines (CPGs) is important to both clinical care and graduate medical education. The objective of this study was to determine the characteristics of curricula for teaching the content of CPGs in family medicine and internal medicine residency programs in the United States. Methods We surveyed the directors of family medicine and internal medicine residency programs in the United States. The questionnaire included questions about the characteristics of the teaching of CPGs: goals and objectives, educational activities, evaluation, aspects of CPGs that the program teaches, the methods of making texts of CPGs available to residents, and the major barriers to teaching CPGs. Results Of 434 programs responding (out of 839, 52%), 14% percent reported having written goals and objectives related to teaching CPGs. The most frequently taught aspect was the content of specific CPGs (76%). The top two educational strategies used were didactic sessions (76%) and journal clubs (64%). Auditing for adherence by residents was the primary evaluation strategy (44%), although 36% of program directors conducted no evaluation. Programs made texts of CPGs available to residents most commonly in the form of paper copies (54%) while the most important barrier was time constraints on faculty (56%). Conclusion Residency programs teach different aspects of CPGs to varying degrees, and the majority uses educational strategies not supported by research evidence. PMID:19772570

Akl, Elie A; Mustafa, Reem; Wilson, Mark C; Symons, Andrew; Moheet, Amir; Rosenthal, Thomas; Guyatt, Gordon H; Schunemann, Holger J

2009-01-01

58

Course Objectives, Student Learning Outcomes, and Promotion Requirements Listening/Speaking 10 Objectives to teach  

E-print Network

Course Objectives, Student Learning Outcomes, and Promotion Requirements Listening/Speaking 10 Listening/Speaking 10 Student Learning Outcomes to formally assess: At the end of Listening/Speaking 10 their notes. #12;Course Objectives, Student Learning Outcomes, and Promotion Requirements Listening

Pilyugin, Sergei S.

59

Science Sampler: Using direct instruction to teach content vocabulary  

NSDL National Science Digital Library

The magnitude of vocabulary students need to know in the middle school science curriculum is vast and can be daunting. As educators, it is our job to efficiently and effectively teach students so that they are not only able to apply the new vocabulary to that year's curriculum, but to store it in their memory for future use in high school and college. This article describes a direct instruction approach to teaching vocabulary that provides students with the ability to interact with the vocabulary verbally, visually, spatially, and intrapersonally.

Dougherty, Laura A.; Leno, Lisa C.

2007-09-01

60

Teaching Fitness-Based Content: Knowledge in Physical Education  

ERIC Educational Resources Information Center

Teaching students about the physiological benefits of regular exercise is an important, though often challenging, aspect of the K-12 physical education curriculum. Due to a variety of class schedules and physical space restrictions, some physical educators may have difficulty integrating fitness and wellness concepts into their daily lessons.…

Martin, Matt; Sharpe, Tom

2005-01-01

61

Teaching Techniques and Course Content for International Finance.  

ERIC Educational Resources Information Center

Noting the rapid and large changes in international finance over the past 2 decades, this paper offers suggestions for teaching business education courses on international finance. The paper recommends a combination of computer-assisted instruction and electronic classroom, discussion group, independent study, and lecture. Computer-assisted…

Esemuede, Samuel I.

62

Understanding Teaching beyond Content and Method: Insights from Central Asia  

ERIC Educational Resources Information Center

This study suggests the need for complex research approaches that provide richer, contested, and nondichotomous portrayals of classrooms, schooling life, and teachers. Drawing from a qualitative study of Tajik teachers' practices and perspectives (Niyozov, 2001) and studies on teaching conducted in Kyrgyzstan (De Young, Reeves, & Valyaeva , 2006;…

Niyozov, Sarfaroz

2009-01-01

63

Teaching Science in Content Areas to Students with Special Needs.  

ERIC Educational Resources Information Center

This paper provides information on teaching science to students with special needs. The focus is placed on students with learning disabilities who may behave inappropriately due to frustration about their academic deficits. This perception is often brought about by a predominant mode of instruction in schools which is text-driven,…

Richardson, Rita Coombs; Norman, Katherine

64

Rehearsing to teach: content?specific deconstruction of instructional explanations in pre?service teacher training  

Microsoft Academic Search

Giving effective instructional explanations requires a special type of pedagogical content knowledge, that is, foreseeing where students could employ different assumptions in building their understanding of a specific content. This paper proposes the importance of rehearsing instructional explanations and fine?tuning the coherence and meaningfulness of instructional explanations before pre?service teachers start practice teaching, where many complex factors such as classroom

Noriyuki Inoue

2009-01-01

65

Teaching Critical-Thinking Skills Using Course Content Material: A Reversal of Roles  

NSDL National Science Digital Library

The strategy of getting students to understand science content using critical thinking has been widely used by instructors for decades. The methodology presented here was used to teach and improve critical-thinking skills in an atmosphere that focused on content material and was devoid of educational terminology.

Lauer, Thomas

2005-05-01

66

Evaluation of the Use of Team Teaching for Delivering Sensitive Content: A Pilot Study  

ERIC Educational Resources Information Center

Many programmes in further and higher education contain sensitive areas of content, such as diversity, racism, power and privilege, breaking bad news, counselling, sex education and ethical decision making. Team teaching may be a useful method for delivering sensitive areas of course content. This article presents a pilot study that was undertaken…

Kerridge, Joanna; Kyle, Gaye; Marks-Maran, Diane

2009-01-01

67

A National Study of Training Content and Activities for Faculty Development for Online Teaching  

ERIC Educational Resources Information Center

This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the…

Meyer, Katrina A.; Murrell, Vicki S.

2014-01-01

68

Implementing Graphic Organizer Notebooks: The Art and Science of Teaching Content.  

ERIC Educational Resources Information Center

Defines the Graphic Organizer Notebook as a collection of teacher-developed blank webs and organizers for a student to complete after reading chunks of content material taught in a unit. Concludes that implementing the Graphic Organizer Notebook in a content area unit enables teachers to teach reading, writing, and study skill strategies meeting…

Fisher, Andrea L.

2001-01-01

69

Secondary school science teaching, 1970--1992: Objectives as stated in periodical literature  

NASA Astrophysics Data System (ADS)

Purpose of the study. The major purpose of this study was to identify and classify objectives for teaching science in secondary schools in the United States during the period 1970--1992. These objectives were identified by objective statements in articles from selected professional periodicals. Procedure. The 1970--1992 period was divided into two subperiods on the basis of major historical events. Selected professional periodicals were searched for statements of objectives of secondary school science teaching. These statements were catalogued into Knowledge, Process, Attitude and Interest, or Cultural Awareness categories. The resulting data were classified within and across the two subperiods according to frequency of occurrence, category, authorship, and year. Findings. The major findings of this investigation included the following: (1) Authors in Higher Education produced the most articles, both research-oriented and nonresearch-oriented, and the most statements in each subperiod. Miscellaneous authors produced the least articles and statements. (2) Statements in the Process category were most frequent in the two subperiods. (3) The "most important" objectives for secondary school science teaching were Philosophical, sociological, and political aspects (from the Cultural Awareness category), Processes, skills, and techniques (from the Process category), and Major facts, principles, or fundamentals (from the Knowledge category). (4) Attitude and Interest objectives were consistently ranked as least important throughout the study. (5) The ranking of "most important" objectives in research-oriented articles generally agreed with the ranking in articles as a whole. Conclusions. Based on the findings of this investigation, the following conclusions were made: (1) The objectives for teaching secondary school science were influenced by historical events, especially the Vietnam War, the Cold War, the AIDS pandemic, and the publication of A Nation at Risk: The Imperative for Educational Reform. (2) Authors in Higher Education wrote more articles about the objectives for the teaching of secondary school science than those in the other categories. This was probably a reflection of the "publish or perish" environment in many colleges and universities. (3) The most important objectives for secondary school science teaching were Philosophical, sociological, and political aspects, Processes, skills, and techniques, and Major facts, principles, or fundamentals. The preponderance of these objectives is most likely a result of cultural and social unrest during this period. (4) The number of research-oriented articles, as a percentage of all articles, doubled from the first subperiod to the second subperiod. There appears to be a trend during the second subperiod toward more data-based articles.

Hemby, Brian Franklin

70

Entrepreneurship Education: A Review of Its Objectives, Teaching Methods, and Impact Indicators  

ERIC Educational Resources Information Center

Purpose: This paper aims to take stock of existing publications devoted to entrepreneurship education and assess the alignment existing between its generic objectives, target audience, teaching methods and impact indicators. Design/methodology/approach: A semi-systematic literature review is applied; using six thematically separated excel data…

Mwasalwiba, Ernest Samwel

2010-01-01

71

Using Thematic Units To Teach Content Reading Subjects.  

ERIC Educational Resources Information Center

The trend in many classrooms is to move away from using a single textbook in content area classrooms and move toward the use of various works of children's literature integrated with and related to a content-area topic. Instead of using a single discipline approach, teachers should use a multidisciplinary approach in which several subject areas…

Mickel, Vesta; Goerss, Betty

72

Rock and Roll English Teaching: Content-Based Cultural Workshops  

ERIC Educational Resources Information Center

In this article, the author shares a content-based English as a Second/Foreign Language (ESL/EFL) workshop that strengthens language acquisition, increases intrinsic motivation, and bridges cultural divides. He uses a rock and roll workshop to introduce an organizational approach with a primary emphasis on cultural awareness content and a…

Robinson, Tim

2011-01-01

73

Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object.  

PubMed

ABSTRACT Children are exposed to symbolic objects that they have to learn to use very early in life. The authors' aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-month-olds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood. PMID:25271817

Maita, María Del Rosario; Mareovich, Florencia; Peralta, Olga

2014-01-01

74

Influence of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Photosynthesis and Plant Growth  

ERIC Educational Resources Information Center

The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…

Kapyla, Markku; Heikkinen, Jussi-Pekka; Asunta, Tuula

2009-01-01

75

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers  

NASA Astrophysics Data System (ADS)

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic in almost the entire teaching and learning sessions. In terms of using technology in teaching and learning process, all respondents were more likely to use PowerPoint presentation as well as assisted by the use of a scientific calculator. The use of PowerPoint was limited in explaining the title and its content and the calculators were used during practice sessions. The four trainee teachers were still at the recognizing and acceptance levels of TPCK integration during their teaching practice. This study indicates that UPSI trainee teachers should be given exposure in the use of information and communication technology and trained to provide alternative teaching strategies in more creative ways if there are obstacles when integrating technology in teaching and learning process.

Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

2014-07-01

76

Content Knowledge for Teaching Energy: An Example From Middle-School Physical Science  

NSDL National Science Digital Library

âContent knowledge for teachingâ is the specialized content knowledge that teachers use in practice â the content knowledge that serves them for tasks of teaching such as making sense of studentsâ ideas, anticipating conceptual challenges students will face, selecting instructional tasks, and assessing student work. We examine a middle-school physical science teacherâs interactions with a group of students for evidence of content knowledge for teaching energy (CKT-E). Our aims are to develop our theory of CKT-E as well as criteria for its observational assessment. We identify CKT-E as potentially including elements of canonical energy models, elements of alternative energy models, and a repertoire of instructional tasks or activities that exemplify or support instructional goals.

Scherr, Rachel E.; Robertson, Amy D.; Seeley, Lane; Vokos, Stamatis

2014-01-30

77

Working Smarter, Not Harder: Reaching the Tough to Teach. Part II--Content Integration  

ERIC Educational Resources Information Center

"Working Smarter, Not Harder: Reaching the Tough to Teach" is the topic of an exclusive four-part series by the author for the "Kappa Delta Pi Record." Part I, Prior Knowledge and Concept Development, appeared in the Fall 2007 issue of the "Record." This article is the second of the four-part series. It discusses content integration and how to…

Rockwell, Sylvia

2008-01-01

78

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study  

ERIC Educational Resources Information Center

This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree…

Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong

2011-01-01

79

Two Dimensions of Teaching Television Literacy: Analyzing Television Content and Analyzing Television Viewing.  

ERIC Educational Resources Information Center

Discusses how to teach critical thinking about television and describes methods used in a college class on television analysis. Two approaches are examined: television content analysis, with an example of sports commentary; and analyzing television viewing, including a questionnaire developed by students. (five references) (LRW)

Morris, Barbara S.

1993-01-01

80

Rethinking about the Pedagogy for Pedagogical Content Knowledge in the Context of Mathematics Teaching  

ERIC Educational Resources Information Center

This study reconsiders the notion of pedagogy for pedagogical content knowledge (PCK) in the context of teaching mathematics. The perspectives of critical pedagogy are employed for this reconsideration, stressing the operation of historical, social, ideological, political, institutional and cultural forces in the production of pedagogical…

Ozmantar, Mehmet Fatih

2011-01-01

81

Learning To Teach: Constructing Meaningful Understanding of Mathematical Content. Craft Paper 89-3.  

ERIC Educational Resources Information Center

This paper discusses the development of the mathematical experiences which make up the three-term sequence of mathematics courses taken by participants in the Elementary Mathematics Project (EMP), a longitudinal study of change in preservice teachers' perceptions and beliefs about mathematics. For the mathematics courses, both content and teaching

Lappan, Glenda; Even, Ruhama

82

Postmodernism and Spirituality: Some Pedagogical Implications for Teaching Content on Spirituality  

ERIC Educational Resources Information Center

The integration of spirituality content into curricula has accelerated dramatically during the past decade. Despite this trend, little discussion has appeared in the literature about the instructional methods best suited to teach spirituality. Adopting a new approach referred to as "pedagogical pluralism," the authors suggest that some aspects of…

Hodge, David R.; Derezotes, David S.

2008-01-01

83

Preservice Teachers' Content Knowledge and Self-Efficacy for Teaching Reading  

ERIC Educational Resources Information Center

This mixed methods study examined preservice teachers' growth in content knowledge and self-efficacy for teaching reading as they participated in a literacy course/reading clinic practicum with those not enrolled in the experience. Groups were compared on three measures using a pretest-posttest design. Additionally, five preservice teachers from…

Leader-Janssen, Elizabeth M.; Rankin-Erickson, Joan L.

2013-01-01

84

A didactic analysis of content development during the peer teaching tasks of a Sport Education season  

Microsoft Academic Search

Background: Research on Sport Education (SE) has shown the curriculum model to be effective in motivating students to undertake specific role responsibilities and engage in the student-led tasks of the curriculum. Despite this level of engagement, emerging evidence suggests that student leadership within the peer teaching tasks of the curriculum can be problematic for the development of student content learning.Purpose:

Tristan Wallhead; Mary Osullivan

2007-01-01

85

Virtual Laboratory as an Element of Visualization When Teaching Chemical Contents in Science Class  

ERIC Educational Resources Information Center

Using a variety of visualization tools for teaching and learning science and chemistry is necessary because pupils better understand chemical phenomena and formulate appropriate mental models. The purpose of the presented study was to determine the importance of a virtual laboratory as a visualization element when addressing chemical contents

Herga, Nataša Rizman; Grmek, Milena Ivanuš; Dinevski, Dejan

2014-01-01

86

Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices  

ERIC Educational Resources Information Center

Content knowledge and pedagogical practices are of particular concern to middle school science instructors teaching density. First introduced in elementary grades with the ideas of floating and sinking, density taught in middle school is geared toward understanding through the use of mathematical formulas. Using a lesson-plan study design, the…

Dawkins, Karen R.; Dickerson, Daniel L.; McKinney, Sueanne E.; Butler, Susan

2008-01-01

87

Dovetailing Language and Content: Teaching Balanced Argument in Legal Problem Answer Writing.  

ERIC Educational Resources Information Center

Describes an approach to teaching first-year law students in an English for academic purposes course on how to write the academic genre of the legal problem answer. Offers students rhetorical tools to translate legal reasoning moves into effective written response to legal problems. The dovetailing of language and content involved considerable…

Bruce, Nigel

2002-01-01

88

XLearning Object Organization Behaviors in a Home-Made Learning Content Management System  

ERIC Educational Resources Information Center

This study designed, implemented and evaluated a learning content management system to facilitate creating both standard based and free style learning objects. The system, BULeCoMas, also enabled users to tag learning objects with usage data and tools supported with components accommodated under a Global Activity Center, are Global Task Pool,…

Akpinar, Yavuzz; Simsek, Huseyin

2006-01-01

89

MPEG4 STUDIO: An Object-Based Authoring System for MPEG4 Contents  

Microsoft Academic Search

An MPEG-4 audio-visual scene is composed of various types of media data represented as individual objects. It includes a scene description that refers to the spatio-temporal specification and behavior of individual objects. In this paper, we propose an MPEG-4 contents authoring system for generating MPEG-4 audio-visual scenes, by providing the visual environment for building the spatio-temporal scenario of media objects

Kyung-Ae Cha; Sangwook Kim

2005-01-01

90

A near-peer teaching program designed, developed and delivered exclusively by recent medical graduates for final year medical students sitting the final objective structured clinical examination (OSCE)  

PubMed Central

Background The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching program to final year medical students, evaluate the efficacy of teaching given by junior doctors and review the pertinent literature. Methods We developed a revision package for final year medical students sitting the Objective Structured Clinical Examination (OSCE). The package was created and delivered exclusively by recent medical graduates and consisted of lectures and small group seminars covering the core areas of medicine and surgery, with a focus on specific OSCE station examples. Students were asked to complete a feedback questionnaire during and immediately after the program. Results One hundred and eighteen completed feedback questionnaires were analysed. All participants stated that the content covered was relevant to their revision. 73.2% stated that junior doctors delivered teaching that is comparable to that of consultant - led teaching. 97.9% stated the revision course had a positive influence on their learning. Conclusions Our study showed that recent medical graduates are able to create and deliver a structured, formal revision program and provide a unique perspective to exam preparation that was very well received by our student cohort. The role of junior doctors teaching medical students in a formal structured environment is very valuable and should be encouraged. PMID:21414226

2011-01-01

91

The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science  

Microsoft Academic Search

The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the treatment group, while those enrolled in the Loudoun

Mollianne G. Logerwell

2009-01-01

92

A modified incidental-teaching procedure for autistic youth: acquisition and generalization of receptive object labels.  

PubMed Central

A modified incidental-teaching procedure was used to increase the receptive language skills of autistic youth who had previously experienced lengthy institutionalization. At the time of the study, the two severely language-delayed children had recently been transitioned to a community-based group home. Receptive-labeling skills were taught for four sets of objects typically used in school lunch preparation. The percentage of correct, unprompted object identifications displayed by Youth 1 increased when the incidental-teaching package (gestural prompts, behavior-specific praise, and contingent access to lunch-making supplies) was sequentially introduced in a multiple-baseline design across sets of objects. These results were replicated with Youth 2. The youths' newly acquired language skills also generalized to a different setting (the dining room of the group home) and to a different activity occurring later in the day (a traditional sit-down, discrete-trial session). This research indicates that the linguistic skills of severely developmentally delayed autistic children can be accelerated by incidental instruction that is provided in the course of shaping other home-living skills. PMID:6643324

McGee, G G; Krantz, P J; Mason, D; McClannahan, L E

1983-01-01

93

An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi  

ERIC Educational Resources Information Center

Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory…

Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.

2013-01-01

94

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study  

Microsoft Academic Search

This study tested a hypothesis that focused on whether or not teachers’ pedagogical content knowledge (PCK) is a necessary\\u000a body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation\\u000a between a teacher’s PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his\\/her classroom is

Jeong-Yoon Jang; Ying-Chih Chen; Jinhong Jung

2011-01-01

95

Case Studies in Co-Teaching in the Content AreasSuccesses, Failures, and Challenges  

Microsoft Academic Search

This article presents recent findings from several long-term qualitative investigations of co-teaching in science and social studies content-area classes, in which collaborating teachers and students with and without disabilities were observed and interviewed regarding effective practices and challenges associated with inclusion. In some sites, collaborating teachers were provided with research-based effective strategies and materials for including students with disabilities in

Margo A. Mastropieri; Thomas E. Scruggs; Janet Graetz; Jennifer Norland; Walena Gardizi; Kimberly Mcduffie

2005-01-01

96

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012  

ERIC Educational Resources Information Center

As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…

Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca

2014-01-01

97

Teaching Java Backwards  

ERIC Educational Resources Information Center

Teaching programming concepts in a more object-oriented way is a growing trend in Computer Science education. This paper takes the idea of abstraction-first teaching a step further, by using Bloom's Taxonomy to design a course to present factual content early, followed by higher-level cognitive skills. In the course described here, factual content

Machanick, Philip

2007-01-01

98

Graduate Teaching Assistant (20 hours per week) Content Area: Office of Academic Affairs, First-Year Experiences  

E-print Network

, mentoring, or teaching in higher education context Strong organizational and time management skills StrongGraduate Teaching Assistant (20 hours per week) Content Area: Office of Academic Affairs, First Compensation: Monthly stipend and tuition remission of up to 12 hours, graduate student health insurance (79

Farritor, Shane

99

Content knowledge and classroom inquiry style: Factors influencing inquiry-based science teaching practice of elementary student teachers  

Microsoft Academic Search

This comparative case study examines the relationship between substantive content knowledge (SCK) of science concepts and inquiry-based teaching of those concepts through fine-grained analysis of the science teaching practice of three elementary student teachers in their final year of teacher preparation carried out within an elementary professional development school program (a partnership between a major northeastern university and a neighboring

Annmarie Rehm Ward

2008-01-01

100

Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth over Three Years  

ERIC Educational Resources Information Center

Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students'…

Monte-Sano, Chauncey; Budano, Christopher

2013-01-01

101

The Objective Is Objectivity: A Survey of Teachers' Attitudes toward Teaching about Religion in the Public Schools.  

ERIC Educational Resources Information Center

This study compares the attitudes of "somewhat" religious teachers toward teaching about religion in the public schools with the attitudes of very religious teachers. The sample consisted of public school teachers enrolled in elementary and secondary education courses at two Texas universities during the summer of 1995. Data were collected through…

Milson, Andrew J.

102

Under the Big Top: Using the Hartford Circus Fire of 1944 to Teach Literacy Strategies to Connecticut's Content Area Teachers  

ERIC Educational Resources Information Center

This article concerns the use of an historical event to teach interdisciplinary design and reading strategies to content area preservice teachers at a Connecticut state university. The course, a requirement for state certification, seeks to give secondary content area teachers strategies to help struggling readers. Teachers from all subject areas…

Morse, M. Lynn

2008-01-01

103

Assessing the IMPACT of Our Teaching  

E-print Network

Assessing the IMPACT of Our Teaching Rocky K. C. Chang Department of Computing The Hong Kong Polytechnic U. 4 January 2003 Rocky K. C. Chang, Department of Computing2 What to assess? · Teaching content ­ Syllabus, objectives, teaching materials, workload, assignments, projects, resources, etc. · Teaching

Chang, Rocky Kow-Chuen

104

Teaching interprofessional teamwork in medical and nursing education in Norway: a content analysis.  

PubMed

The notions of interprofessional education and interprofessional teamwork have attained widespread acceptance, partly because lack of teamwork has been tentatively linked to adverse incidents in healthcare. By analyzing data from 32 educational institutions, this study identifies the status of interprofessional teamwork in all nursing and medical education in Norway. The study programs issued by the 32 educational institutions were subject to content analysis, distilling the ambitions and goals for teaching interprofessional teamwork. Study program coordinators were approached and asked to what degree interprofessional teamwork was actually introduced in lecturing and clinical training. Results indicate that the medical and nursing schools clearly aspire to teach interprofessional teamwork and that this has largely been achieved when it comes to theoretical teaching. Although three of the four medical programs have integrated interprofessional teamwork into their clinical training, there is a gap in the nursing programs where introduction of interprofessional teamwork in clinical training has been limited. Current challenges are related to organizational issues (e.g. lack of institutional collaboration), practical difficulties (e.g. finding time to bring students of various professions together) and possibly managerial issues (e.g. lack of strategic perspective and change management). PMID:23205762

Aase, Ingunn; Aase, Karina; Dieckmann, Peter

2013-05-01

105

Content area literacy and preservice teacher education: Preparing preservice science teachers to view literacy in service of science teaching  

NASA Astrophysics Data System (ADS)

The purpose of the current study was to explore the experiences of preservice science education students who were part of an interdisciplinary cohort on content area literacy. By investigating how preservice science teachers describe the relationship between literacy and science teaching while participating in the content area literacy cohort, I identified emerging patterns to seek trends to enact content area literacy in schools, and found ways to reform and rethink how to provide this type of instruction within the curriculum of preservice education programs. I pursued the question, How do preservice science teachers describe the relationship between literacy and science teaching while participating in the content area literacy cohort? with sub-questions: (a) What misunderstandings about content area literacy exist in secondary school science settings? (b) How do preservice teachers view content area literacy in the practice of student teaching? (c) How can content area literacy advance scientific literacy? (d) In what ways is content area literacy useful beyond the secondary school science classroom? (e) Are there any specific barriers preservice teachers encounter while trying to implement content area literacy in the secondary school student teaching classroom? This research was enacted as a mixed methods qualitative study, reported in a case study format. Data were collected over the academic year 2006-2007 from preservice science student artifacts completed during this time. Five findings were reported to address each sub-question presented above. These findings are the presence of misconceptions about secondary student abilities and the need for literacy instruction, the use of literacy as a pedagogical tool, literacy as the mechanism for students to become scientists, literacy as a catalyst for lifelong learning, and the challenges to literacy implementation in student teaching. In summary, this research informs the science education and teacher education communities by expanding the scope of scientific literacy, addressing challenges to conceptual understanding through literacy strategies, and more generally how to effectively incorporate literacy in the content area classroom.

Riccio, Jessica Fitzsimons

106

Gaps in science content knowledge encountered during teaching practice: A study of early-career middle-school science teachers  

NASA Astrophysics Data System (ADS)

Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know. This dissertation explores one aspect of learning from practice: when and how teachers encounter gaps in their science content knowledge during teaching practice and whether and how the teachers recognize those gaps. Classroom lessons of six early-career middle-;school science teachers in three states were observed and video-taped to document apparent gaps in their science content knowledge. The observations were followed by interviews with each teacher to determine when the teachers encountered science content knowledge gaps, the nature of those gaps, and whether the teacher recognized the gaps. Additional analysis focused on how the observed gaps may have been influenced by teachers' undergraduate science coursework, expressed confidence in their knowledge of the subjects they were observed teaching, and level of daily preparation to teach. Practices that helped teachers recognize gaps in their knowledge (and consequently opened opportunities to learn from practice) were identified, as were common practices that seemed to hinder learning from practice.

Kinghorn, Brian Edward

107

The discrimination of object names and object sounds in children with autism: a procedure for teaching verbal comprehension.  

PubMed

We assessed whether 2 preschoolers with autism learned to discriminate between the sounds of musical instruments more rapidly than the spoken names of the instruments. After the children learned the sound-object relations more rapidly than the name-object relations, we then evaluated a prompt-delay procedure for transferring stimulus control from the sounds to the names of the instruments. The prompt-delay procedure facilitated the acquisition of name-object relations for both children. PMID:20514186

Eikeseth, Svein; Hayward, Diane W

2009-01-01

108

A Robotic Game to Evaluate Interfaces used to Show and Teach Visual Objects to a Robot in Real World Condition  

E-print Network

[Artificial Intelligence]: Robotics General Terms Human Factors Keywords HRI, language teaching, social human-robot social interaction (HRI) con- text, we need to first answer the questions: how to collect interested by the problem of how a non-expert human can show and name a new visual object to a robot

Paris-Sud XI, Université de

109

The Discrimination of Object Names and Object Sounds in Children with Autism: A Procedure for Teaching Verbal Comprehension  

ERIC Educational Resources Information Center

We assessed whether 2 preschoolers with autism learned to discriminate between the sounds of musical instruments more rapidly than the spoken names of the instruments. After the children learned the sound-object relations more rapidly than the name-object relations, we then evaluated a prompt-delay procedure for transferring stimulus control from…

Eikeseth, Svein; Hayward, Diane W.

2009-01-01

110

Objective and Subjective Assessment of Reciprocal Peer Teaching in Medical Gross Anatomy Laboratory  

ERIC Educational Resources Information Center

Reciprocal peer teaching (RPT), wherein students alternate roles as teacher and learner, has been applied in several educational arenas with varying success. Here, we describe the implementation of a reciprocal peer teaching protocol in a human gross anatomy laboratory curriculum. We compared the outcomes of the RPT class with those of previous…

Bentley, Brian S.; Hill, Robert V.

2009-01-01

111

A policy at the University of Adelaide for student objections to the use of animals in teaching.  

PubMed

In veterinary medical education, the use of animals or cadaveric tissue as a component of teaching practice is common. Teachers are required, during the process of ethical review, to apply the 3 Rs principle (replacement, refinement, reduction) whenever they consider using animals during a teaching exercise. This often involves use of replacement strategies, such as utilization of video footage or simulation-based training. However, aside from legislative or ethical requirements imposed by a country's regulatory framework on the institution, students are often the key advocates for using alternative teaching practices that do not make use of animals. This has prompted many institutions with veterinary and other life sciences teaching programs to develop student-conscientious objection policies to the use of animals in teaching. In this article, we discuss the procedures implemented to make provision for student-conscientious objectors at a new Australian Veterinary School, at the University of Adelaide. We also describe the processes to provide information to students and faculty on this issue and to facilitate information gathering on alternatives. PMID:23475412

Whittaker, Alexandra L; Anderson, Gail I

2013-01-01

112

Developing Teacher-Researcher Partnerships to Investigate Best Practices: Literacy Learning and Teaching in Content Areas of the Secondary School  

ERIC Educational Resources Information Center

This project aimed to identify a variety of literacy-teaching approaches that could be used in secondary content-area classrooms to improve the achievement of a wide range of students. Specifically, the project aimed to investigate: (1) literacy and the extent to which a focus on improved teacher knowledge and practice would lead to increases in…

McDonald, Trevor; Thornley, Christina; Fitzpatrick, Rosi; Elia, Angie; Stevens, Saria; Teulilo, Gloria; Johnston, Sue; Woock, Sandy; Selbie, Paul; McDonald, Lyn; Pullar, Ken; Pullar, Maree; Low, Helen

2008-01-01

113

Content Knowledge, Attitudes, and Self-Efficacy in the Mathematics New York City Teaching Fellows (NYCTF) Program  

ERIC Educational Resources Information Center

The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample…

Evans, Brian R.

2011-01-01

114

PCK to Practice: Two Experienced High School Chemistry Teachers' Pedagological Content Knowledge in Their Teaching Practice  

ERIC Educational Resources Information Center

Pedagogical content knowledge has been defined by Magnusson, Krajcik, and Borko (1999) and others for the purpose of understanding science teachers' knowledge and teaching practice. It is hoped that by improving our understanding of science teachers' PCK, we can improve the education and practice of science teachers. Research describing…

Boesdorfer, Sarah B.

2012-01-01

115

Teaching College Level Content and Reading Comprehension Skills Simultaneously via an Artificially Intelligent Adaptive Computerized Instructional System  

ERIC Educational Resources Information Center

This paper presents a behavioral model for conceptualizing advanced reading comprehension as a "higher order" behavior class. Also discussed are strategies and tactics utilized by an artificially intelligent adaptive tutoring and testing software system designed to shape such comprehension skills while also teaching subject-specific "content" to…

Ray, Roger D.; Belden, Noelle

2007-01-01

116

Teaching Core Content Embedded in a Functional Activity to Students with Moderate Intellectual Disability Using a Simultaneous Prompting Procedure  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the effects of a simultaneous prompting procedure in teaching four secondary students with moderate intellectual disability to acquire and generalize core content embedded in a functional activity. Data gathered within the context of a multiple probe design revealed that all participants learned the…

Karl, Jennifer; Collins, Belva C.; Hager, Karen D.; Ault, Melinda Jones

2013-01-01

117

Content-Based Object Movie Retrieval by Use of Relevance Feedback  

Microsoft Academic Search

Object movie refers to a set of images captured from different per- spectives around a 3D object. Object movie is a good representation of a physi- cal object because it can provide 3D interactive viewing effect, but does not re- quire 3D reconstruction. In order to retrieve the desired object movie from the database, we first map an object movie

Li-wei Chan; Cheng-chieh Chiang; Yi-ping Hung

2005-01-01

118

Incorporating Content, Pedagogy, and Research in a Preservice Geology Teaching Degree Program at Montana State University  

NASA Astrophysics Data System (ADS)

With funding from the American Geophysical Union's Linkages Program, faculty from the Departments of Earth Sciences and Education at Montana State University (MSU), and a local master teacher, have endeavored to develop a training program in Geology for future geoscience teachers in Montana. Presently, biology and geoscience are the most common taught secondary science subjects in Montana public schools and yet MSU lacks a pre-service teacher training program in geology. The goal of this degree program is to produce future geoscience teachers capable of applying in-depth understanding of Earth Systems Science, expertise in scientific research design and implementation, and a strong pedagogical foundation to their teaching. Graduates will receive a degree in Earth Sciences and be certified to teach General Science, Physical Science, and Geoscience in Montana schools. The degree program will include geology curricular components that achieve content goals and meet University graduation and State certification requirements, and pedagogical components aimed at instilling excellence in teaching. Majors will develop expertise in Earth System Science, including an understanding of the connections of the geosciences to societal issues and student's everyday lives, as well as an understanding of scientific inquiry through first-hand experience in research design and implementation. Advisors will target students early in their undergraduate career for participation in this 5-year program. Curricula will include 39 credits of Education coursework necessary for certification by the State, 36 credits of geology coursework, 51 credits of allied science and math courses, and 14 credits of University core. Development of this program coincides with a major institution-funded reassessment of the entire undergraduate Earth Sciences curriculum that will result in introduction of skills training and utilization of alternative instructional methods at appropriate curricular levels. Affecting change in the manner by which all Earth Sciences majors are taught, this reassessment will also include reformulation of the curriculum to include an Earth System Science framework. Roadblocks encountered during program development include budgetary limitations, faculty time, credit restraints, and negative attitudes toward new programs in an environment of fiscal restraint.

Schmitt, J.; Mogk, D.; Swanson, E.; Woolbaugh, W.

2001-05-01

119

An investigation into the utilization of a constructivist teaching strategy to improve preservice elementary teachers geological content knowledge: Is there a relationship between intellectual level and content understanding?  

NASA Astrophysics Data System (ADS)

In that the topic of geological time and its related concepts is both complex and abstract students, at all levels of education, find it difficult to understand. This study sought to answer four questions about students enrolled in a 300 level science teaching methods course and those enrolled in an introductory (100 level) geoscience course with regard to the teaching and learning about geological time. The students had previous earth science, biology, and geology coursework in high school and college. The questions addressed were; what are the levels of intellectual development of these students, what was their content understanding at the start of the study, would a constructivists style of teaching improve their content understand and is here a relationship between their intellectual level and their content understanding? There were 36 education students and 49 geoscience students, of which 20 were also majoring in education participating in the study. The students were assessed for their intellectual level and given a multiple-choice geology content knowledge assessment (GCKA) pretest dealing with absolute and relative time related questions and were ask to develop a graphic model (timeline) of the geological history of the Earth. Following the pretest the students participated in a lesson on constructivist teaching using geological time as its central theme. This intervention was followed, 56 days later, by a posttest consisting of another assessment of intellectual level, the content knowledge assessment and the graphic timeline. The results were analyzed both in a quantitative and qualitative manner and the data showed a significant increase in content knowledge, for the education students, on the GCKA. However, none of the students improved on their development of the graphic timelines over the course of the study. The most improvement was demonstrated by students at the two lower levels, of four on Perry's (1980), continuum of intellectual development. At these stages it is perceived that there are correct answers to questions and solutions to problems. These findings indicate the need to assess students as to their intellectual levels in order to develop effective teaching strategies to improve learning at all levels in the educational process.

White, Orvil L.

120

WWC Quick Review of the Article "Teaching Science as a Language: A 'Content-First' Approach to Science Teaching"  

ERIC Educational Resources Information Center

This study examined whether whether teaching scientific concepts using everyday language before introducing scientific terminology improves the understanding of these concepts. The research described in this article is consistent with What Works Clearinghouse (WWC) evidence standards. Strengths: The study is a well implemented randomized…

What Works Clearinghouse, 2008

2008-01-01

121

Objectively assessed physical activity is associated with increased hair cortisol content in young adults.  

PubMed

Assessing long-term cortisol secretion presents difficulties when cortisol measurement is carried out by saliva, plasma and urine analyses. Hair cortisol has gained increased interest as an alternative biological marker. So far, one study has been published studying hair cortisol in endurance athletes, showing higher levels compared to controls. Using accelerometer data in the present study, we cross-sectionally explored the relationship between moderate physical activity (MPA) and vigorous physical activity (VPA) levels and hair cortisol concentrations after taking into account age, gender, and perceived stress. Hair specimens were collected from 46 university students (20 males, 26 females, Mage?±?SD?=21.2?±?1.87 years). Participants provided information about their socio-demographic background and levels of perceived stress. Accelerometer data were collected to assess physical activity. Cortisol concentrations were measured in the first 3-cm hair segment nearest to the scalp. MPA was not correlated with hair cortisol content (r?=?-0.08). A significant correlation was found between VPA and hair cortisol (r?=?0.34, p?objectively assessed VPA is associated with increased hair cortisol levels in young adults. As VPA can be regarded as a physical stressor, it seems imperative that researchers consider participants' levels of VPA if they examine the relationship between stress exposure, hair cortisol and health. PMID:23855828

Gerber, Markus; Jonsdottir, Ingibjörg H; Kalak, Nadeem; Elliot, Catherine; Pühse, Uwe; Holsboer-Trachsler, Edith; Brand, Serge

2013-11-01

122

Advancing the Perceptions of the Nature of Science (NOS): Integrating Teaching the NOS in a Science Content Course  

ERIC Educational Resources Information Center

Background: Understanding the nature of science (NOS) has been a key objective in teaching sciences for many years. Despite the importance of this goal it is, until this day, a complex challenge that we are far from achieving. Purpose: The study was conducted in order to further the understanding of the NOS amongst preservice teachers. It explores…

Aflalo, Ester

2014-01-01

123

Experience in Teaching Object-Oriented Concepts to First Year Students with Diverse Backgrounds  

Microsoft Academic Search

This paper describes the experiences in coordinating a first year programming course at Griffith University since Semester 1, 2000. In this time, the course structure and content have evolved to implement and evaluate an \\

Michael Blumenstein

2004-01-01

124

Digital immigrants teaching digital natives: A phenomenological study of higher education faculty perspectives on technology integration with English core content  

NASA Astrophysics Data System (ADS)

In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a literate society, the clarion calls for educational reform emanating from US presidents to parent teacher organizations, and educators' ability to cope with advances in technology in the classroom demand attention. Therefore, the purpose of this qualitative study was to explore and understand the professional and educational experiences of six English faculty members teaching undergraduate courses at Midwest universities. Using the framework of Technological Pedagogical Content Knowledge -- TPACK (Koehler and Mishra 2008), the major focus of the study was to determine how faculty members understood what characterized the nature of teaching with technology in undergraduate classrooms. Results of this study revealed five themes showing how the participants were introduced to technology, how they assimilated it into their pedagogy, and how they integrated it into teaching practice. This study has the potential to impact the nature of illustrating the methods and techniques used by the six participants as they merge technology, pedagogy, and content knowledge and set in motion classroom practices that assist faculty at all levels to develop and teach technology skills necessary for the 21st century and to better prepare students for thinking critically about how to use digital advances.

Corey, Robert C.

125

A MODERN PROFILE OF A DIGITAL LIBRARY AND THE ASSOCIATED LEARNING OBJECT MODEL FOR POSTING, META-TAGGING, AND INTEGRATING CONTENT INTO DIGITAL LIBRARIES  

Microsoft Academic Search

Digital libraries are fast expanding into the role of independent educational entities that aspire not only to complementing traditional classroom teaching, but also allow open electronic learning for distance and continued education. These multifaceted roles can be realized only if the course content and the related content management system are versatile enough to be captured into any individual's learning needs.

Shankar Mahadevan; Saifur Rahman

126

The Process of Physics Teaching Assistants' Pedagogical Content Knowledge Development  

ERIC Educational Resources Information Center

This study explored the process of physics teaching assistants' (TAs) PCK development in the context of teaching a new undergraduate introductory physics course. "Matter and Interactions" (M&I) has recently adopted a new introductory physics course that focuses on the application of a small number of fundamental physical…

Seung, Eulsun

2013-01-01

127

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

ERIC Educational Resources Information Center

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

Wardrip, Peter; Tobey, Jennifer

2009-01-01

128

Using Process and Inqury to Teach Content: Projectile Motion and Graphing  

ERIC Educational Resources Information Center

These series of lessons uses the process of student inquiry to teach the concepts of force and motion identified in the National Science Education Standards for grades 5-8. The lesson plan also uses technology as a teaching tool through the use of interactive Web sites. The lessons are built on the 5-E format and feature imbedded assessments.

Rhea, Marilyn; Lucido, Patricia; Gregerson-Malm, Cheryl

2005-01-01

129

Server-Side JavaScript Debugging: Viewing the Contents of an Object  

SciTech Connect

JavaScript allows the definition and use of large, complex objects. Unlike some other object-oriented languages, it also allows run-time modifications not only of the values of object components, but also of the very structure of the object itself. This feature is powerful and sometimes very convenient, but it can be difficult to keep track of the object's structure and values throughout program execution. What's needed is a simple way to view the current state of an object at any point during execution. There is a debug function that is included in the Netscape server-side JavaScript environment. The function outputs the value(s) of the expression given as the argument to the function in the JavaScript Application Manager's debug window [SSJS].

Hampton, J.; Simons, R.

1999-04-21

130

An Objective Method of Measuring Psychological States Associated With Changes in Neural Function: Content Analysis of Verbal Behavior.  

ERIC Educational Resources Information Center

This paper examines the use of content analysis of speech in the objective recording and measurement of changes in emotional and cognitive function of humans in whom natural or experimental changes in neural status have occurred. A brief description of the data gathering process, details of numerous physiological effects, an anxiety scale, and a…

Gottschalk, Louis A.

131

TEACHING PHYSICS: Do fluids always push up objects immersed in them?  

NASA Astrophysics Data System (ADS)

An object may appear to contravene Archimedes' principle if it is held in contact with the bottom of a container by suction. Does this mean that the principle should be redefined or is this case beyond its scope?

Valiyov, Boris M.; Yegorenkov, Vladimir D.; Valiyov, Boris M.

2000-07-01

132

The Challenges of Planning Language Objectives in Content-Based ESL Instruction  

ERIC Educational Resources Information Center

The purpose of this research was to investigate the major patterns in content-based instruction (CBI) lesson plans among practicum teachers at the final stage of an MA TESOL program. One hundred and seven lesson plans were coded according to a typology developed to evaluate clarity and identify areas of potential difficulty in the design of…

Baecher, Laura; Farnsworth, Tim; Ediger, Anne

2014-01-01

133

An Evaluation of Pronunciation Teaching Content of "English for Palestine 10" and Related Teachers' Competency Level in Light of Current Instructional Perspectives  

ERIC Educational Resources Information Center

Purpose: This study aimed to evaluate pronunciation teaching with regard to an EFL multi-skills textbook ("English for Palestine 10"). The evaluation was intended to identify the extent to which pronunciation teaching content incorporated in" English for Palestine 10," in addition to the related teachers' competency level match current…

Al-Najjar, Rana Abdel-Rahman

2012-01-01

134

The Development of Intentions for Adapted Teaching and Inclusive Education Seen in Light of Curriculum Potential. A Content Analysis of Norwegian National Curricula Post 1980  

ERIC Educational Resources Information Center

This article analyses and discusses the development of the principles of adapted teaching and inclusive education in the three most recent Norwegian national curricula, seen in light of curriculum potential as an overarching perspective. This potential highlights teachers' opportunities for choosing and adapting their teaching content. The area of…

Bjornsrud, Halvor; Nilsen, Sven

2011-01-01

135

Is Content Really King? An Objective Analysis of the Public's Response to Medical Videos on YouTube  

PubMed Central

Medical educators and patients are turning to YouTube to teach and learn about medical conditions. These videos are from authors whose credibility cannot be verified & are not peer reviewed. As a result, studies that have analyzed the educational content of YouTube have reported dismal results. These studies have been unable to exclude videos created by questionable sources and for non-educational purposes. We hypothesize that medical education YouTube videos, authored by credible sources, are of high educational value and appropriately suited to educate the public. Credible videos about cardiovascular diseases were identified using the Mayo Clinic's Center for Social Media Health network. Content in each video was assessed by the presence/absence of 7 factors. Each video was also evaluated for understandability using the Suitability Assessment of Materials (SAM). User engagement measurements were obtained for each video. A total of 607 videos (35 hours) were analyzed. Half of all videos contained 3 educational factors: treatment, screening, or prevention. There was no difference between the number of educational factors present & any user engagement measurement (p NS). SAM scores were higher in videos whose content discussed more educational factors (p<0.0001). However, none of the user engagement measurements correlated with higher SAM scores. Videos with greater educational content are more suitable for patient education but unable to engage users more than lower quality videos. It is unclear if the notion “content is king” applies to medical videos authored by credible organizations for the purposes of patient education on YouTube. PMID:24367517

Desai, Tejas; Shariff, Afreen; Dhingra, Vibhu; Minhas, Deeba; Eure, Megan; Kats, Mark

2013-01-01

136

Is content really king? An objective analysis of the public's response to medical videos on YouTube.  

PubMed

Medical educators and patients are turning to YouTube to teach and learn about medical conditions. These videos are from authors whose credibility cannot be verified & are not peer reviewed. As a result, studies that have analyzed the educational content of YouTube have reported dismal results. These studies have been unable to exclude videos created by questionable sources and for non-educational purposes. We hypothesize that medical education YouTube videos, authored by credible sources, are of high educational value and appropriately suited to educate the public. Credible videos about cardiovascular diseases were identified using the Mayo Clinic's Center for Social Media Health network. Content in each video was assessed by the presence/absence of 7 factors. Each video was also evaluated for understandability using the Suitability Assessment of Materials (SAM). User engagement measurements were obtained for each video. A total of 607 videos (35 hours) were analyzed. Half of all videos contained 3 educational factors: treatment, screening, or prevention. There was no difference between the number of educational factors present & any user engagement measurement (p NS). SAM scores were higher in videos whose content discussed more educational factors (p<0.0001). However, none of the user engagement measurements correlated with higher SAM scores. Videos with greater educational content are more suitable for patient education but unable to engage users more than lower quality videos. It is unclear if the notion "content is king" applies to medical videos authored by credible organizations for the purposes of patient education on YouTube. PMID:24367517

Desai, Tejas; Shariff, Afreen; Dhingra, Vibhu; Minhas, Deeba; Eure, Megan; Kats, Mark

2013-01-01

137

Content-Based Search on a Database of Geometric Models: Identifying Objects of Similar Shape  

SciTech Connect

The Geometric Search Engine is a software system for storing and searching a database of geometric models. The database maybe searched for modeled objects similar in shape to a target model supplied by the user. The database models are generally from CAD models while the target model may be either a CAD model or a model generated from range data collected from a physical object. This document describes key generation, database layout, and search of the database.

XAVIER, PATRICK G.; HENRY, TYSON R.; LAFARGE, ROBERT A.; MEIRANS, LILITA; RAY, LAWRENCE P.

2001-11-01

138

Development of a teaching module for parenteral drug administration and objective structured practical examination stations in pharmacology  

PubMed Central

Objectives: Safe parenteral drug administration includes preparation of safe medication for administration. Training medical students is crucial to minimize medication administration errors. The study aims to develop a module to teach drug preparation skills and to develop objective structured practical examination (OSPE) stations to assess these skills. Students’ perceptions regarding the module were also assessed. Materials and Methods: A module was developed to teach following skills to 2nd year medical students: Aspiration of a drug from the ampule, aspiration of the drug from the vial, aspiration of the drug in powdered form from vial (reconstitution), and setting up an intravenous (IV) infusion. A randomized case control study design was used to establish the validity of OSPE stations. Student volunteers were grouped into case (n = 20) and control groups (n = 20) by simple randomization. The test group watched videos of skills and received demonstration of skills and a practice session before OSPE, whereas the control group watched videos before the OSPE and received demonstration and a practice session only after the OSPE. Each student was assessed by two faculty members during OSPE using a validated checklist. Mean OSPE scores of control and test groups were compared using independent samples t-test. Interrater reliability and concurrent validity of stations were analyzed using interclass correlation coefficient (ICC) and Pearson correlation, respectively. Students’ responses were expressed as median and interquartile range. Results: The response rate in the questionnaire was 100%. Significant difference between mean scores (P < 0.05) of test and control groups revealed fulfillment of construct validity of OSPE stations. Interrater reliability (ICC > 0.7) and concurrent validity (r value > 7) of all the stations was high. Perceptions revealed acceptability of module and OSPE stations by students (median 4, scale 1-5). Conclusions: A module to teach drug preparation skills was developed and along with valid and reliable OSPE stations that were acceptable to students. The study demonstrated that students acquire better skills through teaching than merely watching these skills in videos. PMID:24347766

Devi, Vasudha; Upadhye, Prachitee; Ram, Pradhum; Menezes, Ritesh G.

2013-01-01

139

A Pilot Experiment to Test the Relative Effectiveness of Three Kinds of Teaching Method and Gropings for a Design of Objective Tests of the Effectiveness of Teaching Methods.  

ERIC Educational Resources Information Center

Two papers on teaching methods are presented. The first concerns an experiment that tested the relative effectiveness of three teaching methods: an uninterrupted lecture, a tape-recording, and reading a prescribed text. The three-way research design used the three teaching methods, three groups of six student teachers of physical medicine between…

Bligh, Donald

140

Don't Leave Teaching to Chance: Learning Objectives for Psychodynamic Psychotherapy Supervision  

ERIC Educational Resources Information Center

Objective: The way in which the competencies for psychodynamic psychotherapy specified by the Psychiatry Residency Review Committee of the Accreditation Council for Graduate Medical Education translate into the day-to-day work of individual supervision remains unstudied and unspecified. The authors hypothesized that despite the existence of…

Rojas, Alicia; Arbuckle, Melissa; Cabaniss, Deborah

2010-01-01

141

Experiences Gained Using a Set of SCORM Compliant Reusable Learning Objects for Teaching Programming  

ERIC Educational Resources Information Center

A collaboration between three higher education institutions in Ireland and two European partners has resulted in the design and development of reusable learning objects for undergraduate programming students that would assist in their learning. This international project conducted extensive research of over 600 students' examination scripts in…

Costelloe, Eileen; Sherry, Elizabeth; Magee, Patricia

2009-01-01

142

Teaching with Objects and Photographs: A Guide for Teachers. Second Edition  

ERIC Educational Resources Information Center

This guide is intended for all teachers who wish to enhance their curriculum by incorporating objects and photographs into their lesson plans. Kindergarten and elementary, middle, and high school classrooms can all benefit from expanded use of these materials. The guide can be used across a range of subject areas including history, community,…

Hatcher, Sarah

2012-01-01

143

TinyGL: A Graphical Framework For Teaching Object Oriented Design and Programming  

Microsoft Academic Search

The first year computing science curriculum at Capilano College is split into two courses: the first course (Comp120) focuses solely on top-down design and procedural abstraction, using C++, but without classes. The second course (Comp125) serves to develop and sharpen the students' abstraction and design skills, and provide a thorough exposure to object-oriented design and programming, also in C++. Comp125

Joseph Fall

144

Teaching and Assessing Residents' Skills in Managing Heroin Addiction with Objective Structured Clinical Exams (OSCEs)  

PubMed Central

Background Heroin abusing patients present a significant challenge. Objective Structured Clinical Exams (OSCEs) allow evaluation of residents’ clinical skills. The objective of our study was to examine resident OSCE performance assessing and managing heroin abuse. Methods Evaluation and comparison of heroin-specific communication, assessment and management skills in a five-station PGY3 substance abuse OSCE. Faculty used a four-point Likert scale to assess residents’ skills; standardized patients provided written comments. Results 265 internal and family medicine residents in an urban university hospital participated over five years. In the heroin station, residents’ skills were better (p<0.001 for both comparisons) in communication (mean overall score 3.16±0.51) than in either assessment (mean overall score 2.66±0.60) or management (mean overall score 2.50±0.73). The mean score for assessing specific high risk behaviors was lower than the mean overall assessment score (2.22±1.01 vs. 2.74±.59, p < 0.0001), and the mean score for recommending appropriate harm reduction management strategies was lower than the mean overall management score (2.39±.89 vs. 2.54±.74, p < 0.005). Standardized patients’ comments reflected similar weaknessess in residents’ skills. Conclusions Assessment and management of heroin abuse were more challenging for residents than general communication. Additional training is required for residents to assess and counsel patients about high risk behaviors. PMID:24159905

Parish, Sharon J.; Stein, Melissa R.; Hahn, Steven R.; Goldberg, Uri; Arnsten, Julia H.

2013-01-01

145

Using the Socioscientific Context of Climate Change to Teach Chemical Content and the Nature of Science  

ERIC Educational Resources Information Center

A thematic course called "Climate Change: Chemistry and Controversy" was developed for upper-level non-STEM students. This course used the socioscientific context of climate change to teach chemical principles and the nature of science. Students used principles of agnotology (direct study of misinformation) to debunk climate change…

Flener-Lovitt, Charity

2014-01-01

146

The Use of Collaboration Tools when Teaching with Learning Content Management Systems (LCMS)  

ERIC Educational Resources Information Center

This study was designed to determine whether faculty members utilized collaboration tools within Desire2Learn Inc., in accordance with Chickering and Gamson's (1987) "Seven Principles of Good Practice: A Framework for Evaluating Effective Teaching in Undergraduate Education." The population for this study was faculty members at Tennessee State…

Mncube-Barnes, Fatima Maria

2010-01-01

147

An Explorative Learning Approach to Teaching Clinical Anatomy Using Student Generated Content  

NSDL National Science Digital Library

This article describes a novel approach to teaching gross anatomy to medical students. The article explains an explorative learning approach that builds students analytical, reasoning and communication (written and oral). The methods used require students to develop a patient case based on clinical outcomes.

Dr. Christo T Philip (Mayo Clinic College of Medicine); Dr. Kenneth P Unruh (Mayo Clinic College of Medicine)

2008-05-01

148

Teaching Aging Content to University-Level Non-Gerontology Majors  

ERIC Educational Resources Information Center

The older adult population in America will significantly increase in the future. Older adults have important needs for recreation and leisure services (Beland, 2002). The author taught a class titled "Leisure Services for Older Adults" for over 24 years at the University of Florida. He has taught gerontology and recreation by teaching about life…

Beland, Robert

2004-01-01

149

Content vs. Product: The Effects of Single Sourcing on the Teaching of Technical Communication.  

ERIC Educational Resources Information Center

Identifies and discusses the effects of single sourcing on the writing process. Provides suggestions for incorporating the teaching of single sourcing into technical communication courses. Concludes that educating students about the process of single sourcing is important if they are to become effective technical communicators in the industry. (SG)

Eble, Michelle F.

2003-01-01

150

Content-Based Indexing and Teaching Focus Mining for Lecture Videos  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to propose an indexing and teaching focus mining system for lecture videos recorded in an unconstrained environment. Design/methodology/approach: By applying the proposed algorithms in this paper, the slide structure can be reconstructed by extracting slide images from the video. Instead of applying…

Lin, Yu-Tzu; Yen, Bai-Jang; Chang, Chia-Hu; Lee, Greg C.; Lin, Yu-Chih

2010-01-01

151

An Explorative Learning Approach to Teaching Clinical Anatomy Using Student Generated Content  

ERIC Educational Resources Information Center

Translating basic sciences into a clinical framework has been approached through the implementation of various teaching techniques aimed at using a patient case scenario to facilitate learning. These techniques present students with a specific patient case and lead the students to discuss physiological processes through analysis of provided data…

Philip, Christo T.; Unruh, Kenneth P.; Lachman, Nirusha; Pawlina, Wojciech

2008-01-01

152

LEARNING TO TEACH: CONSTRUCTING MEANINGFUL UNDERSTANDING OF MATHEMATICAL CONTEN T UNDERSTANDING OF MATHEMATICAL CONTENT  

Microsoft Academic Search

To teach the arithmetic-driven curriculum of the past, one needed little more than computational skill with the standard algorithms and a text to provide practice. That is no longer the case. To prepare a teacher dedicated to helping children think mathematically requires a very different experience with mathematics than the traditional college course for elementary teachers. With this in mind,

Glenda Lappan; Ruhama Even

153

Inquiry Based Teaching in Turkey: A Content Analysis of Research Reports  

ERIC Educational Resources Information Center

Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a…

Kizilaslan, Aydin; Sozbilir, Mustafa; Yasar, M. Diyaddin

2012-01-01

154

Teaching Young Adult Literature: "Change" as an Interdisciplinary Theme: YA Literature in the Content Areas  

ERIC Educational Resources Information Center

"Teaching Young Adult Literature" describes innovative methods for engaging students in reading, writing, and discussing contemporary and classic literary texts written for adolescents. Centered around the concept of change, the authors present YA novels that span across various disciplines. Each book presented will help students…

Bull, Kelly Byrne; Dulaney, Margaret; North-Coleman, Cheryl; Kaplan, Jeffrey; Stover, Lois

2013-01-01

155

A Comparative Investigation of the Previous and New Secondary History Curriculum: The Issues of the Definition of the Aims and Objectives and the Selection of Curriculum Content  

ERIC Educational Resources Information Center

Discussions on history teaching in Turkey indicate that the previous versions of the history curriculum and the pedagogy of history in the country bear many problems and deficiencies. The problems of Turkish history curriculum mainly arise from the perspectives it takes and the selection of its content. Since 2003, there have been extensive…

Dinc, Erkan

2011-01-01

156

"I'm Not the Science Type": Effect of an Inquiry Biology Content Course on Preservice Elementary Teachers' Intentions about Teaching Science  

ERIC Educational Resources Information Center

Inquiry Into Life Science is a content biology course expressly for the fulfillment of the General Education life science laboratory course requirement of elementary education majors at this university. The course is modeled on the Teaching Standards and Content Standards of the National Science Education Standards [National Research Council.…

Weld, Jeffrey; Funk, Lucas

2005-01-01

157

Reading in the social studies and natural science content area: A phenomenological study of the beliefs, attitudes, and strategies sixth and seventh grade content area teachers use to teach below grade level readers  

NASA Astrophysics Data System (ADS)

The purposes of this study were to identify the attitudes and beliefs content teachers have concerning teaching reading in the content area to below level readers and to identify specific instructional strategies that are used to teach students who are below grade level the content area material. Twelve participants were selected, using maximum variation sampling, based on the grade level and content area they taught. Data was collected from middle school content area teachers using interviews, surveys, observations, and document examination in an attempt to identify attitudes, beliefs, and specific challenges content teachers face instructing below grade level readers. The data was collected, coded and analyzed for specific commonalities. The constructivist's theory served as the framework for the study with emphasis on experiential learning. The experiences that the participants had as early learners, older students, and adult teachers mold their level of efficacy, the way they teach, and the way the view teaching and learning. Based on the data collected and analyzed, common attitudes and beliefs were present among the participants. Common instructional strategies used with below level learners were also identified. The challenges content area teachers face were also recognized. Recommendations were made to school districts, teacher prep programs administrators and to others for further research.

Clark, Lisa A.

158

Rehearsing to Teach: Content-Specific Deconstruction of Instructional Explanations in Pre-Service Teacher Training  

ERIC Educational Resources Information Center

Giving effective instructional explanations requires a special type of pedagogical content knowledge, that is, foreseeing where students could employ different assumptions in building their understanding of a specific content. This paper proposes the importance of rehearsing instructional explanations and fine-tuning the coherence and…

Inoue, Noriyuki

2009-01-01

159

Awareness, Attitudes and Participation of Teaching Staff towards the Open Content Movement in One University  

ERIC Educational Resources Information Center

This research investigates the current awareness of, and participation in, the open content movement at one UK institution for higher education. The open content movement and the open educational resources can be seen as potential methods for reducing time and cost of technology-enhanced learning developments; however, its sustainability and, to…

Reed, Peter

2012-01-01

160

Choosing Tasks to Match the Content You Are Wanting to Teach  

ERIC Educational Resources Information Center

At some stage in the planning process, teachers develop or select tasks which prompt the type of activity that can offer students experiences that can help them learn the intended content. This article presents results from an item on a survey that invited teachers to match particular content descriptions with selected tasks. While many teachers…

Sullivan, Peter; Clarke, David J.; Clarke, Doug M.

2012-01-01

161

Inquiry-Based Learning: An Educational Reform Based upon Content-Centred Teaching  

ERIC Educational Resources Information Center

The author of this paper posits that inquiry-based learning (IBL) enacted via a modified Moore method (MMM) is a content-driven pedagogy; as such it is content-centred not instructor-centred or student-centred. The MMM is a philosophy of education where student must master material by doing; not simply discussing, reading, or seeing it and that…

McLoughlin, M. Padraig M. M.

2009-01-01

162

The Effect of an Inquiry-Based Early Field Experience on Pre-Service Teachersâ Content Knowledge and Attitudes Toward Teaching  

NSDL National Science Digital Library

As part of a pre-service science course for teachers at California State Polytechnic University, Pomona, we provided an early field inquiry-based teaching experience. A K-12 science specialist and Cal Poly Pomona faculty member worked together to help students develop a formal standards-based lesson plan and present it to a class of 5th grade students in a local elementary school. We will discuss the effect of the field experience on student content knowledge, confidence in teaching inquiry-based science lessons, as well as their attitudes towards teaching.

Sadaghiani, Homeyra R.; Costley, Sarai N.

2010-01-19

163

What to Consider When Preparing a Model Core Curriculum for GIS Ethics: Objectives, Methods, and a Sketch of Content  

ERIC Educational Resources Information Center

The purpose of this article is to provide a summary of what is known about teaching ethics in engineering, science, and related disciplines. Such a summary should provide a useful starting point for preparation of a detailed curriculum for teaching the ethics of geo-coded information systems broadly understood ("GIS ethics" for short).…

Davis, Michael

2014-01-01

164

Teaching Psychology in the 1980s: A Content Analysis of Leading Introductory Psychology Textbooks.  

ERIC Educational Resources Information Center

Introductory psychology textbooks were analyzed to determine what percentage of space they devoted to the following content areas: experimental/learning, physiological/biological, developmental, social/personality, cognitive, clinical, educational, industrial/organizational, tests and measurements, and other. Results showed a clear preponderance…

Harari, Herbert; Jacobson, Adela

1984-01-01

165

Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities  

ERIC Educational Resources Information Center

A comprehensive review of the literature was conducted for articles published between 1985 and May 2009 to (a) examine the degree to which science content was taught to students with severe developmental disabilities and (b) and evaluate instructional procedures in science as evidence-based practices. The review was organized by a conceptual model…

Spooner, Fred; Knight, Vicki; Browder, Diane; Jimenez, Bree; DiBiase, Warren

2011-01-01

166

When Teaching Makes a Difference: Developing Science Teachers' Pedagogical Content Knowledge through Learning Study  

ERIC Educational Resources Information Center

It is a common view that developing teachers' competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers' pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a…

Nilsson, Pernilla

2014-01-01

167

Using Writing and Culture to Teach Science Content to Preservice Teachers  

ERIC Educational Resources Information Center

This article describes how the incorporation of a writing assignment, creating a book about culture and science, into the syllabus of methods science course for preservice teachers, was used to foster science content learning. Preservice teachers were actively and purposely engaged in science learning through the generation of a book about a…

Saint-Hilaire, Line Augustin

2013-01-01

168

Undergraduate Child Psychiatry Teaching in Melbourne, Australia  

ERIC Educational Resources Information Center

Objective: The teaching of child psychiatry in Australian medical schools is under review: the content, the placement of the field within medical curricula, and the appropriate teaching and learning methods are all contested. The authors developed a 1-day program in the 9-week child and adolescent health course conducted in the final two semesters…

Gough, Jenny K.; McCallum, Zoe; Bevan, Catherine; Vance, Alasdair

2010-01-01

169

Teaching Computer Aided Architectural Design at UCLA.  

ERIC Educational Resources Information Center

This brief overview includes a rationale for the program and describes course goals and objectives, curriculum content, teaching methods and materials, staffing, and problems of integrating computer aided design with traditional architectural curricula at the School of Architecture and Urban Planning at UCLA. A list of texts for use in teaching

Mitchell, William J.

170

Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms  

NASA Astrophysics Data System (ADS)

This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching placements---in particular, the extent to which their cooperating teachers gave them the autonomy and planning time to design and implement their own activities and lessons. While the "integrated approach" to diversity and equity in science teacher education was, overall, successful in helping preservice teachers' move closer toward developing the beliefs, knowledge, and practices necessary for effective instruction in underserved classrooms, suggestions are given for increasing the effectiveness of the "integrated approach," particularly in the context of a one-year credentialing program.

Tolbert, Sara E.

171

A Content-Based Approach to Teaching and Testing Listening Skills to Grade 5 EFL Learners  

ERIC Educational Resources Information Center

English education has been officially incorporated into elementary-level education in Taiwan since 2001, with the key objective of reinforcing pupils' oral communication in class. Although oral interaction involves a degree of listening input from interlocutors, listening has unfortunately remained a marginalized area in Taiwanese elementary…

Chou, Mu-hsuan

2013-01-01

172

User-Generated Content, YouTube and Participatory Culture on the Web: Music Learning and Teaching in Two Contrasting Online Communities  

ERIC Educational Resources Information Center

In this paper, I draw on seminal literature from new media researchers to frame the broader implications that user-generated content (UGC), YouTube, and participatory culture have for music learning and teaching in online communities; to illustrate, I use examples from two contrasting online music communities, the Online Academy of Irish…

Waldron, Janice

2013-01-01

173

Investigating Prospective Primary Teachers' Pedagogical Content Knowledge of "Effect of Human on Environment" Subject in the Process of Teaching Practice  

ERIC Educational Resources Information Center

The principal aim of this study is to determine what the extent of the prospective primary teachers' (PPT) pedagogical content knowledge (PCK) is on "effect of human on environment" subject in grade 5 science and technology curriculum before and after "Teaching Practice" course. Within case study research methodology, the…

Calik, Muammer; Aytar, Ayse

2013-01-01

174

The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium  

ERIC Educational Resources Information Center

This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…

Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi

2008-01-01

175

An investigation into the utilization of a constructivist teaching strategy to improve preservice elementary teachers geological content knowledge: Is there a relationship between intellectual level and content understanding?  

Microsoft Academic Search

In that the topic of geological time and its related concepts is both complex and abstract students, at all levels of education, find it difficult to understand. This study sought to answer four questions about students enrolled in a 300 level science teaching methods course and those enrolled in an introductory (100 level) geoscience course with regard to the teaching

Orvil L. White

2007-01-01

176

International Co-Teaching of Medical Informatics for Training-the-Trainers in Content and Distance Education  

ERIC Educational Resources Information Center

In this technologically advanced age, much emphasis is put on collaboration in education at many levels. As a result, faculty co-teaching (collaborative teaching) has grown dramatically. This paper introduces how two instructors from different countries (USA and Turkey), one experienced in online teaching and the other in medical informatics,…

Lewis, Kadriye O.; Sincan, Murat

2009-01-01

177

Teaching, learning and the curriculum 1: The influence of content in science  

NASA Astrophysics Data System (ADS)

There are already a number of important criteria upon which topics for inclusion in science curricula should be selected and sequenced. We have recommended two additional criteria: the topic's potential for effecting conceptual change, and its potential for generating metacognitive training. Among other things, Science curricula should foster intellectual development. Such development is often a slow process of change, where new experiences, skills and understandings build on, modify and extend existing ones. Thus, topics should be evaluated in terms of their relation to existing Children's Science and to the students' metacognitive abilities. Evaluation of the appropriateness of a particular topic in a curriculum sequence should be based on such factors as its conceptual concreteness, the number and breadth of models which can be invoked, the concreteness of corroboration of results, and its predictive power. Conjointly, evaluation should take into account the nature, scope and complexity of the associated metacognitive demands. If selected carefully, topics in the science curriculum will do more than progressively sample the universe of content areas. They will develop each students ability and desire to engage in effective, independent learning.

Mitchell, Ian; Baird, John

1986-12-01

178

Using citizen science beyond teaching science content: a strategy for making science relevant to students' lives  

NASA Astrophysics Data System (ADS)

I respond to Pike and Dunne by exploring the utilization of citizen science in science education. Their results indicate that students fail to pursue science beyond the secondary level, in part, because of prior educational experiences with science education. Students lack motivation to pursue degrees and careers in science because they feel science is not relevant to their lives or they are simply not good at science. With this understanding, the science education community now needs to move beyond a discussion of the problem and move forward with continued discourse on possible solutions. Science educators need to focus on developing connections between students' everyday lives and science so that they will have tangible reasons for continuing with the lifelong learning of science. In this response, I will show that citizen science as an educational context holds much promise, respectively. Participation in citizen science projects moves scientific content from the abstract to the tangible involving students in hands-on, active learning. In addition, if civic projects are centered within their own communities, then the science becomes relevant to their lives because it is focused on topics in their own backyards.

Jenkins, Lynda L.

2011-06-01

179

Teaching Artistry  

ERIC Educational Resources Information Center

The profession of teaching artist is an increasingly accepted career path. Teaching artists have generated plentiful testimonials to support what was once only backed up by anecdote and is now increasingly supported by objective data. They are finding that very definite and specific benefits await the artist who teaches. While the impacts are not…

Reeder, Laura

2007-01-01

180

Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics  

NASA Astrophysics Data System (ADS)

The Test of Understanding Graphs in Kinematics (TUG-K) is a multiple-choice test developed by Beichner in 1994 to assess students’ understanding of kinematics graphs. Many of the items on the TUG-K have strong distractor choices which correspond to students’ common difficulties with kinematics graphs. Instruction is unlikely to be effective if instructors do not know the common difficulties of introductory physics students and explicitly take them into account in their instructional design. We evaluate one aspect of the pedagogical content knowledge of first-year physics graduate students enrolled in a teaching assistant training course related to topics covered in the TUG-K. In particular, for each item on the TUG-K, the graduate students were asked to identify which incorrect answer choice they thought would be most commonly selected by introductory physics students if they did not know the correct answer after instruction in relevant concepts. We used the graduate student data and the data from Beichner’s original paper for introductory physics students (which was collected from over 500 college and high school students) to assess this aspect of the pedagogical content knowledge of the graduate students, i.e., knowledge of student difficulties related to kinematics graphs as they are revealed by the TUG-K. We find that, although the graduate students, on average, performed better than random guessing at identifying introductory student difficulties on the TUG-K, they did not identify many common difficulties that introductory students have with graphs in kinematics. In addition, we find that the ability of graduate students to identify the difficulties of introductory students is context dependent and that discussions among the graduate students improved their understanding of student difficulties related to kinematics graphs. Moreover, we find that the ability of American graduate students in identifying common student difficulties is comparable with that of foreign graduate students.

Maries, Alexandru; Singh, Chandralekha

2013-12-01

181

The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course  

NASA Astrophysics Data System (ADS)

This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these components on students' knowledge of macroevolution and evolution acceptance. The study used a mixed methods approach to understand how PCK influences student outcomes, and is one of the first to examine the influence of PCK on student outcomes at the post-secondary level. In addition, the study is one of few to document a significant relationship between knowledge of evolution and evolution acceptance, including how instruction influenced these outcomes. The case selected for study was a general education biology class: 270 students and their instructor. To examine the nature and sources of the instructor's PCK for teaching macroevolution, the course was observed in its entirety, the instructor was interviewed before, during, and after the evolution unit, and artifacts were collected from the evolution unit. Interview and observational protocols for the instructor were developed based on the Magnussson, Kracjik, & Borko (1999) model of PCK. The instructor was found to have deep knowledge of learners, and this knowledge in turn informed the other components of her PCK. Her knowledge of learners was built through reflecting on student exam outcomes, referencing the pedagogical literature, interactions with students, and discussions with colleagues. These findings have implications for faculty professional development. The influence of the course was examined both quantitatively and qualitatively. Students were surveyed using the Measure of Understanding of Macroevolution (Nadelson & Southerland, 2010a) the Measure of Acceptance of the Theory of Evolution (Rutledge & Warden, 1999, 2007). From pre- to post-test, students became significantly more accepting of evolution (p < .0001) and made significant gains in understanding macroevolution ( p < .0001). Knowledge of macroevolution and evolution acceptance were also significantly correlated (r[268] = .47, p < .01). Twelve students initially scoring low on both instruments also interviewed to examine how the instruction influenced their responses on the instruments. Nine of the students became more accepting of evolution, which they attributed to learning about the volume of evidence for evolution (especially transitional fossils) and learning about the history of life. These findings have important implications for evolution education policy and practice at the post-secondary level.

Walter, Emily Marie

182

Using Object Boxes to Teach the Form, Function, and Vocabulary of the Parts of the Human Eye  

ERIC Educational Resources Information Center

These science activities for elementary students focus on the external structures and functions of the human eye with hands-on object box activities based on the Montessori theory (1966) of concrete learning through manipulation of objects and focus of attention through touch. Object boxes are sets of items and corresponding cards housed in a box.…

Rule, Audrey C.; Welch, Genne

2008-01-01

183

Conceptual Change and Science Teaching  

NSDL National Science Digital Library

The authors address themselves to the important question of how learning in science education relates to the growth of scientific knowledge. After discussing how changes in scientific concepts come about, they offer suggestions for modifying the objectives and content of science curricula and teaching approaches in science education in the light of knowledge and understanding of the history and philosophy of science.

Strike, Kenneth A.; Posner, George J.

2006-12-07

184

Modern Languages for Communication. Teaching the Curriculum: Checkpoint A, Grades K-6. Topics, Objectives, Activities in French, German, Italian, and Spanish.  

ERIC Educational Resources Information Center

The modern language curriculum guide for grades K-6 is designed to correlate with Checkpoint A of the New York State Syllabus. It presents major topics, listing instructional objectives, functions, skill areas, suggested instructional materials, suggested activities, cultural content, and games, songs, and puzzles. Introductory sections outline…

Yonkers City School District, NY.

185

Teaching and Learning in a Community of Thinking  

ERIC Educational Resources Information Center

The article develops a theory and practice for teaching and learning in a Community of Thinking. According to the theory, the practice of traditional schooling is based on four "atomic pictures": learning is listening; teaching is telling; knowledge is an object; and to be educated is to know valuable content. To change this practice of schooling,…

Harpaz, Yoram

2005-01-01

186

UNF graduates of the B.A.E program in Middle School Education (Math/Science) will demonstrate mastery of content knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical task assessments in core, major, an  

E-print Network

mastery of content knowledge and teaching skills through proficiency on course embedded assessments in determining student mastery of specific outcomes. · Works to continue the development of her/his own

Asaithambi, Asai

187

Academic Senate Distinguished Teaching  

E-print Network

1 UCLA Academic Senate 2011-2012 Distinguished Teaching Award Program #12;2 TABLE OF CONTENTS About the Distinguished Teaching Award Program 3 Eligibility 4 Criteria 4 Entry Instructions 5 Teaching Award Recipients 7 #12;3 ABOUT THE DISTINGUISHED TEACHING AWARD PROGRAM Purpose The goal of the UCLA Academic Senate

Grether, Gregory

188

Teaching Students What They Already Know? The Misalignment between Mathematics Instructional Content and Student Knowledge in Kindergarten  

ERIC Educational Resources Information Center

This study describes children's early math skills and the kindergarten mathematics content to which they are exposed. The authors focus specifically on teacher survey responses to items about content coverage that align most closely with the content covered on the ECLS-K kindergarten mathematics achievement test. They examine the influence…

Engel, Mimi; Claessens, Amy; Finch, Maida

2011-01-01

189

Emerging Technologies: Learning Objects--Scorn or SCORM?  

ERIC Educational Resources Information Center

In the communities dealing with the design and implementation of on-line teaching and training (higher education, government, industry), SCORM is a hot topic these days. The "Sharable Content Object Reference Model" is a standard for the packaging and deployment of Web-based "learning objects," defined by Bob Banks as "a relatively small, reusable…

Godwin-Jones, Robert

2004-01-01

190

Preservice Teachers' Objectives and Their Experience of Practical Work  

ERIC Educational Resources Information Center

This study explores third-year preservice physics teachers' (n=32) views concerning the objectives of practical work at school and university. Content analysis of their essays about practical work revealed not only the objectives of the practical work undertaken but also how they had experienced teaching as school and university students. The…

Nivalainen, V.; Asikainen, M. A.; Hirvonen, P. E.

2013-01-01

191

Content Area Literacy in the Primary Grades: Teachers' Sense of Efficacy in Teaching Narrative and Informational Text  

ERIC Educational Resources Information Center

Research has documented the scarcity of informational text and the overabundance of narrative text in the primary grades (Duke, 2000; Yopp & Yopp, 2006). The purpose of this quantitative study was to determine primary teachers' beliefs, or efficacy, in teaching narrative and informational text as well as assess their use of both text types in…

Selman, Christine Cherry

2011-01-01

192

Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching  

ERIC Educational Resources Information Center

We report on our efforts to support teachers' development of mathematical knowledge for teaching through online professional development focusing on authentic engagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between teachers' participation in professional…

Silverman, Jason

2012-01-01

193

Inhalte und Methoden der informellen Schuelerbefragung im Fremdsprachenunterricht (Contents and Methods of Informal Interrogation of Pupils in Teaching Foreign Languages)  

ERIC Educational Resources Information Center

Because of the lack of standardized questionnaires for ascertaining pupil attitudes toward foreign language teaching in the Federal Republic, hints are given for questioning pupils informally. Along with the presentation of different methods, the possible areas of interrogation are discussed, with examples. (Text is in German.) (IFS/WGA)

Duewell, Henning

1974-01-01

194

A Triarchic Model for Teaching "Introduction to Special Education": Case Studies, Content Acquisition Podcasts, and Effective Feedback  

ERIC Educational Resources Information Center

Those who teach introductory level courses in special education to preservice teacher candidates often face a paradox in terms of whether to use limited instructional time to either focus on characteristics of students with disabilities or emphasize evidence-based practices (EBPs). The issue of limited instructional time is also an issue in other…

Kennedy, Michael J.; Newton, Jennier R.; Haines, Shana J.; Walther-Thomas, Christine S.; Kellems, Ryan O.

2012-01-01

195

Pre-Service Physics Teachers' Understanding of the Relational Structure of Physics Concepts: Organising Subject Contents for Purposes of Teaching  

ERIC Educational Resources Information Center

Good conceptual understanding of physics is based on understanding what the key concepts are and how they are related. This kind of understanding is especially important for physics teachers in planning how and in what order to introduce concepts in teaching; connections which tie concepts to each other give direction of progress--there is "flux…

Koponen, Ismo; Nousiainen, Maija

2013-01-01

196

Beyond management by objectives: the implementation of a goal-directed performance management system in an Australian teaching hospital.  

PubMed

This paper describes management by objectives (MBO) as an approach by which organisations can be managed, with particular reference to health care institutions. An evaluation of MBO is presented and the disadvantages of MBO are discussed. A more comprehensive performance management system than MBO is advocated. The experience of St Vincent's Hospital, Sydney, in designing and implementing a goal-directed performance management program which builds on MBO methodology, is described. This experience provides guidelines by which senior managers may successfully implement goal-directed performance management programs in health care institutions in order to enhance organisational effectiveness and the goal-oriented behaviour of managers. PMID:10116921

Braithwaite, J; Westbrook, J I; Lansbury, R D

1991-01-01

197

``I'm Not the Science Type'': Effect of an Inquiry Biology Content Course on Preservice Elementary Teachers' Intentions About Teaching Science  

NASA Astrophysics Data System (ADS)

Inquiry Into Life Science is a content biology course expressly for the fulfillment of the General Education life science laboratory course requirement of elementary education majors at this university. The course is modeled on the Teaching Standards and Content Standards of the National Science Education Standards [National Research Council. (1996). The national science education standards. Washington. DC: National Academy Press]. The change in intentions of 61 Fall 2002 enrollees were studied using triangulated quantitative and qualitative techniques to seek specific changes regarding self-perceived effectiveness as a biology teacher, self-perceived subject matter command, curriculum development competence, and pedagogical skills, all linked to developing intentions. Significant growth in all four domains was observed. These findings contribute to the research-based call for inquiry-oriented college science coursework for preservice teachers.

Weld, Jeffrey; Funk, Lucas

2005-08-01

198

New Contents. New Contents, New Teachers, New Publics. Reports of the Working Committees. Northeast Conference on the Teaching of Foreign Languages.  

ERIC Educational Resources Information Center

The needs and challenges of intermediate-level language courses and the beneficial effects of authentic language experiences are considered, and five essays are presented which explore revitalization of the Classics and ways of introducing authentic language via film, theater, music, and student exchanges. "New contents" in second languaqe courses…

Born, Warren C., Ed.

199

The Influence of Mathematics Teachers' Knowledge in Technology, Pedagogy and Content (TPACK) on their Teaching Effectiveness in Saudi Public Schools  

E-print Network

influences what curriculum should be taught, how it can be taught (National Council of Teachers of Mathematics [NCTM], 2000), and what knowledge and experience teachers need in order to teach mathematics with the implementation of technology (the Association...). In fact, two large mathematics professional organizations in the United States (National Council of Teachers of Mathematics [NCTM], 2000; the Association of Mathematics Teacher Educators [AMTE], 2006) recognize the integral role of digital technologies...

Alshehri, Khaled Abdullah

2012-12-31

200

Teaching Sociology in the Community College.  

ERIC Educational Resources Information Center

Examines the difficulty of determining sociology course objectives for the diverse student populations at community colleges. Argues that sociology instructors, in light of this diversity, should use a combination of teaching modalities and should stress content relating to college survival skills, enhanced social awareness, and increased…

Bradford, S. Y.

1980-01-01

201

Teaching Students What They Already Know? The (Mis)Alignment between Mathematics Instructional Content and Student Knowledge in Kindergarten  

ERIC Educational Resources Information Center

Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored the relationship between students' school-entry math skills, classroom content coverage, and end-of-kindergarten math achievement. Although the vast…

Engel, Mimi; Claessens, Amy; Finch, Maida A.

2013-01-01

202

Integrating Nature of Science Instruction into a Physical Science Content Course for Preservice Elementary Teachers: NOS Views of Teaching Assistants  

ERIC Educational Resources Information Center

Teacher education programs have met with limited success in improving teachers' understanding of the nature of science (NOS). Research suggests that such efforts could be enhanced by addressing NOS in preservice teachers' science courses. We planned NOS instruction in a physical science content course for preservice elementary teachers. Our first…

Hanuscin, Deborah L.; Akerson, Valarie L.; Phillipson-Mower, Teddie

2006-01-01

203

Connecting Emergent Curriculum and Standards in the Early Childhood Classroom: Strengthening Content and Teaching Practice. Early Childhood Education Series  

ERIC Educational Resources Information Center

The most pressing challenge in early childhood education today is to find a way to meet the standards within a developmentally appropriate approach. In this book, two active early childhood educators provide teachers with resources to bring content alive and document it in every-day, action-based pre-K and Kindergarten classrooms. The book…

Schwartz, Sydney L.; Copeland, Sherry M.

2010-01-01

204

Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-Based Neuroscience Professional Development  

ERIC Educational Resources Information Center

Informal learning environments often host teachers for learning opportunities, but little is known about the impact of these experiences on teacher professional development (PD). This article describes a unique collaborative PD experience between zoological park personnel and university faculty, examining the impact on teacher content knowledge,…

Pecore, John L.; Kirchgessner, Mandy L.; Carruth, Laura L.

2013-01-01

205

Project SOL: Shining Light on Teaching Secondary Level, Spanish-Dominant English Learners Using "Colegio De Bachilleres" Content  

ERIC Educational Resources Information Center

This qualitative research study focused on the eight bilingual, content area high school teachers implementing Project SOL (Secondary Online Learning) in Southern California during the 2008-2009 school year. It documents their effort to integrate an online curriculum from the "Colegio de Bachilleres" in Mexico obtained through the UCLA Civil…

Guerrero, Lourdes R.

2009-01-01

206

DORITOS (Distributed Object-based Real-time InsTructional Operating System): a complete package for teaching principles and practices of real-time operating system  

Microsoft Academic Search

The authors are developing a teaching package that can be used in a college course that would fil a gap among current science majors and teach senior-level undergraduate students theory and practices of real-time operating systems (RTOS); these include requirements, characteristics, internals and specification of such systems. This course has two components: (1) a theoretical part; and (2) a practical

J. C. Oh; D. Mosse

1998-01-01

207

The meaningful potentiality of the Teaching-Learning Objects (T-LO) elaborated with the interactive tools: Lesson (Moodle module) and Articulate Presenter (authoring tool)  

Microsoft Academic Search

This paper aims to approach the process of elaboration of potentially meaningful T-LO with the interactive tools such as the Lesson - activity module of Moodle System - and Articulate - software integrated to Power Point. Ausubel (1980), in mentioning the computer-based teaching (CBT) states that in order to be truly efficient we, as teaching professionals, \\

Ingrid Kleist; Clark Nunes; Elena Maria Mallmann; Araci Hack Catapan; Dóris Roncarelli

208

IU Teaching Handbook  

NSDL National Science Digital Library

The Indiana University Teaching Handbook is an online primer consisting of three sections: Preparing to Teach, Teaching Methods, and Creating a Positive Environment. It can be read straight through, printed, or topics can be selected through the table of contents. Links to additional readings are provided in each section.

Services, Instructional S.; Bloomington, Indiana U.

209

Technology, Teaching, and the Future.  

ERIC Educational Resources Information Center

A philosophical overview of the place of technology in higher education and especially in teaching is presented. Research can be viewed as the acquisition of knowledge; teaching as its transmission; and service as its application. Technology affects the transmission of knowledge in both the teaching process and the content of teaching. The…

May, William F.

210

Significant improvement of a clinical training course in physical examination after basic structural changes in the teaching content and methods  

PubMed Central

Background: Regular student evaluations at the Technical University Munich indicate the necessity for improvement of the clinical examination course. The aim of this study was to examine if targeted measures to restructure and improve a clinical examination course session lead to a higher level of student satisfaction as well as better self-assessment of the acquired techniques of clinical examination. Methods: At three medical departments of the Technical University Munich during the 2010 summer semester, the quantitative results of 49 student evaluations (ratings 1-6, German scholastic grading system) of the clinical examination course were compared for a course before and a course after structured measures for improvement. These measures included structured teaching instructions, handouts and additional material from the Internet. Results: 47 evaluations were completed before and 34 evaluations after the measures for improvement. The measures named above led to a significant improvement of the evaluative ratings in the following areas: short introduction to the topic of each clinical examination course (from 2.4±1.2 to1.7±1.0; p=0.0020) and to basic measures of hygiene (from 3.8±1.9 to 2.5±1.8; p=0.004), structured demonstration of each clinical examination step (from 2.9±1.5 to 1.8±1.0; p=0.001), sufficient practice of each clinical examination step (from 3.1±1.8 to 2.2±1.4; p=0.030) structured feedback on each clinical examination step (from 3.0±1.4 to 2.3±1.0; p=0.0070), use of handouts (from 5.2±1.4 to 1.8±1.4; p<0.001), advice on additional learning material (from 5.0±1.4 to 3.4±2.0; p<0.001), general learning experience (from 2.4±0.9 to 1.9±0.8; p=0.017), and self-assessment of the acquired techniques of clinical examination (from 3.5±1.3 to 2.5±1.1; p<0.01). Conclusion: Structured changes led to significant improvement in the evaluative ratings of a clinical examination course session concerning preparation of the tutors, structure of the course, and confidence in performing physical examinations. PMID:23737918

Sonne, Carolin; Vogelmann, Roger; Lesevic, H.; Bott-Flugel, Lorenz; Ott, I.; Seyfarth, Melchior

2013-01-01

211

Object extraction Object extraction  

E-print Network

Object extraction #12;Object extraction · Extracting topographic objects from images · the main goal of aerial photogrammetry · object extraction consists of two steps · image interpretation extraction · Extracting topographic objects from images · identify all objects of a certain class · measure

Giger, Christine

212

Teaching for Understanding.  

ERIC Educational Resources Information Center

Provides a chart comparing state and national objectives. Assesses student understanding of photosynthesis and explains the process of teaching students producer-consumer relationships. (Contains 14 references.) (YDS)

Smith, Deborah C.; Wesley, Ann

2000-01-01

213

Teaching Science through Research.  

ERIC Educational Resources Information Center

Discusses the objectives of the science curriculum and the teacher's responsibility of passing through not only the required material, but also skills. Suggests that in order to improve teaching and learning skills, new strategies, such as teaching and learning through research must be utilized. Presents four examples of teaching and learning…

Hugerat, Muhamad; Zidani, Saleem; Kurtam, Naji

2003-01-01

214

Application of PowerPoint in Bilingual Teaching of Managerial Classes in Chinese Local Higher Education Institutions  

Microsoft Academic Search

As an important tool of Computer Assistant Instruction (CAI), PowerPoint (PPT) is employed widely in bilingual teaching in managerial classes. This paper selects the undergraduates as the survey objectives, and the results of applying PPT as the survey contents, explores the influences of determinants on the effectiveness of teaching methods, which include designing, making, and applying of PPT, within the

Xiaoduo Cheng

2009-01-01

215

Teaching Math  

NSDL National Science Digital Library

Four courses, one at each NCTM grade band (Pre-K-2, 3-5, 6-8, and 9-12), help teachers develop effective ways to use the five NCTM Process Standards to teach all students. The goals of the courses are: to increase understanding of the NCTM process standards; to model effective application of the process standards and their integration with content goals; to help teachers develop habits and practices that improve their teaching and strengthen their students' mathematical process and content skills. Text, illustrations, animations, video, and interactive activities are used to present the material. The courses may be used in various scenarios, e.g., as a self-paced course, in a facilitated online mode, in a face-to-face course or workshop.

Boston, Wgbh

2003-01-01

216

Using Social Studies Skill Lessons to Teach Economic Concepts and Economic Analysis.  

ERIC Educational Resources Information Center

Lessons from a ninth-grade course which integrates social studies skills development and economic concept teaching are outlined. An overview describes the content of the year-long course and the skill objectives. Course content is divided into three sections: a basic introduction to economics, student interest topics such as the economics of crime…

Jasper, Bruce

217

Teaching Standards  

NSDL National Science Digital Library

The Standards vision guides the discussion in this chapter on science teaching standards for the postsecondary level. The discussion centers on the importance of goal setting, designing experiences to meet students' needs, assessment, and collegiality. There is a strong recommendation that students be given opportunities to engage in meaningful scientific inquiry--to ask scientific questions, design experiments to collect evidence, and make critical interpretations of observations. This free selection includes an Introduction and Table of Contents.

2001-01-01

218

Teaching Latinos Everyday Language Skills. Instructor and Student Workbook.  

ERIC Educational Resources Information Center

The objective of this book is to teach English to Latino adults so that they may successfully adapt to and cope with their new lives and conditions in the United States. Using oft-expressed needs as a guideline for content development, the lesson plans are designed to include exercises, basic vocabulary, and grammar that help students function in…

Gleason, Jane; Frakes, Janet

219

Non-Traditional Methods of Teaching Abstract Algebra  

ERIC Educational Resources Information Center

This article reports on techniques of teaching abstract algebra which were developed to achieve multiple student objectives: reasoning and communication skills, deep content knowledge, student engagement, independence, and pride. The approach developed included a complementary combination of inquiry-based learning, individual (not group) homework…

Capaldi, Mindy

2014-01-01

220

Teaching History on the Border: Teachers Voice their Views  

ERIC Educational Resources Information Center

The overall objective of this investigation was to explore the views of border history teachers on a wide variety of issues that influence their instructional approaches, curricular content choices, and capacity to teach history more effectively. More specifically, the focus was on identifying factors that affect their ability to utilize…

Noboa, Julio

2013-01-01

221

A Health Newsletter To Teach Science Knowledge: BioRAP!  

ERIC Educational Resources Information Center

This research describes the evaluation of a science curriculum newsletter called BioRAP which serves as a vehicle to teach current health science content. The research objectives were to estimate the relationships of socioeconomic status, ethnic group, gender, grade, student ability, and classroom use characteristics with student knowledge and…

Froman, Robin D.; Owen, Steven V.; Del Rio-Parent, Lourdes

222

Executive summary: Developing objectives, content, and competencies for the training of Emergency Medical Technicians, Emergency Physicians, and Emergency Nurses to care for casualties resulting from Nuclear, Biological, or Chemical (NBC) incidents  

Microsoft Academic Search

Study objective: The task force assessed the needs, demands, feasibility, and content of training for US civilian emergency medical responders (paramedics, nurses, and physicians) for nuclear\\/biological\\/chemical (NBC) terrorism. Methods: A task force representing key professional organizations, stakeholders, and disciplines involved in emergency medical response conducted an iterated instructional-design analysis on the feasibility and content of such training with input from

Joseph F. Waeckerle; Sandra Seamans; Mary Whiteside; Peter T. Pons; Suzanne White; Jonathan L. Burstein; Rick Murray

2001-01-01

223

Teaching Photosynthesis with ELL Students  

ERIC Educational Resources Information Center

Although the teaching of photosynthesis occurs yearly in elementary classrooms, one thing that makes it challenging is the inclusion of English language learners (ELLs). This article presents several activities for teaching and assessing of photosynthesis in a third grade classroom. The activities incorporate the photosynthesis content, teaching

Piper, Susan; Shaw, Edward Lewis, Jr.

2010-01-01

224

Information Technology in English Teaching  

Microsoft Academic Search

Modern information technology can not only show the teaching content vividly, enlarge students' horizons, broaden students' views through the combination of audio and sound, appropriate forms of expression but also activate classroom atmosphere greatly, enrich the teaching content, stimulate students' interest and thirst for knowledge, strengthen students' ability of autonomous learning, understanding etc. Therefore the application of information technology in

Li Yanhui

2010-01-01

225

Int J Digit Libr (2004) 4: 208222 / Digital Object Identifier (DOI) 10.1007/s00799-004-0082-z A Hierarchical Extraction Policy for content extraction  

E-print Network

A Hierarchical Extraction Policy for content extraction signatures Selectively handling verifiable digital signed documents. We have previously demonstrated a CES Ex- traction Policy for fragment grouping, and for which the encoding is dramatically smaller, than the existing Grouping Extrac- tion Policy. This new

Zheng, Yuliang

226

A Collection of Problems for Physics Teaching  

ERIC Educational Resources Information Center

Problems are an important instrument for teachers to mediate physics content and for learners to adopt this content. This collection of problems is not only suited to traditional teaching and learning in lectures or student labs, but also to all kinds of new ways of teaching and learning, such as self-study, long-distance teaching,…

Grober, S.; Jodl, H. -J.

2010-01-01

227

Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes  

Microsoft Academic Search

This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest–posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by making an informative puppet play. Students participated in

Audrey C. Rule; Samantha Baldwin; Robert Schell

2008-01-01

228

Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes  

ERIC Educational Resources Information Center

This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest-posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by…

Rule, Audrey C.; Baldwin, Samantha; Schell, Robert

2008-01-01

229

Movement of Celestial Objects (title provided or enhanced by cataloger)  

NSDL National Science Digital Library

This Classroom Connectors lesson plan teaches the basic concepts of celestial mechanics, including perihelion and aphelion, the expanding universe, and gravity. The site provides goals, objectives, an outline, time required, materials, activities, and closure ideas for the lesson. The Classroom Connectors address content with an activity approach while incorporating themes necessary to raise the activity to a higher cognition level. The major motivation is to employ instructional strategies that bring the students physically and mentally into touch with the science they are studying.

230

Toys that Teach  

NSDL National Science Digital Library

Using toys to teach basic physical science concepts is a great way to engage students through hands-on experience with familiar objects. This article contains several activities that use toys to help students investigate average speed, acceleration, wavel

Herald, Christine

2001-10-01

231

Research on Case Teaching Method of Photoshop Course  

Microsoft Academic Search

Considering of the application fields of Photoshop and vocational education ideas, the teaching contents of Photoshop course have been done by cases based on the teaching characteristics of Computer Image Processing course at graphic design module. This paper has given the teaching flowchart of Photoshop image processing case teaching. According to the teachers and the students, the case teaching is

Xie Nan; Sun Xinxin; Zhang Haibo; Zhu Yijia

2010-01-01

232

"Alternative Pathways to Teaching"--An Investigation of the Factors That Influence the Acquisition of Pedagogical Content Knowledge for Traditional and Non-Traditional Teachers.  

ERIC Educational Resources Information Center

This study examined factors that influenced the acquisition of pedagogical content knowledge for two groups of prospective secondary mathematics teachers (undergraduate mathematics majors and post-graduate scientists and engineers seeking mathematics certification) in the content domain of functions and graphs. Both groups, enrolled in a…

Ebert, Christine L.; Risacher, Billie F.

233

Teaching nature of physics in French high schools keywords : teaching, NOS, physics, video analysis  

E-print Network

Teaching nature of physics in French high schools keywords : teaching, NOS, physics, video, 1989; Lederman, 1992). Those findings justify the research on NOS teaching within institutional, 1993) provide a place for NOS in the curriculum as teaching content from kindergarten to high school

Boyer, Edmond

234

Teach Engineering: Floaters and Sinkers  

NSDL National Science Digital Library

This inquiry-based curricular unit introduces middle school students to the concept of density through five hands-on experiments. In Activity 1, they handle five identical boxes, each filled with a material of differing density, to get a feel for the relationship among mass, volume, and density. Next, they devise methods to figure out the density of solid objects by using water displacement. Finally, they use their knowledge to determine how to calculate density without being given a formula. Activities come with learning objectives, student guides, teacher content support, and ideas for assessment. All are aligned to national math and science standards. Teach Engineering is an NSF-funded Pathway developed to provide high-quality experiential learning materials for K-12 classrooms.

Hebrank, Mary

2011-02-15

235

Teaching Tolerance Magazine  

NSDL National Science Digital Library

The Teaching Tolerance magazine, which is put out by the Southern Poverty Law Center to accompany its free Teaching Tolerance educational program, is available online via the website dedicated to the Teaching Tolerance program. The magazine is loaded with wonderful information and creative ways to teach tolerance. Visitors can view the magazine's archives and read the articles online for free. If the thoughtful content and depth with which the Southern Poverty Law Center supports their Teaching Tolerance program isn't enough to convince visitors that it's a superb program, check out this quote from their "About Us" section: "Scientific surveys demonstrate that our programs help students learn respect for differences and bolster teacher practice."

236

The Object of Their Attention  

ERIC Educational Resources Information Center

Tishman argues that directing students to closely examine physical objects is an excellent way to motivate and strengthen thinking. Even simple objects reflect the social and physical contexts in which they were created and can spur deeper observations and questions. Teaching thinking through objects appeals to many different kinds of learners and…

Tishman, Shari

2008-01-01

237

Objectively Measured Physical Activity Predicts Hip and Spine Bone Mineral Content in Children and Adolescents Ages 5-15 Years: Iowa Bone Development Study  

PubMed Central

This study examined the association between physical activity (PA) and bone mineral content (BMC; gram) from middle childhood to middle adolescence and compared the impact of vigorous-intensity PA (VPA) over moderate- to vigorous-intensity PA (MVPA). Participants from the Iowa bone development study were examined at ages 5, 8, 11, 13, and 15?years (n?=?369, 449, 452, 410, and 307, respectively). MVPA and VPA (minutes per day) were measured using ActiGraph accelerometers. Anthropometry was used to measure body size and somatic maturity. Spine BMC and hip BMC were measured via dual-energy x-ray absorptiometry. Sex-specific multi-level linear models were fit for spine BMC and hip BMC, adjusted for weight (kilogram), height (centimeter), linear age (year), non-linear age (year2), and maturity (pre peak height velocity vs. at/post peak height velocity). The interaction effects of PA?×?maturity and PA?×?age were tested. We also examined differences in spine BMC and hip BMC between the least (10th percentile) and most (90th percentile) active participants at each examination period. Results indicated that PA added to prediction of BMC throughout the 10-year follow-up, except MVPA, did not predict spine BMC in females. Maturity and age neither modify the PA effect for males nor females. At age 5, the males at the 90th percentile for VPA had 8.5% more hip BMC than males in the 10th percentile for VPA. At age 15, this difference was 2.0%. Females at age 5 in the 90th percentile for VPA had 6.1% more hip BMC than those in the 10th percentile for VPA. The age 15 difference was 1.8%. VPA was associated with BMC at weight-bearing skeletal sites from childhood to adolescence, and the effect was not modified by maturity or age. Our findings indicate the importance of early and sustained interventions that focus on VPA. Approaches focused on MVPA may be inadequate for optimal bone health, particularly for females. PMID:25076937

Janz, Kathleen F.; Letuchy, Elena M.; Francis, Shelby L.; Metcalf, Kristen M.; Burns, Trudy L.; Levy, Steven M.

2014-01-01

238

Teaching Physical Science through Children's Literature. 20 Complete Lessons for Elementary Grades.  

ERIC Educational Resources Information Center

This guide focuses on teaching hands-on, discovery-oriented physical science in the elementary classroom using children's literature. Each lesson is an integrated learning episode with a clearly defined science content objective which is supported and enriched through literature, writing, and mathematics. The three sections are: (1) "Properties of…

Gertz, Susan E.; Portman, Dwight J.; Sarquis, Mickey

239

The Metadata Education and Research Information Commons (MERIC): A Collaborative Teaching and Research Initiative  

ERIC Educational Resources Information Center

The networked environment forced a sea change in Library and Information Science (LIS) education. Most LIS programs offer a mixed-mode of instruction that integrates online learning materials with more traditional classroom pedagogical methods and faculty are now responsible for developing content and digital learning objects. The teaching commons…

Vellucci, Sherry L.; Hsieh-Yee, Ingrid; Moen, William E.

2007-01-01

240

Games That Teach. Classroom Activities on Individual and Community Disaster Preparedness for Elementary and Secondary Schools.  

ERIC Educational Resources Information Center

Thirty-four classroom games are listed in this self-contained guide for the purpose of teaching civil defense concepts and protective content as an integral part of the K-12 social studies curriculum. Objectives of the games in this book are: to develop an awareness of civil defense; to learn vocabulary used in civil defense functions; and, to…

Office of Civil Defense (DOD), Washington, DC.

241

Student Projects that Make a Meaningful and Lasting Contribution to Course Content  

ERIC Educational Resources Information Center

The objective of this teaching tip is to share with others an idea of how to transform student projects from a dead-end process to a value-added end product, value-added end products that make a meaningful and lasting contribution to course content for use by future students. (Contains 2 tables.)

Schmidt, Shelly J.

2013-01-01

242

An Identification of Fluid Power Instructional Goals and Content for Industrial Education Teacher Preparation.  

ERIC Educational Resources Information Center

This study, designed to determine the appropriate goals and to identify, codify, and outline the core content for the industrial education teacher preparation in fluid power instruction, has the following four objectives: (1) to determine the specific and appropriate goals for the preparation of industrial education teachers to teach fluid power…

Wolansky, William D.

243

Integrating digital teaching-file systems with off-the-shelf presentation software to facilitate speaker-led conferences  

Microsoft Academic Search

Objective: Develop methods for automated transfer of images and associated text from a teaching-file repository into presentation material\\u000a for speaker-led conferences.erials\\/Methods:Our institution uses a Microsoft Windows (Microsoft Corp, Redmond, WA) software application to maintain a digital teaching-file\\u000a database that can store and retrieve content in a case-centric fashion. Virtually any number of images can be stored with\\u000a any given case.

Mark S. Frank; Thomas Schultz; Keith Dreyer

2001-01-01

244

Diagnostic Teaching  

ERIC Educational Resources Information Center

Contends that teaching would be more effective if it became "diagnostic" teaching, that such teaching is not possible unless backed up with an adequate system of record keeping by the teacher, and that, conversely, the establishment by a school of such a record keeping system is likely to encourage diagnostic teaching. (Author/RK)

Cooper, Keith

1977-01-01

245

Teaching Shakespeare.  

ERIC Educational Resources Information Center

This issue of "Focus: Teaching English in Southeastern Ohio" contains articles about teaching Shakespeare, student summaries of a Shakespeare conference held at Ohio University-Zanesville in April 1976, and suggested projects for teaching poetry writing. It also contains lists of materials and articles related to the teaching of Shakespeare, and…

Davis, James E., Ed.

1976-01-01

246

The Concepts of Heat and Temperature: The Problem of Determining the Content for the Construction of an Historical Case Study which is Sensitive to Nature of Science Issues and Teaching-Learning Issues  

NASA Astrophysics Data System (ADS)

Historical case studies of scientific concepts are a useful medium for showing how scientific ideas originate and how they change over time. They are thus a useful tool for conveying knowledge about the nature of science. This paper focuses on the concepts of heat and temperature and discusses some issues related to choosing the content for a historical case study which incorporates not only nature of science perspectives but understandings related to what we know about the teaching and learning of these concepts. The case study is designed for first-year university chemistry students as an introduction to their study of thermodynamics. The paper includes a general chemistry textbook analysis of the heat and temperature concepts and a discussion of the caloric theory of heat, thermometry, and a brief survey of how the energy concept transformed our understanding of heat and temperature.

de Berg, K. C.

2008-01-01

247

Collegiality and Better Science Teaching  

ERIC Educational Resources Information Center

For the past five years, teachers from four Houston-area school districts have joined together in a professional learning community (PLC) to improve their science teaching. Through the University of Houston-Clear Lake (UHCL) Regional Collaborative for Excellence in Science and Mathematics Teaching, the teachers strengthen content knowledge and…

Weiser, Brenda

2012-01-01

248

Multicultural Teaching in the University.  

ERIC Educational Resources Information Center

This book provides a collection of papers that address the enhancement of faculty teaching and learning in an increasingly interconnected multicultural society. Three interconnected dimensions of multicultural teaching are focused upon: content, process and discourse, and diversity of faculty and students. Papers and their authors are as follows:…

Schoem, David, Ed.; And Others

249

Alternatives Teaching and Related Professions  

E-print Network

Chapter 25 Sports, leisure and outdoor education p35 Chapter 26 Therapy roles p37 Chapter 27 Visual1 Education Alternatives Teaching and Related Professions Task Group January 2013 #12;2 Contents Introduction p3 Section A Teaching in alternative settings p4 Chapter 1 Adult and community education p4

250

Teaching about Death to Undergraduates.  

ERIC Educational Resources Information Center

Development, implementation, and teaching of a college-level course on dying and death are described. The authors review their own experiences in becoming involved with death education and describe teaching methods, problems, and content of their current course in dying and death at the State University of New York, College at New Paltz. Because…

Pine, Vanderlyn R.; And Others

251

Mastery of sixth grade TEKS objectives through integrated learning  

E-print Network

: Learning events that combine aspects of online and face-to-face instruction (Kaplan- Leiserson, n.d.). Contextual teaching and learning (CTL): A conception of teaching and learning that helps teachers relate subject matter content to real world...: Learning events that combine aspects of online and face-to-face instruction (Kaplan- Leiserson, n.d.). Contextual teaching and learning (CTL): A conception of teaching and learning that helps teachers relate subject matter content to real world...

Trevino-Anderson, Monika Raquel

2005-02-17

252

An Approach to the Teaching of Psychiatric Nursing in Diploma and Associate Degree Programs: A Method for Content Integration and Course Development in the Curriculum.  

ERIC Educational Resources Information Center

This report is for use by nurse educators concerned with curriculum development and by nursing service personnel wishing to provide quality care. Eight diploma schools and eight associate-degree programs were chosen to participate in the project as testing centers for the methods and materials. Content and learning experiences in…

Walsh, Joan E.; Taylor, Cecelia Monat

253

Meeting the Literacy Development Needs of Adolescent English Language Learners through Content-Area Learning. Part Two: Focus on Classroom Teaching and Learning Strategies  

ERIC Educational Resources Information Center

Today, English language learners (ELLs) represent an increasing proportion of U.S. middle and high school enrollment. As a result, mainstream content-area teachers are more likely than ever to have ELLs in their classrooms. At the same time, education policymakers and researchers are increasingly calling for improved academic literacy development…

Meltzer, Julie; Hamann, Edmund T.

2005-01-01

254

Informational needs of general practitioners regarding discharge medication: content, timing and pharmacotherapeutic advices  

Microsoft Academic Search

Objective To investigate the needs of Dutch general practitioners on discharge medication, both regarding content, timing and the appreciation\\u000a of pharmacotherapeutic advices from clinical pharmacists. Setting A general teaching hospital in Amsterdam, the Netherlands. Method A prospective observational study was performed. A questionnaire with regard to the content, optimal timing (including way\\u000a of information transfer) and appreciation of pharmacotherapeutic advices

Fatma Karapinar; Patricia M. L. A. van den Bemt; Jan Zoer; Giel Nijpels; Sander D. Borgsteede

2010-01-01

255

Teaching Mediated Public Relations.  

ERIC Educational Resources Information Center

Discusses approaches to teaching a mediated public relations course, emphasizing the World Wide Web. Outlines five course objectives, assignments and activities, evaluation, texts, and lecture topics. Argues that students mastering these course objectives will understand ethical issues relating to media use, using mediated technology in public…

Kent, Michael L.

2001-01-01

256

The Popcorn Book: A Diagnostic Teaching Unit.  

ERIC Educational Resources Information Center

Presents a diagnostic teaching unit designed to identify effective teaching strategies for fourth- or fifth-grade students with learning or behavior disorders. The unit uses "The Popcorn Book" (de Paola) for activities to evaluate the effectiveness of teaching strategies across the content areas of reading, writing, and mathematics. (CR)

Bock, Marjorie A.; Barger, Rita.

1998-01-01

257

How Students Learn and How Teachers Teach  

NSDL National Science Digital Library

In this chapter, the author explores the relationship between learning theories and teaching practices. It compares three features of scientific and educational theories, provides an overview of some historically noteworthy learning theories and the teaching practices they inform, reviews contemporary learning theories, and concludes with implications for teaching practice. This free selection also includes the Table of Contents, Preface, and Introduction.

Collins, Angelo

2002-01-01

258

TEACHING WEB DESIGN THROUGH COMMUNITYSERVICE PROJECTS  

Microsoft Academic Search

As the importance of the World Wide Web grows, universities are developing a number ofcourses that teach students about the World Wide Web. In traditional information systems courses such as Systems Analysis and Design, there is a base ofresearch on the content ofthe course, as well as the methods and approaches to teaching the material. However, in teaching about the

Jonathan Lazar

259

Authentic assessment of teaching in context  

Microsoft Academic Search

The demands of teaching more challenging content to more diverse learners suggest a need for teacher education that enables teachers to become more sophisticated in their understanding of the effects of context and learner variability on teaching and learning. Instead of implementing set routines, teachers need to become ever more skillful in their ability to evaluate teaching situations and develop

Linda Darling-Hammond; Jon Snyder

2000-01-01

260

The Lure of Learning in Teaching  

ERIC Educational Resources Information Center

Teaching entails the creation of connections among teacher, student, and content so that educational experiences can be had. Powerful teaching engages and recalls a lure of learning. To explore this lure, or love of learning, and its place in teaching, I first evoke a bit of what this attraction feels and looks like. Depicting this lure conveys…

Liston, Daniel P.

2004-01-01

261

An Introduction to Object-Oriented Programming with a Didactic Microworld: "objectKarel"  

ERIC Educational Resources Information Center

The objects-first strategy to teaching programming has prevailed over the imperative-first and functional-first strategies during the last decade. However, the objects-first strategy has created added difficulties to both the teaching and learning of programming. In an attempt to confront these difficulties and support the objects-first strategy…

Xinogalos, Stelios; Satratzemi, Maya; Dagdilelis, Vassilios

2006-01-01

262

Research on Sustainable Practice Teaching System of the Application-Oriented Specialty  

Microsoft Academic Search

Based on years of practice teaching experience, proposed the sustainable practice teaching system for the application-oriented specialty. The main methods included adopting project-oriented spiral level teaching method, performing hierarchical and modular design to practice teaching system, developing CEEUSRO to reform practice teaching system, implementing ability-oriented practice teaching and optimizing the practical teaching system through teaching content integration and innovation. Take

Yang Liu; Chunting Yang; Qunyi Zhou

2009-01-01

263

Thinking Physics for Teaching  

Microsoft Academic Search

ISBN: 0 306 45192 1 To give an idea about the purpose, content and background of this book, I will first quote extensively from its preface, which says the following: `The research in Physics Education has to do with the search for solutions to the complex problem of how to improve the learning and teaching of physics. The complexity of

P L Lijnse

1996-01-01

264

Reflections on Aesthetic Teaching  

ERIC Educational Resources Information Center

This article examines how it is possible to use the aesthetic process to enrich teaching practices in preschool and elementary school education. What is under scrutiny is the aesthetic dimension of a core curricular subject, the ultimate goal being to achieve an understanding of curricular content through aesthetic learning processes. For this…

Sotiropoulou-Zormpala, Marina

2012-01-01

265

Teaching Mathematics Using Steplets  

ERIC Educational Resources Information Center

This article evaluates online mathematical content used for teaching mathematics in engineering classes and in distance education for teacher training students. In the EU projects Xmath and dMath online computer algebra modules (Steplets) for undergraduate students assembled in the Xmath eBook have been designed. Two questionnaires, a compulsory…

Bringslid, Odd; Norstein, Anne

2008-01-01

266

Toolbox Learning Object Repository  

NSDL National Science Digital Library

The Toolbox Repository is a bank of learning objects available for teachers and trainers to download for free use with their learners. Learning objects are small chunks of e-learning content for easy download and delivery. Over 1500 learning objects supporting a range of industries, training packages and competency units are currently available in the repository. Learning objects range in size with some supporting units of competency and others at task level supporting one or more performance criteria. All of these learning objects provide the same type of engaging e-learning found in Toolboxes. Content is available for over 500 competencies and many of these learning objects can be adapted for use in different industry settings. Subject areas include: Manufacturing, Engineering, Electro-technology, Alternative Energy, Information Technology Training and Assessment, Laboratory Operations and Telecommunications.

2010-06-28

267

Using Debate to Teach Pharmacy Students About Ethical Issues  

PubMed Central

Objective. To create, implement, and evaluate debate as a method of teaching pharmacy undergraduate students about ethical issues. Design. Debate workshops with 5 hours of contact with student peers and facilitators and 5 hours of self-study were developed for second-year pharmacy students. Student development of various skills and understanding of the topic were assessed by staff members and student peers. Assessment. One hundred fifty students completed the workshops. The mean score for debating was 25.9 out of 30, with scores ranging from 23.2 to 28.7. Seventy percent of students agreed that the debates were a useful teaching method in the degree program. Conclusion. A series of workshops using debates effectively delivered course content on ethical issues and resulted in pharmacy students developing skills such as teamwork, peer assessment, communication, and critical evaluation. These findings suggest that pharmacy students respond favorably to a program using debates as a teaching tool. PMID:24761018

Hanna, Lezley-Anne; Barry, Johanne; Donnelly, Ryan; Hughes, Fiona; Jones, David; Laverty, Garry; Parsons, Carole; Ryan, Cristin

2014-01-01

268

Content in Health Education.  

ERIC Educational Resources Information Center

Six articles from health journals since 1898 discuss content in health education: (1) "Mental Health and the Schools" (Cromwell); (2) "You Must Relax--But How?" (Nash); (3) "School Hygiene and the Teaching of Hygiene in the Public Schools" (Egbert); (4) "A Sex Education Program" (Leibee); (5) "Sexual Education" (McCurdy); and (6) "Sex Education"…

Health Education (Washington D.C.), 1985

1985-01-01

269

Department of Teaching and Learning Course Information  

E-print Network

in learning and self motivation. Content Knowledge Standard #4: Content Knowledge ­ The teacher understandsDepartment of Teaching and Learning Course Information Teaching and Learning Elementary Education through class presentations and written work. INTASC Standards The Learner and Learning Standard #1

Hemmers, Oliver

270

[Puppet theatre as teaching strategy: a report of the experience].  

PubMed

The Didactics Applied to Care discipline is developed in the fifth semester of the nursing graduation course. It develops several theoretical-practical contents, among them, the teaching strategy. Our objective is to report the experience with the use of puppet theater to promote the oral health of children in a day nursery in the São Paulo East Zone. With this report we make it clear that the theoretical contents developed by the Didactics Applied to Care Discipline are essential to the practice of Health Education. The discipline allows us to develop multiple activities in the role of educator and in health promotion. PMID:22378529

Rampaso, Débora Alves de Lima; Doria, Maria Aparecida Gonçalves; de Oliveira, Maria Cláudia Martins; da Silva, Gilberto Tadeu Reis

2011-01-01

271

Teach Engineering: May the Force Be With You - Lift  

NSDL National Science Digital Library

This lesson for Grades 5-8 explores how engineers use Bernoulli's Principle to design airplane wings that produce lift. It is the first of four lessons about the key forces in flight: lift, weight, thrust, and drag. The lesson includes objectives, warm-up questions, background information for teachers, assessment questions, classroom activity, and web-based reference material. TeachEngineering is a Pathway project of the National Science Digital Library. It provides a large collection of teacher-tested, research-based content for K-12 teachers to connect real-world experiences with curricular content.

2011-10-09

272

Teaching Heritage  

NSDL National Science Digital Library

Subtitled "a professional development Website for teachers," Teaching Heritage is an impressive collection of information and resources for teaching Australian history and culture. There are eight main sections to the site: four offer teaching resources and four provide teaching units. The resource sections include an examination of different ways of defining heritage, an Australian heritage timeline, discussions of different approaches to teaching heritage through media, and outcomes-based approaches in teaching and assessing heritage coursework. The teaching units deal in depth with issues of citizenship, nationalism, Australian identities, and new cultural values. A Heritage Gallery features images of various culturally significant or representative places in Australia, such as New Italy, the Dundullimal Homestead, Australian Hall, Kelly's Bush, and many more. Obviously, teachers of Civics on the southern continent will find this site extremely useful, but the teaching units -- rich with texts and images -- also offer fascinating introductions for anyone interested in the issues of Australian nation-making.

273

Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience  

ERIC Educational Resources Information Center

The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students' perception of important information and motivation for learning. Because of that, students can better understand and remember key…

Ljubojevic, Milos; Vaskovic, Vojkan; Stankovic, Srecko; Vaskovic, Jelena

2014-01-01

274

Anthropology for the Schools: An Analysis of Selected Anthropology Curriculum Projects and Units with Content Ratings by Professional Anthropologists.  

ERIC Educational Resources Information Center

This thesis examines anthropology teaching materials for public schools in light of their characteristics -- subject content, rationale and objectives, antecedent conditions, evaluation, background of materials development -- and the determination of their accuracy and representation. The study also serves as a guide to types of anthropology…

Dynneson, Thomas L.

275

Measuring the Teaching Self-Efficacy of Science, Technology, Engineering, and Math Graduate Teaching Assistants  

ERIC Educational Resources Information Center

An instrument to measure the teaching self-efficacy of science, technology, engineering, and mathematics (STEM) GTAs is adapted from a general college teaching instrument (Prieto Navarro, 2005) for the specific teaching environment of the STEM GTAs. The construct and content validity and reliability of the final instrument are indicated. The final…

DeChenne, Sue Ellen; Enochs, Larry

2010-01-01

276

Teaching Chemical Engineers about Teaching  

ERIC Educational Resources Information Center

The Chemical and Biomolecular Engineering Department at The Ohio State University in collaboration with the University Center for the Advancement of Teaching developed the Chemical Engineering Mentored Teaching Experience. The Mentored Teaching Experience is an elective for Ph.D. students interested in pursuing faculty careers. Participants are…

Heath, Daniel E.; Hoy, Mary; Rathman, James F.; Rohdieck, Stephanie

2013-01-01

277

Teaching Morally and Teaching Morality  

ERIC Educational Resources Information Center

In this article, the authors introduce what they believe is an important distinction between teaching morality and teaching morally. In P-12 schools, the moral education debate often focuses on character education programs or other moral curricula. Such programs and curricula are championed as a means of teaching morality and transmitting moral…

Fenstermacher, Gary D.; Osguthorpe, Richard D.; Sanger, Matthew N.

2009-01-01

278

Impact of virtual learning environment (VLE): A technological approach to genetics teaching on high school students' content knowledge, self-efficacy and career goal aspirations  

NASA Astrophysics Data System (ADS)

This study examines the effect of a technology-based instructional tool 'Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. Keywords: Technology-based instruction, Self-Efficacy, career goals and Adequate Yearly Progress (AYP).

Kandi, Kamala M.

279

Writing Objectives.  

ERIC Educational Resources Information Center

The general procedures used to develop educational objectives for the National Assessment of Educational Progress are outlined, as are the procedures used to develop writing objectives. Four objectives related to writing skills are stated: "write to communicate adequately in a social situation"; "write to communicate adequately in a business or…

Norris, Eleanor L.

280

Using Knowledge Packets in Teacher Education to Develop Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

Physical education teachers need to know their content and also how to teach their content. These two forms of knowledge are not the same. They can be distinguished as knowledge needed to perform content, called common content knowledge; and additional knowledge needed to teach the content, called specialized content knowledge. It is clear from…

Ward, Phillip; Ayvazo, Shiri; Lehwald, Harry

2014-01-01

281

Context and Culture in Language Teaching.  

ERIC Educational Resources Information Center

Second language teaching is viewed from the perspective that its core objective is to teach the cultural context of discourse in the target language, rather than to teach the traditional four language skills and culture as a fifth component. The discussion begins with an examination of the context of communication within the classroom, suggesting…

Kramsch, Claire

282

Problem Orientation in Physical Geography Teaching.  

ERIC Educational Resources Information Center

States that the introduction of real, quantitative problems in classroom and field teaching improves scientific rigor and leads more directly to applied studies. Examines the use of problems in an introductory hydrology course, presenting teaching objectives and the full course structure to illustrate their integration with other teaching modes.…

Church, Michael

1988-01-01

283

The Complementary Teaching of Physics and Music Acoustics - The Science of Sound  

NASA Astrophysics Data System (ADS)

The results of some up-to-date solutions referring to teaching physics as a part of educational reform in Serbia, can be negative in a great deal to content and scope of teaching process which has existed so far. Basic course and characteristics of those solutions mean decreasing the number of classes of full-time physics teaching. Such tendencies are unjustified for many reasons, and the basic one is that physics is the foundation of understanding not only natural science, but also art and music (optics and acoustics respectively) and physical education (statics and dynamics). As a result of all this, there is necessity to have natural lessons of physics with the teachers of subjects such as music, art and physical education. The main objective of it is to conclude one good quality teaching cycle, and make student acquire new as well as revise their knowledge in different subjects.

Milicevic, D.; Markusev, D.; Nesic, Lj.; Djordjevic, G.

2007-04-01

284

Online multiple intelligence teaching tools (On-MITT) for enhancing interpersonal teaching activities  

NASA Astrophysics Data System (ADS)

The theories of Multiple Intelligence (MI) used in this paper apply to students with interpersonal intelligence who is encouraged to work together in cooperative groups where interpersonal interaction is practiced. In this context, students used their knowledge and skills to help the group or partner to complete the tasks given. Students can interact with each other as they learn and the process of learning requires their verbal and non-verbal communication skills, co-operation and empathy in the group. Meanwhile educators can incorporate cooperative learning in groups in the classroom. On-MITT provides various tools to facilitate lecturers in preparing e-content that applies interpersonal intelligence. With minimal knowledge of Information and Technology (IT) skills, educators can produce creative and interesting teaching activities and teaching materials. The objective of this paper is to develop On-MITT prototype for interpersonal teaching activities. This paper addressed initial prototype of this study. An evaluation of On-MITT has been completed by 20 lecturers of Malaysian Polytechnics. Motivation Survey Questionnaire is used as the instrument to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence. Based on the findings, the On-MITT can facilitate educators to prepare teaching materials that are compatible for interpersonal learner.

Mohamad, Siti Nurul Mahfuzah; Salam, Sazilah; Bakar, Norasiken; Sui, Linda Khoo Mei

2014-07-01

285

SODA: Smart Objects, Dumb Archives  

Microsoft Academic Search

We present the Smart Object, Dumb Archive (SODA) model for digital libraries (DLs). The SODA model transfers functionality traditionally associated with archives to the archived objects themselves. We are exploiting this shift of responsibility to facilitate other DL goals, such as interoperability, object intelligence and mobility, and heterogeneity. Objects in a SODA DL negotiate presentation of content and handle their

Michael L. Nelson; Kurt Maly; Mohammad Zubair; Stewart N. T. Shen

1999-01-01

286

Ecology, Elementary Teaching Guide.  

ERIC Educational Resources Information Center

In an effort to provide background information and encourage incorporation of ecological understandings into the curriculum, this teacher's guide has been devised for fourth and fifth grade teachers. It utilizes an activity-oriented approach to discovery and inquiry, outlining behavioral objectives, learning activities, teaching suggestions, and…

Gross, Iva Helen

287

Teaching About the Law.  

ERIC Educational Resources Information Center

The practitioner-oriented book provides objectives and goals, learning activities, resources, teaching techniques, and other sources helpful for K-12 teachers developing, planning, and implementing law education programs in the social studies classroom. The first chapter examines the role of the law and society, goals for instruction, and law for…

Gerlach, Ronald A.; Lamprecht, Lynne W.

288

Teaching Simple Machines.  

ERIC Educational Resources Information Center

Presents several fun activities and teacher demonstrations which simplify terms and condense science concepts for teaching about the lever, wedge, wheel and axle, screw, pulley, and the inclined plane. Includes objectives, materials, procedures, suggested follow-up assignments, and diagrams. (RT)

Atwater, Mary M.

1988-01-01

289

The Design of Network Teaching Environment and the Internet Addiction of College Students  

Microsoft Academic Search

With the expanding of network teaching, more and more college students begin to addict to the internet, so the design of more scientific network teaching environment is given more attention nowadays. In network teaching, not only the teaching content should be emphasized, but also a safe network teaching environment should be provided. This paper investigates the relationship between the network

Caiyun Gao; Qingjun Li

2010-01-01

290

Objective lens  

NASA Technical Reports Server (NTRS)

An objective lens and a method for using same. The objective lens has a first end, a second end, and a plurality of optical elements. The optical elements are positioned between the first end and the second end and are at least substantially symmetric about a plane centered between the first end and the second end.

Olczak, Eugene G. (Inventor)

2011-01-01

291

Nursing Objects Library  

NSDL National Science Digital Library

Created and maintained by Mesa Community College this large collection of material offers hands on tools and learning objects and would be of great use to nursing faculty, staff and students alike. The easy to navigate site is well organized with a topical set of links including assessments, systems, concepts, disciplines, basics and pharmacology. There is also a search box which remains displayed no matter where a user roams on the site. By navigating through the menu and choosing from topical areas like hematology, cardiac or neurological, users can then go on to explore case studies, assessments, diagnostic tools, patient teaching and much more.

2006-11-01

292

TeachEngineering: Resources for K-12 Annotations  

NSDL National Science Digital Library

The TeachEngineering digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Engineering lessons connect real-world experiences with curricular content already taught in K-12 classrooms. Mapped to educational content standards, TeachEngineering's comprehensive curricula are hands-on, inexpensive, and relevant to children's daily lives.

2005-02-23

293

Pedagogical Declarations: Feminist Engagements with the Teaching Statement  

ERIC Educational Resources Information Center

To produce a teaching statement, current and aspiring teachers undertake the ostensibly straightforward task of putting their teaching philosophy onto paper. But upon close examination, the teaching statement--a seemingly simple object--is much more complex. The teaching statement is full of dual functions, many of which can be conceived of as…

Brown, Sarah; Collard, Rosemary-Claire; Hoogeveen, Dawn

2014-01-01

294

Differential Objective Function.  

ERIC Educational Resources Information Center

Item response theory (IRT) has been used extensively to study differential item functioning (dif) and to identify potentially biased items. The use of IRT for diagnostic purposes is less prevalent and has received comparatively less attention. This study addressed differential objective function (dof) to identify potentially biased content units.…

Kino, Mary M.; And Others

295

Swallowed Object  

MedlinePLUS

... coins, safety pins, buttons, bones, wood, glass, magnets, batteries or other foreign objects. Problems may arise when ... are sharp, or contain corrosive materials (such as batteries). 187008 InteliHealth 2011-12-12 t InteliHealth Medical ...

296

Vague objects  

E-print Network

Peter Unger's puzzle, the problem of the many, is an argument for the conclusion that we are grossly mistaken about what kinds of objects are in our immediate surroundings. But it is not clear what we should make of Unger's ...

Ólafur Páll Jónsson

2001-01-01

297

Trusted Objects  

SciTech Connect

In the world of computers a trusted object is a collection of possibly-sensitive data and programs that can be allowed to reside and execute on a computer, even on an adversary's machine. Beyond the scope of one computer we believe that network-based agents in high-consequence and highly reliable applications will depend on this approach, and that the basis for such objects is what we call ''faithful execution.''

CAMPBELL,PHILIP L.; PIERSON,LYNDON G.; WITZKE,EDWARD L.

1999-10-27

298

Teaching to Make Disciples in a Higher Education Online Learning Environment: A Comparison of the Literature of Online Learning, the Objectives and Practices of Three Christian Colleges, and the Letters of Paul  

ERIC Educational Resources Information Center

This dissertation explores engaging students in spiritual formation and discipleship in the online environment. This researcher begins with the proposition that the letters of Paul are examples of distance teaching and distance learning. The effectiveness of the letters of Paul in engaging their recipients in spiritual formation and discipleship…

Morris, Raymond E.

2012-01-01

299

My thoughts on teaching.  

PubMed

The Pfizer Distinguished Teacher Award, presented annually to a faculty member at each college or school of veterinary medicine in the United States, is the most prestigious teaching award in veterinary medicine. Originally this award was known as the Norden Award, named in honor of Carl J. Norden, founder of Norden Laboratories, but since 1963 it has been sponsored by Pfizer Animal Health. Awardees are selected by their individual colleges and schools based on the following criteria: teaching excellence in lectures, laboratories, and/or clinical settings; support of student learning and development outside of traditional venues, such as by counseling, advising of specialty clubs, and so on (extracurricular activities); and character and leadership. Students, peers, and administrators provide input into the various criteria. Each of the 28 colleges or schools of veterinary medicine in the United States is invited to submit the dossier of their awardee to a national selection committee sponsored by the Association of American Veterinary Medical Colleges (AAVMC). It gives me great pleasure to note that the committee has awarded the 2008 Pfizer Teaching Award to Dr. Bonnie Smith, Associate Professor of Anatomy, Embryology, and Physiology at the Virginia-Maryland Regional College of Veterinary Medicine (VMRCVM) at Virginia Tech. Dr. Smith began her faculty service at VMRCVM in 1991, and previous to that spent four years on the faculty at North Carolina State University. Her ability to make a positive impact in the lives of students and their learning has become legendary over the years. Likewise, as a member of the Curriculum Board (Committee) and serving on various course design teams, Dr. Smith has been a steadying force in guiding the curriculum through various iterations. Helping students and faculty keep a sense of balance throughout these changes has been one of her major contributions. As a testament to her long-term teaching excellence, Dr. Bonnie Smith has received at least 22 different awards and citations for teaching excellence, two of which came very early in her career while she was at North Carolina State University. Most notable among these many awards is the fact that she is now a three-time recipient of the Pfizer Teaching Award. Dr. Smith has also been nominated by Student AVMA for a Teaching Excellence Award in Basic Sciences and has received an Honorable Mention, Teacher of the Year Award from the AVMA. Additionally, she has received an Alumni Teaching Award and a University Award for Teaching Excellence, and she has been elected to the Virginia Tech Academy of Teaching Excellence. Each of these three awards recognizes the best educators on Virginia Tech's faculty. Students have been very articulate in their praise of Dr. Smith's teaching. The comments received include "She has developed a unique teaching style that infuses traditional lectures with her unrelenting energy while never sacrificing content or complexity" and "She approaches the material from many angles, with clear verbalization of concepts, creatively utilizing stories and metaphors for clarification." Finally, a very fitting comment that illustrates her impact on her students: "Outside the classroom, Dr. Smith also influences many of us by serving as a strong female role model. In the face of life's hardships, she perseveres with an unshakably positive spirit. She encourages us to excel in all we do within the walls of our school and in our own lives." Peers have likewise been most complimentary of Dr. Smith's abilities as an educator. Examples from her nomination packet include the following: "Dr. Smith is truly a Master Teacher of the college. She has consistently demonstrated exemplary qualities of teaching, dedication and work ethic. She has received every teaching award the College has to offer and is consistently recognized by students, peers and the University" and "She epitomizes the qualities we have come to associate with teaching excellence. First and foremost is her dedication and c

Smith, Bonnie J

2009-01-01

300

Multidimensional Teaching  

ERIC Educational Resources Information Center

Multidimensional mathematics teaching, as discussed in this article encourages the use of context in mathematics teaching and learning to help teachers better recognize and build upon the cultural and social resources students bring to the classroom. Such efforts can impact students' performance and can help students make sense of decisions…

Berry, Robert Q., III; Ellis, Mark W.

2013-01-01

301

Team Teaching.  

ERIC Educational Resources Information Center

Recounts one Montessori teacher's experience team teaching in a secondary Montessori classroom. Illustrates how a conflict over decision making with a co-teacher helped to create better relationships with students in the classroom and better communication on the teaching team. Contends that resolving issues of conflict between teachers is vital…

Fisher, Stephen

2003-01-01

302

Rational Teaching.  

ERIC Educational Resources Information Center

The recognition of teaching as a special relationship among individuals is currently being overlooked in much contemporary educational research and policymaking. The author examines the philosophy of rationality in teaching and relates it to the educational vision presented in George Orwell's novel, "Nineteen Eighty-Four." (CB)

Macmillan, C. J. B.

1985-01-01

303

[Teaching Improvement].  

ERIC Educational Resources Information Center

The theme of this Indiana University-Bloomington newsletter is campus teaching improvement. Anya Royce outlines efforts of the Dean of Faculties Office to help improve teaching overall and especially the training of graduate student instructors, called associate instructors (AIs). Training AIs in three departments is described: Cathy Pons for…

Campus Report, 1987

1987-01-01

304

Teach Engineering: Discovering Friction  

NSDL National Science Digital Library

This inquiry-based lesson for Grades 6-9 introduces the concept of friction as a force that impedes motion when two surfaces are in contact. Students use a spring scale to measure the frictional force between a moving coffee mug and the surface it slides on. This resource includes background information for teachers, suggestions for lesson introduction and closure, and extension activities. TeachEngineering is a Pathway project of the National Science Digital Library. It provides a large collection of teacher-tested, research-based content for K-12 teachers to connect real-world experiences with curricular content.

2011-10-11

305

History Major Learning Objectives and Assessment Plan  

E-print Network

History Major Learning Objectives and Assessment Plan The department approved = exemplary 3 = competent 2 = needs improvement 1 = poor In the fall of 2011 history faculty adopted necessary for practicing history, and which particular skills we needed to teach more effectively

Cantlon, Jessica F.

306

University of Canterbury Statement of Objectives  

E-print Network

of the high international reputation of the University of CanteUniversity of Canterbury Statement of Objectives 2003 to 20051 INTRODUCTION The University high quality research centres and an array of research programmes.2 The University's teaching

Hickman, Mark

307

Multimedia content description framework  

NASA Technical Reports Server (NTRS)

A framework is provided for describing multimedia content and a system in which a plurality of multimedia storage devices employing the content description methods of the present invention can interoperate. In accordance with one form of the present invention, the content description framework is a description scheme (DS) for describing streams or aggregations of multimedia objects, which may comprise audio, images, video, text, time series, and various other modalities. This description scheme can accommodate an essentially limitless number of descriptors in terms of features, semantics or metadata, and facilitate content-based search, index, and retrieval, among other capabilities, for both streamed or aggregated multimedia objects.

Bergman, Lawrence David (Inventor); Kim, Michelle Yoonk Yung (Inventor); Li, Chung-Sheng (Inventor); Mohan, Rakesh (Inventor); Smith, John Richard (Inventor)

2003-01-01

308

Growing Teachers: Using Electives to Teach Senior Residents How to Teach  

ERIC Educational Resources Information Center

Objective: Many physicians teach but few are taught how to teach, particularly through pedagogical interventions. The authors describe a method for teaching curriculum development and classroom skills to psychiatric residents using an elective in the fourth postgraduate year. Methods: An elective in pedagogy provided a framework for the planning,…

Martins, Alexandra R.; Arbuckle, Melissa R.; Rojas, Alicia A.; Cabaniss, Deborah L.

2010-01-01

309

An MBO Approach to Teaching Organizational Communication.  

ERIC Educational Resources Information Center

Describes the management by objectives approach to teaching organizational communication, where students set their own objectives and deadlines for the course and arrange a "contract" with the instructor, resulting in better student motivation. (SR)

Roebuck, Deborah Britt

1989-01-01

310

Handbook of College Science Teaching  

NSDL National Science Digital Library

Are you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative new Handbook of College Science Teaching . The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for new practices in the college classroom. The 38 chapters--each written by experienced, award-winning science faculty--are organized into eight sections: � Attitudes and motivations (including research on science anxiety) � Active learning � Factors affecting learning � Innovative teaching approaches (such as the use of primary literature, fieldwork, and inquiry labs) � Use of technology for both teaching and student research � Special challenges, such as teaching effectively to culturally diverse or learning disabled students � Pre-college science instruction � Improving instruction No other book fills the Handbook's unique niche as a definitive guide for science professors in all content areas. It even includes special help for those who teach non-science majors at the freshman and sophomore levels. The Handbook is ideal for graduate teaching assistants in need of a solid introduction, senior faculty and graduate coordinators in charge of training new faculty and grad students, and mid-career professors in search of reinvigoration.

2006-01-01

311

The Relationship between Approaches to Teaching, Approaches to E-Teaching and Perceptions of the Teaching Situation in Relation to E-Learning among Higher Education Teachers  

ERIC Educational Resources Information Center

This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to teaching ranged from a focus on the teacher and the taught content to a focus on the student and their learning, resembling those reported in previous…

Gonzalez, Carlos

2012-01-01

312

Teaching for Content: Greek Mythology in French.  

ERIC Educational Resources Information Center

An intermediate-level university French course in Greek mythology was developed to (1) improve student skills in reading, writing, speaking, and comprehending French, (2) familiarize students with Greek mythology, and (3) prepare students to deal better with allusions to Greek mythology in French literature. The texts used are a French translation…

Giauque, Gerald S.

313

Intimate objects  

Microsoft Academic Search

We present a preliminary and ongoing study into intimate objects: technological devices for maintaining intimacy at a distance. We use the notion of critical technical practice to provide a theoretical framework on which to base our designs, building devices that differ from mass communication devices in three ways: they are for couples in a relationship to communicate with each other,

Joseph'Jofish' Kaye; Liz Goulding

2004-01-01

314

Content Area Reading and Learning: Instructional Strategies.  

ERIC Educational Resources Information Center

This book offers strategies to help educators become increasingly effective in teaching various areas in content area reading and learning. The book includes the following chapters: "Content Area Reading: A Historical Perspective" (E. Dishner and M. Olson); "Content Area Reading: Current State of the Art" (T. Bean and J. Readence); "The Role of…

Lapp, Diane; And Others

315

Whiteboard documentation through foreground object detection and stroke classification  

Microsoft Academic Search

Digitization of classroom content has been receiving widespread attention in recent days. The whiteboard\\/blackboard contents are valuable components of classroom contents. Capturing these contents in the presence of foreground objects has been a challenging task. In this paper we propose a model for whiteboard content documentation through foreground object detection. These detected object regions are inpainted with the recent whiteboard

N. Prabhu; R. P. Kumar; T. Punitha; Raman Srinivasan

2008-01-01

316

A Model for Teaching Information Design  

ERIC Educational Resources Information Center

The author presents his views on the teaching of information design. The starting point includes some general aspects of teaching and learning. The multidisciplinary structure and content of information design as well as the combined practical and theoretical components influence studies of the discipline. Experiences from working with a model for…

Pettersson, Rune

2011-01-01

317

Teaching and Research: Independent, Parallel, Unequal.  

ERIC Educational Resources Information Center

Empirical findings from reports appearing between 1949 and 1984 were studied to determine (1) whether research activities contribute to perceived effectiveness of classroom teaching and (2) to what extent good teaching and scholarly productivity contribute to salary improvements. Based on previous content analyses found in the literature search, a…

White, Arden

318

Teaching Language Minority Students through the Newspapers.  

ERIC Educational Resources Information Center

The newspaper can be a stimulating and effective teaching resource in the English-as-a-Second-Language (ESL) classroom, bilingual classroom, or any class with limited-English-proficient (LEP) students. ESL teachers can use English-language newspapers to teach both basic language skills and content areas (math, science, social studies). Mainstream…

Olivares, Rafael; Lisi-Pawlak, Clorinda

319

Preservice Elementary Teachers' Beliefs about Science Teaching  

ERIC Educational Resources Information Center

In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers' self-reported comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques, and science content. Participants included 166 preservice teachers from three different US…

Yilmaz-Tuzun, Ozgul

2008-01-01

320

Teaching through Mnemonics in Elementary School Classrooms  

ERIC Educational Resources Information Center

Mnemonics and songs are used to help students excel and build are their knowledge in all content areas. This method of teaching and reinforcement of information helps students to commit new information to memory and continue to use this material throughout their lives. Using mnemonics is a lessons way to teach and make the classroom a unique…

Waite-McGough, Arianne

2012-01-01

321

Department of Teaching and Learning Course Information  

E-print Network

. The following course is aligned to this course: · EDSC 323: Teaching and Learning Secondary Education INTASC, and that encourage positive social interaction, active engagement in learning and self motivation. Content Knowledge and structures of the discipline he or she teaches and creates learning UNLV ­ College of Education Preparing

Hemmers, Oliver

322

Advice for New Faculty Teaching Undergraduate Science  

Microsoft Academic Search

This article contains advice for our colleagues and is a product of experience gained in our first years of teaching undergraduate chemistry at the university level. Our intent is to help new professors conserve time in performing the administrative tasks of undergraduate lecture courses so that they can devote more attention to developing teaching methods and course content. Our hope

Sarah L. Keller; Andri L. Smith

2006-01-01

323

The Role of Emotion in Teaching  

Microsoft Academic Search

Associated with the recent research results of emotion psychology, the paper addresses the role of emotion in teaching from five aspects. The author presents that emotion plays a primary role of internalization and regulation in the process of teaching and directly restricts the accepting of course contents, the mastery of academic knowledge, the internalization of learning motivation, the regulation of

Jianzhong Qiao

324

TEACHING THE EDUCABLE MENTALLY RETARDED, PRACTICAL METHODS.  

ERIC Educational Resources Information Center

THIS VOLUME ADDRESSES ITSELF DIRECTLY TO PROBLEMS RELATED WITH TEACHING THE EDUCABLE MENTALLY RETARDED, AND CONTAINS NON-TECHNICAL INFORMATION, SUGGESTIONS, EXAMPLES, AND METHODS OF TEACHING FROM THE PREREADINESS STAGE TO THE PREVOCATIONAL AREAS. THE CONTENTS WHICH ARE DIRECTED TO PARENTS, TEACHERS, AND OTHER WORKERS DISCUSS CHARACTERISTICS OF THE…

GARTON, MALINDA DEAN

325

Teaching the Mathematically Gifted: Featuring a Teacher  

Microsoft Academic Search

In this article I investigate successful teaching of gifted students focusing on an outstanding mathematics teacher, A. R. Mayzelis, who had been teaching for over half a century in St. Petersburg's mathematics school. As one of his former students, in this case study I perform content analysis of a book A. R. Maizelis: In Memoriam (Karp, 2007) in two directions.

Roza Leikin

2011-01-01

326

Teaching the Human Dimension of Science  

NSDL National Science Digital Library

Teachers have the important responsibility of providing students with accurate and engaging science content while also helping them establish authentic views of scientists. Though there are numerous curriculum materials to assist in the teaching of scienc

Farland-Smith, Donna; Mccomas, William

2009-07-01

327

Teaching Aids  

ERIC Educational Resources Information Center

Provides evaluations of several aids for teaching chemistry. Included are The Use of Chemical Abstracts, Practical Technical Writing, Infrared Spectroscopy Programs, and a film titled "You Can't Go Back." (RH)

Barnard, W. Robert, Ed.

1976-01-01

328

Teaching Materials  

ERIC Educational Resources Information Center

A review of teaching materials, including filmstrips on writing skills, on Hawthorne, Melville, and Poe; and a review of paperback series on Black literature and contemporary literature--all geared primarily to grades seven through twelve. (JB)

Early, Margaret; Searles, John R.

1971-01-01

329

Project Approach: Teaching. Second Edition.  

ERIC Educational Resources Information Center

The primary objective of the action research chronicled (in English and Chinese) in this book was to shift the teaching method used by preschool teachers in Hong Kong from a teacher-directed mode by training them to use the Project Approach. The secondary objective was to measure children's achievement while using the Project Approach, focusing on…

Ho, Rose

330

Object Oriented Classes, Objects, Inheritance,  

E-print Network

simplifyPoly() {} public polynomial subPoly(polynomial px) {} } #12;Properties of an Object · The big 3, but does not guarantee, information hiding. ­ i.e. In Java you can have encapsulated data (Ruby, C++, Java) · Private variables are only visible from within the same class as they are created

Carette, Jacques

331

Changing Content Instruction through Action Research.  

ERIC Educational Resources Information Center

Discusses ways to get teachers involved in the process of evaluating and changing their methods of instruction--using the example of teaching content material through round robin reading and discussion. (FL)

Santa, Carol M.; And Others

1987-01-01

332

Student Perception of Caring Teaching in Physical Education  

ERIC Educational Resources Information Center

Student perceptions of caring physical education teaching were examined. Critical incident forms eliciting descriptions of caring teaching were administered to 518 United States elementary and secondary students. The forms were content analyzed and coded inductively to reveal 11 clusters of perceived caring teaching: showed me how to do a skill,…

Larson, Anne

2006-01-01

333

SCHOOL OF TEACHING & CURRICULUM LEADERSHIP Master of Science  

E-print Network

ADMISSION PACKET SCHOOL OF TEACHING & CURRICULUM LEADERSHIP Master of Science Teaching, Learning and Leadership Option: Elementary, Middle, Secondary, and K-12 Education Admissions Packet Contents 74078 (405) 744-9483 coe.grad.studies@okstate.edu #12;School of Teaching and Curriculum Leadership (STCL

Veiga, Pedro Manuel Barbosa

334

Graduate Students' Perspectives on Effective Teaching  

ERIC Educational Resources Information Center

This study employed data collected over an 8-year period in which graduate students' perspectives on effective teaching were collected during a class exercise. The data were organized into three categories: (a) "teaching competence" (knowledge of content and teaching), (b) "relationships with students" (having the best…

Hill, Lilian H.

2014-01-01

335

Effective Evaluation of Teaching: A Guide for Faculty and Administrators  

ERIC Educational Resources Information Center

This book compiles several essays about effective evaluation of teaching. Contents of this publication include: (1) Conducting Research on Student Evaluations of Teaching (William E. Addison and Jeffrey R. Stowell); (2) Choosing an Instrument for Student Evaluation of Instruction (Jared W. Keeley); (3) Formative Teaching Evaluations: Is Student…

Kite, Mary E., Ed.

2012-01-01

336

New Pedagogy and New Content: The Case of Statistics  

Microsoft Academic Search

Summary Statistical education now takes place in a new social context. It is in?uenced by a movement to reform the teaching of the mathematical sciences in general. At the same time, the changing nature of our discipline demands revised content for introductory instruction, and technology strongly in?uences both what we teach and how we teach. The case for substantial change

David S. Moore

1997-01-01

337

Teaching Resource Guide Center for Teaching Excellence  

E-print Network

Teaching Resource Guide 2013-2014 Center for Teaching Excellence Office of Undergraduate Studies for Teaching Excellence Reproduce with permission only Center for Teaching Excellence, University of Maryland, 2301 Marie Mount Hall, College Park, MD 20742 #12;1 Teaching Resource Guide August 2013 Welcome

Aydilek, Ahmet

338

The Effects of The Content Enhancement Model in College Algebra  

E-print Network

The purpose of this study was to investigate The Content Enhancement Model in the field of college algebra in a mid-western community college. The Content Enhancement Model is a teaching technique that teachers use to help students acquire...

VanCleave, Janet Milleret

2010-04-26

339

Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development  

E-print Network

level student teachers’ and interns’ initial full-time teaching experiences. In the first article 13 elementary and seven middle grade student teachers’ are examined based on differences between pedagogical content knowledge and content knowledge...

Piccolo, Diana Lynne

2009-05-15

340

What's New in Teaching History.  

ERIC Educational Resources Information Center

Discusses changing concepts of important topics in teaching history--away from a "political/diplomatic" approach to a "social history" approach that includes broader topics, such as urbanization, shifts in social structures and classes, and crime and resistance. Shows evidence of this shift in content requirements, tests of Advanced-Placement…

Fain, George

1998-01-01

341

Energy and Education: Teaching Alternatives.  

ERIC Educational Resources Information Center

This publication is a collection of energy education articles for the classroom teacher. Most of these articles suggest energy education activities and projects that may be used as is or modified to fit classroom conditions. Two energy mini-units are included as well as a collection of energy lesson plans. Contents include: (1) Teaching About the…

Posthuma, Fredrick E., Ed.

342

Changing Societal Roles and Teaching.  

ERIC Educational Resources Information Center

This handbook for home economics teachers as well as those teaching social studies and consumer education is designed to provide content and numerous student activities that explore the nature and effects of changing roles in society, particularly sex-related roles. The handbook begins with a brief section containing ten short single paragraph…

Dow, Ruth McNabb

343

Teaching Social Studies through Literature  

ERIC Educational Resources Information Center

Suggests ways to use eight literary works in social studies teaching. Works include Sophocles'"Antigone," Shikibu's "The Tale of Genji," Austen's "Pride and Prejudice," Tolstoy's "War and Peace," Camus'"The Stranger," and Ellison's "The Invisible Man." Analyzes each work's theme, content, and style; relationship to social studies issues; and…

Massalias, Byron G.; And Others

1978-01-01

344

Identified Sins in Teaching Reading.  

ERIC Educational Resources Information Center

This paper cites as selected taboos in teaching reading (identified by educators very frequently) the following: (1) homogeneous grouping; (2) round robin reading; (3) use of textbooks and workbooks in the curriculum; (4) individual endeavors in school work; (5) memorization of content; and (6) the controlled vocabulary in reading. The paper…

Ediger, Marlow

345

TeachMeFinance.com  

NSDL National Science Digital Library

TeachMeFinance.com is a clearly written educational guide to financial concepts by Mark McCracken. Contents span the time value of money, annuities, perpetuities, interest rates, probability, and stock valuation, among others, and a question and answer section allows students to test their knowledge or share comments and questions by email.

346

Teaching Soft Skills Employers Need  

ERIC Educational Resources Information Center

This study identifies the soft skills community colleges teach in an office technology course and determines whether the skills taught are congruent with the soft skills employers require in today's entry-level office work. A qualitative content analysis of a community college office technology soft skills course was performed using 23 soft…

Ellis, Maureen; Kisling, Eric; Hackworth, Robbie G.

2014-01-01

347

Teaching Undergraduates to Think Archivally  

ERIC Educational Resources Information Center

This case study describes efforts in the L. Tom Perry Special Collections to build and teach an undergraduate course to develop archival literacy skills in undergraduate students. The article reviews current models of archival instruction and describes how these were applied in creating the course content. An evaluation of the course's outcomes…

Nimer, Cory L.; Daines, J. Gordon, III

2012-01-01

348

Teaching plastic surgery from different perspectives.  

PubMed

Just as everyone has a different learning style, teachers too approach the task from different perspectives. There are five basic teaching perspectives or styles: transmission, apprenticeship, developmental, nurturing, and social justice. The acronym BIAS is useful to describe the beliefs, intentions, assessments, and strategies associated with each perspective. The authors present a hypothetical 1-week rotation in plastic and reconstructive surgery in which a student encounters instructors who embody the five basic teaching perspectives. By presenting these perspectives, the authors introduce valuable teaching techniques that can benefit all those charged with the education of learners along the spectrum from premedical to continuing education venues. Educational objectives include the following: (1) explain and illustrate different approaches to effective teaching in plastic surgery; (2) introduce readers to the Teaching Perspectives Inventory as a means of determining their primary teaching style; and (3) argue for a "plurality of the good" in teaching. PMID:22634660

Cable, Christian; Chong, Tae; Pratt, Daniel D

2012-06-01

349

The Contents of My Backpack  

ERIC Educational Resources Information Center

As Mr. Goldman empties his backpack, his philosophy of teaching spills out, along with an interesting assortment of odds and ends. In this article Mr. Goldman describes the contents of his L.L. Bean daypack with two large compartments in the back, a smaller forward compartment, and a little zippered pocket in the very front, along with his…

Goldman, Arthur

2004-01-01

350

Discussion on Reformation of Biotechnological Pharmacy Experimental Teaching  

NASA Astrophysics Data System (ADS)

This article constructs a “comprehensive-designable-innovation” multi-level experimental teaching model, through integrating related disciplines courses, updating biopharmaceutical experiment teaching content, adding designing and innovation experiment item. During the teaching, the teacher mobilizes and stimulates the students’ learning interest, enthusiasm and initiative fully by adopting the opening experiment teaching mode. The experiment not only consolidates the students’ theory knowledge, makes them master the basic skills of biological pharmacy experiment, but also cultivates the students’ independent innovating and independent ability.

Wen, Zhang; Yanjun, Li; Qiao, Zeng

351

Incorporating English Language Teaching through Science for K-2 Teachers  

ERIC Educational Resources Information Center

English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in "J Res Sci Teach" 45(6):726-747, 2008; Stoddart et al. in "J Res Sci Teach" 39(8):664-687, 2002) and therefore need specific accommodations to achieve in both English and the content areas.…

Shanahan, Therese; Shea, Lauren M.

2012-01-01

352

Tracking unique objects.  

PubMed

Is content addressable in the representation that subserves performance in multiple-object-tracking (MOT) experiments? We devised an MOT variant that featured unique, nameable objects (cartoon animals) as stimuli. There were two possible response modes: standard, in which observers were asked to report the locations of all target items, and specific, in which observers had to report the location of a particular object (e.g., "Where is the zebra?"). A measure of capacity derived from accuracy allowed for comparisons of the results between conditions. We found that capacity in the specific condition (1.4 to 2.6 items across several experiments) was always reliably lower than capacity in the standard condition (2.3 to 3.4 items). Observers could locate specific objects, indicating a content-addressable representation. However, capacity differences between conditions, as well as differing responses to the experimental manipulations, suggest that there may be two separate systems involved in tracking, one carrying only positional information, and one carrying identity information as well. PMID:17557588

Horowitz, Todd S; Klieger, Sarah B; Fencsik, David E; Yang, Kevin K; Alvarez, George A; Wolfe, Jeremy M

2007-02-01

353

Design, Development, and Validation of Learning Objects  

ERIC Educational Resources Information Center

A learning object is a small, stand-alone, mediated content resource that can be reused in multiple instructional contexts. In this article, we describe our approach to design, develop, and validate Shareable Content Object Reference Model (SCORM) compliant learning objects for undergraduate computer science education. We discuss the advantages of…

Nugent, Gwen; Soh, Leen-Kiat; Samal, Ashok

2006-01-01

354

An exploration for research-oriented teaching model in biology teaching.  

PubMed

Training innovative talents, as one of the major aims for Chinese universities, needs to reform the traditional teaching methods. The research-oriented teaching method has been introduced and its connotation and significance for Chinese university teaching have been discussed for years. However, few practical teaching methods for routine class teaching were proposed. In this paper, a comprehensive and concrete research-oriented teaching model with contents of reference value and evaluation method for class teaching was proposed based on the current teacher-guiding teaching model in China. We proposed that the research-oriented teaching model should include at least seven aspects on: (1) telling the scientific history for the skills to find out scientific questions; (2) replaying the experiments for the skills to solve scientific problems; (3) analyzing experimental data for learning how to draw a conclusion; (4) designing virtual experiments for learning how to construct a proposal; (5) teaching the lesson as the detectives solve the crime for learning the logic in scientific exploration; (6) guiding students how to read and consult the relative references; (7) teaching students differently according to their aptitude and learning ability. In addition, we also discussed how to evaluate the effects of the research-oriented teaching model in examination. PMID:25076039

Xing, Wanjin; Mo, Morigen; Su, Huimin

2014-07-01

355

Student Evaluation of Teaching Effectiveness: An Assessment of Student Perception and Motivation.  

ERIC Educational Resources Information Center

Evaluated key factors motivating students to participate in teaching evaluation. Found that students generally consider an improvement in teaching to be the most attractive outcome. The second most attractive outcome was using teaching evaluations to improve course content and format. Using teaching evaluations for a professor's tenure, promotion,…

Chen, Yining; Hoshower, Leon B

2003-01-01

356

How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice  

Microsoft Academic Search

This study emerged from a consideration of how some beginning primary school teachers cope when faced with teaching science. Primary teachers typically lack science content knowledge and therefore the science pedagogical content knowledge (PCK) that enables them to teach science. Aspects of a group of beginning primary school teachers' science teaching practices were consequently examined in order to understand better

Ken Appleton

2003-01-01

357

Faculty Views on the Appropriateness of Teaching Undergraduate Psychology Courses Online  

ERIC Educational Resources Information Center

This study examines faculty views concerning the appropriateness of teaching specific undergraduate psychology courses in an online format. Faculty express concern about teaching methodology and counseling/clinical content courses online, but endorse teaching introductory and nonclinical content courses in either format; faculty report diverse…

Mandernach, B. Jean; Mason, Teresa; Forrest, Krista D.; Hackathorn, Jana

2012-01-01

358

mEducator: A Best Practice Network for Repurposing and Sharing Medical Educational Multi-type Content  

NASA Astrophysics Data System (ADS)

Although there is an abundance of medical educational content available in individual EU academic institutions, this is not widely available or easy to discover and retrieve, due to lack of standardized content sharing mechanisms. The mEducator EU project will face this lack by implementing and experimenting between two different sharing mechanisms, namely, one based one mashup technologies, and one based on semantic web services. In addition, the mEducator best practice network will critically evaluate existing standards and reference models in the field of e-learning in order to enable specialized state-of-the-art medical educational content to be discovered, retrieved, shared, repurposed and re-used across European higher academic institutions. Educational content included in mEducator covers and represents the whole range of medical educational content, from traditional instructional teaching to active learning and experiential teaching/studying approaches. It spans the whole range of types, from text to exam sheets, algorithms, teaching files, computer programs (simulators or games) and interactive objects (like virtual patients and electronically traced anatomies), while it covers a variety of topics. In this paper, apart from introducing the relevant project concepts and strategies, emphasis is also placed on the notion of (dynamic) user-generated content, its advantages and peculiarities, as well as, gaps in current research and technology practice upon its embedding into existing standards.

Bamidis, Panagiotis D.; Kaldoudi, Eleni; Pattichis, Costas

359

On Teaching.  

ERIC Educational Resources Information Center

This collection of lectures includes the following contributions from faculty at the University of Colorado at Boulder: (1) "Aloof Professors and Shy Students" (Patricia Nelson Limerick); (2) "Teaching the Thundering Herd: Surviving in a Large Classroom" (Charles R. Middleton); (3) "The Scientist as a Story Teller" (R. Igor Gamow); (4) "Active…

Shea, Mary Ann, Ed.

360

Teaching Roberto  

Microsoft Academic Search

This paper is a case study in the form of a teacher's personal diary of experiences during a semester teaching a class of academically at-risk high school students. It focuses on the interactions among the teacher, the class, and Roberto, a student with negligible English skills. Because of his lack of proficiency in English, discovered later, Roberto began the semester

Michael Courtney

2005-01-01

361

Teaching Tennis  

ERIC Educational Resources Information Center

This article describes an approach to teaching the basic skills of tennis to students in grades 4 and 5. It relates a five-lesson unit suitable to a near-weekly class schedule. The author found it effective when seeing his students as infrequently as once every four days for fifty minutes.

Breag, Daniel

2005-01-01

362

Teaching Symbiosis.  

ERIC Educational Resources Information Center

Argues that the meaning of the word "symbiosis" be standardized and that it should be used in a broad sense. Also criticizes the orthodox teaching of general principles in this subject and recommends that priority be given to continuity, intimacy, and associated adaptations, rather than to the harm/benefit relationship. (Author/JN)

Harper, G. H.

1985-01-01

363

Teaching Integrity  

ERIC Educational Resources Information Center

Articles about academic honesty seem either to begin with an example of egregious deceit in American schools or to claim that dishonesty is worse than ever. However great may be the forces influencing students to lie or cheat, educators, at all levels and in all settings, must push back by holding students accountable and by teaching about…

Dichtl, John

2003-01-01

364

Teaching Strings.  

ERIC Educational Resources Information Center

Intended primarily for use by instrumental music teachers who do not have a major concentration in strings, this guide provides pertinent basic resources, materials, teaching--learning expectation, and a general overall guide to achievement levels at various stages of development. Discussions are presented of Choosing the Proper Method Book,…

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.

365

SODA: Smart Objects, Dumb Archives  

NASA Technical Reports Server (NTRS)

We present the Smart Object, Dumb Archive (SODA) model for digital libraries (DLs). The SODA model transfers functionality traditionally associated with archives to the archived objects themselves. We are exploiting this shift of responsibility to facilitate other DL goals, such as interoperability, object intelligence and mobility, and heterogeneity. Objects in a SODA DL negotiate presentation of content and handle their own terms and conditions. In this paper we present implementations of our smart objects, buckets, and our dumb archive (DA). We discuss the status of buckets and DA and how they are used in a variety of DL projects.

Nelson, Michael L.; Maly, Kurt; Zubair, Mohammad; Shen, Stewart N. T.

2004-01-01

366

TEACHING ASSISTANT EVALUATION Please complete the information below and return completed form to Monica Rose in the Graduate School  

E-print Network

TEACHING ASSISTANT EVALUATION Please complete the information below and return completed form to Monica Rose in the Graduate School Name of Graduate Teaching Assistant (first & Last): Department below are some typical job related objectives associated with Graduate Teaching Assistantships

Rose, Annkatrin

367

University Physics Teaching in Reduced Circumstances.  

ERIC Educational Resources Information Center

Proposes that more cost-effective physics teaching could be achieved if methods of teaching and learning were substantially revised from the point of view of the desired objectives and if teachers recognized the need for continuing professional development in this area. Also recommends more student self-assessment, both as an economical measure…

Elton, Lewis

1997-01-01

368

How to Teach Adults. Leadership Pamphlet #5.  

ERIC Educational Resources Information Center

This pamphlet on teaching adults is the fifth of 16 in a series to provide leaders in adult activities with sound introductory material to give practical help in using a method of adult education or working in a particular area. Its objective is to help adult teachers in a variety of institutional settings who specialize in teaching many different…

Adult Education Association of U.S.A., Washington, DC.

369

Teaching Development Geography: Observations from the Periphery.  

ERIC Educational Resources Information Center

Approaches to teaching the dynamics of development at South Africa's National University of Lesotho are criticized. Teaching development geography, which focuses on articulation and class formation and which rejects the spatial approach, is detrimental to the geography department. The objective should be to provide technical skills unavailable…

Wellings, Paul

1983-01-01

370

Teaching Practice: A Cross-Professional Perspective  

ERIC Educational Resources Information Center

Background/Context: This study investigates how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The work is located within research on professional education, and research on the teaching and learning of practice. Purpose/Objective/Research Question/Focus of Study: The purpose of the study is to…

Grossman, Pamela; Compton, Christa; Igra, Danielle; Ronfeldt, Matthew; Shahan, Emily; Williamson, Peter

2009-01-01

371

Teaching Energy Awareness. Environmental Education Series.  

ERIC Educational Resources Information Center

The major objective of the 32 activities in this teaching guide is to make students aware of energy issues. Although the activities are designed for students in grades 4-12, they can be adapted for younger students and for adults. Departing from the standard expository approaches found in most curriculum materials, these teaching strategies…

Gore, Patrick D.; And Others

372

Teaching and learning apheresis medicine: The Bermuda Triangle in Education.  

PubMed

Apheresis Medicine has evolved markedly due to an explosion of knowledge and technology, whereas the time available for training has shrunk as curricula have become increasingly overloaded. Apheresis teaching has inherited a strong clinical context where real patient problems are used in a hands-on environment. To optimize instruction, those involved in the education of apheresis professionals need to have (1) knowledge of how clinical laboratory medicine education has developed as a field, (2) an understanding of what is known from theory and research about how people learn, and (3) the skills to design teaching/learning activities in ways consistent with literature-based principles of adult education. These developments in education provide a context for curriculum projects currently underway by the American Society for Apheresis. Teachers must determine which competencies are central to the essence of a trained professional. Specific, robust, learning objectives targeted toward the development of higher levels of thinking, professional attitudes, and requisite skills are formulated to guide the learner toward mastering those competencies. Curriculum is developed for each objective, consisting of content and the best teaching/learning methods to help learners attain the objective. Appropriate assessment strategies are identified to determine whether the objective is being achieved. The integration of objectives, curriculum, and assessment creates The Bermuda Triangle of Education (Richter, The Circle of Learning and Bermuda Triangle in Education, University of New Mexico School of Medicine, 2004). When educators do not effectively navigate The Bermuda Triangle of Education, learning may disappear into the murky depths of confusion and apathy. When successfully navigated, the result will be a significant learning experience that leads to transformation through education. PMID:20824624

Crookston, Kendall P; Richter, Deana M

2010-01-01

373

"It's Not Their Job to Share Content": A Case Study of the Role of Senior Students in Adapting Teaching Materials as Open Educational Resources at the University of Cape Town  

ERIC Educational Resources Information Center

Inspired by the Massachusetts Institute of Technology's landmark decision to make its teaching and learning materials freely available to the public as OpenCourseWare (OCW), many other higher education institutions have followed suit sharing resources now more generally referred to as Open Educational Resources (OER). The University of Cape…

Hodgkinson-Williams, Cheryl; Paskevicius, Michael

2013-01-01

374

UNF graduates of the B.A.E program in Mathematics Education will demonstrate mastery of content knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical task assessments in core, major, and clinical experi  

E-print Network

. Critical Thinking Skills · Helps students develop concepts through a variety of methods. · Pose critical knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical include: 1. Assignments and formal assessments to demonstrate knowledge. 2. Completion of critical tasks

Asaithambi, Asai

375

A Process Approach to Teaching Thematic Instruction.  

ERIC Educational Resources Information Center

This paper presents information on using a process approach to teaching thematic instruction in preservice teacher education. Section 1 offers a junior block thematic mini-unit designed to give students intensive practice in a specific content area by designing a thematic topic in the content area and by developing lessons on three or four related…

Murray, Ann

376

Understanding, Designing, and Teaching LGBT Issues  

Microsoft Academic Search

This article will provide a context as well as content for teaching LGBT issues within HRD. In order to frame both context and content, the article begins with a discussion of queer theory. It then surveys employment laws that protect LGBT people around the world. Because LGBT issues intersect HRM and HRD, and because of the scarcity of LGBT issues

Julie Gedro

2010-01-01

377

Threshold Concepts and Student Engagement: Revisiting Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

This article revisits the notion that to facilitate quality learning requires teachers in higher education to have pedagogical content knowledge. It constructs pedagogical content knowledge as a teaching and learning space that brings content and pedagogy together. On the content knowledge side, it suggests that threshold concepts, akin to a…

Zepke, Nick

2013-01-01

378

Teaching War Literature, Teaching Peace  

ERIC Educational Resources Information Center

This article explores literature taught in three different courses and the peace education approaches used for each, including epics in literature courses, Vietnam War literature, and literature of anger and hope. The author recommends the teaching of war literature as an essential part of a peace education curriculum. Devastating events such as…

Powers, Janet M.

2007-01-01

379

Teaching Performance Tests as Dependent Measures in Instructional Research.  

ERIC Educational Resources Information Center

The need for common measures in research on teaching is legend, and the merits of teaching performance tests to meet this requirement are explored here. A regression study where teacher performance tests were used as dependent measures is described. Sixth-four subjects were given objective-based lessons to teach. During their lesson, they were…

Baker, Eva L.

380

The Limited Role of Expert Guidelines in Teaching Psychopharmacology  

ERIC Educational Resources Information Center

Objective: To consider the limited usefulness of expert guidelines for teaching psychopharmacology. Method: Potential problems using expert guidelines for teaching psychopharmacology are reviewed. Results: Expert guidelines are an important contribution to the growth of evidence-based psychiatry. As such, they may also be used to teach

Salzman, Carl

2005-01-01

381

Analysis of interaction and learning in instrumental teaching  

Microsoft Academic Search

The object of the study was to describe and analyse instrumental teaching and learning, and increase our knowledge about how different patterns of interaction affect students' opportunities to learn. Data consisted of 5 hours of videotaped and transcribed guitar and brass teaching sessions. In order to elucidate the complex phenomenon of instrumental teaching, the study combines compatible theories for application

Anna-Lena Rostvall; Tore West

2003-01-01

382

Psychiatrists' Role in Teaching Human Sexuality to Other Medical Specialties  

ERIC Educational Resources Information Center

Objectives: This article addresses the potential role for psychiatrists in teaching sexuality to other medical disciplines. Methods: The authors searched PsycNet and PubMed/MEDLINE for pertinent articles and studies from the period between 1990 and 2009 using the terms human sexuality; teaching human sexuality; teaching methods; education and…

Dunn, Marian E.; Abulu, John

2010-01-01

383

Techniques for Teaching German: A Series of Demonstration Films.  

ERIC Educational Resources Information Center

This manual, to be used in conjunction with 10 demonstration films on the teaching of German in introductory college courses, serves as a guide to the objectives and teaching techniques illustrated in each of the films. The films demonstrate to future teachers of German workable teaching techniques designed to produce specific competencies and…

Mueller, Klaus A.

384

e-Learning Seoul National University e-Teaching & Learning  

E-print Network

e-Learning Seoul National University e-Teaching & Learning http://etl.snu.ac.kr #12;about eTL eTL ? eTL(e-Teaching & Learning) , , , , . e , , , , , , , , , (, ) , SSO(Single Sign On) , , #12;e-Teaching & Learning System 4 1. Moodle Moodle Modular Object

Bahk, Saewoong

385

TeachAstronomy.com - Digitizing Astronomy Resources  

NASA Astrophysics Data System (ADS)

Teach Astronomy—a new, free online resource—can be used as a teaching tool in non-science major introductory college level astronomy courses, and as a reference guide for casual learners and hobbyists. Digital content available on Teach Astronomy includes: a comprehensive introductory astronomy textbook by Chris Impey, Wikipedia astronomy articles, images from Astronomy Picture of the Day archives and (new) AstroPix database, two to three minute topical video clips by Chris Impey, podcasts from 365 Days of Astronomy archives, and an RSS feed of astronomy news from Science Daily. Teach Astronomy features an original technology called the Wikimap to cluster, display, and navigate site search results. Development of Teach Astronomy was motivated by steep increases in textbook prices, the rapid adoption of digital resources by students and the public, and the modern capabilities of digital technology. This past spring semester Teach Astronomy was used as content supplement to lectures in a massive, open, online course (MOOC) taught by Chris Impey. Usage of Teach Astronomy has been steadily growing since its initial release in August of 2012. The site has users in all corners of the country and is being used as a primary teaching tool in at least four states.

Hardegree-Ullman, Kevin; Impey, C. D.; Austin, C.; Patikkal, A.; Paul, M.; Ganesan, N.

2013-06-01

386

COGNITION, ACTION, AND OBJECT MANIPULATION  

PubMed Central

Although psychology is the science of mental life and behavior, it has paid little attention to the means by which mental life is translated into behavior. One domain where links between cognition and action have been explored is the manipulation of objects. This article reviews psychological research on this topic, with special emphasis on the tendency to grasp objects differently depending on what one plans to do with the objects. Such differential grasping has been demonstrated in a wide range of object manipulation tasks, including grasping an object in a way that reveals anticipation of the object's future orientation, height, and required placement precision. Differential grasping has also been demonstrated in a wide range of behaviors, including one-hand grasps, two-hand grasps, walking, and transferring objects from place to place as well as from person to person. The populations in whom the tendency has been shown are also diverse, including nonhuman primates as well as human adults, children, and babies. Meanwhile, the tendency is compromised in a variety of clinical populations and in children of a surprisingly advanced age. Verbal working memory is compromised as well if words are memorized while object manipulation tasks are performed; the recency portion of the serial position curve is reduced in this circumstance. In general, the research reviewed here points to rich connections between cognition and action as revealed through the study of object manipulation. Other implications concern affordances, Donders' Law, and naturalistic observation and the teaching of psychology. PMID:22448912

Rosenbaum, David A.; Chapman, Kate M.; Weigelt, Matthias; Weiss, Daniel J.; van der Wel, Robrecht

2012-01-01

387

Teach Engineering: May the Force Be With You: Weight  

NSDL National Science Digital Library

This lesson is the second of a four-part unit for Grades 5-8 on the key forces in flight: lift, weight, thrust, and drag. Weight is the measure of the gravitational force that pulls the airplane back to earth. The force of lift must be greater than the weight of the aircraft to enable it to climb. The lesson helps students understand the difference between mass and weight as they investigate wing design and factors that produce lift. The lesson includes objectives, warm-up questions, background information for teachers, assessment questions, classroom activity, and web-based reference material. TeachEngineering is a Pathway project of the National Science Digital Library. It provides a large collection of teacher-tested, research-based content for K-12 teachers to connect real-world experiences with curricular content.

2011-10-09

388

Teach Engineering: May the Force Be With You: Thrust  

NSDL National Science Digital Library

This lesson is the third of a four-part unit for Grades 5-8 on the key forces in flight: lift, weight, thrust, and drag. In this lesson students will study how propellers and jet turbines generate thrust. It focuses on Newton's Third Law of Motion, which states that for every action there is an equal and opposite reaction. The lesson includes objectives, warm-up questions, background information for teachers, assessment questions, classroom activity, and web-based reference material. TeachEngineering is a Pathway project of the National Science Digital Library. It provides a large collection of teacher-tested, research-based content for K-12 teachers to connect real-world experiences with curricular content.

2011-10-10

389

Who Is Teaching Psychopharmacology? Who Should Be Teaching Psychopharmacology?  

ERIC Educational Resources Information Center

Objective: To review the current status of psychopharmacology education for medical students, residents, and practitioners in psychiatry and other specialties. Methods: A search of the MEDLINE and PsychInfo data bases was conducted using four keywords: pharmacology, psychopharmacology, teaching, and student. Additional references were obtained…

Dubovsky, Steven L.

2005-01-01

390

[Migration phenomena and urbanization as an object lesson: Mauritania].  

PubMed

Mauritania had been a country of nomads traveling long distances to water holes, cemeteries, and oases. A teacher was responsible for teaching young children about the Koran. The best students attended a traveling university to receive personalized teaching at a higher level. Between 1965 and 1988, the spatial distribution of the population changed considerably (nomads, 78% vs. 12%; settled rural dwellers, 15% vs. 41% [45% in 1977]; urban dwellers, 8% vs. 47%). The leading reasons for a settled life, especially in 1965-1980, were desertification and aridity and their effects on water sources and grazing lands. Other contributing factors included iron and copper mining, creation of new states after the war in the Western Sahara, birth of new towns (e.g., the capital Nouakchott), and suppression of slavery. Urbanization grew 10%/year (20%/year for Nouakchott between 1962-1977) after independence. The new towns were mining and industrial centers. Spatial redistribution of the population is a vast and fruitful subject to include in teaching curricula at all levels (primary, secondary, and postsecondary) and for almost all disciplines (e.g., geography, history, civics, and mathematics). The author has provided a model curriculum for grades 1 through 6 of primary school. For example, contents for 6th grade history and geography include causes for the shift from a nomadic lifestyle to a sedentary lifestyle and urbanization, impact on the family and the environment, international migrations, and case study of a town. The author also lists comprehensive knowledge, proficiency, and behavior objectives. Behavior objectives are: participant in manual activities and agricultural work; help uprooted classmates better integrate themselves in a new welcoming milieu; support rural development efforts; and preserve or strengthen links between the city and rural areas through exchange visits and correspondence. Using arrows on a map to show the flow of nomads from departure zones to arrival zones helps visually demonstrate the migrations. PMID:12286407

Fahem, A K

1993-03-01

391

Objects: visualization of behavior and state  

Microsoft Academic Search

Animated program visualization can be used to support innovative instructional methods for teaching beginners about objects, their behavior, and state. In this paper, we present a discussion of methods that define object behavior and character (class)-level state variables that track state changes for 3D animated objects in small virtual worlds. We have found that character-level methods provide a means to

Wanda Dann; Toby Dragon; Stephen Cooper; Kevin Dietzler; Kathleen Ryan; Randy Pausch

2003-01-01

392

Why Teach Kinematics?  

NASA Astrophysics Data System (ADS)

The development of two new units for the Powerful Ideas in Physical Science (PIPS) Project of the American Association of Physics Teachers, funded by the National Science Foundation has motivated another look at the learning and teaching of kinematics and force. These and some of the other units of the PIPS Project are unique in that they advocate and model a particular student understanding driven approach to instruction as opposed to the more common content driven approach. Several novel ways to view the results of using these new motion and force materials are introduced and made possible by a diagnostic capable of indicating the degree of presence of multiple views (the Force and Motion Conceptual Evaluation by Thornton and Sokoloff). The performance of individuals on pre and post diagnostic measures ranges widely from almost no change to more than 6 standard deviations. Factors are identified which appear to differentiate the student performances. The identification of these factors motivated additional rounds of modifications to the materials, departing even further from a content driven orientation toward an even more student understanding driven approach. The resulting instruction appears to induce routinely even under adverse teaching and learning conditions 2.5 standard deviations change in the class average on the pre to the post instruction diagnostic scores.

Dykstra, Dewey

2002-05-01

393

Teaching product development by deterministic design  

E-print Network

The objective of this work was to develop a deterministic design and teaching process for the creation of new products ranging from books, to music, to consumer products. The foundation of the process is the Peer-Review ...

Graham, Marc Miller

2006-01-01

394

Teaching Engineering  

NSDL National Science Digital Library

Purdue University has one of the strongest schools of engineering in the United States, and they remain committed to providing new and interesting materials about the art and science of teaching engineering to their students. Professors Phillip C. Wankat and Frank S. Oreovicz recently created this very helpful textbook to aid engineering educators in the classroom, and it is exciting to see that it is available online here for free. Visitors can download the entire book, or they can just browse around through some of the seventeen chapters. These chapters include "Problem Solving and Creativity", "Lectures", and "Learning Theories". Additionally, there are several helpful appendices, such as "Obtaining an Academic Position" and "Sample Teaching Course Outline". Overall, it's an exemplary resource, and one that will be most useful to engineering educators. These materials can be used in a variety of engineering courses, including those that deal with chemical and mechanical engineering.

395

Breastfeeding information in pharmacology textbooks: a content analysis.  

PubMed

Women often need to take medicines while breastfeeding and pharmacists need to provide accurate information in order to avoid undue caution about the compatibility of medicines and breastfeeding. The objective of this study was to review information provided about breastfeeding in commonly used pharmacology textbooks. We asked 15 Australian universities teaching pharmacy courses to provide a list of recommended pharmacology textbooks in 2011. Ten universities responded, generating a list of 11 textbooks that we analysed for content relating to breastfeeding. Pharmacology textbooks outline the mechanisms of actions of medicines and their use: however, only a small emphasis is placed on the safety/compatibility of medicines for women during breastfeeding. Current pharmacology textbooks recommended by Australian universities have significant gaps in their coverage of medicine use in breastfeeding. Authors of textbooks should address this gap, so academic staff can recommend texts with the best lactation content. PMID:23957179

Amir, Lisa H; Raval, Manjri; Hussainy, Safeera Y

2013-07-01

396

Teaching Literature to Adolescents: Poetry.  

ERIC Educational Resources Information Center

Because most poetry education is ineffectual, this book attempts to help the teacher stimulate student interest in poetry by (1) suggesting a rationale and objectives for teaching poetry, (2) warning the teacher to avoid those poems for which he has no personal enthusiasm and to avoid overexplaining those poems he likes, (3) urging, for example,…

Dunning, Stephen

397

Physics teaching at a distance  

Microsoft Academic Search

A subject such as physics which relies heavily on practical experiments is a challenge to teach in the form of a distance course. You must make choices as to whether the course includes experiments and if so on what level. With an objective that it is more important to establish concepts than to verify physical laws through precise measurements, it

Peter Gustafsson

2002-01-01

398

Teaching in a Cold Environment.  

ERIC Educational Resources Information Center

Instructors who teach outdoors in an environment so cold as to cause injury must satisfy program objectives while avoiding cold injury to themselves and students, help students focus on learning instead of discomfort, and alleviate some students' intense fear of the cold. Dealing with the cold successfully requires a thorough knowledge of:…

Ewert, Alan

399

English Teaching Assistantships  

E-print Network

teaching, and teaching in elementary and secondary schools world- wide. · Was established in 1946 by the UEnglish Teaching Assistantships English Teaching Assistantships (ETAs) are offered in many Western Hemisphere For more information visit: http://us.fulbrightonline.org/thinking_teaching

Karonis, Nicholas T.

400

Teaching ethics in a Masters Program in Public Health in Lithuania  

PubMed Central

This article aims to present 10?years of experience of teaching ethics in a Masters Program in Public Health in Lithuania, and to discuss the content, skills, teaching approach and tools of this programme. In addition, the article analyses the links between ethics and law, identifies the challenges of the teaching process and suggests future teaching strategies. The important role of teaching ethics in countries that are in transition owing to a radically changing value system is emphasised. PMID:17601872

Jakusovaite, Irayda; Bankauskaite, Vaida

2007-01-01

401

Teaching Science Through Inquiry  

NSDL National Science Digital Library

The word inquiry brings many different ideas to mind. For some teachers, it may evoke fears of giving up control in the classroom or spending countless hours preparing lessons. For others, it may imply losing the focus of instructional objectives while students pursue answers to their own questions. And for many, teaching science through inquiry is perceived as intriguing but unrealistic. But inquiry doesn't have to cause anxiety for teachers. Simply stated, inquiry is an approach to learning that involves exploring the world and that leads to asking questions, testing ideas, and making discoveries in the search for understanding.

Morgan, Emily; Ansberry, Karen

2007-01-01

402

Authoring of Learning Objects in Context  

ERIC Educational Resources Information Center

Learning objects and content interchange standards provide new possibilities for e-learning. Nevertheless the content often lacks context data to find appropriate use for adaptive learning on demand and personalized learning experiences. In the Remotely Accessible Field Trips (RAFT) project mobile authoring of learning content in context has shown…

Specht, Marcus; Kravcik, Milos

2006-01-01

403

DEPTH DIFFUSION OBJECTS (DEDIO) -A SEAMLESS OBJECT-BASED APPROACH FOR TV APPLICATIONS  

E-print Network

proposes a novel and seamless object-based method for visual contents fusion called "Depth Diffusion Object the object with new background images we use membrane harmonizing applying directional constrained diffusion. In the developed MPEG-4 standard, video coding is performed for each object unit known as "Video Object Plane (VOP

Wichmann, Felix

404

Object-Oriented Programming 2CSE 1325: Object-Oriented Programming in Java  

E-print Network

1 Object-Oriented Programming in Java 2CSE 1325: Object-Oriented Programming in Java Take control, practice! #12;2 3CSE 1325: Object-Oriented Programming in Java Course Contents · Introduction to object large, high-quality software systems. 4CSE 1325: Object-Oriented Programming in Java Buzzwords

Lei, Jeff Yu

405

Teaching for Multiple Intelligences in Undergraduate Education  

NASA Astrophysics Data System (ADS)

Multiple intelligences theory has only recently entered the teaching and learning dialogue in education and research. It is argued that despite the rhetoric of a student centred approach, nurse education remains wedded to conventional teaching approaches, which fail to engage with the individual and unwittingly silence the student's voice. This study examines the concept of Multiple Intelligences (MI) and outlines Gardner's contention that the brain functions using eight intelligences, which can be employed to improve learning at an individual level.

Denny, Margaret

406

Two Integrated Teaching Buildings Two Integrated Teaching Buildings  

E-print Network

Draft Plan Two Integrated Teaching Buildings #12;Two Integrated Teaching Buildings Effort to avoid sightline and to reduce screening effect. #12;Two Integrated Teaching Buildings Perspective #12;Two Integrated Teaching Buildings Perspective #12;Two Integrated Teaching Buildings Perspective #12;Two

Huang, Jianwei

407

Teaching Fractions  

NSDL National Science Digital Library

This research guide provides suggestions for specialists and teachers looking to improve fraction instruction in their classrooms or schools. The guide starts with ideas for introducing fraction concepts in kindergarten and early elementary school and continues with activities and teaching strategies designed to help older students understand fraction magnitudes and computational procedures involving fractions. It then examines ways of helping students use fractions to solve rate, ratio, and proportion problems. Each recommendation includes a brief summary of supporting research and descriptions of classroom activities that can be used to implement the recommendation.

Fazio, Lisa; Siegler, Robert

2012-01-01

408

Technology in the Teaching of Neuroscence: Enhanced Student Learning  

NSDL National Science Digital Library

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Dr. John D. Griffin (College of William and Mary Department of Biology)

2003-09-01

409

PROGRESS IN TEACHING PREVENTIVE MEDICINE IN MEDICAL SCHOOLS  

E-print Network

During recent years the teaching of preventive medicine has been discussed so widely in North America and in Great Britain that it now is possible to state certain general principles which are rather widely accepted in the English-speaking countries. On both sides of the Atlantic committees after considering the matter seriously have made their recommendations. In the fall of 1946 a five-day meeting attended by approximately a hundred persons was held in Ann Arbor, Michigan, for teachers of preventive medicine in the United States and Canada. The purpose of this meeting was to provide opportunity for full discussion of the objectives, course content, and methods of teaching the subject in the light of present-day thinking. During the day papers were presented and discussed and in the evenings committees met. Their reports, with slight modifications, were adopted by the Conference for inclusion in the Proceedings.1 There are many points in common among the ideas of all the different groups which have given mature consideration to the question. In October of 1944, Dr. Harry S. Mustard, chairman of a committee of the Association of American Medical Colleges,6 reported after a five-year study, making recommendations concerning the teaching of preventive medicine to medical undergraduates. Several reports have

Hugh R. Leavell

410

A Pilot Study Integrating Visual Form and Anthropological Content for Teaching Children Ages 6 to 11 about Cultures and Peoples of the World; Specifically, the Preparation of a Danced Presentation with Lecture Interpreting Some of the Cultural Values in West and Central African Communities. Final Report.  

ERIC Educational Resources Information Center

A pilot study was conducted to demonstrate the use of dance as a method for improving and extending curriculum content of world cultures in elementary schools. The secondary objectives emphasized nonverbal experience as a means of interpreting the patterns of cultural values in West and Central Africa. Most of the 41 presentations of the dance…

Primus, Pearl E.

411

Connecting Research to Teaching: Guidelines for Teaching Plane Isometries in Secondary School.  

ERIC Educational Resources Information Center

Presents results from research aimed to design and experiment with a set of units for teaching plane isometries in grades 3 through 12 and applies the van Hiele model of geometric reasoning to isometries. Includes a table of characteristics of teaching objectives for the van Hiele Levels in Isometries. (MKR)

Jaime, Adela; Gutierrez, Angel

1995-01-01

412

A Multi-Level Assessment of a Program to Teach Medical Students to Teach  

ERIC Educational Resources Information Center

Few longitudinal programs exist to teach senior students (MS4s) to be teachers, nor have there been any reports of comprehensive program evaluation in this area. The primary objectives of this study were to describe our ongoing faculty development effort and to develop a multi-level program evaluation, using Dixon's model. The TALKS (Teaching and…

Blatt, Benjamin; Greenberg, Larrie

2007-01-01

413

This is the first of a series of tutorials that will teach you how to build useful, real-world websites with dynamic content in a fun and easy way, using ASP.NET and C#.  

E-print Network

how to build useful, real- world websites with dynamic content in a fun follow in designing an interface to your own final database project the following website: http://www.microsoft.com/express/Downloads/ Click on Download

414

Use and teaching of pneumatic otoscopy in a family medicine residency program  

PubMed Central

Abstract Objective To determine to what extent FPs teach and use pneumatic otoscopy and to identify the chief influences on this behaviour. Design Mixed-methods descriptive study conducted between March and May 2011. Setting The family medicine residency program at Laval University in Quebec city, Que. Participants Directors of the family medicine teaching units (FMTUs), teachers, and residents. Methods We used questionnaires to assess the availability of pneumatic otoscopy equipment in 12 FMTUs, current behaviour and behavioural intention among physicians (residents and teachers) to use or teach pneumatic otoscopy, and facilitators and barriers to these practices. We also conducted 2 focus groups to further explore the facilitators of and barriers to using pneumatic otoscopy. We used descriptive statistics for quantitative data, transcribed the qualitative material, and performed content analysis. Main findings Eight of the 12 FMTUs reported having pneumatic otoscopy equipment. Four had it in all of their consulting rooms, and 2 formally taught it. Nine (4%) of 211 physicians reported regular use of pneumatic otoscopy. Mean (SD) intention to teach or use pneumatic otoscopy during the next year was low (2.4 [1.0] out of 5). Teachers identified improved diagnostic accuracy as the main facilitator both for use and for teaching, while residents identified recommendation by practice guidelines as the main facilitator for use. All physicians reported lack of availability of equipment as the main barrier to use. The main barrier to teaching pneumatic otoscopy reported by teachers was that they did not use it themselves. In focus groups, themes of consequences, capabilities, and socioprofessional influences were most dominant. Residents clearly identified role modeling by teachers as facilitating the use of pneumatic otoscopy. Conclusion Pneumatic otoscopy is minimally used and taught in the family medicine residency program studied. Interventions to increase its use should target identified underlying beliefs and facilitators of and barriers to its use and teaching. PMID:24029515

Ouedraogo, Eva; Labrecque, Michel; Cote, Luc; Charbonneau, Katerine; Legare, France

2013-01-01

415

Addition of Functional Content during Core Content Instruction with Students with Moderate Disabilities  

ERIC Educational Resources Information Center

The purpose of this investigation was to add functional content during core content instruction of language arts, science, and math. The investigation involved three middle school students with moderate disabilities who participated in the state's alternate assessment. During instruction using a constant time delay procedure to teach required…

Collins, Belva C.; Hager, Karen L.; Galloway, Carey Creech

2011-01-01

416

Children and objects: affection and infection  

E-print Network

Children and objects: affection and infection Bio Statement: Liz Jones is Professor of Early Studies and Children and Childhood. Liz has over twenty years experience of teaching in both mainstream is the desire for children to have a to have a better, more just and equitable society whilst simultaneously

Hickman, Mark

417

Presencing Culture: Ethnology Museums, Objects, and Spaces  

ERIC Educational Resources Information Center

Ethnology museums are pedagogical. As educators attempting to make sense of how museums teach about the world, the authors of this article are especially interested in how ethnology museums curate otherness through objects, texts, and spaces, and how these combine to present a narrative of others. Ellsworth has referred to this as the…

Gaudelli, William; Mungur, Amy

2014-01-01

418

The Emergence of Objects from Mathematical Practices  

ERIC Educational Resources Information Center

The nature of mathematical objects, their various types, the way in which they are formed, and how they participate in mathematical activity are all questions of interest for philosophy and mathematics education. Teaching in schools is usually based, implicitly or explicitly, on a descriptive/realist view of mathematics, an approach which is not…

Font, Vicenc; Godino, Juan D.; Gallardo, Jesus

2013-01-01

419

AMOF: The Amazing Mathematical Object Factory  

NSDL National Science Digital Library

Combinatorial objects are everywhere. How many ways are there to make change for $1 using unlimited numbers of coins of all denominations? Each way is a combinatorial object. AMOF is part encyclopedia and part calculator, a teaching tool that generates mathematical permutations for such combinatorial objects as subsets and combinations, partitions, magic squares, and Fibonacci sequences by allowing the user to define the parameters of discrete objects. The Object Factory returns a list of all objects that satisfy those parameters. The site can be used to learn more about many types of discrete mathematical structures; descriptions of objects progress in complexity for students at different levels. For more advanced materials, see the Combinatorial Object Server (COS).

Ruskey, Frank

2007-12-25

420

Teach Engineering: Spectroscopy  

NSDL National Science Digital Library

This resource is a standards-based curricular unit for grades 7-8 designed to introduce students to the composition of light. It includes detailed lesson plans for eight classroom activities in which students build their own spectroscopes, gather data about light sources, analyze patterns and fingerprints, learn to read light intensity graphs, and use data they collect online to explore Saturn and Titan. Each lesson contains worksheets, warm-up questions, vocabulary lists, safety guidelines, and assessments. This resource is part of the TeachEngineering digital library, which provides teacher-tested lessons designed to connect real-world experiences with curricular content in the K-12 science/math classroom.

2009-06-06

421

Physical Education Teachers' Self-Reported Communication of Content Relevance  

ERIC Educational Resources Information Center

Communicating how class content can satisfy students' personal interests and goals--referred to as content relevance--is an important teaching behavior that has been linked to numerous indices of student success in school. However, no known studies have examined teachers' communication of content relevance in K-12 physical education. The purpose…

Webster, Collin A.; Villora, Sixto Gonzalez; Harvey, Rachel

2012-01-01

422

Supervisory and Managerial Training through Communication by Objectives.  

ERIC Educational Resources Information Center

An approach to individual supervisory coaching, "communication by objectives," is appropriate for all supervisors, systematically teaching them to translate concepts into skills and to apply those skills on an individualized basis to employees. (Author/MLF)

Baird, John E. Jr.

1981-01-01

423

Teaching or Learning?  

ERIC Educational Resources Information Center

This article, the 6th in a series of AAHE research reports, summarizes research on teaching and learning. Most studies on teaching methods conclude that there are no significant differences between the various teaching methods and student achievement. The problem with these studies is that they have concentrated on teaching and have ignored…

Milton, Ohmer

424

On Teaching. Volume II.  

ERIC Educational Resources Information Center

This collection of essays, which evolved from the Professional Lecture Series on Teaching and Learning and Instructional Workshops on Teaching and Learning held at the University of Colorado (Boulder), addresses a variety of styles and situations for teaching and learning. The following essays are included: (1) "Teaching as Architecture:…

Shea, Mary Ann, Ed.

425

Teaching Portfolios: Another Perspective.  

ERIC Educational Resources Information Center

Argues that teaching portfolios are time consuming and have not been shown to improve college faculty teaching skills. Raises some unanswered questions concerning teaching portfolios and reviews what is known about effective teaching at the college level. Suggests that constructing the portfolio often becomes the focus instead of instructional…

Candace W. Burns

2000-01-01

426

Properties of Objects and Materials  

NSDL National Science Digital Library

Would you like to make you own geyser explode? Take part in a copper caper? Create a glittering globe? Invesitgate ice crystals? The answer, of course, is ... YES! Dive into this pool of web sites to discover dynamic, mind-expanding places where teachers and students will increase their understanding of matter and materials. The Web pages targeted from this guide provide content material, activities, lesson plans, assessments, or interactive sites for use by teachers and students, broken into appropriate age-level categories. They align with the National Science Education Standards (NSES). NSES Physical Science Content Standard B includes three main parts for grades K-4: Properties of Objects and Materials Position and Motion of Objects, and Light, Heat, Electricity, and Magnetism. This web guide focuses on the first of these three parts, Properties of Objects and Materials.

National Science Teachers Association (NSTA)

2005-04-01

427

What is an objective structured practical examination in anatomy?  

PubMed

Assessing teaching-learning outcomes in anatomical knowledge is a complex task that requires the evaluation of multiple domains: theoretical, practical, and clinical knowledge. In general, theoretical knowledge is tested by a written examination system constituted by multiple choice questions (MCQs) and/or short answer questions (SAQ). The assessment of practical knowledge (three-dimensional anatomical concepts) involves oral, spot, or objective structured practical examinations (OSPE). Finally, the application of anatomical knowledge to patients is tested mainly through objective structured clinical examinations (OSCE). The major focus of this study is the OSPE. Although many schools challenge students using this tool in practical examinations in the early phase of the curriculum, the true meaning of OSPE is frequently forgotten and it becomes, in reality, a spot examination. This article, for the first time, describes how the concept of the OSPE has evolved and is currently being used to assess the practical domain of anatomical knowledge in a problem-based curriculum at Alfaisal University College of Medicine. In addition, it describes the main differences from the spot examination, which is normally used in traditional medical curricula. The authors believe that the OSPE remains the most efficient tool to assess the practical aspects of anatomical knowledge in a system where basic knowledge is integrated with the clinical or functional part of anatomy. However, this contention only holds true if the OSPE process revolves around structured objectives. PMID:22930456

Yaqinuddin, Ahmed; Zafar, Muhammad; Ikram, Muhammad Faisal; Ganguly, Paul

2013-01-01

428

Interdisciplinary Team Teaching as a Model for Teacher Development  

Microsoft Academic Search

The education literature has increasingly called for collaboration between teachers as a way to enhance the quality of teaching. In the TESOL field, content-based language teaching and English for Specific Purposes approaches are being more widely adopted. These developments call for increased collaboration between language teachers and colleagues in the subject-area disciplines. This study investigates how interdisciplinary contact between language

Timothy Stewart; Bill Perry

2005-01-01

429

Changing the Way You Teach, Improving the Way Students Learn  

ERIC Educational Resources Information Center

Two experienced teacher educators describe a framework for effective teaching that can be applied in any subject area and grade level. Their detailed review of the structures, processes, and content of effective practice provides you with lots of practical tips you can use right away, including: (1) How to teach both the depth and the breadth of…

Martin-Kniep, Giselle O.; Picone-Zocchia, Joanne

2009-01-01

430

Soils and Fertilizers. Competency Based Teaching Materials in Horticulture.  

ERIC Educational Resources Information Center

This competency-based curriculum unit on soils and fertilizers is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline taking soil samples, testing samples, preparing soil for…

Legacy, Jim; And Others

431

Teaching Introductory Statistics in the Social & Behavioral Sciences: Approach & Rationale  

ERIC Educational Resources Information Center

The teaching and learning of introductory statistics in the behavioral sciences continues to generate much debate on content and pedagogy amidst on-going reform. Facilitating change where appropriate also necessitates an understanding of instructors' motivation for their approach. This pilot study explored approaches to teaching introductory…

Hassad, Rossi A.

2003-01-01

432

Reflective Field Experiences for Success in Teaching Elementary Mathematics  

ERIC Educational Resources Information Center

In this paper, the author discusses the major components of a junior level pedagogy course for elementary education majors learning to teach mathematics. The course reviews content and knowledge of the teacher candidates and introduces methods and materials for teaching elementary mathematics using the Standards or benchmarks from the National…

Robards, Shirley N.

2009-01-01

433

Observing Reel Life: Using Feature Films To Teach Ethnographic Methods.  

ERIC Educational Resources Information Center

Extends the methods of using film as a tool to teach content analysis and examines the use of feature films in teaching ethnographic methods. Explores how feature films are a valuable pedagogical tool in qualitative methods instruction by drawing from an assignment developed for a course on youth subcultures. (DSK)

Leblanc, Lauraine

1998-01-01

434

Librarians, Libraries, and the Scholarship of Teaching and Learning  

ERIC Educational Resources Information Center

Librarians are continually teaching students and faculty how to identify and access learning resources. They teach during individual reference consultations, through presentations to classes, and through library website content they create. Are librarians well prepared to design and deliver well-crafted instruction? Academic librarians have…

Otto, Peter

2014-01-01

435

Teaching Educational Politics and Policy. UCEA Monograph Series.  

ERIC Educational Resources Information Center

Current and exemplary teaching practices in the politics of education are analyzed and documented. The booklet is comprised of five different articles: "The Politics of Education in the Curriculum of Educational Administration" (Donald H. Layton); "Teaching Politics of Education Course: Content and Topics" (Jay D. Scribner); "What Our Students…

Layton, Donald H., Ed.; Scribner, Jay D., Ed.

436

Exploring the Mathematical Knowledge Needed for Teaching Teachers  

ERIC Educational Resources Information Center

The purpose of this study is to explore the knowledge demands of teacher educators as they teach disciplinary content to preservice elementary teachers, specifically in mathematics, and to understand how such knowledge is different from that used by K-12 teachers. Drawing from a database including teaching and learning artifacts from five…

Castro Superfine, Alison; Li, Wenjuan

2014-01-01

437

Teaching Evolution: A Heuristic Study of Personal and Cultural Dissonance  

ERIC Educational Resources Information Center

Darwinian evolution is a robustly supported scientific theory. Yet creationists continue to challenge its teaching in American public schools. Biology teachers in all 50 states are responsible for teaching science content standards that include evolution. As products of their backgrounds and affiliations teachers bring personal attitudes and…

Grimes, Larry G.

2012-01-01

438

Common Core, Commonplaces, and Community in Teaching Reading  

ERIC Educational Resources Information Center

Joseph Schwab, a curriculum theorist, described four commonplaces, or universals, of teaching: content, students, milieu and teachers. This article considers how the Reading Standards of the ELA-CCSS are shaping these commonplaces in the teaching of reading. The organization of the Reading Standards, for example, focuses on two broad grade bands,…

Roskos, Kathleen; Neuman, Susan B.

2013-01-01

439

A Narrative Analysis of Action Research on Teaching Composition  

ERIC Educational Resources Information Center

The purposes of this content analysis of action research studies on teaching composition are two-fold: to examine action research studies on teaching classroom compositions to learn more about classroom composition pedagogy, including the values and beliefs that shaped the instruction and findings; and secondly, to demonstrate how narrative…

Strand, Katherine Dagmar

2009-01-01

440

Practical Teaching Methods K-6: Sparking the Flame of Learning.  

ERIC Educational Resources Information Center

This book provides state-of-the-art teaching practices and methods, discussing the elements of good teaching in the content areas and including examples from real classrooms and library media centers. Chapters offer reflection exercises, assessment tips specific to each curriculum, and resource lists. Nine chapters examine: (1) "The Premise"…

Wilkinson, Pamela Fannin.; McNutt, Margaret A.; Friedman, Esther S.

441

Provision of research methods teaching in UK LIS departments  

Microsoft Academic Search

Purpose – To review the provision of research methods teaching across UK institutions teaching accredited information and\\/or library science postgraduate programmes. Design\\/methodology\\/approach – Content analysis of institutional web sites was undertaken followed by telephone interviews with research method tutors. Information was obtained on what, how and when research methods are taught, the type of coursework expected, the usage of virtual

Anne Morris

2006-01-01

442

Implementing the Plan. Competency Based Teaching Materials in Horticulture.  

ERIC Educational Resources Information Center

This competency-based curriculum unit on implementing the landscape plan is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The seven sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered…

Legacy, Jim; And Others

443

UNF graduates of the B.A.E program in Art Education will demonstrate mastery of content knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical task assessments in core, major, and clinical experiences at  

E-print Network

UNF graduates of the B.A.E program in Art Education will demonstrate mastery of content knowledge Statement Fdns & Secondary Ed - Art Education The Art Education program is designed to prepare a small but steady supply of art educators for K-12 schools in the Northeast Florida region. The program is designed

Asaithambi, Asai

444

Quantitative Analysis of Learning Object Repositories  

Microsoft Academic Search

Learning Object Repositories (LOR) are the backbone of the Learning Object Economy. However, little is known about how big they are, how they grow over time, what are the distribution of the contribution among their users or the popularity of their contents. This paper is a first step to measure these operational aspects of Learning Object Repositories and Referatories through

Xavier Ochoa; Erik Duval

2009-01-01

445

Nature Tables: Stimulating Children's Interest in Natural Objects  

ERIC Educational Resources Information Center

Primary school pupils in the UK today may be less familiar with natural objects, less exposed to formal natural history teaching and have less time given to school-based observation and discussion of natural objects. This study of children's responses to a "Nature Table" of displayed natural objects was designed to assess pupils' knowledge of…

Tomkins, Stephen; Tunnicliffe, Sue Dale

2007-01-01

446

Teaching Child Development Via the Internet: Opportunities and Pitfalls.  

ERIC Educational Resources Information Center

Describes the development and implementation of a cross-listed undergraduate and graduate-level child psychology course taught over the Internet. Describes course content and instructional goals. Outlines the opportunities and pitfalls of teaching in a virtual classroom. (CMK)

Graham, Theresa A.

2001-01-01

447

The Role of Students and Content in Teacher Effectiveness  

ERIC Educational Resources Information Center

The process of effective teaching--teaching that directly leads to student learning of standards-based content--is tenuous at best and easily disrupted by contextual and behavioral factors. In this commentary, I discuss the role of student support and mediation in teacher effectiveness and curricular reform. The most vocal students in physical…

Ennis, Catherine D.

2014-01-01

448

Technology Mapping: An Approach for Developing Technological Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

Technology mapping[TM] is proposed as an approach for developing technological pedagogical content knowledge (TPCK). The study discusses in detail instructional design guidelines in relation to the enactment of TM, and reports on empirical findings from a study with 72 pre-service primary teachers within the context of teaching them how to teach

Angeli, Charoula; Valanides, Nicos

2013-01-01

449

Technological Pedagogical Content Knowledge (TPACK) Literature Using Confidence Intervals  

ERIC Educational Resources Information Center

The validity and reliability of Technological Pedagogical Content Knowledge (TPACK) as a framework to measure the extent to which teachers can teach with technology hinges on the ability to aggregate results across empirical studies. The results of data collected using the survey of pre-service teacher knowledge of teaching with technology (TKTT)…

Young, Jamaal R.; Young, Jemimah L.; Shaker, Ziad

2012-01-01

450

Foreign Language Teaching in Schools in Europe [and] Profile of...Foreign Language Teaching in Schools in Europe.  

ERIC Educational Resources Information Center

This book is an appraisal of the teaching of foreign languages in the 29 European countries taking part in the Socrates program. It contains a detailed analysis of the way teaching is organized, the approaches and content of curricula, arrangements for the recruitment and training of teachers, and the initiatives developed within the education…

Minguez, Maria Luisa Garcia; Baidak, Nathalie; Harvey, Angelika

451

Video Content Modeling: An Overview  

Microsoft Academic Search

This paper provides an overview of different video content modeling techniques employed in existing content-based video indexing and retrieval (CBVIR) systems. Based on the modeling requirements of a hypothetical (somewhat ideal) CBVIR system, we analyze and categorize existing modeling approaches. Starting with a review of techniques to model raw video data, we study approaches used to describe physical objects, and

Faisal I. Bashir; Ashfaq A. Khokhar

452

Planning for Success: Optimizing Your Teaching  

ERIC Educational Resources Information Center

This article outlines a sequential approach to unit and lesson planning for conceptual teaching in general music classes. Guidelines for the writing of well-articulated instructional objectives are provided. Two appendices show models of a unit plan and a lesson plan in which the assessment of objectives is clearly tracked and alternative…

de Frece, Robert

2010-01-01

453

Teaching/Learning Guide: Level I.  

ERIC Educational Resources Information Center

The manual presents sequences of skills designed for use as guides to teaching/learning objectives and as a basis for evaluating and recording special education students' progress. It is explained that the goal of the first level of objectives (sequenced in this document) is to enable the student to function at a motor/psychomotor state of…

Carbon - Lehigh Intermediate Unit, Schnecksville, PA.

454

Excellence in teaching  

NASA Astrophysics Data System (ADS)

In November 1999 the Physics department of the University of York achieved a perfect score in the official Subject Review (which was formerly known as the Teaching Quality Assessment). This marked a continuation of the University's success in the TQA process, which measures the quality of teaching in every subject in every UK university. York's Electronics department gained the same maximum score in 1998. The review team examined six aspects of the department's work: curriculum design; teaching, learning and assessment; student progression and achievement; student support; learning resources; and quality management and enhancement. The department had submitted a document in advance of the visit, detailing aims and objectives in each of these areas. The assessors sat in on lectures, laboratory sessions and other activities as part of their audit. Also receiving wide acclaim as one of Europe's best new multimedia products was the Open University's Geology course, which won the `Knowledge and Discovery' category at the EuroPrix awards in November. The course had been redesigned to involve the use of CD-ROM multimedia, to supplement the real geological materials which are sent to students. The disks enable rocks, minerals and fossils to be visualized in three dimensions, students can take `virtual field trips' and an interactive database can be used to explore the Earth's past environments. Coordinated by the European Commission, the EuroPrix multimedia art awards aim to promote the development of multimedia technologies throughout the European Union. The Geology course was found to be one of the best examples of distance learning seen to date and it was highlighted as a model of quality for other institutions to follow, demonstrating the added value which multimedia can bring to complex subjects.

2000-01-01

455

Substantive-Level Theory of Highly Regarded Secondary Biology Teachers' Science Teaching Orientations  

ERIC Educational Resources Information Center

Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and goals for teaching science, have been identified as a critical component within the proposed pedagogical content knowledge (PCK) model for science teaching. Because of the scarcity of empirical studies in this area, this case study examined the nature…

Friedrichsen, Patricia Meis; Dana, Thomas M.

2005-01-01

456

Bewitching Ideas Influence Learning: An Evaluation of an Interdisciplinary Teaching Experience  

ERIC Educational Resources Information Center

This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. In this month's issue the authors describe an interdisciplinary approach to case study teaching that addresses the demand to balance the goals of process and content. The case study, Salem's Secrets…

Nava-Whitehead, Susan M.; Augusto, Kerri W.; Gow, Joan-Beth

2011-01-01

457

Occupation-Specific VESL Teaching Techniques. A VESL Staff Development Training Resource Packet.  

ERIC Educational Resources Information Center

Materials for a workshop on teaching vocational English as a Second Language (VESL) are gathered. An annotated outline presents the content and sequence of the workshop, including an icebreaker activity, general techniques for teaching occupation-specific vocabulary, sample lesson plans and accompanying instructional materials for teaching

West, Linda; Wilkinson, Betty

458

Improving teaching and learning in a plant biology course further and deeper  

Microsoft Academic Search

On the basis of a complete review and comment on the current state of teaching and learning in a plant biology course in China, this paper discusses how to improve teaching-learning further and in more depth according to the constructivist perspective and student-centred approaches. The traditional teaching and learning viewpoints, contents and methods have not been suitable to modern education,

Li Lianfang

459

Voltage Presented as a Primary Concept in an Introductory Teaching Sequence on DC Circuits  

NSDL National Science Digital Library

Discusses some difficulties in teaching the concept of voltage to secondary school students. Presents and describes the content of a teaching sequence introducing voltage as a primary concept through relationships with other variables. Provides an example of the delivery of the teaching model.

Psillos, D.; Koumaras, Panagiotis; Tiberghien, Andrã©e

2006-06-22

460

Self efficiency and social influence of computer support collaborative learning teaching and learning blog  

Microsoft Academic Search

This paper is a report of self efficiency of student teachers conducting blog as their collaborative teaching and learning tool. The report analysis social influence of collaborative activities and its impact on the content development of teaching and learning blog. A number of 35 undergraduates of Bachelor of Education in Teaching English as Second Language (TESL) programme participated in the

Siti Rosni Mohamad Yusoff; Nor Azan Mat Zin

2011-01-01

461

Teaching World History in the Twenty-First Century: A Resource Book  

ERIC Educational Resources Information Center

This practical handbook is designed to help anyone who is preparing to teach a world history course--or wants to teach it better. It opens with Peter Stearns's essay "Where Did World History Come From?" and closes with Jerry Bentley's annotated bibliographic guide to the essential content knowledge for teaching world history. In between,…

Roupp, Heidi, Ed.

2009-01-01

462

Tufts University GSAS and SOE Teaching Assistant (T.A.) Handbook  

E-print Network

Tufts University GSAS and SOE Teaching Assistant (T.A.) Handbook 2011/2012 #12;T.A. Handbook 2011/12 Table of contents Page Welcome to Tufts! 3 Part I: Tufts University 1. Tufts University Vision Statement 5 2. Teaching Assistantships at Tufts University GSAS and SOE 8 Part II: Teaching

Tufts University

463

Holograms as Teaching Agents  

NASA Astrophysics Data System (ADS)

Hungarian physicist Dennis Gabor won the Pulitzer Prize for his 1947 introduction of basic holographic principles, but it was not until the invention of the laser in 1960 that research scientists, physicians, technologists and the general public began to seriously consider the interdisciplinary potentiality of holography. Questions around whether and when Three-Dimensional (3-D) images and systems would impact American entertainment and the arts would be answered before educators, instructional designers and students would discover how much Three-Dimensional Hologram Technology (3DHT) would affect teaching practices and learning environments. In the following International Symposium on Display Holograms (ISDH) poster presentation, the author features a traditional board game as well as a reflection hologram to illustrate conventional and evolving Three-Dimensional representations and technology for education. Using elements from the American children's toy Operation® (Hasbro, 2005) as well as a reflection hologram of a human brain (Ko, 1998), this poster design highlights the pedagogical effects of 3-D images, games and systems on learning science. As teaching agents, holograms can be considered substitutes for real objects, (human beings, organs, and animated characters) as well as agents (pedagogical, avatars, reflective) in various learning environments using many systems (direct, emergent, augmented reality) and electronic tools (cellphones, computers, tablets, television). In order to understand the particular importance of utilizing holography in school, clinical and public settings, the author identifies advantages and benefits of using 3-D images and technology as instructional tools.

Walker, Robin A.

2013-02-01

464

Teaching Earth Science Using Hot Air Balloons  

NSDL National Science Digital Library

Constructing model hot air balloons is an activity that captures the imaginations of students, enabling teachers to present required content to minds that are open to receive it. Additionally, there are few activities that lend themselves to integrating so much content across subject areas. In this article, the authors describe how they have successfully used hot air balloons to teach metric measurement, proportions, trigonometric functions, density, convection, data collection and analysis, principles of engineering, and many other concepts and skills.

Kuhl, James; Shaffer, Karen

2008-01-01

465

Learning Object Repositories  

ERIC Educational Resources Information Center

This chapter looks at the development and nature of learning objects, meta-tagging standards and taxonomies, learning object repositories, learning object repository characteristics, and types of learning object repositories, with type examples. (Contains 1 table.)

Lehman, Rosemary

2007-01-01

466

Teaching Argument: A Theory of Types.  

ERIC Educational Resources Information Center

Examines three basic approaches for teaching argument in a composition class--logical/analytic, content/problem solving, and rhetorical/generative. Discusses the problems of each and defends the rhetorical/generative approach as the one that reaches its goal most directly and most reliably. (HTH)

Fahnestock, Jeanne; Secor, Marie

1983-01-01

467

Improve Your Teaching and Your Students' Learning  

ERIC Educational Resources Information Center

In the author's two decades of work on postsecondary instruction, he has been constantly reminded of areas where he and his colleagues as instructors could improve teaching and deepen student learning: how they could move beyond content transmission; how they could benefit more from the published literature on instructional effectiveness,…

Timpson, William M.

2009-01-01

468

Teaching Text Structure To Improve Reading Comprehension.  

ERIC Educational Resources Information Center

This article discusses how to teach children with mild disabilities to identify the five different types of expository text structures: main idea, list, order, compare/contrast, and classification. It then explains a strategy for each text structure type that can be taught to children to improve comprehension in content area classes. (Contains…

Bakken, Jeffrey P.; Whedon, Craig K.

2002-01-01

469

Teaching Taekwondo through Mosston's Spectrum of Styles  

ERIC Educational Resources Information Center

Martial arts have recently gained the attention of physical educators as a viable activity in their physical education curriculum. However, physical education teachers may have difficulty teaching martial arts because they have little pedagogical content knowledge and no experience, and because they perceive martial arts to be dangerous and…

Na, Jaekwon

2009-01-01

470

The Important Thing about Teaching Problem Solving  

ERIC Educational Resources Information Center

The author teaches a content course in problem solving for middle school teachers. During the course, teacher candidates have the opportunity to confront their insecurities as they actively engage in solving math problems using a variety of strategies. As the semester progresses, they add new strategies to their problem-solving arsenal and…

Roberts, Sally K.

2010-01-01

471

Teaching Accessibility Standards to Generation Y Students  

ERIC Educational Resources Information Center

The Americans with Disabilities Act (ADA) of 1990 mandated that facilities and programs are accessible, so people with disabilities can be included in all aspects of community life including recreation (Dattilo, 2002). Understanding accessibility standards is not an easy task. Educators are faced with the challenge of teaching technical content,…

Klitzing, Sandra

2011-01-01

472

Online Resources for Teaching Shakespeare. ERIC Digest.  

ERIC Educational Resources Information Center

To assist educators in effectively teaching the works of such a critical author as William Shakespeare, this Digest identifies and describes some of the most significant and useful online resources. The digest notes that the sites were chosen on the basis of their technical excellence, purpose, content, authorship, and general usefulness for…

Stoicheva, Mila

473

Teaching About the United States in Europe.  

ERIC Educational Resources Information Center

Identifies five major aims for teaching about the United States in European secondary schools. Presents the content of eight themes for achieving these aims: (1) stereotypes; (2) location; (3) environmental diversity; (4) human response; (5) the peopling of the United States; (6) the U. S. political system; (7) the United States as a global power;…

Robinson, Alastair

1986-01-01

474

Session 1380 New Methods for Teaching  

E-print Network

active participant in the class. Hence, in a traditional classroom, students are often passiveSession 1380 New Methods for Teaching Introductory Physics to Non-Majors Teresa Larkin, Physics for the Modern World. The content of the new course includes the topics of Electricity & Magnetism

Larkin, Teresa L.

475

History Circles: The Doing of Teaching History  

ERIC Educational Resources Information Center

Lesson planning is a critical task in the education of pre-service teachers, but the author has often questioned the extent to which traditional lesson plan formats truly contribute to the teaching and learning of history. Since current research in history education calls for an emphasis on building "historical thinking" skills and content

Brown, Sarah Drake

2009-01-01

476

A Useful Example when Teaching Hypothesis Testing  

ERIC Educational Resources Information Center

This article describes an example which is useful when teaching hypothesis testing in order to highlight the interrelationships that exist among the level of significance, the sample size and the statistical power of a test. The example also allows students to see how what they learn in the classroom directly affects the content of some of the…

Wiseman, Frederick

2004-01-01

477

Teaching Social Studies through the Performing Arts  

ERIC Educational Resources Information Center

In the past decade, there have been growing efforts to improve and enhance the delivery of social studies content in the classroom through arts integration. Some educators have used music as a method for teaching social studies and found that interdisciplinary work increases students' understanding of history and different cultures. This article…

Colley, Binta M.

2012-01-01

478

Teaching Mathematical Trade Topics for Conceptual Understanding.  

ERIC Educational Resources Information Center

This book is intended to assist trade and industrial education teachers in teaching mathematical trade topics in a way that will increase students' conceptual understanding of them. The first chapter provides an overview of the book's contents and suggests ways of using it. The next five chapters address the following aspects of using principles…

Larkin, Alan; Phillips, Keith

479

Object locating system  

DOEpatents

A sensing system locates an object by sensing the object's effect on electric fields. The object's effect on the mutual capacitance of electrode pairs varies according to the distance between the object and the electrodes. A single electrode pair can sense the distance from the object to the electrodes. Multiple electrode pairs can more precisely locate the object in one or more dimensions.

Novak, James L. (Albuquerque, NM); Petterson, Ben (Albuquerque, NM)

1998-06-09

480

Teaching Objectives of a Simulation Game for Computer Security  

E-print Network

engineering. Computer security training and education can greatly benefit from an engaging means of presenting-funded adversaries. Keywords: Computer Security, Education, Simulation, Game #12;Introduction The last several years if computer viruses are the source of their problems with "Web TV". Despite this increased awareness, users

481

Faculty Perceptions of Teaching Support and Teaching Efficacy in Taiwan  

ERIC Educational Resources Information Center

The purpose of this study was to investigate university faculty's perceptions of teaching support and their teaching efficacy in Taiwan. In addition, the relationship of perceived teaching support to faculty' teaching efficacy was examined. Questionnaires measuring three dimensions of teaching support and six dimensions of teaching efficacy were…

Chang, Te-Sheng; McKeachie, Wilbert; Lin, Yi-Guang

2010-01-01

482

To Understand the Content, Write about It!  

ERIC Educational Resources Information Center

Integrating writing into the social studies curriculum ought to be easy. After all, within any rich unit of study, there are endless possibilities for students to record, synthesize, and respond to new content with written words. Learning is enhanced by multiple opportunities to write, and what better way to teach composition than in the vivid…

Leddy, Diana

2010-01-01

483

Language and Content: The Case of Law.  

ERIC Educational Resources Information Center

A discussion of the teaching and learning of English for special purposes focuses on the interrelationship of content and language, particularly in the case of education for the legal professions. It is noted that law students must both study a large corpus of case and statute law and legal principles and learn the language of the law, with its…

Beasley, Colin J.

484

Integration of Content in the Language Arts.  

ERIC Educational Resources Information Center

Pupils need to experience a rich language arts curriculum. Each learner must have feelings of self-worth and acceptance of others in the classroom setting. Educational psychologists have long recommended that learners perceive that content acquired is integrated. English teachers have debated the merits of teaching isolated learnings in the…

Ediger, Marlow

485

Synchronizable Objects in Distributed Multimedia Applications  

Microsoft Academic Search

In training and gaming systems, distributed multimedia are often used, in which the basic content elements must be conveyed or presented in a synchronized order at synchronized moments over multiple devices and in many cases over a network. These content elements are often presented or represented as \\\\Synchronizable Objects\\

Jun Hu; Loe M. G. Feijs

2010-01-01

486

Editor's IntroductionInterdisciplinary and Teaching Perspectives on Multiculturalism and Diversity  

Microsoft Academic Search

Demographic changes in the United States, increased student interest, and creative research and scholarship have led many colleges and universities to introduce multiculturalism and diversity into curricular requirements and course content. The significance and complexity of such issues require that research, scholarship, and teaching be interdisciplinary. Teaching multiculturalism and diversity courses requires consideration offivefactors: course content and readings, the students

Jack Meacham

1996-01-01

487

Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities  

ERIC Educational Resources Information Center

Under NCLB, students with severe disabilities are expected to make progress on state academic content standards in language arts, math, and science. But what material should educators teach from these three content areas, and how should they teach it? With this groundbreaking textbook, future educators will finally have the answers they need. The…

Browder, Diane M., Ed.; Spooner, Fred, Ed.

2006-01-01

488

Teaching and Learning Science through Song: Exploring the Experiences of Students and Teachers  

ERIC Educational Resources Information Center

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and…

Governor, Donna; Hall, Jori; Jackson, David

2013-01-01

489

TABLE OF CONTENTS Mission Goals and Objectives 1  

E-print Network

for Hispanic Studies in Nursing and Health Annual Report September 1, 2010 ­ August 31, 2011 Mission, Goals for Hispanic Studies in Nursing and Health is administered by two Co- Directors with the support of five for the coming year (2011-2012) 6 #12;1 The University of Texas at Arlington College of Nursing Center

Huang, Haiying

490

TABLE OF CONTENTS Mission Goals and Objectives 1  

E-print Network

for Hispanic Studies in Nursing and Health Annual Report September 1, 2011­ August 31, 2012 Mission, Goals for Hispanic Studies in Nursing and Health is administered by two Co- Directors with the support of five for the coming year (2012-2013) 6-8 #12;1 The University of Texas at Arlington College of Nursing Center

Huang, Haiying

491

Professional development in college science teaching  

NASA Astrophysics Data System (ADS)

Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4) GTAs can encourage or incite undergraduates' interest to choose a career in the sciences; and (5) make our graduates more marketable. Since 68% of current GTAs were interested in a teaching position, the University should allocate time to educate the GTAs who are currently teaching or plan to teach as a profession.

Thomas, Aimee Kathryn

492

Responsive Teaching through Conversation  

ERIC Educational Resources Information Center

Conversations are the heart of responsive teaching. By talking with struggling learners, teachers can find out about their interests in order to design effective, personalized instruction; build relationships; work through complexities in teaching and learning; and celebrate successes.

Dozier, Cheryl; Garnett, Susan; Tabatabai, Simeen

2011-01-01

493

Toilet Teaching Your Child  

MedlinePLUS

... the process easier. Back Continue Tips for Toilet Teaching Even before your child is ready to try ... potty, you can prepare your little one by teaching about the process: Use words to express the ...

494

Tracing the Development of Teacher Knowledge in a Design Seminar: Integrating Content, Pedagogy and Technology  

ERIC Educational Resources Information Center

Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman's [Schulman, L. S. (1987). "Knowledge and teaching: foundations for a new reform." "Harvard Educational Review," 57(1), 1-22] concept of pedagogical content

Koehler, Matthew J.; Mishra, Punya; Yahya, Kurnia

2007-01-01

495

MASTER OF SCIENCE IN TEACHING, LEARNING, AND LEADERSHIP Option: Secondary Education for Those Non-traditionally Certified or Seeking Initial Licensure  

E-print Network

MASTER OF SCIENCE IN TEACHING, LEARNING, AND LEADERSHIP Option: Secondary Education for Those Non-traditionally* Teaching Geometry in the Secondary School AND CIED 5730 Seminar in Education: Effective Teaching, Classroom will teach (OSAT) Meet content requirements for certification and accreditation To be recommended for initial

Veiga, Pedro Manuel Barbosa

496

Teaching Catholic Social Teaching through Communitarian Sensibilities  

ERIC Educational Resources Information Center

As much as Catholic social teaching is sometimes referred to as "our best kept secret" (Henriot, DeBerri, and Schultheris 1987), in recent years it has been gaining a renewed emphasis in Catholic higher education. This "renaissance" of Catholic social teaching integrates well with the self-evaluation of Catholic higher education over the past…

Burke, John Francis

2005-01-01

497

Teaching Through Teleconferencing.  

E-print Network

Editor: Jan McDaniel, Extension communications specialist, The Texas A&M University System. TEACHING THROUGH TELECONFERENCING Sylvia McMullen* Teaching effectiveness using an interactive audio system will depend on four components... Editor: Jan McDaniel, Extension communications specialist, The Texas A&M University System. TEACHING THROUGH TELECONFERENCING Sylvia McMullen* Teaching effectiveness using an interactive audio system will depend on four components...

McMullen, Sylvia

1983-01-01

498

Physics Learning Assistantsâ Views on Expert Teaching: Toward an Understanding of PCK  

NSDL National Science Digital Library

The Learning Assistant (LA) program at Florida International University has become an important part of physics teacher preparation at the institution. All pre-service physics teachers are required to participate in the program. An underlying goal of the program is to help participants develop pedagogical content knowledge necessary for effective teaching. In this study, physics LAs views on expert teaching are analyzed through the lens of pedagogical content knowledge by means of semi-structured interviews. Analysis of these interviews reveals that LAs are aware of the need for both pedagogical knowledge and content knowledge in expert teaching. LAs hint at the need for pedagogical content knowledge in expert teaching. Analysis of participantsâ responses also revealed that physics LAsâ have varying perspectives on the importance of content knowledge and pedagogical knowledge in expert teaching that impact their views on their teacher preparation experience.

Cochran, Geraldine L.; Wells, Leanne; Brookes, David T.

2014-01-30

499

teaching is particularly  

E-print Network

"Good teaching is particularly valued and is [original emphasis] expected in NUS."1 But what is good teaching? In this issue, CDTLink solicited views from the NUS population--teachers, students, there is no single, simple defi- nition of good teaching, but there is com- mon ground. For example, a study2 asked

Chaudhuri, Sanjay

500

Teaching, Caring, and Transformation  

ERIC Educational Resources Information Center

Educator Bell Hooks acknowledged the fundamental truth that teaching, caring, and transformation are closely linked, that is, that true teaching must be accompanied by a deep level of care in order for learning to take place. No matter how young or old, no matter the subject matter, and no matter where teaching and learning take place--a…

Nieto, Sonia

2012-01-01